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{"page": 5, "printed_page": null, "text": "‘Proceedings\n\nRational\n\nEducation\n1 94°\n\nof\n\nthe\n\ne Association\n\n"}
{"page": 6, "printed_page": null, "text": "mm\n\nHeadquarters\nNational\n\nBuilding\n\nEducation\n\nof the\n\nAssociation\n\n"}
{"page": 7, "printed_page": null, "text": "NATIONAL\nOF\n\nEDUCATION\nTHE\n\nASSOCIATION\n\nUNITED\n\nSTATES\n\nPROCEEDING\nOF\nSEVENTY-EIGHTH\nHELD\n\nIN\n\nJUNE\n\nTHE\nANNUAL\n\nMEETING\n\nMILWAUKEE\n30- JULY\n\n4\n\n1940\nVOLUME\n\nNATIONAL\nOF\n\nEDUCATION\nTHE\n\nUNITED\n\nWASHINGTON,\n\n78\n\nASSOCIATION\nSTATES\nD. C.\n\n"}
{"page": 8, "printed_page": null, "text": ".\n\n-\n\n*\n\n"}
{"page": 9, "printed_page": null, "text": "FOREWORD\nThis\n\nbook\n\ncomprises the seventy-eighth annual volume\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 iml940 and the official records of the Asso¬\nciation for the year 1939-40.\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\n\nSERVICE\n\nA Tribute to All Departed Members .\nThe American Canon .\nGENERAL\n\nAmerica’s Place in the World Situation .\nThe Future of Democracy in the Western Hemisphere\nThe Place of Music in the Culture of the World .\nCritical Problems Facing Our Nation .\nEducating Youth To Meet National Problems .\nPolitical Issues of the Day .\nPolitical Issues of the Day .\nNATIONAL\nSeminar\n\non Protection\n\n19\n20\n\n— Wise .\n— Marsh .\n— Callahan .\n— Rowen .\n\n19\n20\n31\n32\n\n— Spence .\n— Smith .\n— Doudna .\n— Hinrichs .\n— Kaltenborn ....\n— James .\n— Hanson .\n\n32\n32\n33\n36\n44\n54\n57\n\n— Dykstra .\n— Studebaker ...\n\n60\n68\n\n— Draper .\n— Mundt .\n\n75\n84\n\nSESSIONS\n\nGreetings .\nGreetings .\nGreetings .\nGreetings .\nGreetings .\nResponse .\nThe Lure of Wisconsin .\nThe Task before Us .\n\nNational\n\n— Wise .\n— Marsh .\n\nSEMINARS\n\nof School Funds\n\nfor Educa¬\n\ntional Purposes .\n— Graham .\nNational Seminar on Education and Economic Well-Being\nin Our Democracy .\n— Hunter .\nNational Seminar on Building Stronger Professional Organi¬\nzations .\n— Lawson .......\nMORNING\nVisual Aids\n\n100\n103\n\nASSEMBLIES\n\nin Education\n\nMotion Pictures for Democratic Efficiency .\nThe School Journey Movement .\nThe Teacher and Educational Policy .\nThe Future Belongs to Youth\nThe\nThe\n\n96\n\nWork of the American Youth Commission .\nProblems of Youth in the CCC .\n\nProblems Facing High-School Youth .\nYouth Views the Future .\nUse of Human and Natural Resources in Education\nWhat Is Happening to Our\nsources .\n\nHuman\n\nand\n\nNatural\n\n— Hoban . .\n— Roberts .\n\n106\n108\n\n— McClusky\n— Cook . . .\n\n109\n\n— Granger\n— Ordal ..\n\n114\n116\n\n— Judd\n\n118\n119\n\nRe¬\n. . .\n\nDeveloping Enlightened Public Opinion in Conservation — Bennett\nAid from the Air .\nRadio, a Practical Resource\nEducation for Gifted Children\n\nin the Democratic\n\nSchool\n\nDetroit’s Project in Major Work (Gifted) Classes\nThe Education of Gifted Children .\nVocational Education .\n\n— Hester\n\n.\n\n109\n112\n\n122\n122\n\n. .\n\n...\n\n124\n126\n127\n\n— Gray ...\n— Davis ..\n\n128\n129\n\n... — Baker\n— Kirk\n\nModern Procedures in the Teaching of Reading\nRecent Developments in Improving the Interpretation of\nWhat Is Read .\nStimulating and Elevating Reading Interests .\n\n[7]\n\n"}
{"page": 12, "printed_page": null, "text": "8\n\nNational\n\nEducation\n\nDISCUSSION\nAmerican\n\nEducation\n\nand Juvenile\n\nAssociation\n\nGROUPS\n\nDelinquency\n\nAmerican Education and Juvenile Delinquency .\n— Loomis . . .\nAmerican Education and Juvenile Delinquency .\n— Stullken . .\nClassroom Use of IV ar Neves and IV ar Problems .\nEducation in Human Relations\nEducation in Human Relations .\nGarden Education in A merican Democracy\nAn Introduction and Point of View .\nConservation and Land Use .\n\n— Clinchy\n\n131\n133\n135\n\n135\n\n.\n\n139\n— Jones ..\n— Torkelson\n\nChemurgy .\nAdministrative Considerations Relating to Garden\ncation .\nSchool Administration in Garden Education .\n\n— Barnard\n\n. .\n\nEdu¬\n— Shave .\n— Sutton\n\n140\n141\n143\n144\n\nA Philosophy for Garden Education .\n— McArthur\nA Program of School-Home Projects in Gardening . . . — Young\nSchool Gardening on the Elementary Level .\n— Miner\nCurriculum Revision for Meeting Health Needs\nNeeded Curriculum Revisions in the Field of Health\n\n145\n146\n148\n\nEducation .\n— Rugen ....\nNeeded Curriculum Revisions in the Field of Physical\nEducation .\n— Boulton . .\nNeeded Curriculum Revisions in the Field of Recreation — Hutchins . .\nMeeting the Special Needs of the Individual Child\n\n149\n\nMeeting the Special Needs of the Individual Child\nPlanning for the Exceptional Child .\nNeveer Instructional Practices of Promise .\n\n157\n— Cherrington\n\nA Safety Philosophy for Teachers .\nThe Inspired Teacher Interprets the Curriculum\n\n— Cameron ..\n— Wyman ...\n\nand Administrators’\n\nLIFE\nHistorical\nTwelfth\n\nLife Membership\n\nThe Schools’ National Defense Obligations .\nThe P.T.A.’s Interest in American Education Week .\n\nHistorical\n\nCOUNCIL\n\nNote .\n\non a Policy for Adult Education.\n\nSecretary’s Minutes\n\n.\n\n.\n\n166\n167\n\n— Woodruff\n\n167\n168\n\n— Kelly ...\n•— Kletzer .\n\n171\n\nOF\n\nEDUCATION\n\n.\n\nThe Relation of the Teacher to America’s\nnomic Pattern .\nThe Control of Education .\nTheses on the Internal Control of Education\nTheses\n\n— Rosenfield\n\nDinner .\n\n.\n\nNATIONAL\n\n159\n160\n162\n\nDINNER\n\nNote .\n\nAnnual\n\nInvocation\n\n.\n\nLiability for Accidents.\n\nMEMBERSHIP\n\n154\n154\n155\n\n— Samuelson\n\nin Education .\n\nTeachers’\n\nRelations\n\n....\n\n156\n\nN.E.A.’s Program of Teacher Welfare\nN.E.A.’s Program of Teacher Welfare .\nPan-American Relations in Education\nPan-American\nSafety Education\n\n— Kavein\n— Finlay\n\n150\n153\n\n. .\n\nChanging\n.\n\nEco-\n\n.\n.\n.\n.\n\n174\n— Clark\n\n.\n\n— Kefauvcr .\n— M el by .\n— Bryson .\n\n175\n177\n182\n183\n184\n\n"}
{"page": 13, "printed_page": null, "text": "9\n\nContents\n\nDEPARTMENTS\n\nOF\n\nADULT\nHistorical\n\nTHE\n\nASSOCIATION\n\nEDUCATION\n\nNote .\n\nSome Imponderables in the American Economy\nPublic Affairs Education thru Forums .\nLet Us Build an American Culture .\nAdult\n\nEducation\n\nand\n\nVocational\n\nAdult\n\nEducation\n\nand\n\nCultural\n\nSecretary’s\n\nMinutes\n\nAMERICAN\n\nHistorical\n\nLiving .\n\nFunctioning\n\nASSOCIATION\nFOR HEALTH,\nAND\nRECREATION\n\nProgram\n\nof Teacher\n\nHistorical\n\nof Health\n\nand\n\nProgram\n\nWord\n\nEducation\n\nRecreation .\n\nfor\n\nHealth,\n\nASSOCIATION\n\nof Honorary\n\nWhat\n\non\n\nand\n\nOF\n\nPhysical\n\nSCHOOL\n\nwith\n\n.\n\n209\n\n— Dyer\n\n.\n\n210\n\n— Falk\n\n.\n\n212\n\nEdu¬\n— Eastwood\n\n.\n\n.\n-Ballou\n\nSchools .\n\nWhat Is Right with the Secondary Schools .\nWhat Does American Democracy Mean to Me .\nWhat Is Right with American Youth .\nThe Vital Diplomatic Fronts .\nFacing the ’Forties .\nIndustry and Safety Education in the Schools .\nThe Home and Safety Education .\n\n.\n\n-Oxnain .\n.\n- -C ampbell .\n-Doudna .\n- -Spaulding ...\n-Kerr .\n-Sutton .\n-McDonald ....\n-McNutt .\n- -Hoffman .\n- -Ethridge .\n-Hill .\n.\n\nThe Obligation of the Schools for Safety Education .\nOn Our Way .\nPresentation of Gavel from the Brazilian Education Asso¬\nciation .\n- -Pyrtle .\nRefining the Process in the Classroom .\n- -Goodykoontz\nThe Principal and the Teacher .\n- -McClure .\nThe\n\nCurriculum\n\nKeeps\n\nPace\n\nwith\n\nHuman\n\nNeeds .\n\nSecretary’s Minutes .\nResolutions .\n\nAMERICAN\nHistorical\nAn\n\nASSOCIATION\n\n- -Morrison\n.\n\n.\n\nTEACHERS\n\ners Colleges\n\nand\n\nIts Significance\n\n253\n257\n259\n266\n272\n278\n283\n289\n294\n\n308\n319\n\nCOLLEGES\n\n— Sherrod\n\n.\n\nApplication of the Principle of Selective Admission in Teach¬\ners Colleges and Its Significance for the Profession .\n— McConnell\nof Selective\n\n241\n243\n244\n\n324\n\nStatement .\n\nof the Principle\n\n231\n\n316\n\n.\n\nOF\n\n228\n229\n\n295\n. . 296\n301\n\nNote .\n\nIntroductory\n\nApplication\n\n213\n218\n\nADMINISTRATORS\n\nLife Memberships .\n\nthe Elementary\n\n— Nash\nRecrea¬\n\nthe Exhibits .\n\nIs Right\n\nEDUCATION,\n\non Health\n\nContemporary Crucifixion and Crusade .\nMusica Americana .\n\nA\n\n205\n\n208\n\nNote .\n\nConferring\n\n196\n198\n\nPHYSICAL\n\ncation, Recreation, and Safety .\nLegislative Council Meetings .\n\nAMERICAN\n\n.\n.\n\n. .\n\nOrganization of Health, Physical Education,\ntion Program .\nProblems\n\n— Baldnf\n— Brown\n\n.\n\nThe Implications for Teachers in Youth’s\nand Recreation .\nA\n\n.\n\n192\n193\n\n— Hambrecht . . . 201\n— Seman\n.\n203\n\nEfficiency .\n\n.\n\nNote .\n\n.\n— Miller\n\nAdmission\n\n325\n....\n\n326\n\nin Teach¬\n\nfor the Profession .\n\n— Cooper\n\n331\n\n"}
{"page": 14, "printed_page": null, "text": "10\n\nNational\n\nMaking\n\nUse\n\nTeacher\nThe\nThe\n\nof the\n\nObjective\n\nSelection\n\nEducation\n\nExamination\n\nAssociation\n\nas\n\na Phase\n\nof\n\n.\n\n— Wood\n\n.\n\nProposed Teacher Examination Service .\n— Rowland\nTrend of Teachers Colleges toward General Colleges\n\n335\n\n.\n\n339\n\n— Gammage\n\n.\n\n343\n\nIs Bad for the Profession .\nCommittee on Standards and Surveys .\nReport of the Committee on Accrediting .\n\n— Gregory\n\n.\n\n349\n354\n363\n\nReport\n\n— Hunt\n\nIs Good for the Profession .\nThe Trend of Teachers Colleges toward General\n\nof the Secretary .\nAMERICAN\n\nHistorical\nHow\n\nNote\n\nTo\n\nSome\n\nColleges\n\nMake\n\nEDUCATIONAL\n\nRESEARCH\n\n.\n\nASSOCIATION\n370\n\n.\nMistakes\n\nImplications\n\nof\n\nin Estimating\nVerbatim\n\nCapacity\n\nRecords\n\nClassroom Talk .\nRecent Trends in Learning: Their\n\nof\n\nTo\n\nLearn.\n\n— Williams\n— Corey\n\nRelation\n\n371\n\nHigh-Schpol\nto\n\nthe\n\n371\n\n. .\n\nPsy¬\n\nchology of Arithmetic .\nRelation of Research to Classroom Teaching .\nProgram .\nCommittees .\n\n372\n\n— Anderson\n— Theisen .\n\n373\n374\n380\n380\n\nSecretary’s Minutes .\nReport of the Secretary-Treasurer .\nReport of the Necrology Committee .\nReview\n\nReport\n\nof the Committee\n\nTo\n\nthe Procedure\n\nReport\n\nof the Committee\n\non Awards .\nART\n\nHistorical\n\n364\n\n383\n387\n388\n\non Awards .\n\n391\n\nEDUCATION\n\nNote .\n\n394\n\nSpecial Ability with Particular Reference to Artistic Aptitude — Meier .\nArt as an Integrative Experience in the Junior College .\n— Chipman .\nArt Education by Radio: The Cleveland Experiment .\n— Howell .\n\n395\n396\n397\n\nBasic Problems in Elementary Art Supervision... . .\n— Flinn\nThe Milwaukee Handicraft Project: Its Significance to Edu¬\n\n398\n\ncation\nArt\n\nand\n\nthe\n\nin a High\n\nCommunity .\n\nSchool\n\nof Music\n\nand\n\nSecretary’s\n\nMinutes\n\nin Our\n\nTime .\n.\n\n.\n\n.\n\n— Willisch\n— Gillham\n\n.\n.\n\nEducation and\ntions toward\n\nTraining\n\n399\n400\n401\n402\n\n406\n\nNote .\n\nBusiness\n\n398\n\nEDUCATION\n\nPresident’s Message .\nHow Business and Business Education Can\nBetter\n\n— Mann\n\n.\nBUSINESS\n\nHistorical\n\n— Ulbricht\n\nArt .\n\nThe Development of Modern Design\nArt Education in Canada .\n\n.\n\nCollaborate\n\nfor\n\n.\n\nBusiness — Their Responsibilities and\nEducation for Work .\n\n407\n\n— North\n— Elliott\n\n409\n\n— Forkner\n\n410\n\nObliga¬\n\nWhat We\nDo To Prepare Our Pupils To Obtain\nRetain Positions in Business thru Training in\n\nand\n411\n412\n\nTypewriting .\nTranscription .\nTranscription .\n\n— DuFrain . .\n— Ogle .\n— Brewington\n\n413\n\nClerical\n\n— Plimpton\n\n. .\n\n413\n\n— Eyster ....\n— Swanson ..\n\n414\n415\n\n— Wilson\n\n416\n\nConsumer\nConsumer\n\nSkills\n\n.\n\nand Social\nand Social\n\nSalesmanship\n\nBusiness .\nBusiness .\n\n.\n\n. . .\n\n"}
{"page": 15, "printed_page": null, "text": "11\n\nContents\n\nShorthand\n\nSpeed\n\nBuilding .\n\nA Demonstration of Training for Typing Skill\nPlacement Problems in Puerto Rico .\n\n— Blanchard\n\n.... 416\n\n— Smith .\n— Muniz .\n\n417\n417\n\n— Newmann\n\nBusiness Education’s Product in Business .\nStandards in Business Education .\n\n— Shields\n\nThe\n\n— McClusky\n\nOccupational\n\nSecretary’s\n\nAdjustment\n\nReport\n\nof Youth .\n\n418\n\n.\n\n419\n420\n\nTEACHERS\n\nHistorical\n\nNote .\n\nReport\n\nRecommendations\n\n422\n423\n\nof the President .\n\n— Smith\n\nNews as It Affects Education .\nThe Future of America .\nFirst Study\n\n.\n\n.\n\n.\nCLASSROOM\n\nand\n\n.... 418\n\n.\n\n— Bryson .\n— Stockdale .\n\nConference .\n\n426\n429\n433\n433\n\nSecretary’s Minutes .\nReport of Rules Committee .\n\n435\n\nProposed Budget for 1940-41 .\nChanges in Constitution and Bylaws\nResolutions .\n\n436\n436\n436\n\nELEMENTARY\nHistorical\n\nthe\n\nThe\n\nas an Educational\n\nPrincipal\n\nAdjusting\n\nSchool — A\n\nRelations\n\nSecretary’s\n\nLeader .\n\nto the Capacity\n\nWorkshop\n\nin the Elementary\n\nReport\n\nSecretary’s\n\nReport\n\nNature\n\n450\n\n....\n455\n\n— Brown\n\nAmerican\n\nFamily\n\n466\n\n. . . 468\n\n. — Winning\n\nDemocracy .\nof Personality.\nto General Ft\n\nRelationships .\n\nA Cooperative Program in Home and Family Living .\nThe Place of the Home Economics Teacher in the Educa\ntional Program\n\n463\n\nECONOMICS\n\nIdeals .\n\nBetter\n\n462\n\n.\n\n.\n\nand\n\nFamily\nand\n\n444\n447\n\n.\n\n.\nProblems of American Families .\n\nGuidance\n\n— Carr\n\nActivities .\n\nFamily Experience and the Development\nThe Contribution of Home Economics\n\nConserving\n\n441\n441\n\n.\n\n.\n\nFamilies\n\nLiving\nEconomic\n\n. . .\n\nEDUCATION\n\nof the President .\n\nAmerican\n\n— Reed\n\nCitizenship — McSwain\n\nSchool .\n\nHOME\nNote\n\n..\n\n.\n\nthru\n\nMinutes\n\n— White\n— Lee\n\nNote .\n\nLife Enrichment\n\nHistorical\n\nof the Child .\n\nin Democratic\n\nGARDEN\nHistorical\n\n440\n\nChild .\n\nthe Curriculum\n\nModern\n\nPublic\n\nPRINCIPALS\n\nNote .\n\nUnderstanding\n\nThe\n\nSCHOOL\n\n. . . . . . 469\n. — K either . . . . . . 469\n>1. — En\ntorf .\n. . . 470\n\ny\n\n. — Sowers\n. — Coles\n\n.... . . . 470\n\n.\n\n. . . 471\ng — Hendrix . . . . . . 472\n. — Taylor .... . . . 472\n. — Andersoti . . . . . 473\n. — Lyon .\n. . . 474\n\n— Branegan\n\nfor Youth .\n\n. . . . . 475\n\ni\n\nYouth\n\nand\n\nSecretary’s\n\nAdults\n\nMinutes\n\n— // -m.id.nn\n.\n\nXI\n\n477\n\n"}
{"page": 16, "printed_page": null, "text": "12\n\nNational\n\nEducation\n\nAssociation\n\nKINDERGARTEN-PRIMARY\nHistorical\n\nEDUCATION\n\nNote .\n\n482\n\nOrganizing the Kindergarten-Primary Program\ncreased Social Efficiency .\nt .\nThe\n\nValue\n\nof the\n\nLibrary\n\nPrimary\n\nEducation\n\nSecretary’s\n\nMinutes\n\nin the\n\nField\n\nReport\n\nIn¬\n\nand\n\nCriteria\n\nMUSIC\n\n.\n\n489\n\nREADING\n\n— Van\n\nfor Lip Reading .\n\nEDUCATORS\n\nNATIONAL\n\n495\n494\n496\n\nHorn\n\n— Gardner\n\n.\n499\n\n— West\n\n500\n\nCONFERENCE\n\nNote .\n\nin American\n\n504\n\nLife Today .\n\n— Hanson\n\nMusic in the Elementary-School Curriculum .\nMusic in the High School .\nConference on Organization Activities and Relationships\nthe Field of Music Education .\n\nNATIONAL\nHistorical\n\n— Myers\n\n491\n\nA Critique of the Rationale of Tests of Hearing .\nReport of Secretary-Treasurer .\n\nMusic\n\n483\n\nNote .\n\nDefects\n\nHistorical\n\n.\n\n.\n\nof the President .\n\nHearing\n\n— Harris\n\nof Kindergarten-\n\n.\n\nLIP\nHistorical\n\nfor\n\nASSOCIATION\n\nOF\n\nDEANS\n\n.\n\n505\n\n— Kelley .\n— Sommers .\n\n507\n508\n\nin\n\nOF\n\n510\n\nWOMEN\n\nNote .\n\n514\n\nGuidance — A Challenge to Our Schools .\nThe Professional Training of Residence Hall Directors .\n\n— Voight .\n— Stratton .\n\n515\n519\n\nThe\n\n— Shumaker\n\n.\n\n522\n\nDIRECTORS\n\nOF\n\nSocial Adjustment\n\nNATIONAL\n\nHistorical\n\nof the High-School\n\nPupil .\n\nASSOCIATION\nOF JOURNALISM\nSECONDARY\nSCHOOLS\n\nNote .\n\n526\n\nOpportunities in School Journalism .\nJournalism for the Ear .\nObjectives of Educational Publications .\n\nNATIONAL\nHistorical\n\nASSOCIATION\n\nOF\n\nSECONDARY-SCHOOL\n\nHistorical\nSpeech\n\n534\n\nEducation\n\n.\n\nNATIONAL\n\nASSOCIATION\n\nin Europe .\n\nOF\n\nTEACHERS\n\n.\n\nSpeech Education thru the Children’s Theater\nSpeech Education in the Adult Theater .\nSpeech\nSpeech\n\nEducation\nEducation\n\nSecretary’s\n\nand Psychology .\nand Research .\n\nMinutes\n\n.\n\nEducation\n\n— Rosecrance .... 535\n— Mitchell .\n537\n— Landy\n\nNote .\n\nTraining\n\n527\n528\n530\n\nPRINCIPALS\n\nNote .\n\nPresentday Challenges to Guidance in Secondary\nSpeech in the High School .\nContinuing\n\n— Ashby .\n— Bentley .\n— Bell .\n\nOF\n\n.\n\n539\n\nSPEECH\n\n.\n\n548\n\n— Bore hers .\n— Ward .\n— Mitchell .\n— Eiscnson .\n— Holcombe .\n\n549\n551\n552\n553\n554\n\n.\n\n555\n\n"}
{"page": 17, "printed_page": null, "text": "13\nContents\n\nNATIONAL\nHistorical\nThe\n\nCOUNCIL\n\nFOR\n\nTHE\n\nSOCIAL\n\nSTUDIES\n\nNote .\n\nNational\n\nMeetings\n\nCouncil\n\nand\n\n558\n\nthe Social Studies\n\nTeacher .\n\n— West\n\n.\n\n.\n\n561\n\nSecretary’s Report .\nRevised Constitution .\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\n563\n565\n\nADMINISTRATIVE\n\nHistorical\n\nNote .\n\nDemocracy\n\nIs Brotherhood\n\nSecretary’s\n\nMinutes\n\nProgram\n\nof Public\n\nA\n\nModern\n\nCurriculum\n\nA\n\nCurriculum\n\nin Rural\n\nfor the Rural\n\nfor Rural\n\nEducation .\n\nHigh\n\nElementary\n\nof Radio\n\nSchool .\n\nSchools .\n\nin Education .\n\nAudio-Visual\n\nSecretary’s\nResolutions\n\nMinutes .\n.\n\nEducation\n\nProgram .\n\nSCIENCE\n\n— Keeler\n\n579\n585\n\n. .\n\n— Ragsdale\n— Stadtman\n\n586\n\n— Heffernan\n\n592\n\n— Hamilton\n\n595\n600\n602\n\nINSTRUCTION\n\nNote .\n\nScience\n\nPersonality\n\nContributes\n\nto Personal\n\nDevelopment\n\nthru\n\nCommunity\n\nSocializing\n\nas the Core\n\nGeneral\n\nand Community\n\nScience .\n\nof Science\n\nUnit\n\n604\n605\n\nWelfare — Johnson\n.\n\nOrganization.\n\nScience .\n\n— Russell\n. — •Betts\n\n607\n. . .\n\n— Johnson\n— Hudspeth\n— Rohan ..\n\nSoil Conservation:\n\n— Campbell\n\nElementary\n\nScience\n\nNeighborhood\nEnriches\n\nProblem .\n\nCurriculum .\n\nSoil Conservation in the Junior High School .\nReport of the Secretary .\n\nSECONDARY\nHistorical\n\n609\n\n.\n\nMaking the Physical Sciences More Useful .\nSocial Implications of Science .\nA\n\n569\n\n578\n\nCountywide\n\nThe\n\n.\n\nEDUCATION\n\nA\n\nHow\n\n— Fisher\n\n573\n\nNote .\n\nHistorical\n\nEDUCATION\n\n.\n\nHistorical\n\nUtilization\n\nIN\n\n568\n\nRURAL\n\nProper\n\nWOMEN\n\nin Action .\n\nRelations\n\n559\n\n— Forler\n\n..\n\n— Strong\n\n..\n\n609\n610\n610\n611\n612\n612\n613\n\nTEACHERS\n616\n\nNote .\n\nForest Conservation: Its Importance to Youth\nin the Curriculum .\n\nand\n\nIts Place\n— Wheeler\n\n.\n\n617\n\nBooks\n\nin the Making\n\nof Men .\n\nWhat\n\nYouth\n\nof Education .\n\n— Fitzpatrick .... 619\n— Theisen .\n622\n\nReading\n\n— Lana\n\nExpects\n\nProblems\n\nin Directing\n\nSecretary’s\n\nMinutes\n\nin High\n\nThe\nThe\n\nProgram\n\nof Character\n\nProgram\n\nfor Gifted\n\nfor Educating\nand\n\n623\n624\n\nEDUCATION\n\nNote .\n\nWisconsin\n\nIntegration\n\n.\n\n.\n\n.\nSPECIAL\n\nHistorical\n\nSchool .\n\n628\nExceptional\n\nChildren — Powell\n\n.\n\n629\n\nPersonality .\n\n— Baker\n\n.\n\n631\n\n— Norris\n\n.\n\n639\n\nChildren\n\nin Cleveland .\n\n"}
{"page": 18, "printed_page": null, "text": "14\n\nNational\n\nSUPERVISORS\n\nEducation\n\nAND\n\nAssociation\n\nDIRECTORS\n\nOF\n\nINSTRUCTION\n642\n\nHistorical\n\nNote .\n\nKinds of Experiences Which Should\nvision .\nThe\n\nRole\n\nof the Teacher\n\nCurriculum\n\nMaterials\n\nSecretary’s\n\nMinutes\n\nBe Fostered\n\nin Supervision .\n\nSuited\n\nThe\n\nto Creative\n\n— Zeller\n\nSupervision .\n\nSecretary’s\n\n655\n\n.\nINSTRUCTION\n\nSchool\n\nMinutes\n\n658\n\nProgram .\n\n— Woodworth\n\n.\nEDUCATION\n\nNote .\n\n668\n\nThe Problems of Unemployed Youth .\nVocational Education .\n\nWORLD\n\nFEDERATION\n\nOF\n\n— Kaye\n— Eiken\n\nEDUCATION\n\n.\n.\n\n669\n672\n\nASSOCIATIONS\n\nNote .\n\nASSOCIATIONAL\n\n. . . 659\n666\n\nVOCATIONAL\n\nHistorical\n\n647\n651\n\n— Harap\n\nNote .\n\nIndividual\n\nHistorical\n\n643\n\n— Hockett\n\nVISUAL\nHistorical\n\nthru Super¬\n\n678\n\nRECORDS\n\nAND\n\nINFORMATION\n\nCharter\n\n.\n\n681\n\nBylaws\n\n.\n\n686\n\nStanding\nCalendar\n\n696\n\nRules .\nof Meetings .\n\n.\n\nOfficers — 1939-40\n\n.\n\nOfficers — 1940-41\n\n.\n\n701\n703\n709\n716\n\nHeadquarters Staff .\nCommittees, Commissions, and Councils .\nMinutes of the Twentieth Representative Assembly .\nMinutes\n\nof the Meetings\n\nof the Board\n\nMinutes\n\nof the Meetings\n\nof the Executive\n\n717\n751\n815\n\nof Directors .\nCommittee .\n\n822\n\nMinutes of the Meetings of the Board of Trustees .\nFinancial Report .\n\n841\n845\n\nBudget\n\n867\n\nCommittee\n\nSummary of\nCouncils :\n\nReport .\n\nReports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n— Pechstein\n\n877\n879\n\nAcademic Freedom .\nAffiliated Associations .\n\n— Taylor .\n— Shaw . . .\n\n879\n\nAmerican\n\nLegion\n\n— Dienst\n\n881\n882\n\nAmerican\nAmerican\n\nLibrary Association .\nTeachers Association .\n\nNational\n\nCouncil\n\nof Education .\n\nCooperation .\n\n. .\n\n— Lathrop\n— Smith ..\n\nAppraisal .\nBylaws and Rules .\n\n— Shaw . . .\n— Adair . .\n\nCooperatives .\nCredit Unions .\nEducational Policies Commission .\n\n— Lull\n— Moran . .\n— Carr ...\n\n883\n\n886\n885\n\n886\n887\n889\n890\n\nEqual Opportunity .\nEthics .\nHealth Problems in Education .\n\n— Morris .\n— King . . .\n— Wilson .\n\n891\n892\n\nIndividual\n\n— Stolz\n\n893\n\nGuidance .\n\n...\n\n"}
{"page": 19, "printed_page": null, "text": "15\nContents\n\n— Bonar\n\nInduction into Citizenship .\nInternational Relations .\nLegislative\nNational\nNational\n\nCommission\n\n.\n\nNecrology .\nResolutions .\nand\n\nSalaries\n\n.\n\nEducation .\n\nSupply, Preparation, and Certification\nTax Education .\nTenure\nAnnual\n\nof Teachers\n\n.\n\nReport\n\nof the Secretary .\n\nDelegates to the Twentieth Representative\nIndex .\n\nAssembly.\n\n893\n\n— Cherrington\n—Hall\n.\n\n. . . 895\n896\n\n— Kletzer\n\nCongress of Parents and Teachers .\nCouncil on Teacher Retirement .\n\nResources\n\n.\n\n.\n\n.\n\n898\n\n— Taylor .\n— Wise .\n\n899\n900\n\n— Bradley .\n— Hanna .\n\n901\n907\n\n— Elsbree\n\n909\n\n.\n\n— daggers .\n— Wilson .\n— DuShane . .\n\n910\n911\n912\n\n— Givens\n\n914\n\n.\n.\n\n.\n\n957\n981\n\n"}
{"page": 20, "printed_page": null, "text": "The work on this volume, including the gathering of\nmaterials, transcribing of records, editing, abstracting ,\nproofreading, and makeup, has been done in the Editorial\nService Unit of the Division of Publications under the\ngeneral direction of Lyle W. Ashby and in the immediate\ncharge of Marjorie E. Starr, with the assistance of Ruth\nHirst, Jessie M. Robbins, and others.\nJoy Elmer\n\nMorgan,\n\nDirector\n\nDivision of Publications\n\n"}
{"page": 21, "printed_page": null, "text": "General\n\nSessions\n\n"}
{"page": 22, "printed_page": null, "text": ""}
{"page": 23, "printed_page": null, "text": "A TRIBUTE\nHARRY\n\nARTHUR\n\nTRAINING\n\nWISE,\nSCHOOL\n\nVESPER\n\nSERVICE\n\nTO\n\nDEPARTED\n\nALL\n\nCHAIRMAN,\n\nCOMMITTEE\n\nDEPARTMENT,\n\nTEACHERS\n\nCOLLEGE,\n\nMEMBERS\nON\n\nSOUTHWEST\n\nNECROLOGY;\nMISSOURI\n\nSPRINGFIELD,\n\nHEAD,\n\nSTATE\n\nMO.\n\nIT ciation\nis goodforthatthosewe ofpause\nhere toworkers\npay tribute\nand tojoined\nexpressthatourinnumer¬\nappre¬\nour fellow\nwho have\nable throng in the silent halls of death. They have rendered their last\nservice. They have closed their classroom or office door for the last time\nand have laid away the robes of devotion to their profession. May it not\nbe said of them that they gave their lives in the pursuit of a great calling —\na profession in which it is a privilege to foster and direct the growth of\nthe youth of our land?\nIt is neither possible nor necessary to read the long list of the names of\nthose who have passed on since our last annual meeting in San Francisco.\nIt is indeed a long list, and it contains the names of workers from every\ntype of educational service. These names, over nineteen hundred of them,\nhave been collected and listed by your Committee on Necrology and will be\nwritten into the permanent records of the Association and filed in the\narchives of the national headquarters building in Washington, D. C. The\nnames of all persons on the list who were members of the National Educa¬\ntion Association are printed in the Report of the Necrology Committee on\npage 900 of this volume.\nThe memories of our fellow workers who are gone will be held espe¬\ncially dear by those who knew them best. We all pay tribute to their sin¬\ncere efforts and to their achievements. They left in our hands the task of\ncarrying on at a time when the world is sorely in need of well-balanced\nindividuals and an understanding society; for we are living in a time when\nthe life of each individual touches the life of every other individual around\nthe globe. The soul-shattering realities of the present call for clear thinking\nand a sincere and fruitful idealism. It is our task to educate a generation\nof youth who have before them the prodigious undertaking of reshaping\nthe world. To do this will require the best of our efforts and the fullest\nrealization of the potentialities of our system of public education. It is our\nduty to send out from our institutions boys and girls and young men and\nyoung women who are prepared to shoulder their own problems. They must\nhave a sincere and abiding faith in American democracy, and they must\nhave a lasting appreciation of the kind of freedom that exists nowhere else\nupon the face of the earth — American freedom.\nMay I ask that we stand in reverent silence for a moment in recognition\nof the virtues and accomplishments of those who have gone before, and\nas we pay this tribute let us remember the gravity of our responsibilities\nand pledge ourselves to spare no effort in their fulfilment.\n[19]\n\n"}
{"page": 24, "printed_page": null, "text": "20\n\nNational\n\nTHE\nDANIEL\n\nL. MARSH,\n\nEducation\n\nAMERICAN\n\nPRESIDENT,\n\nBOSTON\n\nAssociation\n\nCANON\nUNIVERSITY,\n\nBOSTON,\n\nMASS.\n\nI am speaking on this subject by request, and the subject is the title of\nmy book, The American Canon. On the jacket I have put the subtitle, “An\nInterpretation of Patriotism in Terms of Canon” — c-a-n-o-n rather than\nc-a-n-n-o-n.\nShortly after the World War I became discouraged at the perversions of\nthe patriotism that had been generated by and for the war. On the one hand\nwere persons who sought to impose their ideas of reactionism as the ideas of\nAmericanism. On the other hand were persons who sought to disseminate\nsubversive doctrines under the guise of liberal Americanism. Ignorance,\nintolerance, and bigotry stalked with both groups. Old and new societies\nwere formed to establish what they were pleased to call Americanism.\nscription, opprobrium,\n\nthe impugning\n\nPro¬\n\nof motives, the calling of names, per¬\n\nsecution on every hand — in the welter of which public opinion floundered, I\nsaid to myself: “Surely there is something that will give us the authoritative\nrule of true Americanism. There must be some documents that would stand\nin relation to Americanism as the Bible stands in relation to Christianity.”\nAnd so I started out to discover those documents if I could. Thru some\neighteen years in odds and ends of time I pursued the study. In the course\nof that time I read every document of George Washington as far as it has\nbeen reduced to modern print. I read every one of the speeches and papers\nof Abraham Lincoln preserved in type. I read every paper and public address\nof Woodrow Wilson, and so I kept on with the study and I began to sift\nout, by applying my own standards and norms of judgment, documents some¬\nwhat after the fashion in which I think canonical books of the Scripture were\ntested. You already know that there were a great many books, epistles, and\nothers that clamored for inclusion in the Bible, but by the canonical test\nthey were ruled out and there were kept those which we have, which are\ncalled the canonical books of the Bible. In that process, after eighteen or\ntwenty years of work, I selected seven documents — I do not know of an\neighth that belongs with these seven — and then furthering my whimsical\nnotion of comparison with the sacred canon, I gave them the names of the\nScripture. I have the Genesis of American democracy, the Exodus of Amer¬\nican democracy, the book of the Law of Americanism, the major prophecy\nof Americanism, a psalm of Americanism, the gospel of Americanism, and an\nepistle to the Americans. I want to mention them briefly. Of course I can¬\nnot give much substance, but I want to mention them, painting for you in\nrather bold outline something of the background, the antecedents, and the\ngenesis, something of the development and the influence and the implica¬\ntions of these seven immortal documents and their meaning for this day of\nbewilderment and confusion, this day when democracy is being tested and\nwhen Americanism itself is fighting for its life.\nThe Genesis of our American democracy is in the Mayflower Compact,\nbut if we look for the beginnings of the Mayflower Compact we go far\nback of its own composition. The year 1515 marked the Treaty of Augsburg\n\n"}
{"page": 25, "printed_page": null, "text": "General\n\nSessions\n21\n\nby which the clash of wars that had resulted from the Protestant Reforma¬\ntion was brought to a temporary end. By that peace the right of Prot¬\nestantism to exist was acknowledged, but unfortunately each state, govern¬\nment, or principality was allowed to establish its own religion, the head of\nthe principality or state becoming the head of the church. Following that,\nHenry the Eighth of England became the dictator of the faith and ritual of\nthe English people. There was a progress away, thru vicissitudes for years\nfollowing, from that arrogant assumption of authority until by the year\n1605 there had developed a movement that was known as Puritanism, be¬\ncause they sought to purify the ritual and to purify the excessively worldly\nand sinful life of the people, but as action and reaction are equal in the\nmoral world no less than in the physical, the bitterer the persecution of the\nPuritans the more determined they became in their Puritanism. Most of\nthese Puritans remained within the church trying to purify it, but a few of\nthem despaired and became Separatists.\nOne of these small colonies of Separatists lived at Scrooby, a rather poor\nfarming section in middle England. They met in the Manor House which\nwas presided over by Brewster, the father of a young fellow who later be¬\ncame the famous Elder Brewster of the Plymouth Colony. They were hunted\nout. Their secret meeting place was discovered. They were persecuted. By\n1606 they determined to flee to Holland. The King would not allow them\nto go. Bradford quaintly remarked that tho they could not stay they were\nnot allowed to go. Nevertheless, they did go by one means and another until\nmore than one hundred of them had gone to Amsterdam in Holland. Later\nthey went to Leyden. There some of them learned the trades that later\nstood them in good stead in Plymouth, but for the most part their toil was\nill paid. They did not want their children to become Dutch. They did not\nwant to lose the English language. They did not like to violate the worldly\nencroachments upon their own religious faith and morals. Therefore, they\ndetermined to seek a new country. They studied the question of coming to\nAmerica; entered into contracts with certain companies in England to bring\nthem to what was known as the Virginia Colony in America. They had\nbeen told a great deal about the hardships. The hardships were bad enough\nin their reality, but the stories that had been told made the psychological\nsuffering far worse than the physical. They had been told, for instance, that\nthe savages would skin white people alive and then cut out chops and steaks\nand broil them before their eyes.\nBut these people decided to go. They arranged for recruits to meet them\nin London. They were then to take two ships — the “Speedwell” and the\n“Mayflower.” These were to sail from Northampton. Finally, when the\n“Speedwell” was declared unseaworthy, most of the cargo that was essential\nwas shifted to the “Mayflower.” One hundred and two courageous souls\nwere crowded on the ship and on the sixteenth of September they sailed for\nthe last time, leaving England behind and not seeing land again until the\ntwentieth of November following. The land which they sighted on the twen¬\ntieth of November was Cape Cod. They were far north of the place for which\nthey had started. The Virginia Charter did not cover this territory and as\n\n"}
{"page": 26, "printed_page": null, "text": "22\n\nNational\n\nEducation\n\nAssociation\n\nthe “Mayflower” tossed off what now is Provincetown in Cape Cod, some\nof the persons on board who had been recruited in London, growing restive\nunder restraint, said they were happy that they were now to go to a place\nwhere there would be no law. The King claimed possession there, but there\nwas no charter for the Pilgrim band to settle. They would do as they pleased.\nWhen the leaders of the little company heard this they assembled all the\nadult males in the cabin of the “Mayflower” and drew up the Compact which\nis the first written compact by which any group of people on earth ever agreed\nto govern themselves. They did some exploring of the Cape and finally on\nthe twenty-first of December\nHarbor.\n\nthe “Mayflower”\n\nwas driven into Plymouth\n\nThe suffering of that first winter is beyond description. Bradford\n\nbecame\n\nthe governor after Carver’s death and from then until his own death in\n1657, he was the soul of the colony. Under the Compact which they had\nwritten and signed the Pilgrims agreed to enact just and equal laws and\npledged themselves to give due reverence and obedience to those laws. They\nstayed in spite of the fact that half the company died and they stayed in\nspite of the sickness and the near starvation. They stayed because they had\nfound that for which they had gone in quest, the freedom to worship God\nand the right to live their own lives.\nAy, call it holy ground,\nThe soil where first they trod !\nThey have left unstained what\nFreedom to worship God.\n\nthere they found —\n\nThat A I ay flower Compact by which they made treaties with the Indians\nand established a military system, that Mayflower Compact is the Genesis\nof American democracy.\nThe Exodus of American democracy is the Declaration of Independence.\nThat was where we went out of the land of tyranny and bondage to the\npromised land of liberty and self-government. No matter by what extraction\nthe Colonies were settled originally, they soon all came under English con¬\ntrol. England soon began to oppress. As early as 1660 she was trying to col¬\nlect unjust taxes thru unjust laws, and by 1760 George the Third came to\nthe throne. He accepted the then prevailing theory that a foreign colony\nexisted for the enrichment of the mother country and so under his leader¬\nship injustice was piled upon injustice and cruelty upon cruelty. By 1774 the\nColonies held a Congress in Philadelphia to defend their rights as English¬\nmen, not thinking of separating themselves from England. They addressed\na letter to the King which the King refused to receive. They appealed to\nParliament for redress of grievances, and adjourned to meet a year later.\nBefore they met in May of 1775 the battles of Lexington and Concord had\nbeen fought. Measured by present warfare they were the merest of skirmishes,\nbut when the sod was soaked in the first bloodshed for American independence\non Lexington Green it was as tho the seed of liberty had been planted and\nhad burst forth into the crimson bloom of battle. The shot fired “by the\nrude bridge that arched the flood” in Concord was truly heard around the\nworld. The Colonial representatives went back to Philadelphia still as Eng-\n\n"}
{"page": 27, "printed_page": null, "text": "General\n\n23\n\nSessions\n\nlishmen to defend their rights as Englishmen, but they were not there long\nbefore they found that they had new rights to defend.\nBy 1776 they were talking about an independent nation and self-govern¬\nment. Early in that year a resolution was introduced that the Colonies were,\nand of right ought to be, free and independent states. That was discussed in\nCongress off and on for some time. Later a committee was appointed to\ndraft a Declaration stating why they were separating themselves from Eng¬\nland. Five persons were named on that committee: Benjamin Franklin, John\nAdams,\n\nRobert Livingston, Roger Sherman, and Thomas\n\nJefferson. Thomas\n\nJefferson had a reputation for a certain felicitous style of English. In one-half\nday, without referring to book or pamphlet, he wrote the Declaration of\nIndependence. He later showed it to the four men who wTere associated with\nhim. Benjamin Franklin made three verbal corrections, John Adams made\ntwo. Thomas Jefferson himself made several interlineations. Then he made\nwhat he called a fair copy. It was presented to the Congress and was finally\nadopted after many amendments. Thomas Jefferson writhed as he saw\nCongress, under the lash of the southern constituency, cutting out his\nfine and eloquent phrases against slavery. Jefferson could hardly stand the\nlong delay in the debating. It was on the second of July that the Resolu¬\ntion of Independence was adopted and then on the third, Congress debated\nthe Declaration of Independence. It was adopted and signed on the Fourth\nof July.\nThe effect of the Declaration of Independence was instantaneous. It\nencouraged the Colonists. It drew a sharp line of demarcation between\nthose who were loyal to the British Crown and those who were loyal to the\nnewdy established government. It filled the soldiers with a new and dauntless\npride, a leap into the crimson sea of carnage to give their lives for independ¬\nence. From that day to this no persons in affluent circumstances will sneer\ncontemptuously at its high sounding phrases about all men being born equal,\nendowed by their Creator with certain inalienable rights. The truth of the\nmatter is that the underprivileged and dispossessed in every land clutch at\nit like drowning men at a straw. What those framers of the Declaration\nwere trying to say was that under a just government, a government that\nderives its powers from the consent of the governed, all men are equal in\npolitical opportunity and political obligation.\nThe book of the law of our American democracy is, of course, the Con¬\nstitution of the United States. It is the oldest written definition of govern¬\nment in the world in present use. Congress stayed in session until the\nRevolutionary War had ended. But when the war was over the Colonists\nwho had been held together by a common fear of the British Redcoat now\nfeared each other. When Great Britain signed the treaty of peace with the\nColonists she wrote the names of each of the thirteen Colonies separately.\nThe\n\nwiser men\n\nlike Franklin and Washington\n\ncould see that there were\n\ngoing to grow upon this continent thirteen jarring nations rather than one\nnation. Anarchy stalked thru the land. Public credit was gone. Congress\nrecommended to the states that they should raise taxes, and the states treated\n\n"}
{"page": 28, "printed_page": null, "text": "24\n\nNational\n\nEducation\n\nAssociation\n\nthe request with contempt. Congress had no power at all. The Articles of\nConfederation had been adopted but they meant nothing. There was no\nexecutive to enforce such legislation as Congress might enact. Congress issued\npaper money and the people in derision papered the walls of their houses\nwith it. The army demanded pay and Congress had no money with which\nto pay. A small detachment of soldiers actually besieged the State House in\nPhiladelphia where Congress was sitting. Congress fled first to Princeton,\nNew Jersey, and then to New\nork where it stayed in session until after\nthe Constitutional Convention. It was then that the wiser heads saw it was\nnecessary to have a stronger form of centralized government, and the Con¬\nstitutional Convention was called in Philadelphia on May 5, 1787. George\nWashington was unanimously elected president. The greatest influence in\nthe convention was Benjamin Franklin. The one to whom we owe most,\nbecause of his careful, painstaking record, was James Madison. There never\nwas a finer group of disinterested men assembled in the history of the\nworld. Limelight they did not lust for. Publicity they tabooed. We can\nhardly understand it in this day of pitiless publicity, candid cameras, and\nradios. They did not give out anything they were doing, and even Madison’s\nnotes were not published until after his death.\nIt was evident from the beginning that a crisis would be reached. There\nwere certain conflicting opinions. The small states demanded that there\nshould be equal representation in the national Congress. The large, wealthy\nstates demanded that representation should be on the basis of population or\ntaxable property, or both. Finally the compromise was reached by which\nin the upper house the states should have equal representation and in the\nlower house, giving us two houses, they should have representation on the\nbasis of population. Then there was worked out the arrangement for the\ntwo houses of Congress — for the executive and for the judiciary, the judiciary\nto be independent of both. That is one of the distinguishing marks of our\nform of government — the executive held in check by Congress, Congress\nheld in check by the executive, and both of them held within the strict\nlimitations of the Constitution by the Supreme Court. Amendment was\nmade easy enough to be accomplished when it was necessary, difficult enough\nto prevent unnecessary ones from being added. In the history of the Con¬\nstitution more than thirty-two hundred different amendments have been\nproposed by Congressmen. Twenty-one have been adopted, but since one\nrepeals another, nineteen are now in force.\nThe first ten amendments constitute our Bill of Rights. There never\nwas a day in the history of America when we needed to acquaint the rising\ngeneration with the Bill of Rights more than today. It guarantees freedom\nof worship, freedom of press, freedom of speech, right of assembly, freedom\nof person from unjust seizure of property, and invasion of home.\nAmerica has had many prophets but the greatest of them is George\nWashington. His major prophecy is his Farewell Address. It bears a re¬\nlationship to America as significant as the great thundering prophecies of\nIsaiah and Jeremiah bear to the history of Israel. George Washington was,\nmore than any other one person, the founder of our national life. Not\n\n"}
{"page": 29, "printed_page": null, "text": "25\n\nGeneral\n\nSessions\n\nmany countries have one man to whom they can point as we can point to\nGeorge Washington. Adding to his native ability certain training he had\nreceived under British direction, he became one of the greatest military\nstrategists of his time. He was a born leader of men. He had that some¬\nthing in his personality which we call authority. When the war broke out,\nGeorge Washington was probably the richest man in America. He had\neverything to lose and nothing to gain by espousing the uncertain cause of\nthe Colonists. Yet he flung himself into their cause, becoming the commander-in-chief of the armies, serving thru all those awful years of the\nwar without any pay, and a part of the time paying the ragged American\nsoldiers out of his own pocket. I would like to have us compare that with\ncertain modern alleged patriots that we have all known. During all those\nyears of the war he spent but a few hours at Mount \\ ernon, tho he longed\nfor its peace and quiet. When the war was over he went back to Mount\nVernon, there to dream perhaps of Boston, \\ orktown, Trenton, and Valley\nForge, but when anarchy stalked thru the land and the timbers of the house\nof state were falling, George Washington heard the call of duty and\nanswered the call and went to Philadelphia to become the president of the\nconvention that adopted the Constitution. He made only one speech and that\nwas on the last day when he said that if the Constitution there adopted\nshould fail to be approved and adopted by the states the next one would be\ndrawn in blood. The Constitutional Convention over, George Washington\nwent back to Mount Vernon. He wanted to live in peace and quietness, but\nthe people demanded he become President. Not for honors, emoluments, and\npreferments, but in answer to the call of duty, he became the first President\nof the L nited States. With the unerring instinct of a bird of flight he went\nto the heart of every problem as it arose and settled it with such finality that\nit has stood the test of the years until the present.\nAfter he had served for almost two terms, a good bit of criticism was\nleveled toward his direction. There were some who criticized because they\nwere selfishly ambitious and there were some who criticized because their\npolitical philosophy differed from Washington's. As it came toward the end\nof his second term, he decided that he would not allow himself to be a\ncandidate or be elected for a third term. George Washington did not say\nin so many words that he was opposed to a third term. We have reason to\nread into his statements that he viewed with apprehension a long continued\nencumbrance occupation power in any place of authority. Thomas Jefferson\ndid say that no one should be President for more\n\nthan two terms. Wash¬\n\nington's Farewell Address is our major prophecy. Ever since the League\nof Nations was proposed and the World Court was suggested we have heard\nthat Washington inveighed against our entering into entangling alliances\nwith European governments. As a matter of fact, George Washington did\nnot even use the phrase “entangling alliances. ’ George Washington was no\nisolationist. George Washington’s administration did make treaties and\nentered into many covenants with foreign powers. He did advise people to\nbe faithful to treaties that were made, but in his Farewell Address he warned\nagainst two particular attitudes toward\n\nforeign governments.\n\nHe\n\nwarned\n\n"}
{"page": 30, "printed_page": null, "text": "26\n\nNational\n\nEducation\n\nAssociation\n\nagainst a sycophantic, kowtowing adulatory attitude, toward any one gov¬\nernment and he warned against acting so as to gain the ill will of foreign\ngovernments. In the course of that he said that we should not entangle our\npeace and prosperity. He did not talk about entangling alliances. He said that\nwe should not entangle our peace and prosperity with European ambitions,\nrivalships, and caprice. He warned against disunion of any kind, geographical\nor sectional, warned against arraying class against class or class against mass.\nHe warned against usurpation of authority. He urged that the executive\nnever try to assume the responsibilities that belong to Congress and that\nCongress should not take the authority that belongs to the executive. He\nurged that we should maintain our credit and said that in times of peace\nwe must pay our bills as we go, not pile up a national debt, and should pay\noft the debts that necessary wars made inevitable. He said that whenever\na people undertake to do their own kingship, they assume the responsibilities\nas well as the privileges of the function, and therefore education should be\nencouraged.\nNow we come to the psalm of Americanism. If you have not read my book,\nThe\n\nAmerican\n\nCanon,\n\nyou are wondering\n\njust what\n\nNational songs are born of intense patriotism. That\n\nI am\n\ngoing to name.\n\nis true of the song of\n\nDeborah, the song of Moses, and the psalms of David. It is true of every\ngreat national anthem, whether it be French, German, or English. America\nhas from time to time marched to various tunes. In the period of the Revolu¬\ntionary War the shrill call of the fife and the roll of the drums led the\nsoldiers to the tune of “Yankee\n\nDoodle.”\n\nSince then Americans\n\nhave sung\n\nat one time or another “Hail, Columbia,” “My Country, ’Tis of Thee,”\n“America, the Beautiful,” and various others, but the one song that has\nstood the test is “The Star-Spangled Banner.” “The Star-Spangled Banner”\nhas been greatly criticized. Some people criticize it because they say the tune\nis unsingable and because it is an adulation of narrow nationalism. They\nsay that it is bellicose, that it is materialistic, and that it glorifies war. It\nwas written by Francis Scott Key, not a professional poet. He was a\nlawyer. At the time that he wrote the song he was a soldier in the American\narmy in the second war with Great Britain. He had a friend by the name of\nDr. Beanes who had been captured and was a prisoner on board a British\nship of war. He also knew a brother-in-law of Dr. Beanes who was a very\nclose friend of Judge Taney of the Supreme Court. Judge Taney exercised\nhis influence with President Madison to have one Skinner, who was the\nofficer having to do with the exchange of prisoners of war, and Francis Scott\nKey go on board the British ship to secure the release, if possible, of Dr.\nBeanes. The British treated them kindly but they would not let them go\nback to land until after they had made their attack upon Fort McHenry.\nThat night these three Americans — Beanes, Skinner, and Key — were on\nthe deck of the British ship watching the attack on Fort McHenry. It was\nthe thirteenth of September, 1814. As they stayed on deck, they could see\nthe shells being thrown and when the shells exploded they could see the\nstars and stripes still floating over Fort McHenry. They watched the\nreturn fire and when the fire was returned they knew that the Fort\n\n"}
{"page": 31, "printed_page": null, "text": "27\nGeneral\n\nhad not surrendered. They knew\n\nSessions\n\nas long as they could see the flag that the\n\nfort had not surrendered. So the firing kept up and by the rockets’ red glare,\nand the bombs bursting in air, they could see that the flag was still floating.\nBut toward morning there came a lull, and in that moment of quiet and\nsuspense, Francis Scott Key experienced a strange emotional tension. He\ndid not know but that Fort McHenry had surrendered, which would mean\nthe capture of Baltimore by the enemy. And in that moment of high emotion\nthe song began to come to him and he jotted down on the back of a letter the\nwords, phrases, clauses as they came. With the morning’s first beam they\ncould see the flag was still there. That day they were released and in the\nevening Francis Scott Key wrote the song as it stands today. It is not the\nwar or the battle that is glorified ; it is the flag that is glorified. While the\nbattle imagery is there, it is the flag that is loved. It does not require any\nexcess ability as an esthete to say that our flag is the most beautiful flag\nthat floats, the geometrical proportions, the arrangement of the red, the\nwhite, and the blue, the stripes stroked in ripples of white and red and the\nstars laughing down their delightful light from their little square heaven of\nblue. But we love it not because of its actual beauty. It was once a piece of\nbunting or silk that lay on the floor of a warehouse. We love it because it\nsymbolizes our government, because it is a pledge that the rights set forth\nin the Declaration of Independence and protected by the Constitution of\nthe United States will be guaranteed to us wherever it floats.\nI come to the gospel of Americanism. I refer to Abraham Lincoln’s\nSecond Inaugural Address — Abraham Lincoln once hated and despised by\na part of the country, now understood and appreciated by all, the truest\nfriend the South could have had in those terrible days following the Civil\nWar, understanding the South and loving it, understanding and loving\nmankind. If ever there was a man who was described by Browning’s dictum,\n“a man’s reach should exceed his grasp,” it is Abraham Lincoln. It is a long\nreach from the rude pioneer cabin in Kentucky to the White House. It is a\nlong reach from that gaunt boy that lay upon the floor of a backwoods cabin,\nwriting with charcoal upon the back of a shovel by the flickering light of a\npine knot to the man who could seize a pen and write the Gettysburg and\nSecond Inaugural Addresses. The Second Inaugural — it is almost poetry,\nalmost blank verse. At one place it drops almost into rhyme as well as\nrhythm, “Earnestly do we hope, fondly do we pray that this terrible scourge\nof war may speedily pass away.” It is freighted with scriptural allusions\nand scriptural quotations. Its scriptural cadences are freighted with moral\nintensity. When Abraham Lincoln was sure that he was right he was irre¬\nsistible, and he was sure of it in this Second Inaugural. After he had delivered\nit we have his own opinion of it. He wrote to Judge Weed: “I am glad to\nknow what you thought of the Second Inaugural Address. I think it is\nprobably the best of anything I have done. There are those who do not like\nit. There are those who will criticize it. There are men who do not like to\nhave themselves unfavorably compared with the Almighty. But since what¬\never of blame will come will fall upon me, I reckon they can afford for me\nto say it.” He\n\ndelivered the Second\n\nInaugural on the east portico of the\n\n"}
{"page": 32, "printed_page": null, "text": "28\n\nWhite\n\nNational\n\nHouse\n\nat noon\n\nEducation\n\ntime.\n\nAssociation\n\nIt had been drizzling rain all forenoon.\n\nLincoln came out — tall, gaunt, his eyes sunken as tho the knuckles of sorrow\nhad pushed them back into their sockets, as tho trying to control emotions\nthat memories stirred. And just as he began to speak there was a rift in the\nclouds, the rain ceased, a beam of sunlight fell directly down upon him\nand then spread until it took in the assembly. In the Second Inaugural\nLincoln makes a plea for forgiveness and for tolerance. He ends with that\nmost magnificent sentence in American literature, “with malice toward none,\nwith charity for all.” The last words would be a fitting text for almost any\nstatesman today to do all to make a just and lasting peace among ourselves\nand with all nations. But back of that Second Inaugural Address was a life¬\ntime of understanding, of love, of forgiveness. Long before he was a candi¬\ndate for the presidency, when he was running for Congress and might have\ntaken advantage of the “Know-Nothing” Party, he refused its support\nsaying that he did not want any votes that would come as a result of bigotry\nand intolerance.\nI come now to the last of the seven documents — an epistle to the Ameri¬\ncans. I know there are people who will not agree with this, but I am willing\nto rest it to the judgment of Americans one hundred or two hundred years\nfrom now. We have had many epistles written to Americans, but I honestly\nbelieve that the one which posterity will classify with the others which I\nhave put into The American\n\nCanon\n\nis the last article Woodrow\n\nWilson\n\nwrote, entitled “The Road Away from Revolution.” Woodrow Wilson, with\nthe possible exception of Thomas Jefferson, had the keenest analytical brain\nthat ever occupied the White House. Woodrow Wilson, with the possible\nexception of George Washington and Abraham Lincoln, was as clean and\npure and disinterested a patriot as has ever been President of the United\nStates. When he was President of the United States the terrible and bitter\nwar broke out in Europe. Wilson\n\nkept us out of it as long as any man\n\ncould\n\nhave. When we did have to go into it, it was Woodrow Wilson who took\nhold of the whole ugly business that had been wallowing its bloody way\nacross Europe for more than two years, and he lifted it up and put it on a\nmoral plane and shaped ideals for America in entering into it. In the period\nof disillusionment that followed, when it became easy to quit, when his\ncountrymen turned from him, and America forsook the ideals she had\napplauded, he still adhered to his ideals. In 1923, out of the White House\nand his health broken, in the spring of that year Mrs. Wilson says he began\nto be greatly concerned about the future of America. He seemed to have a\nforegleam of understanding of the evils that were going to come and did\ncome in 1929 and following. He expressed a desire to write an article. He\nhad no longer the use of his left hand. He found it difficult to write. Then\nhe tried his typewriter, but to pick out the keys with one hand and that\nhand painful with neuritis was also difficult so he began to dictate to Mrs.\nWilson. Sometimes he would dictate a sentence in the middle of the night,\nsometimes\n\nwhen\n\nthey were\n\nriding along the road, sometimes\n\nwere in the theater. Linally he had written a short article, “The\n\nwhen\n\nthey\n\nRoad Away\n\n"}
{"page": 33, "printed_page": null, "text": "29\nGeneral\n\nSessions\n\nfrom Revolution.” I believe the article — I have included it along with the\nother six in The American Canon — deserves a place in that collection.\nYou must keep in mind that Woodrow Wilson was a capitalist and he\nbelieved that capitalism was the logical system for America, and it has\nthe logic of natural growth at any rate. But Wilson warned that unless\ncapitalists would use their money for the service of the people, the country\nwas headed for evil. He came to that sentence, “The truth of the matter is,\nour civilization cannot survive materially unless it is redeemed spiritually.\nAnd then he pleaded that the spirit of Christ should be the interpreter of\nour conduct in all our social order. It is a marvelous production. That I\nhave called the epistle to the Americans.\nSo there are certain things that run thru all seven. All seven of them bank\nupon democracy, not as some mechanism of government, but as a spirit, as a\npurpose, as an ideal where government derives its power from the consent\nof the governed, and where our public officers are not our masters but our\nservants. That ideal runs thru all of them — the ideal of tolerance. In every\none of them you can find nothing that will bolster up the person who is\nbigoted and intolerant, whether it is racial, religious, social, or any other\nkind of bigotry and intolerance. All the way thru runs the ideal of law that\nour country is a country governed by law and not by man and then all thru\nruns that idea of reverence for law, that the laws must be just, equal, and\nobeyed. Thru them all runs the idea of education. In every one of them is a\nfaith in God and a plea for reverence for God. The Mayflower Compact\nstarts out with these wmrds, “In the name of God, amen.'' And then they\nsay that they are formulating this Compact and this government for the\nglory of God. The Declaration of Independence has five different references\nto the Deity in it, calling upon Him to witness to the rectitude of what they\nwere doing. The Constitution of the United States guarantees freedom of\nworship. Why did they want freedom of worship? Theyt worshipped God\nand they believed that this right to worship ought to be safeguarded to\nothers. The truth of the matter is that any right to be preserved must be\nused. In this country of ours we cannot continue the American way if we\nbecome atheistic, agnostic, and materialistic.\nThere are in America two irreconcilably divergent philosophies of life.\nOne of them is materialistic. The universe is a machine — a great mechanism\nwithout a mechanician. Man is an animal. His body is just a machine. YV hat\nhe does is done in answer to stimuli, physical stimuli to glandular secretions\nand chemical reactions. There is no such thing as a code of ethics. There is\nno life hereafter. The grave is a blind alley. On the other hand, you have\nthe spiritual conception of life — that back of the visible phenomena of the\nuniverse is a personal God who knows Himself and knows what He is about.\nM an has a body but he is a soul. There is such a thing as a code of ethics.\nA man can be what he knows he ought to be. The grave is not a blind alley.\nIt is a thorofare thru which we walk to the Elysian fields of God. If on the\none hand you raise a generation to believe that the universe is a machine\nand that man is an animal, you will raise a group of people who will act\nlike animals and you will have a recrudescence of the jungle. On the other\n\n"}
{"page": 34, "printed_page": null, "text": "30\n\nNational\n\nEducation\n\nAssociation\n\nhand, if you can raise a generation to believe that they are children of God,\nthey will act as immortal children of God ought to act.\nAY e cannot hope to safeguard our rights of worship unless we worship.\nThese founders of our Republic not only worshiped God but they believed\nin prayer. They prayed. They read the Bible and believed in it. George\nWashington pronounced it as the greatest of all documents and practically\nevery great American from then to now is on record with his approval of\nthe holy word of God. You have it in Abraham Lincoln’s Second Inaugural.\nA ou have it in Woodrow Wilson’s statement. You have it in “The StarBanner.”\naSpangled\nnarrow and\nwarlikeYousort.thought that was a crassly bellicose nationalism of\nO thus be it ever when\nBetween\n\nfreemen shall stand\n\ntheir loved homes and the war’s desolation !\n\nBlest with vict’ry and peace, may the heav’n-rescued land\nPraise the Pow’r that hath made and preserved us a nation !\nThen conquer we must, when our cause it is just,\nAnd\nAnd\n\nthis be our motto: “In God is our trust!”\nthe Star-Spangled Banner in triumph shall wave\n\nO’er the land of the free and the home of the brave!\n\nFIRST\n\nGENERAL\n\nSESSION\n\nGREETINGS\nHONORABLE\n\nJULIUS\n\nP. HEIL,\n\nGOVERNOR\n\nOF\n\nWISCONSIN\n\nI welcome you to the state of Wisconsin. You have come to one of the\ngreatest states in all America.\nI have noticed by the press that the convention is under way and that\nthere are controversial questions in the minds of the educators of America.\nAmerica needs you, needs you more today than it has ever needed you, to\nteach the principles of a democracy, to teach Americanism, to teach love\nof country, flag, and Constitution.\nIf anyone on earth ever was welcomed, when\n\nin the confines of this state,\n\nit is you men and women who are dedicating everything you have to\nyouth. If there is anything in your hearts that you may wish while here,\nwill you not let your wishes be known?\nGREETINGS\nHONORABLE\n\nCARL\n\nF. ZEIDLER,\n\nMAYOR\n\nOF\n\nMILWAUKEE\n\nThe people of Milwaukee cordially welcome you and extend to you\nevery conceivable means of hospitality.\nMilwaukee is the key city of Wisconsin and the great Northwest. It is\na colorful, charming old city still deep dyed with its early traditions, fa¬\nmous for its good government and liberal thinking, famous too as one of\nthe mighty industrial empires of this country, with a long list of diversified\n\n"}
{"page": 35, "printed_page": null, "text": "General\n\nSessions\n31\n\nproducts to its credit. Milwaukee is proud of its educational institutions,\nits public school system which had its inception in 1847, and the numerous\nnational and international awards for efficient and outstanding govern¬\nmental service. Around our picturesque city is heard the murmuring of\nwaters, for Milwaukee is situated at the confluence of three rivers and on\nthe beautiful Bay of Milwaukee and has many times been called the\nNaples of America.\nWe have gone a long way in developing our system of education, and\nwe have been very careful to give our children only the best possible train¬\ning. Yet, while we have strived to accomplish this end, we have been told\ntime and again that something is lacking; that the children of our nation\nafter leaving our schools and higher institutions of learning are not, in\nmany\n\ncases, well fitted for life.\n\nIt is the sacred duty of every teacher in the nation to imbue in the chil¬\ndren of America that spark of love for the glorious United States, for the\nideals and principles which we have inherited from our forefathers. It is\nthe sacred duty of every teacher to inculcate in the children of America a\nsincere desire to respect the flag of the United States and to be ever ready\nto protect in act and in word our democratic form of government.\nThe unexpected eclipse of freedom in some parts of the world, and the\nprobability that its torch will grow increasingly dim in others, forces us\nto think seriously for the moment about the effects the war in Europe has\nupon us here in America.\nIn the midst of concern over the military, industrial, commercial, and\nfinancial consequences of another possible involvement of the United States\nin war, the question of training our children in peace-time camps remains\nof greatest importance. To keep this nation invulnerable from foreign isms\nand to keep intact our heritage of equal rights, as educators of this great\nnation of ours, will require all your energy, patriotism, and intelligence.\nAs mayor of Milwaukee, I welcome you and express the sincere hope\nthat your stay will be a pleasant one and that you will return again and\nagain.\nGREETINGS\nHONORABLE\n\nJOHN\n\nCALLAHAN,\n\nSTATE\n\nSUPERINTENDENT\n\nOF\n\nPUBLIC\n\nINSTRUCTION\n\nWe welcome you here. You probably know that it is twenty-one years\nago since you met in Milwaukee. We think that twenty-one years is too\nlong to have you stay away.\nWe are hoping that you enjoy your visit and I take it that the empty\nseats here indicate that many of the group are out enjoying Milwaukee and\nthe state of Wisconsin. In the northern part of our state, our lake section,\nwe have almost as many lakes as Minnesota has. We are sure you will\nenjoy them. Come\n\nto Madison\n\nand see our university, and the campus\n\nof\n\nthat university which Allen G. White said in his1 autobiography is the most\nbeautiful campus in the United States.\nWe welcome you to Wisconsin.\n\n"}
{"page": 36, "printed_page": null, "text": "National\n\n32\n\nEducation\n\nAssociation\n\nGREETINGS\nHONORABLE\n\nROSS\n\nB. ROWEN,\n\nPRESIDENT,\n\nWISCONSIN\n\nEDUCATION\n\nASSOCIATION\n\nIt is a pleasant task for me, on behalf of the members of the Wisconsin\nEducation Association, to welcome the members and friends of the National\nEducation Association to Milwaukee.\nIt was in 1919 that this Association held its convention\n\nin Milwaukee.\n\nThe world had two ideas uppermost in the minds of educators. The world\nhad been made safe for democracy and the war to end all wars had itself\ncome to an end. As we meet in convention today we are facing the element\nof uncertainty, for the ideas which we believed were so secure in 1919 have\nbeen undermined\n\nin some places and scuttled in others. Difficult tasks lie\n\nahead for educators of the nation. May the conferences during this conven¬\ntion produce such results that we will all go home with the firm resolution\nto become a greater constructive force to build a society which will recog¬\nnize the worth of the individual along with social responsibilities.\nGREETINGS\nHONORABLE\n\nARTHUR\n\nT. SPENCE,\n\nPRESIDENT,\n\nMILWAUKEE,\n\nBOARD\n\nOF\n\nEDUCATION,\n\nWIS.\n\nI am happy to welcome this great Association to Milwaukee at this\nparticular time because I feel that democracy is on trial for its life in the\nworld. American democracy is a unique thing in the history of the world\nand I believe that democracy and education are like the famous old Siamese\ntwins. If you kill one the other must inevitably die. I feel that you men\nand women have a task that reaches far from the classroom and from the\nschool. The task is to bring home to the indifferent, self-satisfied, and\nassured numbers of our citizens that education in times of stress is even\nmore important than it is in times of great prosperity. If we want democracy\nwe must provide and nurture to the best of our ability its twin brother,\neducation.\nRESPONSE\nELPHE\nTHE\n\nK.\n\nSMITH,\n\nNATIONAL\n\nPRESIDENT,\n\nEDUCATION\n\nDEPARTMENT\n\nASSOCIATION;\n\nOF\n\nAND\n\nCLASSROOM\nTEACHER,\n\nTEACHERS\n\nPORTLAND,\n\nOF\n\nORE.\n\nIt was customary in pioneer days to have the entire community rally\nto the assistance of a newcomer when he was preparing to build a house.\nIt was a community undertaking because the new house and inhabitants\nwere henceforth to become a part of that community. Is that not true of\nwhat is happening at this very moment? We who are gathered here are\ndedicated to the task of preparing the foundation and building the skeleton\nw’alls of the newcomer to the community — the new generation which is\nto be part of our America from now on. It is particularly fitting that we\nshould have with us on this occasion a gathering of all the other elements\n\n"}
{"page": 37, "printed_page": null, "text": "General\n\nSessions\n33\n\nin the community — the professional, political, industrial, and religious — all\ninterested in the welfare of the young and those who have been appointed\nguardians of the young. I hope it will always be true that American edu¬\ncation may be carried on as a cooperative, community venture and not, as\nin the totalitarian, bureaucratic nations, with one man at the top giving\nthe orders and cracking the whip.\nI need not tell you that our kind of civilization is fighting for its very\nexistence, fighting with its back against the wall. It is fighting not only\nto prevent annihilation from the enemies outside our boundaries and per¬\nhaps a Fifth Column inside our boundaries but it is also fighting against\na possible breakdown in the minds of our people, of faith and belief in the\nefficiency of the democratic way of life. There are people in this country\nof ours who are doubting whether democracy can actually solve the major\nproblems of the modern world — the problems of disunity, unemployment,\nand indifference to the obligation of citizenship. It is this internal peril\nwhich i§ even more dangerous than the fascist or the communist, because\nit weakens the will to fight.\nIt is here that we, the teachers of the United\n\nStates, can perform our\n\ngreatest function. It is in stiffening the fiber of the next generation; it is\nin training youth for a more efficient performance of its civic duties ; it is in\ndriving the principles and practices of democracy so far into the fiber of\nour young people that they can conceive of no other way of life that we as\nteachers can most effectively come to the aid of our nation.\nI want to assure you that we will do everything in our power to make\ncertain that the sacrifices which the adult generation has been making and\nwill be making for the education of the younger generation will not be\nin vain. I wish to assure you that we as teachers are never forgetful in\nour work with the young that we owe an obligation, an overwhelming debt\nto this adult generation and to the country itself. In payment of that debt\nwe pledge ourselves to preserve the institutions which have already been\ndeveloped here and to transmit to the youth of the land all that is best and\nmost valuable in the civilization bequeathed to us by their ancestors and\nours.\nTHE\nEDGAR\n\nG. DOUDNA,\n\nWISCONSIN,\n\nLURE\n\nSECRETARY,\n\nMADISON,\n\nWISCONSIN\n\nBOARD\n\nWIS. ; AND\n\nNATIONAL\n\nAs states go Wisconsin\n\nOF\n\nOF\n\nNORMAL\n\nSECRETARY,\n\nEDUCATION\n\nSCHOOL\n\nBOARD\n\nOF\n\nREGENTS\n\nOF\n\nTRUSTEES,\n\nASSOCIATION\n\nis in the younger\n\ngroup, for we\n\ncame\n\ninto the\n\nLnion in 1848 as the thirtieth star. Our companion state was Texas — one\nfree, one slave. But we are not so young after all, for it was only fourteen\nyears after the Pilgrims came to Plymouth that a Frenchman, Jean Nicolet,\nlanded on the west bank of Lake Michigan near the present city of Green\nBay. He was followed by a succession of famous French explorers, mis¬\nsionaries, and fur traders, whose names are printed all over the map of\nthe state.\n\n"}
{"page": 38, "printed_page": null, "text": "National\n\n34\n\nEducation\n\nAssociation\n\nThe upper Mississippi Valley was once the home of a prehistoric civiliza¬\ntion about which we wish we knew more. The people of that age we call\nmound\n\nbuilders, from the strange earthworks\n\nfor burial ceremonies\n\nand\n\ndefense which they made. The most interesting remains are at Aztalan\nnear Lake Mills where there was a prehistoric village which is thought\nto be the most northern point of Aztec culture. About ten thousand Indians\nmake their homes in Wisconsin ; there never were many more, but their\ninfluence was great. Black Hawk, Red Bird, and Glory of the Morning\nare among our greatest.\nWisconsin has an area of 56,066 square miles. It was the last state to be\ncarved out of the old Northwest Territory, so it got what was left of that\ngreat empire after Ohio, Indiana, Illinois, and Michigan\nselves.\n\nhad helped them¬\n\nI am not certain as to the origin or meaning of the word “Wisconsin,”\nexcept that it is a hybrid French and Indian word. Our nickname, “the\nBadger State,” is explainable. It was applied to Wisconsin\n\nin the old lead¬\n\nmining days when the permanent inhabitants, like the badger, “holed-in”\nfor the winter. If Wisconsin had been designated “the Beaver State” it\nwould have been quite logical. For almost two centuries the fur trade domi¬\nnated that part of the upper Mississippi Valley and the Great Lakes which\nwe now know as Wisconsin. The story of this lawless, fascinating, and\nromantic period is essentially that of the fur trade. And\n\nstrangely enough\n\nwe are now restoring that trade, as 40 percent of the nation’s fur farms are\nin Wisconsin.\nOriginally a French state, after 1840 there was a migration of English,\nGerman, Scandinavian, and Irish, with later accessions from Poland and\nsouthern Europe. Altho native Americans outnumber the foreign-born, we\nhave most of the fifty-seven varieties of mankind. The American tradition\nis dominant. The melting pot has really functioned, thanks to the schools\nwhich played a leading part in Americanizing the foreigner.\nWisconsin is governed by the provisions of its original constitution\nadopted more than ninety years ago, one of the oldest in the world. It is\nunique in that it prohibits the state from contracting debts; it forbids leases\nof agricultural land for longer than fifteen years; and it is difficult to amend.\nLiberal supreme court decisions and humane legislation have given it a\nflexibility that make\nstrait jacket.\n\nit a humanitarian\n\ndocument\n\ninstead of a legalistic\n\nWisconsin has always been socially progressive. Soon after the organiza¬\ntion of the state the slavery question became the dominant political issue\nof the United\n\nStates. From\n\nthe beginning we\n\nwere\n\nantislavery, altho not\n\nviolently abolitionist. In 1854 our supreme court declared the Fugitive\nSlave Law unconstitutional; the Dred Scott decision of the United States\nSupreme Court reversed it. At Ripon the Republican Party was christened,\nif not born. Except for brief Democratic and Progressive interludes the\nstate has been Republican since 1860. Three men have had most to do\nwith the development\n\nof Wisconsin’s political ideals — Henry\n\nDodge, first\n\n"}
{"page": 39, "printed_page": null, "text": "35\nGeneral\n\nSessions\n\nterritorial governor; an irascible Irish lawyer, Edward G. Ryan; and a\ndynamic leader, the elder Robert M. LaFollette.\nWe have 80,000 miles of marked roads, which are much like those of\nother states. The numerical system of marking highways originated here\nin 1918. The highways lead to or around beautiful and enterprising cities\nwith greatly diversified industries and past highly productive farms which\nwe advertise on automobile licenses as America’s dairy land.\nThe beaver was once the symbol of our industry; now we rely upon\nthe cow. With the silo, milking machine, condensery, cheese factory, and\ncreamery, the cow has developed our main industry. The Babcock milk test\nwas invented at the University of Wisconsin, making dairying on a com¬\nmercial scale inevitable and a fine talking point for appropriations. The\nstate has over five hundred\n\ncreameries, two-thirds of which are cooperative.\n\nThe roller process of grinding hard wheat was also a Wisconsin inven¬\ntion. Without it the great, hard wheat farms of the Northwest would have\nbeen impossible. Literally we have given the world its bread and butter.\nWe have eighteen state parks, which have a total area of 172,811 acres.\nIn these parks are waterfalls, caves, forests, flowers, animals, and a few\nmosquitoes. Wisconsin has 7000 lakes and 10,000 miles of fishing streams,\nin which over a billion fish are planted each year from our fish hatcheries.\nOur production of fish stories has become almost an industry. The famous\nBurlington Liars’ Club undoubtedly began with the fish story, a rival in\nveracity to Paul Bunyan’s tales. Our game and fish are protected by law\nand the Conservation Commission. However, there are open seasons during\nwhich time hunting and fishing are allowed.\nThe culture of Wisconsin is evidenced by its schools and colleges.\nThe largest ore docks in the world are at Superior. We might boast\nthat we have seventy-two breweries making 6,000,000 barrels of beer\nannually. We can say to teachers that our thirty-six pulp and fifty-one\npaper mills do a good deal to make our calling effective. Once lumbering\nwas our first industry but now it is far down the list. But here as in the\nfur business we are trying a comeback, for last year the reforestation service\nhad over six million trees set out.\nThe typewriter was invented here, emancipating women and giving them\ndirection of offices. Other inventions are the thermostat and the twine\nbinder. In song we have given the world “Silver Threads among the Gold,”\n“Little Brown Church in the Vale,” “Sweet Bye and Bye,” “The End of\na Perfect Day,” and that immortal\n\nlyric of the Gay Nineties, “After the\n\nBall Is Over.” Sculpture and painting may be seen at the Layton Art Gal¬\nlery. Our writers have been prolific. Altho we have had no Shakespeares or\nMiltons we are proud of such authors as Hamlin Garland, Glenway Wescott, Edna Ferber, and Zona Gale. Today a group of younger writers led\nby August Derleth are translating our past and present into literary form.\nIn the Wisconsin River valley are the famous Dells. Here in nature’s\nsculpture are the Devil’s Bathtub, Witches’ Gulch, Rattlesnake Rock, and,\nin contrast, Artist’s Glen. Far away to the northwest is another famous\ngorge at St. Croix Falls. Here are the largest glacial “pot holes” in America\n\n"}
{"page": 40, "printed_page": null, "text": "National\n\n36\n\nEducation\n\nAssociation\n\nand strange rock formations. The largest lake is Winnebago, around which\nare several important manufacturing cities. Old country architecture can\nbe seen in New Glarus — a Swiss settlement in Monroe County, “Little\nNorway” in Dane County, and the Viking survival on Washington Island.\nThe southwest driftless area is a geological and scenic wonderland un¬\ntouched by the great glacier that ploughed over the rest of the state.\nHow well we know our limitations, and how often we have envied you\nsome of the attractions of your states. They each have individuality which\nis a complex of location, natural resources, and people. We are as proud\nof our state and as eager to proclaim its virtues as you who come from other\nstates are to advertise yours. That is the reason we are a United States and\nnot a group of exclusive, particularistic, fighting nations. The total is\nAmerica\n\nthe Beautiful, of which Wisconsin\nTHE\nAMY\n\nH.\n\nTASK\n\nHINRICHS,\n\nis one forty-eighth plus.\n\nBEFORE\n\nPRESIDENT\n\nOF\n\nUS\n\nTHE\n\nASSOCIATION\n\nWe are holding this morning the first general session of the seventyeighth annual meeting of the National Education Association. Some of\nus have attended such meetings many times before. We can look back\nupon twenty, thirty, and perhaps even fort}* years of the organized endeavor\nof the teachers of our country for the welfare of our children and the future\nof that country. It is heartening to think of the great throngs of earnest\nworkers who, thru the years, have brought our Association to the accom¬\nplishment and prestige which it enjoys today. I have here a letter of greet¬\ning from one who attended the convention of the National Education\nAssociation in Nashville, Tennessee, in 1889. It reads:\nDuren\n\nJ. H. Ward\n\nextends greetings to National Education\n\nAssociation, 19+0, from\n\n“The Far-Reaching Foundation toward Safer Civilization.”\nIt was my pleasure to attend the meeting of the Association at Nashville, Tennes¬\nsee, in July 1889. The excitement was great. The barbecue was provided in grand\nsouthern style. The convention bristled with\ntanooga was a cooperating neighbor.\n\nadvanced\n\neducational\n\ntopics. Chat¬\n\nI have followed the Association’s growth and development from its beginning.\nThe National Education Association is the supreme significant factor in the pres¬\nervation of democracy and civilization.\nMany public school systems of America carry forward this great responsibility.\nPlease accept the sincere appreciation from one who has helped and hoped for\na better world during three score and more years.\nProgressively\n\nyours,\nDuren*\n\nJ. H. Ward.\n\nMr. Ward's letter shows the picture of a badge on which are the words:\n“Chattanooga welcomes the National Education Association, July 16-20,\n1889. One Law! One LTion! One God!”\nSince 1857 the National Education Association has been the great national\nprofessional organization of the teachers of the Lnited States. From the\nvery beginning the vision of its membership and its policies have been wide\nand clear. It is no wonder that from a membership of 300 in 1857 it has\n\n"}
{"page": 41, "printed_page": null, "text": "General\n\ngrown\n\nto a membership\n\nSessions\n\n37\n\nat this time of 203,429. It is no wonder\n\neither that\n\nthru the years its research, policies, pronouncements, and accomplishments\nhave at once expressed the best thought of American teachers and furnished\nencouragement and means for further professional advance. Both the breadth\nof vision and the scope of accomplishment have been truly amazing. The re¬\nsearch into educational matters and conditions that the N.E.A. constantly\npursues and publishes is the rich loam, as it were, which nourishes the\nharvest of improved standards of education, longer school terms, increased\nsalaries, teacher tenure laws, teacher retirement systems, and reasonable\nteacher load. The research work of the N.E.A. is stupendous in amount,\nabsolutely authoritative in character, and up to the minute\n\nin timeliness.\n\nIt has functioned in the upbuilding of American education and to the ad¬\nvantage of the teaching profession on the give-the-people-the-light-and-theywill-find-the-way principle. The professional discussions presented at N.E.A.\nconventions and in N.E.xA.. publications have furnished inspiration and\nspur to action to countless thousands of earnest educators.\nIn the beginning the fields of research and of inspirational discussion\nwere not sharply differentiated. The small homogeneous organization of the\nbeginning has become an organization of twenty-seven departments. The\ntitles of these departments include about every curriculum interest in the\nmodern American school, and there is no teacher in America who will not\nfind professional, indeed spiritual sustenance, in active participation in the\ndepartment representing his major educational interests.\nThe number of our departments has increased by leaps and bounds in the\nlast few years. There are indications that yet other specialized groups of\neducators will seek departmental status under the ample folds of the N.E.A.\nbanner.\nThe Representative Assembly this year will number 1700 delegates.\nThese delegates are chosen by our affiliated state and local associations, of\nwhich affiliated associations there are now 1092. Think of the power of\nthe teachers of our country thru these delegates in shaping educational\npolicy and in determining the future of our country thru their influence in\neducation for citizenship !\nOne of the most potent influences in the preservation of American\n\nideals\n\nis the work of local and state teachers or education associations and that'\nof the N.E.A., under whose leadership they are united.\nThus far we have let our thoughts dwell on the past, the growth, and\nthe present state of our great organization. This has been justifiable as\nbackground in considering the task before us. Tremendous is that task in\nthese critical times. I consider that the biggest and most urgent task before\nus today is the interpretation of the objectives, programs, procedures, and\nneeds of our educational systems to the general public. Those of us who\nhave been in school work all our lives can hardly realize what an amazing\ndiscovery a modern school is to an adult who, until his first visit as an\nadult, had not been inside a school since the termination of his own school\ndays.\n\n"}
{"page": 42, "printed_page": null, "text": "38\n\nNational\n\nEducation\n\nAssociation\n\nWe in school work, to whom every child’s right to an opportunity for\nhis maximum development is axiomatic, can hardly conceive, until we go\ninto the work of interpretation, how unfamiliar, especially in terms of\ndollars and cents, the implications of that principle are to even intelligent\nand prosperous lay citizens. It is our prime obligation as educators to preach\nthruout the length and breadth of this land of ours in no uncertain terms\nthat adequate education of all the children of all the people is the greatest\ninsurance we can take out against foreign isms. We must make the public see\nthat general education — I use general in the sense of universal, to mean\nthe education of everybody — is indeed the foundation, the first line of de¬\nfense, the very bulwark of American democracy. I am indebted to a report\nof the National Child Labor Committee for another expression that fits\nthe case exactly. It calls the proper nurture of our children the underpin¬\nnings of our democracy.\nThe fundamental importance of education in our national life has been\nemphasized by our leaders from Washington thru Franklin D. Roosevelt.\nAll have pointed out and stressed that our government gives expression to\npublic opinion and that therefore “it is essential that public opinion should\nbe enlightened.” The first line of defense in our national life, the very bul¬\nwark of our democracy, is education of all the children of all the people.\nIt is a program that takes money, but no money can be better spent. As long\nago as John Adams’ day, the poignancy of this issue of the absolute neces¬\nsity of appropriation of adequate funds for education was felt. John Adams\nsaid: “The\n\nwhole people must take upon themselves the education of the\n\nwhole people and be willing to bear the expense o-f it.” With our vastly\nincreased population today, how much greater and more imperative is this\nobligation to provide for the schools!\nAs a fine tool to use in this work of interpretation I recommend to you\none of our Personal Growth Leaflets entitled “Our Faith in Education.”\nIt contains significant quotations from our great on the matter of the basic\nsignificance of education in our democracy. We are indebted to Lyle W.\nAshby of the Division of Publications for this valuable collection of quotable\ngems. Many of them we have all known for years. The one I am going to\nread is from a speech made in Birmingham, Alabama, in April 1912, by\nGovernor Charles B. Aycock of North Carolina, who, I understand, is\nknown as the school or education governor of that state.\nI believe in universal education. Well, my friends, you say to me, “Yes, I am in\nfavor of education of everybody, but then I want everybody to do his own educating.\nI am going to educate my children, you need not bother about that.” Oh, my friends,\nI thank God, who is no respecter of persons, that you cannot get the best for your\nboy and your girl until you are ready to give the best to my boy and my girl. You\ncan take that boy of yours and send him thru the schools, send him thru the col¬\nlege, bring him back home, head and shoulders above his friends and neighbors,\nbut he won’t be very high when he is head and shoulders above his neighbors if\nhis neighbors are ignorant and untaught and weak. You cannot get the best out of\nyour boy unless other people’s boys are educated nearly or quite as well as your\nboy. You are going to educate your girl. You are going to save to educate her;\ngoing to be stingy to educate her. Maybe you want her to make a musician.\nYou can send her to all the schools; you can let her study under great musicians\n\n"}
{"page": 43, "printed_page": null, "text": "General\n\n39\n\nSessions\n\nuntil she is almost blind; you can send her abroad until her whole soul thrills and\nfeels the glory of her gifted music, but she cannot make music to people who do not\nunderstand. You cannot talk to an audience that cannot hear. . . .\n\nThe impression that this quotation has made might be called pro¬\nfound. It is impressions like that which we must multiply in every com¬\nmunity, until every citizen of every state in the Union realizes the short¬\nsightedness of any public policy that fails to provide adequate financial sup¬\nport for the schools. As Secretary Givens has so aptly expressed it, “The\nquestion is not so much ‘Can we afford adequate educational opportunity?’\nas it is ‘Can we afford not to provide educational opportunity?’ ”\nTo carry out what it conceives to be a mandate upon it in this matter\nof the public relations of education, of the interpretation to the American\npeople of the fundamental importance, the basic significance, of education,\nthe N.E.A. has a number of special agencies. American Education Week,\nfor instance, is a joint project of the American Legion, the United States\nOffice of Education, the National Congress of Parents and Teachers, and\nthe N.E.A. It is observed annually in the week that includes Armistice Day.\nThe theme this coming November will be “Education for the Common\nDefense.” American Education Week will be twenty years old this\nNovember.\nThe work\n\nof the Educational\n\nPolicies Commission\n\nin the interpretation\n\nand public relations of education is vast in amount and tremendous in sig¬\nnificance. The Commission this December will end the five years of its\nexistence contemplated at its organization. Steps are now being taken to\norganize a new Educational Policies Commission to work in 1941, and\nindefinitely, as long as needed. Certainly the cause of education would\nsuffer if the valuable work of the present Commission were not followed\nup. The Commission is a joint enterprise of the National Education Asso¬\nciation and its department, the American Association of School Administra¬\ntors. The publications of the Commission have been a boon to American\neducators in carrying out their duty of educational interpretation. I should\nlike to call to your attention two forthcoming publications of the Commis¬\nsion : For Th ese Americas, a stirring statement to aid in promoting interAmerican cultural relations; and Learning the Ways of Democracy : A\nCasebook\n\nof Civic Education.\n\nThe\n\nlast named,\n\na book of 450 pages, pre¬\n\nsents descriptions of successful school practices in educating youth for civic\nresponsibility based on intensive firsthand studies in ninety selected second¬\nary schools.\nFor many years the N.E.A. has used radio programs effectively as means\nof publicizing education. We\n\nhave recently been instrumental\n\nin inaugu¬\n\nrating the Columbia Broadcasting System’s program, “School of the Air for\nthe Americas.” These broadcasts of Spanish-American history and culture\nwill be available in all the generally used languages to both North and South\nAmerica. We must not neglect, as another particular task before us, the\nmatter of maintaining and enlarging our contacts by radio.\nThe biggest task before us, as teachers and the public combined, the task\nfor which the financial wherewithal must be furnished by an understanding\n\n"}
{"page": 44, "printed_page": null, "text": "40\n\nNational\n\nEducation\n\nAssociation\n\npublic and for the performance of which our training and experience have\nfitted us is education for citizenship, the training of the children and youth\nof America in the ways of democracy. The literature on the subject is\nabundant, but the issues are simple and clearly defined. Our schools are\nveritable laboratories of democracy. In schools today our children are not\nsimply storing up truths, meaningful or meaningless to them as the case\nmay be, for the life after school. They are living, having functional experi¬\nences in a democracy, the democracy that the school is. They are being con¬\nditioned and habituated to democratic living. Those simple, clearly defined\ncharacteristics of democracy become ingrained in the child’s life. The out¬\nstanding characteristic of democracy is regard for the individual, apprecia¬\ntion of the integrity and the sacredness of human personality. The knowledge\nand the feeling that he “counts\" develops in the child the right kind of self¬\nesteem. Corollaries to this first principle of democracy, regard for the indi¬\nvidual, sacredness of personality, are consideration for the other fellow, for\nall the other personalities concerned, and cooperation with others in the\nachievement of a common goal, previously agreed upon as desirable. I do\nnot think the older lay person who has not visited a school since he attended\nhas any conception of the extent to which this intelligent and self-initiated\nteamwork goes on in the presentday classroom and school, the extent to\nwhich democratic method is the daily experience of our children.\nAnother great task in connection with citizenship training faces us with\nregard to young people just turning twenty-one, those who are just entering\nupon the voting privilege. Our Committee on Citizenship has encouraged\nthe holding of exercises of induction into citizenship this year in communi¬\nties all over the country. These are exercises comparable to commencement\nexercises at which the young people who have become of age within the\nyear and any newly naturalized persons are formally received into active\ncitizenship by their community.\n\nSometimes\n\nthe actual exercises are pre¬\n\nceded by a definite adult education course in citizenship, making a connec¬\ntion with the work that some of the young people at least have already had\nin the social sciences in school. Such exercises are of inestimable value in\nennobling the conception of civic responsibility on the part of the youth\nof our country.\nAnother large area of the task before us concerns continuing the work\nof cultivating the professional attitude in those about to enter the teaching\nprofession and the greater professionalization of the workers already in our\nranks. I have time only to mention the tremendous sendee in the profes¬\nsionalization of teachers rendered by the Future Teachers of America move¬\nment, by the Professional Relations Institutes held in numerous teachers\ncolleges and universities this year under our guidance, and by our Division\nof Affiliated Associations and our Committee on Affiliated Associations.\nThe cementing, or perhaps rather the systematizing, of the relationships of\nlocal, state, and national associations is the specific responsibility of both\nthe Division of and the Committee on Affiliated Associations, and of course\nthe concern of each one of us individually and the natural outcome\nof the work\n\nof the N.E.A.\n\nThe\n\nbonds grow\n\nof much\n\nstronger and tighter as time\n\n"}
{"page": 45, "printed_page": null, "text": "General\n\nSessions\n41\n\ngoes on, and it is gratifying that forty state associations and the association\nof the District of Columbia have endorsed the all-inclusive membership card.\nIt is as praiseworthy to carry on to greater accomplishment work well\nbegun as it is to initiate procedures. However, when the task calls for the\ninitiation of procedures, for new methods or devices, we must not be found\nwanting. We are this week initiating something that I think will prove of\ngreat significance and value. It is the post-convention conference for mem¬\nbers of the Board of Trustees, Executive Committee, Board of Directors,\nheadquarters staff, and secretaries of state teachers associations to be held\nin Milwaukee on July 5-6. The informal discussions that we plan to have\nshould be particularly helpful to the nineteen new directors to be elected\nat this convention. Such discussions cannot but be productive of great good\nin the planning of all who attend as they prepare to launch the new year’s\nwork for the Association in their respective capacities.\nA most important aspect of the task before us is to be informed. It is\nincumbent upon the teacher, of all people, to study what is going on in\nthe world about him and try to see thru events to their significance and\nimplications. There are several very definite facts and trends in our present\nlife that involve threats to the schools in that the unscrupulous or the\nmisinformed can so easily use them as excuses for cutting school appropria¬\ntions. One is the smaller number of young children in our country at\npresent. The study of population trends is an absorbing one, which no\nteacher should neglect. Another is the growth of social services, particularly\nold-age pensions. You will not misunderstand me. The last thing in the\nworld that teachers would be found doing is crusading against social serv¬\nices, for they of all people are in a position to be sympathetic toward human\nneeds. But because teachers, of all people, know so much about human\ndevelopment, it is their high privilege to make people aware of education\nas the first and most imperative claim on public funds, to make them see\nthat money for other purposes, however commendable those purposes, must\nnot be taken from the schools, because the work that the schools do is look¬\ning toward the future, is precautionary, should help to build up a social\norder in which some of the evils that have to be corrected now will not\nexist. Then there is the still unsettled matter of the equalization of educa¬\ntional opportunity for all the children of America thru federal aid to general\neducation on an equalization basis. Every student of that vexing problem\nof the inequality of educational opportunity comes inevitably to the con¬\nclusion that federal aid is the only possible solution. The National Educa¬\ntion Association is committed to the policy of seeking Congressional action\nauthorizing such aid. Our efforts in that direction continue. And now the\nlast few weeks have brought vividly to the fore another set of problems,\nnamely, the relation of education to our imperative program of national\ndefense. School people everywhere stand ready to do their duty as good\nAmericans. We yield to none in our zeal truly to serve the great land we\nlove with grateful and reverent affection.\nI feel sure that we endorse a recent pronouncement of an association\nwith which we have cooperated in many\n\nworthy causes and to which many\n\n"}
{"page": 46, "printed_page": null, "text": "42\n\nNational\n\nof our women\nWomen.\n\nmembers\n\nEducation\n\nAssociation\n\nbelong, the American\n\nAssociation of University\n\nOur groups have a serious obligation to study the course of events and help to\ncreate an intelligent public attitude which will discriminate between the sacrifices\nnecessary for unified action and the excesses of hysteria. . . .\nWe shall continue to regard the schools as our responsibility. Our task now is to\nhelp to maintain permanent values in education; to guard against unwise economies\nand the direction of energies into trivial or pernicious channels under the excuse\nof the emergency; and to bear in mind always that the first objective of education\nin our system of government is to develop intelligent human beings who understand\nthe issues that are shaping their lives.\n\nAnother important item in the task before us is to make our children\nthoroly familiar with and proud of the resources, natural and human, of\nour great country. A major accomplishment of the National Education\nAssociation this year is the organizing, with the Progressive Education Asso¬\nciation, of a Joint Commission on Education and Resources. The Commis¬\nsion is engaged in research and publication concerning the resources of the\nvarious regions of our country. They will study not only natural resources —\nagricultural, mineral, and so forth — but also our human resources, and\nparticularly the relation of the resources of a state or region to the training\nof its youth. That will cover at least two things : the proper use of resources\nso that education profits from their exploitation, and very specifically the\nuse in education of material originating in connection with the resources\nof a section.\nAlmost\n\nfrom their babyhood\n\nour children should become\n\nconscious of\n\nthe natural wealth of the wonderland in which they live in practically every\nstate of the Union. The vision of our pupils should be broadened, thru\nvisual education and other modern devices and means, to include concep¬\ntion and appreciation of the resources of the great country in which their\nrespective states are significant units.\nThe\n\ntask before us has manifold\n\naspects. The\n\nchallenge to intelligent\n\nand untiring service in education — the first line of defense of our democracy\n— is unmistakable and insistent. Everywhere that I have gone this year I\nhave found that American teachers are devoted, earnest, intelligent work¬\ners, sparing themselves not at all in that task of supreme importance, the\neducation of the American\n\ncitizens of the future. The Father of Our Country\n\nonce said : “A hundred thousand men coming one after another could not\nmove a ton weight, but the united strength of fifty would transport it with\nease.” I should like to paraphrase by saying: “The million teachers of\nAmerica working separately and independently can hardly secure for edu¬\ncation adequate public support, but the united strength of all the teachers\nof America — united in their great national professional organization, the\nNational Education Association — can so represent and interpret their schools\nto the public that generous and even enthusiastic aid will be forthcoming.”\nAs I said in the beginning, then, our most urgent task at this time is to\ninterpret the need of the American child and the American nation for that\naid. Indeed, let us stress investment rather than aid, investment in our\n\n"}
{"page": 47, "printed_page": null, "text": "General\n\nSessions\n\n43\n\nhuman resources. The dividends in enlightened citizenship and in national\nwelfare are sure and great. We do not minimize the influence of the home,\nthe church, and the great world outside school, home, and church, but I\nwould stress the partnership of teacher and child in creating the dividends\nof the investment in education. Here I mean not only the investment of\nmoney but also the investment of human capabilities, willingness, and\neagerness on the part of the pupil and the investment of skill, of wellrounded personality, of knowledge and wisdom on the part of the teacher.\nIn recognition of this partnership I should like to conclude by reading two\nliterary bits that have meant much to me and to all with whom I have\nshared them. The first is “A Tribute to the Teacher”\nago by Joy Elmer Morgan, editor of our Journal.\nThe\n\nteacher\n\nwritten some years\n\nis a prophet.\n\nHe lays the foundations of tomorrow.\nThe teacher is an artist.\nHe works with the precious\nThe teacher is a builder.\nHe works with the higher\nThe teacher is a friend.\n\nclay of unfolding\nand\n\nfiner values\n\nHis heart responds to the faith and\nThe teacher is a citizen.\nHe is selected and licensed\nThe teacher is a pioneer.\n\nhas abiding\n\nof civilization.\n\ndevotion\n\nof his students.\n\nfor the improvement\n\nHe is always attempting the impossible\nThe teacher is a believer.\nHe\n\npersonality.\n\nfaith in the improvability\n\nand\n\nof society.\n\nwinning\n\nout.\n\nof the race.\n\nThis bit of free verse, entitled “The Child,” was written by Bernard\nHirshberg. The child is represented as speaking. He says:\nI am\n\nthe unmoulded\n\nclay of the era\n\nto come;\n\nI am the plastic nerve-throbbing bundle\nSeething at the gate of the Spirit;\n\nof flesh,\n\nMy little heart, hungry for beautiful playthings and\nwith the ache for the loveliness of the Future,\nCan be fired with the Divine.\n\npulsating\n\nI am the path-finder of civilizations yet unborn,\nThe creator of star-worlds, unbelievable;\nI am the waves washing away the shores of the Impossible;\nI am\n\npotentiality;\n\nMaster bards and sages that have gone before\nHave toiled in vain, for I shall surpass them;\nI am the herald of the Greater Deed,\nOf the nobler\n\nSong\n\nOf the newer\n\nVision ;\n\nI am the germ-plasm\nThe nucleus of Eons\n\nof Eternity,\nto come,\n\nThe creation that is to be —\nI am the child.\n\n"}
{"page": 48, "printed_page": null, "text": "44\n\nNational\n\nEducation\n\nAssociation\n\nSECOND\n\nGENERAL\n\nSESSION\n\nAMERICA’S\n\nPLACE\n\nH. V. KALTENBORN,\n\nSTUDENT\n\nIN\nOF\n\nCOMMENTATOR,\n\nTHE\n\nWORLD\n\nINTERNATIONAL\nNEW\n\nYORK,\n\nSITUATION\nAFFAIRS\n\nAND\n\nRADIO\n\nN. Y.\n\nMy task is to try and bring you a picture of the world in which we live\nand of the part that our country is destined to play in it. It is a strange world,\na topsy-turvy world, a revolutionary world, a dynamic world. It is a world\nthat can never be the same again, a world that is going to face climactic\nchanges, a world that even within the lifetime of most of us is going to be\nan altogether different place than it was for most of us when we were young.\nIt is a world that is traveling very fast toward something, but we do not\nknow exactly what.\nIt is a world that is much more intimately linked up than the world\never was before. That is something one senses as one flies about in airplanes,\nas I do constantly. Last year, when within the space of twelve hours I was\nwhisked from Ireland to Newfoundland, I got a sense of the smallness of\nthese oceans to which there is such constant reference by those who do\nwishful thinking about the isolation that those oceans are supposed to\nprovide. They do not provide it, for even as airplanes cross in a few hours,\nideas cross in the fraction of a second and ideas are invaders in exactly the\nsame sense as embattled armies. The radio, constant intercommunications\nof every kind, speed of transportation, the universality of modern scientific\ninvention, the quickened relations of one part of the world to the other, the\neconomic relationships that have been established among all continents and\namong all peoples — these things have done away with the world of separate\ncontinents and separate ideas and separate systems, and what we are wit¬\nnessing today is a worldwide struggle with a dominance of two types of ideas\n— the democratic and the totalitarian.\nThat is a struggle from which we cannot exempt ourselves no matter\nhow hard we try. It is a struggle to death. Only one can survive. There\nis no room in the world for the democratic system and totalitarian system.\nIt is we or they. That is the challenge that we face since we represent today\nthe strongest unit of what is left of the democratic system. Britain is still\nstrong but not as strong as we are, and is gravely menaced with the possi¬\nbility, not the probability, of being overwhelmed within a period of two\nmonths. It is possible. And that, of course, would still further reduce the\ndemocratic area and\ntotalitarians.\n\nfurther increase the area\n\nof dominance\n\nby the\n\nIt is difficult to attempt to convey what I feel about the situation without\nbeing charged with being an alarmist or hysterical but I feel it strongly,\nperhaps because I know the men who are concerned. I have repeatedly\ntalked with Hitler and Mussolini. I have been in both Italy and Germany\nbefore the Fascists and the National Socialists came into power. I have\nbeen there almost every year since they came into power and I have done\nmy best to study the development of the totalitarian system, to get at its\n\n"}
{"page": 49, "printed_page": null, "text": "45\nGeneral\n\nSessions\n\ninner spirit and meaning. And I have done my best to be fair to it and to\nbe dispassionate in my analysis of it. Obviously we must not only speak of\nGermany and Italy, but we must also speak of Soviet Russia. That too is\ntotalitarianism. It started from a slightly different premise but it has\ndeveloped in much the same way. And in recent years as I have moved\nfrom nazi Germany into communist Russia and back again to nazi Ger¬\nmany, I have been more and more impressed with a certain similarity of\nmethod and, above all, with the fact that both systems are equally antagon¬\nistic to our own, equally at war with it, equally determined to root out the\nsystem which we represent if they can do so.\nRemember that the Soviet system, the system that Adolf Hitler and his\nassociates have established in Germany, and the system that Benito Mussolini\nhas established in Italy are revolutionary systems, and unless we understand\nthat and appreciate what it means we cannot quite get the whole significance\nof their strength, power, and driving force. They are revolutionary systems\nand at the same time they are religions with all the mystic power that religion\ngives. Each has its living god — Stalin, Hitler, and Mussolini. Each has one\nor two substitute gods ready in case something should happen to god\nnumber one, but if history repeats itself, god number two or number three\nwill not be as successful as god number one. That, perhaps, is one of the\nchief reasons why we do not need to fear so much the continued power\nof these religions and revolutions. It is because primarily they have centered\ntheir affection, devotion, and allegiance on one individual, and as we study\nsimilar individuals in the light of history we know that few of them die\nin bed ! So the whole situation might be changed overnight by an accident to\nMussolini, such as happened to Balbo a short time ago. Strange accidents\nhappen to these leaders in fascist countries, particularly if they are people\nwho have had some sort of a falling out with the master and if they are\npeople who seem to be in a position to possibly challenge the position of\nthat master. They are apt to disappear overnight as General Von Fritsch\ndisappeared in Germany, as Balbo disappeared in Italy in some mysterious\naerial accident which the British say must have been an accident since\nthere was no British plane which shot down Balbo’s plane.\nSo we see that personalities are important, but they are not the only\nthing. There is in the movement itself the strength which we are apt to\nunderestimate and which I underestimated in the beginning. As I studied\nthe development and growth of National Socialism in Germany and as I\nstudied Adolf Hitler himself, I did not believe that he could come to power ;\nI did not believe it because I relied on the good sense of the German people.\nI relied on something of the old tradition. I relied on the old strength of the\nestablished army. I relied on a certain sober quality in Germany and among\nthe Germans, but I failed to take into account the disorganization and dis¬\norientation caused by the war ; caused by the events that followed the war ;\ncaused by the stupidities of the Treaty of Versailles; caused by the stupidi¬\nties of France and Britain in the application of that treaty, such as the\ninvasion of the Ruhr, such as the constant failure to give the German re¬\npublic which had been created by the will of the Allies any chance to live.\n\n"}
{"page": 50, "printed_page": null, "text": "46\n\nNational\n\nEducation\n\nAssociation\n\nThen we had the Hitler movement which exploited everything that the\nGerman people had suffered and exploited it with rare propaganda skill,\nutilizing that new weapon which is a tremendously important weapon in\nwar today — the weapon of propaganda — using that to burn ideas into the\nhearts and minds of the German people.\nFinally, the result was that Hitler came to power. Then, of course, the\nunhappy consequence. But then when France and Britain should have\nsensed the danger, should have realized the import of that revolution,\nshould have known what it would mean to the peace of Europe, then when\nthey should have been strong they became weak, after having been strong\nand harsh against the German republic that needed their help if it was\nto survive.\nAnd\n\nso we\n\ncome\n\ninto the decade that has just closed, the decade of\n\naggression, when in one instance after another these new revolutionary\nmovements struck for power, for land, for new advantage, and neither in\nFrance nor Britain was there sufficient spirit or imagination to realize\nthat the only time that they could be checked without war was while they\nwere still not strong enough in themselves to wage successful war. Then\nwe had the era of appeasement with the futility of the performance of\nNeville Chamberlain in going again and again to Mussolini and again\nand again to Adolph Hitler with the idea that these men could be appeased.\nAfter my first meeting with Hitler I could not help but recognize that that\nman could never be appeased, that his whole quality was dynamic, that he\nhad to move forward, that he could not make a concession, that he could\nnever compromise, and that he could never give in. I predict here and now\nthat never so long as Adolph Hitler lives will he be able to make a com¬\npromise, concession, or decent peace. He cannot do it. His limitations pre¬\nvent his doing it. The man has a fierce, fanatic will, an utterly unselfish\ndevotion to his cause, a mystic belief in himself and in his purpose, and he is\nso absolutely sure that he is right that in the very moment that he tells a lie\nhe does not know it is a lie.\nThe most dangerous of men are such as these — Mussolini, less dangerous\nbecause he is more worldly, more cynical, more sure of himself, less of a\nmystic, more of a realist, just as harsh, cruel, relentless, and indifferent to\nhuman suffering, yes, but perhaps with a somewhat greater sense of the\nrealities. You will have noted that the first thing Hitler did when he came\nto Paris was to go to visit the tomb of Napoleon\n\nand look upon the last\n\nresting place of that imperial impersonation of force and murder. That is\ninevitable in these men. They see the certain opportunity for personal\ngreatness and naturally they are endowed with the kind of vanity which\ngives them that complete belief in themselves and so they are dynamic,\nforceful, and determined to achieve what they have set out to achieve. But\nthe system too has something that responds to the needs of the Italian,\nGerman, and Russian people in a time such as they have been thru. We\nexperienced the World War from 1914-18, and do not forget that for the\nfirst time we dealt with an integrated world where all its finance and its\n\n"}
{"page": 51, "printed_page": null, "text": "47\nGeneral\n\nSessions\n\neconomics and its ideas were linked together, and do not forget that follow¬\ning that war came the first worldwide depression when everything went\nwrong everywhere at one and the same time. And men were without work,\nwithout hope, and without opportunity, and so the Pied Pipers that arose\nfound ready response in men who had no bread, men who had no jobs, men\nwho had no future, and men who were willing to accept and grasp at any¬\nthing that seemed to promise rescue from an impossible situation. And\nthere was strength in those movements. They appealed to all the unhappy\nand dispossessed. They rallied them and organized them and hit by hit\nthey won acceptance even from those in places of power, from those who\nliked this and felt, “Well, it’s a choice between Hitler on the one hand and\nthe Communists on the other and I’d rather try it out with Hitler. At\nleast then the capitalist system will endure.”\nThey were mistaken because the capitalist system cannot endure, not\nin the face of these dynamic revolutions. It started in Germany from a\ndifferent point of view, as I have said, but the end is approximately the\nsame. Communism did not work in Soviet Russia, and she has gone back\nto a measure of capitalism. And capitalism did not work in post-war Ger¬\nmany and so she has gone to a measure of state socialism, yes, complete\nstate socialism, and they have met — those two systems, the communist\nsystem of Russia and the national socialist system of German)7 — on about\nthe same kind of state socialism plan, and there is less difference as the\nyears go by. There\n\nis no place for private enterprise, for private initiative,\n\nfor anything but the all-devouring, all-demanding state. As the robot\nperforms his services for the state, he worships the impersonation of the\nstate, he prescribes what shall be done, and there is an efficiency there that\nin certain of its aspects democracy can never hope to emulate. Let us not\nunderestimate its strength. It does unite men and women in a determination\nto achieve. It does excite by ruthless means but also by the appeal to certain\nideals that flame in the heart of youth. It does excite a devotion and a sense\nof service which I sometimes wish we had in our America at this particular\ntime of crisis.\nLet us not underestimate the power that grows out of that unity, out\nof that sense of all belonging together, out of that sense of common purpose.\nHuman beings long for that sort of thing. They must have some religion in\norder to live, particularly when they have passed thru a period of defeat\nand hopelessness, and that was the experience in Italy and in Germany and\nin Soviet Russia. And so they followed these new leaders and new causes\nand they have waxed great. They have waxed great because they came\nin a period when the democratic nations were at their worst and their\nweakest. It was a pitiable thing to see France in the post-war era with\nthat constant apprehension and fear of a Germany that was helpless and\nthen with a sort of indifference to a Germany that was growing stronger\nby the hour. France was going thru its period of a popular front govern¬\nment with strikes in every factory, with absolute indifference to the pro¬\nduction of the things that France needed above all for her safety and\ndefense, strikes always and everywhere, party wranglings, one government\n\n"}
{"page": 52, "printed_page": null, "text": "48\n\nNational\n\nEducation\n\nAssociation\n\ncutting in after another, financial chaos and disorder, nothing controlled\nor definitely organized, no sense of where the country was going, no com¬\nmon purpose, Fascists on the one hand, Communists on the other hand,\npreaching treason openly in their newspapers and in their party meetings,\nand nothing done to stop it on the ground. That is the democratic way.\nSo France became weaker instead of stronger, and at the very time when\nthe test confronted her she was weakest of all. It was too late. France never\ngot organized on a war basis, never really got completely mobilized in her\nfactories, never got her troops to the point where they really sensed what\nthey were fighting for and what they were fighting against. There was\ndefeatism to the right and to the left and that on top of the poor organ¬\nization, failure to realize that they were confronting an entirely new kind\nof war, and it was not to be a war fought behind the safety of the Maginot\nLine. I was appalled when I was in France two days before the war began\nto hear every Frenchman telling me: “In this war we are not going to\nsacrifice our men. We cannot afford it. We are going to keep them behind\nthe line and let the Germans do the attacking and let them waste their\nmen.” If they had only studied the actual events of the World War they\nwould have found that the offensive was less costly in men than the de¬\nfensive, because the Germans lost fewer men at Verdun than the French\nwho carried thru there the most magnificent successful defense of the\nentire war. So they were totally unprepared for what happened ; and then\nof course the totalitarian method drew one thing at a time, one country\nat a time.\nIt began in 1931 when Japan took Manchuria and thereby weakened\nChina and prepared the way for aggression in the Far East. Then Hitler\ncame into power. First he took the Rhineland and then he and Mussolini,\nworking together, finally created the situation where the League of Nations\nbecame weak and impotent. Next began the series of aggressions in Europe,\nand Mussolini in 1935 felt that the time had come when he could take\nEthiopia. I talked to him two weeks\n\nbefore he marched\n\nhis troops into\n\nEthiopia and I told him that I felt that if he acted — I had just come from\nGeneva — the League of Nations would take action, and he said, “Bah!”\nWhat did the League do when Japan invaded Manchuria? The failure\nof the League in the first case where one of the great nations violated its\ndictum, and there was not sufficient cooperation on the part of the great\npowers to check that, told the dictators that if they were only bold enough\nand picked the right time they could do almost anything they pleased. And\nso they succeeded and under the leadership of Pierre Laval who, unhappily\nfor France, is now once again in her government, they refused to carry thru\nthe sanctions which the League had voted. Ethiopia fell and once again\nthe triumph of the dictators was assured, and when Hitler saw how well\nit went he made his plans and he and Mussolini worked together in Spain.\nFrom the moment that the Spanish republic tried to put down that revo¬\nlution, Hitler and Mussolini, by joint action, prevented it from being put\ndown. After a desperate bloody struggle of two years, with France and\nBritain standing by watching the Spanish republic, it was downed by the\n\n"}
{"page": 53, "printed_page": null, "text": "49\nGeneral\n\nhosts of Fascism and National\n\nSessions\n\nSocialism. Spain became\n\na fascist country\n\nand another- triumph went to the dictators, and in that war they had the\nopportunity to try out the modern weapons and technics of war. They\nlearned a great deal during their experiences on the battlefields of Spain,\nexperimenting\n\nat the expense of the unhappy\n\nSpanish people. Soon after,\n\nHitler found the way clear in Austria, and then came Munich — the unhappiest chapter of all in this decade of appeasement — when Daladier and\nChamberlain surrendered the brave little Czech republic, made it give up\nits defenses, the only chance it had of protecting itself ; when Chamberlain\nfatuously brought home that little piece of paper which Adolf Hitler had\ncontemptuously signed and told the British people that he was bringing\npeace in our times. Do you wonder that Lord Strabold and others in Britain\nsaid to Churchill: “You cannot keep the appeasers in your cabinet. We\nmust have a cabinet in which we can have confidence. How do we know but\nthat when\n\nan opportunity presents itself those who\n\nhave been appeasing for\n\nthe past decade will once again try to appease the unappeasable. ” And they\ncall loudly for the elimination of Chamberlain and Sir Samuel Hoare. They\nfeel that there is danger there and I do not blame them for feeling it.\n“Yes,” you say, “but that is far away; that is in Europe. How does it\nconcern the United States?” Well, it does. There is nothing that is as\nsuccessful as success. I have heard quite a number of Americans speak with\nadmiration of Hitler’s military achievements. I have heard quite a number\nof people on Wall Street say: “Well, now let’s be a little careful. After all,\nhe may defeat England, and we will have to go on doing business with\nEurope if we are going to exist, and we will have to do business with Adolf\nHitler, so let’s not be too impolite toward him. After all, if he is going to\ndominate Europe, we might as well make up our minds that there is nothing\nwe can do about it, and we had better not offend him too much.” They\ncriticized the President of the United States for such speeches as that in\nwhich he said that Italy had stabbed France in the back. They would also\nappease, and their success would be just about as great as that of Neville\nChamberlain and Eduard Daladier. There is no appeasing a dictator. He\nlives by his terrorism. He must move from one success to the next.\nLook at the world as we face it today in Europe — one country after the\nother dominated by force, controlled, exploited, harnessed, put under the\nyoke so as to cooperate with the dictator in his next conquest. It begins with\nPoland where the lightning war, the blitzkrieg, had its first excellent illus¬\ntration, the scientific use of the air force — destroy all means of communica¬\ntion, destroy the air force, prevent the opposing air force from rising. Use\nyour dominating superiority in the air, destruction behind the lines, then\nyour mobile columns, push them thru, fifty miles a day forward with your\ntanks and your movable artillery. Confound the enemy. Prevent him from\nmobilizing his resources. Destroy whatever you can behind his lines. Do it\nquickly, dynamically, and before he has a chance even to mobilize, overrun\nhim and defeat him. That was done in Poland, Denmark, Norway, Holland,\nBelgium, and France, and within a few weeks that will be tried against\nEngland.\n\n"}
{"page": 54, "printed_page": null, "text": "National\n\n50\n\nEducation\n\nAssociation\n\nIt is going to be a little tougher job there. There is, after all, a little\nwater between the continent of Europe and the British Isles, and Britain\nstill has a navy. And\n\non water a navy is still a powerful factor. So it is not\n\ngoing to be so easy. As Bernard Shaw said, “You always make a mistake\nwhen you actually stir the British up because until you get them stirred\nup they go on playing cricket and tiddlywinks, but once they get frightened\nthey act.” And the British are acting. They are organizing every man,\nwoman, and child in the British Isles. They are working night and day.\nThey are using everything they have, and they have a lot! There is a spirit\nin Britain of far greater unity, far greater determination, and far better\norganization than Hitler has found\n\nin any other country\n\nthat he has\n\ntackled so far. And supplies are coming from the United States in increas¬\ning measure. Unless Hitler hurries, hurries, hurries, he is going to find\nthe fogs beginning to come up over the Channel and over the British Isles\nwhich will make bombing a little less easy. In his air force is the only\nplace he has superiority, and with every passing week there is increasing\nstrength on the part of the British air force. They were slow in getting\nstarted but they are started now, and they are moving fast. Unless Hitler\nachieves a victory within the next two months I doubt very much that he\ncan ever achieve it.\nBut there is no boundary line in Europe and there is no boundary line in\nAsia that is fixed and that stands. Everything is fluid. Yesterday it was\nBessarabia. Oh, Stalin is a shrewd boy! He is not playing Hitler’s game\nor Mussolini’s game. He is playing Stalin’s game. He sees they are ex¬\ntremely busy, these two gentlemen, in preferring their invasion of England.\n“Very well,” he says, “I will get a few things of my own that will put me\nin a somewhat stronger position whenever they get ready to turn their\nattention in my direction.” And he knows, knowing what the dictators are,\nthat his turn is coming. He is under no illusions. He does not propose to\ntry to appease Adolf Hitler. He establishes himself in those places where\nHitler could hit at him. That is why he takes that part of Finland which\ncontrols the Gulf of Finland which gives access to Leningrad. That is\nwhy he marches his troops into Latvia, Lithuania, and Estonia and estab¬\nlishes his control of that side of the Baltic. That is why he marches into\nBessarabia and creates a stronger front toward the Balkans than he ever\nhad before. He has a mouth of the Danube in his possession which Adolf\nHitler needs to get Soviet Russia’s oil, and even to get a good part of the\noil from Rumania. He knows how to take advantage of the moment.\nThat\n\nis where\n\nthe dictators are strong. They\n\ndo not have to ask any\n\nCongress, Senate, or convention as to what they are going to do. They act.\nThe instant the situation is ripe, they act — secretly, suddenly, decisively —\nand they can get things done. Oh, that we could act that way. Do you\nbelieve that it would take twenty-four hours before our fleet would seize\nGreenland, the two French islands south of Newfoundland, the Bermudas,\nthe Bahamas, Jamaica, Trinidad, Dutch Guiana, French Guiana, and Brit¬\nish Guiana? That is wdiat we would do if we were free. We would\ntell Ecuador:\n\n“We\n\nmust have the Galapagos\n\nIslands.\n\nThey\n\nfront the\n\n"}
{"page": 55, "printed_page": null, "text": "General\n\nSessions\n51\n\nPanama\n\nCanal on the Pacific. With\n\nthem we will be twice as safe as we\n\nare without them. We’ll buy them, we’ll pay your price, but we must have\nthem.” We would tell Costa Rica: “Cocos Island is too dangerous an\nisland in relation to the Panama Canal to leave it in the possession of a\nweak power. We must have it. We’ll buy it, but you must sell it.” We\nwould not hesitate if we were the dictator state. I do not say we should\ndo these things. I only say how\n\ncomfortable we would\n\nbe with more\n\nthan\n\na dozen warships at $75,000,000 each and to have those islands — every one\nof them an outpost, every one of them ideally situated to guard our coast\nagainst attack from east or west. That is where the dictator has the advan¬\ntage; he does those things instantly. And here look at the situation we con¬\nfront with reference to our Monroe Doctrine in Latin America.\nYou are to hear in a few minutes of our effort to establish better cultural\nrelations with our friendly neighbors to the south. But they are not always\ncomplete masters of their own destiny. They have Fifth Columns in their\nmidst. They have organizations sent over from Europe that preach to them\nhow much more closely they are related to Europe than they are to\nAmerica ; that theirs is a Spanish old-world culture ; that they have their\nroots in Europe, not in the United States; that ours is, after all, an AngloSaxon culture and theirs a Latin culture; that they belong to the Catholic\ngroup and we primarily to the Protestant group; and that their commercial,\neconomic, and financial interests are more directly related, in the case of at\nleast the two chief countries, Brazil and Argentina, to Europe than they\nare to us. And they are cut oil now from the European markets while the\nBritish fleet dominates the seas. But assume for a moment that that fleet\ndisappears. Do you suppose they will not immediately resume trade rela¬\ntions with the Nazis and with the Fascists on the basis that these countries\nare offering them?\n\nTheir agents are there saying, “We’ll\n\nmake\n\nthese de¬\n\nliveries six months from now and we’ll give you such and such advantages.”\nHow do you suppose we can stop them from doing that, if they decide that\nit is to their own interests to do it? I do not know how we can do it, except\nperhaps by a display of a little of that ruthlessness which so well becomes a\ndictator and so ill becomes a democracy. And yet I sometimes wonder\nwhether, when a great danger confronts a great nation, it does not have\nthe right to do certain things which it would not do in normal times.\nI do not know.\n\nI know\n\nexample, is much\n\nthat the danger is real. I know\n\nthat Argentina, for\n\nmore\n\nclosely related to Europe than she is to us. I have\n\nattended Pan-American\n\nconferences. I have seen Secretary Hull struggle\n\nagainst the foreign minister of Argentina in trying to put over the PanAmerican idea, and Argentina has always been opposed to us. I venture\nto say that when the meeting comes to Havana in a few weeks it is not\ngoing to be easy for us to organize that economic cartel, not unless we are\nwilling to make real sacrifices and contributions and big loans. I am in favor\nof the loans.\nI do not see what good $20,000,000,000 worth of gold does us while\nit is buried in a hole in Kentucky. I would rather lend it to our Latin\n\n"}
{"page": 56, "printed_page": null, "text": "52\n\nAmerican\n\nNational\n\nEducation\n\nneighbors and keep them\n\nAssociation\n\nour friends and establish a basis of\n\nsound economic and financial cooperation than to construct huge battle¬\nships that will take four years to build. After they are done they probably\nwill be of no use whatever because, on the basis of the experience that we\nhave had in our recent times, these huge floating machine shops are more\ndangerous than they are worth. It is the small craft that have accomplished\nresults for Britain in this war and in the last war — not these big things\nthat we build merely because it is tradition — and navy men and army men,\nthey are hipped on tradition. That is why I welcome the presence at the\nhead of the War and Navy Departments of men like Stimson and Knox,\nwho I hope are going to shake up the dry bones of that tradition. They are\nsound appointments and they are going to be ratified !\nThose are the sorts of things that we have got to do — things that are not\nalways in line with precedent, things that are essential if we are going to\nmeet the situation. And we have also got to stimulate our people to see it\nas it is, to recognize the tremendous danger of these ideas, to realize that our\nAmerica is integrated with the world in a way it never was before, that this\nis a challenge to us practically as much as it is to Britain, for Britain has\nCanada and Canada is our neighbor. With Britain defeated and if the\ngovernment moves to Canada, how are we going to separate ourselves\nfrom it? A war is at our doorstep, and we have to wake up and realize it!\nAnd it is a war, not only of cannon, tanks, and airplanes but also a war of\nideas. And these efficient organizations of which I have spoken have made\ntheir impression, made it on many an American — North and Central and\nSouth American — and if we are going to combat them effectively we have\ngot to learn how to organize our democracy, how to integrate it, with faith,\nvalor, determination, and spirit which it has not had before. Then we have\nto learn that a government is not something that always gives and gives\nand gives, but a government is something that needs service, devotion, love,\naffection, and help from its people. For how many years have the organized\npressure groups of every age beginning with the banner-carrying collegian\nand going thru the farmers, veterans, labor unions, sometimes this group\nand sometimes that group, and going on up to the aged, and all of them\none single cry, “Gimme, gimme, gimme!” Is that the spirit of America?\nI§ that the spirit of sacrifice? Is that the spirit of devotion to the democratic\nideal? If it is we might as well shut up shop and tell the dictators to come\nand take what they want. For that kind of civilization is not worth saving.\nNo, if our country is going to rise to the present challenge it has to rise to it\nin a new spirit — a spirit of self-sacrificing devotion and a spirit of willing¬\nness to serve. I welcome some kind of conscription that would teach every¬\none of us what we owe, not what we have to get.\nWhy should only the brave, valiant, and self-sacrificing spirits be per¬\nmitted to give their country what it needs? No, let us share and share alike.\nLet us all do our part — young and old, men and women, for this is a day\nwhen women can contribute practically as much as men in the organization\nof the defense and spirit of the country. It is a real challenge, it is a chal¬\nlenge we have only begun to meet. Slowly the giant America awakes. Slowly\n\n"}
{"page": 57, "printed_page": null, "text": "General\n\nSessions\n53\n\nhe stretches his muscles and senses the fact that from across the seas there\ncomes a challenge such as he never heard before. His system is under attack.\nHe is told that men cannot be free and still be efficient. You and I do not\nbelieve that, but we have to prove that it is not true. We have to learn how\nto organize to meet that challenge, and we do not have any time to lose to\ncomplete the organization. It may be only a matter of weeks before the\nthreat will be immediate, and obviously the sensible thing is to provide for\nBritain and her defense against this totalitarianism. We\n\nshould give what¬\n\never we can spare that she needs — it is suicidal to think of not doing that.\nShe does not need men but she does need machines and the industrial power\nof this great country.\nHappily we have efficient leaders in our industry and happily they are\nunselfishly today serving their country and cooperating in the organization\nof the strength of this giant who is just beginning to awake. And you who\nhave so much to do with teaching the young people of the land, how much\nyou can help! Teach the young people that the time has come for them to\nserve the country which they love. The time has come when they will have\nan opportunity to give much, for in the years that lie ahead there will be\nsacrifices for all. Times are not going to be easy. They are going to be hard,\nbut they are going to be worthwhile. They are going to be more challeng¬\ning, more stimulating, and more bracing in every way than these fat, easy,\nlazy, and soft days that lie behind us.\nWe can meet this challenge. We may have to meet it tomorrow — not in\nEurope but in the Far East. Do not forget there is another power there\nthat is on the rampage and that has seen success ; that the militaristic totali¬\ntarian idea that has overrun China is now casting hungry eyes upon French\nIndo-China and the Dutch East Indies, and that tomorrow will be looking\ntoward the Philippines. We are going to give them up in 1946. I wish the\nyear were 1940, for I hate to think we may have to fight for them, under\nconditions of extreme difficulty, before that time. And yet, being what we\nare, can you imagine that the American people would not accept the challenge\nfrom Japan if she proceeds to take the Philippines and haul down the\nAmerican flag? Not if I know the American people. We are not as peaceminded as all that, despite our pacifist societies. There is a fierce spirit that\nlives in the American when he is challenged. My apprehension right along\nhas been that the challenge might come from the Far East before it came\nfrom Europe.\nBut whether\n\nthe challenge comes from the East or from the West, we\n\nmust be ready to meet it— ready not only in the material things, but ready\nin spirit, in a spirit that believes in our traditions, the spirit that glories in\nthe fact that we are going to do it in the democratic way and still do it\nefficiently. To sacrifice for a brief time some of the privileges of complete\nfree speech does not mean that we sacrifice them forever. To challenge cer¬\ntain groups among us who are preaching dissension and something close to\ntreason does not mean that we deny the legitimate right of criticism. But the\ntime has come when we must and will challenge the right of free speech of\nthose who would use it only to destroy it.\n\n"}
{"page": 58, "printed_page": null, "text": "National\n\n54\n\nThe\n\ntask of those who\n\nEducation\n\nAssociation\n\nhave to teach youth in a time like this is not an\n\neasy one. It is not easy for there are many things you must safeguard against.\nThere are many challenges that you must meet in your classroom from\nday to day. But it seems to me that if you have the underlying belief in the\ndemocratic system and the right of the individual to be himself and the\nright of every man to worship God as he sees fit— a belief that free men\ncan for the time sacrifice certain superficial aspects of freedom in order that\nthey may insure the continuance of that freedom — I think that can be\ntaught and achieved. Our country is awakening. The challenge is real and\nthe danger is great, but we have here the strength, the vision, the spirit,\nand the purpose to go out and meet it and win the battle for the democratic\nideal.\nTHE\n\nCONCHA\n\nFUTURE\n\nROMERO\n\nOF\n\nJAMES,\nPAN\n\nDEMOCRACY\nIN THE\nHEMISPHERE\n\nCHIEF,\n\nAMERICAN\n\nDIVISION\nUNION,\n\nOF\n\nWESTERN\n\nINTELLECTUAL\n\nWASHINGTON,\n\nCOOPERATION,\n\nD. C.\n\nI come to you deeply conscious of the privilege of addressing this dis¬\ntinguished company of educators and also cognizant of the fact that I have\ncome not because of any personal merits that I might possess, but simply as\na representative of that large family of nations that share this American\nearth with the great people of the United States. And I wish to say that\nI am not here to state generalities concerning the grave events that are today\nshaping the destiny of the world, but rather to utter a few words of faith\n— a faith emanating from the tradition of America, from the fortitude of\nher people, from the capacity of many generations of Americans of the\nNorth and Americans of the South to face new situations with that courage\nwhich we inherited from conquistadores, explorers, and pioneers.\nWe seem to stand today before uncharted seas, so ominous and terrifying\nin their magnitude are the problems we are confronting. And yet there\nare elements in our history and in our national make-up that give us con¬\nfidence. But, above all, we draw strength from the fact that we are twentyone republics, conceived in the same ideals of freedom and equality that in¬\nspired the French Revolution and the nascent America of Benjamin Frank¬\nlin and Thomas Jefferson.\nMore\n\nthan a century ago our young\n\nrepublics were\n\ncalled together in\n\nPanama by the liberator, Simon Bolivar, for the purpose of discussing cer¬\ntain questions of common interest. This early recognition of a community of\npurpose, which later translated itself into the Pan-American movement, is\nin itself one of the proudest traditions of this continent. Another is that\nin the beginning of the national life of those republics their leaders evinced\nadmiration for the successful democratic practices inaugurated in the United\nStates. Miranda and Bolivar, among the early statesmen, and Sarmiento\nand Varela in the middle nineteenth century, turned to the United States\nfor political ideas and also for leadership in education. As early as 1815\n\n"}
{"page": 59, "printed_page": null, "text": "General\n\ntwo Latin American\n\nSessions\n\n55\n\nboys studied in the United States. In 1818, a nephew\n\nof one of Chile’s soldiers of independence came to this country, and in 1827\nFernando Bolivar, adopted son of the Venezuelan who freed five nations,\nregistered at the University of Virginia out of admiration for your great\nstatesman, Thomas Jefferson.\nThat most of our Latin American constitutions are documents fashioned\nafter that of the United States is in itself another reflection of the respect\nfor the political ideals of this country felt by the Latin American leaders of\nthe independence period and the years immediately following.\nThe war with Mexico and the activities of that period of expansion of\nthe United States, which is generally known and resented in Latin America\nas the imperialistic era, did much to embitter the relationships that had\nbegun so auspiciously. A long period of distrust and recrimination is now\nhappily drawing to a close, as the people of Latin America are becoming\nmore and more convinced of the sincerity of that new foreign policy of the\nUnited States which is better known as the “Good Neighbor Policy.” This\nwas hailed, on the occasion of the congress on democracy held in Montevideo\nin March 1939, as a historical event of the first magnitude, and a resolu¬\ntion was adopted by that assembly to the effect that the Latin American\nrepublics may without fear join hands with the United States in the struggle\nfor the principles of democracy. Free from the taint of imperialism, the gov¬\nernment of President Roosevelt has been able to place the relations between\nthe United States and Latin America on a level of confidence and mutual\nrespect so essential to cooperative action. And\n\nthis, in itself, constitutes a\n\nmost encouraging sign, as we view the struggle to be waged by democracy\nagainst totalitarian ideas.\nIn the dangerous days ahead of us we are to be more united in purpose\nthan we might have been if the government of the United States had not\nsucceeded in giving us new faith in its sincerity.\nAnother important factor to be taken into account is that for more than\nfifty years the American\n\nrepublics have been perfecting the machinery\n\nfor\n\ninter-American cooperation and have developed technics that are helpful\nin the solution of common problems. This experience will be invaluable\nin the months and years to come. Around the conference table, among\nfriends, the thousand and one details of our struggle for security and de¬\nmocracy will be freely discussed.\nAs I make this public confession of faith in our capacity to face these\nstormy days, it may be well to bring to the attention of this audience another\nsource of strength — the rebellious youth of Latin America. Those of you\nwho are unfamiliar with Latin American conditions may have often smiled\nat the importance given in Latin America to the attitude of university stu¬\ndents. You may have heard with amazement of their participation and inter¬\nest in public affairs. The value of this activity may be questioned, but what\nwe cannot possibly underestimate is the significance of that rebellious spirit\nthat has inspired our youth. They have never become compromising, pam¬\npered, or soft, and have ever been ready for great tasks. The student martyrs\nof Mexico, Cuba, Venezuela, Chile, and Peru — to mention only a few Latin\n\n"}
{"page": 60, "printed_page": null, "text": "56\n\nNational\n\nEducation\n\nAssociation\n\nAmerican republics — bear witness to a vigorous and determined Latin\nAmerican youth movement, ready for the great sacrifices demanded by the\ndemocratic way of life. In an hour of crisis there is no question as to the\nstand they will take.\nNo doubt, in the event of a totalitarian victory, the Latin American na¬\ntions will be subjected to great temptations. There is always prestige at¬\ntached to the victor, and economic advantages may appear easily obtainable\nfrom countries elaborating their products under inferior labor standards.\nBut I personally find comfort in the courageous resolutions of the Monte¬\nvideo Congress on Democracy in favor of boycotting the products of totali¬\ntarian countries. Also, I find inspiration in letters received from students\nwho have been invited to visit Germany\n\nand Italy and received royal enter¬\n\ntainment there. 'While their complacent and comfortable elders who re¬\nceived similar invitations may have been impressed by their reception and\nthe material progress observed in those countries, the students as a rule have\nfrankly declared that they preferred the relative democracy found in some\nof our republics to the type of efficiency displayed by the totalitarian sys¬\ntems, which is achieved at the cost of human dignity and freedom.\nWe have, of course, far to go if we are going to gird ourselves for the\ngreat test. Democracy has a tendency to be timid and so it often neglects\nthe most elemental weapons for fear of being accused of propagandizing.\nIt is shocking, to say the least, that today, with so many factors in our\nfavor, with such increased neighborliness and willingness to make sacrifices,\nwe should have failed to utilize the radio and the press in the interest of a\nunited all-American front for democracy. The radio stations continue to\nbroadcast to Latin America inconsequential programs (inconsequential as\nfar as the immediate need is concerned) in which the great issues of the\npresent world situation fail to be explained. I heartily approve of some\nof the long-range projects for inter-American relations, but I also realize\nthat emergencies are emergencies and that perhaps we are not providing\nat the proper season for them. \"Why not have more direct methods than those\nnow in use by the radio stations to bring the meaning of today’s crisis and\nits possible implications home to all the people of the Americas?\nThe same can be said of the press. There is not today in all the Americas\none newspaper or journal with a continental circulation that might empha¬\nsize the common ground on which we stand or come out openly and fear¬\nlessly for the defense of the democratic ideals, explaining at the same time\nthe issues with which this war-torn world is confronted. But when recently\na project to bring out such a publication in Spanish and Portuguese was pre¬\nsented, it was reported upon by a government department of the United\nStates as worthy of being considered “with benevolence.” The promoter of\nthe idea, an eminent Latin American writer and highly respected leader, was\ngiven no further encouragement than this benevolent reception of his plan.\nIf we wish to cement our community of purpose and ideals, we shall need\nto be less timid both as governments and as peoples. Let us utilize the radio\nand the press, the school and church, and all other teaching agencies to in¬\nstruct the peoples of the Americas on the meaning of what is happening\nbefore our verv eves. The time has come for direct methods.\n\n"}
{"page": 61, "printed_page": null, "text": "General\n\nSessions\n57\n\nAs early as 1822 President Monroe reminded the Congress that free\ngovernments are often criticized for lack of foresight, for their inability to\nprovide for emergencies, and for their expensive methods of procedure.\nAt the same time he expressed confidence in the United States. The same\nconfidence is present today, but it can be enhanced if more effective educa¬\ntional methods are devised to make our peoples, young and old, north and\nsouth, thoroly aware of the present situation.\nI am sure that any initiative taken to this end in this country would meet\nwith the unconditional endorsement of the intelligent people of Latin\nAmerica, for their devotion to liberty and the principles of republican gov¬\nernment are as great today as they were more than a century ago when they\nemerged as independent nations. Furthermore, the spirit of continental\nsolidarity as expressed in official and nonofficial gatherings during the last\nfew years is stronger than ever before and more articulate. As to the atti¬\ntude of the people of Latin America toward the LTited States, it is safe\nto assert that, since the birth of these republics, there was never a time when\nfriendship was more evident. Whether this is forever preserved or forever\nendangered depends entirely on the manner in which we meet the present\ncrisis.\nAt this fateful hour we may well be grateful for all the ties that bind\nus into an American family of nations, but we must be ready to discard\nmuch of our traditional thinking on methods of approach if we wish to\nsafeguard our institutions.\nThe task of the educator in this connection is indeed titanic, but we\nmust\n\nall receive strength from the thought that this hemisphere has been\n\nentrusted with the responsibility of preserving those standards of liberty,\njustice, and international ethics which represent the loftiest achievement of\nour civilization.\n\nTHE\n\nPLACE\n\nHOWARD\n\nOF\n\nHANSON,\n\nTHIRD\n\nGENERAL\n\nMUSIC\n\nIN THE\n\nCULTURE\n\nDIRECTOR,\n\nEASTMAN\n\nSCHOOL\n\nROCHESTER,\n\nSESSION\n\nROCHESTER,\n\nOF\nN.\n\nOF\nMUSIC,\n\nTHE\n\nWORLD\n\nUNIVERSITY\n\nOF\n\nY.\n\nThis program is more than a concert ; it represents more than technical\nproficiency; it is more than the realization of an artistic achievement. It is\na symbol of something new and strange and something beautiful. It is the\nliving expression of the democratization of music, the manifestation of a\nnew spirit in music which is peculiar to our own time and our own country.\nWe speak of the golden ages of art. History recalls the great periods of\nmusical development — the age of Palostrina in Italy, Purcell in England,\nBach in Germany, and Mozart in Austria. We speak of the nations which\nproduced such epochs as “musical nations’’ and rightly honor them for their\ncontributions. And yet music in those days and in those lands was essentially\nan aristocratic art — an art produced by professionals for the benefit of a\n\n"}
{"page": 62, "printed_page": null, "text": "58\n\nNational\n\nEducation\n\nAssociation\n\nlimited circle. Tho\n\nthe music itself was great, its impact was felt by a small\n\nproportion of the men and women of those times, and its influence was ex¬\nperienced by but a comparatively small percent of those whose sensitivity to\nsound would have enabled them to have absorbed its benefits.\nWhat\n\nhas happened\n\nin the schools of the United\n\nStates during the past\n\ncomparatively few years is something new and challenging in the history\nof music. It has never happened before and it does not exist now in any\ncountry except our own. It is vital, exciting, and important — not only to\nus, but to music and to democracy as well. We must not take it too much\nfor granted. We must not let its significance escape us.\nMy first unforgettable experience in this new democracy of music was\nat the concert by the National High-School Orchestra assembled by the\nMusic Educators National Conference in Chicago over a decade ago. I\nshall always remember vividly the experience of conducting that amazing\ngroup of American boys and girls. There was an orchestra of over three\nhundred young Americans from all parts of our country. They were gath¬\nered together, not to be lectured to about music but to make it themselves.\nThey were not professionals. A large portion of them had no intention of\never becoming professionals. They were making music for the joy and\ninspiration of the experience. The impression of that concert upon the large\naudience, of whom many were musicians and teachers, was profound. No\none who heard that performance could fail to sense that here again was more\nthan a concert. Here was, rather, a thrilling demonstration of education at\nits best, a realization of the possibilities of art in a democracy. Here was the\nvisible and outward sign of the beginning of a new era.\nAfter the concert was over I recall meeting backstage Oscar Sonneck,\nthat great musician and scholar who during his lifetime contributed so much\nto the development of musical scholarship in America. Many in the audience\nhad been visibly moved\n\nby the concert. As for Mr. Sonneck, the tears were\n\nstreaming down his face. I said, “Mr. Sonneck, what is the trouble?” His\nreply came, “I can’t help it. It was so beautiful.” It was beautiful and it was\nalso revealing — revealing possibilities of which even the most enthusiastic\nof us had never dreamed. Once again the youngsters proved that they were\n’way ahead of their elders!\nWhat have those experiences taught us? First, we\n\nmust\n\ncertainly have\n\nlearned by this time that there is literally no limit to the talent of Ameri¬\ncan youth. I do not know who was responsible for the origin of the fiction\nthat American boys and girls were unmusical. Certainly what is taking\nplace in America today indicates that the youth of our country is lacking\nneither in talent nor in leadership.\nSecond, it must teach us that the arts are safe in the hands of these young\npeople. The educators who felt that Bach, Beethoven, and Brahms would\nbe profaned if their music were\n\ntaken from the sanctuary of the profes¬\n\nsionals’ concert hall and given into the keeping of our young musicians were\nwrong. We have learned that art becomes more precious and more sacred\nthe more it is put into actual use in the lives of boys and girls. We\n\nlearn\n\n"}
{"page": 63, "printed_page": null, "text": "General\n\nSessions\n\n59\n\nby doing, in the arts as well as in the laboratories, and the benefits of such\nearning accrues to the art as well as to the individual. For art was never\ncreated to be preserved inviolate in the dim recesses of the museum, but\nachieves its richest fulfilment when it ministers directly to the lives of men\nand women. To our boys and girls Beethoven is not a name and a date on\nthe history of art but the personification of a tonal beauty which they them¬\nselves have experienced and re-created.\nIn the third place, it leads some of us who are professional musicians to\nre-evaluate standards and objectives. Important as the ideals of perfection¬\nists may be, we begin to suspect that the great values in music are even\nhigher than those either of technical proficiency or esthetics. They are the\nvalues not only of teamwork, discipline, and cooperation exerted in the\nre-creation of beauty, but even more important, the value of enthusiasm\ndirected toward the attainment of spiritual goals — the more important be¬\ncause these values are only realized subconsciously. In the performance of\ngreat music the student is subjecting himself voluntarily to the most rigorous\nof disciplines in order that he may do his part to create something which\nsatisfies his conception of beauty. And is not this the very definition of the\nideal of training for citizenship in a democracy — the voluntary subjection\nto discipline in the accomplishment of a goal which challenges our greatest\nloyalty ?\nIt should be a profound source of gratification to us as Americans that\nthis development of music has taken place, not in the old world but in the\nnew, and in the public schools of the United States. The symphony orchestras\nwhich may be found flourishing in high schools in every state of the Union\nhave no counterpart in Europe, not even in such musically well-developed\ncountries as Germany, France, and Italy. It is our country which is furnish¬\ning, and must continue to furnish leadership and inspiration to the world.\nBehind this thrilling development lies a history of limitless hours of\nlabor and devoted loyalty on the part of the supervisors and teachers of music\nin our schools. For progress of this type does not come of itself. It requires\nleadership, vision, and indefatigable industry. Let us make no mistake. The\ngrowth of an art requires intensive cultivation of the soil. It flourishes only\nwhere it is appreciated, desired, and worked for. I stress this point because\nI find from time to time a certain irrational belief that art, unlike other\nhuman accomplishments, springs fullblown from untilled and unfertilized\nsoil. This is no more true of music than it is of any other form of human\nendeavor.\nWe\n\nhave all been gratified by the decision of Leopold Stokowski to form\n\na great orchestra of young Americans with which to preach the gospel of\nbeauty, tolerance, and democracy. Mr. Stokowski has told us of his travels\nabout the country in search of talent and of his amazement at the wealth of\nmaterial which he found in all parts of this country. Many\n\nof us are pleased,\n\nbut by no means surprised, at the eminent conductor’s discovery. I must con¬\nfess myself somewhat astonished, however, at Mr. Stokowski’s surprise, for\nthis development came as a natural result of the devoted labor of countless\n\n"}
{"page": 64, "printed_page": null, "text": "National\n\n60\n\nEducation\n\nteachers in the public schools to whom\n\nAssociation\n\nthe credit belongs. The\n\ntalent was\n\nthere and the boys and girls were ready. When opportunity came they were\nable to prove that American boys and girls are among the most musical in\nthe world.\nTonight’s program represents the second stage in the drama of music’s ful¬\nfilment in a democracy. It takes the achievement of the public schools and\nprojects it into later life. These young people who play not only with infec¬\ntious enthusiasm but also with technical proficiency are carrying on those\nsame values which they have come to understand and love. The excellent\nwork of those young people is a fascinating and successful experiment in\nadult education, a carrying on into later life of discipline and loyalties\nacquired in earlier education.\nThis program\n\nrepresents one thing more. Consisting as it does of music\n\ncoming from countries, many of whom are now at war, it graphically illus¬\ntrates music as the great exemplar of tolerance. It calls to our minds once\nmore the fact that a nation’s lasting contributions to civilization are repre¬\nsented not by colonies or possessions but by the fruits of the spirit. It reminds\nus once again that the important things in a nation’s history are not its wars\nand its generals, its political intrigues, alliances, and treaties, but its science,\nliterature, architecture, art, and music. Beauty and the spirit are of para¬\nmount importance in every race, country, and religion. In beauty all men are\nbrothers.\nAs educators we are coming to realize that the education of the emotions\nmust go along with that of the mind ; that the spirit and the intellect must\nbe cultivated so that each is the willing partner of the other. We are realiz¬\ning that the development of sensitivity to beauty is of prime importance;\nthat beauty is the handmaiden of the spirit ; and that art reaches its highest\nfulfilment when it ministers to the soul of men, singing its age-old song of\ncompassion and tenderness, preaching its eternal gospel of the brotherhood\nof man.\n\nFOURTH\nCRITICAL\nCLARENCE\n\nGENERAL\n\nPROBLEMS\n\nA. DYKSTRA,\n\nSESSION\n\nFACING\n\nUNIVERSITY\n\nPRESIDENT,\nMADISON,\n\nOUR\n\nNATION\nOF\n\nWISCONSIN,\n\nWIS.\n\nIn such a time as this one is rash who\n\nsets down\n\non paper two weeks\n\nbefore delivery an address to a national audience. Events are moving so\nswiftly that the comment of one day may seem utter nonsense in just a few\nhours. The temper of our Congress and the opinion of our people shift with\neach bulletin from overseas.\n\nOn such a topic as has been assigned it is the part of wisdom to take the\nlong-time view of American problems even tho they may require early or\nshort-time attack. It must be apparent that our so-called “national scene”\nhas been tremendously complicated within the year by the rapidity of action\n\n"}
{"page": 65, "printed_page": null, "text": "General\n\nSessions\n\n61\n\non the international front. Our national problems cannot be discussed in a\nvacuum\n\nnor can we deliberate without an eye cocked to activities in another\n\nhemisphere. There is no collective security nor is there isolation in these days.\nThe time for talking about such alternatives is over for an indefinite period.\nWe in America face critical national problems on several fronts — eco¬\nnomic, social, political, ethical, educational, and military. We face a new\nworld environment to which we have to adapt ourselves. We cannot face it\ncomplacently and without rigorous self-analysis. We cannot turn back to\nlook at what was and wish ourselves again into the nineteenth century.\nThere\n\nare lessons for us to learn from the plight of France and England,\n\nboth tradition-bound\n\nand overly sure of themselves. We\n\nmust\n\nbe more\n\nagile and mobile if we are to carry on for what we believe in — the values\nof western civilization.\nFirst, what\n\nof the economic\n\nfront? Ours\n\nis a money\n\neconomy\n\nbacked\n\nby gold. We have assumed that without money no economic system can\nwork. Originally money as a symbol of exchange came into use because it\nwas a convenient medium with which to carry on trade. This medium in time\nbecame\n\na commodity\n\ndesired for itself because it could bring income\n\nthru\n\nthe device of interest. It therefore had two advantages over barter — its\nsimplicity for bookkeeping purposes and its intrinsic value for investment\npurposes. In the course of time we accepted the idea that without money\nnothing could happen in the economic world. We went as far as to declare\nthat nations could not conduct\nmedium.\nWe\n\na war\n\nwithout\n\ngold — the international\n\nhave recently discovered all over again that there is such a thing\n\nas barter, even international barte-r, and that an economic system can run\nif only there are men and materials. We are having our attention directed\nto the fact that wealth is goods and that goods are created by the applica¬\ntion of labor to materials. That is what the economists taught us from the\nbeginning, but we had forgotten it when we insisted that nations needed\ngold in this modern\nmost prosperous\n\nworld and that the nation with the most gold would be\n\nand perhaps most invulnerable. We\n\nhave discovered re¬\n\ncently that the nation with the bulk of the world’s gold supply can have at\nthe same time the greatest incidence of unemployment. We have also\nlearned that a nation without much gold may even threaten the international\ntrade of a country with billions.\nWe have discovered moreover that a nation of unemployed is a nation\nimperiled. The lesson of Europe is plain — idleness, discontent, loss of con¬\nfidence in those who are in office, disintegration of morale, organization of\ndisgruntled groups, loss of unity and then a sense of futility, the appearance\nof the demagog with his gospel and then the pied piper with his promises,\nthe capture of youth and the firing of imaginations, the appeal to a new\nday, a new army on the march and a new nationalism born — all this in\nprogression moving with a fresh religious fervor — whither who can know.\nMan must work and have something to work for. Nothing is clearer now\nthan that Satan finds work for idle hands to do. Do we need further\n\n"}
{"page": 66, "printed_page": null, "text": "62\n\nNational\n\nEducation\n\nAssociation\n\ndemonstration that we here must get our people back to work and par¬\nticularly must we find jobs for our young people? It is work or a crusade\nunder some kind of leadership. We must take our choice. This may seem\ntrite counsel and to some of you an overworked theme. But it is terribly\nimportant in the light of recent history. Mobs and armies stem from those\nwho\n\nhave no work\n\nto do, nothing to challenge their interest or attention,\n\nno anchor to windward. We face, then, a critical economic challenge on the\nnational front which we must attack realistically and meet head on. Let us\nnot hide our heads in the sand. “New occasions bring new duties.” We are\ndue for a de-sloganized appraisal of our economic mores and for such read¬\njustments as may be necessary in the face of new competitions in methods\nand perhaps even in purposes. In short, there is a new economic front. How\nnew it is, how permanent, how transient, how challenging — we must find\nout objectively and without passion, methodically, patiently, and intelligently.\nThe lesson of history is that the great mass of mankind will attempt to\nsatisfy its basic needs no matter what cherished social or political institu¬\ntions go into the discard. If democracy is to compete in a revolutionary\nworld, it must be forewarned and forearmed for possible new situations.\nThere is an old Latin military maxim\n\nthat meant much\n\nto the success of old\n\nRome, “It is good to learn from the enemy.”\nSecond, we face social movements of worldwide scope to reckon with.\nThere are those who since the last war have been counting on new ideologies\nto capture the imagination of the world — Lenin at first, then Mussolini,\nand next Herr Hitler. As far as these new philosophies can attain the\ncharacter of religious revivals of a dominant sweeping character, they have\npotentialities which we cannot minimize. Mohamet demonstrated fourteen\nhundred years ago that a new\n\nreligion which was\n\nactually militant could\n\nearn' almost everything before it. Dying for his cause meant immediate\ntranslation into an eternal paradise. That movement in the course of time\ncaptured the imagination of a considerable portion of mankind. Even today\nthere are more than 200,000,000 followers, many of them still ready to die\nfor a dogma.\nThe new\n\nreligions of Europe which emphasize as a core, race, land, state,\n\nand unity, which merge the individual into an enterprise, provide not only\nthe resignation and selflessness of the Oriental belief but the drive and\npower that go with the doctrine of dynamism. They provide further a\ncommon emblem and a single leadership which ministers to something\nthat the race seems to crave. Even when Hitler had nothing to distribute\nbut promises to a ragged generation decked out in every conceivable gar¬\nment, there was always one symbol which tied the movement together — a\nbrown shirt. Always and continually he pounded on one formula, “We must\nwork” — work anywhere, everywhere, at any task for the fatherland. Until\nthere was real work, he provided “busy work” and training for leadership.\nAnd when his big moment came and he gained the power, it was work that\nhe provided in every corner of the land and a motive for work that was not\nin the lexicon of the economist — not self-interest, but self-denial for the\n\n"}
{"page": 67, "printed_page": null, "text": "General\n\nSessions\n\n63\n\nnation. Once this spirit was general it was easy to move into an armament\nprogram with millions of willing hands. The same spirit animated the refuse\nsquad that urged on the skilled machinist and tool maker — the winning of\nself-respect thru the performance of duty.\nIn the coming months we shall be treated to another battle of words.\nWe shall denounce, we shall view with alarm, we shall take pride, we shall\nappeal to everybody and appease anybody with words. It is not enough. The\nhope of democracy rests on deeds, on things done which other systems get\ndone, on houses built, on jobs provided, on crops raised and materials\nmanufactured, on health and family satisfactions, on resources conserved,\non opportunities for the people to come to their best selves, on the develop¬\nment of national goals and unities, on the pride of accomplishment, on the\nattaining of imponderable\n\nand spiritual values, on the development\n\nof self-\n\nrespect and that intangible thing we call morals. All these things are pos¬\nsible most of all where there are ample natural resources and a tremendous\nplant capacity. All are possible even with\n\ndemocratic\n\ninstruments\n\ndevices. They require only courage, intelligence, a modicum\nand devotion to the whole people, and a common will.\n\nand\n\nof selflessness\n\nIt is no longer enough to say, “Oh, yes, the democratic device is slow,\nis inefficient, is bungling but we like it and we muddle thru.” It must com¬\npete today with instruments which prepare with precision and perform with\nperfection. This is the day when\n\na democracy\n\nmust\n\nplan on a national\n\nscale, operate promptly, and do well the necessary things which bring satis¬\nfactions to the people of the nation. To scoff at planners and call them\nstarry-eyed in the face of what is going on in this wTorld — in the face of\nplans which now take the world by storm — seems thoroly unreal and\ncertainly tragic. We build no house or business or individual life without\nsome plan. Today\n\neven this nation needs one if it is to succeed.\n\nThird, wre come to the political challenge of the day. As I write, a great\nconvention is in session in the city which brought forth our Constitution.\nThe convention is emblematic of American political confusion and the\nAmerican\n\ndifficulty in finding leadership. Ours\n\nis too often the accidental\n\nleadership which may or may not prove worthy. And yet the call on every\nhand is for leadership that understands the day, the age, and the need of the\ntime. Mankind craves leadership which it can trust, wffiich it can follow\nwith assurance, and which it can respect. As yet we have found no sure way\nby which natural leadership can be trained in the national arena for the\nnational purpose. We are plagued by problems of availability, of doubtful\nstates, of the solid South, of “being too well-known,” of having made\nenemies by having convictions, of sectional jealousies, and many others.\nWe must find a democratic process which more nearly assures us of getting\nwhat we need when we want it. This is but one example of many of our\ndifficulties. All these lead to the suggestion that we\n\nare sorely in need\n\nof invention on our social and political fronts. This generation must there¬\nfore produce inventors in the fields of human organization. We have been\ningenious beyond compare\n\nin the world\n\nof mechanics\n\nand science. We\n\n"}
{"page": 68, "printed_page": null, "text": "National\n\n64\n\nEducation\n\nAssociation\n\nhave pooled every resource and much of our brain power in the laboratories\nand in the shops to find new and better ways to handle materials and\nequipment. We\nfrom shrewd\n\nhave learned from experience, from trial and error, and\n\nguesses and hypotheses. We\n\nhave learned also by patient,\n\nhour-after-hour, day-after-day investigation into the secrets of nature. We\ncan build anything no matter how big or how complicated if we find need\nof it. We can smash the smallest particle, even tho we cannot see it, with\nour highest power microscope. We look thru flesh and wood and stone. We\nhave discovered the peculiar vitamin which will nourish the ailing or\nsickly body.\nAll these advances have come from a composite of small contributions\nfrom many sources, times, and places. In the natural sciences each genera¬\ntion stands on the tallest shoulders of the last. In the science of society we\nare always tempted to kneel before the seers of the past, to worship prece¬\ndent, to suspect the experimental method. If we try and fail, we fear to\ntry again. Of course, it is difficult in society to attempt what the natural\nscientist calls the controlled experiment. We cannot try out a social\nexperiment on white rats. We have human beings to deal with — persons\nwith emotions and passions, prejudices, and ignorance. None the less we\nmust get at our task of invention if we are to make democracy operate\nunder rapidly changing conditions. There are risks involved, but since\nwhen did Americans not take risks and glory in them?\nIf democracy\n\ncannot invent, cannot ride out a storm, then some\n\nother\n\nphilosophy or way of life will crowd it aside, perhaps with a more ruthless\nand fearful device. It has happened under our very eyes and we do well\nto learn the lesson. We best defend democracy in an untoward world by\nmaking it adequate to meet modern demands. The men of 1787 were\ninventors par excellence. They\nto declare a moratorium\n\nnever expected their spiritual descendants\n\non invention and improvement.\n\nOne\n\nof the chal¬\n\nlenges which face this generation is to so implement democratic establish¬\nments that they will be adequate in a changing world.\nFourth, we come thus inevitably to the special challenge that faces\nAmerican education as we contemplate the national scene. In a vital\nsense American problems today all lie in the field of education. We approach\nsignificant economic, social, and political questions with much of our citizen¬\nship illiterate in these fields. We operate in these areas and cast our\nvotes relying on catchwords, slogans, and outworn\n\nformulae; capitalizing\n\non resentments and group animosities ; appealing to passions and even\nhatreds; calling names and challenging the motives and the sincerity of\nthose with whom we disagree. This is all quite human and understandable.\nOur problem therefore is with the education of human beings who have to\nlive together and work out a national destiny. We\n\nare seeing how easy it is\n\nfor whole peoples to slip down the ladder up which they have climbed\nwith infinite pain thru many centuries, and how hard it is for free men\nto retain their freedom won with heavy cost. We are discovering how\ndifficult it is to make wise choices. Moreover, we are embarked on the\n\n"}
{"page": 69, "printed_page": null, "text": "65\n\nGeneral\n\nSessions\n\nhard road, the democratic way, and we honestly think we believe in it.\nIf ever we needed civic competence, it is today; if ever we needed to\nknow what we are doing and why, it is now. Man must achieve mastery of\nhimself as well as of the material world if civilization is to be maintained\nthru the next troubled years. We\n\nare a generation that lives in one of\n\nhistory’s great crises and it would seem that somewhere there is knowledge\nenough to resolve it without a long blackout. And somewhere there should\nbe enough goodwill and sound sense to use this knowledge.\nEducation carries a heavy burden today. It must survey its responsibilities\nand its resources and gird itself for a supreme effort. And not only must it\ndeal with those who are in schoolrooms during the day but with all who\nare citizens of our democracy. Perhaps it is time even to change our\nterminology. Our superintendents of schools should actually be superin¬\ntendents of education and have the whole community, not just the children,\nas their responsibility. In the field of civic education the adult responsibility\nis perhaps the greater. We must learn the lessons of the last few years as\nwe have lived thru national and international crises. Chief of these is that\nsocial action based on appeals to ignorance and passion and to prejudice is\nbut blind leadership of the blind. There must be some mass understanding\nnot only of ends but of means\n\nand training in both. Civic enlightenment on\n\na wide front is the condition precedent to successful self-government. A\nprogram of cooperation ought to work as well as a dictated program if we\nare willing to do the things necessary to success in spite of the fact that the\nmethod of compromise, adjustment, and mutual understanding is more\ndifficult than a mechanism of violence, compulsion, and ruthless suppression.\nWe face, therefore, in our civic education an ethical challenge which is\nsocial as well as individual. We must know and make generally known\nwhat the ethical content of democracy is just as thoroly as the dictator\nmakes his ethic of the state a general conception. We need imagination to\ndo this and a willingness to invent. Germany seized upon the psychological\npenchant of youth for organization to work out a vast extracurriculum\nprogram\n\nof education for youth. Three\n\ndevices were\n\nHitler youth, the so-called land year, and the work\n\nand are used — the\nservice to encourage\n\nwhat it called “the development of character, will power, and courage.”\nThru such agencies, as well as the schools, the new Germany tries to incul¬\ncate and perpetuate the principles upon which its government operates. W e\ndo not like these principles but we can recognize the plain fact that the\nmethods employed are effective for the development of an intense spirit of\nloyalty and willing service to a cause.\nWe have youth organizations in this country. It is impossible to keep\nthem down as some have tried to do. Our manifest opportunity in this field\nis to see whether we can aid them to serve objectives which we insist we\nbelieve in. Many municipal police departments struggling to deal with\njuvenile delinquency have discovered that the gang spirit in our youth can\nbe capitalized upon by a constructive working with boys and girls and by pro¬\nviding them something to do. In such areas, for instance, the windows of\nvacant houses and other buildings do not immediately become special targets\n\n"}
{"page": 70, "printed_page": null, "text": "66\n\nNational\n\nEducation\n\nAssociation\n\nfor youngsters looking for something to do. Let us try to answer the simple\nquestion, Does our youth, and our people for that matter, know where it\nis going and why? The youth of the totalitarian state at least believes it\ndoes. One of our American philosophers once wrote, “The world stands\naside for the man who knows where he is going. ” This is happening in\nEurope today. We may well be aware of it to say the least. Perhaps it would\nbe well to take a leaf from the strategy book of even an illiberal state to\npreserve our own ideals which we insist are worth preservation. It is not\nalways the most popular professor who teaches us the most. It is surely as\npossible to dramatize and idealize our aspirations and principles as it is for\nothers to do this for attitudes which we hate and which we long since\nabandoned.\nOne problem of American education today even in the adult field is to\ndiscover and teach a unifying bond which will weld us together, without\nthe loss of individual freedom, in a conception that a government may be\nthe servant of man. It is being done elsewhere with the horrendous con¬\nception that the state is the master of man. We are appropriating billions\nfor armaments to defend the American system and millions to train skilled\nworkers and technicians. This will not create a national unity nor will\nhysterical witch hunts. In the last analysis our unity and security will de¬\npend upon a real devotion and attachment to our way of life and a willing¬\nness to make sacrifice, other than heavy taxes, to make it work. One mobili¬\nzation which we cannot neglect in our haste to prepare is the girding up\nof our spiritual, moral, and intellectual reserves. This too requires a pro¬\ngram as European experience teaches us. It does not just come about, par¬\nticularly when millions have no part and can find no place in the daily\ntasks of a nation. For such a program with unity and coherence we must\nlook to the national office of education, because it must be nationwide in\nsignificance and operation. Would\n\n1 percent of the new\n\nappropriations for\n\nnational defense seem to you an extravagant suggestion for such a funda¬\nmental purpose? Such a sum devoted by the nation to citizenship training\namong adults in cooperation with local educational establishments would\nmake\n\na vast difference in our national morale. Even\n\none-fourth of 1 per¬\n\ncent would be highly effective if properly administered by devoted leader¬\nship. It would do much to counteract defeatism and cynical disillusionment.\nIt would bring men and women together to discuss intelligently and without\npartisan implications the possibilities of the American way of life.\nOur inclination at such a time of excitement is to plump for what seem\nto be the big things and to spend our money lavishly for them. The tempta¬\ntion will be to cut expenditures at other spots, for instance, in education.\nEven dictators did not make this mistake. They stepped up their kind of\neducation to strengthen the line behind the line. Even in Russia the educa¬\ntional program became the most important program and it is even now.\nLet us learn from these realists this item for the protection of our sacred\nheritage. To be forearmed is to be twice armed. As we study the provision\nwe are making to defend American shores, let us watch carefully whether\nwe are taking steps to defend our internal unity and morale. We must\n\n"}
{"page": 71, "printed_page": null, "text": "General\n\nSessions\n\n67\n\nknow what we are prepared to fight for as well as fight against. Is it terri¬\ntory, a continent, or a hemisphere? Or is it a principle to which we pledge\nour lives, our fortunes, and our sacred honor? This area of intangibles and\nimponderables, of convictions, and even of definitions has an importance\nall out of proportion to the attention which it is receiving at the moment.\nThis is a day for the study of our weaknesses and our sources of discontent\nas well as one for the study of airplane design. We must be competent to\ndeclare what we believe and why we are prepared to defend this creed. We\nmust answer the questions we ourselves raise if tanks and planes them¬\nselves are to be effective. In view of our resources and potential power for\nwar what we must make sure of is that our moral and intellectual stamina\nwill be sufficient unto the day of trial. We\nare to defend it !\n\nmust achieve democracy\n\nif we\n\nHistory is a hard taskmaster. It is useful if we are willing to learn from\nit. The tragedy is that we almost never do. Let me quote a bit for our\nmutual edification from a common workman in a defeated nation : ‘“One of\nthe causes of our misfortune is that we have lacked an ideal. In this matter\nI am as guilty as most of my countrymen. I tell you we followed the wrong\nroad. We came to imagine that the proper duty of man was to arrange an\neasy way of life, individualistic to the point of selfishness. We were all\ndemocratic in spirit but in reality we were too much concerned with self.\nIt was to a great extent the fault of our institutions which tended to breed\npoliticians instead of statesmen and which set party interests before those\nof the nation. We are all responsible. We saw no further than the parish\npump and we were well satisfied when our representatives in the capitoH\nbrought home the gravy. . . . We always spoke of our dues, seldom of our\nduties. . . . The awakening is rude. A terrific task faces our young\ngeneration. We are about to become slaves but I am convinced that ad¬\nversity will weld the nation. Perils (will) befall democracy everywhere\nwhen it forgets that free men have duties as well as rights.’\nI quote again, this time from a historian who writes of the downfall of\nanother democracy: “The cause of all these evils was the love of power,\noriginating in avarice and ambition, and the party spirit which is engendered\nby them when men are fairly embarked in a contest. For the leaders on\neither side used specious names while they made the public interests, to\nwhich in name they were devoted, in reality their prize. And the citizens\nwho were of neither party fell a prey to both ; either they were disliked\nbecause they held aloof, or men were jealous of their surviving. Each man\nwas strong only in the conviction that nothing was secure ; he must look\nto his own safety, and could not afford to trust others. Inferior intellects\ngenerally succeeded best. For. aware of their own deficiencies, and fearing\nthe capacity of their opponents, they struck boldly and at once. But the\ncleverer sort, presuming in their arrogance that they would be aware in\ntime, and disdaining to act when they could think, were taken off their\nguard and easily destroyed.’’\nThe first explanation for the downfall\na Frenchman\n\nof a democracy\n\nis quoted from\n\nseventy-three years old by a reporter, G. H. Archambault.\n\n"}
{"page": 72, "printed_page": null, "text": "National\n\n68\n\nin a recent number\n\nEducation\n\nof the New\n\nYork\n\nAssociation\n\nTimes. It has to do with the recent\n\ndebacle in France. The second is a quotation from Thucydides, the historian\nwho is trying to explain the downfall of Athenian greatness more than\n2300 years ago after its defeat by Sparta. The same sentiment runs thru\nboth tho they were uttered more than two millenniums apart. In the setting in\nwhich we live they carry their own message and warning. They reinforce\nany plea that may be made just now\nstanding.\n\nfor citizenship education and under¬\n\nWe have a military and a physical preparedness challenge to face on a\nnational front. We hope and expect that this is being given proper attention.\nThis is not the responsibility of educators but of professionals in another\nheld. Shall we, in our own professional bailiwick, do our job in the field\nof intellectual and moral preparedness so that this democracy shall have\nunity, a national goal, and a devoted and loyal citizenship which believes\nthat law, equality, and justice are worth any necessary sacrifice? In any\nevent, we must be certain that the enemy we face in this confused world\nis not within us. If we can be sound internally, we are twice armed as we\nwatch lightnings on the horizon and hear the roll of distant guns.\nEDUCATING\nJOHN\n\nW.\n\nYOUTH\n\nSTUDEBAKER,\nSECURITY\n\nTO\n\nU.\n\nMEET\n\nNATIONAL\n\nS. COMMISSIONER\n\nAGENCY,\n\nOF\n\nWASHINGTON,\n\nPROBLEMS\n\nEDUCATION,\nD.\n\nFEDERAL\n\nC.\n\nToday democracy the world around is engaged in a fateful struggle —\na struggle with the forces of despotism and reaction. All the fruits of more\nthan a century and a half of effort to develop the democractic way of life\nare at this moment in deadly jeopardy. Once again the autocrats, tyrants,\nand dictators seek to ride roughshod over the liberties of hundreds of\nmillions of people. They proclaim an ancient doctrine in modern terms —\nmen are but means to ends, not ends in themselves; citizens are but slaves\nof the state, minions of the dictator, pawns in a national power game.\nMindful of the perils without, and of the problems within our land,\nwe reaffirm as a nation our faith in democracy, pledge ourselves anew to\nlift high its banner, if need be to man its ramparts, convinced as were our\nfathers of old that democracy is worth\nfortunes, and our sacred honor.\nIf we propose to defend democracy\n\ndefending with our lives, our\n\nit behooves us to envision clearly\n\nwhat it is we are defending. What is this “democracy” which we would\nguard, sustain, improve, and pass on to our children? Is it “government of,\nby, and for the people?” Equality before the law? Free elections? Local\nautonomy as contrasted with centralized authority? Liberty, equality,\nfraternity? Does our conception of democracy run beyond political forms\nto something broader, more inclusive — a philosophy and a way of life in\nwhich the shared aspirations of many men and women are given collective\nexpression and individual fulfilment? And if we do conceive of democracy\nas such a way of life, can this conception be so clearly understood by all\ncitizens as to become for each an incentive and a goal of vigorous, personal\n\n"}
{"page": 73, "printed_page": null, "text": "General\n\nSessions\n69\n\nendeavor? Especially, can we give our youth such a vision of the meaning\nand possibilities of this democratic way of life as to capture their loyalties\nand channel their enthusiasms? To communicate that understanding and\nto inspire that exalted vision of democracy is the primary task of public\neducation today.\nThe conception of public education as the instrument of national integra¬\ntion is no novel notion. Nor is the idea that universal public education\nhas the responsibility of making\n\nmen\n\nready to function as citizens in a\n\nself-governing society a new one. Washington, Jefferson, Madison, and\nmany others believed that knowledge and power must not be separated, that\nin a republic public opinion, the controlling influence, must be enlightened.\nBut take note. During the first century of American development the\narea of action thru government was very limited. Hence, citizenship was\nrelatively simple. The individual was expected to find and make his place\nin the scheme of things. When problems such as unemployment and poverty\nbegan to emerge they were evaded by opening up new tracts of land on the\nfrontier. With the beginning of the twentieth century this method of\ndodging basic problems could no longer be employed because most of the\nspace for expansion had been taken up. During the twentieth century,\ncitizenship has taken on new meaning; the area of governmental action has\nbeen vastly increased; public education has been clothed with a national\ninterest as a means of making youth ready to deal intelligently with complex\nnational problems.\nPublic education has not adequately educated youth to meet the new\nnational problems. The system has been extended and elaborated largely\nin response to the pressure of ambitious parents anxious to have their off¬\nspring enter the professions and white-collar jobs. In the last decade it has\nbeen borne in upon us that there are not enough white-collar jobs for all\naspiring high-school and college graduates. Indeed, it is estimated that\nat the present time some three or four million young people find themselves\nshut out of any opportunity to work and make a living.\nThis problem can no longer be evaded by opening new roads to a frontier.\nIt must\n\nbe faced and solved where young\n\npeople live, and thru sound\n\nnational policies. It is related to a dozen so-called national problems — farm\nsurpluses, unused plant capacity, foreign trade, banking and finance, home¬\nmaking and birth control, bureaucracy and paternalism, social security and\nmonopoly. All these problems are part of the central issue which may be\nput as briefly as this, Education for what?\nIn the most primitive society the youth are taught the things they need\nto know in order to function as hunters, planters, garment makers, home\nbuilders, and members Qf the group organization. But this education would\nbe a meaningless hodgepodge if the chief of the tribe should say that one\nof its purposes is to postpone the active participation of youth in the life\nof the society — to prevent them from engaging in hunting, planting, and\nhome building lest they contribute to a surplus of the good things of life.\nOf course no primitive society would fall into such a fallacy. Primitive\nmen know that hunting and planting, building and constructing are the\n\n"}
{"page": 74, "printed_page": null, "text": "70\n\nNational\n\nEducation\n\nAssociation\n\nrealities and that there can never be too many people trained and skilled\nin the arts of creation ; that the real needs of a society for goods and\nservices always outrun the supply.\nThe dictators know this and herein lies much of their success in appealing\nto youth. They say there is a job to do, more jobs than there are hands trained\nto do them. Youth likes that kind of talk because it assures them that they\nare needed; that they count in the scheme of things; that they must hurry\nto be prepared to take the places awaiting them. If the democratic idea\nis to survive it must assert the realities — the realities that men and ma¬\nterials are the basis of the good life and that it is the business of democratic\nleadership and organization to help all the men to keep in contact with\nthe creative job of transforming materials and of serving one another.\nWe cannot educate youth to meet national problems except in this\nphilosophical frame of reference. The terminus or goal of the educative\nprocess is active participation in the life and work of the community.\nThe curriculum if not determined in relation to this goal becomes a\nmeaningless abstraction.\nIn recent years there has been a sort of war on between education and\nthe society of which it is a part. Education on the one side has been trying\nto maintain its traditional purposes of making youth productive, creative,\nready to make things, build things, organize, and serve. Society, on the\nother hand, has been building fences to keep youth out of the arena of\ncreative work, to prevent them from flooding the country with the\nproducts of their trained energies. This warfare cannot go on without\ndepriving education of its most meaningful role in the life of the nation.\nIt is my firm conviction that our traditional American liberties need not\nbe sacrificed as we push forward toward the solution of this crucial problem.\nSuddenly within the past few months\n\nthe picture has changed. In the\n\nname of national defense, opportunities are opened up. Factory manufac¬\nturers vie with one another in a mad scramble to secure skilled workmen\nand trained people. They find that there are not enough to go around. To\nthe schools they say, “Train them, and quickly.” This is the kind of message\nthat gives sense and order to an educational system; it answers in part the\nquestion, Education for what?\nBut let us not forget that it is a temporary emergency answer. The point,\nhowever, is that it offers an integrating purpose around which to reunite\neducation and society. During the next year millions of people in schools\nwill know that they must hurry their preparation because there is a place\nfor them. Society is depending on them to fill that place competently. The\npity of it is that so many have certificates asserting that they are educated\nand yet they are not prepared to do anything definite for which our society is\nwilling to pay.\nWhile we hurriedly train youth and adults to meet the primary problem\nof national defense it is also the task of education to enlighten the minds\ncf millions and prepare them for a citizenship capable of making democracy\nwork in solving the complex problems related to the central issue of organ¬\nizing men and materials efficiently. This does not depreciate the part of\n\n"}
{"page": 75, "printed_page": null, "text": "General\n\nSessions\n\n71\neducation which is concerned with the appreciation of culture, music, and\nbeauty. We must recognize, however, that culture dries up in a community\nwhere the people are forced into idleness. Culture is related to work and\ncreation, and a society which shuts millions out of the business of creation\ncannot build a vigorous culture. Culture attempts to read meanings into\nmen’s actions and creations. It cannot be taught apart from work and\nstruggle, effort and construction.\nOne of our central problems is to adjust modern public education to a\ntechnological society. The prime requisite here is that society shall say to\nits educational system, There is a place for everyone you train. Given this\nassurance, educational administrators can plan the educative process to fit\nmore effectively the requirements of the new world.\nSome of the problems to which\nselves are these:\nFirst, the complex\n\nmodern\n\neducators must\n\nissues of citizenship cannot\n\naddress them¬\n\nany longer be assigned\n\nmerely to high-school and college courses in political science, civics, and\nhistory. The school system must cease to be merely for children and young\npeople. It must be organized for adults as well. Its plant facilities must be\nkept open and operating in the interest of preparing men\n\nand women\n\nas\n\nwell as children and young people to function efficiently vocationally, avocationally, and civicly. As I see it, we will move on a graduated scale from\nfull-time learning to part-time learning, the degree of time spent in organ¬\nized education being different at different age levels with different groups\nof people. But the end objective is that all people may make use of organized\nmethods of study and training thruout life.\nSecond, the educational systems must be organized and reorganized in\nrelation to the changing nature of the community in the technological\ncivilization. No high school serving fifty or one hundred students can pos¬\nsibly afford to offer diversified training facilities. A certain amount of\nconsolidation of school units can help materially to provide efficient organ¬\nizations of secondary education. Our rapid transportation makes such\nconsolidation practical. But we must go further. Even large high schools\ncannot afford to develop training facilities for all the specializations.\nThird, some practical means must be found to enable students to pursue\nspecialized education in schools located away from their homes. The\nNational Youth Administration, thru its student aid plan, has applied rather\nwidely the idea which in a measure has long since been practiced by schools\nand colleges, namely, that students might be assisted to earn while learning.\nThis idea has been developed largely as a means of relieving families of the\nfinancial strain of maintaining sons and daughters in a state of idleness.\nThe\n\npart-time job created is intended to assist the student in being self-\n\nsupporting and at the same time to keep him in school. ETsually, however,\nthe National Youth Administration high-school student is kept in his\ncommunity and attends the local high school. But this procedure suggests\nonly one of three methods of enabling learners to study away from home.\nThe three methods are: (a) a public works program to provide part-time\njobs which will enable the student to take care of his board, room, and\n\n"}
{"page": 76, "printed_page": null, "text": "72\n\nNational\n\nEducation\n\nAssociation\n\nclothing while he spends the major part of his time in the educational plant;\n(b) the scholarship method may be used to enable the student to concentrate\nfull time in the school program;\npart-time private work.\nThe fourth problem\nwhich\n\nand\n\n(c) individual self-support thru\n\nis to recapture the balanced educational scheme\n\nbegan to develop in our agrarian democracy\n\nand which\n\nprovided\n\nfor both study and work in proper correlation. In the agricultural com¬\nmunity the young person was taught certain things in the schoolhouse ;\nother things he learned from his father in the process of helping in the oper¬\nation of the farm. The daughter likewise learned some things from her\nmother as she helped with the manufacturing side of the farm home. Youth\nat a very early age undertook responsibilities and began to count in the\nscheme of things. The work had three major characteristics: (a) it was\nvitally needed by those who did it and it was not made work; (b) it gave\ncompensation, not in wages in this case but in the direct utilization of the\nproduct; and (c) it was diversified, so that the learners moved from the\nsimple tasks to the more complex in a natural progression. It might be added\nthat the work provided a basis for applying many thought processes and\ntesting knowledge. It should also be said that vocational agriculture and\nhomemaking as taught in the secondary schools today are splendid ex¬\namples of programs in which work outside the school is directly related to\nschoolwork, thus securing a closely integrated total program of learning.\nThe urban community has unfortunately suggested to many growing\nyoung people that there is not anything for them to do until they reach\nthe advanced age of nineteen or twenty, possibly even twenty-five or\nthirty. During the years from the kindergarten to high-school or college\ngraduation the youth is too often expected merely to study books and to play.\nWe have noticed that this process results in postponing the maturing of\npersonality or in prolonging infantilism. Some people even feel that the\nlack of responsible work for young people deprives them of specific measur¬\ning rods of experience with which to test ideas and knowledge coming to\nthem thru academic study. But worst of all, the young person finds him¬\nself in a hostile environment. Society seems to be saying to him that\nlife must be all preparation, abstract study, and play during his first twenty\nyears, and after that all work\n\nand struggle. When\n\nmost high-school grad¬\n\nuates apply for a job they are stumped by the question, “What can you\ndo?” or “What have you done?” A great many of them properly reply, “I\ncan do research.”\nIn defense of the innumerable, effective educational programs now in\noperation thruout the country I want to emphasize the fact that many of\nthe activities of youth in school are work. Such activities develop work\nhabits, and they encourage effort and initiative. But sometimes one element\nof major importance is lacking in this type of work, the feeling on the part\nof young people that they count, that they are actually living and taking\nresponsibilities, that they are a part of the scheme of things and not merely\npreparing to be. Educational statesmanship must now consider the problem\nof developing more ways and means of relating significant work to an\n\n"}
{"page": 77, "printed_page": null, "text": "General\n\nSessions\n\n73\nacademic program, or of creating many more educative experiences in which\nresponsible work habits are closely and continuously integrated with study.\nThis means opening the windows of the school and saying, in effect, to many\nyouth: “Out there are millions of tasks that need to be done, services to be\nperformed. You can go out there part-time and do your share. What you\ndo out there will be a definite part of your education ; that is, it will be a\npart of a well-balanced program of experiences designed to help you to\ngrow as rapidly as possible in your technical abilities, your understanding\nof life, and in your feeling of responsibility for community welfare.”\nIf we could say this to youth we would have answered much of the\nproblem of integrating the school and the community. We would thus\navoid the danger of operating an educational process in a vacuum. What\nyouth would learn in a program of creation and construction would illumi¬\nnate the meanings of the related academic study. But more than anything\nelse youth at work doing things that are needed, being compensated by\nmoney or products or the satisfaction of tangible achievement and experi¬\nencing a diversity of work operations, would have that sense of belonging\nwhich is so necessary to the future stability of democracy.\nA vital and comprehensive educational program must stress these two\ncomplementary elements — education for work, and education by and thru\nwork. I am fully aware of the difficulties of terminology involved in the\nuse of such expressions. The term “work\" is subject to various interpreta¬\ntions depending on the context in which it is used. Employment at tasks\nfreely accepted because of their intrinsic or extrinsic rewards is a vital\npart of education, and we must gauge the educational value of work experi¬\nence on a scale which recognizes various kinds of motives and types of\nactivity, both mental and physical.\nA fifth point is the problem of making America ready for a fruitful use\nof leisure. This calls for the adaptation of the school system to the needs\nof both young people and older people. It means in my judgment the oper¬\nation of school facilities full-time as centers of leisure activity and learning.\nOur machine age has gloriously displaced labor at points where work\nis laborious. This ought not to be considered a catastrophe. The fact is that\nin the next decade we can, if we will, practically eliminate mechanical,\nrepetitive operations for men and women. Because we have a vast reservoir\nof labor we have been wasteful with it. We have set thousands of people\nto tasks with low wages which our engineers could have performed with\ngadgets. In the coming\n\nyears the electric eye is going to supervise the\n\noperation of most of the mechanical operations. As a result, a peace-time\ndemocracy ought to be able to diversify human activity by cutting down\nthe hours of labor on the mechanical side of production.\nThis raises a tremendous problem for education. What are people to\ndo with the freedom they get in this way? Immature people will undoubtedly\nassume that they will enjoy the leisure by going to the movies, being enter¬\ntained, doing nothing in particular, and aping the idle rich. A mature\njudgment tells us that the idle rich are not happy, not because they are\nrich but because they are idle and uncreative. Mature judgment will tell\n\n"}
{"page": 78, "printed_page": null, "text": "74\n\nNational\n\nEducation\n\nus that recreation is only significant when\n\nAssociation\n\nit supplements creative exertion,\n\nthat lazy relaxation is only satisfying when it follows a period of dynamic\nactivity, that entertainment is fun only in small doses. The new leisure,\ntherefore, must include the opportunity for creative work. In a machine\ncivilization we may visualize the development of skills and handicrafts\ncapable of matching the achievements of the ancients. Our homes, while\nbasically supplied with machine-made furnishings, may well be decorated\nwith priceless creations of handicraft art. The home may again be the center\nof productive enterprise and the shops at the school may become centers\nof a leisure program of creation.\nThere are other important points requiring the concern of our profession\nif we are to contribute to the solution of national problems. Such problems\nare: education for health and for intelligent home building, consumer educa¬\ntion, conservation education, and safety education. These problems all fall\ninto a pattern if once we get straight on the fundamental purpose of the\neducative process in a democratic society.\nWe have been following the will-o’-the-wisp notion that humankind\nwants to retire, be entertained, enjoy life, be served, avoid dangers and\ndifficulty, and let the rest of the world go by. This false Valhalla of the\nprolonged vacation has been rudely challenged by the dictators. They have\ngone back to the primitive reality that man\n\nwants to create, organize, work,\n\nrisk, struggle, build, plant, grow, and harvest. The fact that they have\nharnessed this fundamental notion to a diabolical war machine in the inter¬\nest of a regimented ant-hill system of society should not blind us to the fact\nthat their followers respond to the call to create something. Their people\nlike the idea that there is more work to be done than there are hands\navailable to do it. They\n\nlike the sense of assurance which comes from the\n\ncertainty that they have a place in the scheme of things. Their education,\nbad as it is from many points of view, has this one great merit — everybody\nknows that at the terminus there is a job to do.\nIn my judgment the ideal of democracy, self-government, fair play, and\npersonal liberty can be preserved only if we organize ourselves to give prac¬\ntical expression to the fundamental human urge to work and create. We\neducators can do remarkable things with the educational machinery we\nhave built up if we can set clearly before the community\n\nthe ideal of crea¬\n\ntion; if we can release people in general from the stultifying fear of sur¬\npluses. If democratic leadership cannot say to youth under peace-time con¬\nditions as well as in war-time crisis, “You are needed ; prepare well ; the way\nto the top is open,” democracy cannot in my judgment survive the chal¬\nlenge of modern dictatorship. Genuine loyalty to the democratic ideal can¬\nnot ultimately be induced merely by indoctrinating youth with academic\narguments in favor of the free society.\nIn summary, the proposals I have made add up to three conclusions:\nIn view of the need for a broader and more thoro civic education for\nyouth and of the demands\nthe part of young\n\nof the workaday\n\nworld\n\npeople entering upon employment\n\nfor more\n\nmaturity on\n\nfor the first time, we\n\n"}
{"page": 79, "printed_page": null, "text": "75\nGeneral\n\nSessions\n\nmust plan for an upward extension of secondary education to include the\nthirteenth and fourteenth grades with a strong emphasis on vocational\ncourses which\n\nwill terminate\n\nnot later than the age of approximately\n\ntwenty years. Secondary schools should also become\nprogram of adult education.\nAn\n\nadequate program\n\nthe centers for a vital\n\nof education for youth requires the provision of\n\nmeans by which all young people up to twenty years of age may be enabled\nto maintain themselves in situations where modern and complete training\nopportunities are available for all the kinds of work which our society\nneeds done.\nAbove\n\nall, we must help young people to catch the vision of a democratic\n\nsociety in which the contribution of each of its members in service and in\nsacrifice is needed in helping to build for that fairer tomorrow in which\nthe ideals of the fathers and the faith of multitudes of toiling, freedomloving men and women will be vindicated and fulfilled.\n\nDELBERT\n\nM.\n\nFIFTH\n\nGENERAL\n\nPOLITICAL\n\nISSUES\n\nDRAPER,\nUTAH;\n\nCANDIDATE\n\nAND\n\nMEMBER\n\nFOR\nOF\n\nSESSION\nOF\n\nTHE\nTHE\n\nTHE\nUNITED\n\nDAY\nSTATES\n\nDEMOCRATIC\n\nSENATE\n\nFROM\n\nPARTY\n\nI realize that you sent for me to answer some questions as a member of\nthe Democratic Party. You want to know what principles the Democratic\nParty will enunciate this year and what policies it will pursue if again\nelected to office. It will pursue and extend all the policies it has initiated in\nthe last seven years that have proved to be beneficial, and it will invent new\npolicies to cope with a world situation.\nYou will want to know what policies initiated in the last seven years\nhave proved successful. Let Mr. Willkie answer that one. On June 22,\nhe said :\nIf we analyze the kind of government we have had in the past seven years, we\nmust give it credit for one definite achievement. The Administration has accom¬\nplished a number of essential reforms. The depression revealed startling abuses in\nthe financial and industrial life of the country. These had to be corrected.\nWe have met this problem thoroly. We have established federal control over\nbanking operations. We have drastic federal regulation of those interstate indus¬\ntries that particularly affect the public interest — such as the utilities, aviation, and\ncommunications. The manipulations in the stock market have been prevented, and\nthe investor is protected from misrepresentation in the issuance of new securities.\nWe have a federal law governing wages and hours of work. We have an impressive\nsystem of social security providing\nunemployment insurance.\n\nto some\n\nextent for\n\nTo Mr. Willkie' s generous answer permit me to add a word\ndignified New York Times under date of March 4, 1940:\n\nfrom the\n\nFew people who\nThat day dawned\n\nfor old-age insurance\n\nand\n\nlive in Washington will ever forget the New Deal’s natal day.\na dark one in every respect. The great depression hung over\n\n"}
{"page": 80, "printed_page": null, "text": "76\n\nNational\n\nEducation\n\nAssociation\n\nthe country like a darkening cloud. Banks were closing literally by the hundreds.\nLife savings in bank accounts and securities were being blown away like so much\ndust. Homes and farms were going on the auction block in ever increasing numbers.\nIn certain sections citizens were beginning to grow desperate. Word reached\nWashington that morning of hungry people raiding a food store in one community\nin the Southwest. In another state, only a few days before, irate citizens had forcibly\nstopped a foreclosure sale, and in another they had actually dragged a judge from\nthe bench and threatened to tar and feather him for carrying out the state law in\ndeclaring the forfeit on a farmer’s\n\nmortgage.\n\nA summary by friends of the Administration ought to make the policies\nof the Democratic Party reasonably clear. Senator Alben W. Barkley,\nDemocratic leader of the Senate, broadcast these facts to the world on\nMarch 3, 1940. I quote:\nSeven years ago industry was\n\nfiat on its back. Factories were\n\nparalyzed,\n\ncredit\n\nhad vanished, payrolls were the lowest in two decades, and businessmen and in¬\ndustrialists came to the government, like everybody else, to obtain relief.\nIn the last seven years the Reconstruction Finance Corporation has loaned to\nbusiness more than $7,000,000,000.\nSeven years ago the wages and salaries received by the people of this country\namounted to $2,403,000,000 for the month of December 1932. In December 1939 they\nreceived $3,888,000,000, an increase of 62 percent.\nSeven years ago weekly factory payrolls were $80,384,000 for December (1932).\nLast December they were $197,000,000, an increase of 145 percent.\nSeven years ago (1932) the dividends received by individuals in the United States\namounted to $2,745,000,000. In 1939 they received $4,253,000,000, an increase of 55\npercent.\nIn December 1932 total nonagricultural employment in this country amounted to\n27,245,000; in December 1939 it was 34,940,000, an increase of 28 percent, and\nthis latter figure does not include the 2,727,000 persons employed on WPA, NYA,\nand CCC projects.\nIn 1932 the Federal Reserve Board index of production was 64 percent of\nnormal, while in 1939 it was 105, an increase of 64 percent.\nIn 1932 the total income of the American people was $40,039,000,000, while for\n1939, according to the Department of Commerce, it was $68,500,000,000, and accord¬\ning to the Alexander Hamilton Institute, which, if names count for anything, ought\nto be a good Republican source, it was $71,700,000,000, which, in purchasing power,\nwas equal to the $82,000,000,000 of 1929.\n\nSenator Burton K. Wheeler\n\nof Montana\n\nsaid:\n\nIf you will stop and think calmly about the matter, you will find there is hardly\none condition touching the life of the citizen of this country that has not been\nbettered as the result of some activity or measure of this Administration. His bank\ndeposit has been made safe; he has been protected from the operations of stock\nswindlers; he has unemployment and old age insurance; he can buy a home on\nthe easiest of terms without any longer being the victim of mortgage sharks; he can\nsecure relief if misfortune has made him destitute; he can transform himself from\ntenant farmer to farm owner with the assistance of the government; and if he is a\nhapless migratory worker the government offers, as fully as at present possible,\nshelter in decent surroundings. The farmers have been aided with a higher income.\nThe workingman’s right to collective bargaining has been assured. The consumer,\nboth urban and rural, can in many instances acquire cheaper light and power.\nIn addition to these things that affect the individual directly, there are the\nsplendid public works which have been constructed and will last for generations\nto carry out their useful purpose. Waterworks, bridges, hospitals, libraries, educa¬\ntional buildings, and highways — all products of the thought and enterprise of this\n\n"}
{"page": 81, "printed_page": null, "text": "General\n\n77\n\nSessions\n\nAdministration — are scattered thru every state and almost every county of the\ncountry, adding to its wealth and conferring benefits upon the public for years\nand years to come.\n\nThese\n\nare the accomplishments\n\nof an\n\nenlightened democracy,\n\nfreely\n\nadmitted by all fair-minded people. You will note that the welfare of no\nclass has been forgotten. You will note that while the humble classes have\nbeen receiving necessary relief, business too has received relief thru the\nRFC alone, to the extent of seven billions of dollars. “Equal privileges\nfor all, special privileges to none” is at once the motto and glory of the\nDemocratic Party. Its eternal struggle to make this ideal a reality has\ncaused it to survive longer than any party ever survived in America. It\nwas born with the republic and today stands at the head of the republic\ntriumphant and militant.\nBut, our critics may say, it has failed to solve the unemployment problem ;\nthat too many people are still on relief ; that taxes are high, and that business\nis afraid. We do not deny that there are unsolved problems, but we do\nassert that there is no need for fear; that if all our classes will adopt the\ndoctrine of equal privileges to all, and put their shoulders to the wheel in\nits defense, our major problems will be solved in a remarkably short time,\nbarring the cataclysm of continued war.\nOur opponents say that complete recover}7 will come only when we\nreturn to the American way of life — to the system of free enterprise. One\nexponent of Republican doctrine says that we must turn business loose.\nThere is no doubt that would be a return to an old system, but I doubt\nthat it will ever again be called the American\n\nsystem. Remember,\n\nMr.\n\nWillkie says, “The depression revealed startling abuses in the financial\nand industrial life of the country,” and remember that the depression came\nat the end of twelve solid years of Republican rule, during which time busi¬\nness was so free that it thought the millennium had arrived. In 1929 it\nbegan a plunge to its lowest depths. Why should it now think that the\nDemocratic Party prepared this purgatory for it?\nHistory paints a dark picture of business turned loose in America. We\nall remember the era of watered stock and extravagant promises for\nwhich no individual could be held liable, but which so successfully stripped\nthe people of their earnings. We know the history of the mammoth cor¬\nporations which came to be known as trusts. Thomas Harrison Reed, in a\nhistory for schools, says : “These great combinations, . . . frequently occupy\nsuch a dominant position as to be able to control the prices at which a\ncommodity\n\nor service is sold, which gives the monopolist plenty of oppor¬\n\ntunity for bleeding the consumer.”\nlikewise small competitors.\n\nAnd\n\nbleed the consumer\n\nIt is hardly to be expected that consumers\n\nthey did and\n\nand competitors would\n\nforever\n\ntake such treatment lying down. They appealed to the courts and got\nsome relief, but it was not enough. They appealed to Congress and finally\nin 1890 Congress acted and gave them the Sherman Anti-Trust Law and\nthe battle has been on ever since. Congress had been very slow in joining the\nfight to curb predatory corporations. The corporations had come into their\n\n"}
{"page": 82, "printed_page": null, "text": "78\n\nNational\n\nEducation\n\nAssociation\n\nown after the Civil War and the Republican Party was in power and these\ncorporations were powerful supporters of the Republican Party.\nIt was business on the loose under Republican administrations that\nbrought the Democrats back into power. Grover Cleveland was elected\non a platform condemning special privileges, but he lasted only one term.\nThe favored interests were able to replace him after his first term with\nBenjamin Harrison, but the people still clamored for reform which Har¬\nrison could not ignore. It was during his administration that the Sherman\nAnti-Trust law was passed. Concerning the Sherman\nhistorian Reed tells the high-school boys and girls that :\n\nAnti-Trust\n\nlaw,\n\nThe utter impracticability of meeting the trust problem by means of enforcing\nthe Sherman Act is now generally recognized. . . .\nThis act forbade combinations or conspiracies in restraint of trade. It was\napparently a fierce attack upon the trusts, but the bark of the Sherman Act proved\nworse than its bite. New trusts sprang up like mushrooms on every hand.\n\nHistorian Reed has not brought the history of monopolies down to date,\nbut the Associated Press under date of June 29 has. A dispatch bearing\nthat date, which I copied from the Denver Post, says, “At fifty life has\nbegun anew for the Sherman Anti-Trust Law.” Elaborating this statement\nit points out that the Supreme Court of the Lnited States, as rebuilt by\nthe present Administration, has concluded, and decided with finality, that\nthe Sherman Anti-Trust Law means just what it says, to wit: that “every\ncontract, combination in form of trust or otherwise, or conspiracy, in\nrestraint of trade or commerce among the several states, or with foreign\nnations, is hereby declared illegal,” and furthermore that the law applies\nalike to business, labor, agriculture, and every group capable of making\ncontracts or combinations in restraint of trade.\nIt is further worthy of note that the Department of Justice of this\nAdministration is taking the law seriously, so seriously that some groups,\nparticularly labor, after being haled before the Court for infractions of the\nlaw, are now offering cooperation in the enforcement of the law.\nI quote again literally from the Associated Press dispatch, as follows:\n“Concern over trusts and combinations goes back to the days when the\nConstitution was being drafted. Thomas Jefferson expressed regret at\n‘omission of restriction of monopolies.’ Many years later Abraham Lincoln\nwrote that he trembled with fear of the time when ‘all wealth is aggregated\nin a few hands and the republic is destroyed.’ ”\nIt was a Republican administration that passed the Sherman Anti-Trust\nLaw; it was a Democratic administration under Woodrow Wilson that\ngave it teeth thru the Clayton Act ; but it was business on the loose, aided\nand abetted by the Supreme Court, sympathetic with its aims, that took the\nteeth out of the law by holding in the famous Standard Oil case that only\nunreasonable restraints of trade are illegal. This decision legalized business\non the loose.\nThe Democratic Party may well put a plank in its forthcoming platform\npromising continued and consistent enforcement of the law as against any\nand all offending groups, and as a preamble to such a plank it would do\n\n"}
{"page": 83, "printed_page": null, "text": "General\n\n79\n\nSessions\n\nwell to invite all groups to cooperate in its enforcement, as the Bricklayers,\nMasons, and Plasterers of the International Union of America promised to\ndo in Chicago about three weeks ago.\nDo not let it be thought for a moment that Democrats are hostile to\nlegitimate business; it is and should be one of their deepest concerns; but\nso is labor and so is agriculture and so is mining and so are the interests\nof our great consuming public. What\nand fair play. This is the American\ngenerously applauded\n\nMr.\n\nKaltenborn\n\nwe seek is equality of opportunity\nway of life. We all thrilled and\nMonday\n\nevening when\n\nhe said:\n\n“It is time Americans learned that government is not something that gives\nand gives, but that it needs the service and help of the people. How many\nyears is it that we have had with us the endless pressure groups, from\nbanner-waving students to the aged, all crying ‘Gimme, gimme ? ’ I am\nsure Mr. Kaltenborn had in mind, besides the students and aged who cry\n“Gimme, gimme,” the pressure groups, who cry but little, but who grab\nand grab with unusual success.\nWe point with pride to the Constitution of the United States. We call\nit the greatest document ever penned. Its most original feature of out¬\nstanding merit is the doctrine of checks and balances upon political power,\nwhich has saved the country time and again from unwholesome concentra¬\ntion of political power in any quarter.\nBut we have never had a charter to check and balance economic power.\nIn this field, we began on the assumption that competition could and would\nsupply all the checks and balances necessary. The assumption has not been\njustified in practice. While we were primarily an agricultural community\nit worked reasonably well, but when the machine and the corporation came,\neconomic power was concentrated to such a degree that all parties since\n1 890 have been trying to invent governmental controls, to balance the power\nof its various groups.\nLntil about the time that Samuel Gompers came on the American scene,\nlabor was pretty well under the control of industry. It could take or it\ncould leave the jobs offered by industry at the wages fixed, but it could do\nlittle else. Now things are different. Labor is strong enough in united\nforce to embarrass business and sometimes the consuming public as well.\nAnd so we hear violent criticism and demands for government control of\nlabor. If government control is good for business it must follow that the\nsame kind of control is good for labor, but I am not one to quickly condemn\nlabor for seizing power and using it. An impartial reading of history will\nshow that labor has not had an altogether happy position in the American\npattern of free enterprise.\nWhen our forefathers came to America, they brought with them the\nEnglish tradition about labor, including the concept that the employer\nhad the right to fix the terms of the labor contract, regardless of the wishes\nof the laborer.\nAfter the Black Plague in England so many\nwho were left were in a position to demand\nEdward\n\nIII blighted their hopes when\n\nworkers died that those\nbetter wages, but King\n\nhe decreed that even* man\n\nand\n\n"}
{"page": 84, "printed_page": null, "text": "80\n\nNational\n\nEducation\n\nAssociation\n\nwoman in the realm should be bound to work for wages fixed by him, and\nto make sure the decree was enforced he fixed severe penalties for its\nbreach. And so in the Colonies suppression was the lot of labor. With the\ncoming of the machine, and the industrial age, labor began to assert itself\nthru unions, which could cripple business thru strikes. In 1806, for the\nfirst time, labor was enjoined by the courts from striking, and the court\nsaid, “The rule of law condemns any combination of workmen to benefit\nthemselves or to injure those who do not join their society.” But labor\ncontinued to combine and to strike until it passed from the stage of sup¬\npression, and came to the age of tolerance and respect. Its power is now\nsufficiently great to make it the object of legislative control and regulation\nalong the big business combinations.\nIf all the groups in our economic setup were well organized, we might\nreturn to an era of competition among the groups, rather than among\nindividuals, with the government merely keeping the peace. But they are\nnot so organized, and in the meantime\n\nwe still have the army of the unem¬\n\nployed and unemployables looking to the government for relief ; and agri¬\nculture is still unorganized and helpless without government protection.\nWhat shall we do?\nWe\n\nshall continue to care for the helpless thru government,\n\ncan think up a better plan, and the better plan will come\n\nuntil we\n\nonly when\n\nindus¬\n\ntry, labor, and agriculture are agreed upon the causes of our maladjust¬\nments and are willing to act in unison for the general good. What are our\nmaladjustments and their causes? First, it is obvious that we do not lack\nmaterials and productive power. We have the resources, we have the\nmen, and we have the machinery necessary to produce all that we need, but\nsomehow we fail to get what we produce to those who consume.\nWhen the depression was at its worst in the country, I went to a little\ntown in southern Utah to try a lawsuit. The biggest asset in the town was\nsheep, but the sheepmen were all in distress, because there was sale for\nneither mutton nor wool. It was imperative that they have money to run\ntheir flocks, but the local bank was unable to accommodate them and no\none had offered to buy any sheep for a long time. The evening I arrived in\nthe town there was considerable excitement, and upon inquiring the cause\nI learned that a sheep buyer was in town and everyone who owned a sheep\nwas trying to find him. When they did find him, anticipation of ready\nmoney turned to anger. It was learned that the buyer simply wanted to\npick a few yearling ewes from some herd, and he was prepared to pay only\n$3 a head for the pick of the flock. This price was not enough to pay for\nthe feed consumed by the yearlings, and so no sales were consummated.\nSheepmen stood here and there on the street in little knots, engaged in\ndamning President Hoover and the condition of the country in general.\nI joined a group or two and tried to get their views as to what brought\nthem to so distressing a situation, but they were too irritated to talk\nsense. I walked back to the courthouse and there, at a hitching post,\nstood two elderly gentlemen discussing the situation more calmly. I asked\nthem what they thought had brought the country to so low a state. They\n\n"}
{"page": 85, "printed_page": null, "text": "General\n\nSessions\n81\n\nsaid they did not know, but one of them volunteered that he had traveled\nbut little and read but little, and so whatever ideas he had would be based\nupon purely local conditions. “When I came to this town,” he said, “living\nwas much easier. I got a farm which I could work with one team of horses,\nand from it I could take sufficient hay, grain, and garden stuff to supply\nthe team, farm animals, and my family with food. All the work that was\nrequired of the horses on the farm could be done in three months, and if\nI had not had other work for the horses to do, they would have eaten the\nprofits from the farm during nine months of idleness, but it was not neces¬\nsary for them to be idle then. I could work them on the highways hauling\ngravel and grading; I could haul timber and coal from the mountains, and\notherwise keep the team and myself busy the year round and earn sufficient\ncash to pay my taxes and to provide the family with necessities which the\nfarm could not yield.\n“But now it is different. The government controls the forests, and all\nroad work and transportation heretofore done with teams is now done\nby machines; the corporations own the coal mines and almost all other re¬\nsources around here. And so my team now eats its head off nine months\nof the year, and I stand around twiddling my thumbs a good part of the\ntime, as you see me now.”\n\ndo you think can be done to restore you to your former position?”\n“What him.\nI asked\n“I don’t know,” he said, “but it looks to me like the people will have to\nhave better control of the machines.”\nAt this point I had to go to court, but the old man’s philosophy stuck in\nmy mind, and the more I think of it, the more I think I really heard some¬\nthing. It caused me to review my own experiences. I remembered that in\nthe town where I grew up, teams worked in the same manner described\nby the old man. In addition, I remembered that we had three thriving\ncreameries and cheese factories, several carpet looms, a shoe shop where\nshoes were made as well as repaired, a harness and saddle shop where\nharnesses and saddles were made as well as repaired, a tailor shop, a millinery\nshop, a bakery, a watchmaker’s shop, a slaughter house, and a grand old\ngrist mill on a mountain stream. All of these little factories furnished a\nliving for one or more families and a chance for the children to learn useful\ntrades.\nI also remembered that a recent trip to my home town had disclosed that\nall the little factories were gone and even the old mill was an idle ghost.\nWhat had happened? The answer is simple. The industrial machine had\nrobbed the place. Big milling corporations had built elevators and modern\nflour mills at the centers of population, and so the grain was being shipped\nto them. Even bread, butter, cakes, and pastries were being made in centers\nby corporations, and the same with shoes and carpets and harnesses and\neverything else. The people at home no longer owned the tools that supplied\ntheir necessities, and the boys and girls who used to learn to operate them\nno longer learned trades, they just followed the machines to the cities, where\nthey became mere chattels themselves, owning nothing, controlling nothing,\n\n"}
{"page": 86, "printed_page": null, "text": "82\n\nNational\n\nEducation\n\nAssociation\n\nand having nothing to sell but their time. The effect upon the old home\ntown was obvious. The hand of death was on it. The young folks had\nmoved and were moving to the cities as fast as they were able, leaving the\naged and the weak to carry on at home.\nI now think that the experience of my home town is typical, that the\nsame thing has been going on all over America. The rural districts have\nbeen dying while the cities have grown by leaps and bounds. Perhaps that\nis all to the good, if the boys and girls are happy in the cities. But are\nthey happy?\nLet us have a look. Let us take the case of a typical country boy. He went\nto the city, learned bookkeeping, and was employed by a large industrial\nlirm. All the bookkeeping was done by hand and it took dozens of book¬\nkeepers to keep the books. They all got reasonable wages and were reason¬\nably happy. But then someone invented an adding machine, a comptometer,\nand an automatic bookkeeping machine, and immediately most of the\nbookkeepers were out of a job, and permanently out. They could not hope\nto tind their kind of bookkeeping jobs again. Our country boy, now out of\na job. went\n\nto a coal camp\n\nto dig coal. It was a violent change from the\n\nbookkeeping stool to the dirty, back-breaking work underground, but the\nwages were good and he felt lucky. Then someone invented an electric\ncoal cutter and an automatic coal loader that could do the work of twenty\nmen : and twenty men for even* machine installed went out of the coal\nmines never to return again, including our country boy. The machine\nchased him out of one job after another, until he became disheartened and\njoined the army of the unemployed. He is now on relief.\nThis boy's story is the story of millions of Americans. From 1930 to\n1940, twenty men out of even* hundred were robbed of their jobs by\nmachines, so that without a depression we should have built up an army\nof 3.000.000 unemployed, whose jobs we gave to machines. Is the remedy\nto discard the machines and put the people back in their places? I think no\none will propose such a remedy. Machines have made America great.\nMachines have made it possible for us to boast that we have more auto¬\nmobiles. bathtubs, radios, and luxuries than any other people on earth.\nI love to hear the apostles of the status quo paint this picture. I would not\ndetract a jot or tittle from it. But in the midst of this machine prosperity\nthere lurk the millions who have no jobs, no luxuries, and no rosy outloois.\nand as I view their plight. I think of the words of the old man from the\nlittle town: “The people should have better control of the machines, and the\npeople should have better control of the natural resources of the nation.”\nOwnership of machines and resources is largely concentrated in the hands\nof powerful corporations, until there is little chance for an unemployed\nindividual to solve these problems as in the days when resources were\nplentiful and almost free to all. We are often told that resourcefulness,\nindustry, and thrift are the foundation of success, and this I would not\ngainsay. But I do say that there is little chance for either when most of\nthe resources and means of production are tied up in a few hands. The\n\n"}
{"page": 87, "printed_page": null, "text": "83\nGeneral\n\nSessions\n\nresourcefulness that has put the few in this enviable position of ownership\nand control is sometimes called by another name.\nEverett Dean Martin told the Investment Bankers of America at their\nlast convention: “It will not do now merely to denounce the unemployed\nfor willingness to live on the government. A large part of the present\nunemployment is the result of the protective tariff. Responsible men must,\nat some personal cost to themselves, give the country a new and better\nexample in this respect. . . There is a widespread belief among the masses\nthat most of the big fortunes in America were made by securing privileges\nor subsidies legitimately or illegitimately from the government.’’\nThose who sit in positions of security and favor should not be too\nquick to condemn the underprivileged who are now receiving help from\nthe government. Everyone knows that the first client to receive relief in\nthe depression was big business. The RFC was formed for that purpose\nunder President Hoover and the relief given to individual businesses ran\ninto startling figures. Our job now is to get both business and individuals\nback to work earning their own living, and to relieve the government, as\nsoon as possible, of the burden of relieving distress.\nIf we are to avoid the growth of control of our economic affairs by the\ngovernment, I repeat that business, labor, and agriculture must get their\nheads together and evolve plans based upon social justice. If they do not\ndo it, the government will. The program thus proposed is not an easy one.\nOur habits are deeply imbedded. Business has too long believed in a sort\nof a divine right to be turned loose, and other groups are too prone to\nbelieve that business is their natural enemy. The attitude of business is\nwell shown in the results of a referendum vote by a number of organiza¬\ntions of the Chamber of Commerce of the United States, published Feb¬\nruary 7 of this year. Eighteen hundred members voted almost unanimously\nagainst every proposal suggested for control of industry while they voted\nalmost unanimously in favor of monopoly rights under patents and reason¬\nable arrangements for business under the anti-trust laws. Against such\naggression the New Deal has set its face, as well as against aggression from\nother groups. Our unemployment situation was not created overnight. It\nis the result of shortsightedness in an otherwise virile and praiseworthy\neconomic system. I agree with President Roosevelt and many other can¬\ndidates for public office that the plight of the underprivileged in America\npresents our most pressing political and economic problem. I feel that the\nproblem could best be solved by the cooperative efforts of the strong groups\nwithin the system. But until such groups see fit to take the lead in discov¬\nering a solution, the government must act.\nThe\n\nteachers of America\n\ncan and will play an important part in the de¬\n\nvelopment of our policies. I know you desire to give equal and adequate edu¬\ncational opportunity for all children thruout the country, and I know of\nyour requests for financial aid from the federal government to the states to\nattain that end. I sympathize with your desire and I think I can safely\npredict that it will be realized, because it fits so naturally into the scheme\nof equal opportunity for all and special privileges for none.\n\n"}
{"page": 88, "printed_page": null, "text": "National\n\n84\n\nEducation\n\nAssociation\n\nSuch is our domestic program. It will be hard enough to make it succeed\nin a world at peace, but in a world at war, and arming to the teeth, no one\ncan accurately foresee the end. We shall have to exercise extreme care in\nthe choice of our leaders and steer our course within the safe limits of the\nConstitution. This can be done and is being done under the framework\n\nof\n\nthe Constitution of the United States, which is the framework of our gov¬\nernment and the protector of our liberties, as it was in the days of Thomas\nJefferson, and now is, and please God, it may ever be.\nPOLITICAL\nHONORABLE\n\nKARL\n\nDAKOTA;\n\nE. MUNDT,\nAND\n\nISSUES\nUNITED\n\nMEMBER\n\nOF\n\nOF\n\nTHE\n\nSTATES\nTHE\n\nDAY\n\nCONGRESSMAN\n\nREPUBLICAN\n\nFROM\n\nSOUTH\n\nPARTY\n\nI appear before you as a friend of the common people in his business\nclothes, a Republican thorn surrounded by a rosebed of professional plenty\nand democratic pulchritude. Coming as the second speaker to talk with\nyou as man to man and educator to educator about important problems of\nthe day, it will be difficult for me to ignore entirely the remarks of the\ngentleman who has preceded me, altho I shall try to be mindful of the\nfact that he who speaks second speaks in an advantageous position and shall\ntry not to infringe upon the niceties of that occasion any more than is neces¬\nsary for you to realize that I listened and comprehended the remarks which\npreceded mine. I want to congratulate Mr. Draper on having made such a\ncompelling case out of such exceedingly poor material, as he would have to do.\nI could tell that in addition to being an educator he is a lawyer, because\nlawyers have that happy faculty of taking a hopeless case and making it\nsound extraordinarily well. Since I never was a lawyer but have been an\neducator all my life, except during a few little flights into the field of busi¬\nness, I shall have to project my remarks as best I can and rely upon the over¬\nwhelmingly compelling nature of their logic to replace what I lack in legal\ntraining in this very interesting debate.\nMr. and Mrs. Average American were worrying about their son, John,\nwho like some boys at the age of eighteen was apparently not following the\nstraight and narrow path just as they would have him follow. They won¬\ndered why he stayed out so late at night ; they wondered if he was doing\na little drinking with the boys down on the corner; they wondered why his\nallowance lasted for such a short time. Perhaps he was gambling with the\ndominoes or playing with the punchboards. And finally they talked to the\ngrandmother, and she said “I'll tell you how you can tell. It isn’t wise to\ndiscipline the lad until you’re sure that he’s really doing something which is\nwrong. But let’s figure out a little test. Let’s make a laboratory experiment.”\nAnd so when he went out one Saturday night, at the behest of the grand¬\nmother, they arranged an exhibit on the dining room table where the young\nson would have to see it when he came home. They placed a Bible, a deck of\nplaying cards, a pint of whisky, and a five-dollar bill. Then\n\nthe grandmother\n\nsaid, “When John comes home, if he sees those things on the dining room\ntable and picks up the Bible and takes it upstairs, you know that inside the\n\n"}
{"page": 89, "printed_page": null, "text": "85\nGeneral\n\nSessions\n\nboy is a desire to be a preacher or a teacher or do human\n\ngood. Then\n\nyou\n\nwon’t have to worry\n\nabout John. But if he should happen to drink the\nliquor, that’s an indication that perhaps he’s going down the primrose\npath, or if he picks up the playing cards maybe he’s a gambler. Then we\nhave cause for concern. If he picks up the five-dollar bill, he’s going to be a\nbusinessman.” They watched for John, and when he came they tiptoed out\nin the parlor and looked thru a peephole. With something resembling a sort\nof nocturnal tread, he opened the door and walked into the dining room. He\nsaw the exhibit and, hesitating not a moment, picked up the bottle of\nwhiskey, unscrewed\n\nthe top, drank down\n\nthree fingers and, stopping just\n\nlong enough to wipe the liquor from his lips, picked up the five-dollar\nbill and put it in his purse, put the cards in his pocket, the Bible under his\narm, and started up to his room singing “Happy Days Are Here Again.”\nThe grandmother said, “Good heavens, folks, he’s going to be a politician.”\nSo you have the opportunity to listen to two reformed pedagogs, or\nperhaps two pedagogs who have slipped from grace, but two teachers who\nare interested in politics. I think this does credit to the fairness and fortitude\nof this assembly to invite two speakers from the two major parties to discuss\nthe issues of the day as we see them in conformity with our own specific\nphilosophies of government. While I have spoken to a great many of your\nteachers associations, I have had to speak as an educator or as a man in\npolitics who belongs to the Committee on Education of the House. This is\nthe first time they have ever said, “Come and talk politics,” and I am glad\nto have the opportunity. I know that the people who think the teaching\nprofession is a stepchild to the other professions are wrong. I know that you\nfind in the educational profession today some of the clearest thinking, most\npublic serving, and patriotic people, altho it is the poorest paid professional\npeople in the country. I am happy to talk to people who are the leaders of\ntheir communities about what I consider the most essential problems of the\nday. While I discuss other problems before other state association groups\nand other national conventions, altho not teachers conventions, I say to\nyou candidly that the problems discussed by Mr. Draper and myself are\nthe most serious problems that free men anywhere can talk about today,\nbecause other people in other lands who failed to talk about them soon\nenough let slip thru their hands the sands of time and the rights of free\nmen, until unhappily now you and I are members of the last great selfgoverning unit in the world. We have to keep it that way. We have to go\ninto the fundamentals of the thing. We have to see beyond the immediate\nproblems of unemployment, business, and government to the fundamental\nphilosophical tenets by which men have become free and by which Americans\nmay remain free down thru the ages.\nI come to you as a Republican and as such I speak as a member of the\nopposition party because my party is not in power. As a member of the\nopposition party, I feel that I belong to an indispensable element of a selfgoverning society. Just as we need a strong majority party at any given\ntime in America, so too we need a vigorous, virile minority party — an oppo¬\nsition party — if self-government is to succeed. We need two parties — one\n\n"}
{"page": 90, "printed_page": null, "text": "86\n\nNational\n\nEducation\n\nAssociation\n\nparty in and the other party out and trying to get in. I have no sympathy\nat all for the people today, timid soldiers in the army of free men, who say,\n“Let’s adjourn politics,” because when you adjourn politics in a republic\nyou adjourn self-government as well. Politics is the stuff of which that gov¬\nernment is made. It is the stuff of which freedom is made. Politics, that art\nof governing ourselves, is basic and fundamental to the great educational\nsystem that we have in America. The right to worship God according to the\ndictates of our own conscience, the right to raise our families as we choose,\nthe right to operate our own private enterprises, all come to us as a reward\nand as a result of politics properly practiced. And in times of an emergency,\nthen above all other times, we need an opposition party. It is not good\npolitics and it is not good patriotism for the opposition party to oppose all\npieces of legislation simply because they come from the party in power. But\nit is equally bad politics and patriotism for the opposition party to fail to\nanalyze and criticize and to turn the spotlight of public discussion upon\ngovernmental problems in time of an emergency. I have a feeling that\nEngland has muddled thru seven centuries of warfare, discussion, disturb¬\nance, and disaster because England has always maintained a strong oppo¬\nsition party. I think that England set before America an example when she\nremoved Chamberlain and put in Churchill, but in times of distress, cer¬\ntainly the opposition party has a responsibility just as much as the majority\nparty. I have a responsibility then as a member of the opposition to bring\nto you and my fellow citizens and my colleagues on the floor of the House\ncriticisms which I consider valid, suggestions which I consider pertinent,\nto apply brakes when I think brakes should be applied, because if we\nadjourn politics now we adjourn the rights, freedoms, and liberties of\nindividual citizens.\nIn South Dakota where I live — maybe in Utah, too, where Mr. Draper\nlives — we have occasion to get acquainted with the activities of sheep. I\nwonder if it has ever occurred to you that sheep have no opposition party.\nSheep ! When the great disaster comes upon them, something they cannot\nunderstand, they mill around wonderingly for awhile and then strike out\nhead to tail. I have seen them time after time strike out head to tail, fol¬\nlowing the leader but not questioning their leader as to his intentions, intelli¬\ngence, or ability, not wondering whether he knows where he is going or\nwhy he is going there, simply following him because he was the first to lead,\nbecause he was the boldest or the bravest at the moment. I do not believe\nthat the creed of a sheep should become the creed of a self-governing\nrepublic in times of an emergency. If ever there was a time when we should\nnot accept untested recipes of government, if ever there was a time when\nwe should test in the fierce light of public debate, if ever there was a time\nwhen we should analyze decisions in the crucible of public discussion, that\ntime is now when the dark clouds of disaster have fallen upon our neighbors\nand we ourselves are sick at heart wondering whether we can curb at home\nand repel from abroad the forces which would\nhere and elsewhere.\n\nstamp out self-government\n\n"}
{"page": 91, "printed_page": null, "text": "General\n\n87\n\nSessions\n\nBefore I can successfully point out where I think America\n\nshould go, I\n\nshould try to analyze where America now is and how we got here. It is diffi¬\ncult to chart a new course until we have decided upon the present location.\nOne time in Florida I was looking for Tallahassee, the capital of Florida,\nsurrounded\n\nby swamplands\n\nand mosquito bogs. I was driving in the dark¬\n\nness about eleven o’clock and, apparently not getting anywhere, I found a\ncolored boy and I said, “Boy, can you tell me how to get to Tallahassee?”\n“Yes,” he said, “I s’pose maybe I could, but you sure you wanta go to\nTallahassee?” And I said, “Yes, I want to go to Tallahassee.” “Well,” he\nsaid, “You in a hurry to get to Tallahassee?” I answered, “I certainly am\nin a hurry to get to Tallahassee.” “Well, sir,” he said, “you want to get\nthere right now, huh?” And I said, “That’s right, boy. How do I go?”\n“All I can say boss, if I’se gonna go to Tallahassee and if I’se in a hurry to\nget there and get there right now, I sho wouldn’t start from here.”\nI wish we did not have to start from here, in America, to go where we want\nto go. But here we are and so we had better discuss the situation in which\nwe find ourselves and the reasons we are here. For seven years we have\nlived under a philosophy of government, with it or under it, called the\n“New Deal.” It has been an exciting adventure. It has brought us many\nnew experiments — some good, some bad. I agree with both the authorities\nquoted by Mr. Draper — Mr. Willkie who bolted the Democratic Party\nand got the Republican nomination and Mr. Wheeler who is about to bolt\nthe Democratic Party — I am for them both. Mr. Draper quoted them as\nsaying that the Democrats have done some good and I think they have.\nYou cannot spend sixty billion dollars and do everything wrong; you have\ngot to do some good. But it is a philosophy of government. I think we owe\nit to ourselves as educators, as the intelligentsia of America, to analyze\ncarefully, clearly, and lucidly, “What is the New Deal?” It has been\nexciting, and the adventures have come so rapidly that most of us have been\nbusy trying to keep up with it and we have not had time to sit down and say :\n“What is it all about? Upon what is it based? What is its fundamental\ntheory?” I think that we should know. I am going to submit a definition of\nthe New Deal philosophy of government. I hope I am wrong but if I am\nnot, America\n\nneeds to get away from that particular prevailing philosophy\n\nsoon, or America\n\nceases to be the kind of self-governing unit which\n\nhas\n\nmade us so great. The New Deal has spoken long and loudly about col¬\nlective security. Unfortunately, in my opinion, it has tried to provide that\nsecurity collectively. That is the fundamental difficulty, as I see it— col¬\nlectivizing the functions of politics and the functions of economics in the\ncapital city of the land. To that extent, if that be true, we have imported\nfrom abroad technics of totalitarianism because, when we strip it of all its\nsubterfuge, fascism, naziism, and communism all stem from the central idea,\nthat of centralizing economic and political authority in the capital city. If\nthe New Deal has not done that, then I am wrong. If the New Deal has\ntended to centralize authority — political and economic — in the city of\nWashington, to that extent I am right and all of us have cause to view with\nalarm.\n\n"}
{"page": 92, "printed_page": null, "text": "88\n\nNational\n\nEducation\n\nAssociation\n\nThere is a second step that history teaches. Every time free men have lost\nthe right of self-government they have lost it by two simple steps : first, cen¬\ntralizing of authority in the central town and second, personalizing the\nauthority which has been centralized. The New Deal has gone the second\nmile. We see evidence of the personalization of power which is even more\nalarming than the centralization of power. Political rights which the people\nused to have, the government now exercises. Congressional rights which your\ncongressman used to exercise, the President now exercises. Functions \"which\nthe people used to have, have been transferred, and when the courts have\nsought to interfere the courts have been attacked, packed, and rebuilded.\nToday’s president has more power than yesterday’s prince. Today’s socalled free businessmen in many cases are no more free than the entre¬\npreneurs of the mercantile guild system of European history. In degree, not\nin extent, communism, fascism, and naziism have gone much further than\nthe New Deal. In direction 1 submit that they are parallel, because they\nsubmit the philosophy to people that you should concentrate power in the\ncapital town, whether it be Washington, Tokyo, Berlin, Rome, or Moscow\n— centralization of power in the town\nman.\n\nand personalization of power in the\n\nI do not accuse the New Deal of bad intentions, but I am worried about\nthe technic. Two fallacies have bedeviled the New Deal since 1933, at least.\nThe first is a distrust of the individual citizen. You saw it evidenced in the\nNRA when they said that the pants pressers were not smart enough to\ndetermine how much they should charge to press pants, so Hugh Johnson\nwould do it with the blue eagle symbol. A distrust of the individual citizen\n— that is why the administration is opposing the Walter-Logan Bill, because\nthe Walter-Logan Bill gives the citizen a right to go to court if some adminis¬\ntrator of a bureau or a board apparently overrides him. The second is a\ntendency to deify the government by putting it beyond and above the\nworks of ordinary men. To the extent that those two things are present, the\nNew Deal is the most reactionary government of history in America. It\nhas dipped back into the pages of the Middle Ages to pick out the theory\nthat government should trickle down from on top. It is Jeffersonism in\nreverse. It operates according to the formula that government is best whose\ncitizens govern least. To the extent that there is a distrust of the citizen,\nto the extent that there is deification of government, we are walking back¬\nward down the corridors of time. Why do we have this depression now eight\nyears old — ten years old, I suppose? Why has it lasted? No other depression\nin American history has ever lasted thru an entire eight-year administration\nof any president. That is something really new under the New Deal. Bad\nintentions? — not at all. Roosevelt did not try? — not at all. Because, it\nseems to me, that it follows as the night the day that changing the frame¬\nwork and the basic idealism of America to distrust of the citizen, to deifica¬\ntion of the government, to taking a man who was a ward-heeling politician\none day and making him an administrator of a board the next has con¬\nfused us, frightened us, and stagnated development. I want to quote a\nDemocrat,\n\nex-Congressman\n\nPettengill of Indiana. He\n\nsaid: “There\n\nis a\n\n"}
{"page": 93, "printed_page": null, "text": "89\nGeneral\n\nSessions\n\ndifference between the American system and the totalitarian technic. There\nis a difference between 130,000,000 people in the United States driving\n30,000,000 automobiles and 130,000,000 people all in one automobile\ndriven by one man.” I think that tells the story in language which we all\ncan appreciate. For seven years in x\\merica we have been drifting into the\ndirection of climbing on an omnibus driven by one man. Fewer and fewer\nhave been driving their own political automobiles. More and more have\nbeen riding along with the crowd in the bus. And I submit that that is why\nthe depression has been perpetuated, because we cannot be half free and\nhalf fixed. We cannot be half capitalistic and half socialistic or com¬\nmunistic. We must be one or the other. Either the planners or the people\nhave got to win this contest next N ovember. If the planners win. a planned\neconomy comes along and all of us ride in one automobile. We will not\nhave as many accidents on the highway. We will have more security while\nit lasts, but once our one driver makes one mistake the destiny of a whole\nnation is betrayed. It is logical that we cannot have a planned economy\nand a free people in the same nation. If you have too many planners, if you\nkeep the people free and everybody plans his own system, we do not get any\nplace. So if you have a planned economy you have to limit the number of\nplanners. And if you have too few planners, the people are no longer free\nbecause somebody else is doing the planning. I think the reason our depres¬\nsion continues, primarily, is the natural resistance of a free people to an\nidea of planned economy. So we struggle back and forth seeing which of the\ntwo will survive.\nI want\n\nto talk to you about where we\n\nare going to go from here after\n\nI discuss where I think we are — basically and fundamentally in difficulty\nbecause of a deviation from the American type of government, from the\nidea that every man is a king to the idea that the king can do no wrong,\nbe it term one, two, three, or four. I think that we are up against a decision\nin November\nwrong. What\n\nwhich is of soul-shattering importance. We must not do it\nhave the Republicans to offer ? We have a man who for many\n\nyears as a Democrat\n\nwent up and down\n\nthis country preaching the doctrine\n\nof freedom and self-government, preaching the doctrine of putting gov¬\nernment out and putting business methods into government, a man who for\nseveral years as a Republican has continued his same type of discussion but\na man who as an American always has put cause above part)' and principle\nabove self, trying to keep this country strong and free in the ways of libertyloving Americans. We have Wendell Willkie to offer to the American public\nin that regard. And\n\nthe four words which keynote the Republican conven¬\n\ntion and which will keynote the Republican campaign are “peace,\" “pre¬\nparedness,” “prosperity,” and “patriotism\" — certainly not terms which we\nRepublicans can monopolize but they are revolving points. How well the\ntwo parties approach the problems of peace, preparedness, patriotism, and\nprosperity are the fundamental turning points of this campaign.\nLet me discuss each of them with you, but the Republican viewpoint first\n\nof all — peace. I am proud of what the Republican platform said about\npeace. I want to read it to you because it is specific and definite. There is no\n\n"}
{"page": 94, "printed_page": null, "text": "90\n\nNational\n\nEducation\n\nAssociation\n\nweasel-wording language in it. It says that we, the Republican Party, is\nfirmly opposed to the involvement of the United States in war — no dodging\nof the issue, no equivocation. I want to say as a Republican that I offer the\nsolemn hope that when the Democratic platform is written in Chicago soon\nthat it will come out equally strong and straightforward for peace, because\npeace in America is such a sacred eventuality that it should not become in¬\nvolved in politics. I cannot speak for the Democratic platform ; I can only\ngive you what the Republicans said in straightforward language in a reso¬\nlution for peace. The Democratic platform will speak for itself, and the\nrecord, acts, and adjectives of the Democratic Party and its personnel are\navailable to all. We must in this country maintain for ourselves peace if we\nare going to succeed in holding up the ideals of civilization which the rest\nof the world will search for so yearningly after they have laid down their\narms and quieted their cannons. Ninety-two percent of all America, I am\nsure, does not want to send another American expeditionary force over seas\nand the time to decide that is when the people themselves can speak at the\npolls in November.\nPreparedness is next. The President is his own best critic on the item of\npreparedness. On May 16 he delivered a message to a joint session of\nCongress in which he criticized the state of preparedness in America, and it\nis bad. But we should not entirely forget that Adolf Hitler and Franklin\nRoosevelt came into power in their respective countries within thirty days\nof one another and that any president of this country always has between\n730 and 745 agents, men and women in the foreign service departments\nall over the world reporting back every twenty-four hours on developments\neverywhere. The preparedness of the German military machine must have\nbeen known in Paris. It must have been known at Number 10 Downing\nStreet. It must have been known in the White House, because it was avail¬\nable to these various foreign service representatives which all countries\nmaintain in the land of every other country. I am not going to place upon\nthe President the responsibility for missing the bus in the matter of pre¬\nparedness. That is too grave a responsibility for any one man to assume.\nAll of us are collectively in part responsible for not having insisted on more\npreparedness sooner. But now that we know what we are up against, there\nis no cause to delay. Still we find preparedness being measured in terms of\nbillions of dollars which Congress has voted in the last few months; five\nbillion more will be asked for in the next few weeks. We cannot and must\nnot measure a nation’s preparedness in terms of billions of dollars. It has to\nbe measured in terms of fighting units and defensive weapons.\nOver eight billion dollars was spent in the seven years preceding May\n16. But too much\n\nof it went for Passamaquoddy\n\nand the Florida ship canal\n\nand not enough of it for cannons and anti-warcraft. Consequently we find\nourselves ill prepared. I am glad the President has surrounded himself\nwith men like Knudsen of General Motors and Stettinius of the United\nStates Steel Corporation. It thrills me somehow\nthat in times of an emergency\nsave America\n\nwho\n\nas an American\n\nto know\n\nthe President calls upon men to defend and to\n\nhave earned their spurs working up thru the legitimate\n\n"}
{"page": 95, "printed_page": null, "text": "General\n\nSessions\n\n•\n\n-\n\nactivities of American\n\n91\n\nbusiness which has done so much\n\nto build America.\n\nI am kind of glad, and I say it as an educator, I say it as a man who got\nhis advanced degree at Columbia L niversity, that he did not bring down\nanother man in a funny looking hat to put him in charge of the national\ndefense preparedness program of America. Was it not George Bernard Shaw\nwho said that those who can, do , and those who cannot, teach, and I think\nthat if Bernard Shaw were over here looking at the New Deal now he would\nadd another one. He would say that those who can, do, and those who cannot,\nteach, and those who\n\ncannot\n\nteach get jobs advising the government.\n\nThe President persistently and consistently has failed to repose responsi¬\nbilities in Stettinius and Knudsen. They are splendid advisers, but have no\nresponsibilities and no authority. I think it is an axiom in democratic gov¬\nernment that buck-passing and deficiency in government are present in any\nadministration in inverse ratio to each other. If we fix the responsibility\nand say, “Mr.\n\nStettinius, or Mr.\n\nKnudsen,\n\nyou are not just an adviser.\n\nBy all that is good and holy you are the guy that has to prepare America.”\nwe would get results. But they are just there as advisers. The President says\nthe Secretary of War is no good and he fires the Secretary of War. And the\nSecretary of W ar says the President is trying to scuttle the national defense\nand he criticizes the President. And\n\nthe national defense counsel says, “We\n\nadvise that it be done this way.” But those in the cabinet say, “No, let us\ndo it this way.” And the President appropriates billions of dollars of money\nand sits back and hopes that we are going to get results. We need a fixed\nstation of responsibility. I am convinced that the Republican administration\nand Wendell Willkie know enough about business administration to recog¬\nnize that in times of emergency you must fix responsibility some place and\nthen insist upon results. If we do that preparedness is going to shape up and\nmake America big and strong as we always have been ; and do not let any¬\nbody tell you, whether it be my good friend Mr. Kaltenborn with whom I\nhave been engaging in a running debate lately in Congress, or somebody\nelse, that America is just a puny stepchild of Europe. America is still the\nbiggest, greatest, and best country in the world with the greatest navy in\nthe world. We can defend ourselves if we just have confidence in America.\nHow we want prosperity! It is ten years since we have had it. Prosperity\nhas not been with us very much lately. And it is a long time since we have\nbeen rid of depressions. I have indicated why I thought they have continued.\nThere were ten million people unemployed in 1932, and there are ten\nmillion unemployed\n\nin 1940. There\n\nis a forty-five billion dollar national\n\ndebt now, and Henry Morgenthau, the President’s personal selection as\nSecretary of the Treasury, said, “If it goes beyond fifty billion I will assume\nno responsibility for the financial structure of America.”\nAnd what will inflation do to education? It is the saddest profession of\nall when inflation comes. With our fixed salaries and a fluctuating living\ncost, with our fixed types of income and a variety of outgoing expenses in\nour school system, inflation is a sordid word for anybody, especially for the\neducational profession. Forty-nine billion dollars are gone! What have we\ngot to show for it? Four million boys and girls in America between the\n\n"}
{"page": 96, "printed_page": null, "text": "92\n\nNational\n\nEducation\n\nAssociation\n\nages of eighteen and twenty-five have never held an honest job. A third of\nour citizens, according to our chief reporter, are underhoused, underclothed,\nand underfed. And the farmers are being paid to raise less food to starve\nmore people and keep them in rags. It is a serious thing. It is not any\npartisan thing, it is not any lack of good intentions; it is fumbling with the\nbackbone of America, a change of the basic technics of government, a con¬\nflict between absolutely controversial and antagonistic philosophies. Creep¬\ning collectivism is walking where people want to be free, and how we groan\nand strain as we try to find our way out of the dark abyss ! Prosperity can\ncome as we get the government out of business and as we get the art of\nbusiness into the science of government, and when we give men who are\nout of work a chance for an honest job, when we give farmers a chance to\nget a fair price for a full crop instead of paying them a subsidy to continue\nscarcity. Prosperity can come when we give the man with an idle dollar in\nthe bank a chance to earn honest profit w’hich the long, lean, hungry fingers\nof the tax collector will not take from him again.\nFinally, there is patriotism. I refer to the patriotism that Webster\nabout in his definition, “a love of freedom\n\ntalks\n\nand a love of popular govern¬\n\nment.” I think the biggest challenge the Republican Party has, provided\nthe President runs again, is this: to restore to people, common people every¬\nwhere, the right of selecting their own leaders. Mr. Hitler came to power\nin Germany not by the bayonet or the bullet. He changed his occupation\nfrom hanging paper in Vienna to hanging politicians in Berlin by the ballot\nof the people of Germany. They voted him in. After he was in, by a\ngigantic system of public works, by building up a huge political army, by\nuniversal military service, commanding the forces of the land, the people\nof Germany lost the power to take Hitler out. That is when democracy\nfails. When the doctrine of individual indispensability comes in the door,\nfreedom goes out the window. I know many men in Washington who think\nAmerica today has lost the power to take men out of office. I doubt that.\nI still continue to hope and believe that the President will not seek a third\nterm because I believe that he is essentially a good American and I believe\nthat he recognizes the importance in this last stronghold of freedom in the\nworld not to destroy and disrupt the processes which for one hundred and\nfifty years have made America great. I am not one who can believe we got\nall those bathtubs, automobiles, and telephones and all the things that have\nmade us great for a century and a half by doing everything all wrong for\na century and a half. There must have been something good in the old\nsystem to build us up to where we have come. I do not think the President\nis going to run again but if he does I will say then as I said when Coolidge\nconsidered it in 1928, “I oppose the idea of a third term for any man.” I\nwill oppose it for this president. I will oppose it in 1948 should Wendell\nWillkie seek a third term, because I believe in the rights, freedoms, and\nabilities of America. They can still vote people into power in Germany\nbut they have lost the power now to take them out. It is good once in awhile\nfor you and me, just ordinary citizens, to rise up in all our might and look\naround\n\nand say in the vernacular, “There\n\nain’t anybody\n\nanywhere\n\nin\n\n"}
{"page": 97, "printed_page": null, "text": "General\n\n93\n\nSessions\n\nAmerica we cannot take out of office when we want.” That is a good whole¬\nsome sign. We do not have to indict any man and we do not have to criti¬\ncize any man. It is just a good setting-up exercise for democracy.\nI would like to say one other thing on borrowed time because it has not\nanything to do with the political situation, but I have had some people ask\nme since I have been here, “Mr. Mundt, you are a member of the House\nCommittee on Education, are you not? Are you going to talk about what\nthe Committee’s been doing in the last session of Congress?” Congress has\nbeen in session for almost eighteen consecutive months and the House Com¬\nmittee on Education, as far as I know, is the only Committee in Congress\nthat has never held a meeting in the eighteen months. It is not the fault of\nthe Washington representatives of the N. E. A. They are a fine group. They\nare doing everything they can, but they have not been able to hold a meet¬\ning and w~e cannot get far with education unless we can at least have a meet¬\ning. I went to the chairman of the Committee and said, “I think we ought\nto hold some meetings.” He said the reason we have not held a meeting is\nbecause there is nothing in the President’s program calling for one.\nI said, “Maybe that is a good answer to you and maybe that will satisfy the\nmembers of Congress, but I want to tell you, as one western rebel who has\nbeen an educator all his life, I am getting tired of seeing education kicked\naround from pillar to post while we are spending multibillion dollar appro¬\npriations for everything else of much less importance and nobody paying\nany attention to education. In the second place, Mr. Larrabee, I want to\nsay, I believe that any committee of Congress should meet when the prob¬\nlems confront it. It might not be fair to say that we have not had any\nmeetings and that if you put in a Republican that we will. But I want to\nsay that here is one Republican, if we get in, who will either see to it that\nyou are going to have a meeting of the Education Committee of the House\nor resign his job and go home and go back to teaching.”\nRebuttal\nMr.\n\nDraper:\n\nCongressman\n\nMundt\n\ntold you that he had discovered\n\nfrom\n\nmy talk that I am a lawyer, therefore a little clever and a little devious\nmaybe. I discovered that he is the head of the forensic society in America,\nand what the forensic brethren lack in logic they make up in pyrotechnics.\nThe difference between a lawyer and one who is in forensics is that when\nthe lawyer gets to analyzing he takes the proposition to its uttermost depths,\nbut a forensic debater goes just one step further. I thought I had taken this\nsubject to its ultimate, but he took it one step further, beyond the ultimate.\nWe need not feel badly because no matter who wins they are going to\nhave a Democrat at the head of the government this next eight years. But\nI wish I could leave with you a thought that is quite apart from any desire\non my part to be partisan. I think at heart I am not a politician. I got into\nit by accident. I was standing in front of my school house one day and\nsomebody came and asked me if I wanted to be deputy state treasurer. In a\nmoment of weakness I accepted and that was my entry into the field.\nThere\n\nis practically no disagreement between\n\nus as to what\n\nour course\n\n"}
{"page": 98, "printed_page": null, "text": "National\n\n94\n\nEducation\n\nAssociation\n\nshould be. It should be the course of good patriotic thinking Americans and\nwe ought to do what is best to be done for this country. It is no good\nto bandy about words. Mr. Mundt wants to know why we have not cured\nthis depression within these seven years. I tried to point out that without the\ndepression we should have had an increased army of over three million people\nwho are technologically unemployed. And that is one of the propositions\nthat we have to solve. Every one of you here who has gone thru any of Mil¬\nwaukee’s industries sees a living example of what I have in mind. Look at\nthe people who have gone out of those breweries forever, no more to be\nemployed. Why? Because that work is done with machinery that is cleverer\nthan the hand of man. I cannot go into that again. But there it is and it is\na fact and there is no use trying to blink it. It is something for which we\nhave got to find a remedy. Why have we not cured the depression? Why\nwas there a depression? You remember, and I say this in absolute respect,\nI sat and listened to Herbert Hoover preach with absolute sincerity that the\nAmerican people had become so perfect in the management of their economic\naffairs that poverty had been banished from the earth. We had finally got\nthe solution. We\n\nhad managed\n\npoverty. We\n\ndid not manage\n\npoverty. We\n\ncollapsed in 1929 like we never collapsed before, and why? There is some¬\nthing fundamentally wrong in the management of our system.\nOf course all that we have done that is good we want to preserve. I admit\nthat machinery has made us great, but it also has brought us some problems\nwhich are bothering us immensely. We have had a philosophy of govern¬\nment of checks and balances that has worked very beautifully but we never\ndid have a self-controlling economic system and the thing runs over itself.\nOur machine, our economic machine, gets bogged down every ten or twenty\nyears. Ever since this government was established, we have been running\ninto that same kind of tailspin and it keeps getting progressively worse.\nWe do not want a totalitarian state.\nMr.\n\nMundt:\n\nI want\n\nto mention two things that Mr. Draper discussed\n\nin his remarks. The first was an unintentional fallacy which it seems\nto me that spokesmen of the New Deal frequently fall into, and I can see\nwhy. They compare either 1937 with 1932 or compare 1939 with 1933.\nI can see some good reasons why, if I were talking on the New Deal, I\nwould pick those same two years because ’37 and ’39 are the best two years\nof the New Deal administration and ’32 and ’33 are the worst Republican\nyears. There is a good deal of the same attitude if you were going to judge\na beauty contest and you go to comparing the dimple in one girl’s cheek with\nthe wart on another one’s nose. You have got to take them “gal for gal,”\nand you have to take these administrations administration for administra¬\ntion, or at least seven years for seven years. And when you are home with\nyour notebook take the seven New Deal years and the seven Republican\nyears and add them up and divide them any way you want to and I will be\ntickled to death with the answer that you get after you have compared them\n“gal for gal.”\nThere is a fundamental\n\ndistinction it seems to me between our positions\n\nabout business. Mr. Draper has suggested that I want\n\nto have business on\n\n"}
{"page": 99, "printed_page": null, "text": "General\n\nSessions\n\nthe loose. I do not. I might suggest that he wants\n\n95\n\nto have business in the\n\nnoose, and I do not think he does. Some place between there ought to\nbe a happy meeting ground where a businessman for president can give us\nbusiness in government and prosperity once again.\nLet me finish with a baseball story. I do not want to talk any longer about\nthe purge or the NRA or the Supreme Court packing or the reorganization\nplan. Let me put it in baseball language. In 1932 we found the team was\nslipping a bit so we changed managers. We fired Herbert and hired Franklin\nfor a new manager. And what did he do? He gave the team new pep. We\nstarted winning a few games again, got a little better for awhile. In 1936\nwe gave him another contract but we said, “You’ve got to do better than\nyou have done in the past.’’ And then the alibis started coming in. You know\nalibi-itis. Baseball managers have the best alibi-itis in the world except the\nteacher who does not get to class on Monday morning or a politician who\ndoes not get elected. But anyhow, they began alibiing for themselves. And\nhe said, “Well, I tell you what the difficulty is. A ou stockholders ought to\nwin these ball games, but the confounded rule book is wrong. Why, they\ncall my men out every time they swing the bat three times. If we change that\nrule and put him on first base instead, it would be fine. Let me change the\nConstitution.’’ And\n\nthe umpire said “Xo.”\n\nSo he said, “Kill the umpire.\n\nPack the Supreme Court.” He did not say kill them, but he said, “Pack\nthem in.” He said, “I don’t care who picks the first two if I can pick the\nnext three. Give me five umpires and let them call the rules.’’ And they\nwould not let him do that. They said, “Play ball according to the rules.”\nHe said, “Let me reorganize the team.’’ and they would not let him do that.\nThen he said, “Let’s purge the league. Let me fire all the good pitchers that\nthe other teams have. Let me hire a lot of cripples and one-legged people\nand folks with lumbago backs as shortstops for the other teams. Let me\nreorganize and purge the league and we’ll be all right,” and they would not\nlet him do that. And now he wants a contract for another three or four years\nto run the same team and we are way down in the dumps again. You know\nwhat the people did, the stockholders, in 1938. They sent in eighty new\nplayers from the Republican dugout. Sent them in and we have been play¬\ning a little better. You know what I think they are going to do. I think that\nin 1940 they are going to hire Wendell Willkie for a manager and Charlie\nMcNarv for a coach and send in some more Republican players and win\nanother world’s championship\n\nlike we always used to do.\n\n"}
{"page": 100, "printed_page": null, "text": "96\n\nNational\n\nEducation\n\nNATIONAL\n\nAssociation\n\nSEMINARS\n\nNATIONAL\nSEMINAR\nON PROTECTION\nOF SCHOOL\nFUNDS\nFOR EDUCATIONAL\nPURPOSES\nBEN\n\nG. GRAHAM,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nPITTSBURGH,\n\nPA.,\n\nCHAIRMAN\nHAZEL\n\nDAVIS,\n\nASSISTANT\n\nASSOCIATION,\n\nDIRECTOR\n\nWASHINGTON,\n\nMilwaukee,\nThe\n\nNational Seminar\n\nOF\n\nRESEARCH,\n\nNATIONAL\n\nEDUCATION\n\nD. C., COORDINATOR\n\nWisconsin, July 1-3, 1940\n\non Protection of School Funds\n\nfor Educational\n\nPurposes, held as a part of the seventy-eighth annual convention of the\nNational Education Association, included forty-three state and territorial\nrepresentatives and a central committee of seven persons. The discussion\nof the first day's session revealed three basic issues in the protection of\nschool funds for educational purposes: (a) informing the public about the\nschools; (b) protecting existing school revenues; and (c) extending state\nsupport and federal aid. The general discussion of these issues during Mon¬\nday’s and Tuesday's meetings was summarized in a series of propositions\npresented to the seminar at the meeting on Wednesday. The seminar, by\nformal motion, adopted this statement as the sense of the group in regard\nto the items covered. These conclusions are quoted in the following para¬\ngraphs.\n\nInforming\n\nthe Public about the Schools\n\nExperience has shown that the American people believe in education and\nthat they support education when they understand its needs. Members of\nthe teaching profession should accept it as their task to rally the friends\nof the schools to the support of the schools. The profession must inform\nthe public, tell the story of the schools, and provide leadership to work with\nlay leadership in protecting the maintenance of adequate funds for public\neducation. Tests of public opinion in localities in different parts of the\nE dited States show that the general public believes in the schools and wants\nto support them adequately.\n1. A courageous, informed, articulate, and united educational leadership\nmust be exercised to help the public to identify and defend the vital values\nrepresented in the schools. Emphasis should rest on the positive achieve¬\nments and needed expansions of school service, not on past inadequacies.\n2. Educational associations — local, state, and national — are the logical\nagencies thru which teachers can carry on the research needed to present\nthe case for the schools in full. Such organizations should coordinate their\nefforts behind unified programs of action, supported generously by every\nteacher in their potential memberships.\n3. The individual teacher should be well informed on the needs of the\nschools and the needs of the general community. The teacher should demon¬\nstrate intelligence and goodwill in every personal relationship both within\nthe school and in the community outside.\n\n"}
{"page": 101, "printed_page": null, "text": "National\n\nSeminars\n\n97\n4. Both the spiritual and the tangible values of education must be made\nplain. A concrete highway is a concrete example of value received for pub¬\nlic money spent ; let the spokesmen for education likewise use specific ex¬\namples of the worth of education. It is urgently recommended that teachers\nmaster for themselves and interpret to others the convincing proofs of the\ndollar-and-cents values of education in American\nare given in the Educational Policies Commission\nEconomic\n\nWell-Being\n\nin American\n\ndemocracy. These proofs\nreport on Education and\n\nD emocracy .\n\n5. Modern technics of studying and influencing public opinion should\nbe used in behalf of the schools, and used with skill and effectiveness.\n6. Teachers, as citizens in a democracy, should recognize and participate\nin the democratic processes by which proposed public policies are made\neffective.\n7. The friends of the schools outside the teaching profession carry the\nreal balance of power in the unending campaign to develop the kind of\nschools that the United States needs. Members of legislative bodies, or¬\nganized parent groups, civic leaders, and the host of other lay defenders\nof the schools should be given accurate information and cordial support\nfrom the teaching profession.\n8. Parents of the children in school form the largest single group of\npotential lay friends of education. Unceasing efforts should be made to\ninform parents about the schools and to cooperate with organized groups\nof parents who are concerned about school welfare.\n9. A growing proportion of adult citizens are nonparents\n\nand hence are\n\nwithout personal contact with the schools. This group always must be re¬\nmembered in the program of public information about the needs of the\nschools.\n10. Teachers\n\ncarry on a daily and inescapable public relations program\n\nwith the twenty-six million members of the lay public who are enrolled in\nschool. When the school program is built to meet the needs of those pupils,\nand when those pupils themselves have been led to understand what public\neducation is trying to do for them, a long step will have been taken toward\nadult understanding and support of public education.\n11. Legislative bodies like to pass the laws that the people want passed.\nWhen defensible programs of school support have been taken to the people\nand are thoroly understood and approved by the people, the necessary legis¬\nlative support is almost sure to come.\n\nProtecting\nThe\n\nExisting\n\nSchool\n\nRevenues\n\npublic schools never have had enough money\n\nto do the work\n\nthat\n\nthey have needed to do and have been expected to do. During the 1930’s\nthe funds for education were reduced in many state and local school sys¬\ntems. During the same decade the load of the schools was made heavier\nby the young people who crowded into high schools, seeking an escape from\nunemployment and seeking training for jobs. And at the same time the\nmoney\n\nspent for pensions, relief, and other security measures\n\nhave mush-\n\n"}
{"page": 102, "printed_page": null, "text": "98\n\nNational\n\nEducation\n\nAssociation\n\nroomed into enormous sums. Higher taxes have resulted, which are being\nopposed vigorously by those who demand reduction of taxes regardless of\nsocial values.\nThe schools then are meeting both competition and opposition in their\neffort to protect school funds for educational purposes and to expand those\nfunds to handle added burdens. And in the midst of this struggle comes\na new threat to school support, in the galling necessity for spending vast\nsums in a program of military defense.\n1. Efforts to reduce school funds in order to increase pensions and relief\nrepresent an unwillingness to face the just claims of the state on the income\nof the people. This country can afford to pay for schools and also for the\nrelief of destitution. Education must not attack relief but must join in the\nefforts to remove the conditions that create the need for relief.\n2. Tax pressure groups striking at the schools should be faced squarely\nwith sound facts and able service. Their claims should be analyzed, and\nrefuted when incorrect; their sources of support should be reported to the\npublic. Their efforts to undermine public confidence in education, thru\nridicule and unfounded charges of subversive teaching, represent a menace\nto American democracy.\n3. No defense program can be truly effective that does not provide a\nfull measure of support for public education. Dangers exist against which\nguns and soldiers cannot protect us. To\n\nmeet\n\nthese dangers we\n\nrequire\n\nspiritual and intellectual weapons — faith in the American way of life and\nin the opportunity it offers, clear understanding of the fallacious ideologies\nthat threaten our security, and willingness to make sacrifices in support of\nthe faith to which we are committed.\n4. Action is needed to establish the principle, in both state and local\nadministration, that education has a unique place in the central core of\ngovernmental services that cannot be neglected, no matter what financial\nor political emergency may exist. Educators and laymen who make this\nclaim for the rights of the schools have also the special duty for developing\nsound practices in fiscal management.\n5. The schools have nothing to fear and much\n\nto gain from the fullest\n\nmeasure of public scrutiny of school budgets and expenditures. Democratic\ncooperation in building school budgets and full opportunity for public\ndiscussion of budget provisions will serve to protect and expand school\nsupport rather than to endanger it.\n6. Provisions should be made to guard against loss of state and local\nschool funds. Attention should be given to the sound management of perma¬\nnent school funds, safety of school depositories, interest on deposits, rever¬\nsion of unexpended balances, prompt delivery of school tax receipts, income\nfrom special local taxes and fees, and similar provisions in the handling\nof school money.\n7. Constructive economy should be used in the expenditure of all school\nfunds; no waste or useless expenditure should be tolerated. Every dollar\nvoted for schools should produce one hundred\nservice to the community.\n\ncents’ worth\n\nof educational\n\n"}
{"page": 103, "printed_page": null, "text": "National\n\nExtending\n\n99\n\nSeminars\n\nState Support\n\nand Federal\n\nAid\n\nState constitutions, statutes, and judicial decisions have affirmed in\nalmost every state the principle of state responsibility for school support.\nUntil this principle is recognized in actual fiscal practice the equality of\neducational opportunity that should be the birthright of every American\nchild cannot be assured, because school budgets will lack the stability and\nprotection that a sound plan of state school finance would provide. Recent\nyears have seen the cities growing richer and the rural areas growing poorer,\nthus increasing the need for statewide programs to equalize the cost of\neducation.\nOn a national scale, differences exist among states in their ability to\nsupport schools and general government. Some states could not provide\nadequate schools for all their children even if total tax revenues from all\nstate and local sources were used for schools. Only thru federal aid could\nthese states finance a defensible program of education.\nThe need for federal aid is becoming more acute each year. Altho the\nfederal government does not give aid for general education it has provided\naid for other purposes in such manner as to increase the difficulty of pro¬\ntecting school funds. The availability of large federal grants for social\nsecurity programs, to be matched by state funds, has led many states to\nspend large amounts of money in order to secure the federal grants, even\ntho such spending made it harder to maintain schools and other sendees\nfor which federal aid is lacking.\n1. Every\n\nstate should\n\ndischarge its responsibility of guaranteeing\n\na\n\nminimum program -of schooling for all its children. This program should\nbe financed with local, county, and state funds, the local funds represent¬\ning a uniform effort by all local districts, the state funds representing the\ndifference between the amount raised locally by a reasonable effort and the\ntotal cost of the program.\n2. State responsibility in school support should protect every child in\nhis right to the minimum school program but should not limit in any way\nthe initiative of local districts to exceed the minimum in adaptation to\ncommunity needs.\n3. Unceasing efforts should be made to broaden the base of taxation and\nto improve the plan of tax administration so that every form of wealth\nand income may contribute to the costs of government in proportion to\nability to pay. Laws that set rigid over-all limitations on property tax rates,\nthus denying local initiative in meeting local needs, should be opposed\nand repealed.\n4. Equalization of a minimum school program on a statewide basis is\nmade difficult and costly where small units of administration exist. Local\nschool units should be large enough so as to provide without extravagance\nfor complete programs of elementary and secondary schools, operating with\nthe aid of trained professional local leadership.\n5. The schools stand ready and willing to cooperate in the national\ndefense program. It is strongly urged that school authorities be given\n\n"}
{"page": 104, "printed_page": null, "text": "100\n\nNational\n\nEducation\n\nAssociation\n\nresponsibility for administering defense funds for activities that require\nthe use of school facilities.\n6. The nation’s urgent need for a competent citizenship makes it impera¬\ntive that federal aid for education be provided as a basis for equalizing\na minimum of educational opportunity for all children. Such aid should be\ngranted without federal control over state and local educational policies.\nNATIONAL\n\nSEMINAR\n\nON\n\nWELL-BEING\nFREDERICK\n\nM.\n\nHUNTER,\n\nG.\n\nCARR,\n\nIN\n\nOUR\n\nCHANCELLOR,\n\nEDUCATION,\nWILLIAM\n\nEDUCATION\n\nWASHINGTON,\n\nMilwaukee,\n\nSTATE\n\nORE.,\n\nCHAIRMAN\n\nEDUCATIONAL\nD.\n\nECONOMIC\n\nDEMOCRACY\n\nOREGON\n\nEUGENE,\n\nSECRETARY,\n\nAND\n\nSYSTEM\n\nPOLICIES\n\nOF\n\nHIGHER\n\nCOMMISSION,\n\nC., COORDINATOR\n\nWisconsin,\n\nJuly 1-3, 1940\n\nThe National Seminar on Education for Economic Well-Being in Our\nDemocracy was an attempt to secure group consideration of the relation¬\nship between the system of universal education in this country and the\neconomic efficiency and well-being of the American\nmade extensive use of the report of the Educational\nEducation\n\nand Economic\n\ning summary\n\nTV ell-Being in American\n\nand program\n\npeople. The seminar\nPolicies Commission,\n\nDemocracy.\n\nThe\n\nfollow¬\n\nof action were presented by the officers of the\n\nseminar in its report to the convention as a whole and to the Representa¬\ntive Assembly. Members of the seminar agreed to follow up the program\nin their respective states.\n\nSummary\n\n1. Education for 150 years has been a major\nwealth of the nation.\n\nfactor in creating the\n\nNote: American people have created the greatest wealth and the highest standard\nthe world knows or has ever known. For 130,000,000 persons (6 percent of the\nworld’s population) they have accumulated 54 percent of the goods and services\nwhich is the true wealth of the world. Great natural resources, superior human stock,\nthe untrammelled freedom to learn, and the unlimited dissemination of knowledge\nhave been the major instrumentalities in this stupendous achievement.\n\n2. Education for all the youth of the nation up to their capacity to assim¬\nilate and use it would increase the productive power of the people manyfold.\nNote: The highest economic authorities hold that at no time has the productive\nmachinery of the country been taxed to over 80 percent of its full capacity. The\nenhancement of the productive power of labor, management, invested capital, and\nnatural resources thru a full use of the presentday available scientific knowledge\nwould without doubt increase the highest recorded income of the people of the\nUnited States (approximately $90,000,000,000) by 75 percent.\n“We need economic progress compatible with the richness of our resources — the\ntechnical power put in our hands by scientific knowledge, and the labor power of a\ncapable working force, most of whom want to give their labor steadily and effec¬\ntively in order that they may win the means to more ample living. We need eco¬\nnomic progress that includes all our people, the unskilled laborer as well as the\nmaster of a trade, farmers as well as townsmen, those seeking to develop a new\nbusiness as well as those entrenched in an old one.\n\n"}
{"page": 105, "printed_page": null, "text": "National\n\n101\n\nSeminars\n\n‘‘The accumulated knowledge resulting from modern scientific and technical dis¬\ncoveries is so great that were it rapidly and continuously applied to the improve¬\nment of productive processes, we could have a rate of industrial advancement and\nattain\n\na level of production\n\nthat has been\n\nknown\n\nto the promotion\n\nin the not distant\n\nin the past. The\n\nof ever\n\nmore\n\nfuture\n\nproblem\n\nthat would\n\nis to create\n\nrapid technological\n\nadvances.”\n\ndwarf\n\nanything\n\nthe conditions\n\nessential\n\n(Harold\n\nG. Moulton.)\n\n3. Highest levels of culture and consequent better standards of living\nmay be increased indefinitely by universal education.\nNote : In the monograph\n\nof the Educational\n\nPolicies Commission,\n\nEconomic fVell-Being in American Democracy, the findings and\nhighest economic authorities are mustered to support this view.\n\nEducation\n\nconclusions\n\nand\n\nof the\n\n4. The power of the American people to consume can be increased greatly\nbv the spread of economic knowledge and an increased general level of\nintelligence.\nNote:\n\nIn good\n\nyears\n\nthe American\n\nten billion for clothing, and\n\ntwelve\n\npeople\n\nspend\n\nto eighteen\n\ntwenty\n\nbillion dollars\n\nbillion for shelter and\n\nfor food,\n\nhousing.\n\nIn¬\n\ncreased demands by use of scientific consumer knowledge and methods of distri¬\nbution making use of presentday available information could increase this power\nof consumption\n\nmany\n\npercent.\n\n5. Eradication of economic illiteracy would provide a resource of savings\nfor the American people amounting to billions of dollars.\nNote:\n\nThe\n\nwastes\n\nof the people\n\nof America,\n\nbecause\n\nof the lack\n\nof adequate\n\ninformation, the trend to follow ‘‘quack” economic remedies, and the use of spurious\nand false methods of economy cost our people very dearly. A full program of educa¬\ntion would greatly reduce these wastes.\n\n6. Our crime bill of fifteen billion dollars would be greatly lowered and\nmany billions turned into usable wealth for universal improvement of the\nstandards of living if a full public understanding\nmatter of public knowledge.\n\nA\n\nProgram Whereby\nMaximum Economic\n\nof this problem were\n\na\n\nthe American People May Secure the\nReturn from the System of Education\n\nHow can the necessary changes in our educational system be brought\nabout so that its economic advantages may most fully enrich the lives of the\nAmerican people? This is essentially a problem\nfor teachers and of public relations.\n\nof professional education\n\nWe begin with the reasonable observation that no program of socio-eco¬\nnomic education can be advanced unless the teachers are well informed.\nThe nature of our socio-economic progress is such that college education of\nteachers cannot by itself insure adequate understanding of the problems,\nfor they are ever changing. This absolutely necessitates professional organi¬\nzation for currently informing the profession regarding the changing scene.\nProfessional magazines afford the first medium for this service. Many of\nthem must be revitalized and redirected in this respect. Provisions must be\nmade\n\nlocally for the proper study and professional consideration of their\n\ncontents. Many\n\nteachers’ organizations are in position locally, in the state,\n\n"}
{"page": 106, "printed_page": null, "text": "102\n\nNational\n\nEducation\n\nAssociation\n\nregionally, and nationally to prompt surveys and studies dealing with the\nproblems of economic, social, and educational adjustments. Experience in\nsuch ventures might very well constitute a valuable means of currently\ninforming teachers and others regarding these problems.\nIf we experience misunderstanding and opposition from chambers of\ncommerce, manufacturers’ associations, and taxpayers’ leagues, it is all the\nmore essential that we meet with these groups in free and frank discussions\nof the problems indicated. We shall be unable to meet with them unless we\nare well informed and have gathered about us civic leaders who will assist\nus effectively in this effort — an effort which is not a selfish professional\nproject but which is one of tremendous concern to the life of the American\ndemocracy.\nThe\n\nfirst step in the program,\n\nthen, is the inclusion of better and more\n\nsociology and economics in the curriculum of the teacher-training institu¬\ntions so that teachers will be better able to understand the problems of\nsociety. Our\n\ncollege courses should contain a more\n\ncomprehensive\n\nprogram\n\nof the needs of society and education’s effect on society, and the years of\ntraining should be increased.\nThere are a million teachers in service today and many avenues open to\nachieve a program that would eradicate economic illiteracy among us —\npublications, vitalized faculty meetings, conferences, committee study, local\nsurveys made and findings publicized, extension courses, and the leadership\nof the administration in the school systems.\nThe administrative staff in every community is qualified to speak with\nauthority about conditions in that community. Data have been compiled on\nthe costs of education, but have those data ever been interpreted in terms\nof the economic benefits derived from that education by the community?\nThe program whereby the American people may secure the economically\ngreatest returns from the system of education may be epitomized in the\nfollowing specific recommendations:\n1. Remove youth from the labor market\nyears, at least, in every state.\n2. Encourage\n\nby fixing a school-leaving\n\nqualified youth, by scholarships\n\nand\n\nother\n\nforms\n\nage of sixteen\n\nof assistance,\n\nto\n\ncontinue their education beyond the legal school-leaving age. The basis for pro¬\nviding this extended schooling at public expense should be the competence of the\nstudent rather than his social or economic status.\n3. Make\nand\n\ngood\n\nfederal\n\non the claim\n\nfunds\n\nthat America\n\nfor lessening\n\n4. Provide education to make\nagement of his income.\n5. Provide\nresources.\n\neducation\n\nof equal opportunity\n\nby state\n\ninequalities of education.\nthe consumer\n\nfor the conservation\n\n6. Develop the vitality and\nhealth education.\n\nis a land\n\nstamina\n\nintelligent and\nand\n\nwise\n\nof the people\n\nuse\n\neffective in the man¬\n\nof the nation’s\n\nby a continuing\n\nnatural\n\nprogram\n\n7. Develop local, state, and national vocational guidance services and\ntion to assist all youths and adults in the choice of their occupations.\n\nof\n\ninforma¬\n\n8. Strengthen vocational education by providing adequate equipment, personnel,\nand funds for this purpose. Special vocational education in industries related to the\nnational defense\ntional agencies.\n\nshould\n\nbe financed\n\nand\n\nadministered\n\nthru\n\nthe established\n\neduca¬\n\n"}
{"page": 107, "printed_page": null, "text": "National\n\n9. Provide vocational retraining,\naccident, or technological changes.\n\n103\n\nSeminars\n\nas necessary,\n\nfor workers\n\ndisplaced\n\n10. Remove economic illiteracy by encouraging the study and\nnomic conditions and issues in schools, colleges, and adult classes.\n\nby illness,\n\ndiscussion\n\nof eco¬\n\n11. Help citizens to understand that under democratic institutions of popular\ngovernment taxation is a method whereby the people, acting as a whole and each\nin accordance with his wealth and ability, purchase for themselves certain goods\nand\n\nservices\n\nwhich,\n\nacting individually,\n\nthey could\n\nnot possibly\n\nenjoy.\n\nThis seminar report, in brief, is a proposal for continuing that brave ex¬\nperiment in democracy which was launched on this continent a century\nand a half ago. Then it required courage, vision, faith, and resolute action\nfor a few million farmers and other Colonists to found a republic on the\nfar edge of a hostile world. Today it requires of us the same qualities to\nperfect a system of free and universal education appropriate to the economic\nneeds of the people of the United States.\nNATIONAL\nSEMINAR\nON BUILDING\nSTRONGER\nPROFESSIONAL\nORGANIZATIONS\nWILLIE\n\nA.\n\nLAWSON,\n\nEXECUTIVE\n\nCIATION,\nCHARL\n\nORMOND\nCATION\n\nLITTLE\n\nWILLIAMS,\n\nASSOCIATION,\n\nNational Seminar\n\nROCK,\n\nDIRECTOR\n\nMilwaukee,\n\nThe\n\nSECRETARY,\nARK.,\n\nOF\n\nEDUCATION\n\nASSO¬\n\nNATIONAL\n\nEDU¬\n\nCHAIRMAN\n\nFIELD\n\nWASHINGTON,\n\nWisconsin,\n\nARKANSAS\n\nSERVICE,\n\nD. C., COORDINATOR\n\nJuly 1-3, 1940\n\non Building Stronger Professional Organizations\n\nmet for two hours on the afternoons of July 1, 2, and 3, 1940. Forty-three\nstates were represented in this group. Thirty-six states were represented\nall three days, six states for two days, and one state for one day. Five\nstates were not represented at all. The group was about equally divided\nbetween men and women. No set speeches were made.\nEach afternoon the chairman introduced the general topic and presented\nan associate chairman who laid down some principles for discussion.\nOn\n\nthe first day John E. Brewton,\n\nsubstituting for Doak\n\nS. Campbell,\n\nboth of Peabody College, spoke briefly on the theme for that day — \"Profes¬\nsional Attitudes, the Foundation of Professional Organizations/’ As a\nresult of his presentation and the general discussion that followed, the\nseminar reached the following general conclusions:\n1. Professional attitudes of teachers should be developed\nperiod of training for the profession.\n\nduring the\n\n2. Faculties of teacher-education institutions, both by precept and\nexample, play a major part in the development of these attitudes.\n3. Plans should be formulated for the participation of students in\nteacher-education institutions, in the activities of professional organiza¬\ntions, particularly local and state. (By show of hands, 1/ states indicated\nthat plans were in operation looking to this end.)\n\n"}
{"page": 108, "printed_page": null, "text": "104\n\nNational\n\nEducation\n\nAssociation\n\n4. State education associations should work\nwhich educate teachers.\n\nclosely with the institutions\n\n5. In order to raise the status of the teaching profession, increasing\nattention should be paid to the selection of those who would enter its ranks.\n6. Short courses should be developed which would give teachers in train¬\ning a knowledge of the philosophy and technic underlying professional\norganizations; and, in addition, the publications of professional organiza¬\ntions should be widely used during the period of training.\n7. In the discussion as to requirements for membership in professional\n\norganizations, it was\n\nagreed that professional organizations would\n\naccept\n\nfor membership those persons whom the state licensed to teach, but they\nshould work in season and out to raise requirements for entrance into the\nteaching profession where they are low, thereby raising the standards of\nthe professional organizations.\nIn his opening remarks, Mr. Brewton spoke with pride of the fact that\nin 1938 Peabody College had pioneered in cooperation with the Tennessee\nEducation Association and the National Education Association in devel¬\noping the first Institute on Professional Relations. Fifty similar institutes\nwill be held this summer in as many colleges and universities in twenty-six\nstates, from Oregon to Vermont and from Arizona to South Carolina.\nThese institutes were referred to on the two succeeding days, and it was\nthe consensus of the seminar that here was an excellent plan for the\nbeginning of cooperation of the professional organizations with teachereducation institutions.\nOn\n\nthe second day, Reuben\n\nT. Shaw, chairman\n\nAffiliated Associations of the National\n\nEducation\n\nof the Committee\n\non\n\nAssociation, led the dis¬\n\ncussion on the “Purpose and Extent of Organization within the Profes¬\nsion.” The question as to what extent the major purpose of a professional\norganization includes both educational service and promotion of teacher\nwelfare brought forth animated discussion. One member spoke as follows:\n“I am forced to confess that we are more or less selfish in working for the\ninterest of the teachers. Any time there is a meeting on salaries we always\nhave a crowd, but when welfare of children is discussed there are very\nfew in attendance.” Another member made this contribution: “I find that\nit is well for the teaching profession to be just as interested in the welfare\nof the child as in the welfare of the teacher. Our aim is the improvement\nof our children as well as the improvement of the teaching profession.”\nStill another spoke as follows: “I was alarmed when I became an officer\nof the education association in my state as to the extent that teachers are\nnot definitely concerned\n\nabout those problems that are outside that very\n\nnarrow field — problems such as tenure. It seems to me that we as teachers\nmust become interested in the problems of other organizations so far as\nlegislation is concerned.”\nThe seminar, in placing emphasis thus on public service, did not suggest\nthat loyal efforts toward better salaries, tenure, retirement, and other teacher\nbenefits be diminished. Instead, the seminar recommended that such efforts\n\n"}
{"page": 109, "printed_page": null, "text": "National\n\nSeminars\n\n105\n\nbe increased, believing that a profession cannot be evolved in poverty, and\nthat by giving the teacher a more secure place in society public welfare\nis served.\nThe seminar was of the opinion that true organization will be achieved\nonly thru member participation developed to a high degree. It advised\nwholeheartedly the procedure of putting the membership to work thru\ncommittees, departments, and group conferences. Membership in the pro¬\nfessional organizations would not only be increased but professional atti¬\ntudes, understanding, and cooperative work toward common goals would\nbe strengthened by increased services and personal contacts in the field thru\ndirected conferences, discussions, and Institutes on Professional Relations.\nOn\n\nthe third day, W.\n\nP. King, executive secretary of the Kentucky\n\nEducation Association, led the discussion on “Working Relationships of\nLocal, State, and National Professional Organizations.” The first question\nraised was in regard to the basic principles for effective cooperation among\nprofessional organizations. He proposed as an aqswer, “Smooth working\nmachinery for integration of effort between the state association and the\nnational association, between the local association and the state association.”\nOne member suggested that if the machinery runs too smoothly, organi¬\nzations may stand still, intimating that a little jar now and then might\nbe a wholesome sign of growth and activity. Another member proposed\n“that one of the basic principles for cooperation is a common interest and\nthat cooperation is not possible without common interest. The machinery\nwhich is set up should be such that it would permit of cooperation.” He\nfurther proposed that another principle that would lead to cooperative\neffort is a complete understanding\nThe seminar agreed that :\n\nof the purposes of the organization.\n\n1. Cooperation and better working relationships of local, state, and\nnational professional organizations are highly essential.\n2. Basic principles for effective cooperation include understanding of\nmutual problems and aims, correlation and, where necessary, reorganization\nof activities.\n3. Respective programs and policies of local, state, and national organi¬\nzations should originate from democratic cooperative conferences, thereby\neliminating wasted effort and inefficient procedure.\n4. A study of the functions of the local, state, and national association\nwould be extremely helpful. Each of these associations has a special field\nin which to work and can do that work better than any other group. If\nteachers as a whole understood these functions, misunderstanding would\nbe eliminated and cooperative effort more easily attained.\n5. The National Education Association is rendering a valuable service\nto the local and state associations thru the Journal , which reaches every\nmember; the Research Bulletins, on such questions as salaries, tenure,\nretirement, academic freedom, and equal opportunity; as well as the\nyearbooks, publications, and conferences of its various departments and\nthe reports of its committees. The\n\nwork\n\nof the National Education\n\nAsso-\n\n"}
{"page": 110, "printed_page": null, "text": "106\n\nNational\n\nEducation\n\nAssociation\n\nciation in the held of national and state legislation should be strengthened,\nand cooperation with state associations and colleges and universities in\nInstitutes on Professional Relations should be continued.\nThe seminar expressed its appreciation of the participation of members\nof the headquarters staff in the work of other organizations. Members of\nthe seminar gave concrete examples of the benefits derived from such par¬\nticipation in their respective states.\nThe vexing question was raised as to whether it would not be better\nto have the local associations affiliated with the states and thru the states\nwith the national, rather than affiliate directly with the national association.\nThere was not time for prolonged discussion on this point but enough was\nsaid to show that some members of the seminar believe that a better organic\nrelationship can be worked out.\nThe members of the seminar were\n\nenthusiastic in their appreciation of\nthe privilege of serving professional organizations thru this technic and\nreadily responded to the' proposal of the chairman that a similar seminar\non a subject relating to the question of building stronger professional\norganizations be held in each of the forty-eight states during the time\nof their annual conventions. The members further suggested that national\nseminars be continued and developed in the National Education Associa¬\ntion in the years ahead. This is probably the first time in the history of\nthe National Education Association that six hours of intensive thinking,\nspread over three days of a national convention, have been devoted to the\nfundamental problems assigned to each seminar.\nOur group dispersed with courage and hope for the future, and I truly\nbelieve that another milestone in the history of professional organizations\nhas been passed in this country.\n\nMORNING\n\nASSEMBLIES\n\nTuesday,\n\nVisual\nMOTION\nCHARLES\n\nPICTURES\nF.\n\nHOBAN,\n\nJuly 2\n\nAids\n\nin Education\n\nFOR\n\nDEMOCRATIC\n\nJR.,\n\nAMERICAN\n\nWASHINGTON,\n\nAmong\n\nCOUNCIL\n\nEFFICIENCY\nON\n\nEDUCATION,\n\nD. C.\n\nthe efficient instruments at our disposal are the motion picture\n\nand the radio — twentieth century implements of communication which put\nman in touch with ideas and events, people and things, independent of time\nand of space. They are to the constructive processes of education what the\nairplane and tank are to the destructive processes of war and conquest.\n^ et American schools on the whole are still trying to solve their educational\nproblems with an umbrella and a brief case.\nTotalitarian states well know the power of the radio and the motion\npicture and have established complete state control over these two informa-\n\n"}
{"page": 111, "printed_page": null, "text": "Morning\n\ntion and propaganda\n\noutlets. The\n\nAssemblies\n\n107\n\nuse to which the radio and the motion\n\npicture are put by totalitarian states was dramatized effectively in Germany’s\nconquest of Norway.\nThe powers of the motion picture and the radio have no direction of\nthemselves. They are directed by various social agencies. They may be used\nto build or to destroy. But in social construction or destruction, their powers\nof mass communication are unparalleled. As such, therefore, they are instru¬\nments of education and if American education is to become efficient, it\nmust learn to use these media and to use them for social improvement\nand the national good.\nVarious research studies published in the past fifteen years and current\ninvestigations of the American Council on Education are producing a body\nof literature which reveals not only the potentials of motion pictures in\neducation but also some of the ways by which these potentials may be real¬\nized. The power of the motion picture on attitude formation and in the\nstimulation of critical thinking and creative expression is clearly being\nestablished.\nKnowledge derived from the study of motion pictures is a kind of knowl¬\nedge derived out of action, and as such it differs in quality from knowledge\nderived either out of static situations or out of purely verbal representation\nof dynamic situations. It is only logical to believe that knowledge derived\nout of a dynamic situation will be more closely related to active application\nthan knowledge which is derived out of situations less dynamic and less\nreal.\nIt is clearly evident from\n\ndescriptive studies of motion pictures in the\n\ngeneral education curriculum conducted by the American Council on Edu¬\ncation that one of the great powers of the motion picture, used in a pro¬\ngressive educational context, is its ability to motivate activities of all kinds.\nFurthermore,\n\nit is evident that this motive power is a universal one, opera¬\n\ntive not only with bright and virile groups but 'with so-called dull, language\nhandicapped, and retarded groups. Lest educators fear in the motion picture\ntoo great and too easy a substitute for reading experience, let it be said\nthat available evidence indicates that motion pictures have the opposite effect.\nBy building a meaningful background of experience, they serve as a neces¬\nsary base for the development of abstract reading skills.\nWhat a student must do in studying a motion picture is to analyze\nthe activity represented in the picture as he should analyze this activity\nin a real life situation. The kinds of behaviors he develops in the study\nof motion pictures are closely related to the kinds desirable in real life\nsituations which deal with knowing and doing. Mere use of motion pictures\nas such does not, therefore, necessarily improve educational efficiency. To be\neducationally effective, motion pictures must be used with clarity of purpose ;\nthey must be related to a series of activities preceding and following their\nexhibition ; they must be organized in terms of educational purpose and in\nterms of the mental maturity of the students ; and there must be opportunity\nfor follow-up activities which extend the concepts and appreciations which\nmotion pictures serve to build.\n\n"}
{"page": 112, "printed_page": null, "text": "108\n\nNational\n\nThis means\n\nEducation\n\nAssociation\n\nthat educators must, more\n\nmotion pictures are curriculum\n\nthan ever before, realize that\n\nmaterials, that they are a medium\n\nof com¬\n\nmunication essentially different from verbal materials, and that they in¬\nvolve the use of electrical and mechanical equipment in the classroom.\nWhile the principles of good teaching apply to teaching with motion pic¬\ntures as with all instructional materials, the circumstances of their applica¬\ntion are somewhat unique and educators must learn to know and to use\nthis pictorial medium in its full potentials. They must learn to discriminate\nbetween good and poor educational motion pictures and not be satisfied with\nmediocre films merely because these films are more interesting and more\nexciting than the poor textbooks, lectures, and technics otherwise available.\nTHE\nALVIN\n\nROBERTS,\n\nSCHOOL\n\nJOURNEY\n\nMOVEMENT\n\nPRINCIPAL,\n\nHAW\n\nCREEK\n\nTOWNSHIP\n\nGILSON,\n\nILL.\n\nHIGH\n\nSCHOOL,\n\nAs a result of the growing interest in field tours, a meeting was called at\nthe meeting of the American Association of School Administrators in St.\nLouis. Those present elected a committee to study ways and means of\nfurthering this movement. Since the field tour is one of the most valuable\nvisual aids, and since the majority of those present were opposed to the\nformation of a new department, the committee has affected an affiliation\nwith the Department\n\nof Visual Instruction. Beginning in September, Edu¬\n\ncational Screen will carry a page given over entirely to the field tour. It is\n\nthe hope and aim of the committee that the material carried in this maga¬\nzine will be helpful to those who are interested in using the school journey\nas a teaching aid.\nBefore discussing the program in our community, I will describe our\nschool and its setting. The Haw Creek Township High School is located\nat Gilson, Illinois, ten miles from\n\nGalesburg\n\nand forty-five miles from\n\nPeoria. Ninety-five percent of our students are from the farms or villages\nsurrounding this community.\nOur program was inaugurated seven years ago when the board bought\nbuses for the transportation of students to and from school. The board also\nagreed to make the buses available to instructors who wished to use them\nin connection with field work. Hence, one of our greatest problems, that of\ntransportation, was solved. Briefly, our program is divided into two parts:\n1. One-dav tours carried on during the regular school year.\nRange from two or three hours to a full day of twelve to eighteen\nIn September\nEquitable\nTotal\nArea\n\nall tours will be made\n\ndistribution\n\nin various\n\nAll tours\n2. One\nterm.\n\non school days.\n\ngrade\n\nlevels and\n\nsubjects.\n\nnumber from twenty to twenty-five per year.\ncovered: Davenport, Keokuk, Nauvoo, Quincjq\n\nSpringfield, Starved\nPeoria were made.\nare conducted\n\nextensive\n\nRock,\n\nand\n\nChicago.\n\nby the instructor\n\ntour of from\n\nhours.\n\neight to twelve\n\nSeveral\n\nHannibal,\n\nSt. Louis,\n\ntrips to Galesburg\n\nand\n\nof the subject in question.\ndays is made\n\nat the end of the school\n\n"}
{"page": 113, "printed_page": null, "text": "109\n\nOpen\n\nto all freshmen,\n\nthe course\nmust\n\nMorning\n\nAssemblies\n\nsophomores,\n\njuniors, and\n\nin field history at the opening\n\ncomplete\n\nall work\n\nassigned\n\nseniors. All must\n\nof the second\n\nin order\n\nregister for\n\nsemester.\n\nStudents\n\nto be eligible for the tour.\n\nFollow-up activities.\nIllustrated lectures.\n\nSome of the major problems are:\n1. Place\n\nin whole\n\neducational\n\n(a) Background\n(b) Contribute\n\nprogram\n\nof real experience\nas much\n\nfor our\n\nas possible to our\n\nstudents\nvocational\n\nguidance\n\nplan.\n\n2. Sell the idea to the community.\n3. Develop\n\nproper\n\n4. Definitely\nschool.\n\nteaching\n\ntie up\n\ntechnics so students\n\nmaterial\n\nstudied\n\nFactors favoring the further development\n1. Good\n\nwill get maximum\n\nin the field with\n\nthe work\n\nvalue\nwe\n\nfrom\n\ntrip.\n\nare doing\n\nof the field tour movement\n\nin\n\nare:\n\nhighways.\n\n2. Rapid\n\nand\n\n3. More\n\nfavorable\n\ncheap\n\n4. Cooperation\n\ntransportation.\nattitude\n\non\n\nthe part of parents.\n\nof private\n\nand\n\npublic concerns\n\nvisited.\n\nIn view of the interest expressed both by administrators and instructors,\nand in addition the factors favoring further development of this movement,\nI am looking forward to the time when the field tour will be a part of the\neducational program in the large majority of the schools of our nation.\n\nThe\n\nTeacher\n\nand\n\nEducational\n\nThis session, presided over by J. B. Edmonson,\nUniversity of Michigan, Ann\nPolicies Commission,\n\nWORK\n\nHOWARD\n\nArbor, Michigan;\n\nPolicies Commission,\n\nCan Teachers Take\n\nThe\nTHE\n\nY.\n\nOF\nMC\n\nand member,\n\nEducational\n\nFuture\n\nBelongs\n\nTHE\n\nAMERICAN\n\nCLUSKY,\n\nASSOCIATE\n\nthe youth of America\n\nfollowed by a panel discus¬\n\nPart in Forming\n\nCOMMISSION,\n\nWhat\n\ndean, School of Education,\n\nwas devoted to ten-minute reviews of recent publica¬\n\ntions of the Educational\nsion, “How\n\nPolicy\n\nEducational\n\nPolicies?”\n\nto Youth\nYOUTH\n\nDIRECTOR,\n\nWASHINGTON,\n\nCOMMISSION\nAMERICAN\n\nYOUTH\n\nD. C.\n\nthink and do is of supreme importance\n\nto\n\nall of us. We want them to uphold and strengthen our democracy — but\nwe will have to show them and give them a democracy that works. We\nwant them to look to the future with courage and hope and spiritual\nstrength, but we must show them a real future that offers something to\nwork for and believe in. If we fail them, we take the consequences. In other\ncountries, confused and bewildered youth have furnished the ready material\nfor vast antidemocratic movements, in which young and old have sold their\nfundamental rights for a mess of pottage. Without exception the dictators\nof Europe have risen to power upon the shoulders of bewildered youth.\n\n"}
{"page": 114, "printed_page": null, "text": "110\n\nNational\n\nEducation\n\nAssociation\n\nIn this country we believe that human personality and rights are sacred.\nBut to be true to itself democracy must labor to create the conditions under\nwhich individuals may reach their full human stature. Disheartened and idle\nyouth cannot help but add to the danger of destroying the very things we\nmost want to preserve.\nWe know that the war in Europe will not permanently solve any prob¬\nlems for American young people. And come what may, we agree that\nAmerica must be strong. This means not only military power and arma¬\nments but also genuine internal soundness. In this there is no more impor¬\ntant element than the correction of our glaring deficiencies in employment,\neducation, guidance, and health for youth.\nUnemployment is the major problem. One-third of the unemployed work¬\ners in the L nited States are young people fifteen to twenty-four years of\nage. There are about four million youth out of work and out of school.\nWe have had under way for several years undertakings which have al¬\nready demonstrated ways in which remunerative employment, educational\ntraining, and vocational guidance can be provided thru a single unified\nagency working with youth and enjoying the cooperation of the public\nschools in the public employment offices and other local and national agencies\ninterested in young\n\npeople. In the Civilian Conservation\n\nCorps boys and\n\nyoung men are inducted into what is primarily a work program.\nThe business of offering unemployed youth a combined program of parttime, useful public work and training has been forwarded in thousands of\ncommunities by the National Youth Administration thru its work projects\ndivision as extensively as its limited resources have permitted. Anyone who\nlooks realistically at his own community with an eye for useful public work,\nnow untouched, which could be well done by unemployed youth, knows\nthat this program could not only be continued but also greatly extended,\nand still produce high returns in the form of permanent\nmunity.\nWe\n\nassets to the com¬\n\nshould not forget the importance of the conservation of intelligence.\n\nThe National Youth Administration student aid program is providing parttime work for four hundred thousand school and college students, most of\nwhom would otherwise have to cut their schooling short. Yet there are\nstill many competent and ambitious young people, constituting some of the\nbest material for leadership in the coming generation, who are today denied\neither schooling or an opportunity to work.\nEach year in the United States about 1,750,000 young men and women\noffer their sendees as beginning workers. All young workers have to face\nthe problem of understanding their employment prospects and of attempt¬\ning to make the most of them. Vocational guidance alone will not solve the\nproblem of unemployment. On the contrary, it is clear that while millions\nof mature workers are unemployed, no program confined to advice and\ntraining will greatly increase the number of youth in paid jobs. But guid¬\nance can have major values in facilitating a proper distribution and flow\nof young workers into the various occupations.\n\n"}
{"page": 115, "printed_page": null, "text": "Morning\n\n111\n\nAssemblies\n\nFor those large numbers of young people who have little academic incli¬\nnation and less ability to deal with abstract symbols, schools have an im¬\nportant obligation to do their part in bridging the gap between\n\nschool¬\n\nleaving and wage-earning.\nThe curriculum of most secondary schools should be drastically reorgan¬\nized. This is particularly important at a time like this when much of the\nenergy of the nation must be devoted to national defense. Among other\nchanges, the amount of occupational information and training which is\nincluded should be greatly enlarged. Wherever possible, the curriculum\nshould make\n\ndefinite provision for further training connected with the ad¬\n\njustment of youth to the employment\nable.\n\nopportunities that are in fact avail¬\n\nAll pupils need some individual advice in regard to their probable future\noccupation and to desirable courses of study as preparation. Full-time coun¬\nselors are now to be found in fewer than 6 percent of all secondary schools ;\nthe number\n\nshould be increased in larger schools as rapidly as possible, and\n\nsimilar part-time service should be provided in smaller schools.\nThe American Youth Commission does not rest with recommendations\nconcerning guidance. It has studied the basic organization and support of\npublic education in the United States, and makes five important recom¬\nmendations to the American people: (a) The quality of instruction in the\nschools as they now exist can be improved, (b) Thousands of small rural\nschool districts should be merged to form larger and more efficient units of\nschool administration, able to operate good modern schools, (c) Most of the\nstates should extend and increase state financial aid to local schools, and all\nthe states should study and improve the methods of apportioning this state\naid so as to assure that inequalities among districts will be reduced, (d) The\ninequalities among the states themselves are so great that federal aid to the\nstates for general education is necessary and should be begun at once, (e)\nSo many competent but financially handicapped youth are forced to cut their\nschooling short that all feasible means of enabling them to continue in\nschools should be extended.\nHygiene, sanitation, and medical science, including the science of mental\nhygiene, have made\n\nsweeping\n\nadvances\n\nin recent years. They\n\npoint the\n\nway to a happier, stronger, healthier nation. Our job is to apply the knowl¬\nedge we now have. This means bringing modern science, equipment, and\nservices to the whole population. An immediate necessity is an adequate\nhealth program for all children and young people in the schools. The sport\nand athletic programs in the schools should be directed not primarily to the\nathlete but to the whole student body, so that those without special athletic\nability may receive the benefits of regular exercise and wholesome play.\nThe\n\nAmerican\n\nYouth\n\nCommission\n\nbelieves that in most American\n\ncom¬\n\nmunities leadership is available to take the initiative and act when an emer¬\ngency arises. It is confident that when the individual community sees the\npart it should play in meeting the present national emergency\nof youth, responsible community\n\nleadership will come\n\nin the affairs\n\nto the fore.\n\n"}
{"page": 116, "printed_page": null, "text": "112\n\nNational\n\nTHE\nJ. RUSSELL\n\nPROBLEMS\n\nCOOK,\n\nEDUCATION,\n\nEducation\n\nRESEARCH\nFEDERAL\n\nOF\n\nAssociation\n\nYOUTH\n\nASSISTANT\nSECURITY\n\nTO\n\nIN THE\nTHE\n\nAGENCY,\n\nCCC\n\nDIRECTOR\n\nOF\n\nWASHINGTON,\n\nCCC\n\nCAMP\n\nD. C.\n\nThe still prevailing inequality of educational opportunity in a land where\ncompulsory education has long since been accepted as a fundamental part\nof our philosophy has no more startling revelation than in the fact that\nthere are at present in the CCC almost ten thousand young men who can¬\nnot read or write. Since the inception of the Corps, approximately eightythousand young men have had to be taught to read and write. These young\nmen do not come from foreign-born stock, either. They\nof our oldest population groups.\nThe CCC\n\nhas endeavored\n\nto offer to these men\n\nare the offspring\n\nan effective program\n\nfor\n\nremoval of illiteracy as well as for the remedying of deficiencies of those who\nhave not completed grammar school. A special course of study is provided for\nthese men consisting of two subjects — language usage and arithmetic. These\nsubjects are divided into six levels and carry the pupil to approximately the\nlevel of eighth grade in the component units of reading, writing, spelling,\ngrammar, and arithmetic. These enrollees who are qualified are urged to\navail themselves of the opportunity to acquire eighth-grade certificates and\nequivalency certificates, high-school credits and diplomas, and even college\ncredits and diplomas.\nThe cooperation of the public schools and colleges enabled approximately\n7500 men to pursue their training in schools adjacent to the camp during\neach month of the past year. The Corps has exerted every effort to secure\nrecognition for the exceptionally gifted enrollee. During the past year 159\ncolleges granted special scholarships to 564 enrollees. In addition, the CCC\nhas provided recognition to its members thru the issuance of its own\nof awards for work and training accomplished.\n\nsystem\n\nVocational training is considered one of the major objectives of the pro¬\ngram and 49.5 percent of the educational activities are classified as having\nvocational objectives. The great majority of the men have had little, if any,\nvocational training or experience prior to their enrolment in the Corps.\nIt is necessary, therefore, to train the men for the jobs which they are called\nupon to perform in the camps, and to train them for jobs which they may\nsecure upon their discharge from the CCC.\nJob training is an important part of the educational and training pro¬\ngram. The Army needs clerks, cooks, mess stewards, camp exchange and\nsupply clerks, truck drivers, and general handy men to work in the mainten¬\nance of the camp itself. On the work projects, the technical services need\nworkers for about sixty major types of work projects, such as road construc¬\ntion, forest culture, landscaping, dam and bridge construction, soil conser¬\nvation work, power line and telephone line construction, and public grounds\ndevelopment. In addition to the training on the job carried on during the\neight-hour workday, classes in related subjects are carried on during leisure\ntime.\n\n"}
{"page": 117, "printed_page": null, "text": "Morning\n\nAssemblies\n\n113\n\nMany of the men are interested in securing employment in jobs in which\nthere is no opportunity to provide experience in the camps. As far as possible\nthe camp officials provide such training for the enrollees. A study made of\nthe vocational curriculum revealed that 249 different vocational subjects\nwere being taught in the camps. However,\nenrolled in twenty-one major courses.\nEducation and training in a CCC camp\n\n71 percent of the men\n\nwere\n\nare not to be thought of in terms\n\nof the average school. Training does not begin at nine o’clock in the morning\nand end at three o’clock in the afternoon. It carries on thruout the twentyfour hours of the day.\nThe company commander, who is responsible for the administration of the\nprogram in the camp, is assisted by a staff officer, the camp educational\nadviser, and the camp project superintendent. These three officials form\nthe camp Committee on Education.\nThe camp program is guidance centered. Guidance begins with the selec¬\ntion of the enrollee, follows him thru all the activities of camp life, and\nfinally attempts to adjust him to his home community after his discharge.\nThe steps of the CCC guidance program may be outlined as: (a) selection,\nwhereby the selection agents in the home community of the boy seek to\nchoose the boy to whom the CCC can contribute most and who can contrib¬\nute most to the Corps; (b) orientation, whereby the camp officials seek to\naid the new enrollee to adjust himself successfully to the camp environment ;\n(c) counseling, whereby the supervisory personnel of the camp seeks to aid\nthe enrollee in establishing for himself a proper vocational objective and a\nrelated educational objective; (d) assignment, whereby the supervisory per¬\nsonnel of the camp assigns to the boy camp tasks most appropriate to his abil¬\nities and objectives; (e) evaluation, whereby frequent check is made of the\nprogress of the enrollee and reassignment made where necessary; and (f)\nplacement and follow-up, whereby aid is given the enrollee in seeking a posi¬\ntion after his discharge which will capitalize upon his training and expe¬\nrience in the Corps.\nThe gains which the CCC provides which aim to contribute to the better¬\nment of the individual as a member of the civic body may be grouped under\neight general headings: health, work habits, skills, discipline, personal ap¬\npearance, tolerance, family support, and self-reliance.\nIt is the purpose of the Civilian Conservation Corps to enable its mem¬\nbers who return to life among their fellows to carry their share of respon¬\nsibility for making this, our country, now a better place in which to live\nand for aiding us who are responsible to consign to them a future which\nthey will cherish and be willing to defend.\nThe part which organized education plays as the channel thru which is\npassed the body and content of accumulated knowledge of all time into the\nminds of the young is the concern of all of us. It is the privilege of the\nCivilian Conservation Corps to have been a part of organized education for\na brief space of seven years. In those seven years more than 2,600,000 outof-school and past-school age young men have been enabled to take advan¬\ntage of the work-training program of the Corps.\n\n"}
{"page": 118, "printed_page": null, "text": "114\n\nNational\n\nPROBLEMS\nOSCAR\n\nGRANGER,\n\nSCHOOL\n\nEducation\n\nFACING\n\nPRESIDENT,\n\nprincipals;\nHIGH\n\nand\n\nAssociation\n\nHIGH-SCHOOL\n\nNATIONAL\n\nASSOCIATION\n\nprincipal,\n\nSCHOOL,\n\nUPPER\n\nYOUTH\n\nhaverford\n\nDARBY,\n\nOF\n\nSECONDARY-\n\ntownship\n\nPA.\n\nIt is necessary first to see the secondary school in its total relation to Ameri¬\ncan life. Just as the elementary school of a generation or so ago took over\nfrom the home the responsibility of teaching the three R’s, so today the\nsecondary school is taking over the responsibility of training all youth to\ntake over duties in adult society. Adolescent youth has at all stages in\nhuman progress been guided by its elders to fit into the social and economic\nlife of its people. Parents in the homes of yesterday did this work which\nis now expected of the secondary school. Today the home is inadequate\nto do the type of training needed for our rapidly changing social order and\nthus we have the need for all youth — not just for college preparation and\nfor vocational training but for total living in a democratic society. The\nfuture freedom of any free people depends on the ability of the masses.\nDemocracies fail because their leaders do not distribute properly their wealth\nand privileges.\nThe secondary schools of the United States are evolving from a selective\nto a universal school. The conventional academic goals that have constituted\nthe major programs of most secondary schools are unsuited to meet the\nneeds of the new school population and the vocational programs are not\nextensive or flexible enough to occupy the time of this new population from\nthe point where they lose interest in the traditional subjectmatter to the\npoint where they can find a place in adult society.\nWhen we accept these statements we are conscious of a large group in\nour high-school population that is now neglected educationally, for at the\npresent time these pupils are neither persuaded nor forced to be other\nthan indifferent. Teachers must discover the desirable things a pupil can do\nand develop technics and methods of making him want to achieve physical,\nsocial, and economic competency so necessary in our democracy.\nLooking at our typical high school today we see an institution doing satis¬\nfactory training in preparing not more than one out of eight pupils for\nentrance in college. This training has been a recognized function for many\nyears. Both the college preparatory group and the vocational group now\nmake up less than half our high-school population. The educational pro¬\ngram provided for these two groups may be far from perfect, but I think\nwe would leave it as it is and turn our attention to building a program\nfor the other 50 percent — a program that will be challenging and valuable\nand will enlist their serious interest and effort.\nOur first line of attack is the training necessary to fit all youth to take\ntheir places in our social and political life. To do this we must have a\nnew kind of emphasis on social studies. The major social study in the past\nhas been all too often a chronological narration of political happenings.\nWe cannot spend the pupil’s time on ancient history, foreign languages, and\nliterature of another age, and then, near the end of his high-school course,\n\n"}
{"page": 119, "printed_page": null, "text": "Morning\n\nAssemblies\n\n115\n\ntry to give him the necessary training by a course in problems of democracy.\nWhat we must do is to arrange a series of units on social institutions,\ngeared to the developing understanding of youth and dealing with current\naffairs. Each unit should be presented in its historical setting, but the em¬\nphasis should be on the present and the future.\nLet us as a guiding light for training our youth for their tomorrow turn\nthe lights low on decadent Europe and develop interest in the Americas.\n“Youth, Go West” was the guidance program for generations. The Americas\nhave a heritage worth most of the time of our youth and they have a happy\noutlook for the future. Let the social studies indoctrinate for the kind of\nAmerican\n\ncitizenship exhibited by our pioneering fathers.\n\nIn addition to subjectmatter as a means of training youth for social com¬\npetency, there are vast possibilities in the proper control and guidance of\nyouth in the extra-classroom activities. The school should cultivate proper\nattitudes of tolerance and respect among all individuals and between all\ngroups, break down rather than encourage class differences, and make youth\nsee all work on a common plane of service.\nSecond, the economic life in which youth will take part requires that he\nbe willing and able to work with others in the economic process. Work\nexperiences should therefore be a part of the general training of all youth.\nIn this area the schools must organize into some practical scheme the local\ncommunity resources to provide working experiences.\nThe high school as now organized provides some training for occupational\nplacement, but here we are discussing work training experiences for all\nyouth as part of their general education. Our aim in this program is to\nimpress an adolescent youth that work is the most significant human ac¬\ntivity by having him take part in a work program and get the feeling and\nunderstanding that all things most desirable are produced by human energy\nand that it is a social crime not to work. The youth must learn this thru\nexperience, not by reading about work or by watching others, but by taking\nan active part in the actual production.\nThe\n\nthird area of experience where youth will spend much\n\nof his time\n\nis the recreational. Recreation may be divided into two types — what one\ndoes as a participant and what one does as an observer. The secondary\nschool in its program of extracurriculum activities is well on the way to\ntrain youth to a better use of leisure time.\nThe fourth area of training is that of the youth’s physical and mental\nhealth. Help in the solution of a personal problem looms all important in\nthe thinking of youth and is important not only for his actions but also for\nhis attitude toward advice from elders in positions of social responsibility.\nYouth’s challenge to the modern high school is to have more teachers who\ncan be friends and advisers to them and not mere conveyors of subjectmatter.\nA free people must maintain social order by self-will and self-control. To\ntrain such a personality in the school we must observe and guide individual\nbehavior to be sure we are producing a healthy personality who can and will\nplay the game of life according to accepted rules of public health.\n\n"}
{"page": 120, "printed_page": null, "text": "116\n\nNational\n\nYOUTH\nCASPAR\n\nR. ORDAL,\n\nEducation\n\nVIEWS\n\nAssociation\n\nTHE\n\nPRESIDENT,\n\nNATIONAL\n\nOFFICERS,\n\nRIVER\n\nFUTURE\n\nFALLS,\n\nASSOCIATION\n\nOF\n\nSTUDENT\n\nWIS.\n\n^ outh can estimate his future only from the history of the past and\nthe conditions of the present. It is the severity of those conditions which\nimpresses even youth, in spite of its supposed apathy to serious matters,\nwith the directness of the challenge. Everywhere one sees the world weary\nbeneath its burden, groping vainly for a cosmos it does not attain. Even\nwithin the favored borders of America, social, economic, and political con¬\nditions are manifestly far from what they should be. Crime, demonstrating\nthat society has not learned to maintain order within itself, continues to\ncost us billions of dollars a year and degrades the morals of our populace.\nIn the social held, prejudice of race and class is not absent from our Ameri¬\ncan life. In the economic held conditions are no better. At the same time\nthat foodstuffs and materials are decaying for want of consumers, great\nmasses of people still live in poverty and want, unaware or unable to attain\nthe things in life above food and habitation.\nOne of the bitterest lessons that young Americans are forced to learn is\nthat our present society has no need for and cannot use their services. You\ncannot expect anything but disillusion and disintegration when a large part\nof an entire generation grows to maturity without ever realizing the stabil¬\nizing influence of a steady job. It is that generation in Germany which in\ndesperation threw its wholehearted support to naziism as the one possible\npanacea for intolerable conditions.\nPolitically our great democracy is not the well-functioning machine it\nshould be. A great part of our voting citizenry demonstrates an apathy\nwhich is a poor resistant to the virulent ideas of force and tyranny which\ntoday dominate so much of the world.\nThis nation contemplates war, and is busy deciding for what it will fight.\nAmerican youth today is pacifist in nature. It no longer regards war as a\nglorious adventure; neither does it regard war as a desirable career. But\nAmerican youth is not without his ideals, and he is still willing to struggle\ndesperately for the heritage of human liberty which is his, even tho the\npresent portends a future in which, for many, the battlefield will mean the\nend of creative ability. This is a possibility which we hope will not mate¬\nrialize, but it must be realistically faced in order to cope with the situation.\nI do not speak as an authority on social, economic, or political problems,\nbut as a youth portraying youth’s sentiments, inexact as they may be.\nTo youth the future is portentious. Unless a change is effected youth\nmay well belong to the future as automatons, rather than the future be¬\nlonging to youth. But youth is not basically pessimistic, and if I have in¬\nferred that youth fatalistically faces a future without hope, I have con¬\nveyed the wrong impression. Rather, it is that youth today is alert to his\nsurroundings and rejects a visionary optimism unjustified by reason, but he\nlikewise rejects a disintegration of inaction and vacillation. Therefore, he\ndemands that a moral revolution, a new philosophy of cooperation and serv¬\nice, based on the ideals of Christianity, supplant the selfish materialism\n\n"}
{"page": 121, "printed_page": null, "text": "Morning\n\nAssemblies\n\n117\n\nwhich has forced the world into antagonisms and strife. He demands se¬\ncurity, a security which comes only from social, political, and economic\nfreedom. He demands a unity of thought and of action, a democracy wherein\nan individual may truly work for society and society for the individual.\nBut youth is realistic enough to know that all this will come not at a snap\nof the finger but only thru the united determination of an intelligent,\nwell-trained, Christian citizenry, and for that youth turns to his elders.\nHe asks for an education which will do more than develop skilled tech¬\nnicians and professors, an education which will instil a sense of responsi¬\nbility and of service, the essential elements of a successful democracy. We\nneed a more thoro and searching analysis of the problems confronting the\nAmerican people — an analysis carried on in every school system in these\nUnited States. There has been hesitation and unwillingness by many teach¬\ners to handle the so-called controversial issues in their schoolrooms. As a\nresult, many\n\nstudents have remained\n\nunaware\n\nof or poorly prepared to\n\nthoughtfully analyze the problems in government, business, and social re¬\nlationship this nation faces today. We, the American youth, do not want\nto have our ideas handed to us on a platter or crammed down our throats.\nWe do not want the sort of thing that has occurred in Germany, where\nyoung, untutored minds are so fettered by repetitious propaganda that they\nlose the power of individual thought and critical judgment.\nI want to compliment American educators on the magnificent job that has\nbeen done. It has been no easy task to build and maintain the best school\nsystem in the world. But you and I know that movements are afoot that\nseek to cripple the teachers by economic neglect and strangulating restraint.\nWe want full academic freedom for our teachers. And we have the right\nto demand that all teachers exhibit the moral courage to insist on and\nmake use of that academic freedom. We want them to discuss and present\nthe nature, the basis, and the good and bad points of every important move¬\nment that will affect our lives. We can make up our own minds as to what\nis valuable in our present system, and what needs changing. It is their duty\nto present us with all the facts in every case. There are some weak-kneed\nindividuals who say that knowledge of some types must be withheld from\nyouth. That is the stupid counsel of defeatism. Does anyone here fear\nAmerican youth would prefer nazi strong-arm tactics and concentration\ncamps to the American system of civil justice and careful trial? Does any¬\none here fear that American youth would prefer blind obedience to our\nown system of joint counsel and majority vote? If so, their fears are ground¬\nless. But those fears can remain groundless only if our school systems con¬\ntinue their fight against ignorance, hypocrisy, and intolerance.\nWe offer enthusiasm to enter the struggle which has wearied our fathers ;\nwe offer courage to sustain that enthusiasm ; and we offer idealism and\nfresh young intelligence, as yet untainted by the hardships of life, to carry\nout those aims. And lastly, we tender a determined realization of the\nmagnitude of the task confronting us — a realization which too often goes\nunnoticed by adults, for youth is intimidated by age, and afraid to voice\nsentiments which it thinks may engender ridicule. As youth views the future,\nyouth sees and hopes, and it is in that hope that his salvation must lie.\n\n"}
{"page": 122, "printed_page": null, "text": "I IS\n\nNational\n\nUse\nWHAT\n\nof Human\n\nand\n\nIS HAPPENING\n\nCHARLES\n\nH.\n\nJUDD.\n\nEducation\n\nNatural\n\nAssociation\n\nResources\n\nTO OUR HUMAN\nRESOURCES?\nNATIONAL\n\nWASHINGTON,\n\nYOUTH\n\nin Education\nAND\n\nNATURAL\n\nADMINISTRATION,\n\nD. C.\n\nCivilization is the product of the coordinated use of human\nresources. Where\n\nand natural\n\neither type of resource is absent or misused, disastrous\n\nconsequences fallow. Furthermore, the various resources must be present in\nappropriate quantities and must be of the right kind if the most favorable\nresults are to be secured.\nExamples\ngovernmental\n\nci effective use of resources can be cited from the history of\nactivities in which human\n\nintelligence and natural resources\n\nrave teen effectively used. The Department of Agriculture, the National\nBureau or Standards, and the Tennessee Valley Authority furnish striking\nexamples of the coordinated use of human and physical resources.\nIt is not alone thru the study of government that pupils can be let to\nunderstand the importance of human and material resources. The trans¬\nformations that have been made in the world by human invention are among\nthe most inspiring and fascinating subjects of thought that can be brought\nto the attention of learners. It seems almost incredible that schools have not\ndeveloped courses on inventions, architecture, the highways of commerce,\nand the equipment and conduct of modem industries. There are pamphlets\npublished by a number of the great industries describing what they do.\nThese pamphlets are tar more attractive and illuminating than are many\nc: the reading rooks now put into the hands of pupils.\nThe history of commerce is a history of great intercommunication between\npeoples, or production in different parts of the world, and of commodities\nthat vrete exchanged for commodities from other regions. The interdepend¬\nence or civilizations is better taught by a study of the things that one nation\nnzs and another does not have than by any preachment about international\ntheory cr about abstract obligations. The modern\n\nworld at work is a theme\n\nvrbich ought to be incorporated into every curriculum of every grade.\nIt has been proposed that the cooperation of people in government and\nthe achievements of invention be used in the schools to make pupils intelli¬\ngent about the use of human and material resources. This relates to the\nwaste of human resources that results from a lack of intelligent cultivation\nof physical and mental health. There is no asset that should be more highly\nprized by a human being than his ability to use to the maximum\nhis physical and mental energies.\n\nadvantage\n\nTo prevent these vristes there must be added to the habits and knowledge\ntransmitted by the educational system a spirit of enthusiasm, initiative, and\nfearlessness in the face of difficulties. A spirit of defeat which comes from\nfailure is ail too commonly the result of insistence by teachers on standards\nand requirements that are artiffcial and irrational.\n\n"}
{"page": 123, "printed_page": null, "text": "119\nMorning\n\nAssemblies\n\nIt would, of course, be far from just to hold the schools responsible\nfor correcting all the maladjustments that lead to mental unbalance. The\ncommunity organization or lack of organization that permits blighted areas\nin cities makes it impossible for young people to develop in ways that lead\nto wholesome lives. Crime and other forms of maladjusted behavior are no\nless examples of pathology than is tuberculosis. An educational system that\ncultivates well-balanced thinking and well-balanced emotions can do much,\neven if it cannot do everything, necessary to prevent social maladjustments.\nThe dust storms that result from prodigal plowing up of the grasslands\nof the western prairies, the spent coal mines of West Virginia, the stripped\nforest lands of Michigan, the floods of the Ohio, and the competing oil\nwells of southern California are evidences that the American people have\nbeen guilty of a misuse of natural resources. Crime, disease, cut-throat com¬\npetition in business, overproduction in industry, sweatshops, and slums are\nshocking evidences that human resources have been misused.\nThe concept of planning has in recent years gained much attention.\nMany of the states have organized planning boards and there is a national\nboard which is assigned the duty of making studies that will develop ag¬\ngressive policies for future improvements. Even if planning has to be the¬\noretical, it should be made a part of the school program. Still better is\nplanning that is followed by efforts at realization of plans for improvement.\nMuch can be accomplished by encouraging pupils to think constructively\nabout better adjustment of natural resources to human needs.\nThe addition of new materials to the curriculum of schools is feared by\nmany teachers who believe that such additions as are suggested tend to\nbreak down the traditional divisions of subjectmatter. There can be no doubt\nthat important changes in the curriculum will result from the introduction\nof new materials.\nIn times past much\n\nof the coordinating of human\n\nenergies and physical\n\nresources has been effected by the actual manipulation of objects by indi¬\nviduals. \\ oung people used to learn a great deal about nature in the pioneer\ndays by working with nature. Today there is only limited opportunity,\nespecially among the city dwellers, to handle many of the things that must\nbe taken into account if the environment is to serve well the needs of man.\nArgument can be presented for strengthening the curriculum by the addition\nto conventional subjects of school opportunities for the cultivation of skills.\nIntelligence plus skills can make possible a higher achievement on the part\nof an individual than can either intelligence or skill taken by itself.\nDEVELOPING\n\nHUGH\n\nH.\n\nBENNETT,\nMENT\n\nENLIGHTENED\nPUBLIC\nCONSERVATION\nCHIEF,\nOF\n\nSOIL\n\nCONSERVATION\n\nAGRICULTURE,\n\nOPINION\n\nSERVICE,\n\nWASHINGTON,\n\nU.\n\nIN\n\nS. DEPART¬\n\nD. C.\n\nWe have need today for continued action from all available sources to\nassist in correcting or mitigating the economic and social forces which tend\nto impel or encourage physical abuse of the land. When farm income is\n\n"}
{"page": 124, "printed_page": null, "text": "120\n\nNational\n\nEducation\n\nAssociation\n\ndecreased, for example, by a slump in the market price of farm products,\nit may easily lead the farmer to mine his soil in order to achieve by sheer\nvolume of production the necessary income he feels he could not obtain\nunder a diversified, conservation type of farming. In turn, such mining of\nthe soil has hastened erosion, and at the same time contributed to the\naccumulation of crop surpluses. In this way, many farmers eventually come\nto grief — their magic wand that would solve a tough economic problem\nwith a system of farming contrary to common sense and the uncompromising\nways of nature and mathematics becomes an obstacle upon which they\nstumble into a morass of both economic and physical insecurity.\nIncreasing farm tenancy is another cause of soil erosion and consequent\nhuman insecurity. It may be an indirect cause, but it is an effective force\nnevertheless. That tenants and sharecroppers often have little interest in\nthe land or its future is a well-recognized fact. Their interests, because of\ntheir circumstances, are immediate. At the same time it should be noted\nthat attempts to win a livelihood from eroded farms often meet with\nfailure, and the owners of eroded farms may be forced into tenancy.\nBefore there can ever be a complete solution of the physical problems of\nAmerican agriculture, or of a large share of the economic difficulties, there\nwill need to be a more thoro public understanding of the complex interre¬\nlationship of the social and economic forces with the physical. There will\nneed to be an understanding of how efforts to improve social conditions on\nfarms often have definite economic and physical advantages; how economic\nimprovements in agriculture tend to raise the standards of living and of\nhealth in the country and encourage farmers to maintain and improve their\nphysical farm plant ; and how improvements in the physical well-being of\nthe American farm plant provides both a cushion and an insurance to the\nnation against permanently damaging social and economic shocks.\nThere is need for continued and more comprehensive research in the field\nof soil conservation, particularly in the social and economic aspects, and\nin other phases of land use adjustment. Our knowledge of the physical\nmeasures necessary and effective in controlling erosion has outstripped our\nknowledge in the related fields. Social and economic information would be\ninvaluable not only in making a more nearly complete appraisal of the work\nalready accomplished but also as a basis on which future activities may\nproceed more swiftly and surely to desired objectives.\nThere is urgent need for a survey of the land resources of the country,\nto determine accurately, and as soon as possible, their capabilities and limita¬\ntions in use. Only with this information will it be possible to provide a\nphysically, economically, and socially safe and sound basis for the orderly\nexpansion, contraction, or rearrangement of the nation’s producing acres.\nEverywhere people must begin to think in terms of conservation of soil\nand water and of good land use. This is true not only of rural but of urban\npeople. It is true not only of adults but of children. The close relationship\nof agriculture and sound land use to industry and urban life is not vet\nwidely recognized. It is altogether possible and highly desirable that a\nbetter understanding of this relationship be established.\n\n"}
{"page": 125, "printed_page": null, "text": "Morning\n\nAssemblies\n\n121\n\nMore and more the people of the country need to know that proper use\nof soil and water is essential not only to the welfare of our agricultural\nplant but also to the permanence of our urban life, to our forests, wildlife,\nhydro-electric power, irrigation, municipal water supplies, flood control, and\nvirtually every other aspect of our civilization. It is essential, in short, to\nnational security.\nIf present accomplishments are to be permanently effective, the forces of\neducation must rally to the militant support of soil and water conservation.\nIri the schools of the nation, in the public forum, and in the literature of\nour times, conservation must become a byword.\nAltho it may often be overlooked or ignored, agriculture is the founda¬\ntion of every great nation. The capacity to produce the necessary foods and\nfibers for its citizens is a successful nation’s first requisite. Or, lacking the\nactual farm plant to produce these foods and fibers, it must have ready\naccess thru trade channels to an adequate source of these materials. Re¬\ngardless of how the present wars in Europe and Asia end, or even if they\ncontinue for very long, the need for food and fiber must grow increasingly\ngreater. Hungry mouths must be fed, bodies must be clothed, and there\nmust be shelter. Populations moved from their normal work and environ¬\nment to man the machinery of war cannot be forgotten. The alternative\nis degradation, disease, famine, and the obliteration of human\nhuman beings.\n\nvalues and\n\nH ow is this to be done?\nfrom the soil.\n\nmust\n\nIn the final analysis, the answer\n\ncome\n\nWhatever the eventuality, it is no more than good, sound business sense —\nto say nothing of practical humanitarianism — to safeguard and defend our\nsoil resources to the best of our capacity. Whether we need the products\nof our soil resources for our own immediate purposes alone, whether we\nneed them to help the people of other nations, or whether\n\nwe\n\nthink only\n\nof the long-time welfare of the United States as a nation, there is no valid\nargument that can be brought to bear which will show cause why our\nsoil resources should be tampered with, or impaired in any way, by sense¬\nless exploitation.\nDefense of our soil resources is a vital and integral part of American\nnational defense. We now know enough about agriculture and about our\nphysical plant to proceed with reasonable certainty toward an expansion or\ncontraction of production without destroying our agricultural future in\nthe process. To do this, however, requires the sympathetic and concerted\nsupport of the individuals and organized groups of the nation. Without\nthis support, and without a demand from the people for sanity in the treat¬\nment of our basic resources, we can plunge willy-nilly into a downward\nspiral of waste and ruin from which we may never entirely recover.\nDefense of the soil is also a prime essential in the ultimate solution of\na great many of our human problems. Directly or indirectly, every man,\nwoman, and child in the country depends on the soil for existence and\nwell-being. It is the original source of livelihood. Even\n\ntoday, men\n\nstill\n\n"}
{"page": 126, "printed_page": null, "text": "122\n\nNational\n\nEducation\n\nAssociation\n\nturn to the soil; they turn to it for sustenance, for recovery, for retreat,\nand to build new hope and ambition.\nThe limit of our land to support population has never been fully ex¬\nplored. Certain it is that we have not yet reached anything like the satura¬\ntion point on this continent. How many families, now unemployed, could\nmake their own way on a decent plot of ground? How many city families,\nreluctantly forced to accept relief today, would be self-sustaining or partly\nself-sustaining citizens tomorrow if they could get on a piece of land that\nwould provide the primary necessities of life? How many of our farm\nfamilies, in difficult financial circumstances today, would be better off to¬\nmorrow under an altered agriculture that placed subsistence above market\ncash, and substituted scientific methods for habit in the use of land?\nThe\n\ngoals toward\n\nwhich\n\nwe\n\nas a nation are working\n\nare opportunity\n\nand security — a better way of life for all our citizens and all their chil¬\ndren — thru wise use of human and natural resources. Back of all human\nsecurity must be the security of our physical resources, because both human\nopportunity and security, in the final analysis, are built on the permanent\nproductivity of the land.\n\nAid from the Air\nA dramatization, “How Do You Know?” was given by the National\nBroadcasting Company. After a speech by Harriet Hester, one of the pro¬\ngrams from the series “School of the Air of the Americas” was given\nby the Columbia Broadcasting System. A panel discussion concluded the\nprogram.\nRADIO,\n\nHARRIET\n\nA PRACTICAL\n\nH.\n\nHESTER,\n\nRESOURCE\nSCHOOL\n\nEDUCATIONAL\n\nIN THE\n\nDIRECTOR,\n\nSTATION\n\nDEMOCRATIC\n\nWLS,\n\nCHICAGO,\n\nILL.\n\nIf we are truly conscientious, we will have to start by considering the\nstudents who make up the school. If these youngsters had lived a generation\nor two ago, they might have been born, lived, and died within a radius of\na hundred miles or less. Their world might well have been bounded within\na county or a state. But this generation faces a new world — a world in\nwhich a possible famine in Europe may have more bearing upon their lives\nthan the price of food in their own neighborhood. This generation faces\na world without horizons.\nMany\n\nfactors have combined\n\nto bring this about. But of all the forces\n\nat work in our modern day, none bridges time and space with more signifi¬\ncance than radio. By radio we are able to experience events far beyond our\nphysical compass. We may hear the words of Adolf Hitler or Benito Mus¬\nsolini before they are audible in the back of the hall in which either speaks.\nHow many of us witnessed international drama in the depths of a French\nforest ten days ago? How many of us listened to the nomination of a candi¬\ndate for the presidency of our own country last week? These experiences\nare real. By means of radio we are privileged to be present and, in a\n\n"}
{"page": 127, "printed_page": null, "text": "Morning\n\n123\n\nAssemblies\n\nmeasure, participate in the major world events of our day. If we believe\nin education as experience we cannot ignore the riches offered by radio.\nFrom a recent study of listening habits among children of elementaryschool age, we discover that youngsters spend more hours each week in\nfront of radios than they spend in classrooms. They are being educated by\nradio whether we like it or not. The provision of worthwhile programs for\ntheir use is a responsibility of which\n\nbroadcasting companies\n\nare keenly\n\naware. The direction of this listening activity is a duty which we educators\nmust not fail to fulfil. Just as we have encouraged discriminating reading\nof the books upon our library shelves, so now we should assume leadership\nin helping boys and girls to choose and evaluate the radio programs\nwhich they listen.\n\nto\n\nThere are two conceptions of educational broadcasting. One of them\nholds for direct instruction by radio. Valuable experiments in this field are\nbeing conducted\n\nin the public schools of Cleveland, Ohio, and in other\n\nterritories where a certain uniformity of curriculum may be depended upon.\nThe second credo visualizes radio as a means to a richer life experience.\nIt is upon\n\nthis philosophy that programs\n\nof the National\n\nBroadcasting\n\nCompany, the “American School of the Air,” and our own WLS “Schooltime” are founded. A national network must reckon with a time variation\nof several hours from coast to coast. Network broadcasts may be received\nat the same instant in snowbound Minnesota villages and in sunkissed\nresort cities of the South. We do not have quite these problems in a local\nstation. Our WLS audience, for example, lies entirely in the Middlewest —\nwithin a single time belt. Yet we know that 66 percent of the children\nlistening are in city classrooms. Twenty\n\npercent go to school in villages,\n\nand 14 percent may be found in the one-room districts of the open country.\nThere is a wide variation of backgrounds among those tens of thousands\nof classrooms. And of those six or seven hundred thousand boys and girls\nwho hear our “Schooltime” bell, each one hears his individual abilities and\ncharacteristics. In a democratic school these differences must be recognized.\nAnd so the educational departments of the networks and of large local\nstations realize that an attempt to blanket the country with broadcasts of\na uniformly instructional nature would\n\nbe very wrong.\n\nWe\n\nwould\n\nhave\n\nno right to impose any such flexible, impersonal procedure upon schools.\nWe have chosen, rather, to direct the efforts of educational radio toward\nthe larger, richer service which it is so admirably suited to fill, namely, a\nresource upon which schools may draw.\nThe interpretation of these experiences rests with the classroom group —\nthe teacher and the individual students — if radio is to make its fullest\ncontribution in the democratic school. Teachers’ guides, furnished by the\nstation producing the program, may be very helpful in giving an idea of\nthe content of the series to be heard, and possibly some general suggestions\nfor follow-up activities. But the most valuable and purposeful activities\nwill result from the special interests of each individual classroom group,\nwith the guidance and encouragement\n\nof a capable, wise teacher.\n\n"}
{"page": 128, "printed_page": null, "text": "124\n\nNational\n\nEducation\n\nAssociation\n\nNo activity, whether as a follow-up or preparatory step, should be\ndragged in unnecessarily. There are times when the teacher may do well\nto snap off the radio at the end of a program and wait until another day\nfor discussion of it. Again, questions and discussion may be a natural out¬\ncome. The idea that we have to go thru a certain amount of preparation\nfor a broadcast, take notes during it, and indulge in a routine of discus¬\nsion after it can be highly insidious. A radio program is a tool like music,\nbooks, and pictures. Its use depends upon the needs of the particular class\nand children who are to benefit from it.\nStudents should be encouraged to listen independently to out-of-school\nprograms which may be helpful.\nWe have come beyond the time when radio may be considered an amusing\ntoy. We have even come beyond the time when it can be termed a supple¬\nmentary aid to education. Radio today is a vital functional force of the\nuniverse to our ears. The schools of a democracy, building young men and\nwomen into worthy, well-informed, discriminating, responsible citizenship,\nwill find in radio a deeply significant and infinitely practical resource.\nThursday,\nEducation\n\nDETROIT'S\nHARRY\n\nPROJECT\n\nJ. BAKER,\n\nfor Gifted\n\nIX MAJOR\n\nDIRECTOR\n\nOF\n\nSCHOOLS,\n\nFor the past two\nmaking\n\nadjustments\n\nthree groups, known\n\nJuly 4\nChildren\n\nWORK\n\nPSYCHOLOGICAL\nDETROIT,\n\n(GIFTED)\nCLINIC,\n\nCLASSES\n\nDETROIT\n\nPUBLIC\n\nMICH.\n\ndecades the Detroit public school system has been\nto pupils of all learning levels, dividing them\n\ninto\n\nas X, Y, and Z groups. The X groups include approxi¬\n\nmately 20 to 25 percent of those above average ; the Z’s are an equivalent\nnumber below that average; and the middle 50 to 60 percent are known\nas the Y groups. During the past year, special emphasis has been turned\ntoward the most superior children involving the top 2 or 3 percent which\nare designated as major work groups similar to the terminology used in the\nCleveland public schools.\nIt is my purpose to report on the modest beginning which has been made\nin the past year in Detroit.\nCommittee\n\nfor planning\n\nthe activity — A central committee\n\nwas\n\nappointed\n\nby the assistant superintendent in charge of elementary education consist¬\ning of approximately twenty members from the administrative, super¬\nvisory. and research staffs of the school system. This main committee had\nseveral meetings thruout the year to plan the general course of action. The\nmain committee was also broken down into four subcommittees as follows :\n( a. ) Committee\n\non Research\n\nand Literature of the field, (b) Committee\n\non\n\nCharacteristics and Selection of Cases, (c) Committee on Administrative\nArrangements, and (d) Committee on Instruction Adjustments. Each of\nthese subcommittees had four or five members, each with representation\n\n"}
{"page": 129, "printed_page": null, "text": "Morning\n\n125\n\nAssemblies\n\nfrom the other fields and with certain interlocking interests so that the\nentire program could be facilitated.\nSelection of schools — Four\n\nelementary\n\nschools were\n\nselected; three in dis¬\n\ntricts which tended to yield a large number of major work candidates, and\nthe fourth in a rather average or typical neighborhood.\nThe\n\nselection of cases — It seemed\n\ndesirable to make\n\na wide base of selec¬\n\ntion so as to include children with all-round mental, physical, and social\ndevelopment. The following items were used to develop a composite rating\non all the children of these four schools as follows: (a) rating for general\nbehavior, (b) effort as related to ability, (c) intelligence on group tests, (d)\nchronological age for the grade, (e) a ratio for height with respect to age,\n(f) a ratio for weight with respect to age, (g) reading grade level, (h)\nrecord of latest scholarship, (i) the age of dentition for permanent teeth,\n(j ) the rating on special activities contributing to the social life of the school.\nEach of these ten factors was made up into a five-point scale. In general,\nthe top 10 percent of each half-grade was given a rating of 5; the next 15\npercent, 4; the middle 50 percent, 3; and the next 15 percent, 2; and the\nlowest 10 percent, 1. In this manner a child might receive a total rating\nfrom 10 to 50 points. These ratings were entered on 3 x 5 cards for each\npupil and made up chiefly by the teachers and principals. They not only\nserved as a basis for selecting the most outstanding cases but have added to\nthe school’s understanding\nPlans\n\nof the rank and file of all pupils as well.\n\nof organization — No\n\none plan of organization\n\nwas\n\nadopted\n\nbut\n\nrather each school was asked to organize according to the enrolment and\ngeneral arrangement of the entire building. Schools A and B had somewhat\nsimilar organizations. In general, the pupils remained with their regular\nclass or section but reported to a special activity room two or more times\nper week. In this manner pupils selected appeared to be those who had kept\ntheir regular work up to satisfactory or excellent levels. Teachers from\nvarious rooms or activities conducted the work of these specialized activity\nclasses or periods. In many instances it was possible to work out their\nassignments without much additional teaching service. School C went into\nthe project somewhat more extensively and organized six classes or sections,\nwith each class or section having approximately three half-grades repre¬\nsented. These classes or groups tended to travel thruout the regular platoon\nschool program each day as a special unit but mingled with certain other\ngroups in the playground and auditorium where two classes or groups are\nordinarily brought together. School D was a traditional school in a\nrather average district. At the same time when this program was begun,\nadditional teacher service had been assigned so as to provide for music and\nart for the entire school. During the periods in which the special teachers\nwere conducting the^e subjects, the regular teachers arranged for three\ngroups of major work activities, dividing into three different grade levels.\nInstructional\n\nactivities and\n\nadjustjnents — Each\n\nof the four schools was\n\nencouraged to develop specialized activities and these tended to take the\ndirection of enrichment outside of the fundamental subjects. Clubs or groups\nwere organized for radio dramatizing, round tables on current events,\n\n"}
{"page": 130, "printed_page": null, "text": "126\n\nNational\n\nEducation\n\nAssociation\n\nspecial activities in shop, cooking, decorating, planning, and making trips to\nvarious places of special interest and pursuing various other allied activities.\nMost of the groups were given instructional and conversational French and\nalso some emphasis upon the general languages. During this first year\nthe schools were encouraged to get a variety of projects under way. During\nthe next year more assistance from the instructional and supervisory depart¬\nments will be encouraged in all of these various fields.\nSummary — During\n\nthe past year Detroit\n\nhas made\n\na modest\n\nbeginning\n\nin four elementary schools in studying the needs of major work candidates.\nThe program of selection of cases was made upon a broad basis encouraging\nthe selection of cases with all-round abilities. The pupils were impressed\nthat this activity was merely a further extension of their regular work and\ndid not set them aside as representing some new and spectacular type of\neducational experiment. The program proceeded with no unfavorable\nparental reactions and, in fact, it was enthusiastically received. It is planned\nto continue the project wTith attempts to measure and evaluate the results\nand with a probable extension to more schools as its value is demonstrated.\nTHE\nSAMUEL\n\nA.\n\nEDUCATION\n\nKIRK,\n\nDIRECTOR,\n\nMILWAUKEE\n\nOF\n\nGIFTED\n\nDEPARTMENT\n\nTEACHERS\n\nCOLLEGE,\n\nOF\n\nCHILDREN\nEXCEPTIONAL\n\nMILWAUKEE,\n\nCHILDREN,\n\nWIS.\n\nFor the past twenty years the major controversy concerning the educa¬\ntion of gifted children has centered largely around the problem of segrega¬\ntion versus nonsegregation. Those who uphold the thesis that special classes\nare beneficial to children with superior intelligence present many reasons\nfor their belief. They say that: (a) special classes provide the child with\nthe opportunity to work on the level of his superior ability; (b) special\nclasses avoid the development of carelessness and slothfulness in work so\ncommon among gifted children placed in the regular grades; (c) the gifted\nchild in special classes is given an enriched curriculum, without advancing\nhim beyond his years; (d) a special class avoids the dislike for school found\nin gifted children placed in a monotonous regular grade; (e) stimulation\nof the gifted is enhanced when the child is placed in a special class.\nContrasting with this point of view we have many who insist that gifted\nchildren remain in the regular classes with average children. They say that:\n(a) gifted children become conceited when placed in special classes; (b)\nspecial classes are undemocratic; (c) special classes tend to produce an in¬\ntellectual aristocracy; (d) average children resent special advantages to\none school group; (e) special classes retard the development of leadership,\nsince only a few in each special class can practice leadership; (f) the average\nchildren need the stimulation of the gifted; and (g) special classes are\nmore expensive.\nI cannot become too concerned over the education of gifted children in\nor out of special classes in the elementary school. I am concerned, however,\nover the education of economically underprivileged children of superior\nintelligence who are given the opportunity of an elementary- and secondary-\n\n"}
{"page": 131, "printed_page": null, "text": "Morning\n\n127\n\nAssemblies\n\nschool education, but who, because of lack of finances, are unable to con¬\ntinue their education. Our free public grade and high schools are offering\neducational opportunities to both the rich and the poor. But our colleges,\naltho nominally open to all, are really accessible only to those who have\nmoney. Whether or not we have special classes for gifted children is of\nminor importance if we do not give all the gifted children actual access to\nopportunities of higher education. It is a fact that many superior students\nterminate their education upon the completion of high school, mainly be¬\ncause they do not possess the financial means to continue their education.\nMany\n\nwill say that our state universities and colleges have low tuition\n\nand that needy students are given part-time work and scholarships. This,\nthey say, equalizes educational opportunities at the higher levels. It is true\nthat the tuition in state universities amounts to only $75 to $100 per year.\nThat may not be much, but college requires more than tuition. Books,\nliving expenses, and depriving the family of the earnings of a child count\nup a great deal in a family earning less than $1000 a year. There are some\nscholarships for needy students with high ability, but they are often meager\nsums.\nIn Milwaukee\n\nwe have no free public college to which\n\na student may\n\ngo if he desires higher education. The vocational school offers a few fresh¬\nman college courses. There is a state teachers college with relatively low\nfees, but only those who are interested in teaching are admitted. This col¬\nlege has limited facilities and selective admission standards and can only\nadmit a small proportion of those who apply. If a student with ability\nwishes to attend college he must pay a relatively high tuition in a private\nschool or attend the state university. This means that he will have to live\naway from home, pay fees, and buy books. In reality it means\nsuperior students cannot continue their education.\n\nthat many\n\nIt is needless to go on pointing out the inadequacy of our provisions for\ngifted children at the higher educational levels. We have as a country done\nlittle to conserve the intellectual resources of the economically underprivi¬\nleged student of superior ability. We have spent a great deal of time arguing\nabout the advantages and disadvantages of special classes, but have given\nlittle attention to the continuation of that splendid education which our\nelementary and secondary schools are now providing for all the children of\nall the people. We have provided higher education for those of lesser ability\nwho have the means and are depriving many superior children of a higher\neducation because they do not have the means.\n\nVocational\n\nEducation\n\nThis session was presided over by William F. Rasche, director and\nprincipal, Mihvaukee Vocational School, Milwaukee, Wisconsin. Selections\nby the Milwaukee Vocational School musical organizations were given.\nAfter a speech by Mr.\n\nRasche, visiting teachers and administrators were\n\ngiven an opportunity to tour Milwaukee’s\n\nlarge vocational school plant.\n\n"}
{"page": 132, "printed_page": null, "text": "128\n\nNational\n\nModern\nRECENT\n\nEducation\n\nProcedures\n\nAssociation\n\nin the Teaching\n\nof Reading\n\nDEVELOPMENTS\nIN IMPROVING\nTHE\nPRETATION\nOF WHAT\nIS READ\n\nWILLIAM\n\nS. GRAY,\n\nUNIVERSITY\n\nOF\n\nCHICAGO,\n\nCHICAGO,\n\nINTER¬\n\nILL.\n\nOne of the basic aims of guidance in reading during the next few years\nshould be to cultivate greater power of interpretation without neglecting\nin any sense the enriching values inherent in wide reading. Indeed, the only\njustification for developing good readers in the broadest sense of the term\nis that the abilities involved may be applied broadly in increasing personal\nefficiency and in making life more meaningful.\nThe importance of a careful study of the meaning of words, as determined\nby the context, has been emphasized\n\nby Thorndike\n\nby the conclusion that\n\nreading “consists in selecting the right elements of the situation and putting\nthem together in the right relations, and also with the right amount of\nweight or influence or force for each. The mind is assailed as it were by\nevery word in the paragraph. It must select, repress, soften, emphasize,\ncorrelate, and organize, all under the influence of the right mental set or\nor demand.'’\npurpose\nFurther understanding\n\nof what\n\nis involved in good interpretation has\n\nbeen secured thru the studies of I. A. Richards, Magdalene College, Cam¬\nbridge. England. He points out that there are two closely interrelated aspects\nof meaning that must be clearly recognized. The one is the literal or sense\nmeaning of a passage which is usually implied when the reader is asked,\n“What does the sentence or paragraph say?” To identify such meanings\na pupil must recall or discover the specific meanings of the words used and\nfuse or organize them into a chain of related ideas.\nIt often happens that the text fails to reveal the appropriate meaning\nand the reader must make use of other sources, such as glossaries, diction¬\naries, pictures, and direct contact with reality. Some of the basic obligations\ninvolved in good teaching are to develop an inquiring attitude on the part\nof the learner, to train him to seek for and use all the clues to meaning in\nthe immediate context, and to develop ability to use economically and wisely\nwhatever supplementary sources of information may be needed in securing\na clear grasp of the sense meaning of what is read.\nOne of the major responsibilities of teachers in the lower grades is to\nprovide the types of guidance in reading that are essential in recalling re¬\nlated experiences, in studying the context for clues to meaning, in enlarging\nthe meanings of familiar words, in fusing the various elements of meaning\naccurately, and in securing the new experiences, insights, and understandings\ninherent in the passages read.\nAmong the steps essential in the lower grades to promote growth in in¬\nterpreting the meaning of passages the following merit emphasis : stimu¬\nlating interest in a story or passage ; directing attention to the content, and\nstimulating the reader to anticipate the sequence of ideas, to attach mean¬\nings to words in harmony with the context, to fuse the elements of meaning\n\n"}
{"page": 133, "printed_page": null, "text": "Morning\n\n129\n\nAssemblies\n\ninto a sequence of ideas, and to discuss the facts, incidents, or new\nences acquired thru reading.\nAs the reader advances\n\nin maturity new\n\nexperi¬\n\nopportunities for promoting\n\ngrowth in interpreting the meaning of passages arise. For example, the dif¬\nferent senses in which certain key words are used should be noted ; pupils\nmay be asked to translate a given sentence or passage into their own words\nand to compare interpretations; the teacher and pupils may study sentences\nwhose meanings are ambiguous or not clear and develop a technic for\ndetermining their sense by identifying and placing emphasis upon the por¬\ntions whose meanings are clear ; and group study of the meaning of unusual,\ncolloquial, or literary expressions should be carried on.\nGood\n\nreading includes not only the literal or sense meaning of a passage\n\nbut also the meanings implied by the author’s mood, tone, and intention,\nand by his attitude toward his subject, his readers, and himself. In inter¬\npreting a passage in this broader sense, the reader makes use of all that\nhe knows that provides a clue to its meaning.\nThe habit of reading critically insures concepts and ideas, the significance\nand implications of which have been carefully considered by the reader. It\naids also in acquiring attitudes, ideals, and appreciations that are the\nproduct of discriminative thinking. Furthermore, critical reading may help\neither children or adults to modify advisedly their outlook on life, to\nchange their purposes and intentions, and to map out new courses of action\nwith care and discrimination.\nThe application of what is read to the reader’s needs and purposes is\nequally important. It involves the integration into definite thought and\naction patterns of all the pertinent concepts, facts, and attitudes acquired\nthru previous experience and reading.\nSTIMULATING\nLOUISE\n\nAND\n\nFARWELL\n\nELEVATING\n\nDAVIS,\n\nNATIONAL\n\nEVANSTON,\n\nREADING\nCOLLEGE\n\nOF\n\nINTERESTS\n\nEDUCATION,\n\nILL.\n\nSurely we would all agree that one of the first tasks of teachers is to\nstudy the pupils in each classroom. Personal interviews of the teacher with\nthe child or with his parents, or both, have been incorporated in many\nschools as one of the best approaches in the analysis of individual problems.\nVisits into the home might be even more valuable than personal interviews,\nfor the teacher gets firsthand knowledge of the cultural atmosphere and\nopportunities afforded members of the family. By visiting we acquire a more\nthoro understanding of the children, since their patterns of behavior, their\ncharacteristic attitudes, and their temporary and permanent interests are\nso definitely molded by the many home influences.\nAs another avenue toward a more thoro study of the classroom personnel,\nwe feel that an analysis of reports from former teachers should be made.\nStill another way to study individual children is to examine their grade\nscores from standardized achievement tests and to note their tendency to\naccuracy in reading or lack of correct reading responses.\n\n"}
{"page": 134, "printed_page": null, "text": "130\n\nNational\n\nEducation\n\nAssociation\n\nTest scores can be one guide to the selection of books so that the child\nis not asked to attempt a reading task which is definitely beyond his abilities.\nUtter discouragement would be a definite hindrance to interest rather than\nan ally. A caution here is to use results from recent intelligence tests as well\nas to question the results of those group tests of intelligence which require\nthe child to read under a time pressure. A poor reader obtains an intelligence\nquotient which is far lower than it should be and is certainly not fair to him.\nErnest Horn, in the Improvement of Leisure Reading , feels that in\norder to improve leisure reading the schools can separate literature from\ninstruction in reading skill, stimulate interests in all content subjects, change\nthe method of teaching literature, provide reading materials to suit indi¬\nvidual abilities, provide selections that children like, and spend more money\nfor suitable books.\nIn order to further establish and raise reading interests, a teacher must\naid in the selection of the unit of experience which seems most beneficial to\nall concerned. Some units of experience may not be as involved and intricate\nas others, but in order to develop an interest in reading, the teacher would\ndo well to develop similar units of experience which would be so engrossing\nto the majority of the pupils that reading would naturally be a major part\nof the unit. As far as possible each child should share where his interest\nseems to be. He should also learn to contribute his part to the completion of\nthe total group experience so that willing cooperation is learned and enjoyed.\nWhy not organize reading activities for boys in one list and that for girls\nin another, being sure to keep each list within the unit of experience? Could\nnot reading for fun be suggested too, or reading of books which have long\nbeen considered examples of fine literature? If we had occasional steno¬\ngraphic help in our classrooms, could not the children learn to dictate what\nthey had learned, what passages were most humorous, or reasons why a\ncertain book must have maintained its good reputation?\nIn order to keep constant reminders before any group of children in a\nclassroom so that reading interests will constantly increase and improve,\none might follow any one or more of these suggestions :\n1. Have a card catalog system to record new and difficult words encountered\nin the reading, with various meanings, synonyms, and antonyms.\n2. Take trips and excursions to clarify concepts to reenforce reading with visual\naids.\n3. Have\n\nsalesmanship\n\ndiscussion periods in which\n\nchildren who\n\nhave\n\ncompleted\n\na book can have an opportunity to “sell” the book to others.\n4. Have sufficient library periods so that some reading can be done in school time.\n5. Obtain full cooperation of the librarian so that book jackets from publishers\ncan be available, advertising posters given away.\n6. Stimulate informal dramatic portrayals of characters in books and invite an\naudience.\n7. Invite authors, publishers, and artists in to assemblies to talk to children.\n8. Go to the same movie before or after reading the book to see wherein\n\nthe\n\nmovie keeps to the author’s plot and idea of characters and wherein the movie\ndisagrees.\n9. Read stories with the idea of creating a school radio play, since radio is such\na competing interest with reading.\n\n"}
{"page": 135, "printed_page": null, "text": "Discussion\n\n131\n\nGroups\n\n10. Keep a scrapbook for boys of basketball events, individual accounts of play¬\ners, etc. Let the girls decide on the content of their scrapbook.\n11. Allow the funnies to be read in the room, providing the children will be willing\nto discuss good and poor qualities. Endeavor to find the paper which prints\nthe best funnies and have this paper come regularly.\n\nSurely with the world as it is today one can hardly imagine sixth-grade\nchildren, or other grade groups, not interested in following the newspapers\nclosely as to daily outcomes, but even here, the radio will give the needed\ninformation with less individual output. There are truly individual differ¬\nences, and we must plan for them, endeavoring to lift the interest levels, to\nchange character traits so that purposefulness does evidence itself, to improve\nindividuals physically so that lives can be more effectual, and finally so to\nteach that each group of children maintains higher and higher standards of\nChristian living.\n\nDISCUSSION\nWednesday,\n\nAmerican\nAMERICAN\nORLAND\n\nEducation\n\nEDUCATION\n\nS. LOOMIS,\n\nGROUPS\nJuly 3\n\nand Juvenile\nAND\n\nCOMMISSIONER,\n\nJUVENILE\n\nINTERSTATE\n\nMAUSTON,\n\nDelinquency\nDELINQUENCY\n\nCOMMISSION\n\nON\n\nCRIME,\n\nWIS.\n\nWhether we look at crime from the standpoint of the number of offenses,\nthe cost thereof, or in comparison with other nations, we are overwhelmed\nwith its enormity in America. Our improvements in the methods, of appre¬\nciation, conviction, and punishment of the criminal and supervision of the\nparolee while effective do not wholly meet the problem. We not only must\nsuppress the crime of today but we must prevent the crime of tomorrow.\nIt is in the period of incubation that delinquency gets its start. It flour¬\nishes where poor social standards prevail; where wholesome living is\nlacking; where home life is unpleasant, uncertain, and insecure or disinte¬\ngrating, and home ties are weak ; where poverty and squalor are prevalent,\nand the housing and living quarters are crowded, bare, mean,\n\nand poor;\n\nwhere even among the so-called middle or richer classes children are\npampered, neglected, or overindulged ; where a proper education is not\navailable because schools are inadequate in size, curriculum, and qualified\nteaching staff; where\n\nwholesome\n\nrecreation is lacking and\n\nnumerous\n\navailable loafing places are substituted ; where planned recreation, particu¬\nlarly for the summer months, is lacking; where religious influences are\nweak and where the churches have no adequate social programs.\nJuvenile delinquency is primarily a community and national prob¬\nlem. This is because we recognize that a juvenile delinquent is a potential\npublic charge and a liability, carrying with him a heavy cost. Unless some¬\nthing constructive is done this delinquent will grow into an undesirable\ncitizen expensive to society and government.\n\nIf the public understands that\n\n"}
{"page": 136, "printed_page": null, "text": "132\n\nNational\n\nEducation\n\nAssociation\n\nit is more economical to increase expenditures for the prevention of juvenile\ndelinquency and thus bring about a greater proportionate decrease in the\ncost of suppressing juvenile delinquency, it will be more willing to give\nthe needed support to a program which education and the school can supply.\nThe public will often discriminate unjustly against juveniles who are\ntaken into courts or who receive specialized institutional care. Such an\nattitude is not constructive. Instead, the attitude of the public should be\ncharacterized, not by irritation, fear, or censure, but by an understanding\nof the juvenile’s need for protection, education, character building, and\nguidance in the community.\nWe have thruout the nation today a tragic problem which results from\nincreased leisure time. Thousands of high-school graduates, upon completing\ntheir courses, are unoccupied. Many of them have reached the age at which\nthey no longer legally can be classed as delinquents, yet they are still on the\nfringe of childhood and have as yet found no place in adult life. Where\nthey cannot afford a higher education and yet are deserving and desirous\nof obtaining it, they can be saved from defeatism and delinquency thru the\nwork of extension courses.\nWe\n\nmust not forget that a large part of our country is not urban but\n\nrural, and that one-fourth of our juvenile delinquency is found in rural\nareas. Programs which may be developed in urban communities do not\nalways fit into rural communities. While the work on the farm may keep\nrural youth occupied during the day, programs of supervised evening recrea¬\ntion similar to those of the 4-H Club should be made available.\nWhile the purpose of a summer vacation is to afford the student a\nvacation and a rest from his mental labors, there is no valid reason why\nthe student must be completely divorced from the school or his teachers\nduring the summer vacation periods. Those teachers in charge of athletics,\nphysical education, music, and similar subjects might well be employed for\neleven or twelve months instead of nine.\nThe\n\ncriticism has been made\n\nof the school that its failure to carry on\n\nprograms of habit formation, character building, and adjusting the youth\nto life frequently contributes to the increase of juvenile delinquency. While\nthere are few reliable statistics on juvenile offenses available as a nation¬\nwide coverage, there are some interesting facts available in connection\nwith the administration of a middlewest state industrial school for boys.\nDuring the year 1939, 31.7 percent of those admitted to that school had\nan IQ of 100 and upwards. Of those within the IQ of 110 to 137, over\n17 percent were of superior intelligence. Taking the range of an IQ of\n86 to 109 inclusive as normal, over 50 percent of the admissions fell within\nthis class. There were 21.1 percent classified as mentally deficient. Is this\nnot a serious indictment of the efficiency of the educational program in\nthe locality of that institution when over 50 percent of the intake of such\nan institution falls within the class of normal individuals ?\nLargelv it is the lack of character and not the lack of ability that makes\na delinquent. Children are not born delinquent even tho one or both of\ntheir parents may have been such. The fundamental neglect is failure to\n\n"}
{"page": 137, "printed_page": null, "text": "Discussion\n\n133\n\nGroups\n\ninstil into their hearts and minds at an early age the individual appreciation\nof the value of good conduct. 'While the parent should and can do this\njob we recognize that it is not being properly done. Thus education must\nassume that respon sibil ity, at least in part, by incorporating into the school\ncurriculum a program for the formation of proper habits and character\nbuilding. By using the children themselves in project work, in teacher-pupil\nand pupil-pupil relationships in the social life of the school, and by using\nthe social studies to teach mutual understanding and tolerance in the\nneeds and problems of others, much can be done to develop good character.\nCivics classes can teach that ours is a government of responsibilities and\nobligations as well as privileges and benefits. There is the opportunity to\npoint out the example and good character of our prominent citizens in\nhistory. Special classes or lectures can teach self-control and a due respect\nfor the rights of others to own property unmolested.\nAMERICAN\nEDWARD\n\nH.\n\nEDUCATION\nSTULLKEN,\n\nAND\n\nPRINCIPAL.\n\nJUVENILE\n\nMONTE\n\nFIORE\n\nDELINQUENCY\n\nSCHOOL.\n\nCHICAGO.\n\nELL.\n\nDelinquents are made, not bom. Studies of those who have beer, judged\ndelinquent by the courts indicate that the large majority have not progressed\nvery far in school. Relatively few high-school graduates are found in prisons.\nA generation ago the child who failed or who became a problem because\nof his handicaps was eliminated from school. Today all students of education\nrealize that it is sound public policy and not charity to provide special treat¬\nment and training for all types of delinquents. The child study movement\nand more recently the mental hygiene movement have done a great deal\ntoward giving the school this broader viewpoint toward education. They\nhave helped in deflecting the emphasis of the teacher's work from the rou¬\ntine of intellectual discipline and drill to the more important task of training\nthe delinquent to lit into society in spite of his handicaps.\nOne of the greatest contributions to education growing out of the child\nstudy and mental hygiene movements has been the creation in the schools\nof this scientific attitude on the part of teachers and principals toward child¬\nren's behavior rather than in keeping psychology and psychiatry as external\nand sometimes clumsy correctives to all that is not psychologically and\npsych iat rically sound in the school s activities.\nThe typical predelinquent boy is approximately fourteen years of age and\nis retarded in school from one to three years. The medical examination of\n589 problem boys in a special school for behavior problem cases revealed that\nthev had an average of more than four physical defects per boy and in addi¬\ntion 93 percent of them were in need of dental attention. These facts take\non particular significance when one considers that intellectual development\nand social adjustment are built on a physical foundation, and that organic\ndisturbances, especially glandular, may greatly hinder them. Schools must\nprovide more expert medical sendee and more guidance in health matters\nif they intend to reduce delinquency rates in certain areas of our large\ncities.\n\n"}
{"page": 138, "printed_page": null, "text": "134\n\nNational\n\nEducation\n\nAssociation\n\nThe age range of 6500 problem boys who have been studied in the Montefiore School during the past ten years is from ten to seventeen years,\nwith a median age of approximately fourteen years. These facts suggest that\nadolescent aggressiveness and emotional instability are factors in the behavior\ndeviations of delinquents. In addition, they are retarded on an average of\ntwo or three years in their schoolwork so that they are not fitted for work\nwith boys and girls of their own age. This leads to the development of inade¬\nquate personalities, to annoying, irritable, unstable, unreliable, and flighty\nreactions.\nThe ordinary classroom is often organized on a competitive basis that\ncannot give a fair field to the dull or unevenly developed child, and the\nresult is that he quite logically becomes indifferent or antagonistic to school\nor develops personality traits that are not conducive to his best adjustment\nin later life. There should be some success and some feeling of satisfaction\nin every child’s school life, and this is equally important to academic teach¬\ning, for without confidence the dull child cannot attain, even to his limited\ncapacity. Better provision must be made\nences.\n\nfor caring for individual differ¬\n\nEconomic factors also operate strongly in affecting the guidance of delin¬\nquents. Schools must make provision to compensate for poor home surround¬\nings, for inadequate community recreational resources, and for counteracting\nthe gang influence so prevalent in the lives of those growing up in the dete¬\nriorating areas of our large cities.\nChildren always learn more by example than by precept. Teachers who are\nemotionally unstable and who have frustrated and repressed personalities\ndo an infinite amount\n\nof harm. In the administration of any school, recogni¬\n\ntion must be given to personalities of both pupils and teachers in the assign¬\nment of pupils to various divisions in the school.\nAnother factor affecting the guidance of delinquents is the recognition\nthat the selection and diagnosis of cases of behavior difficulty in exceptional\nchildren is a baffling problem with an almost hopeless interrelating of causes\nand effects. Cases of behavior problem difficulty may be selected by one\nof two groups : by staffs of experts consisting of psychologists, pediatricians,\npsychiatrists, and psychiatric social workers; or by teachers, principals, par¬\nents, and others.\nThe education of truants, incorrigibles, and delinquents is also concerned\nwith the general phase of education we have come to call “character educa¬\ntion.\" In this connection attention should be given to the fact that in the case\nof special education much of character education must first be concerned with\nthe unlearning of certain character traits and faulty character habits before\nreal character education can be undertaken.\nThe concentration of problem cases in certain areas of cities is evidence\nof the significance of community factors in causing delinquency, truancy,\nand so forth. Therefore, a comprehensive program of treatment, training,\nand education of these atypical children must include housing and recrea¬\ntional plans and a plan for the protection of children against exploitation,\npoverty, vice, and demoralizing types of recreation.\n\n"}
{"page": 139, "printed_page": null, "text": "Discussion\n\nClassroom\n\nUse\n\nof War\n\n135\n\nGroups\n\nNews\n\nand War\n\nProblems\n\nThis session, presided over by D. D. Kirkland, superintendent of schools,\nCoalgate, Oklahoma, was devoted to a demonstration of classroom teaching\nwith a selected group from the Evanston public schools, under the direction\nof Charles M. MacConnell, executive officer, The New School, Evanston\nTownship High School, Evanston, Illinois.\nEducation\nEDUCATION\nEVERETT\n\nR. CLIXCHY,\n\nin Human\nIN\n\nHUMAN\n\nDIRECTOR,\n\nNATIONAL\n\nAND\n\nNEW\n\nJEWS,\n\nYORK,\n\nRelations\nRELATIONS\nCONFERENCE\n\nOF\n\nCHRISTIANS\n\nX. Y.\n\nThis country is like a symphony orchestra. The American dream is that\nthe many national, racial, and religious subgroups will, as do choirs of\nstringed instruments, woods, brasses, and percussions in orchestration, blend\ntheir notes and tone qualities, and produce like symphonic music the most\ndifficult and yet the most highly civilized cultural ensemble in the history\nof human relations. This is the “New World Symphony. You and I are\nthe children of Asia, Africa, and Europe. All of us together are destined to\ncreate a new kind of republic on this continent. Ours is to be not only a\nfree society of individuals but a democracy of cultures as well. At our dis¬\nposal are the values and ideas, the arts and knowledges, and the laws and\ntechnics of the people of every civilized tradition. These peoples are part of\nus. Our opportunity is to use the philosophy and religion that came to us\nthru the Judaic-Christian tradition from Asia : the animation and arts of\nAfrica ; the classic values and contemporary skills of Europe to build and\nadorn life in this hemisphere.\nWith frankness the New World must say to each of us: “Take rightful\npride in the sources of your Old World traditions, but identify yourself now\nwith America. Keep alive all that is beautiful, and true, and good in your\nancient culture, that you may contribute it to the common wealth of\nAmerica, and do this as an American. Help us to keep America safe for\nyour differences, because differences make American unity safe.\"\nThe United States of America, while one nation with a single constitu¬\ntion, one flag symbolizing a single civilization, is, nevertheless, composed of\nmany subgroups, some of which we shall call “cultures. These cultures are\nsocial or ethnic or religious entities related to the nation as individual per¬\nsonalities are related to a family. Each culture is a complex of traits in¬\ncluding special knowledge, beliefs, arts, morals, customs, and other capa¬\nbilities and habits.\nTrouble has arisen time after time in American history when one culture\nhas tried to live as tho other cultures did not exist, or when one culture has\nbeen ignorant of, or insensitive to. the laws of culture as suggested above.\nIllustrations are numerous. Among other examples are the persecution of\nQuakers\n\nduring the seventeenth century in Massachusetts;\n\nMovement\"\n\nthe “Nativist\n\nagainst the Irish Catholics in the 1830^; the “Know-Nothing\n\n"}
{"page": 140, "printed_page": null, "text": "136\n\nNational\n\nEducation\n\nAssociation\n\nMovement” of the 1 850’s ; the long ordeal Negroes had and still are en¬\nduring ; the trail of social ostracism and terrorizing persecution of Mormons\nin their trek from upstate New York to Ohio, Missouri, Illinois, and finally\nto Utah; and then the A.P.A. of the 1890’s and the KKK organized in\nforty-five states in the 1920’s.\nThere are the thirty million Americans who are the children born in the\nUnited States of immigrant parents. The majority of them are oppressed by\nfeelings of inferiority in relation to their fellow citizens of older stock, and\nto the problem of life as a whole. Their surroundings are seldom wholly\nfriendly; their positions, inferior; their wages, meager; they bump against\nracial and anti-immigrant prejudice. Old-stock American workers look\naskance at them, call them Hunkies, Bohunks, Dagoes, Wops, Polaks,\nLitvaks, Sheenies, and Kikes. In defense they tend to circulate among\n\ntheir\n\nown kind. In schools they are often subjects for jokes on the part of ignorant\nteachers.\nThe\n\ntwo-sided problem presents positive and creative possibilities. Old-\n\nstock Americans can enrich the nation’s civilization by incorporating the\nnew-stock differences in temperament, aptitudes, and Old World back¬\ngrounds into a refreshed and more satisfying Americanism. At the same\ntime, the thirty million new citizens can be initiated, cultivated, and accepted\non a parity as Americans, whatever their history.\nEducators trained in social science will break down the problem of educa¬\ntion in human relations into its elemental factors, and attempt to discover\nwhat steps can be taken. Seven factors will serve to indicate possible educa¬\ntional procedures in intercultural relations.\n1. Anthropological — All individuals are bred in a culture group in whose\nworth they firmly believe. They are disposed to regard their group as the\ncenter of superior existence. They nourish a collective sense of pride, assert\na sense of group usefulness, exalt the culture’s tested values and standards.\nThey are bent on saving and extending their individuated group life.\nSchools can make groups “livewithable.” Schools socialize persons. Why\nnot teach culture groups that in order to prevent impotencv it is not necessary\nto go to the opposite extreme and to become hysterical chauvinists? With a\nlittle imagination, schools, churches, and other community\n\ninstitutions can\n\nencourage the dramatization of folk festivals, the exhibition of shawls, wood¬\nwork, and dishes, the flavor of distinctive food, the enjoyment of Old World\nmusic and dancing, and the memory\nOnly when\n\nold-stock Americans\n\nof important ideas and great lives.\n\nappreciate the fact that cultural varieties\n\ncan enrich the nation’s civilization by incorporating the new-stock differences\nin temperament, aptitudes, and Old World backgroups, will the new cultures\nbe received on a parity. At the same time, the “out” cultures must discipline\nexcessive ambitions, develop a psychic identity with the New World, and\naccept the duties as well as the freedoms of America.\nAmerica must not import the European minority complex. Europe has\nbeen cursed by chauvinistic minorities which, to avoid extinction, have\nworked\n\nthemselves into a frenzied group psychosis.\n\n"}
{"page": 141, "printed_page": null, "text": "Discussion\n\n137\n\nGroups\n\n2. Sociological — Every school provides a laboratory for the study of the\ncomposition of the American population. In that laboratory three phenomena\nimportant to education in human relations can be observed and analyzed, at\nleast in an elementary way. These three sociological phenomena are: (a)\ncommunication between cultures; (b) diffusion of their traits; (c) tensions\nand conflicts among cultures.\nCommunity life depends on communication among the groups making up\nthe population. Each group must have communicated to it the objectives, the\npurposes, and the ends of every other group. Every individual must be\nmade consciously aware of the objectives that he has in common with all the\nother individuals of the whole community. Every agency in a community\nshould get individuals of all groups working together on as many tasks for\nthe general welfare as possible.\nWhen cultures communicate, diffusion of their traits takes place. That is,\nimitation and borrowing account for the passing of knowledge, technics,\narts, customs, and morals from one group to another. Archaeologists trace\nthe way in which pottery traits passed from one old culture to another. In\nlooking for measures to advance the right kind of cultural diffusion, certain\nresistance to unwanted exchanges must be anticipated and accepted as\n“natural.” Race groups and religious cultures want\n\nto resist intermarriage.\n\nReligious groups do not want their culture “corrupted” by out-culture in¬\nfluences, and will not tolerate diffusion of “error.” Patriotic individuals of\nevery subgroup in America right now are highly resentful of cultural dif¬\nfusion from communism, fascism, and naziism. Enlightenment with regard\nto the dangers of cultural diffusion is as important as knowledge of its\nusefulness.\nTensions and conflicts between culture groups are inescapable features of\nhuman relations. The problem schools face here is to help individuals to\nkeep tensions within bounds, and to use them for social advancement.\nTensions in family life need not be destructive. A friendly competition of\nideas, accompanied by a kindly rivalry of good works, is the way\nlimate the creative values in group tendencies to tensions.\n\nto sub¬\n\n3. Historical — The degree of one’s advance in the civilizing process might\nbe measured by one’s grasp of all that has been thought and said and done,\nnot only in one’s own tradition but also in the tradition of every other strand\nin the tapestry of history. Two Indiana School of Education writers have\nsaid, “An important task before the world today is the creation of a new\nstate of mind, a state of mind which will permit an understanding and appre¬\nciation of the character, attainments, and traditions of other peoples, and\nwhich will transcend national boundaries without seeking to destroy them.”\n4. The educational factor — In the area of democratic human relations,\neducation is a process of socialization or, better, cultivating sociality. To be\nsure, life, happiness, or growth are located in the individual only. But an\nindividual “comes to be” in a social setting, as in the family, the schoolroom,\nand neighborhood experiences. Thus the “self” or the “personality” is a\nproduct of human relations. The dignity of man and his value, the rights of\n\n"}
{"page": 142, "printed_page": null, "text": "138\n\nNational\n\nEducation\n\nAssociation\n\nman and his duties, the freedoms of man and his responsibilities are the fruits\nof education in human relations. The background of all these is societal.\nIf educating the child for its relationship in the family and in the school¬\nroom might be called a problem of “individual pluralism,” then education\nof the group for intergroup relations in the nation is a problem of “cultural\npluralism.”\nA society is made up of individuals. A community is made up of sub¬\ngroups. Not every subgroup is a culture group — the difference being one of\ncomplexity. A family, a political party, a fraternal order, each is an illustra¬\ntion of a subgroup. An individual normally shares the experience of more\nthan one subgroup. Education as a socializing process is the business of help¬\ning subgroups to see their relation to the whole.\n5. The emotional factor — Education for better human relations has to\ndo with the emotions as well as the intellect. In experiments during the past\ntwelve years in conferences among Protestants, Catholics, and Jews, the\nimportance of emotional conditioning has been made clear. People of one\nreligious culture frequently erect a whole stereotype about all the people in\nanother religious culture as a unit, on the basis of one or two highly emo¬\ntionalized experiences with one individual, or one happy or unhappy situation.\nPart of the problem in bringing up a generation is to introduce children\nto people in other culture under circumstances when they will experience\npleasant emotions and forever afterward retain affectionate memory of them.\nThis is necessary to assure national unity.\nWhat can schools do about this factor? Dramatic use of assembly pro¬\ngrams, the planning of social occasions when students meet admirable per¬\nsons in other cultures, visits to interesting culture centers, and the employ¬\nment of manifold opportunities for education in human relations thru every\ncourse in the curriculum are among the technics worked out by the Bureau\nfor Intercultural Education.\n6. The religious factor — American public school children are religious.\nAmerican educators, in the main, have been reverent of the reverences of\nyouth. The public schools are not “godless” nor are they “irreligious” as a\nfew critics have declared. No institution in American civilization is more\nsincerely concerned with the ethics, spiritual values, and character of the\nyouth of the United States than is the public school system. In no other\ncountry in the world are youth growing into adulthood with an intelligent,\nloyal, and vital religious faith as are the Protestant, Jewish, and Roman\nCatholic children trained in American public schools.\nTo protect the spiritual health of this nation against susceptibility to a\nreligion of “state-ism,” the public schools should not indoctrinate their\npupils in a particular faith. Rather, school people would do well to en¬\ncourage and aid the churches to do the best possible job. The welfare of the\nschools, as of the business and political life of any nation, depends upon the\nspiritual vitality of the people.\nSchool leaders can inculcate appreciation for the tremendous\n\nsignificance\n\nof the relatively recent gain in civilization — religious freedom. They can\npoint out, without abrogating the American practice of separation of church\n\n"}
{"page": 143, "printed_page": null, "text": "Discussion\n\n139\n\nGroups\n\nand state, the importance of religious convictions and disciplines. They\n\ncan\n\ndevelop with the churches mutually satisfactory procedures for elective week¬\nday religious instruction in the faith of a student’s own choosing.\n7. Economic factor — With regard to the factor of economics in human\nrelations, the schools can speed up a general disillusionment with the whole\nthesis of hate. Hate of class, race, creed, or nationality measurably slows up\nthe solution of every economic problem. Again, schools can equip citizens\nwith the scientific method in attacking economic problems, expecting a\nplural number of approaches to every human problem. Schools can prepare\npeople to be tolerant of other sincere people with diverse economic views;\n\neager for communication with them; honestly encouraging to free inquiry\nand experimentation in the field of economics. Schools can sensitize people\nto the correlation of national stability to economic justice.\nThe revolutions in Europe today are risings of masses of people for a\ngreater share in material goods. No nation on the face of the earth will be\nfree from the effects of the gains or the losses of these convulsive upsurges.\nA country which prefers evolution to revolution in its economic structure\nhad better speed up its social changes to carry out the implications of the\ndemocratic process to economic concerns. The obligation to make this a\nbetter country hardly rests with the schools, but a disposition to do so does.\nMy plea is that Americans recognize the problems and the advantages of\ncultural pluralism. People from all the seven seas have come to our shores\nand made their homes. Nowhere in all the wmrld and never before in history\nhas there been a population composed of so many diverse elements.\nThe achievement of establishing a sense of national unity which encom¬\npasses all the religious cultures in the one America must be a shared re¬\nsponsibility of schools with homes and churches. A degree of urgency is\nprovided when one realizes that hate, such as anti-Semitism, anti-Catholicism,\nanti-Mormonism, anti-Protestantism, or anti-Negroism is the first and\nsimplest sign of sickness in a democracy. Cultural pluralism actually makes\nAmerica peculiarly vulnerable to divisiveness. If, however, cultural diversity\nis a weakness, paradoxically it is also a strength. It has that something that\nmakes a good horse race. Competition of ideas, rivalry of works, novelty lead¬\ning to growth, checks leading to balance — these are assets of cultural variety\nin a nation.\n\nGarden\nAN\nPAUL\n\nH.\n\nEducation\n\nin American\n\nINTRODUCTION\nJONES,\n\nPRESIDENT,\n\nFORDSON\n\nPUBLIC\n\nAND\n\nDemocracy\n\nPOINT\n\nOF\n\nVIEW\n\nGARDEN\n\nEDUCATION\n\nDEPARTMENT;\n\nSCHOOLS,\n\nDEARBORN,\n\nMICH.\n\nThe purpose of this discussion is to develop the virtues of garden edu¬\ncation, to consider the methods for conducting a school garden pro¬\ngram, to demonstrate a practical approach to the conservation of soil and\nthe wise use of land, to show man’s dependence upon plants for food and\nindustry, and to point out how garden education can contribute to the\n\n"}
{"page": 144, "printed_page": null, "text": "140\n\nNational\n\nEducation\n\nAssociation\n\ndevelopment of a more secure and self-sufficient nation by teaching the\nmeans of production and the use of plant products.\nEducation now available to boys and girls in our country is not ade¬\nquate to train them for many of the opportunities that are in the gardens\nof America. Our boys and girls have been trained away from the land even\ntho we do have agencies of education designed to assist them in the knowl¬\nedge of agriculture. A garden is more than just a place to grow a few\nvegetables and flowers.\nA\n\nlarge proportion of the men\n\nand women\n\nwho\n\nare now\n\ngiving the\n\nservice required in the gardens of our country come from abroad. The posi¬\ntions they hold are not mental but rather require a technical background\nand an experience based on an association with plants. Beyond this voca¬\ntional consideration there is a demand on the part of all to know the uses of\nplants aside from the manner in which those plants may be propagated.\nAlv remarks might be interpreted to mean that all garden education\nshould be vocational. If that were the only interpretation the virtues of\ngarden education fall far short of being applicable to all communities.\n\nThe\n\navocational aspect of garden education is just as important. All boys and\ngirls should have the opportunity to see their food supply produced. This is\nan experience that affects the lives of boys and girls and which in adult life\ncauses one to feel that an association with plants and the soil is essential\nto the complete cultural development\n\nof any individual. This association\n\nand experience has caused man to realize that conservation of natural re¬\nsources is also basic to the conservation of man.\nCONSERVATION\nM.\n\nW.\n\nTORKELSON,\n\nSECRETARY,\n\nAND\nWISCONSIN\n\nMADISON,\n\nLAND\n\nUSE\n\nSTATE\n\nPLANNING\n\nBOARD,\n\nWIS.\n\nTo conserve means to save. As applied to our natural resources, conser¬\nvation means their use in such a manner as to be of the greatest benefit to\nthe greatest number of people over a long period of time. Conservation is\nespecially necessary in the use of the unreplaceable natural resources, which\nare the metals and mineral fuels — coal, oil, and gas — and, most important\nof all, the soil; also the resources which, tho renewable, take a long time\nto renew. The most important of these are the forests.\nThe basis of proper land use is a recognition of the manner of operation\nof the processes of nature in the particular location, and use of the land in\nwith these natural processes. The history of the hill country of\nwestern Wisconsin illustrates what will occur when steep hillsides are cul¬\ntivated too intensively and steep-wooded slopes are pastured too much.\nAside from providing a great resource in timber, forests are the great con¬\nservators of moisture. The duff which covers the forest floor prevents deep\n\nharmony\n\nfalls, whether\n\nit be as\n\nretards run-off, and induces absorption of water\n\ninto the\n\nfreezing of the soil, holds the precipitation which\nrain or snow,\nsoil. The\n\ntrees prevent evaporation by their shade, which lowers the tem-\n\n"}
{"page": 145, "printed_page": null, "text": "Discussion\n\nperature at the ground\n\n141\n\nGroups\n\nsurface, and by slowing down\n\nthe wind. This is\n\nimportant since evaporation will take aw^ay almost one-half the total precipi¬\ntation in such states as Wisconsin and Minnesota. What does not evaporate\nor run off is useful. It goes to vegetation and to replenish the ground water\nsupply.\nThe denudation of the land, accompanied by intensive cultivation and\npasturage, has destroyed many\n\nancient nations. As those civilizations slowly\n\ndwindled, along with the destruction of their forests and soil, so will ours\nalso decline unless disintegration now in progress is stopped.\nAt present we can say that at least it is being slowed down. Thru the\njoint cooperative efforts of state and federal agencies, a form of agriculture\nis being put into practice which is effecting a change in direction. Soil\nerosion is being checked; forests are being restored. If the present tendency\ncontinues to gather momentum, another ten years wall work miracles. But\nwe have far to go. It will take another fifty years before we will see a good\nbalance between fields and forests.\nIf persevered in, the conservation movement now in progress will be fully\nsuccessful. Cropping will be confined to the more fertile level lands ; forests\nwill cover the less fertile lands, the lands remote from markets, and the\nsteep hillsides. Even* farm will have its wood lot, every forest worker his\ngarden.\nThat brings us to gardens. The amount of land involved will be small,\nbut the value of the gardens, thru the educational values they will afford,\nwill be totally out of proportion to their area. Every one will be a living\ndemonstration of the marvelous processes of nature thru which all life\nis maintained.\nCHEMURGY\nHARRY\n\nE. BARNARD,\n\nDIRECTOR\n\nOF\n\nRESEARCH,\n\nCOUNCIL,\n\nCOLUMBUS,\n\nNATIONAL\n\nFARM\n\nCHEMURGIC\n\nOHIO\n\nChemurgy is the application of chemistry in industry, with special atten¬\ntion to the use of the annual crops from the land in markets essentially new\nand different from those heretofore provided by the need for food for the\nhuman family, feed for domestic animals, and textiles for clothing and\nfamily use. Farm chemurgy is the application of the science of chemistry\nto the industrial use of farm crops just as metallurgy is the application of\nscience to the industrial use of metals. Chemurgy may well change our\nentire agricultural outlook and provide the key to the gateway to prosperity\nwhich we\n\nare all groping for. It involves a change in our psychology in\n\nregard to food crops. In the face of the destitution, scarcity, and even famine\nwhich has dogged man’s footsteps thruout history and which still exists, it\nseems at first sight almost criminal to turn food crops into houses, roads,\nand fuel for motors. Yet such is the abundance which can be produced in\nthis country that it is inconceivable that all the products of our farms can\npossibly be used as food.\n\n"}
{"page": 146, "printed_page": null, "text": "142\n\nNational\n\nEducation\n\nAssociation\n\nEfEdeocy. when you individualize it and apply it to each separate farmer\nand farm operation, necessitates the best known methods of production, the\nbest seed, the best varieties, better livestock, the avoidance of crop failures,\ngood crops and pood pastures, and the control of disease and insect pests.\nIt must be clear to anyone that the acceptance of these factors of success in\nagriculture must inevitably continue to cause two blades of grass to grow\nwhere only one grew before. The imperative need is to lind use for the\nsecond blade of grass.\nThe\n\nUnited\n\nStates has many\n\nmillions of dollars invested in publicly\n\nowned laboratories ar.d in agricultural and engineering experiment sta¬\ntions and is today building four great regional research laboratories which\nhave been planned and wiE be equipped to discover some\nsurplus crops from the farm can be devoted to new uses.\n\nway by which\n\n^Vhile the chemurgic movement as an organized effort is but five years\nold. the ideas it is fostering are not new. They are as old as chemistry and\nindustry. Two hundred years ago potatoes and corn were being used not\nas food rut for the production of starch with which to stiffen our linens\nand laces. Sugars in the form of molasses from the Sugar Islands in the\nW est Indies and rructose in apple ;uice went into consumption as New\nEngland rum and hard cider. And many years ago ingenious h ankees were\nmaking nutmegs rrom wood and pressing mild casein into buttons. But\nwhen the chemist entered industry he began to draw more heavily upon\nthe starch, proteins, cellulose, and oils in the farmer's annual crops for his\nraw materials.\nSeveral hundred\n\nfarmers who\n\nformerly depended\n\nlargely upon\n\ncotton\n\nnew are contributing regularly to supplying a crop of yams. The acreage\nof yams has been increased each year and is Ekely to lead to an important\nnew industry which does not ccme into direct competition with any domes¬\ntic industry because of the highly specialized held for which root starches\nare used in the textile and paper industries.\nIn spite of ah our sugar sources, about 75 percent of the contents of\nAmerican sugar bowls is foreign sugar, produced on cheap land by cheap\nlabor and imported, in enormous volume, while we are frantically searching\ntor the reason why the American farmer is unable to make a good living.\nE mil last fall practically all cigarette paper consumed in the E nited\nMates was imported from Erance. These mills employed linen rags as\ntheir raw maternal, most or which were imported into France from Russia,\nPoland, and other Brnkan countries. Linen rags originate from flax. Flax\nhas been grown in this country since early Colonial days, but has, as a fiber,\npractically disappeared. \\\\ ith the building of a cigarette paper mill in\nNorth Carolina, which made its first run on September 3, 1939, a new\nmarket has been opened for flax straw.\nAs chercurgy widens the market for the fundamental\n\nproducts on which\n\nour whole economy rests, it will contribute substantially to the stability of\nthe social order. It will help to silence the quacks and the purveyors of\npromises. It will operate in the lull recognition of the fact that work and\nsacrifice alone produce wealth. In its scientific and factual approach to\n\n"}
{"page": 147, "printed_page": null, "text": "143\nDiscussion\n\nGroups\n\nproduction and distribution rests the triple hope that we may save what\nwe believe to be valuable in our existing institutions; that we may be fair\nto those who have not yet shared widely in the wealth of this country ; and\nthat we may build an enduring prosperity.\nADMINISTRATIVE\nCONSIDERATIONS\nGARDEN\nEDUCATION\n\nRELATING\n\nTO\n\nLOS\n\nANGELES,\n\nCALIF.\n\nfact is that school gardening is just as basic and fundamental\n\nas the\n\nALBERT\n\nThe\n\nM.\n\nSHAW,\n\nLOS\n\nANGELES\n\nPUBLIC\n\nSCHOOLS,\n\nthree R’s and when wisely and properly administered is no more\nthan any other school subject.\n\nexpensive\n\nIn setting up a satisfactory schedule for school gardening, methods will\nvary greatly according to the size of the school system and the number\nof pupils to be served. If schools and districts are small, it is quite desirable\nto group enough schools together to use the gardens and equipment each\nhour of the day. In cases of this sort it may be desirable to make some\nprovision for transportation of pupils.\nIt is much\n\nmore\n\neconomical\n\nand adequate equipment\n\nand efficient to have reasonably complete\n\nfor all pupils and to use this equipment\n\nfully\n\nthruout the day rather than to have a small, makeshift provision for a few\npupils in a place.\nIn some large systems in which the school gardening arrangements are\nfairly complete, district centers supervised by an assistant director are set\nup to serve as a kind of central supply station. Here special things in the\nline of flower and vegetable plants, shrubs, and trees may be propagated,\nand special equipment kept on hand to be drawn upon by the different\nschool gardens in the district as needed to supplement\n\nthe regular supply.\n\nThese centers should not be set up, however, unless provision is made to\nmaintain them satisfactorily thru all vacation periods. And it is equally\nimportant to give all school gardens enough care thru the summer vaca¬\ntion to have them in reasonably good condition for the opening of school.\nAltho some kind of school gardening can be carried on with rather\nmeager and simple equipment, whenever possible, the most satisfactory ar¬\nrangement is to provide enough garden space so that each pupil who enrols\nin the work may have a separate, individual plot of ground for the care\nof which\n\nhe is held responsible. Each pupil should also have the oppor¬\n\ntunity besides this of participating in numerous community projects, proc¬\nesses, and enterprises which his particular plot does not provide. If the\ngarden area is not adequate for individual plots, some partnership or\ngroup plan for the participation of all pupils must be provided.\nTo be really worthwhile, school gardening should be closely coordinated\nwith several other departments of the schoolwork. It should supply problems\nand much material for the classes in nature study, biology, chemistry, physics,\nart, domestic science, and various types of shop work.\n\nSchool gardening\n\nis not only a practical subject but a very broadly cultural subject as well.\n\n"}
{"page": 148, "printed_page": null, "text": "144\n\nNational\n\nEducation\n\nAssociation\n\nW ith our shortened work day, and fewer working days per month, the\nschools must train for the proper use of leisure time, and there is no more\nworthwhile, constructive, or satisfactory leisure-time activity than garden¬\ning work.\nIt should further be borne in mind by school people and by parents as\nwell that the final product of school gardening work is not a garden or a\ngardener. The real product is a capable, broad-minded,\ncan citizen.\nSCHOOL\nWILLIS\n\nADMINISTRATION\nA. SUTTON,\n\nIN\n\nSUPERINTENDENT\n\nGARDEN\nOF\n\nSCHOOLS,\n\nwell-trained Ameri¬\nEDUCATION\nATLANTA,\n\nGA.\n\nSchool gardening is one of the greatest means of interesting an entire\nfamily in school and in the efforts of children in both home and school.\nIf a child can have a garden on the schoolground and become interested in\nplants, and can take these plants back into his home to give them careful\nattention, he immediately ties every member of his family to the school\nitself. Possibly the greatest need of education today is to know that the\nhome has a part in education. The opportunity to have some spot for each\ngrade or class in the school to call his own. to put seeds into the ground, to\nwatch them grow, and to plant and to care for them brings a relationship\nbetween nature and child and between\n\nhome\n\nand school that is deep, pro¬\n\nfound. and lasting in building the life of the individual.\nherent lovers of the soil. This instinct is worth preserving\ncultivating, and when we have found the spot where the\nthis natural environment, we have found a tie that unites\nin a most realistic fashion.\nThe\n\nChildren are in¬\nand keeping and\nchild can live in\nhome and school\n\nschool administrator is interested in school gardening as a means\n\nof expanding and developing the character of the child. Nothing is as ele¬\nmental in us as the love of the soil. Nothing means as much to us as to know\nhow nature germinates a seed, lets it develop into a plant, and brings it into\nflower and fruit. These processes that go on before our eyes have in them\nthe germ of growth, of development, and of unfolding. We have learned\ninstinctively that sunlight, moisture, and cultivation are necessary to the\ngrowth of the plant. We learn that we must cooperate with the forces of\nnature if the plant is to come to fruit. We learn that there is a right and\na wrong way to do things, but the right brings a green leaf, a beautiful\nflower, or a luscious fruit; the wrong way brings blight, stagnation, and\ndeath.\nWe do not need to teach any of these things to a child. We do not need to\nmoralize a garden. We simply need to give the child the opportunity to\nwatch things grow and the moral effects will take care of themselves.\n\n"}
{"page": 149, "printed_page": null, "text": "Discussion\n\nA\nJAMES\n\nM.\n\nPHILOSOPHY\nMCARTHUR,\nPUBLIC\n\nFOR\n\n145\n\nGroups\n\nGARDEN\n\nEDUCATION\n\nSUPERVISOR\n\nOF\n\nSTUDY\n\nSCHOOLS,\n\nNEW\n\nNATURE\n\nORLEANS,\n\nAND\n\nGARDENING,\n\nLA.\n\nIn the lower grades, gardening is chiefly a matter of giving pupils the\nexperience of growing a garden. The garden is an orientation point in the\nchild’s experience. Beyond this, the child has deep-seated, inherited urges —\nto play in the dirt, to make mud pies, and to get all the sense experiences\nhe can with his raw environment of soil, plants, and animals. The garden\nfurnishes a wholesome outlet for these urges.\nThe need for elementary-school instruction in gardening was not so\ngreat in former generations, or at present for country children, as it is now\nfor city children. City life has taken gardening experience out of the home\nenvironment of most city children. It cannot be emphasized too strongly\nthat there is a great educational and often a serious emotional distortion\nin city children who are deprived of contact wTith gardening at the elemen¬\ntary-school level. Athletics, field trips, and games are not a substitute for\nthe wholesome outlet for elemental urges and the development of respon¬\nsibility furnished by a garden. At the elementary level, information is\nsecondary to personality development and to orientation in life.\nThe problem of primary school gardening thru the first six grades is\nthat of furnishing gardening experience to children, within their power\nto do. A garden on the schoolground, laid off in beds of vegetables and\nflowers, is the most desirable place to get garden experience, but, if such a\ngarden cannot be provided immediately, do not neglect opportunities to take\ncare of window boxes, flower pots, roof gardens, beds along the foundation,\nroses and vines on the walls or fences, or a seedling box from which plants\nmay be transplanted to the yard or taken home.\nThe objectives of gardening in the elementary school may be summarized\nas: (a) gardening experience, (b) orientation in the world of living\nthings, (c) desirable attitudes, and (d) skills and information.\nThe objectives of gardening become more specialized and definite as the\nchild passes from the elementary school to junior high school. Gardening\nbecomes a science and, in addition to being an orientation in life, gardening\nbecomes an orientation in science. When the child passes from the elemen¬\ntary school to junior high school, his gardening has the following added\nto the four objectives of the elementary-school work: (a) orientation in\nscience, (b) application of science in gardening, (c) specific ability to plan\na successful garden, and (d) ability to solve garden problems and emer¬\ngencies by reasoning.\nThe objectives of the elementary school are not superseded. Gardening is\nstill taught as gardening, for experience, for pleasure, and for crops. But\ngardening in the junior high school becomes, in addition, the pupils' orienta¬\ntion point in science and the practical application ground for science.\nTo summarize, (a) gardening instruction at both elementary school and\njunior high school is taught as gardening for experience, development, emo¬\ntional satisfaction, orientation, and attitudes, gained from exercising normal\n\n"}
{"page": 150, "printed_page": null, "text": "146\n\nNational\n\nEducation\n\nAssociation\n\nhuman urges and powers on living plants, (b) Methods at the elementary\nlevel involve a large use of imitation, following of directions, and group\nproject instruction. Information and the development of reasoning and in¬\ndependent action are subordinated, as objectives, to orientation, sensory and\nemotional development, and attitudes, (c) Methods at the junior high\nschool involve individual responsibility on the part of each pupil, emphasis\non the scientific method, the organizing of the course as a science, orienta¬\ntion in science, and the practical application of science in gardening.\nA PROGRAM\n\nPAL\n\nL R. YOUNG,\n\nOF\n\nSCHOOL-HOME\nGARDENING\n\nSUPERVISOR\n\nOF\n\nSCHOOL\n\nPROTECTS\n\nGARDENS,\n\nIN\n\nCLEVELAND,\n\nOHIO\n\nGarden areas on board of education property where children may learn\nand practice gardening under the eye of a teacher are excellent and effective\neducational developments. Wherever land and facilities permit, they should\nbe developed, but the fact that opportunities for such school gardens do not\nexist should not lead any school or school system to give up the idea of\ngardening activities for its pupils. Home gardening projects are feasible in\nany community. Their organization and sponsorship in the school is an\never available means for schools to broaden their sendee to the children and\nthe community\neducation.\n\nand at the same time benefit themselves as instruments of\n\nOrganization essentials of such a program are: ( a) adequate information\nfor pupils and parents: (b) specific and suitable projects; ( c ) necessary\nsupplies furnished, at low cost: (d) at least a minimum of instruction;\nel understanding\nachievement.\n\nhome\n\nsupervision; and\n\n(f) suitable recognition of\n\nPupil interest, during the preadolescent years of upper elementary and\nearly junior high grades, can be assumed if the organization of the program\ncovers the points just mentioned. Growing a garden yields elemental satis¬\nfactions to children of this age, which is a prime argument for school garden¬\ning activities. Let us consider the six essentials of organization.\nAdequate information for pupils and parents — Parents and children both\nmust know the details of the home project program for it involves the\nuse of home resources. Whether mimeographed or printed, descriptive\nmaterial regarding the plan should be clear, definite, interesting, and\nattractive. It should be available to all who think they are interested.\nAll essential instructions as to enrolment\nments should be covered.\n\nprocedure and project require¬\n\nSpecific and suitable projects — The home project program should offer\nchildren definitely specified and carefully planned projects, worked out\nwith an eye to the psycholog}' of childhood\n\nand of learning. Children’s\n\ngardens should be small, simple, and should contain only “sure-fire' ’ crops,\nsuch as will grow and produce with the inexpert care that children give.\nNecessary supplies furnished — Seeds and plants for children’s home gar¬\ndens can be bought in bulk and distributed to the children at a fraction of\n\n"}
{"page": 151, "printed_page": null, "text": "Discussion\n\n147\n\nGroups\n\nthe cost to them of buying them individually. Such distribution insures\nthat the children have the wherewithal to plant at planting time.\nInstruction — Teaching\n\nof the simple elements\n\nof garden\n\npractice is a\n\nlogical part of elementary science. There is every justification for including\nsuch instruction in the science course of study. Special horticultural training\nis not necessary to do a creditable job in teaching garden project pupils\nwhat they need to know to have successful gardens. Regular teachers can\ndo it with outlines from the supervisor and a little practical garden\nexperience as a basis.\nUnderstanding\n\nsupervision — At least two\n\nvisits to the homes\n\nof pupils\n\nenrolled for garden projects should be made by the regular teacher whom\nthe children know, for such visits produce maximum heneiits to child,\nteacher, and school. Evaluation of garden projects when visited should\nalways give as much weight to the pupil as to the garden. The latter is\nonly a means\n\nto the pupil's development,\n\nSuitable recognition of achievement — On\n\nprovide their own\n\nrewards\n\nin the way\n\nnot an end.\n\nthe whole, gardening\n\nactivities\n\nof recreation, satisfaction, and\n\ntangible products. Suitable recognition of sustained effort and worthy\nachievement on the part of boys and girls is, however, a very desirable\npart of the educational gardening program for children. Certificates of\nachievement have proved suitable and adequate.\nTo put a school-home project gardening program into operation in the\nelementary and junior high grades of any school or school system, little\nextra financial outlay need be involved. An interested principal or super¬\nintendent, and a few teachers convinced that the job is worth doing, can\nget it started. If one teacher can be given a little free time for organization\nwork it makes for success with less burden on the teachers' own time. Small\nenrolment fees from the children will finance supplies. Gardening instruc¬\ntion can be a part of science. Local garden clubs or parent-teacher groups\nwill frequently aid teachers in summer supervision if no funds are avail¬\nable. The evident values to pupils and to the school of such a program\nonce honestly started will commend\nits continuance.\n\nit to all concerned and well-nigh insure\n\nA home project program of this sort is about the only possible way of\nbringing gardening experiences to the great mass of school pupils, with\nconsequent benefits to them in the way of character training, practical in¬\nformation, and avocational interests. Such school-home projects link the\nschool to its community in a definite and valuable way. They strengthen\nfamily bonds and please parents because they frequently provide kindred\ninterests for children and parents. They provide a home-centered activity\nfor children, which is rare these days, and needed. Like all gardening,\nsuch projects teach conservation in a practical way and benefit the com¬\nmunity thru stimulation of pride in ownership, appreciation of beauty, and\nrealization of the value of growing things.\n\n"}
{"page": 152, "printed_page": null, "text": "148\n\nNational\n\nSCHOOL\n\nGARDENING\n\nFRANCES\n\nMINER.\n\nM.\n\nEducation\n\nON\n\nINSTRUCTOR\nGARDEN,\n\nTo\n\nthose of us who\n\nAssociation\n\nTHE\nIN\n\nGARDENING.\n\nBROOKLYN,\n\nhave worked\n\nELEMENTARY\n\nN.\n\nBROOKLYN\n\nLEVEL\nBOTANIC\n\nY.\n\nwith boys and girls in a garden, the\n\nopportunities for education there are so great that to neglect that field\nof activity seems a serious omission. The school garden on the elementary\nlevel would never he justified from the point of view of crop production,\nbut for firsthand knowledge of plant life, appreciation of growing things,\nand the discipline of natural laws, it cannot be surpassed.\nThere are some facts and skills that should be taught and learned on the\nelementary level, but gardening should also be a creative experience. It\nrequires time, care, and patience. Since we live in a world ultimately de¬\npendent upon plant life, it is right that children should be taught not only\nfacts about plants as they are stated in books but also an understanding\nof plants that comes only from association with them.\nMany\n\ntimes each year we\n\nare asked at the Brooklyn\n\nBotanic Garden\n\nabout gardens for children — when to start them, where to have them,\nand how to manage them. Details of organization will vary under local\nconditions, but there are certain aims and principles that seem essential.\n1. A garden is a creative thing. Ragweed campaigns and vacant lot\nclean-ups may be profitable activities, but they are not gardening.\n2. The school garden should be designed first for the use of the children,\nand second as a feature of the general landscaping of the schoolyard. Per¬\nmanent plantings of flowering shrubs and herbaceous perennials deserve\na place in any established garden program, but may or not be a part of the\narea in which the children work.\n3. Since the purpose of the garden is education, the choice and arrange¬\nment of plants for the beginner will be decided by the teacher. A wise\nteacher sets the gardening stage for the child ; as he grows in experience\nand stature he has a foundation for making his own plan.\nAnnual flowers are suitable subjects for children, but vegetables are in\ngeneral more easily and quickly grown than flowers. .Also, their usefulness\nis appreciated by the children. Crop production is not the purpose of the\ngarden, but a harvest is essential and a variety of plants prolongs the harvest\nand the gardener's interest.\n4. The choice of tools is an important matter which may have a profound\neffect upon the children’s enthusiasm. Toy tools are of little use, but ladies’\nsize tools are durable and will be convenient for adults as well as for children.\nProper care of tools is a part of gardening.\n5. Actual work in a garden is dependent\n\nupon weather\n\nconditions and\n\nthe season, but the garden teacher's plans should be ready and the children\nprepared well in advance of a calendar Planting Day. The children need\nto study the seeds, planting arrangements, practice measurements, and\ncultural directions, so that when the season is right they know definitely\nwhat they are to do. The procedure in the garden should be arranged so\n\n"}
{"page": 153, "printed_page": null, "text": "149\nDiscussion\n\nthat every child will become\n\nGroups\n\nfamiliar with\n\nall the steps in the process —\n\nsoil preparation, planting, thinning, cultivating, staking, harvesting, care of\ntools, and planning\n6. Garden\n\nfor the next year.\n\nwork\n\nshould be planned to be reasonable\n\nin amount,\n\nand each\n\nchild’s responsibility should be made real but not too great. Gardens of\neighty or one hundred square feet can supply a satisfying variety of crops\nand require as much hand work as an eleven- or twelve-year-old needs to\ngive to one of the multitude of activities that ought to occupy him at that\nage. The\n\ngarden\n\nis not a chore or a punishment,\n\nbut an adventure\n\nthat\n\nrequires effort, intelligence, and self-discipline. When a number of children\nhave adjacent gardens a spirit of cooperation and respect for the property\nof others develops.\n7. The well-being of a garden demands that frequent attention and sus¬\ntained interest be given to it. Adults can do that but children are not likely\nto. Hence,\n\na garden\n\nAdvice\n\nencouragement\n\nand\n\nfor children\n\nmust\n\nare needed\n\nhave\n\nsupervision\n\nand\n\nat planting time and\n\nseason, and the effectiveness of any garden education program\nthe kind and amount\nVThether\n\nbeen passed from\n\nresulted in the appalling problems\n\nfather to son in this country\n\nof soil erosion and\n\nforest waste\n\nneed to teach the best facts we know\n\nwe\n\nso that the future citizens of an American\n\nbe better informed\n\ndepends upon\n\npractices of agriculture and\n\nface us today. We\ncan command\n\nthe\n\ncan afford not to have a part in carrying\n\nin this field deserves thought. The\n\nland use that have\n\nthruout\n\nof supervision that is given it.\n\nprofessional education\n\non the work\n\ninspiration.\n\ncannot\n\nthat\n\nby the best methods\ndemocracy\n\nof their responsibility to the land. We\n\nfrom psychology that we\nthe human mind.\n\nhave\n\nwill\n\nare learning\n\nbegin too early to establish attitudes in\n\n— •\n\nCurriculum\nNEEDED\n\nRevision\n\nCURRICULUM\nHEALTH\n\nMABEL\n\nE.\n\nRUGEX,\n\nASSOCIATE\n\nUNIVERSITY\n\nCertain\n\nemphases\n\nOF\n\nfor Meeting\n\nHealth\n\nREVISIONS\n\nIN\n\nTHE\n\nFIELD\n\nOF\n\nEDUCATION\nPROFESSOR\n\nMICHIGAN.\n\nin education\n\nNeeds\n\nOF\n\nANN\n\nare important\n\nPHYSICAL\n\nARBOR.\n\nEDUCATION.\n\nMICH.\n\nto curriculum\n\nrevision for\n\nhealth education. These include : (a ) a recognition of the need for a redefi¬\nnition and clarification of purpose and basic philosophy for education anc\nhealth education; (b) a recognition of the concept that the curriculum\nincludes all the experiences that the child has; (c) increased recognition of\nthe need for building the curriculum around the needs of individuals and\ntheir communities; (d) increased appreciation of the unitary nature of the\norganism; (e) decreasing emphasis on departmentalization with its incum¬\nbent competition among special vested interest groups in the school : t an\nincreased emphasis in the direction of lengthening the period of compulsory\n\n"}
{"page": 154, "printed_page": null, "text": "150\n\nNational\n\nEducation\n\nAssociation\n\neducation; and (g) greater emphasis on teaching as a guidance process\ndesigned to help the individual discover and achieve purposes within his\ncapacities and abilities.\nSome things that need to be done if the implications of these emphases\nare accepted are: (a) the development of a greater degree of active co¬\noperation and planning among administrators, teachers, physicians, nurses,\ndentists, parents, and personnel interested in the education of children ;\n(b) the development of a statement of basic philosophy and policy which\nwill give direction and purpose to the activities included in health education ;\n(c) the analysis of living conditions in the school, that is, environment,\nplan of the school day, pupil-teacher relationships, etc., that are related to\nhealthful living; (d) the inclusion of parents in the health education pro¬\ngram, especially for the early elementary-school children; (e) the develop¬\nment of a science program based on pupil interests from the kindergarten\nthru the elementary grades; (f) the development of a well-conducted\nguidance program in the high school which includes counseling on indi¬\nvidual health and hygiene courses and the development of courses centering\naround the actual problems and interests of adolescents; (g) the evaluation\nof pupil progress in terms of improvement in such attitudes as application of\nprinciples of hygienic living, development of a scientific attitude, and im¬\nproved health behavior; (h) development of teacher certification codes and\nteacher-education programs that demand the improvement of teacher-train¬\ning curriculums for all teachers and administrators; and (i) the develop¬\nment of better teaching materials for health education.\n\nNEEDED\n\nCURRICULUM\nREVISIONS IN THE\nPHYSICAL EDUCATION\n\nFIELD\n\nOF\n#\n\nIRIS BOULTON,\n\nNEW\n\nTRIER\n\nTOWNSHIP\n\nHIGH\n\nIf we believe that the school curriculum\n\nSCHOOL,\n\nWINNETKA,\n\nILL.\n\nshould be revised to include a\n\nbroader aspect of physical activities, the physical educator must become cog¬\nnizant of and interested in the total difficulties that arise in the school. He\nmust be willing to serve on committees that have little or nothing to do with\nphysical education and be a contributing member of the group. He must\nbe alert and note where implications in school problems can be solved by\naid from his area and where he can coordinate his work with others.\nV e cannot and should not prattle about a new curriculum in physical\neducation until we start some measure for the development of teachers of\nphysical education who will be able to meet the demands that will be made\nof them under a new curriculum. This will mean that we shall have to start\n\nwith the in-training of our teachers in service and revise the curriculum\nof our teacher-training institutions.\n\nW hen one discusses curriculum revision, one automatically assumes\nthat\nthere is something wrong with the present curriculum. In spite of the ex¬\ntent of the program, the students are not being satisfied. About 50 percent\nor\n\n"}
{"page": 155, "printed_page": null, "text": "Discussion*\n\n151\n\nGroups\n\nmore are not satisfied with their posture, body control, rhythmic movement,\nindividual sport skills, and team sport skills. Nearly 50 percent of them do\nnot feel that they are securing an adequate amount\n\nof activity, and about\n\n40 percent think that they should have more physical education. In a re¬\nquired program they seem to like a variety of activities, but if an elective\nprogram is to be offered they would prefer fewer activities. This implies that\nthey would prefer to specialize in activities in which they are particularly\ninterested.\nFor too long curriculums have been based upon activity units rather\nthan upon the needs of the individuals they are built to serve. These needs\ncannot be set up for the nation. They will vary in every area, school, and\nfor every individual. Needless to say. programs should offer a large variety\nof activities adapted to varying abilities and capacities, with opportunities for\nemotional and social development as well as physical needs and skills. For\nsuch a program to be successful, it will be essential to have a rather ex¬\ntensive guidance setup within the school which will include members of\nthe physical education staff. Guidance conferences of this type should be\nconducted individually and upon a total guidance basis and not merely\nfrom the health and activity angle. Physical activities are a part of a total\ngrowth pattern which differs for every individual.\nIf the problem of total growth is to be attacked and if habits are going to\nbe established it is essential to contact the parents and coordinate the work\nof the school with the home. In all cases when the physical education pro¬\ngram is discussed with the home, it should be approached from an unbiased\npoint of view with an eye toward the full growth of the student. This means\nthat the narrow and biased physical educator of the past will pass into obli¬\nvion and a new type of teacher, interested in the whole child and not just\nan athlete, must come into being.\nIt is, indeed, very glib to recommend\n\na program based upon student needs,\n\nbut such a recommendation demands a flexible program for every student\nin school. Such a program in physical education would mean a revision of\nthe entire school curriculum based on student growth\nentrance and the fulfilling of requirements.\n\nrather than college\n\nIt is obvious that the proposed bases for curriculum\n\nrevision, if physical\n\neducation has a contribution to make,\nchanges. Some\n\nwill evoke and necessitate many\n\nof the problems that will have to be solved are:\n\n1. A provision for greater flexibility in the time allotment for physical education\ndepending upon student needs.\n2. What student needs can be satisfied by participation in physical activities?\n3. Specifically, how\nstudent?\n\ndo physical activities contribute to the total growth\n\n4. What elements are essential in balancing a time-energy budget?\ntime should be spent in rest, relaxation, activity, and so forth.\n\nHow\n\nof tbe\nmuch\n\n5. How can the physical education program be coordinated with the other activi¬\nties in the school and permeate their program in an effort to meet student\nneeds?\n6. How\n\ncan we meet the problem of hurry ar.d dislike of showering\n\nand dressing:\n\n"}
{"page": 156, "printed_page": null, "text": "152\n\nNational\n\n7. The\n\nreduction\n\nthe student\nachieve\n\nEducation\n\nAssociation\n\nof the size of classes so that the instructor\n\nthe necessary\n\nguidance\n\nthe goals that he has\n\nand\n\nsee that he\n\nwill be able to give\n\nhas\n\nan\n\nopportunity\n\nto\n\nset for himself.\n\n8. The use of facilities to their maximum capacities and their greatest advan¬\ntage to satisfy student needs.\n9. Opportunities for children to plan their own class activities.\n10. The method of classifying students according to their needs and arranging\ntheir schedules.\n11. The\n\nconstruction\n\nof cumulative\n\nschool so that the latter may\n12. Flexibility in schedule\n\nrecords\n\nbuild more\n\narrangements\n\none group to another within a given\n13. How will we evaluate the results?\n\nfrom\n\nthe grade\n\nefficiently upon\n\nso that students\n\nmay\n\nschool\n\nthru\n\nthe high\n\nthe former.\nbe transferred\n\nfrom\n\nyear.\n\n14. Securing the cooperation of academic instructors to teach some\nmental principles of good body mechanics in other classes.\n\nof the funda¬\n\nStudents studying problems in physical education on the various levels\nshould spend their time not in residence at the universities but in the\nschools where they are making their study. This will increase the expense of\ncollege research but the material they produce will be of greater practical\nvalue to the teacher in service and will not be buried in the archives of\nforgotten lore.\nMen and women in physical education need to learn to work together.\nWe need to sit down at a common table and discuss a common problem with\nan unbiased point of view. The question is, How, with the facilities, equip¬\nment, and staff that we have, can we offer the best possible program to the\nstudents to meet their needs?\nThe administrator in most schools has not been willing to share his part of\nthe burden of problems in the physical education department. Possibly it\nwould be wise to ask him to call a meeting of all those involved in the\nphysical activity program. Each group should set forth its philosophy and\nobjectives and the administrator should let the group know what part he\nthinks physical education should play in the total curriculum. The education\nof the school administrator is paramount to the success of curriculum re¬\nvision. The administrator holds the key to the flexibility of the program\nwhich is essential. He must be enlightened.\nIn every school there should be an all-school committee correlating the\nhealth, physical education, and safety needs of the student. This should\ninclude people involved in any way with these fields as well as student\nrepresentatives.\nA community committee having representatives of all community organi¬\nzations involved in dealing with these areas would be a valuable asset. The\ncommunity\n\nfacilities should supplement those of the school and the activities\n\nof the school should lead into and familiarize the student with the oppor¬\ntunities available within the community. Just what the final solution will be\ncannot be known. It will, indeed, vary for every school and every area,\nbut it must be built not upon an activity basis or a departmental curriculum\nbut upon the basic needs of the students.\n\n"}
{"page": 157, "printed_page": null, "text": "153\nDiscussion\n\nNEEDED\n\nH.\n\nGroups\n\nCURRICULUM\nREVISIONS\nRECREATION\n\nC. HUTCHINS,\n\nVISITING\nANN\n\nLECTURER,\nARBOR,\n\nNo longer can the school curriculum\n\nIN\n\nTHE\n\nUNIVERSITY\n\nOF\n\nFIELD\n\nOF\n\nMICHIGAN,\n\nMICH.\n\nbe confined to books and recitations\n\nwithin the classroom. Rather, this curriculum must seek to utilize the mani¬\nfold resources of the community surrounding the school in order to bring\na greater variety of experience to the child. No longer can this curriculum\nbe confined to children of from five to seventeen years of age. The findings\nof research workers in child development indicate that it is profitable to\nbegin the education of the child two or three years earlier than is now cus¬\ntomary; likewise the pressure of circumstances is forcing the public schools\nto provide educational services for youth and adults. In short, all these\nmany and varied types of educational services extending over a wide range\nof ages are being encompassed within the school curriculum. To be sure, the\nschool is not the only agency serving educational needs from infancy to\nadulthood, but more and more schools are coming to serve those needs.\nRecreation is part of this broad educational program. There are at least\nfour approaches to education for leisure that the schools can use. Manifestly\nthey are not all completely separate and distinct.\nFirst, there is the matter of developing mental resources for the use of\nleisure. This is what one might call the planning aspect of leisure. It involves\nnot only a knowledge of the leisure possibilities available at a given time but\nalso a knowledge of oneself, particularly one’s interests. It demands breadth\nof experience such as can be gained thru the school but not within the\nschool.\nThe second approach is learning to do well what one wants to do. The\neducated person is an accomplished participant, listener, and spectator. The\nconcept of recreation presented here diverges sharply from the viewpoint of\nsome that recreation consists entirely of activity in one form or another.\nIntelligent appreciation can be just as recreative as participation. Both are a\npart of education for leisure.\nThe third is learning to derive recreative values from the task at hand,\nwhether\n\nit be work or play. The\n\nschool has the task of engendering a phi¬\n\nlosophy or a point of view which is so much a part of a person’s habitual\nway of thinking and acting that he captures recreative values in a natural\nmanner from his everyday activities.\nFinally, there is the matter of learning to appreciate beauty. Everyone\ncraves beauty but everyone does not know where and how to find it or\nhow to create it. The school can have a tremendous influence upon the\nappreciation of beauty. One thing it can do is provide a pleasing school\nenvironment. The school can also give the child experiences in beauty and\nthe realization that true beauty is not costly but can be found everywhere.\nRecreation thru the school is literally as broad a concept as all education.\nCertainly it is clear that the values we desire to gain thru the school cur¬\nriculum cannot be obtained thru some class that is designated in the course\nof study as “recreation.” Education\n\nfor leisure cannot be achieved that way.\n\n"}
{"page": 158, "printed_page": null, "text": "154\n\nNational\n\nMeeting\nMEETING\n\nETHEL\n\nthe Special Needs\n\nTHE\n\nKAWIN,\n\nEducation\n\nSPECIAL\n\nDIRECTOR\n\nOF\n\nAssociation\n\nof the Individual Child\n\nNEEDS\nCHILD\n\nGUIDANCE,\n\nOF\n\nPUBLIC\n\nTHE\n\nINDIVIDUAL\n\nSCHOOLS,\n\nGLENCOE,\n\nILL.\n\nAll guidance is based on recognition of individual differences. Children\ndiffer physically, mentally, socially, and emotionally. These differences are\napparent from birth. By nursery school age they are quite obvious. At the\nkindergarten and first-grade levels they can be readily ascertained. Every\nschool should plan to discover the outstanding individual differences of its\npupils as soon after school entrance as possible.\nThese individual differences constitute a vital challenge to the school,\n(a) We must study each child, (b) We must record facts about him.\n(c) We must see that these facts function in our handling of the child.\n(d) We must develop a mentally healthful attitude in our schools toward\nthe individual differences found.\ni\n\nPLANNING\nMALCOLM\n\nFINLAY,\n\nFOR\n\nTHE\n\nPSYCHIATRIST,\n\nEXCEPTIONAL\nPUBLIC\n\nSCHOOLS,\n\nCHILD\nWINNETKA,\n\nILL.\n\nIf we are going to deal adequately with an exceptional child, it is first\nessential to know the child as he actually is in the classroom, school, and\ncommunity and not as we think he should be. To understand the child\nit is important to know his limitations and the stage of development that he\nhappens to be in at any particular time. Some of these limitations are defi¬\nnitely fixed and we cannot hope to bring about any improvement. Other\nlimitations can be altered and improved thru various types of work with\nthe child. These should be discovered and appropriate steps taken to bring\nabout the improvement. If we are to help the exceptional child, it is impor¬\ntant to know his assets and potentialities. Many problems can be solved\nif the teacher will take time to hear from the child himself his own attitudes\nand feelings toward himself and his life situation.\nIn attempting to understand the various parts of a child’s personality\nmake-up, a convenient division consists of the physical, intellectual, social,\nand emotional aspects. Of these, the physical side is better appreciated than\nany of the others. In the intellectual phase an essential part of any study\nshould include one or more tests of proved merit. These have played so large\na part in the development of our educational program in recent years that\nto feel that they can be discarded now because some worthwhile experi¬\nments indicate the IQ can be changed is hardly facing the realities of our\neducational growth in a satisfactory manner.\nConsidering the social side of the child’s development, it is important to\nkeep in mind that the school is the principal social force in the child’s life\nonce he begins to get outside his immediate family circle. However, in deal¬\ning with the exceptional child, it is important to keep in mind that there are\nother resources in the community that can be used with telling effect in not\n\n"}
{"page": 159, "printed_page": null, "text": "Discussion\n\n155\n\nGroups\n\nonly gaining a better understanding of these children but also helping them\nto work out many of their problems. Here we have in mind the various\ncharacter building institutions such as Boy Scouts, Camp Fire Girls, 4-H\nClubs, and Y. M. C. A. Churches, fraternal organizations, and service\nclubs can be helpful and offer a definite contribution wherever they can\nmake contacts with either the child or his family. Welfare societies, especially\nwhere help for the family is an important part of the solution of the child’s\nproblem, can conveniently do some things that most schools are not in a\nposition to carry out. The family physician may be able to give insight into\na child’s family situation that the school is entirely unaware of, both from\na constructive point of view and from appreciation of limitations thru\nwhich one may be able to work in a family. Child guidance clinics are\nalways helpful in getting a thoro understanding of a child’s problem and\nin making plans for treatment. One of the mo§t important resources is the\nfamily itself. Cooperation between a teacher and the parent can offer more\nthan anything else.\nIn dealing with the child's emotional life it is important to keep in mind\nthat his emotions are the motivating and driving forces of all his life activi¬\nties. There are three things that will be helpful to the teacher in dealing\nwith the child’s emotional life. First, a feeling on the part of the child that\nthe teacher is interested in him and the things he likes to do can do much\nto help the child work out his difficulty. In giving a child special help and\nattention, it should be done with the desire to help and see the child succeed\nand not because he has failed in some subject or task that has been assigned\nto him. Second, it is important for the teacher to find the things that a child\nlikes to do and start working in these areas if he is going to help him event¬\nually to work in areas of his experience where he is having difficulty. Third,\nforcing a child to do things that he dislikes or fails at only tends to build up\nadditional resistances against even trying to carry out those types of activity.\nIn dealing with a problem of this type it is necessary for the teacher to seek\nout the things that the child likes to do and then gradually begin to bring\ninto the child’s experience these other areas where he has had difficulty as\nthe child himself feels a real need for them.\n\nNewer\n\nInstructional\n\nPractices\n\nof Promise\n\nThis session, presided over by W. E. Peik, dean, College of Education,\nUniversity of Minnesota, Minneapolis, Minnesota, was devoted to a panel\ndiscussion.\n\n"}
{"page": 160, "printed_page": null, "text": "156\n\nNational\n\nN. E. A/s\n\nAGNES\n\nEducation\n\nProgram\n\nX. E. A/S\n\nPROGRAM\n\nSAMUELSON.\n\nEXECUTIVE\nCIATION,\n\nAssociation\n\nof Teacher\n\nOF\n\nWelfare\n\nTEACHER\n\nSECRETARY,\n\nIOWA\n\nDES\n\nIOWA\n\nMOINES,\n\nWELFARE\nSTATE\n\nFor more than eighty years the National Education\n\nTEACHERS\n\nASSO¬\n\nAssociation has been\n\nactive in promoting the professionalization of teaching. While we are con¬\ncerned about next steps to be taken in our individual states we do well to\nrecognize at the outset that the leadership of the N. E. A. has been constant\nand effective. Results have been secured and gains are being made all the\ntime.\nIn his 1939 report. Secretary Willard E. Givens set forth the policy\nunder which the N. E. A. program of teacher welfare has developed. He\npointed out two major avenues for the improvement of our educational\nservices. The one way was the continual discover}* and more skilful use\nof methods. The other way was the gradual lifting of the standards for the\nsituation of the personnel and of the conditions surrounding employment.\nIncrease professional competency and advance the status of teaching.\nThe N. E. A. looks upon professional craftsmanship and teacher welfare\nas belonging together as related and coordinate functions. To that end it\nassists local and state associations, promotes educational interpretation,\nprovides information on all educational subjects, analyzes tenure and retire¬\nment legislation, and carries on all the time in many activities and services.\nThe N. E. A. has a division of welfare which is being developed under\nthe immediate supervision of Secretary Givens. He helps to coordinate the\nother divisions of the stall in their teacher-welfare activities. The Associa¬\ntion works toward the improvement of the economic status of the teaching\nprofession. It is helping to establish standards in tenure, retirement, certifi¬\ncation. teacher education, academic freedom, ethics, and equal opportunity\nwithin the profession. The publications on various aspects of teacher welfare\nare authoritative and in wide demand. They are exceedingly useful to us in\nthe state and local associations. They constitute an invaluable library in\nthemselves.\nCommittees in the areas of tenure; retirement; salaries; equal opportu¬\nnity; and supply, preparation, and certification are active. Most of them\nhave a long record of splendid service.\nIt is my fervent hope that a full-time worker can be placed in charge of\nthe division of teacher welfare before long. If we can secure enough new\nmemberships, the item may be added to the budget soon.\n\n"}
{"page": 161, "printed_page": null, "text": "Discussion\n\nPan-American\nPAN-AMERICAN\nBEX\n\nM.\n\nCHERRINGTOX,\n\nDEPARTMENT\n\nRelations\n\nRELATIONS\n\nCHIEF,\nOF\n\n157\n\nGroups\n\nDIVISION\nSTATE,\n\nOF\n\nin Education\nIN\n\nEDUCATION\n\nCULTURAL\n\nWASHINGTON,\n\nRELATIONS,\nD.\n\nU.\n\nS.\n\nC.\n\nPerhaps in no period of our history has there been a greater need than\ntoday for cooperative action among the nations of the western hemisphere in\norder to preserve the principles on which they were founded. Sound interAmerican relations, always desirable, are now a necessity. The contrast\nbetween the spiritual unity and peaceful collaboration the American re¬\npublics have jointly achieved and the tragedy of the brutal events in other\ncontinents should not be cause for smug satisfaction. Cooperative peace is\nnot a static international condition. It was not created by hoping for it\nnor can it be maintained\n\nby extollings. Pan-Americanism\n\nment and like even* living movement\ncooperation to sustain it.\nWe\n\nshould candidly examine\n\nis a living move¬\n\nit requires continual and progressive\n\nthe basic requirements for enduring peace\n\nbetween the free and equal states of the Americas. We must see the prob¬\nlems that remain to be solved and analyze, understand, and dissolve the\ninevitable differences of thought that exist between any one national entity\nand another.\nInternational relations divide themselves into three main fields — political,\neconomic, and cultural. On the political side of inter-American relations,\nuntil recent years the United States has tended to follow an independent\npolicy. The Monroe Doctrine was interpreted unilaterally. It is only in\nrecent years that the E dited States has departed from its unilateral policy\nin favor of the cooperation envisaged by Simon Bolivar more than one\nhundred years ago. Since 192S great progress has been made in the develop¬\nment of political cooperation among the American states. The outbreak of\nwar last fall found the American nations ready with common machinery\nfor immediate cooperative action to serve their common ends. The political\naspect of inter- American relations therefore can be described as growing in\nscope and adequacy. It presents a dynamic system, unfettered by complex\nlegal formula, designed to prescribe in advance of the event the course the\nAmericas must take. Under its provisions for consultation and guided by the\nbroad principles laid down in treaties and conventions for maintaining\npeace the American republics are free to create those agencies and adopt\nsuch common policy of action as the exigencies of international developments\nmay call for.\nIn its economic phase inter- Americanism is confronted with many com¬\nplex problems, most of which arise from the fact that the other republics\nare to a great degree dependent upon foreign trade and that their chief\nexports are limited to one or two\n\ncommodities.\n\nThe\n\nproblem\n\nof inter-\n\n"}
{"page": 162, "printed_page": null, "text": "158\n\nNational\n\nEducation\n\nAssociation\n\nAmerican economic cooperation therefore is not so much one of immedi¬\nately expanding United States sales as the necessity of finding new and\nadequate markets for the exports of the other American republics. An\ninter-American\n\nfinance and economic advisory committee\n\nhas been working\n\non these problems since last fall. It has made provision for an inter-American\nbank. These developments bind with the project for coordinating the ex¬\nports of all the American nations and afford substantial hope that the\nproblems in this area will be met.\nIt is not enough that the governments in their official relations shall\nfollow the good-neighbor policy; it is essential that the peoples behind the\ngovernments themselves shall become good neighbors. It is important that\nthe people of North and South America shall understand and appreciate\neach other’s intellectual, literary, and artistic ideals. Out of understanding\nand appreciation come lasting friendships. The Division of Cultural Rela¬\ntions in the Department of State has been created to stimulate and assist\nthe educational, scientific, and artistic institutions of our country in the\nexchange of the best things in our civilization with our neighbors in the\nother American republics. The work of the Department of State in cultural\nrelations is not propagandistic in the popular sense of the term, which carries\nwith it implications of penetration, imposition, and unilateralism. On the\ncontrary, its activities rest upon the essential reciprocity of cultural rela¬\ntions. As a result of conferences convened during last fall by the Secretary\nof State, well-developed programs of inter-American exchange are under\nway, sponsored by the leading institutions of the United States in the fields\nof music, art, literature, higher and secondary education, public health, and\nmedical services. To provide liaison between the Department of State\nand the numerous private agencies of our nation, a small general advisory\ncommittee to the Department has been appointed by the Secretary of State.\nMany special committees representing the previously mentioned activities\nand others have been created to stimulate and coordinate inter-American\ncultural activities.\nIn all three lines of inter-American relations encouraging progress has\nbeen made. Politically and economically we now have the machinery to\ndeal vigorously and adequately with our problems. Culturally we are\nbecoming more and more sympathetically conscious of the civilization and\npeoples who make up the western hemisphere. The most clear and solid\nfact that emerges from cultural relations today is that suspicion has been\nreplaced by cooperation ; fear, and hostility by a feeling of friendship.\nIf, as Secretary Hull envisaged in a recent speech, the tragic debacle in\nthe Old World leaves to us in the New World the responsibility of guarding\nthe achievements of western civilization we must not and we shall not fail\nthat trust.\n\n"}
{"page": 163, "printed_page": null, "text": "159\nDiscussion\n\nSafety\nA\nW.\n\nH.\n\nSAFETY\n\nCAMERON,\n\nGroups\n\nEducation\n\nPHILOSOPHY\n\nMANAGING\n\nDIRECTOR,\nCHICAGO,\n\nThe lives of many\n\nFOR\n\nTEACHERS\n\nNATIONAL\n\nSAFETY\n\nCOUNCIL,\n\nILL.\n\nyoung people are sacrificed because something is lack¬\n\ning in their education. They have been prepared for life’s activities, but they\nhave not been taught how to stay alive. It is no paradox to assert that\nin order to enjoy the things in life that we know are so important, we\nmust stay alive. We can keep our children alive, not by teaching them a\ncowardly fear of danger which will make them run from both seen and\nunseen hazards, but by a clear-eyed understanding of the circumstances of\nlife and a knowledge of how to meet danger. Safety teaching can be made\na strong stimulant leading the child to newly aroused capabilities and am¬\nbitions. Someone has said that if he had only five minutes in which to\nescape from deadly foes, he would take three of those minutes to make a plan\nof escape. Safety lessons are plans of escape. The child who has learned\nthem does not become bewildered and lost. He is not ridden by fears and\nsenseless worries, but has, on the contrary, deep in his consciousness, basic\nhabits and rules of conduct that enable him to meet swiftly any threat of\ndanger.\nWe are agreed that order is civilization s first law. All education is bent\nto the purpose\n\nof establishing control of both the physical and mental\n\nforces of life and leading them to a progressive world order. But an acci¬\ndent is something that interferes with orderly procedure. The safety move¬\nment, therefore, lies at the very base of life and civilization. Safety for the\nindividual guarantees that he will have full opportunity to develop and\nenjoy whatever life may ofier. But physical safety is only a part of the\nlarger problem. Safety is also a moral problem. The whole ideal of safety\ndemands that the individual — child or adult — shall be strong in body,\nclear in mind, and courageous in spirit, so that he can take his full part in the\npurposeful activities of a progressive world. The principal work of the\nschools must\n\nalways be to prepare youth for these activities of a well-\n\nordered life, and that preparation means an integration of safety with even*\nsubject of which it is a logical part.\nI wish to quote words of the special Committee on Safety Education of\nthe White House Conference on Child Health and Protection, as revised\nand brought up to date to state the general objectives of safety education for\nall school grades:\nof personal\n\n1. To develop an\nadventurous living.\n\nappreciation\n\nof the need\n\nan\n\nappreciation\n\nof the relationship\n\n2. To\n\ndevelop\n\nthe safetv of others\n3. To\n\ndevelop\n\nan\n\nand\n\na willingness\n\nappreciation\n\nbetween\n\nto act in accordance\n\nof the necessity for group\n\nof safety' and a willingness to cooperate\nofficial and private agencies.\n\nin sound\n\nits relation to\n\nsafety and\n\npersonal\n\nconduct\n\nand\n\nwith that understanding.\ncontrol\n\nin the interests\n\nsafety activities\n\nsuggested\n\nby\n\n"}
{"page": 164, "printed_page": null, "text": "160\n\nNational\n\nEducation\n\n4. To develop an\nfitness and safety.\n\nappreciation\n\nof the relationship\n\n5. To\n\ngive children\n\nto their protection\n\nfrom\n\nand youth\n\nopportunities\n\nthe hazards\n\nAssociation\n\nbetween\n\nto develop\n\nphysical\n\nhabits\n\nand\n\nand\n\nmental\n\nskills essential\n\nof their environment.\n\nWe must develop safety consciousness by appealing to the imaginations of\nchildren. We must paint pictures of what they want to be safe for. When\ntheir opportunities come, they want to be capable of meeting them fully with\nall that life and health can promise. Safety should be taught as an attitude\nand as a habit of mind that applies thruout every study subject and life\nactivity. The logical place to intensify our safety drive is where we have\nfound the greatest response to safety teaching — with the children. I do not\nsuggest that we abandon safety work among adults, but I do feel that the\nfuture surely holds something infinitely better. We can so concentrate upon\nsafety instruction of childhood in all the educational units of our country\nthat in one or two generations a race of people will walk the streets that\ntruly will be “safety-minded.”\nSafety education can be made important in stimulating child self-reliance.\nOne of the best examples, used in many schools, is that of having the\nchildren map out the safest route to and from school. Such a procedure\ngives free rein to individual thought and action and develops judgment by\ngiving the child an opportunity to study reasons.\nIn secondary schools we deal with adolescents impatient of restraint.\nYet this obstacle should be only a challenge to our efforts. Some communi¬\nties have made excellent use of high-school children in conducting home\nsafety and fire inspections. Inspections of the school buildings and grounds\ncan be organized with groups of selected students in rotation. In several\ncommunities groups of junior high-school students have developed sets of\nbicycle safety rules for their own use. Students in one community or¬\nganized a sportsman’s safety club of more than one hundred members to\npromote the safe enjoyment of camping, hunting, and fishing. The develop¬\nment of so-called “safety courts” has reached a high point of effectiveness\namong some groups of secondary-school students, particularly in connection\nwith traffic problems.\nThe young people in our secondary schools are the drivers of the new\ngeneration. It rests very largely with our schools whether these young\ndrivers go out upon the roadways with a true understanding of the re¬\nsponsibilities and proper restraints of driving a motor vehicle or with an\nignorance and an uncontrolled mental attitude that may prove disastrous.\nTHE\n\nMARY\n\nMAY\n\nINSPIRED\n\nWYMAN,\n\nTEACHER\nINTERPRETS\nCURRICULUM\n\nDIRECTOR,\n\nHEALTH\n\nLOUISVILLE,\n\nAND\n\nSAFETY\n\nTHE\n\nEDUCATION,\n\nKY.\n\nThe teacher must have a vision of what education in safety can mean\nto the individual child and to the community. He must think in terms of\nchild life — life at school, at home, on the playground, and everywhere that\nchildren go. The teacher must visualize the child as he is today, in all\n\n"}
{"page": 165, "printed_page": null, "text": "Discussion\n\nGroups\n\n161\n\nhis activities, and must help him develop habits and attitudes that will make\nlife more enjoyable today and will enable him to live more fully as an\nadult. He must believe that citizenship is our goal and that safety is a\npart of this American citizenship we hold so dear. He must realize fully\nthat safety is not an end unto itself, but is a part of the equipment for\nmore and better adventures, for more wholesome living, and for greater\nservice.\nThe successful teacher of safety must have attained a degree of proficiency\nin engineering his own life for safe living. He must be safety-minded. He\nmust be able to recognize problems before they interfere seriously with\nliving. The teacher must be able to analyze these problems, to set up tenta¬\ntive solutions, to evaluate, and to select a best answer for a trial solution.\nThe successful teacher must be able to do for himself what he expects to\nguide others to do for themselves and the community.\nThere is a definite field of subjectmatter in safety with which the teacher\nmust be familiar. Education in safety is more than acquisition of facts, but\nknowledge is necessary for intelligent life. One who understands oxidation,\nlow kindling points, and friction, if he has safety attitudes, is much more\napt to keep his home free from fire. To him the words “spontaneous com¬\nbustion” are full of meanings derived from many experiences. He has a\nrational background that strengthens habits and desirable attitudes. The\ninspired teacher will acquire this background at once. He will reorganize\nscattered bits of information in relation to the problem.\nThe inspired teacher must not only know the community, but must be\nwilling to see it in perspective. He must be willing to be an evolutionist\nrather than a revolutionist. He will remember that it takes at least a decade\nto rear a group of safety-minded young adults who desire safety for all.\nSafety education cannot be taught by preaching, talking, or reading about\nit. The inspired teacher knows that education in and for safe living is a\nprogram of participation. He will discover situations and present them in\nsuch a way that the children think they discovered these problems. Under\nhis guidance, the children themselves will work out solutions.\nWhere are such problems to be found ? The schoolroom, the playground,\nthe lunchroom, and the way to and from school offer an abundance of\nmaterials. Real children and their real problems — these are the basis for the\ncurriculum. Safety education offers the finest example of any for real student\nparticipation. Even kindergarten children can solve the problem of how best\nto pass scissors, how to carry a chair, what to do with the occasional broken\nmilk bottle, and how to act at the drinking fountain.\nFinally, the inspired teacher in his interpretation of the curriculum\nutilizes and even seeks opportunities to bring the children’s parents into the\nsafety program. The ingenious teacher finds many ways for enlisting\nparents.\nSchool administrators and supervisors, too, are teachers; we hope they\nbelong in the class of inspired teachers. Those charged with the responsi¬\nbility of the safety program must realize that the school is a part of the\ncommunity. Many forces in the community can add to the effectiveness of\nthe safety program.\n\n"}
{"page": 166, "printed_page": null, "text": "162\n\nNational\n\nTEACHERS’\nHARRY\n\nFrom\n\nAND\n\nEducation\n\nAssociation\n\nADMINISTRATORS’\nACCIDENTS\n\nN. ROSENFIELD,\n\nBOARD\n\nOF\n\nEDUCATION,\n\nday to day the profession has become\n\nLIABILITY\nNEW\n\nYORK,\n\nFOR\nN.\n\nY.\n\nincreasingly interested in the\n\nproblem of teachers’ and administrators’ liability for accidents, and with\ngood reason. The first reason is that it may involve a teacher or principal\nin large judgments which he must pay out of his own meager salary. There\nis another effect of negligence upon school administration. Determinations\nof negligence are made by laymen, either a jury or a court, who are neither\ninterested in nor aware of our professional jargon.\nThe effect of a court decision on negligence or liability is a matter of direct\nconcern not only to administrators and boards of education, but to every\nclassroom teacher. It is one of the few instances in which the public at\nlarge, as represented in its courts and juries, has the direct power to pass\nupon our professional activities in school. Here, if no place else, is the\nteacher or supervisor held up to public scrutiny by laymen. It may be\npsychologically sound, for example, to assign the school problem boy as a\ntraffic patrol or safety cadet, but legally dangerous. We have no right to\nsubject school children to irresponsible guardians. The problem, therefore,\nhas a triple aspect: (a) the personal financial responsibility of the teacher;\n(b) the professional responsibility to present to the public a sound educa¬\ntional curriculum satisfactorily administered; and (c) the moral obligation\nof performing our jobs in such a fashion as to protect the lives and well-being\nof our pupils.\nOne is always liable for his own negligence. If I were to be driven to\nwork by my chauffeur who negligently ran over a pedestrian, suit could be\nbrought against me, as the employer. However, there is nothing to prevent\nthe injured party from suing the chauffeur himself. It is the same with\nteachers, altho a teacher, and in the law “teacher” means “principal” and\n“superintendent” as well, has special immunities from judgment, in cases\nof corporal punishment, libel, and perhaps in certain cases of enforcement\nof school rules. But apart from these special immunities, he is no different\nfrom any other person and is always liable for his own negligence. Cases\nhave been brought jointly against the schoolboard and a teacher or principal,\nto have the board go scot-free and the teacher held liable. In many other\ncases where only the board was sued, the courts have held that the teacher,\nhad he been sued, would have been held liable. Not only is a teacher liable\nfor his own negligence but also teachers may not be reimbursed by their\nboards of education or trustees for expenses incurred either in defend¬\ning suits for the recovery of damages due to their negligence or in the\npayment of judgments in such cases. Altho New York and New Jersey\nhave adopted statutes guaranteeing to their teachers such reimbursement,\nin the forty-six other states in the absence of such statutory authority it\nwould seem extremely dubious that such compensation can be made.\nTo determine the question of liability it is necessary to realize that liability\nis a conclusion of law, and depends upon the fact of negligence. In any dis-\n\n"}
{"page": 167, "printed_page": null, "text": "Discussion\n\n163\n\nGroups\n\ncussion of negligence one must bear in mind a basic principle of American\njurisprudence, the right to personal security from injury. In its broadest\nsense, negligence can be defined as the failure of one person to act in relation\nto another person in terms of this right of personal security. Negligence\nembraces two essential concepts, the first of which is the “reasonable prudent\nperson.” This is a mythical figure and cannot be said to be the “average”\nor “normal” person. For the identification of this “reasonable prudent\nperson” the law has evolved a standard which perhaps is easier to state than\nto apply. If one could or should anticipate an accident, then the failure to\nact in terms of such anticipation is negligence. One need not have antici¬\npated the specific injury or accident that did occur, as long as some accident\nmight have been foreseen under the circumstances.\nMerely because an accident occurs, however, does not mean\n\nthat someone\n\nhas been negligent. There are some pure accidents of fate, for whose oc¬\ncurrence no one is responsible. Negligence is gauged by the ability to\nanticipate danger, in the ordinary exercise of reasonable prudence. The key\nto the standard for reasonably prudent action is the ability to foresee\ndanger from the circumstances at hand. If no reasonable man would fore¬\nsee some danger, then the mere occurrence of an injury cannot be attributed\nto carelessness.\nThere is another essential concept — “under the circumstances.” What\nwould be reasonable to expect under some circumstances could not reason¬\nably be foreseen under others. Teachers are in the place of the parent,\nin loco parentis, and\n\nmust\n\nact as reasonably\n\nprudent\n\nparents would\n\nact.\n\nThis means that it is even necessary for a teacher to protect a child against\nhis own childish pranks or inclinations.\nThe likelihood of negligence varies with one’s position. For example, a\nprincipal may be liable for a negligently conducted school dismissal, but not\nnecessarily the teacher, since the teacher’s duty was\n\nrestricted to his own\n\nclass, whereas the principal’s covered the entire school. Naturally the scope\nof one’s authority in great measure determines the character of his duties,\nand therefore, the kind of actions necessary to be taken to avoid the charge\nof negligence. The occurrence of an accident does not necessarily mean that\nsomeone is liable. It is necessary to prove that someone has been negligent.\nEven if one be negligent, there are certain legal defenses which may avert\nliability. The negligence must be a proximate cause, or a substantial factor,\nin bringing about the injury.\nThere is another legal defense called “assumption of risk.” Participation\nin certain activities assumes the normal risks incident upon them.\nStill another defense against liability is negligence upon the part of the\ninjured party, which contributes to the injury complained of. Contributory\nnegligence is the failure to act for one’s own protection as a reasonably\nprudent person would under the circumstances.\nThe last defense is called vis major, or an Act of God. Accidents caused\nby uncontrollable events of nature or the elements are not attributable in\nlaw to the negligence of any individual, unless that individual’s careless¬\nness did in fact contribute to the danger.\n\n"}
{"page": 168, "printed_page": null, "text": ""}
{"page": 169, "printed_page": null, "text": "j^ife z Membership\n\n■Dinner\n\n"}
{"page": 170, "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 tzvo 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 installment plan, ten annual payments of\nten dollars each, with the understanding that these payments would go\ndirectly into the P ermanent Fund, a lasting contribution to the work of\nthe Association. This put Life Membership within the reach of the aver¬\nage teacher’s budget and Life Membership in the Association became at\nonce a democratic and popular professional possession. During 1939-40,\n179 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 Atlanta, Georgia, Uel W . Lamkin\n1930 Columbus, Ohio, E. Ruth Pyrtle\n1931 Los Angeles, California, Carroll G. Pearse\n1932 Atlantic City, New Jersey, Thomas E. Finegan\n1933 Chicago, Illinois, Rose A. Pesta\n1934 Washington, D. C., Frank W . Ballou\n1935 Denver, Colorado, Willis A. Sutton\n1936 Portland, Oregon, C. A. Howard\n1937 Detroit, Michigan, Edgar G. Doudna\n1938 New York City, Willard E. Givens\n1939 San Francisco, California, Frederick M. Hunter\n1940 Milwaukee, Wisconsin, Amy H. Hinrichs\n\n[ 166 ]\n\n"}
{"page": 171, "printed_page": null, "text": "TWELFTH\n\nANNUAL\n\nLIFE\n\nMEMBERSHIP\n\nDINNER\n\nTheMonday\ntwelfth\nannual N. E. A. Life Membership Dinner was held\nevening, July 1, 1940, in the Crystal Ballroom of the Schroeder\nHotel, Milwaukee, where three hundred and forty-eight Life Members\ntheir friends enjoyed an evening of entertainment and inspiration.\n\nand\n\nPresident Amy H. Hinrichs presided; Caroline S. Woodruff, past presi¬\ndent of the Association, offered the invocation; and Joy Elmer Morgan,\neditor of the N. E. A. Journal, served as toastmaster. Special music was\nfurnished by Madame Diana Gaylen.\nJ. W. Crabtree, secretary emeritus of the Association, and Carroll G.\nPearse, past president of the Association, were special guests of honor,\npresented by Cornelia Adair and Frederick M. Hunter.\nThe program was dedicated to the twentieth anniversary of American\nEducation Week, and the main addresses were delivered by Raymond J.\nKelly, national commander of the American Legion, and Mrs. William\nKletzer, president, National Congress of Parents and Teachers, the two\norganizations which cooperate with the National Education Association and\nthe United States Office of Education in the American Education Week\nproject.\nINVOCATION\nCAROLINE\n\nS. WOODRUFF,\n\nSECRETARY,\n\nVERMONT\n\nCASTLETON,\n\nEDUCATION\n\nASSOCIATION,\n\nVT.\n\nO God of truth, and of love, and of might, the strength of our life, to\nwhom we turn in great crises and in the commonplace things of every day,\nto whom we as teachers of childhood and of youth look for guidance in our\ndaily walks, help us to be glad, and to find joy in our work and in all our\nassociations with our fellows. May we not shrink from the things that seem\nhard, knowing that out of struggle comes strength. Help us to give cheer\nand encouragement as we touch the hands and lives of our associates.\nIn this most solemn hour since time began, when half the world seems\nmad, give us understanding hearts and steady minds.\nWe thank and bless Thee for the fellowship of this group and of this\nhour. May our coming together lead us to recognize more fully the peculiar\nresponsibilities that are upon us — the great teaching profession. Give us\nstrength to think wisely and courage to act fearlessly, with an unfaltering\nfaith in the ultimate right solution of the problems before us.\nIn the name of the Great Teacher, Amen.\n\n[167]\n\n"}
{"page": 172, "printed_page": null, "text": "168\n\nNational\n\nTHE\nRAYMOND\n\nSCHOOLS’\nJ. KELLY,\n\nEducation\n\nNATIONAL\nNATIONAL\n\nAssociation\n\nDEFENSE\n\nCOMMANDER\n\nDETROIT,\n\nOF\n\nOBLIGATIONS\nTHE\n\nAMERICAN\n\nLEGION,\n\nMICH.\n\nThose who deal with the formative years of the boys and girls of our\nnation for six or more hours a day for an average of nine months each year\nare vitally important in assuring the preservation of the American way of\nlife.\nTo protect and to defend these institutions of a free America it is highly\nimportant that our future citizens appreciate the realities governing such\nprotection. What are these realities? First, each American boy or girl as\nhe approaches adulthood and citizenship must be honestly convinced that\nour form of government and what it represents most nearly approximates\nthe ideal in providing the means for individual human happiness and well¬\nbeing. The stocking of the American mind with this conviction is an obliga¬\ntion of our schools.\nSecond, the realities of the relationships between nations and peoples in a\nselfishly materialistic era of mankind must be impressed upon the minds of\nour future citizens. It is tragically futile for us to continue to teach the\nundoubted beauties of international peace and goodwill to our own people,\nwhen in opposition to such ideals we have most of the countries across the\noceans indoctrinated with belief in the efficacy of the mailed fist. This\ndisciplining of young America’s mind to the undistorted and hard-bitten\nfacts of a material conception of the twentieth century is an obligation of\nour schools.\nThird, our young men and women must appreciate that along with the\nprivileges of American citizenship, and there are none greater, go the duties\nof such franchise. Beneficiaries of our way of life, by every law of gratitude\nand fair dealing, owe their allegiance to it, and with this debt goes their\nunqualified responsibility to defend the nation which has provided our\nliberties and our opportunities.\nOther generations before these young men and women, who are now\napproaching American citizenship, in many cases offered and gave their lives\nto the end that this nation might survive and prosper. There must be no\nchange in the individual attitude of our future citizens which would lead\nthem to believe that the defenses of a free America can be assured without\nsimilar sacrifice on their part. The impregnating of the juvenile mind with\nthe fundamental duty of the American citizen to bear arms in defense of\nhis country is an obligation of the schools.\nOur educational system always has been and must\n\ncontinue to be the\n\nall-important factor in assuring an adequate national defense for the\ncountry. The heart of any educational system is composed of those who\nadminister and perform its instructional routine. These men and women\neducators constitute the system. The nation looks to them for the prepara¬\ntion of the mental attitude of the future which will make possible the de¬\nfending and the continuance of a free America. Not only must the schools\nprepare the individual boy and girl for their place in adult society, but they\n\n"}
{"page": 173, "printed_page": null, "text": "Life\n\nAIembership\n\nDinner\n\n169\n\nmust serve the nation as a whole. They are not true to this trust unless our\nyouth are universally firm in their desire to rise to the defense of the\nnation. But it is going to take more than willingness to serve and more\nthan inculcation with the wish to repel the enemies of the republic. It means\nthat the necessary physical hardihood and trained effectiveness must be\npresent in all our citizenry of the future.\nToday we find an aroused America considering plans for some form of\ntraining along military and industrial lines for our young men and women.\nThe reason that such compulsory training programs are meeting with\nfavor in many quarters in a free country where the rights and wishes of the\nindividual have always been of paramount importance is that we are a\nfrightened people. We are willing to clutch at any kind of straws if they\nwill promise safety from aggression and subversion. We rush to stem the\nflood of many years of neglect.\nThe American Legion is composed of men and women who to some\ndegree or another have known war. Naturally the reaction of this organiza¬\ntion of more than one million veterans to the subject of compulsory military\ntraining is of wide interest and will exercise a great effect upon the possibility\nof the program’s adoption. It is accordingly interesting to explore among\nthe roots of American Legion history, and dig out the thought of the\nWorld AVar veteran immediately after the Armistice.\nThe American Legion was organized in the spring of 1919. At its first\nnational convention in November 1919, these young veterans to whom the\nmemory of the difficulty of their service was still fresh, went on record for\n“a national military and naval system based on universal military obligation,\nto include a relatively small regular Army and Navy, and a citizen Army\nand Navy capable of rapid expansion to meet any national emergency.’’ A\nyear later the 1920 Legion national convention declared: “The examination\nof young men called under the selective service act demonstrated a high\npercent of physical disability and also illiteracy among both native and\nforeign-born, indicating the necessity for a system of compulsory universal\ntraining of young men which should tend to obviate this deplorable con¬\ndition in the future. Therefore, we recommend the adoption by the Congress\nof a system of compulsory\n\nuniversal training which\n\nshall include physical\n\ntraining, educational training, and Americanization, as well as efficient mili¬\ntary training to form a foundation for future extended military training\nin time of war.”\nIt is easy to see from these resolutions that men just out of our World\nWar armed forces felt keenly about the tragic inefficiency of raw and un¬\ntrained human material being hurled into the maelstrom of any future war\nin which this country might become involved. They also knew and appre¬\nciated that with the customary American complacence when emergencies\nhave passed — the letdown which always follows moments of supreme effort\nby as emotional a people as our own — that it would be difficult to prevent the\nrusting and disintegration of the once powerful United States armaments\nof 1917-18. Such national do-nothing complacency did occur and we are\n\n"}
{"page": 174, "printed_page": null, "text": "170\n\nNational\n\nEducation\n\nAssociation\n\ntoday now paying the enormous price of trying to catch up. The Legion’s\nwarnings went unheeded.\nWe have what we call the American way of life. The blessings and happi¬\nness which go with it are unquestioned. We have the intelligence to note\nthat it has deficiencies, that it is not perfect, but we also believe that this\nsame intelligence will enable us to solve these problems. This American\n\nway\n\n— the creed of a free and liberty-loving people — can survive only if it pos¬\nsesses the strong and abiding loyalty of the individual citizens of our repub¬\nlic. In the hands of our schools and those whose duties it is to administer their\naffairs rests the great responsibility for the continuance of this loyalty and\nfor the keeping of this faith. It is a grave obligation for future generations\nwhich rests in the hands of hundreds of thousands of loyal teachers in our\neducational system.\nThe American\n\nLegion believes that it is the responsibility of every citizen\n\nto see that the young men and women of America are given every oppor¬\ntunity for a full and complete education. Many of those who for twenty\nyears have served the National Education Association and the American\nLegion and who have been familiar with the policies of these two organiza¬\ntions know and appreciate the close cooperation which has prevailed be¬\ntween them. Since 1921 the American Legion has functioned mutually with\nthe National Education Association and the United States Office of Edu¬\ncation in the promotion of American Education Week. I pledge you the\ncontinuance of our effort. Many of you will recall the assistance of many\nof our 11,600 posts in protecting the facilities of education during the trying\nretrenchment days for the schools in the period of 1930-34.\nThe American Legion is proud of the fact that for twenty-one\n\nyears it\n\nhas been a flag-waving organization. We are proud that we have helped\nto keep alight the torch of observing patriotic holidays and occasions. We\nare proud that we are vigorously noisy in letting our fellow citizens know\nthat we love America. We never believed there was any reason for being\nashamed to show outward affection for America and for what our country\nstands.\n\nThe American Legion has faith in the future of this country and in the\npatriotic devotion of our future citizens. Only would our faith diminish\nshould the day come, and God forbid, when our youth of high-school age\nno longer desire to visit Mt. Vernon and pay their homage to the memory\nof George Washington and when our boys and girls no longer yearn to\nview the hallowed sepulcher of the immortal Abraham Lincoln. When\npatriotism ends, our country dies. When hero worship of our country’s great\nceases, what was once the United States of America will be just so many\nsquare miles of rock, earth, and water. When the boy or girl of humble\norigin feels there no longer exists the opportunity to rise thru his own efforts,\nthe day of despair and hopelessness will be upon us. To you falls much of\nthe job of selling the heritage and meaning of America to young Americans.\nEducation’s faithfulness to this trust is in the hands of the unsung men\nwomen patriots who are on the firing line of the teaching profession.\n\nand\n\n"}
{"page": 175, "printed_page": null, "text": "Life\n\nTHE\n\nMRS.\n\nP.T.A.’S\n\nWILLIAM\n\nMembership\n\nINTEREST\n\nKLETZER,\nAND\n\n171\n\nDinner\n\nIN AMERICAN\nWEEK\n\nPRESIDENT,\nTEACHERS,\n\nNATIONAL\nPORTLAND,\n\nEDUCATION\n\nCONGRESS\n\nOF\n\nPARENTS\n\nORE.\n\nFrom the beginning American Education Week was initiated to stimulate\ninterest in the work of the schools. It was resolved that this week be ob¬\nserved in all communities annually for the purpose of informing the public\nof the accomplishments and needs of the public schools and to secure the\ncooperation and support of the public in meeting their needs. This resolution\nwas adopted in 1921, and today the influence of American Education Week\nextends to the most isolated schools in the country. The question now arises\nas to how this widespread influence came about. Was it due merely to the\npurposes of this program ? Splendid as they may be, these purposes wrere not\nthe sole reason, for the strength and vitality of any educational program\ndepend less perhaps on its intelligent approach to the problems it faces than\non the unity and cohesion that exist among groups who promote it. Educa¬\ntional programs which do not embrace those forces which penetrate deeply\ninto our public life seldom attain a vigorous national life. Realizing this\nfact and believing wholeheartedly in the objectives of American Education\nWeek, the National Congress of Parents and Teachers became its sponsor\njointly with the American Legion, the United States Office of Education,\nand the National Education Association. It was and is our wish that this\neducational program be vital and that it should not suffer extinction because\nit was deficient of so large a segment of the public as represented by the\nparent-teacher organization.\nIf this was the reason for our interest when wre began to cooperate in\nAmerican Education Week, it has today become even more important to us\nas parents and teachers and, w^e feel, to the nation as a whole. One important\npart of our needs has been met. We are no longer puzzled by the purposes\nor objectives of education in American democracy. These have been accepted\nand are being incorporated into our programs in home, school, and com¬\nmunity. But to believe in the purposes of education is not enough. We must\nmake these statements a public treasure, thoroly intelligible to everyone;\nwe must translate them into the everyday activities of “our town.” They\nmust become a living element in every schoolhouse and home, in every\norganization and institution which is part of American life. And this goal\ncan only be reached thru the cooperative endeavor of those groups which\nmake up the American people. This is why w’e rededicate ourselves anew\nto the ideal inherent in American Education Week. I do not speak as a\nprivate citizen but for millions of citizens who believe in public education\nand the democratic principles and practices upon which it is predicated.\nAre these programs, translations, and interpretations of education and\nthe needs of education divergent? If not, where do they meet? Where do\n\nthey overlap? Where do they fail? Where do they succeed? How can we\nas education groups meet together and exchange our ideas, pool our re¬\nsources, and thus hasten and strengthen our individual endeavors? Here\n\n"}
{"page": 176, "printed_page": null, "text": "172\n\nNational\n\nEducation\n\nAssociation\n\nlies the reason for the P.T.A.’s interest in American Education Week, for\nit gives us an opportunity to answer some of these questions, analyze our\ncommon problems, and plan a program which focuses the attention of the\nentire population upon the needs of public education today. Thus do we\nhave the opportunity to mobilize our resources for the common defense\nand for the common good, to do those things which need to be done if the\npurposes of education are to be realized. Thus do we plan our defense\nmeasures and erect defense structures in home, school, and community.\nThis is the primary reason for our interest, a reason beyond the obvious one\nwhich I shall merely mention. Naturally, we would be interested in any\nprogram which attempts to relate the public schools to the community,\nespecially since it is now observed annually. But far more important, Ameri¬\ncan Education Week presents an opportunity to various institutions and\norganizations for interaction, and it is upon interaction that the preservation\nof our democracy depends.\nOur epoch calls for a new and more anxious attention to the practical\noutcomes of schooling. More than ever before must we emphasize the pur¬\nposes of democratic education. We must take advantage of every opportunity\nto acquaint the public with the work of the public schools. We must strive\nto stir the thinking of the taxpayer and get him into the school to acquire a\nclearer understanding of what is being attempted in the schools and in the\nlight of this understanding to observe their progress. We cannot do this as\nindividuals. We cannot accomplish this as isolated groups. We must then\ncombine our individually weak forces to progress and to enjoy life in\ncommon.\nAs human beings we are subject to the great doctrine of cooperation and\nof mutual aid which grants us the best chances of survival. This has been\ntrue since primitive times and it is true at the present time. Only by sup¬\nporting our common ideas and common objectives can we succeed. Common\nagreement is ours. Thru common efforts we shall succeed. Only an entire\nnation can join in a great movement, and the only movement worthy of the\nadjective “great” is one which embraces the various elements that comprise\na nation. If we as groups and individuals persist in standing alone, we run\nthe risk of perishing alone. If we unite our ideas, we increase in resources\nand in the assurance that the goodwill in our programs will be done. We\nhave already demonstrated our power to identify and unify our thinking\nand out of these processes to state clearly the purposes for which we as\ngroups are organized. Only by prolonged and penetrating work can our\neducational system absorb the purposes of education in American democracy\nand provide our children with a clear and safe guide for living. American\nEducation Week, then, becomes a technic for realizing, as far as possible, our\nalluring goal. Have we the will amidst strife and confusion to unite and\nmeet the supreme test which lies before us, to live the purposes of education,\nto see them alive and functioning in every school in our United States?\nLet our spirit not wander. Let us not find ourselves, in the words of Matthew\nArnold, “between\n\ntwo worlds, one dead, the other powerless to be born.”\n\n"}
{"page": 177, "printed_page": null, "text": "Rational\n\nCouncil\n\nof Education\n\n"}
{"page": 178, "printed_page": null, "text": "HISTORICAL\n\nThe\n\nnational\n\ncouncil\n\nof\n\neducation\n\nNOTE\n\nwas\n\norganized\n\nin 1880,\n\ngrowing\n\nout of a paper read by Thomas W. Bicknell before the Department of\nSuperintendence. The active membership of the Council consists of 102\nmembers selected at large by the Council; 52 members — one from each\nstate, district, or territory elected by the state, district, or territorial edu¬\ncation association ; tivo ex-officio members — the United States Commis¬\nsioner of Education and the executive secretary of the National Educa¬\ntion Association : and one member elected from each department of the\nNational Education Association.\nThe officers of the Council for the year 1940 are: president, L. A.\nPechstein, Dean, Teachers College, University of Cincinnati, Cincinnati,\nOhio; vicepresident, Edgar G. Doudna, Secretary, Board of Normal\nSchool Regents, Madison, W is.; secretary, Margaret Kiely, Dean of\nWomen, Queens College, 65-30 Kissena Boulevard, Flushing, N. Y .;\nexecutive\n\ncommittee:\n\nA.\n\nL.\n\nThrelkeld,\n\nSuperintendent\n\nof Schools,\n\nMontclair, N. Y. (term expires 1941 ) ; Mrs. Edith B. Joynes, Principal,\nRobert Gatewood School, Norfolk, V a. (term expires 1942); H. V.\nHolloway, State Superintendent of Public Instruction, Dover, Del. (term\nexpires 1940).\nThe Council meets twice eaeh year, once in February and once in June.\nFacts relating to the establishment of this Department and the record of\nmeetings are found in earlier volumes of proceedings as follows:\n1880: 90- 94\n1882: 77- 87\n1884 :Pt. 111:1- 67\n1 885:405-551\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\n:430-509\n1896 :393-470\n1897 :317-583\n1898 :489-588\n1899 '.380-529\n1900 :297-364\n1901 :349-499\n1902 -.306-408\n1903 -.301-376\n1904 :333-377\n1905 -.271-340\n\n1906 ‘.607-623\n1901:329-454\n190 8:313-500\n1909 -.331-435\n1910 -.307-375\n1911 -.331-476\n1912 -.499-605\n191 3:355-424\n1914 -.293-404\n1915 -.527-627\n1916 -.195-287\n1911:129-219\n\n[174]\n\n1918 -.135-149\n1919 -.675-739\n1920 -.107-190\n1921 -.269-368\n1922:349-574\n1923:425-551\n1924 -.350-428\n1925 -.266-336\n1926 -.281-327\n1921:247-292\n1928 -.221-262\n1929 -.229-274\n\n1930 -.199-245\n1931 -.275-311\n1932 -.221-257\n19 33:225-266\n1934 -.229-262\n1935 -.225-248\n1936:137-154\n1931:153-170\n1938 -.131-149\n1939:175-194\n\n"}
{"page": 179, "printed_page": null, "text": "ST. LOUIS\nTHE\n\nHAROLD\n\nRELATION\nOF\nCHANGING\nF. CLARK,\n\nTHE TEACHER\nTO AMERICA’S\nECONOMIC\nPATTERN\n\nPROFESSOR\n\nCOLUMBIA\n\nMEETING\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nTEACHERS\n\nYORK,\n\nN.\n\nCOLLEGE,\n\nY.\n\nThesis One\nIF\n\nthe\n\neconomic\n\nfacts\n\nare presented\n\nadequately\n\nthe American\n\npublic will\n\n-^put the education of children first.\n1. The same amount of money spent on education will produce greater\nreturns than equivalent amounts spent on pensions.\n2. The money spent on education will produce more security for all than\nthe same amount of money spent directly for security.\n3. Teachers and educators in general should stand for adequate pensions if\nand when the American economy can supply them.\n4. Whenever a choice must be made between further support of the old\nand the education of the young, the answer must always be “children first.”\n5. There is a school of popular economists in this country who think it is\ndesirable to increase the spending of public funds. Certainly this school should\nraise no objection to the contention that spending money on education will\nbe just as effective as spending it on pensions or any other activity.\n6. There is still a strong group of economists who believe that it is im¬\nportant to save our money and our other assets. Certainly this school of\neconomists would insist that it would be far better to spend money on edu¬\ncation than on pensions. Education would be conserving the assets for the\nfuture.\n\nThesis Two\nThe best way for the teacher to promote economic welfare in general is to\npromote better education.\n1. Money spent for the right kind of education more than pays for itself.\n2. In other words, if the people of this country supply an adequate amount\nof the right kind of education, there will be more money left to buy other\nthings than if such adequate education is not provided. Any country that\nwants to make the income of the country the largest possible will have\nto supply completely free education at all levels.\n3. As long as some individuals are prevented by lack of education from\nbeing in the occupation where they could produce the largest amount, lack of\neducation is holding down the national income.\n4. We are far from effectively free education in the United States at\nthe present time. In a recent study finished in the city of Milwaukee, it was\nshown that most of the able boys and girls who have graduated from high\nschool were not able to go on to college. The expense of college training was\nthe reason.\n[175]\n\n"}
{"page": 180, "printed_page": null, "text": "176\n\nNational\n\nEducation\n\nAssociation\n\n5. In a study made for the Educational Policies Commission, it was shown\nthat even our high schools are far from free. The best estimates available\nshow that about 900,000 boys and girls are deprived of high-school educa¬\ntion because of lack of money.\n6. Effectively free education for all persons, then, is one of the best\nways to promote the maximum economic welfare of the country.\n\nThesis Three\nThe best way for the teacher to promote his own security is to develop\na type of education that functions better in the lives of all the students.\n1. The general outline of the educational system we use was made for\nabout 10 percent of the population. This was the 10 percent that had high\nabstract verbal ability and in general were going on into the professions.\n2. Our present education may not be a bad education for this 10 percent.\n3. A large part of education today is not defensible as far as 80 or 90\npercent of the population are concerned. A surprising proportion of the\npublic is beginning to discover that the thing called “education” is not\nfunctioning adequately in the lives of the other 80 or 90 percent of the\npopulation. This is the real reason that it is so hard to get adequate support\nfor education today. Much of the education provided is not satisfactory.\n4. Even a generation ago the report on the Seven Cardinal Principles\nstated that schools should be built around such areas as health, work,\nleisure, food, clothing, and shelter. The Educational Policies Commission\nreport states much the same thing ; and all the great educational reports which\nhave been published since the Cardinal Principles and before the Policies\nCommission report have agreed.\n5. ETntil we build an educational system designed for the 80 or 90 percent\n— this means, built around the major functions of life, such as health, work,\nand leisure — we will never' get adequate support for education.\n6. The best way, then, for the teacher to insure his own security is to\nmake education more functional in the lives of the students and the com¬\nmunity. As a matter of fact, this is the only way to obtain real security.\n\nThesis Four\nWhen the last buffalo disappeared, that was not the end of the frontier.\n1. Much has been made of the passing of the physical land frontier in\nthe United States. Many persons have erroneously assumed that that meant\nthe era of expansion and development was over. It took men of profound\ncourage, willing to sacrifice life if necessary, to open up this physical frontier.\nThe opportunities the physical frontier offered are only a fraction of what the\nnew frontiers offer today.\n2. The real frontiers today are in the new and expanding fields of in¬\ndustry; in the fields of health and public medicine; in the fields of expanding\neducation and expanding communication ; in the complete redesigning and re¬\nbuilding of our cities and regional planning; in land planning; and in a\nthousand other technical fields.\n3. The economic pattern of America is changing. If the teacher confuses\nthe buffalo with the last frontier, then he is not worthy of being a teacher.\n\n"}
{"page": 181, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n177\n\nEducation\n\n4. It will take courage and sacrifice and tremendously hard work\nopen up many of these new frontiers. The returns will be incalculable.\nTHE\nGRAYSON\n\nN.\n\nCONTROL\n\nKEFAUVER,\n\nSTANFORD\n\nDEAN\n\nUNIVERSITY,\n\nOF\nOF\n\nto\n\nEDUCATION\nTHE\n\nSTANFORD\n\nSCHOOL\n\nOF\n\nUNIVERSITY,\n\nEDUCATION,\nCALIF.\n\nThe control of education is raised to a position of importance in the present\nperiod. The tensions in society and the movement to bring the schools\nin closer relation to the community combine to raise many issues. Minority\ngroups press for modification of education to bring it into harmony with\ntheir desires and interests. School administrators are forced to give much\ntime to public relations. Within the profession there are those wTho challenge\nthe control exercised in the past by school administrators. Two general\nquestions are repeatedly raised in professional discussions : Who should\ncontrol education? What are the issues involved?\n1 . In a democracy, the people have the final authority and responsibility\nto determine the nature of education. The controlling public opinion con¬\ntrols education. The individuals or group which determine the public opinion,\nin the long run, will control education. Boards of education and school ad¬\nministrators may push the buttons but they will be compelled to conform\nto this controlling public opinion or their successors will be selected because\nof their agreement with the desires of the people. The problem is not as\nsimple, tho, as this statement suggests. It is difficult to determine the will\nof the people, and frequently weak minority groups speak so loudly that\nthey leave the impression that they represent majority desires.\n2. None of the existing controls of education is permanent. All can be\nmodified. Administrators can be removed or “pushed around,” boards of\neducation can be replaced at the next election, state superintendents can\nbe removed, legislators can be influenced and replaced if they are not\nresponsive. Even the state constitutions can sometimes be changed. No\nperson or agency has a permanent\n\ncontrol of education. Each can be changed.\n\nThis emphasis on lack of stability may be disconcerting to some, yet the edu¬\ncational policy receiving support will be reasonably stable if the society is\notherwise settled and stable. When there is social confusion or social revo¬\nlution, educational support will be much less stable. Especially is this true\nif the social change involves important shifts of values or shifts of social\ncontrol to a new group. Education cannot escape this disturbance since\neducation will be used by an emerging controlling group to secure under¬\nstanding and acceptance of their ideas and procedures.\n3. A normal, healthy society will resist the invasion of new ideas and\nbehavior which are not in harmony with the existing mores. The negative\nreaction wTill be especially violent if the innovating idea or practice is in\nconflict with some existing idea or practice considered important or sacred.\nReview of items in Beale’s Are American Teachers Free? which aroused\nthe opposition of community groups, will convince an outsider that the im¬\nportance attached to the opposed behavior did not lie in the behavior itself\n\n"}
{"page": 182, "printed_page": null, "text": "178\n\nNational\n\nEducation\n\nAssociation\n\nbut in the relation of the behavior to the attitudes and behavior existing in\nthe community. The expulsion of unfriendly ideas from a social group is\nas natural a phenomenon as the expulsion of food from the stomach by the\nphysiological organism. The expulsion itself is evidence of a vitality and\na strength in the culture. One not a part of the culture might scoff and\ncriticize because the manifestation being observed appears irrational. But\nhe who scoffs should recognize that his own social group probably has mani¬\nfestations equally irrational — certainly they would appear so to members\nof the group whose behavior he criticizes. Individual items of behavior\ncannot be understood and valued unless they are seen in the cultural setting.\nSpecific practices in rural communities can be criticized by urban residents\nand vice versa, but each is thereby criticizing practices of the other in terms\nof his own pattern of values.\n4. The violence of the reaction of a social group is affected by the degree\nof relaxation of the group. If there are tensions already existing, there will\nbe especially violent reactions — the extent of the violence being somewhat\nin proportion to the strength of the tension. The young man who joined\nthe socialist party in a small San Joaquin Valley community in California\nand served as secretary during his first year, at a time when labor and\neconomic issues were at white heat, should not have been surprised at the\nnecessity of moving to another community\n\nat the close of the year. Anyone\n\nknowing the local situation and the tensions which existed could have pre¬\ndicted the outcome. If the young man had not been sensible, likeable, and\ndiscreet, there might have been sufficient explosion to prevent his con¬\ntinuing thru the year. There should have been tolerance by the people of\nthe community of this divergent view. If they were different people with\ndifferent experiences and a different set of values, they would have reacted\ndifferently. They would have reacted differently, also, if the violent tensions\nhad not existed.\n5. Educational workers individually and as a group have a responsibility\nto influence the policy of the community on educational matters. Indi¬\nvidually, there is responsibility also for a wider participation as a citizen.\nThis effort to influence social action should be of appropriate type for a\nprofessional group in society and one likely to achieve the desired ends.\nAs far as it influences community action it exercises control. As indicated\nearlier, control is dependent on acceptance by the people. When minority\ngroups secure majority acceptance of their contentions, they are no longer\na minority but a majority able to put their program in operation. Minority\ngroups frequently exercise more influence than their numbers justify because\nof the threat to those in power — those in power thinking it wiser to yield\nthan to run the risk of a test of power with the possibility of success by the\nminority and failure on their own part.\n6. Effective leadership or control in any social situation involves making\nadaptation\n\nto achieve power. Complete\n\nconformity\n\nto the controlling mores\n\nwould involve vacating the position of leadership. But too much deviation\nfrom the established pattern of behavior will cause an individual to be\nunacceptable to the group and hence cause him to be ineffective in influencing\n\n"}
{"page": 183, "printed_page": null, "text": "179\nNational\n\nCouncil\n\nof\n\nEducation\n\ntheir behavior and action. Teachers not infrequently fail to establish them¬\nselves as respected members of the community, isolate themselves as outsiders\nby being different, and consequently remain impotent as educational and\nsocial leaders. Being different in small things may prepare for failure in\nthe really important task of the educational worker. There is a practical\nintermediate position where there is much of conformity and some of varia¬\ntion and stimulation. Each person must judge the social situation, his own\nprestige and security, and probable response to lines of action he might take.\n7. It is in harmony with democratic procedure for the people to select\npersons to represent them in the management of the educational enterprise.\nThis control should be considered to be an important responsibility of\ncitizenship and not an objectionable “interference\" with the program of\nprofessional educators. Professional educators should not want to operate\nindependent of the desires of the citizenry but should control by leadership.\nThe\n\npeople have quite generally elected representatives of extended\n\neducation and prestige in the community. This fact has led to a preponder¬\nance of professional and business men and women. Women on the board\nof education are generally wives of representatives of these groups. The\nlabor groups are not well represented on most boards. Some persons are\npleased that the people select representatives with extended education and\nexperience in social administration. Others deplore the limited representa¬\ntion of the larger number of workers. This lack is especially objected to\nby some social liberals who feel that this unbalance pushes the schools into\na defense of the economic status quo and an inadequate support of the labor\nviewpoint in the consideration of social question. There is support for a\nplan of election of members of the board which more nearly insures\nminority representation. Experience\n\nin plans for municipal\n\ndeserving of study by school administrators.\nThe speaker believes that the direct selection of members\n\nelections is\nof the board\n\nof education is a desirable procedure, with members elected at large for\nthe entire district. He is less certain about the advantages of election over\nappointment for the largest cities and for state boards. There is need of\nconsideration of desirable qualifications for board members. The speaker\nobjects to persons serving on boards of education when\n\nthey do not believe\n\nin public education sufficiently to send their own children to the public\nschools. He has some doubt, too, about the desirability of older men serving\non boards of education after their children have finished their formal\neducation. While some\n\nof these older men\n\nmake\n\nvaluable board members,\n\nas a general policy there is reason for belief that the quality of the educa¬\ntional service would loom larger in the thinking of an individual when\nthe education of his own children was affected by his actions as a member\nof the board.\n8. The\n\nmovement\n\ntoward\n\ncentralization continues in education. State\n\ndepartments of education are increasing in their functions. Their responsi¬\nbility for setting standards for certification of teachers and administrators,\nfor setting building standards, for setting certain minimum\n\nstandards in\n\n"}
{"page": 184, "printed_page": null, "text": "180\n\nNational\n\nEducation\n\nAssociation\n\nequipment, and for designating certain lines of training as requirements\nfor all students has become generally established. Their control of the\ncurriculum should be thru leadership rather than thru the issuance of\ninstructions. The legislatures should avoid action on specific curriculum\nrequirements but instead should define broad general policies. There is\nalmost unanimity of opinion that the federal government should not\ncontrol education of the country. The control here should be thru leader¬\nship. Well-supported experimental centers in different sections of the\ncountry and larger research projects, in addition to the service activities\nwhich the staff of the office carries on, would make an important contri¬\nbution and exercise a desirable control. As the movement toward central¬\nization in business, industry, and government continues, we can probably\nexpect the same movement to develop in education.\n9. Probably the most controversial question in discussions of the control\nof education is the relation of the professional group to community organ¬\nizations. It is a generally accepted practice for individuals to belong to a\ngreat variety of community groups and as members influence the action\nof the different groups on matters affecting education. Some members of\nthe profession have joined the Federation of Teachers as a division of the\nAmerican\n\nFederation\n\nof Labor.\n\nThose\n\nwho\n\njoin believe that by this\n\napproach they can secure stronger support from labor for the type of edu¬\ncation they believe to be sound. This association differs from the other\ntypes of membership mentioned in that it provides for an organized group\nof educators as a part of a more general community organization, and its\npromoters contend that it would be desirable for all teachers to belong.\nThis is the first time we have had the contention that it would be desirable\nfor all teachers to become a part of one social group. It has not been argued,\nI believe, that all should belong to one church group, or one political\nparty, or one school of thought in science, art, music, or philosophy.\nThe speaker notes with appreciation the support given to public educa¬\ntion by a larger number of social groups in the history of American edu¬\ncation. Organized labor has been one of the strongest in its support. I hope\nthat its members and the organization will continue to see well-supported\neducation as a desirable social policy and as desirable for their children.\nI am of the judgment that the affiliation of a minority in the profession\nwith labor, joining with one of the great national organizations of labor,\nwill make an important contribution. If membership in the Federation\nof Teachers\n\nwere\n\nin my judgment\n\nto approach a majority of the teachers of the country,\nit would\n\nconstitute a very undesirable development.\n\nThe\n\nsuggestion that labor might not continue to support public education with¬\nout such affiliation does not do credit to the honesty of the labor movement.\nClose affiliation of the total profession with one large social group would\nput in hazard the principle of free public education and make more difficult\nthe instruction in the social field. But there is no danger of such a devel¬\nopment. The activity of the leaders and the horror of the opposition have\ncombined to make this issue appear more universal than the facts justify.\n\n"}
{"page": 185, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n181\n\n10. The role of the teacher in the control of education is undergoing re¬\nvision in this period. The desirability of having the teacher participate in the\nplanning of education, and in having greater freedom in the classroom so\nas to be able to operate in terms of the needs of his students within the\ngeneral framework of the program of the school, is generally recognized.\nThis movement is a commendable one. It should be recognized, tho, that\nthe teachers cannot alone determine educational policy. Parents, elected\nrepresentatives of the people, the board of education, administrators and\nsupervisors, and teachers should cooperate in defining the educational needs\nof the community.\n\nThere\n\nwill be wide variation in thinking in each of\n\nthese groups. It requires a high level of proficiency in leadership in co¬\noperative discussion and planning to bring all these divergent viewpoints\ntogether and to formulate\n\na practical program\n\nof education for the com¬\n\nmunity. When sharp conflicts exist in the community or within the pro¬\nfessional group, this free democratic process will meet with serious\ndifficulty. An honest effort should be made to develop an exemplary oper¬\nating democracy in the school. While legally the board of education will\nhave control, it should not operate autocratically. It should operate as dem¬\nocratically as possible in fulfilling its obligation to the community and to\nthe children enrolled.\n11. The\n\nrelationships in the control of education might be expressed\n\nby noting the general control of the distant agencies with the specific\ncontrol by the immediate agencies. The state constitution calls for a public\nschool system and in general terms defines policy. The constitution sets the\nframework for the legislature. The legislature passes laws to provide a\nframework for the state board of education and the state department of\neducation and for the other agencies. The\nwithin the framework\n\nstate board, operating in turn\n\nset by the legislature, determines the framework\n\nfor\n\nthe state department. The local district board operates within the frame¬\nwork set by the constitution, legislature, state board, and state department\nof education, and further defines the pattern for the schools of the district.\nFurther definition is given by the superintendent, the principal of the\nschool, and the staff of the school.\nEach of these agencies has a role in defining the pattern of education.\nIn somewhat the order mentioned, each operates within a framework set\nby the agencies preceding it in the list and each in turn further determines\nthe framework of the agencies or persons following it in the list. It is\nimportant that no one agency usurps the function appropriate for the\nagencies which follow it on the list. The teacher in the classroom can be\nhemmed in by so many specific controls that he does not have the freedom\nto develop and to adapt an education for the particular children under\nhis tutelage. Teachers have not had and do not yet generally have the\nfreedom modern education demands. Somehow, the working relationship\nshould be clarified and modified so that teachers actually have the freedom\nand feel the freedom\n\nto exercise ingenuity, originality, and professional\n\njudgment in meeting the problems of the education of their pupils.\n\n"}
{"page": 186, "printed_page": null, "text": "182\n\nNational\n\nEducation\n\nMILWAUKEE\nTHESES\n\nON\n\nERNEST\n\nTHE\n\nO. MELBY,\n\nAssociation\n\nMEETING\n\nINTERNAL\n\nCONTROL\n\nDEAN,\n\nOF\n\nSCHOOL\n\nUNIVERSITY,\n\nOF\n\nEDUCATION,\n\nEVANSTON,\n\nEDUCATION\n\nNORTHWESTERN\n\nILL.\n\n1. All schools and all education must be organized and administered in\nharmony with the underlying principles of the democratic way of life. All\ncontrols established in such schools and other educational institutions must\nharmonize\n\nwith principles of democratic administration.\n\n2. Since the scientific method is basic to the improvement of democracy,\nthe organization and administration of schools should be conducted in\nharmony with the method of science or the method of experience. In other\nwords, a philosophy of experimentalism is basic to administrative theory and\npractice.\n3. In a democracy, educational institutions must contribute to the con¬\ntinuous reconstruction of society thru the development of new and improved\nknowledge concerning social procedure and thru improved living on the\npart of those who have had the benefit of our educational facilities. The\nschool, therefore, has a definite orientation in the direction of the democratic\nway of life and one of its major functions is to contribute to the improve¬\nment of that life.\n4. Internal control in all schools must be determined\n\nand operated with\n\nregard for the growth and development of all connected with the institution.\nThus organization and administration must serve the growth and develop¬\nment of the pupils, teachers, administrative officers, and persons in the\ncommunity. It is in terms of such growth that the various administrative\nand organizational devices must be evaluated.\n5. One of the major functions of educational administration is the\nrelease of creative talent on the part of individuals connected with enter¬\nprise. Thus freedom to be unique, to create, and to think along new and\noriginal lines is an absolute requisite for a dynamic school.\n6. Decisions concerning the educational experiences of individual chil¬\ndren should be made by persons who are as close as possible to the child\nand his life. This would suggest that teachers should make as many decisions\nas possible and that administrative officers should make as few decisions as\npossible, especially in those areas which have a direct bearing on the everyday\nlife of the child.\n7. Administrators and supervisors must view themselves as resource agents\nof the faculty, pupils, and people in the community, and not as persons who\ndominate\n\nthese groups. In other words, the administrators are working for\n\nthe faculty, students, and community\ncommunity for the administrator.\n\nand not the students, faculty, and\n\n8. Because of the complexity of educational problems and because of the\nnecessity for training in group thinking and group living, it is important\nthat as much group thinking is brought to bear upon the solution of educa-\n\n"}
{"page": 187, "printed_page": null, "text": "183\nNational\n\nCouncil\n\nof\n\nEducation\n\ntional problems as possible. The training of the staff in group\nbecomes one of the important responsibilities of administration.\n\nthinking\n\n9. No uninterrupted progress of education and society is possible without\ncontinued freedom for research and independent thinking. For this reason\nadministrative officers should be as ready to approve and reward staff mem¬\nbers who disagree with them as they are to regard those who agree with\ntheir own points of view. This is perhaps one of the most difficult prob¬\nlems for administrators to solve but it must be solved or a really creative\nschool cannot result.\n10. The spirit of an appropriate school in a democracy should be non¬\ncompetitive and cooperative. As far as possible the behavior of administra¬\ntive officers should be based on unselfishness and concern for the welfare\nof others. Jealousy over the achievements of staff members is intolerable\nand cannot but frustrate the developments of truly cooperative enterprise.\nTHESES\n\nON\n\nLYMAN\n\nBRYSON,\n\nA\n\nPOLICY\nTEACHERS\nNEW\n\nFOR\n\nADULT\n\nCOLLEGE,\nYORK,\n\nEDUCATION\n\nCOLUMBIA\n\nUNIVERSITY,\n\nN. Y.\n\n1. Every community in America should provide, to the limit of public\nand private resources, for all the kinds of learning that all the kinds of\ncitizens need. There is no difference between children and adults in this\nrespect except that children do not carry economic burdens and have, as a\nresult, more time for learning. Any definition of adult education which\nsets it off from other processes of learning is inadequate. Mature men and\nwomen are better able, in the degree of their maturity, to choose their own\neducational ends and means, and growth implies increased mastery. Other¬\nwise, learning is conterminous with living.\n2. Public adult education should be directed by policies the same as those\nthat control other phases of public education. This means that there should\nbe local responsibility and independence ; that financial support from large\nadministrative units, such as the state or the federal government, should\nnot be accepted unless this local control can be maintained ; that administra¬\ntive units should not be multiplied beyond real need ; and that private agen¬\ncies should be free to carry on experiments without interference from public\nadministrators.\n3. Adult education is the self-education of mature citizens in a free\ncountry and there should be no interference by any public authority or by\nany private group with the free expression of any opinion or with the\ndiscussion of any subject, and likewise there should be no discrimination in\nallowing the use of public buildings.\n4. All who are engaged in what is recognized as adult education, whether\nconducted by a public or by a private agency, should realize the importance\nin adult learning of nonscholastic institutions such as the public library,\npress, motion picture, radio, and organized recreation, and should cooperate\nwith all of them in every way possible.\n\n"}
{"page": 188, "printed_page": null, "text": "184\n\nNational\n\nEducation\n\nAssociation\n\n5. It is recognized that the demand for federal subsidy of local public\nadult education arises from a conviction that the control of taxable wealth\nin the United States is concentrated in certain centers and that all adminis¬\ntrative units are not equally capable of maintaining a minimum standard of\neducational opportunity. Any program of federal subsidy that is decided\nupon, however, must be undertaken experimentally and with due precau¬\ntions against federal interference whether intentional or indirect, and full\nadvantage should be taken of the successful experience of the federal gov¬\nernment in the administration of the Smith-Lever act for agricultural\nextension.\n6. The federal government’s use of adult education activities to pro¬\nvide employment has been, on the whole, an advantage to adult education\nbecause it has aroused public interest, encouraged men and women to learn,\nand demonstrated possible success.\n7. The time has now come for the federal government to liquidate its\nWPA adult education program in order that local school authorities may\nassume responsibility for permanent work in this field. It is not intended\nhere to express any opinion as to the continuance of the Civilian Conser¬\nvation Corps camps, the National Youth Administration, or the federal\nprojects in the arts. It is believed that the first purposes of the WPA adult\neducation program have been served and that the best of the program and\nthe best of the personnel now engaged should be made part of regular local\neducational systems.\n8. Local public authorities should be urged to take on as large a part of the\nburden of initiating, administering, and financing adult education as can be\nconveniently and adequately performed within the organized school and\ncollege systems.\nIt should be recognized that there always will be and always should be\na large number of adult learning activities which are most successful if\ninitiated, supported, and controlled by those who make use of them, but\nthis fact is no excuse for indifference or failure by local public authorities.\n\nSECRETARY’S\n\nMINUTES\n\nSt. Louis, Missouri\nFebruary\n\n26-27, 1940\n\nThe National Council of Education convened in two sessions for the regular\nmidwinter meeting on February 26 and 27, 1940, at St. Louis. The first session\nopened at 2:00 p.m., Monday, February 26, at the DeSoto Hotel, President Louis A.\nPechstein presiding. The attendance was approximately three hundred.\nThe\n\nannual\n\nreport of educational\n\nprogress for 1939-40\n\nwas\n\ngiven by Carter\n\nV.\n\nGood, professor of education, University of Cincinnati. Professor Good’s paper is\nprinted in full in the March 16, 1940, issue of School and Society.\nIn accordance with the accepted policy governing Council programs the meeting\nwas mainly devoted to a discussion of certain theses treating timely and important\neducational issues. The topic chosen for the first session of the 1940 meeting, “The\nRelation of the Teacher to America’s Changing Economic Pattern,” was presented\nby Harold F. Clark, professor of education, Teachers College, Columbia University,\nNew York, N. Y.\n\n"}
{"page": 189, "printed_page": null, "text": "185\nNational\n\nFollowing\n\nthe\n\npresentation\n\nWillard\n\nFrasier,\n\nWilliam\n\nS. Taylor,\n\nFloyd W.\nConsumer\nCollege\n\npresident,\n\nCouncil\n\nof\n\ngroup\n\ninvited\n\nparticipants,\n\nState College\n\na\n\nColorado\n\nSchool\n\nof Education,\n\nfor Women,\n\nHighland\n\nPark,\n\nMontevallo,\n\nMich.;\n\nAfter\n\na period\n\nThe\n\nsecond\n\nsession\n\nopened\n\nat 2:00\n\nP.M.\n\nLouis.\n\nPresident\n\nwas\n\nand\n\nAla.;\n\nJohn\n\nof discussion\non\n\nopen\n\nTuesday,\nA.\n\nThe\n\ntopic chosen\n\nFollowing\nincluding\n\nGreeley,\n\nColo.;\n\nof Kentucky,\n\nLexington,\n\nH. Lemmel,\n\nKy. ;\n\nsuperintendent\n\nIll.; George\n\nO. Melby,\n\nS. Counts,\n\nW.\n\nStudebaker,\n\nEdwards,\n\nUniversity\n\nsuperintendent\nthis report\n\nSchool\n\nof the National\n\nCouncil\n\nof Education\n\nFebruary\n\n27, at the Municipal\n\npresided\n\nthru\n\nin the second\n\nof Pasadena\n\nand\n\nof the meeting\n\nChicago,\n\nengaging\n\nand\n\nA\n\nperiod\n\nCalif. The\n\ncontinued\n\nTuesday\n\nbusiness\n\nuntil adjournment\n\nafternoon,\n\nmeeting\n\nFebruary\n\ndean\n\nof Educa¬\n\nof the School\n\nby an invited panel\nNew\n\nUniversity,\n\nUniversity,\n\nNew\n\nWashington,\nGeorge\n\ndiscussion\n\nYork,\n\nEvanston,\n\nYork,\n\nN. Y. ;\n\nD. C.; Newton\n\nH. Meredith,\n\ndeputy\n\nis later referred\n\nto in\n\ninitiated\n\nby Mr.\n\nof the entire panel occupied\n\nBusiness\nregular\n\nControl\n\nUniversity,\n\nNorthwestern\n\nof spirited debate\n\nthe attention\n\n“The\n\ndiscussed\n\nIll.; and\n\nMadi¬\n\nhundred.\n\nColumbia\n\nColumbia\n\nSt.\n\nof the meeting\n\nE. G. Doudna,\n\nN. Kefauver,\n\nStates Office of Education,\n\nof schools, Pasadena,\n\nof proceedings.\n\nfour\n\nmeeting,\n\nCollege,\n\nAuditorium,\n\nthe first hour\n\napproximately\n\nCollege,\n\nof Chicago,\n\nlater in\n\nmeeting\n\nof Education,\n\nTeachers\n\nappear\n\nat 4:30 P.M.\n\nTeachers\n\nUnited\n\nof schools, Springfield,\n\ndiscussions\n\nadjourned\n\nof the theses the topic was\n\nNewlon,\n\nof schools,\n\nto the floor the meeting\n\nwras\n\nfor discussion\n\nH.\n\nsuperintendent\n\nat 2:50 P.M. by vicepresident\n\nattendance\n\nthe presentation\n\nJesse\n\nN. Y. ; Ernest\n\nThe\n\nof Education,\n\nof the prepared\n\nPechstein\n\nin the chair\n\nW.\n\ntion,” was presented in theses prepared by Grayson\nof Education, Stanford University, California.\n\nJohn\n\nGeorge\n\nUniversity\n\nGranrud,\n\nof the 1940\n\nLouis\n\nsucceeded\n\nson, Wisconsin.\nThe\n\nnamely\n\nReeves, University of Chicago, Chicago, Ill.; John Cassels, Institute for\nEducation, Stephens College, Columbia, Mo.; Gordon McCloskev, State\n\nMass., discussed the issues. Statements\nthis report of proceedings.\n\nand\n\nof\n\nEducation\n\nMeredith\n\nthe major\n\npart\n\nat 4:20 P.M.\n\nMeeting\n\nof the National\n\nCouncil\n\nof Education\n\nwas\n\nheld on\n\n27, 1940, at the Municipal\n\nAuditorium.\n\nThe\n\nmeeting\n\nopened at 4:30 P.M., Dean Pechstein presiding. The attendance was fifty-six.\nDean Pechstein reported on the general status of the Council giving the specific\nrecommendations\n\nof the Executive\n\nat 12 noon.\n\nMembership\n\nThe\n\nCommittee\n\nCommittee\n\nfrom\n\nthe meeting\n\nreported\n\nreported\n\na full quota\n\nwith\n\nTuesday\n\nall but two\n\nstates registered.\nActing upon the communication reported from the Department of Adult Education\nthe Council recommended that two discussions in the field of adult education be\nplanned\n\nfor the Milwaukee\n\nEdmondson,\n\ndean\n\nmeeting\n\nof the School\n\nunder\n\nthe leadership\n\nof Education,\n\nUniversity\n\nof Professor\n\nJames\n\nB.\n\nof Michigan.\n\nIn consideration of the Executive Committee’s report on the proposed textbook\nconference requested by the Publishers Association, the Council reviewed the\nhistory of the Textbook\nwas\n\nheld\n\nat Buffalo\n\nthe National\n\nConference,\n\nand\n\nCouncil\n\nwdth publishers\n\nrecorded\n\nits conviction\nand\n\nof Teachers\n\nhas\n\nfrom\n\nbeen\n\nin session at Minneapolis\n\nto confer\ncontinued,\n\nsince then\n\ndating\n\nof instructional\n\nand\n\nannually\n\nvoted\n\nmaterials.\n\nthat the committee\n\nall vacancies\nCollege\n\nJuly 1931, when\n\nhad\n\nto create\n\nAfter\n\nserved\n\nfilled at once. Upon\nSuperintendent\n\nheld.\n\nshould\n\nof Newport\n\nof the Executive\n\nguidance\n\nis a basic\n\nresponsibility\n\nof the Council\n\na special commission\n\na useful purpose,\n\ndefinite guidance\n\nthe sentiment\n\nthe Resolutions\nwas\n\n1933\n\nthe Council\n\nfrom\n\nand\n\nFebruary\n\nthe discussion\n\nwTere named to the commission.\nConsideration was given to the request\nreport\n\nIn\n\nvote of the group\n\nSaunders\n\na first meeting\n\nProfessor\nNews,\n\nBagley\n\nVirginia,\n\nCommittee\n\nCommittee\n\nbe\n\nfor a\n\nthat such\n\napproved.\n\nConsideration was given to the proposed National Academy\nliam C. Bagley, chairman appointed at San Francisco, reported\n\nof Education. Wil¬\nprogress and in his\n\n"}
{"page": 190, "printed_page": null, "text": "186\n\nNational\n\nreport\n\nreviewed\n\nChapter\n\nplans which\n\nof Kappa\n\ndiscussion\n\nbeginning\n\nrecorded\n\ndifficult of attainment it may\nseconded that the committee\nMilwaukee in July.\nThe\n\nmeeting\n\nin substance\n\nmeeting\n\nare to follow\n\nadjourned\n\nthe general\n\nthe pattern\n\nbody which\n\nwith the nucleus\n\nof the Laureate\n\naims to keep its member¬\n\nof fifteen has not yet approxi¬\n\nconviction\n\nthat while\n\nthe project is very\n\nbe realized with careful study. Motion was made and\nbe authorized to continue its work and to report at\n\nat 4:55\n\np.m.\n\nExecutive\nA\n\nAssociation\n\nDelta Pi, a self-perpetuating\n\nship below fifty and which\nmated the limit of fifty.\nCouncil\n\nEducation\n\nof the Executive\n\nCommittee\n\nCommittee\n\nof the National\n\nCouncil\n\nof Education\n\nwas held at 12:00 NOON, Tuesday, February 27, at the Hotel Jefferson, St. Louis,\nwith Dean Pechstein, Caroline Woodruff, Chari Williams, and A. L. Thelkeld\npresent. The\n\nfollowing\n\nmatters\n\nof business\n\nwere\n\ndiscussed\n\nand\n\nappropriate\n\naction\n\ntaken for recommendation to the general body under it:\n1. A request from the Publishers Annual Conference that the National Council\nof Education reconstitute the Council Committee on Publications and continue the\nwork\n\ninitiated by the group.\n\nto the general\n\nbody\n\nThe\n\nthe approval\n\nExecutive\n\nCommittee\n\nvoted\n\nthat we\n\nrecommend\n\nof this request.\n\n2. A request from Jean Armour MacKay asking that the National Council of\nEducation join in the activities of the National League of Teachers Associations.\nThe Executive Committee recorded its belief that the interests of the National\nCouncil do not at present lend themselves to the requested coordination of activities.\n3. A communication reporting certain resolutions from the Department of Adult\nEducation\nPresident\n\nasking\n\nadvice\n\nPechstein\n\nof the Council\n\nhere reported\n\non certain program\n\na preliminary\n\nproposals.\n\nstudy of this question, the results\n\nof which give proof of wide and enthusiastic interest on the part of Council mem¬\nbers. The Executive Committee voted recommendation of the general proposal.\n4. A consideration\n\nof certain proposals\n\nconcerned\n\nwith\n\na national\n\neducation needs and interests with a view to determination\nbilities and opportunities. The Executive Committee voted\n\nsurvey\n\nof Council responsi¬\nrecommendation and\n\nfollow-up study of the proposal, utilizing the findings of the informal\nreported by President Pechstein.\n5. Proposal\nmeeting\n\nthat in connection\n\neffort be made\n\nEducation\n\nAssociation\n\nto have\n\nwith\n\nthe program\n\nthe Department\n\ngive to the teachers\n\nplanned\n\nof Adult\n\nplanned for the guidance of adult education activities.\n6. Recommendation forwarded from the San Francisco\nproposing\n\nthe institution of a National\n\nAcademy\n\na\n\nMilwaukee\n\nof the National\n\nstatement\n\nmeeting\n\nof Education,\n\ninvestigation\n\nfor the\n\nEducation\n\nof the country\n\nof adult\n\nof policy\n\nof July\n\n1939,\n\nWilliam\n\nC. Bagiev,\n\nTeachers College. Columbia University, to present a detailed report\nmeeting of the National Council. The Executive Committee recorded\n\nat the 1940\nenthusiastic\n\ninterest and approval. No action in order.\n7. Communication from the Resolutions Committee\nthe\n\nNational\n\nCouncil\n\nprepare\n\npreliminary\n\nof the N.E.A.\n\nmaterial\n\nfor\n\nrequesting\n\nprogram\n\nthat\n\ndiscussion\n\nat\n\nAssociation meetings, especially requesting that the Council indicate problems of\nAmerican education which should be considered in the drafting of resolutions.\nThe Executive Committee recorded its feeling that this work is naturally and\ninherently a task of the Council and that all the activities of the Council are at\npresent\n\ndirected\n\npoint.\n8. Proposal\nCouncil\n\nto just this end\n\nand\n\nthat no special committee\n\nis necessary\nbe taken\n\nto restrict\n\nto those who\n\ntake active\n\nfrom\n\nthe Membership\n\nCommittee\n\nthat measures\n\nmembership\n\nto contributors,\n\nto faithful attendants,\n\nat this\n\npart in voting and in responding to Council communications. The Executive Commit¬\ntee voted to recommend careful consideration of membership qualifications. Sugges¬\ntion approved for mimeographing of membership lists for distribution thru Council.\nThe meeting was adjourned at 1 :45 p.m.\nMargaret\n\nKiely,\n\nSecretary.\n\n"}
{"page": 191, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n187\n\nEducation\n\nMilwaukee, Wisconsin\nJune\nThe\n\nNational\n\nCouncil\n\nof Education\n\n30, 1940\nmet\n\nin business\n\nsession on Sunday\n\nafternoon\n\nat 4:00 p.m. at the Hotel Schroeder in Milwaukee, Wisconsin, with a quorum present.\nDean L. A. Pechstein reported that for the first time in his administration the\nmembership\n\nrolls are\n\nfilled.\n\nHe gave the report on the question of establishing a National Academy of\nEducation, submitted by William C. Bagley as a result of his correspondence with\na number of leading men and women in education. In harmony\nsuggestions, Willis A. Sutton moved that: (a) a committee\na final report\n\nat the February\n\n1941\n\nmeetings;\n\nwith Mr. Bagiev’s\nbe continued for\n\n(b) the resignation\n\nof Mr.\n\nas chairman be accepted; and (c) the president appoint a new\nreconstitute the committee. The motion was unanimously carried.\nThe\n\nreport\n\nof the Committee\n\non Recommendations\n\nThe report was unanimously accepted.\nEdgar G. Doudna reported that the Committee\ndeliberation,\nanother\nwas\n\nunanimously\n\nproposed\n\nthe name\n\nthree years. Mr.\n\nPechstein\n\nwas\n\nexpressed\n\nby the group\n\nwas\non\n\nread\n\nNominations,\n\nelected unanimously\n\nof the generous\n\nsupport\n\nchairman\n\nby Dean\n\nof L. A. Pechstein\nwhich\n\nand\n\nBagley\n\nPechstein.\n\nafter serious\n\nfor president\ndeep\n\nand\n\nfor\n\nappreciation\n\nthe president\n\nof the\n\nUniversity of Cincinnati, Raymond Walters, had consistently extended to Dean\nPechstein in his capacity as president of the National Council of Education.\nCharl\n\nOrmond\n\nActing\n\nWilliams,\n\nSecretary for Margaret\n\nKiely.\n\n"}
{"page": 192, "printed_page": null, "text": ""}
{"page": 193, "printed_page": null, "text": "Departments\n\nof\n\nthe\n\n<■.Association\n\n"}
{"page": 194, "printed_page": null, "text": "INTRODUCTION\n\nThe\n\ngrowth\n\nof\n\ndepartments\n\nin the Association\n\nbegan\n\nin 1870\n\nwhen\n\nthe American Normal School Association became the Department of\nNormal Schools (now the American Association of Teachers Colleges),\nand the National Association of School Superintendents became the De¬\npartment of Superintendence (now the American Association of School\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 fulltime 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\n1921\n\nHEALTH,\n\nOF\n\nSCHOOL\n\nAMERICAN\n\nASSOCIATION\n\nOF\n\nTEACHERS\n\nAMERICAN\n\nEDUCATIONAL\n\nRESEARCH\n\nEDUCATION\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\n1933\n1892\n\n.\n\n1914\n\nPRINCIPALS\n\n.\n\n1921\n\n.\n\n1939\n\n.\n\n1930\n\nEDUCATION\n\n.\n\nEDUCATORS\n\nNATIONAL\n\n1926\n\nCONFERENCE\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\nTEACHERS\n\nEDUCATION\nAND\n\nOF\n\n1884\n\n.\n\nDIRECTORS\n\nSPEECH\n\n1918\n\n.\n\nPRINCIPALS\n\n1939\n.\n\n.\n\nSTUDIES .\n\nADMINISTRATIVE\n\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\nSOCIAL\n\nWOMEN\n\n.\n\nINSTRUCTION\n\nSUPERVISORS\n\nOF\n\n.\n\nOF\n\nSECONDARY\n\n1884\n\n.\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\n1894\n\nASSOCIATION\n\nBUSINESS\n\nEDUCATION,\n\n.\n\nAMERICAN\n\nART\n\nPHYSICAL\n\nOF\n\nINSTRUCTION\n\n.\n\nEDUCATION\n\n.\n\n[190]\n\n1930\n.\n\n1929\n1923\n1875\n\n"}
{"page": 195, "printed_page": null, "text": "Department\nt/DULT\n\nof\n\nEducation\n\n"}
{"page": 196, "printed_page": null, "text": "The\n\ndepartment\n\nof\n\nHISTORICAL\n\nNOTE\n\nadult\n\nwas\n\neducation\n\nestablished\n\nby vote\n\nof the\n\nRepresentative Assembly, July 8, 1921, as the Department of Immigrant\nEducation. The first meeting was held in 1922 in Boston. In 1924 the\nname of the Department was changed to the Department\ncation. See proceedings, 1924:566.\n\nof Adult Edu¬\n\nThe officers of the Department for the years 1940-41 are: president,\nM. S. Robertson, Director, Admit Education, State Department of Edu¬\ncation, Baton Rouge, La.; vicepresident, Caroline A. Whipple, Acting\nChief, Bureau of Adidt Education, State Education Department, Albany,\nN. Y .; secretary, Helen Gregory, Director, Adult Education Council,\nPublic Library Building, 629 Vine St., Cincinnati, Ohio; assistant\ntreasurer,\n\nMrs.\n\nLouise\n\nBruner,\n\nPrincipal,\n\nExcelsior\n\nUnion\n\nEvening\n\nHigh School, Norwalk, Calif., P. 0. Box 644, Huntington Park, Calif.;\neditor\n\nof bulletin,\n\nPaid\n\nSheats,\n\nAssistant\n\nProfessor\n\nof Education, Madi¬\n\nson, Wis.; regional vicepresidents, John J. McGrath, Director, Bureau\nof Adidt Education, Board of Education, Hartford, Conn.; Malcolm\nS. MacLean , President, Hampton Institute, Hampton, Va.; Ben Cherrington, Director, Foundation for the Advancement of the Social\nSciences, University of Denver, Denver, Colo.; Harvey M. Genskow,\nDirector, Shorewood Opportunity School, N. Oakland Ave., and E.\nCapitol Drive, Shorewood, Wis.; C. W. Huser, State Supervisor of\nEducation, WPA, San Antonio, Texas.\nThis Department meets twice a year in February and July. The annual\ndues, $1, are payable to the Department of Adidt 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\n1922 -.905-968\n192 3:669-704\n1924 -.565-582\n1925:337-353\n\n1926 :329-372\n1927:293-334\n1928 :263-304\n1929:277-316\n1930:249-274\n\n1931:315-342\n1932:263-282\n19 33:275-308\n1934:273-296\n1935 -.255-270\n\n\\ 192 1\n\n1936:161-176\n1937 :177-202\n1938:363-378\n1939:197-210\n\n"}
{"page": 197, "printed_page": null, "text": "ST. LOUIS\nSOME\n\nIMPONDERABLES\n\nSPENCER\n\nMILLER,\n\nJR.,\n\nIN\n\nDIRECTOR,\n\nAMERICA,\n\nNEW\n\nMEETING\nTHE\n\nAMERICAN\n\nWORKERS\nYORK,\n\nEDUCATION\nN.\n\nECONOMY\nBUREAU\n\nOF\n\nY.\n\nThemachine\ninterrelationship\nbetweenso the\nwar system\nscience andto\ntechnology has become\nfunctional\nthat itand\nis impossible\nunderstand our present world without taking this fact into consideration.\nThe World War marked the passing of wars fought mostly by hand labor\nand manpower, and the advent of wars fought by applied science and mass\nproduction. Mechanized armies, managed currencies, and regimented popu¬\nlations are the characteristics of war-time economy. A veritable revolution\nhas taken place in war itself, and that revolution has in turn had its effect\nupon the economy of every great power.\nThe impact of the war system on the national economy is everywhere to\nbe seen in our western civilization. It has a special effect on the volume and\nextent of unemployment.\n\nAs the army recruitments go up, the index of un¬\n\nemployment goes down. “The public works of war,” as they have come to\nbe described in Europe, provide the chief source of employment for the idle.\nIn our own land, the economic consequences of the European war have\nbeen pronounced and bid fair to be more marked as the months go by.\nAlready the demand for war supplies, airplanes, iron, copper, oil, and\nordnance of all kinds has been reflected in demands for labor and vast out¬\nlays for capital goods that have produced boom conditions in some industries.\nFor two years now the products of American fields, factories, workshops,\nmines, and wells have been drawn heavily upon in the Sino- Japanese con¬\nflict. Indeed, if our supplies were cut off, it is asserted by some authorities\nthat the war could not be prosecuted on its present mechanized basis for\nsix months. Over 180 days of the European war have now elapsed, and our\nservice of supplies to the Allies both contracted for and delivered runs into\nthe billions. The placement of vast orders for copper on the American\nmarket last summer at premium prices for delivery in Germany before\nSeptember 1 was the most conclusive argument of the warlike intention\nof the Reich in their diplomatic exchanges with England and France.\nScience and the machine when joined for the prosecution of war make de¬\nmands upon the resources of the world without respect to national bound¬\naries. National leaders may seek to prove the possibility of a political selfsufficiency and national isolation, but economic interdependence is the\nfact of the modern world.\nI mention this impact of the war system upon our economy not only\nbecause a world at war is the contemporary political fact of our time but\nbecause the social and economic consequences of the present conflict are\ngoing to influence the adjustment problems with which we shall be con¬\nfronted in the days to come. The longer these wars last the greater is the\nprobability of the economic if not the military involvement of America.\nL 193 ]\n\n"}
{"page": 198, "printed_page": null, "text": "194\n\nNational\n\nEducation\n\nAssociation\n\nAn economy of free prices, high labor costs, and gold as a basis for inter¬\nnational trade will find it increasingly difficult to function in a world of\ncontrolled wages, government\n\nfixed prices, managed\n\ncurrencies, and barter.\n\nAll who are called upon to lead or teach in our day must begin by recog¬\nnizing this vital impact of the war upon the immediate future of America.\nIf there be any doubt how vital and how lasting is the impact of the war\nsystem upon the national economy of belligerents and neutrals alike, con¬\nsider for a moment one of the effects of the World War on our unem¬\nployment problem. The demands of a war economy so stimulated the rate\nof technological research in our land that in the view of one expert we an¬\nticipated the scientific advances of a quarter-century in two years. Our\nmechanical achievements rapidly outstripped our social controls. We found\nthat we could change our machines more rapidly than our minds and more\nrapidly than our social mechanisms. The result was that our economy\nwas thrown out of balance, of which unemployment is one of the end\nresults. It would not be sound to attribute the blame for our unemploy¬\nment exclusively to the unsettlement due to the World War; but it would\nbe as unsound not to recognize the mighty impact of the war system on the\ndisequilibrium which exists today. Because of such a lack of balance, un¬\nemployment and underemployment are at once our most conspicuous failures\nand our most insistent problems. And we have not yet developed in this\nland a consistent policy of work distribution which is adequate to the\ndynamic needs of machine technology.\nThe waste in men and wealth that has resulted from this failure to\nbring these economic forces under social mastery has been prodigious. The\nNational Resources Committee estimates that the unemployment of men\nand machines since 1929 has cost the nation the staggering sum of two\nhundred billion dollars.\nFrom\n\nanother standpoint economic\n\nloss has resulted from lowering of\n\nliving standards in America each year for the past ten years. The per\ncapita income of the American people dropped from an average of $664\nin 1929 to an average of $584 in 1939. But while the money loss has\nbeen staggering, due to the unemployment of men and machines, the injury\ndone to human beings due to prolonged idleness will handicap us now\nand in future generations.\nThere is still another aspect of this unemployment problem which may\nhave escaped our consideration. During the year that has just closed,\nproduction levels were back in many industries to 1929. In fact, we pro¬\nduced more goods than we did in 1929. Yet we employed one million fewer\nworkers in industry to achieve this objective and have had in addition\napproximately nine million unemployed who have been abstracted out of\nthe economy. Thus we have the paradox of industrial recovery without\nindustrial reemployment.\nSide by side with the changes which have taken place in our national\neconomy over the past decade or more, there has been another technological\nprocess going on which bids fair to transform profoundly the pattern\nand profile of American industry. It is the technological change wrought\n\n"}
{"page": 199, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\nby the coming of electrical power. To understand\n\n195\n\nthe social and industrial\n\nconsequences of this new Power Age may yet give us the clue to an under¬\nstanding of the most serious economic problem of our time — unemploy¬\nment. Electricity has not only given a new mobility to industry, a new\ndelicacy of control of the machine not feasible under mechanical power,\nbut it has also made possible the element of remote control which marks a\ngreat advancement. But the far-reaching revolution which electricity has\nwrought in recent years has been its penetration into the component parts\nof the machine itself. The result has been new functional redesigning of\nmachines to achieve more sensitive controls.\nMoreover,\n\nthe result of this transformation\n\nin the industrial processes\n\nhas virtually created new qualifications for workers. “Sustained attention,\ncorrect perception, and quick reaction,” says Walter Polokov, “are now\nthe new requirements.” By these control centers in the new designs of\nmachines it is possible to bring a vast complexity of operation under unified\ncontrol. It must be manifest that such a change in industrial discipline will\nalter both the requirements on the individual and the basis of reward.\nAs far as the individual is concerned, there will be an increase in the re¬\nquirements of technical skill to operate these controls. It marks the passing\nof physical energy as the basis upon which compensation is fixed.\nIf to these imponderables in our present situation one adds still another\nit will be clear how novel is the world in which we are called upon to\nguide adults in fashioning a design for living. Within recent months the\nTemporary National Economic Committee in its hearings in Washington\nhas been engaged in making an appraisal of the trend of the empire of\nAmerican business. The disclosures have brought to light the startling fact\nthat the capital market has all but ceased to be the source from which\nmodern industry is financing its technological improvements. Domination\nof industry by the banking system is now largely a thing of the past. Rather,\nit is from depreciation reserves, depletion reserves, and profits held in the\nsurplus account that such improvements are financed.\nThe Committee investigation disclosed the fact that American business\nin the early ’twenties financed 75 percent of its capital investment from its\nown savings; in the middle thirties it secured 92 percent from internal\nsources. Not only, then, can industry finance its technological improvements\nfrom within but it can do so when and as it decides to do so. Policy will\nbe determined not by the stockholders or by those who can invest individual\nsavings in business but by those who control industry. Here is a vast pri¬\nvate power invested with great social and public responsibility.\nIt seems manifest that we cannot begin to grapple with the problems\nof adult guidance without knowing something of the nature of the world\nof 1940 in which it is our task to provide help to adults who come seeking\naid. That world not only seems one of bewildering complexity but one in\n-which the forces of dynamic change seem far more potent than those of\nouter stability. It should make us especially conscious of the fact that the\nproblems of guidance and of adult education are not solely inner and psycho¬\nlogical in nature but are also external and sociological.\n\n"}
{"page": 200, "printed_page": null, "text": "196\n\nE. W.\n\nNational\n\nEducation\n\nPUBLIC\n\nAFFAIRS\n\nEDUCATION\n\nBALDUF,\n\nDIRECTOR\n\nOF\n\nSCHOOLS,\n\nADULT\nDES\n\nAssociation\n\nTHRU\n\nEDUCATION,\nMOINES,\n\nDES\n\nFORUMS\nMOINES\n\nPUBLIC\n\nIOWA\n\nIn recent years there has been a revival of forums and all other types\nof meetings in which there is public discussion of public affairs. The\nassumption has been that statements of supposed fact would be challenged\nin such meetings and the real facts brought out; that various points of view\nwould also be brought out and challenged with a resulting clarification of\nopinion. It has been assumed that wThere questions of value are concerned,\nthe spokesman for a particular set of values would have to meet the chal¬\nlenge of opposing sets of values, and that as a result the best set of values\nwould win out in the end.\nThe growth of the forum movement alone bears witness to the fact that\nan increasing number of professional educators, leaders of thought, and\naverage citizens are convinced of the effectiveness of the discussion of\npublic affairs. But there remain a number of intelligent and wholesome\nskeptics to question the utility of the movement. Public discussion results\nonly in the pooling of ignorance, say some. Folks come out to have their\nprejudices confirmed, say others.\nWhere the object of a program is primarily to provide information and\ndiscussion, and where the group assembled is itself not an action group,\nit is most highly important that the program be free from the suspicion of\nbias or propaganda. This freedom is best achieved thru representative adult\neducation councils or citizens’ advisory committees. If it is not possible\nto have various points of view on a controversial social question presented\nat the same meeting, other points of view should be given at later meetings,\nso as to preserve balance and retain the public confidence.\nBecause of the fact that we all have emotions which get tied up with\nour idea systems, it is difficult for us as individuals, and especially difficult\nfor individuals in groups, to escape emotion when we grapple with con¬\ntroversial problems. The atmosphere of a forum meeting will be less sur¬\ncharged with undesirable emotions if both sides of a heated problem are\nhandled by speakers who are themselves fairly cool and rational and who\nhave not yet become so conspicuously identified with the extremes of opinion\nin the public mind that they serve as emotional symbols. Where the dis¬\ncussion of controversial questions takes place within a closed group that\nis fairly homogeneous as to its fundamental purposes, rational discussion\nhas a fair chance, provided there is a disposition to present points of view\nopposed to those favored by the group. Many so-called forums conducted\nby special interest groups are not forums at all, but simply propaganda\nmeetings. The spread of such meetings and the tendency to call them\nforums is one of the serious threats to the genuine forum movement.\nDespite the growing interest in public forums, it would seem that little\nprogress has been made toward the solution of one very practical problem :\nHow can those elements of the population, which are not sensitized to the\nneed for education of the type where rational discussion does take place,\n\n"}
{"page": 201, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n197\n\nhe drawn into the program? We are confronted with this strange para¬\ndox: The best time to discuss a highly controversial question rationally\nis before it gets too highly controversial, while on the other hand, the best\ntime to get everybody interested and to draw in all elements is when the\nquestion has become “red hot.”\nIn an effort to draw in elements of the population which had not been\nreached heretofore, the Des Moines public forum program has made\nseveral new departures. While continuing the citywide, one-night forums\nand the neighborhood forums at which questions of a nonlocal character\nare discussed, the program has struck out in two new directions. Forums\non strictly local and even neighborhood problems, with local speakers, are\nconducted in the social settlements and community centers. In the past few\nmonths such forums have attracted over a thousand people, with an aver¬\nage of 104 per meeting. It is fairly safe to assume that the majority of\nthese people did not attend the regular public forums addressed by outside\nexperts. The reasons given for not attending the regular city forums are\nvarious. Most prominent are : these fellows talk over our heads ; the\nproblem seemed remote; I did not have the time or energy to dress up to\ngo to a high-school meeting — but here I can come in my house dress; I\nfeel more at home among my own people — feel like talking.\nAnother new direction is toward those in closed organizations and\nspecial interest groups, such as the Polk County Council of Religious Edu¬\ncation.\nOther groups thruout the city also conduct meetings of the forum\n\ntype,\n\nand under the influence of the public forums such meetings have been prop¬\nerly set up with opposing points of view presented. Perhaps the most\nfavored form of discussion meeting is the panel forum.\nWilliam Murray Timmons conducted controlled experiments with highschool students of comparable mental ability to ascertain what effect the\ndiscussion of factual material on a controversial social question might have\nupon attitudes and an approach to a correct solution. The experiments prove\nfirst, according to Timmons,\n\nthat students who have discussed informational\n\nmaterial on a controversial social problem and those who have merely re¬\nstudied it make reliable gains in the ability to rank proposed solutions of\nthe problem, but that the discussing students gain more by discussion than\nthe control students by restudy.\nSecond, the experiments prove that all types of students — good, inter¬\nmediate, and poor — gain in ability to rank solutions, regardless of the ability\nlevel of the students with whom they discuss. But much more important\nthan this is that after discussion students of low intelligence arrive at good\nsolutions practically as well as those of high intelligence. This is a discovery\nof tremendous significance, especially in a democracy which assumes that the\nmasses are well able to make intelligent choices of solutions for common\nproblems. Timmons’\nare less positive.\n\nfindings relative to the effect of discussion on attitudes\n\nWhat would happen, we may w^ell ask, if the subject were a “red-hot\"\none? Can we assume that persons discussing a question so highly contro-\n\n"}
{"page": 202, "printed_page": null, "text": "198\n\nNational\n\nEducation\n\nAssociation\n\nversial that it is tied up with their deepest-going, emotional-idea systems,\nwould also be helped toward a correct solution, even tho no one knew what\nthe “good solution'’ might be? The answer is, “Let’s try to find out.” But\nhow can we, seeing that we cannot in the case of such extremely contro¬\nversial questions employ Timmons’ yardstick of the “good solution”? For\nwhen the experts themselves differ hopelessly, such a yardstick is not to\nbe had.\nThere remains much to be determined by other experimenters. We need\nto know what would be the effect of discussion when the originally presented\nfactual material is mixed with opinion and propaganda ; what the effect\nwould be if both discussers and nondiscussers hunted up their own factual\nmaterial ; what difference it would make if the discussers were led by skil¬\nful but nonindoctrinating leaders ; and whether discussion actually develops\nthe tolerance or merely deepens the prejudices of the discussants.\nOur higher institutions of learning, equipped to carry on controlled\nexperiments, can perform a great sendee to the cause of adult education by\nsetting up experiments to solve some of the problems which Timmons\nhimself has posed.\nThe way of salvation for democracy is still open but it can be kept open\nonly if the forum movement and all other movements for the mass educacation of adults in public affairs are given wider scope to permeate the\nentire body politic with a sense of need for continued education, to de¬\nvelop in the masses the desire for information on public affairs, the ability\nto distinguish fact from opinion and propaganda, the ability to do inde¬\npendent, critical thinking on public problems, and the capacity to make\nwise choices of proffered solutions. It is necessary that every educational\nand civic agency in the country get behind the adult education movement.\nLET\nFRANCIS\n\nUS\n\nBUILD\n\nJ. BROWN,\n\nNEW\n\nAN\n\nAMERICAN\n\nYORK\n\nUNIVERSITY,\n\nCULTURE\nNEW\n\nYORK,\n\nN.\n\nY.\n\nThe sociologist has long been interested in the problem of the im¬\nmigrant but for him it has been primarily an illustration of two basic\nsociological concepts — mobility and isolation. The primary sources of his\ndata for mobility have been the census figures and the reports of immigra¬\ntion and emigration. He has been interested largely in a study of the mass,\nnot of the individuals who comprise that mass. He has analyzed the trends\nof immigration by country of origin, the factors which influenced popula¬\ntion movements and which turned the crest of the wave in the last quarter\nof the last century from northern to southern Europe. He has studied the\ntotal rise and recession of the influx to our shores from its peak of more\nthan a million a year in the decade 1905-14 to its present figure of less\nthan three hundred a day and with emigration at times exceeding immi¬\ngration. Such studies have been important and of genuine value, but they\nhave contributed very little to the solution of the basic problem — the social\nadjustment of the new arrival, of his children, and of his children’s children,\nfor adjustment is an individual and not a mass problem.\nThe studies of isolation have been of individual communities, especially\n\n"}
{"page": 203, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\n199\n\nEducation\n\nthose of a more spectacular character — the Ghetto, Little Italy, Russian\nTown, and many more. Thru such studies these islands of cultural isola¬\ntion have been held up to public view as one might display an antique\ntapestry or the long-necked women of the South Sea Isles. The “foreign”\ncommunity has been portrayed as an element of curiosity for the lay public\nand a sociological phenomenon for the social scientist.\nAs far as such studies have had practical significance, they have demon¬\nstrated that such islands of cultural isolation exist in America, in rural and\nurban districts alike, but it may be seriously contended that they have\ntended to retard rather than enhance the process of adjustment and, in\nsome instances, may have done genuine harm. They have enhanced the\nsense of isolation among the groups thus studied by creating an awareness\nof the fact that they are sufficiently different to make them an object of in¬\nvestigation — -even of curiosity. Under such external stimulation, an atti¬\ntude of self-defense is inevitable. For those not of the group, the awrareness\nof difference has heightened the sense of superiority and abetted the atti¬\ntude of discrimination. We view them as foreigners — as Chinese, Italians,\nSwedes, and Poles — not as Americans.\nMore recently a new interest has been shown in these groups — an in¬\nterest that has developed partly as a result of the growing consciousness\nof the failure of the theory of the “melting pot.” For more than half a cen¬\ntury there had been the tacit assumption that in some mysterious way\nthese individuals of varied culture, of differing tongues, and of divergent\nbackgrounds of social, economic, and political life would be touched by\nthe wand of democracy and be caught up into a common pattern of the\nAmerican way of life. The studies of the sociologist did demonstrate that,\nbeautiful and idealistic tho it be, the melting pot idea was grossly exag¬\ngerated and totally unrealistic.\nThe past fifteen years have witnessed the evolvement\n\nof a new\n\ntheory —\n\ndescribed by the term “cultural pluralism.” This theory rests upon the\nassumption that these groups of foreign birth or parentage are given the\nsense of status by maintaining the continuity of their culture between the old\nland and the new and by an appreciation of the contributions that each\nnationality group has made to America.\nIt is true that there is no greater need for each individual than that of\nstatus — the feeling that one belongs, that what he does and is has importance\nand is respected by those with whom he associates. It is true, too, that the\nlarger and more heterogeneous the group the more difficult it is to acquire\nand to maintain status. It was only natural, then, that each should turn to\nhis own group to maintain status and a sense of social security. By with¬\ndrawal within his own smaller group, he associated with those with whom\nhe held most in common. He maintained his own press, perpetuated his own\nlanguage, developed his own nationalistic societies, and, under the encourage¬\nment of individuals and organizations interested in these cultural groups,\nrevived his own folk dance, folk music, and other folk arts. Even more, he\nsearched thru his ancestral history, finding those of his own nationality\ngroup who had made significant contributions to America.\n\n"}
{"page": 204, "printed_page": null, "text": "200\n\nNational\n\nEducation\n\nAssociation\n\nIt is an old truth that “you cannot serve God and Mammon/’ In socio¬\nlogical terms, it is a recognized principle that the greater the degree of\nethnocentrism within one group, the stronger the awareness that all others\nare of the out-group. Putting it differently, the more one is aware of his\nbelonging to a group representing different ideals of government and a\ndifferent culture, the more difficult it is for him to be an integral part of\nthe culture of America ; the closer he identifies himself with the nationalistic\nideals of his native land, the less he may identify himself with the national¬\nistic ideals of his adopted or inherited America.\nDuring the past few years three factors have intensified the danger of the\noveremphasis of cultural continuity and ethnocentrism of national minority\ngroups, especially of those more dominantly nationalistic groups who have\nlived within our shores but who have, in many instances, remained apart\nfrom its cultural stream. The first is the very obvious fact of the decreasing\nnumber of foreign-born and the cessation of the former entry of continually\nnew groups from the old country. Those who have relatives and friends\nin the old country are rapidly decreasing in number and the memories of\nthe little cottage clinging to the terraced, vine-covered hillside in northern\nItaly, of the village square, and of the old stone church with its time mel¬\nlowed chimes are less vivid as they recede even further into the past. An¬\nother decade or two and the problem of the foreign-born will no longer\nexist.\nThe second factor is the present economic situation. As long as labor was\nnecessary to do the manual work of an expanding economy, it did not\nmatter if these workers in forests and mines, in fields and factories were\nLithuanians, Slavs, or Teutons.\nToday, this is no longer true. The\n\nexpanding\n\neconomy\n\nis past and the\n\nneed for unskilled workers grows less with each passing year. Likewise, the\ncompetition for remaining jobs grows even more intense. As individuals seek\nto move\n\nup into the white-collar positions, it is a handicap to be a “for¬\n\neigner.”\nThis is not a temporary situation. It has been intensified by the depres¬\nsion but it will remain and become increasingly important as technological\nchanges increase the competition for the decreasing number of jobs. Again,\nit is a fair question to ask, “Why should we seek to perpetuate identifica¬\ntion of second and even third generation of foreign-born parentage when\nsuch very identification may be one factor in economic discrimination and\ndeter the realization of their basic desire and need — economic security?”\nThe past few years have brought a new element into the problem and\none that has become increasingly important with each passing month — the\ninevitable tensions resulting from the war situation abroad. It is no longer\npossible to separate the sense of cultural continuity from the feeling of\nloyalty to the political state now beleaguered by war.\nConversely, this war tension has intensified the feeling of antagonism\nof those who claim to be Americans against those who retain the culture of\ntheir European\n\nbackgrounds.\n\nA\n\nhost of so-called patriotic societies has\n\n"}
{"page": 205, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n201\n\nsprung up to suppress varying types of “foreign” influences in America and\nto enforce patriotic loyalty to “American ideals.” The various anti-alien\nbills and other discriminative legislation are further concrete evidence of this\ngrowing antagonism to the so-called “foreigner.”\nIt is unfortunate that the average layman fails to differentiate between\ncultural values and political identification, but the fact that it is unfortu¬\nnate does not make it any the less true. Already we are beginning to see\nthe parallel between 1914-18 and the present. America cannot afford to\ncontinue along the path of those pre- World War years. If we are to remain\nneutral, if we are to avoid the transference of European tensions to our\nown cities, towns, and hamlets, we must no longer be “hyphenated”\nAmericans combining the European state with America, but wholly\nAmericans.\n\nMILWAUKEE\nADULT\nGEORGE\n\nEDUCATION\n\nAND\n\nP.\n\nDIRECTOR,\n\nHAMBRECHT,\n\nVOCATIONAL\n\nWe\n\nMEETING\n\nAND\n\nADULT\n\nVOCATIONAL\nWISCONSIN\n\nEDUCATION,\n\nEFFICIENCY\nSTATE\n\nMADISON,\n\nare faced today with a need for trained men\n\nBOARD\n\nOF\n\nWIS.\n\nand youth who\n\ncan\n\nrapidly produce defenses against the modern equipment of mechanized war¬\nfare. This has become the machine age of warfare as well as of industry,\nand fear of possible attack by airplanes, tanks, and other machines seems\nto be proving more effective than unemployment itself in calling attention\nto the need for education for this machine age.\nAt all times, aided by federal and state funds, the community should\noffer a greater variety of educational opportunities for the various types\nof individuals to be served. Every dollar wisely invested in furnishing these\ncontacts brings back to society a wealth return, both social and economic,\ncommensurate with the breadth and intensity of the educational program\nprojected. It is only thru wise and diversified public expenditure for edu¬\ncation and vocational training that we can get away from that vicious circle\nwhich binds ignorance to poverty7 and poverty to ignorance.\nWisconsin was keenly aware all along of the need for expansion rather\nthan contraction of vocational training facilities in times of more than\naverage unemployment.\n\nTwo\n\nyears before the financial panic and crisis of\n\n1933, wTe submitted to the Bureau\nshould like to quote:\n\nof the Budget\n\na brief from which\n\nI\n\nIt is a rule the world over, that unemployment is most persistent among the\nuntrained workers. Trained men and women are thrown out of jobs, of course,\nbut unless theyr allow themselves\n\nto grow\n\nold on\n\na job without\n\ncontinuing\n\ntheii\n\ntiaining, they are able to adjust themselves to new ty*pes of employment within a\nshort time. They are flexible. They can learn new things readily. They can transfer\ninto new fields. They can create new fields. They have a broader oudook than the\nuntrained, a livelier imagination.\nIt cannot be too strongly emphasized that the greatest factor in combating unem¬\nployment is the development of workers who are capable of learning new things\nand changing from one thing to another as the need arises; workers who, having\nlearned to do some one thing thoroly, have not been satisfied with that, but have\n\n"}
{"page": 206, "printed_page": null, "text": "202\n\nNational\n\nEducation\n\nAssociation\n\ngone on improving themselves, getting ready for possible changes as well as for\nadvancement; workers who have initiative and imagination and ideas of what to\ndo next.\nThe\n\nvocational\n\nschools are\n\nplaying\n\nan\n\nimportant\n\npart in the prevention\n\nof\n\nunemployment by developing intelligent vocational and educational guidance. In\norder to plan and offer an intelligent program of vocational training, a school\nmust know the occupations of the community. Every vocational school has, or ought\nto have, its coordinator or counselor who is in close touch with the industries of\nthe city and with their changing\n\nconditions and needs.\n\nIf such principles presented here had been adopted by the federal govern¬\nment, thru adequate federal aid insuring vocational training to all the\nunemployed, we should not today be listening to a demand for rapid emer¬\ngency industrial training on a compulsory basis for all youth. The only\nreason for this speed and regimentation is the fact that a threatened war,\norganized on a technical basis and fought with machines, has convinced\nCongress and the Administration that vocational education conducted on a\nnational scale is vital to efficient living in this mechanized\n\nage. We\n\nshould\n\nnow have plenty of youths and men well prepared to run all the machines\nwe are likely to need, to service them, and to build new ones. We would\nhave if we had made good use of the opportunity which unemployment itself\nactually brought to us.\nThe\n\nopportunity was this. Unemployment\n\nbrought millions of men\n\nand\n\nwomen to their government to ask for employment and for a living. To\nprovide employment, three institutions were established: WPA, NYA, and\nCCC camps. WPA furnished jobs to adults who could not get jobs with\nprivate industry, and NYA\nto further their education.\n\nfurnished jobs to youth, with financial aid\n\nWith this nationwide plan to make jobs for the unemployed, no adequate\nfunds were provided for the vocational training of the unemployed for\ngreater vocational usefulness and for better living. In fact, requests for\nincreased federal aid for vocational training were\nstrenuously by many of those in authority.\n\nactually resisted most\n\nDuring this entire period, Wisconsin encouraged voluntary attendance\nin schools of vocational and adult education for WPA\nand NYA work¬\ners and for CCC\n\ncamp\n\nenrollees. These local schools expanded\n\ntheir facili¬\n\nties to accommodate all the out-of-school groups who would volunteer to\ncome. The total enrolment exceeded 120,000. Very recently, and as part\nof the national preparedness program,\nhas actively cooperated\ntraining.\n\nThere\n\nwith\n\nthe National Youth\n\nschools offering vocational\n\nAdministration\nand\n\ntechnical\n\nis no doubt that even at this late date the vocational schools of\n\nAmerica, if adequately financed from federal funds for the increased load,\ncan now put on a training program which will be of material assistance in\nour national defense. However, it is regrettable that vocational guidance\nand training for youth and adults were not recognized and nationally sup¬\nported as an essential part of the fight against chronic unemployment, and\n\n"}
{"page": 207, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\n203\n\nEducation\n\nthat recognition of the importance of industrial training came only with\nfear of the machinery of war.\nUnder the best of circumstances an emergency training program to secure\nthe production of certain needed\n\nwar\n\nproducts is no substitute for the\n\nlong-time process of guiding and training individuals in such a way as to\ndevelop their capabilities to the greatest possible extent. When the war\nscare is over, the federal government should continue to take an interest in\na nationwide\n\nvocational program\n\ncombining education with labor.\n\nIn a democracy we must not lose sight of the welfare of the individual\nin our concern for the safety of the whole. Every individual should have\ndefinite opportunity to make\nthe current methods\n\na place for himself within the limits set by\n\nof production. Whatever\n\nhis vocational choice may\n\nbe, the public should furnish the training facilities for his fullest develop¬\nment.\nADULT\nPHILIP\n\nL. SEMAN,\n\nToo many\n\nEDUCATION\nDIRECTOR,\n\nAND\n\nJEWISH\n\nCULTURAL\n\nPEOPLE’S\n\nLIVING\n\nINSTITUTE,\n\nCHICAGO,\n\nILL.\n\nadult educators, as well as those engaged in the practical end\n\nof adult education, take a defensive position, as if they were recommend¬\ning to mature people the resumption of childish things. Then, too, there\nis the assumption on the part of public educational agencies that educa¬\ntion belongs to the adolescent by right and only to the rest by courtesy.\nYet we learn from history that the great teachers devoted themselves to\nthe teaching of adults.\nA few years ago the University of Chicago, thru an extremely interesting\nexperiment in its department of political science and government, di¬\nrected about a half dozen of its professors to think out a curriculum and\na method\n\nof presenting such a curriculum\n\nto the adults who\n\nmight be\n\ninterested in thinking thru the present economic world struggle. Their ex¬\nperience is fully indicative of what happens when a group of adults gather\n— adults who may not have had all the requirements of formal education\nbut who have had in place of such formal education the education that the\nschool of life offers. By presenting a program\n\nof activity which\n\nis alive,\n\nwhich is easily understood, and which is within the experience of the indi¬\nvidual, great interest is aroused and much can be expected.\nA very interesting observation was made by the late John H. Finley, a\ndistinguished American educator. He stated that he looked forward to the\nday when we will have a system of adult education which will reach every\nman and woman, just as we are now making an effort to reach the child.\nHe undoubtedly meant all adults, even college graduates and the holders\nof advanced degrees, as well as professors themselves.\nThe conventional modern theory is that the truth is most easily planted\nin the receptive minds of the inexperienced. It is piously hoped that once\nplanted it will survive and bear its fruits in later life. Usually it takes more\nthan one theory to contain the whole of wisdom.\n\nWe\n\ndo well to take the\n\n"}
{"page": 208, "printed_page": null, "text": "204\n\nNational\n\nEducation\n\nAssociation\n\neducation of youth seriously. As long as we take the education of the adult\nless seriously great teachers will find us desert soil.\nTeachers cannot long hold an audience of adults unless they are pre¬\npared to go straight to the fundamentals. Great economists tell us that it\nis impossible for anyone to understand the reasons for our present depres¬\nsion unless he has had an opportunity of studying the fundamentals of\neconomic theory. That is true if we wish to understand things for the pur¬\npose of developing a constructive program and carrying out such programs,\nbut the average adult will have no patience with the study of these funda¬\nmentals, nor with economic theories, basic as they may be. What he wants\nis facts.\nTo teach adults the teacher must present ideas that matter to them, but\nabove all, those that matter immensely to the teacher. This is the key to\ngreat teaching. When adult education has reached its fullest development\nit can hardly fail to impress the spirit of the whole body of teachers,\nwhether their services are given to the mature or to the young.\nThose who are charged with the responsibility of dispensing taxes for\neducational purposes, with the rarest exceptions, look upon their task as\none almost exclusively devoted to the education of children, never realiz¬\ning that unless the child, after he is grown to manhood, is given an oppor¬\ntunity to continue forming intelligent opinions, the country as a whole\nwould be harassed by a huge army of grownups who are unfit to govern\nthemselves, much less to be governed.\nAdult education is a life-long learning adventure equally necessary to\nevery normal being. The learned can pursue it under their own power, but\nit is not for them to impose it upon the rest of us. The way must be found,\na democratic way, by which we can achieve the light under a form of lead¬\nership which does not violate the dignity of spirit in the free human adult.\nWhile inventions, adjustments, and technics in infinite variety will have to\nbe developed, we already have in the graduate school seminar a general\nform which can be developed and adapted to adult educational needs in\nany level of intellectual capacity or achievement.\nIn the all-comprehensive social adult area of life, the true function of\neducation is the overcoming of ignorance, the freeing of the human spirit\nfrom its limitations, the achievement of greater understanding, and a\ngreater capacity for appreciation of those concerns in the life of the race\nwhich distinguish man from the brute, and the advancement of the welfare\nof man. The goal is a truly satisfying way of life.\nIn the light of the present world situation, we in America particularly\nmust lend our best energies in the direction of developing adult education\nto the highest degree. In order that we may adapt ourselves to the posi¬\ntive end of a statement made by a great Englishman only recently, I should\nlike to quote it: “An enormous increase in the available mechanical energy\nin the world has in less than half a century entirely destroyed the reality\nof the economic and social classifications of the past few thousand years,\nand given men\n\nall about the earth, monstrous\n\nmutual destruction.”\n\npowers\n\nof mutual\n\naid or\n\n"}
{"page": 209, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nSECRETARY’S\n\nMilwaukee,\n\nEducation\n\n205\n\nMINUTES\n\nWisconsin\n\nThe business meeting of the Department of Adult Education of the N. E. A. was\nheld at 4:00 P.M., Monday, July 1, with President George C. Mann presiding. The\nfirst report was that of James A. Moyer, in which he indicated the proposed work\nof his commission.\nThe\n\npresident made\n\na report of the financial status of the Department\n\nshowing\n\nabout $390 in the treasury at the present time. He indicated that there were out¬\nstanding obligations for the bulletin and other expenses. Therefore the Department\nmight have a deficit for the summer, but the fall membership campaign will\nwipe this out.\nThe president reported on the membership saying that currently there were about\n3200 paid-up members. He referred to the fact that a considerable drop was due\nto a change in WPA regulations by which perhaps 1500 persons who had been on\nthe WPA\nfor eighteen months or longer were withdrawn and who consequently\nalso gave up their membership in this Department.\nThe report of the Nominating Committee was presented by the secretary, who\nwas also chairman of the Nominating Committee. The nominations were as follows:\npresident — M. S. Robertson, Louisiana ; vicepresident — Caroline Whipple, Albany,\nNew York; regional vicepresidents — John J. McGrath, Hartford, Connecticut;\nMalcolm MacLean, president, Hampton Institute, Hampton, Virginia; C. W. Huser,\nAustin, Texas; Harvey M. Genskow, Shorewood, Wisconsin; Ben Cherrington,\nDenver, Colorado; secretary — Helen Gregory, Cincinnati, Ohio; and assistant treas¬\nurer — Louise Bruner, Los Angeles, California. On motion duly made, seconded,\nand passed the unanimous ballot was carried for this slate of officers.\nPaul Sheats then proposed two amendments to the Constitution.\nBe it resolved that Article 5, Section 3 of the Constitution of the Depart¬\nment of Adult Education, N. E. A., be amended to read:\nA committee on nominations of Department officers shall be appointed by\nthe president at least six months prior to the annual meeting at which the\nelection is to be held. This committee shall be instructed to make its report\nat least three months prior to the annual meeting in an election year; at least\ntwo slates of officers are to be reported by the Committee on Nominations.\nResolved that Section 4 of Article 5 shall be stricken out and the following\nsection be substituted:\nThe election shall be by individual written ballot at least two months before\nthe annual meeting. It shall be the duty of the president to have printed in\nballot form the list of nominees for departmental offices as reported by the\nCommittee on Nominations. Those ballots shall then be sent to the entire mem¬\nbership in ample time to permit their return and tabulation prior to the\nannual meeting. Each ballot shall be signed by a member in good standing\nbefore it can be included in the tabulation. New officers shall be inducted\nin the final business session of the annual\nThese\n\namendments\n\nhad\n\nmeeting following their election.\n\nbeen duly circulated and\n\nwere\n\nnow\n\npresented\n\nfor final\n\nadoption. The motion for their adoption was amended, howrever, to the effect that\na description of the qualifications and experience of the proposed candidates be\nincluded with the ballots when mailed to the membership. The amendment was\nseconded and carried and the original motion was also carried.\nThe secretary then asked permission to read into the minutes two reports of\nthe Legislative Committee as prepared by the chairman, Maude E. Aiton. (These\nwere published in the April and June issues of Adult Education.)\nA discussion followed as to whether or not in the election of regional vicepresidents all the membership should participate or only the membership of the\n\n"}
{"page": 210, "printed_page": null, "text": "206\n\nNational\n\nEducation\n\nAssociation\n\nregion concerned in each instance. It was decided\nExecutive Committee for discussion and action.\n\nto refer this to the incoming\n\nIt was moved that the Commission on Adult Life be allowed to spend its net\nreceipts for travel, printing, and other expenses involved in the pursuit of its\nregular business.\nMr. Maxwell moved that the Department of Adult Education express its thanks\nto Mr. Mann for his success in the work of the Department during the past two\nyears. The motion was seconded and carried unanimously by a rising vote. The\nmeeting adjourned at 4:50 p.m.\nThe supplementary meeting of the Department\nnoon at 4:00 P.M. As chairman of the Resolutions\nthe following three resolutions:\n\nWhereas,\n\nwas held on Wednesday after¬\nCommittee Mr. Sheats proposed\n\nthe 1940 annual sessions of the Department\n\nof Adult Education\n\nof the National Education Association having come to a successful conclusion\nTherefore, be it resolved that the appreciation of the membership be\nextended to committee in charge of arrangements and program and in\nparticular to Harvey Genskow, chairman of the committee, for extending\nthe hospitality of the Shorewood School to the members of the convention\nand further that the committee be commended for its foresight in arranging\njoint sessions with the National Association of Secondary-School\nand the National Council on Naturalization and Citizenship.\n\nWhereas,\n\nPrincipals\n\nin the rapid rise of dictatorship and in the swift spread of\n\ntotalitarian doctrines there is danger that faith and belief in the democratic\nideal will be lost in a wave of defeatism or thru apathy and neglect, and\nwhereas in the proposals for national defense against invasion from without\nand Fifth Columnists from within some provision must be made for uniting\nour people and regenerating in them a deep and abiding faith in democracy\nand a sensitive awareness of the benefits and achievements of a government\nby consent of the governed\nTherefore, be it resolved that it is imperative, as a part of the emergency\nnational defense program, that the Randolph-Lee Bill now pending before the\nnational Congress be passed at once and that in view of the national emer¬\ngency the funds therein provided for adult civic education be increased to\nat least $40,000,000 with which the intellectual and moral resources of the\nnation may be mobilized in defense of the ideals, traditions, and beliefs\nwhich make up the democratic way of life.\n\nWhereas,\n\nat the annual meeting of the American\n\nAssociation for Adult\n\nEducation in May 1940, the United States Commissioner of Education, John\nW. Studebaker, proposed that there be established a committee of national\norganizations, representing the major means for education and communica¬\ntion of knowledge, such as the radio, the motion picture industry, the news¬\npaper press, and other divisions of the publishing industry, and various\neducational associations, for the purpose of studying a means of cooperation\nfor civic education\nTherefore, be it resolved that the Department of Adult Education of the\nNational Education Association endorse this proposal and empower the\nExecutive Committee to appoint representatives to discuss the proposal wTith\nthe representatives of other interested groups in any way that may seem\ndesirable.\nIt was moved that they be accepted and made a matter of record. The motion\nwas seconded and passed.\nThe meeting of the Department adjourned at 4:15 p.m. on Wednesday, July 13.\n\n"}
{"page": 211, "printed_page": null, "text": "^American\n\n^Association\n\nfor ATealth,\n\nThy sic al Education, and Recreation\n\n"}
{"page": 212, "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 Jtdy 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 was 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 zuas changed to the journal of health and\nphysical\nsearch\n\neducation,\n\nquarterly\n\nwas\n\nand\n\nin the same\n\nyear\n\nthe publication\n\nof the\n\nre¬\n\nbegun.\n\nThe officers of the Department for the year 1940-41 are: president,\nHiram A. Jones, State Education Department, Albany, N. Y .; president¬\nelect,\n\nAnne\n\nSchley\n\nDuggan,\n\nTexas\n\nState\n\nCollege\n\nfor\n\nWomen,\n\nDenton,\n\nTexas; secretary-treasurer, N. P. Neilson, 1201 Sixteenth Street\nN. W\nWashington, D. C.; editor, E. D. Mitchell, University of Michi¬\ngan, Ann Arbor, Mich.\nThe Department holds its annual national meeting in April. In addi¬\ntion to the national organization of the Association, there are six regional\ndistrict organizations — the Eastern, Midzvestern, Central, Southern,\nNorthwestern, and Southwestern — each of which holds an annual con¬\nvention, zvith the exception of the district in which the national meeting is\nheld. This district holds its meeting jointly zvith the national organization.\nFacts relating to this Department are found in proceedings as follows:\n1894:40\n\n190 3:753-816\n1904 :737-802\n\n191 3:637-666\n\n1905:707-754\n1901:905-924\n1908:907-964\n\n1915:941-970\n1916 :751-782\n\n1922:591-682\n192 3:568-744\n1924:439-637\n1925:577-597\n\n1911:491-520\n\n1899:1064-1096\n\n1926 :601-624\n\n1909 :7 19-744\n\n191 8:323-338\n\n1900 :582-591\n1901 :500-539\n\n1910 :873-920\n\n1919 -.303-314\n\n1911:869-904\n\n1920 :311-322\n\n1902:702-738\n\n1912 -.1095-1140\n\n1921:377-398\n\n1921:561-582\n1928:545-568\n1929:543-558\n1930:501-528\n\n189 5:944-050\n1896 :893-936\n1897 :970-915\n1898 :9 29-958\n\n1914 -.663-682\n\n[ 208 ]\n\n1931 :541-560\n\n1932:455-466\n19 33:463-476\n1934:461-468\n1935:429-438\n1936:321-332\n1931:357-374\n1938:153-174\n1939 :2 11-230\n\n"}
{"page": 213, "printed_page": null, "text": "MILWAUKEE\nTHE\n\nJAY\n\nMEETING\n\nIMPLICATIONS\nFOR TEACHERS\nIN YOUTH’S\nPROGRAM\nON HEALTH\nAND RECREATION\n\nB. NASH,\n\nPROFESSOR\n\nPHYSICAL\n\nIT 1TEALTH\n\nand\n\nOF\n\nEDUCATION\n\nrecreation\n\nEDUCATION\n\nAND\n\nAND\n\nHEALTH,\n\nNEW\n\nYORK,\n\nCHAIRMAN,\nNEW\n\nDEPARTMENT\n\nYORK\n\nUNIVERSITY,\n\noutcomes\n\nof education.\n\nOF\n\nN. Y.\n\nare qualitative\n\nThese\n\nT T cannot be taught by any ordinary method. The technic for achieving\nquantitative outcomes will not apply. The school has woefully failed in\ndeveloping technic for qualitative outcomes. Tolerance, politeness, and char¬\nacter education, likewise, are qualitative outcomes.\nSchools might be characterized by the phrase, “Too much talk.” We have\nbeen content to give “talk courses” in hygiene, character education, and toler¬\nance and have done nothing about it.\nFacts are not enough. We must tap the emotional wills. Schools are not\nwell organized on this basis. We should properly start children in at about\nthe age of two, give them a stimulating experience to about the age of twelve,\nallow only those to proceed beyond the age of twelve who have a burning\ndesire to learn, and turn the others out.\n\nHealth implications — The American youth are getting softer and softer\neach generation. In 1917 we rejected about 33 percent of the applicants\nfor military service because of physical unfitness. Indications are that today\nwe would have to reject about 50 percent. The percent of rejections\nwould be highest on the Eastern Seaboard, where it would run about 60\npercent. This is what might be expected from hours spent before radios, in\nthe movies, and in automobiles, supplemented by candy bars, milk shakes,\nand Coca-Colas. Our talk to children about health has been wasted time,\nsometimes even harmful. Making children overconscious about health is\none of our most unhealthful practices.\nChildren must be freed from infection — a medical task; be freed from\nstrain — a home and school task; be supplied with simple nutrition — a home\nand community task; and be given opportunity for vigorous exercise for\nfive or six hours a day, if we want to lay down a strong physical base.\n\nImplications for recreation — Recreation assumes freedom ; freedom in¬\nvolves choice; choice demands trained intellect and a want to do. Our\nschools have failed to develop in the children the want. There has been\nentirely too much teacher with textbook open and children with their text¬\nbooks closed. Recreation that is going to be of value and really enjoyable\nmust be doing. The individual should participate. In the absence of the\nschool’s encouraging these wants, children have been easy victims of com¬\nmercial spectatoritis. They take their leisure time like a mustard plaster\nslapped on — it works while they sleep !\n[ 209 ]\n\n"}
{"page": 214, "printed_page": null, "text": "National\n\n210\n\nEducation\n\nAssociation\n\nAt the present time, some 95 percent of children’s recreational interests\nare definitely around the home. School has made very little imprint. It has\nmade little imprint because there has been too much attempt to cram facts\ninto empty heads, and not enough getting children to enjoy the success of\ndoing things. When this new day comes, we will fire the teacher when\nchildren hate school.\n\nA\n\nFUNCTIONING\n\nD. B. DYER,\n\nSUPERVISOR\n\nOF\n\nPROGRAM\nOF\nRECREATION\nMUNICIPAL\nMILWAUKEE,\n\nHEALTH\n\nRECREATION,\n\nPUBLIC\n\nAND\n\nSCHOOLS,\n\nWIS.\n\nToday schools have a responsibility in the training of children for their\nleisure hours as well as their working hours. This training should start in\nthe lower grades and continue thru high school. Colleges and universities\nare beginning to accept this idea and are offering courses and opportunities\nfor teachers to meet this added responsibility. Unfortunately primary and\nsecondary schools are slow to meet the challenge of this new leisure.\nThe function of a municipal recreation department should be to aid the\nschool in this training by conducting a proper program for the children\nduring their out-of-school hours and vacation periods. It should also furnish\na complete program for all in their after-school years, offering them oppor¬\ntunities to carry on those activities sponsored in the day school. A municipal\nprogram must consist of more than swinging, riding on a merry-go-round,\nor playing baseball. It should include opportunities for arts and crafts,\ndramatics, music, forums,\n\nround-table\n\nsports, and group work. The program\nment as well as physical.\n\ndiscussions, summer\n\nmust tend toward\n\nand\n\nwinter\n\ncultural develop¬\n\nWith this concept of recreation and the function of a municipal recrea¬\ntion department, may I cite Milwaukee as an example of a municipality\nwhich is attempting to meet this problem of leisure time thru education and\nguidance. Its Departments of Municipal Recreation and Adult Education\nare organized and conducted under the auspices of the board of education.\nA complete year-round outdoor and indoor leisure-time program is offered\nto people of all ages under trained leadership. The program may be said\nto be threefold, consisting of playgrounds, social centers, and municipal\nathletics.\nThe municipal athletic program consists of twenty-two different sports,\nmost of which are conducted on a league and tournament basis. Listed in\nthis program are hiking, cycling, curling, archery, lawn, bowling, bad¬\nminton, canoeing, fencing, handball, horseshoes, skiing, table tennis, and\nweight lifting, as well as all the more common major sports.\nThe\nwhich\n\nsecond part of this threefold program\n\ndeals with the playgrounds,\n\nare operated on a four-season basis. In the spring and fall about\n\nthirty-five grounds are operated with one leader on each ground. Super¬\nvision is from 3 :30 P. m. to 9 :00 p. m., with the program consisting prin-\n\n"}
{"page": 215, "printed_page": null, "text": "Health,\n\nPhysical\n\nEducation,\n\nand\n\ncipally of highly organized games. During\ngrounds are flooded for skating purposes.\n\nRecreation\n\nthe winter\n\n211\n\nmonths\n\nthese\n\nThe summer playground program, which is highly organized and inten¬\nsive in nature, lasts during the ten weeks of day school vacation. Seventytwo grounds are in operation with some two to five leaders on each area.\nActivities are conducted from 9:00 a. m. until 9:30 p. M. for both boys\nand girls, with the special attention of the play leader given to the\nchildren of twelve years and under in the morning, those from twelve to\nsixteen receiving special attention in the afternoon, and those over sixteen\nreceiving the larger portion of the play leader’s attention in the evening.\nPlay leaders’ classes are held every Saturday morning for the 225 leaders,\nat which time they receive special instructions for the coming week as to\nprogram\n\ncontent and general playground\n\nadministration. The\n\ndaily pro¬\n\ngram includes games of low and high organization, relays and races, com¬\nbative contests, individual stunts, quiet games, sand modeling, handicraft,\nand special classes. Community\n\nplayground\n\nleagues rather than interplay¬\n\nground competition are stressed. However, there is all-city competition in\nthe mass meet and pentathlon for boys under sixteen, stunt meet and\ndecathlon for young men over sixteen, and chess for both boys and girls\nunder seventeen years of age. The first four mentioned events are built\nupon playground activities rather than track events. The day camp pro¬\ngram, which naturally stresses nature instruction, is very popular. Three\nday camps with special instructors are doing splendid work with the city’s\nchildren. The annual playground festival during the last two weeks of\nthe season is one of the highlights of the children’s summer vacation.\nThe social center program, conducted from the middle of September\n\nto\n\nthe middle of April, is really the major part of the threefold leisure-time\nprogram in Milwaukee. Fifteen social centers conduct a program for grade\nschool children after school from 3:30 to 5:30 P. M. From four to six\nleaders are required in each social center, five days a week, to conduct the\nnecessary activities, with a special program\nnoons.\n\nprovided on Saturday after¬\n\nTwenty evening social centers conduct activities from 7 :00 P. M. to\n10:00 p. m. five evenings a week for adults. Arts and crafts, languages,\nsports and games, dancing, and gymnasium\n\nclasses are given.\n\nThere are approximately seven thousand members in the boys’ and girls’\nclubs. Each social center has its own club council, which in turn elects boy\nand girl representatives to an all-city council. This latter council sponsors\nout-of-door winter programs and a spring “prom.” The program of each\nclub includes a business meeting, a social recreation period, and a service\nproject.\nMilwaukee\n\nfeels that recreation is education and should have the same\n\nquality of thought and guidance as does the academic\nTherefore\n\nits recreation program\n\nthe board of education. Milwaukee\n\nlife of its youth.\n\nhas been placed under the supervision of\ndoes not say to its graduates, “We\n\nare\n\n"}
{"page": 216, "printed_page": null, "text": "212\n\nNational\n\nEducation\n\nAssociation\n\nthru ; we have given you an education.” Instead, it opens its school build¬\nings in the evening and says, “Come back and continue your day school\ninterests, which we have created in music, dancing, art, handicraft, phys¬\nical education, and athletics.” Milwaukee’s board of education has added\na fourth “R” to its teaching program — recreation — in an effort to make\nthe life of each graduate and pupil as full and rich as possible.\nORGANIZATION\nOF HEALTH,\nAND RECREATION\nPHILIP\n\nH.\n\nFALK,\n\nSUPERINTENDENT\n\nThe schools of America\n\nPHYSICAL\nEDUCATION,\nPROGRAM\nOF\n\nSCHOOLS,\n\nMADISON,\n\nWIS.\n\nas well as all other public social services face a\n\ncrucial problem in finance. With the increasing portion of national income\nbeing devoted to relief and other social welfare, plus the added burden of\na necessary preparedness program, the tax dollar for local governmental\nsocial services including education, recreation, public health, as well as\nother governmental services, will be scrutinized more closely than ever.\nThere is need in every community\n\nfor a well-rounded, well-correlated, and\n\nwell-integrated program of health, recreation, physical education, and safety.\nWe cannot justify — from the standpoint of finance or from the point of\nview of maximum return in service per tax dollar spent — duplication,\nisolation, friction, or controversy\nportant functions.\n\namong\n\nthose responsible for these im¬\n\nThese activities must be organized in a manner\nsound.\n\nMaximum\n\nservice, economy\n\nthat is administratively\n\nof operation, and centralization of\n\nresponsibility are imperative. Petty jealousies and desire for control must\nbe subordinated to service and efficiency.\nIn the crucial years that lie ahead those interested in health, physical\neducation, recreation, and safety should take steps to iron out and eliminate\nweaknesses within their organization. A program that encourages a boy\nto play basketball during the day in a gymnasium class, after school as an\nextracurriculum activity, and again in the evening as a Boy Scout needs\nsome analysis and integration. It is far better for friends of these activities to\ndiscover and eliminate their own weaknesses than for outsiders with other\nobjectives to do so. Function should be clearly defined. Relationships should\nbe well understood. In the long run, a program\n\nthat is unsound\n\nor not\n\nclear-cut in terms of function, that is so clumsily organized that one must\nrely on good fellowship to make it work, or one which is extravagant in\nterms of use of facilities or of dollars spent cannot endure.\nNo nation physically weak or neurotic can long survive. We need physical\nand emotional as well as mental strength and vitality. We must know how\nto re-create that strength and vitality. It is the joint responsibility of health,\nphysical education, recreation, and safety to minister to these needs. Each\nin isolation may be ineffective, if not harmful. Together they possess untold\npossibilities for national welfare.\n\n"}
{"page": 217, "printed_page": null, "text": "Health,\n\nPROBLEMS\nPHYSICAL\nFLOYD\n\nPhysical\n\nEducation,\n\nOF TEACHER\nEDUCATION,\n\nR. EASTWOOD,\n\nDEPARTMENT\n\nPURDUE\n\nand\n\nRecreation\n\nEDUCATION\nRECREATION,\nOF\n\nUNIVERSITY,\n\nPHYSICAL\n\nFOR\nAND\n\nHEALTH,\nSAFETY\n\nEDUCATION\n\nLAFAYETTE,\n\n213\n\nFOR\n\nMEN,\n\nIND.\n\nAn appreciation of the past, present, and future problems of general edu¬\ncation becomes a necessary prologue to a discussion of the problems of\nphysical education and its allied fields. Historically, teacher education paral¬\nlels the rise of the public school and the parade of the economic, political,\nand social changes.\nThe first state normal school was opened at Lexington, Massachusetts, a\nlittle more than a century ago. During this period the population of America\nhas increased eightfold. Wealth and culture have correspondingly increased\nand expenditures for education per capita have increased ninefold.\nIn 1839 a one-year course of study was offered. Now’ there are numerous\nteachers colleges offering seven years of professional preparation for teach¬\ning. A hundred years ago school trustees expected little more preparation of\ntheir teachers than a fair knowledge of the common school subjects W’hich\nthey taught. Due to the small salaries there was little incentive for advance\npreparation; in 1840 women\nof $12.75 per month.\n\nteachers in Massachusetts\n\nwrere paid an average\n\nThus, it is evident that teacher-training problems are relatively new as\ncompared to the age-old problems of science. They are still like an ambling\nstream with many channels, each having carried the flood-tide ideas of an\nism. Day before yesterday it was Herbert’s five formal steps of teaching,\nyesterday it was Dewey’s laboratory method of learning by doing, today\nit is Koehler’s Gestalt or the education of the w’hole child. Tomorrow’ it\nmay be education for regimentation.\nWith this brief kaleidoscopic picture of the past, it seems wise to devote\nsome discussion to the present problems of general education. The progress\nof an idea, invention, or a profession generally goes thru three stages before\nthe cycle is repeated: (a) leaders arbitrarily establish certain procedures and\npolicies; (b) these procedures are questioned by the rising new leaders; and\n(c) these procedures are scrutinized and experimental technics are used to\ntest them. The\n\ncycle then repeats itself.\n\nToday we are seemingly in the stage of experimentation in most matters\npertaining to education. Nevertheless, in many areas the rising new leaders\nare questioning some of the previously used technics.\nA. H. Valentine’s chief criticisms are as follows: (a) We should be\nemphasizing teacher education rather than teacher training. By this he means\ntoo much time is devoted to teaching technics rather than to thorolv ground¬\ning the teacher in content. This procedure has been brought about in part\nthru the emphasis on quantity rather than quality, (b) The increasing em¬\nphasis on practice teaching is expensive and unproductive in terms of time\nconsumed.\n\nActivity (student teaching) is chiefly valuable intellectually as\n\ncommotion\n\nanalyzed in retrospect, (c) Critical remarks are made by Yalen-\n\n"}
{"page": 218, "printed_page": null, "text": "214\n\nNational\n\nEducation\n\nAssociation\n\ntine regarding devices such as the radio and cinema as panaceas. He states\nthat excitement over them obscures the main issues, which are quality of\nteaching and personnel and the intellectual quality of the subject taught.\nFurther recommendations are made by Valentine regarding teacher certifi¬\ncation. (d) This recommendation suggests more flexibility in the require¬\nments so that those taking a liberal arts course could qualify without the\naddition of so many technic courses. The preceding statements are challenges\nand should be experimentally tried out before either accepting or rejecting\nthem.\nWhat specific problems face future educators? B. W. Frazier suggests\nthat they lie in the following areas: (a) more exact definition of teaching\ncompetency; (b) better selection and organization of subjectmatter ; (c)\nhigher standards of student selection; (d) provision of increasingly com¬\npetent staffs and thru them the improvement of instruction; (e) allocation\nand restriction of instruction in specialized fields to the institutions best\nfitted to offer it; and (f) provision of better material facilities.\nThe preceding discussion of problems facing general education, of neces¬\nsity, should be carefully considered by the physical educators. Their solution\nshould be reflected in the policies and procedures of our own special area of\neducation.\nThe history of physical education and its related fields, especially in the\nUnited States, has not been one of a gradual evolution of content and\nmethod to meet successive needs, but rather it has been a hodgepodge of\npolicies, procedures, and technics taken from Germany,\n\nSweden, Denmark,\n\nRome, Greece, and other countries. Accordingly, our history is spotted with\nfadistic acceptance of certain ideas and programs. These have been slavishly\nadhered to for a short time, then suddenly dropped in order to take up\nwith equal enthusiasm some other contemporary activity. This is clearly\nevident when one views the panorama of activities engaged in even during\nthe past three decades. First it was apparatus, then folk dancing, followed\nby public school athletic leagues, school hygiene, recreational sports, inter¬\npretive dancing, fundamental gymnastics, play days, and now the modern\ndance. Little time, research, and long-term planning have been set up in\norder to see the whole problem.\nC. H. McCloy\ndevelopments:\n\npredicts that the next ten years will see the following\n\n1. Specific problems ■will be solved in light of the whole problem\n2. Additions to the physical education curriculum will be made only on scientific\nevidence as to their validity\n3. The development of a more balanced set of objectives\n4. A reemphasis on the physical objectives of the program\n5. A greater emphasis on the development of skills especially on the elementary\nlevel\n6. More\n\nattention paid to how\n\n7. Emphasis on programs\nlaboratory method\n\nbest to teach the various activities\n\nthat are specially planned\n\n8. Teaching the mechanical principles underlying\n9. Greater emphasis on individual differences\n\nto teach character\n\nmovements\n\nby the\n\n"}
{"page": 219, "printed_page": null, "text": "Health,\n\nPhysical\n\nEducation,\n\nand\n\nRecreation\n\n215\n\n10. A better content of the teaching materials\n11. Better organization of our teaching materials\n12. Development\n\nof many\n\nmore\n\ntests of progress, many\n\nof them pencil-and-paper\n\ntests\n\n13. Better organization of the whole-part-whole learning\n14. Progression in dosage, kinesthetic education, complexity, mastery of the finer\ndetails of form, increased speed in skill performance, and progression from one\nskill to another\n15. Credit on the same basis as classroom subjects\n16. Emphasis on accurate knowledge based on facts\n17. Emphasis on skills of feeling and beauty\n18. Uncovering of the enormous possibilities of physical education in the fields\nof preventive and creative mental hygiene\n19. Progress in measurement thru new tests, revision, improvement, and reorgani¬\nzation of old tests\n20. An awareness\neducation activities\n\nof the possibilities for the development\n\nof culture thru physical\n\n21. Better scheduling and preparation on the part of teachers for each day’s work\n22. A better integrated professional organization\n23. An increased amount of research in the field.\n\nEach allied area of the field of physical education has specific teacher¬\ntraining problems. Those associated with health education are presented.\n\nHealth Service\n1. Many teacher-training institutions do not have an adequate health service for\ntheir pupils. The presence of such a service should acquaint the potential teacher\nwith this area of health education. Association with an adequate health service\nmay assist the teacher in coordinating the health service activities within a school.\n2. If a health service is available, the philosophy may emphasize treatment rather\nthan prevention. The same attitudes may then be carried over by the teachers into\ntheir school teaching.\n3. If a cursory examination is given to the pupil while in school, the prospective\nteacher will have little faith in a school medical examination. Thus, an attitude\nwill be developed which discounts the needed stress on an adequate medical\nexamination\n\nand\n\nfollow-up.\n\nHealth Environment\n1. Too many of our classrooms, where health is taught, are unhygienic from the\nstandpoint of light, ventilation, heating, and cleanliness. This inadequacy will\ninfluence the teacher’s attitude toward these matters when in the teaching situation.\n2. Because the teacher of health is too many times interested in content rather\nthan individuals, the future teacher teaches as he is taught. The knowledge learned,\nnot the practices improved or added, become the important things remembered by\nthe trainee.\n3. Fadistic health\n\nattitudes of the teacher\n\nmay\n\nbe inculcated\n\nand the vicious cycle of unscientific thinking is a carry-over\nin the schools.\n\ninto the student\n\ninto the health teaching\n\nTeaching for Health\n1. Many of our present teachers of health are untrained or poorly trained in\nthe content related to health teaching. The practice too frequently exists of assigning\na class in health content to an untrained or uninterested staff member. This occurs\noften in those institutions offering a minor\n\nin the field.\n\n2. Too many health teachers in teacher-training institutions are stressing physi¬\nology and anatomy rather than the physiological and anatomical reasons for\noptimum health behavior.\n\n"}
{"page": 220, "printed_page": null, "text": "216\n\n3. The\n\nNational\n\nlecture method\n\nEducation\n\nAssociation\n\nis often used in teaching health. The\n\nusually duplicate the procedure when\nprojects, visual aids, and conferences\n\npotential teachers\n\nthey teach. The use of the discussion periods,\nare too seldom used by the teacher of health.\n\n4. The content presented is many times a repetition of elementary- or high-school\nmaterial, the only change being in size of the words used by the teacher.\n5. No requirement is made in the health course which would necessitate the pupil’s\nremoving a remedial handicap before passing the subject.\n6. The vital relationship between condition and health is seldom associated with\nthe motor activity and sport program either by the teacher of health or sports.\nThus much of the drive for optimum health behavior is lost because of this lack\nof emphasis.\n\nSince safety is the newest of the adopted children in the field, problems\nare accordingly more pertinent and numerous.\n\nSafety education is in much\n\nthe same predicament that health education was two decades ago. The\n\ncon¬\n\ntent is not well defined, teachers are untrained, textbooks are few in num¬\nber and in the main poorly written. A few of the most pertinent problems\nare listed as springboards for a more complete analysis as the subject-activity\ncomes of age.\nThe following list of problems, in the writer’s opinion, represents the best\ncompilation to date. Prepared by Ben Miller, it covers the field satis¬\nfactorily.\n1. Scientific evaluation of present courses of study and the development of one\nrepresenting recent trends and embodying a summarization and unification of the\nprinciple involved\n2. Grade placement\n\nof the different phases of safety\n\n3. Teacher qualifications for assignment\nstandards for teaching licenses\n\nof safety responsibility and\n\n4. Methods of evaluation and development\nneed, adapt instruction, and show results\n5. Methods\n\nof tests and\n\nminimum\n\nmeasurements\n\nto show\n\nof in-service teacher training\n\n6. The inner meaning of the safety movement. “Safety First” as outdated slogan\nversus the slogan, “Safety for More and Better Adventures”\n7. The use of the results of the health examination as a psychological basis for\nsafety education\n8. A generally accepted definition of safety education\n9. The physical factor versus the human\nof controlling human behavior\n\nand an accident\n\nfactor in safety which\n\nis largely a matter\n\n10. The relative value of positive versus negative safety instruction\n11. The real significance of the law of causation in accident prevention\n12. Evaluation of present visual safety aids\n13. Sane publicity methods\n14. Evaluation of state adopted\n15. Standards\n\ntextbooks\n\nfor student safety organizations\n\n16. The real responsibility of the public schools in transportational\nthe feasibility of providing actual road instruction in the automobile\n\nsafety and\n\n17. Relative merits of the use of the different types of extracurriculum safety\nactivities and also the different types of auditorium safety programs\n18. More feasible accident reporting and inspection blanks for public schools\n19. The feasibility of utilizing safety workshops\nlaboratory, and library.\n\nas a combination\n\nclassroom,\n\n"}
{"page": 221, "printed_page": null, "text": "Health,\n\nPhysical\n\nEducation,\n\nand\n\nRecreation\n\n217\n\nThe best list of problems in recreation was organized and presented by\nthe Committee on Teacher Training of the Second National Conference on\nCollege Training of Recreation Leaders. Following is an abstract of the\nreport :\n1. An emphasis in terms of curriculum building that will give wide recognition\nto the essential place of leisure in the daily life of children and adults. There is a\nneed for rebuilding curriculums in elementary and secondary schools, as well as\nin colleges, so they will more nearly meet the needs of the students in modern living.\n2. The provision of rich leisure experiences for trainees so that their own personal\nneeds may be satisfied. If students are preparing for leadership in recreation they\nneed to have opportunities for living the kind of life which they would advocate\nfor others. It becomes the responsibility of the institution training them to provide\nfacilities, equipment, and atmosphere for such participation.\n3. A new emphasis on the recreational responsibilities of all teachers: (a) toward\nstudent recognition of the wide implication of the leisure-time problem, (b) toward\ncommunity recreation, (c) toward student recreation, and (d) thru teaching pro¬\ncedures which develop leisure-time interests.\n4. Greater freedom in the election of courses that will provide for personal\nsatisfaction in recreational experiences and prepare teachers for some part-time\nwork in the field of recreation. The very nature of many teaching areas, such as\nagriculture, art, dramatics, home economics, industrial arts, music, physical educa¬\ntion, and sociology, provide teachers with background and skills which are very\nvaluable in a community recreation program. If such teachers be allowed to elect\ncourses which will orient them as to the nature, scope, and objectives of recreation,\nthey might well do some part-time work in that field. Such a combination of school\nand community service might be most desirable. It is also advisable that prospective\nteachers be allowed to elect courses which will enrich their own lives and make\nthem more active participants in a community recreation program.\n5. An emphasis on professional education for recreation in combination\nother teaching and group work areas.\n\nwith\n\n6. The formulation of curriculums for professional education in recreation, with\nconsideration of the following points: (a) a careful selection of candidates on the\nbasis of personality, skills, health, intelligence, leadership, and general background;\n(b) the provision in such a course for requirements for the college degree; general\nbasic requirements in biology, economics, education, psychology, and sociology; the\nspecific basic requirements in arts and crafts, dramatics, group work, music, and\nphysical education;\nservice.\n7. The\n\nopportunities for adequate\n\nprovision of state leadership\n\ninternship; in placement;\n\nas to (a) the enactment\n\npermissive laws that will foster development\n\nof education\n\nfollow-up\n\nof mandatory\n\nand\n\nfor leisure and of recrea¬\n\ntional programs; (b) adequate financial support; (c) cooperative long-range plan¬\nning by park boards, boards of education, and other agencies for adequate pro¬\ngrams and facilities in recreation; (d) the establishment of certification require¬\nments for recreation personnel; (e) greater flexibility in certification requirements\nso that recreational training courses be accepted for the satisfaction of certification\nrequirements; (f) assistance in planning broad and comprehensive recreation pro¬\ngrams and assistance in building general educational curriculums thru such services\nas publications, visitations, and professional meetings; and (g) encouragement\nto local boards of education for the development of schools as community centers.\n\nThe mere listing of problems is only the initial step in their solution.\nMethods and technics need to be initiated by local and national groups in\norder to insure their solution. Long-term planning committees need to be\nestablished which see the individual problems in terms of the whole area\n\n"}
{"page": 222, "printed_page": null, "text": "218\n\nNational\n\nEducation\n\nAssociation\n\nand field. Fly-by-night solutions only lead the field into a deeper morass\nof conflict. The advancement of the profession depends on this procedure.\nWe are now entering an epoch of renewed emphasis and interest in our field.\nProper and immediate long-term planning will advance the profession two\ndecades within the next few years. War has always accentuated the advance\nof physical education and its allied fields. The challenge is before us — will\nour leaders accept or reject this opportunity to lay out a blueprint of pro¬\nfessional progress?\nLEGISLATIVE\n\nCOUNCIL\n\nWednesday,\n\nMEETINGS,\n\nCHICAGO,\n\nILLINOIS\n\nApril 24, 1940, 9:00 a.m.\n\nThe petitions of Phi Epsilon Kappa and the New Mexico State Health and\nPhysical Education Association for affiliation with the Association were presented,\nwith the recommendation of the Governing Board that they be accepted. It was so\nmoved, seconded, and passed.\nMr. Hinman reported on the work of the Nominating Committee and presented\nthe following slate of nominees for the position of president-elect: David Brace,\nAnne Duggan, Elizabeth Halsey, and Jay B. Nash. As a result of the balloting\nAnne S. Duggan is president-elect.\nThe report of the Constitution Committee had been distributed to the Council.\nIt was moved, seconded, and passed that this report be accepted.\nThe chairman of the General Policies Committee reported that its complete report\nis in the hands of the Governing Board, which will submit recommendations on it\nto the Council at a later meeting. It was moved, seconded, and passed that this\nreport be received.\nDr. Brown presented the report of the Honor Awards Committee. It was moved,\nseconded, and passed that this report be accepted. It was moved, seconded, and\npassed that the operating code be received, and that Dr. Brown work wifl\nMr. Brownell and the national office to make any necessary improvements in it.\nMr. McCloy presented a verbal interim report for the Committee on Convention\nProgram Planning, stating that the Committee would continue working and intended\nto get expressions of opinion from a large sampling of conventiongoers next year on\na number of the problems which the Committee is studying. It was moved, seconded,\nand passed that this report be received.\nThe report of the Committee on Precedents and Traditions had been distributed\nto the Council. Moved, seconded, and passed that this report be accepted. The\nCommittee also made three recommendations as follows:\n1. That\n\nthe recording of legislation by the Legislative Council be handled\n\nby the\n\nnational office in an accumulated, itemized, and up-to-date form. This should be\ncompiled within two months after the annual meeting and submitted to the Council\nfor approval.\n2. That the Committee be continued for the formulation of precedents and tradi¬\ntions which are not included in the legal actions of the Association.\n3. That the Committee work out an operating code and present it for approval\nnext year.\nEach of these recommendations was accepted on separate motion.\nThe report of the Committee on Yearbooks had been distributed to the Council.\nIt was moved, seconded, and passed that this report be received.\nIt was moved, seconded, and passed that the report of the Committee\nnent Historical Exhibits be received.\n\non Perma¬\n\nThe Report of the Committee on the Ten Cardinal Principles was presented by\nDr. Williams who reported that few suggestions had been received by the Committee\n\n"}
{"page": 223, "printed_page": null, "text": "Health,\n\nPhysical\n\nEducation,\n\nand\n\nRecreation\n\n219\n\non this statement, and asked that the Committee be continued to receive further\nsuggestions and make a final report at a later date. It was so moved, seconded,\nand passed.\nThe Report of the Committee on Small Gymnasia was presented to Mr. Hughes,\nwho moved that the Committee be continued under a new chairman since Miss\nHatlestad\n\nhas\n\nresigned, and\n\nthat the report be received.\n\nMotion\n\nseconded\n\nand\n\npassed.\nMr. Lloyd presented the report of the Research Committee, summarizing its prog¬\nress in compiling records of research in the field, and recommended that the report\nbe received, that the Committee be continued, and that consideration be given to\nthe possibility of giving it some financial support. Moved, seconded, and passed\nthat these recommendations be accepted.\nThe report of the Committee on Convention Setup had been distributed to the\nCouncil. Moved, seconded, and passed rhat the report be received.\nIn the absence of Mrs. Bailey, the secretary presented the report of the Commit¬\ntee on Cooperation with Health Education Groups. The Committee feels that the\nNational Conference for Cooperation in School Health Education is in a good posi¬\ntion to carry on this work and therefore asks that the present Committee be dis¬\ncharged. Moved, seconded, and passed that this report be accepted.\nIt was moved, seconded, and passed that the report of the Committee\nsional Education be received.\n\non Profes¬\n\nIt was reported that the Committee on Softball had met last fall and had sub¬\nmitted a written report to the secretary, an abstract of which was published in the\nJournal. Moved, seconded, and passed that this report be received.\nMr. Mitchell presented the report of the Promotion Handbook Committee. The\nCommittee plans to seek the advice of experts in the field of promotion in the final\nrevision of the report and to suggest to the incoming president some additions to the\nCommittee personnel.\nThe report of the Committee on Foreign Relations had been distributed to the\nCouncil. Dr. Brown reported briefly on the plans of the Committee for future action.\nIt was moved, seconded, and passed that the report be received and that the Com¬\nmittee be continued.\nMiss Mealey presented the report of the Temporary Advisory Committee on\nHealth Education, which had been distributed to the Council, and asked that the\nCommittee be discharged. Moved, seconded, and passed that the report be received\nand the Committee discharged.\nMr. Brownell reported for the recently appointed Committee on a Student Section\nthat its work had just begun, and moved that the incoming president be asked to\nuse his judgment on the continuance and future personnel of this Committee. Motion\nseconded and passed.\nMr. Cureton presented the report of the Committee on Aquatic Leadership, asked\nthat the Committee be continued and empowered to work on an experimental basis\nfor the coming year, that the Council make a careful study of the material in the\nreport, and that a final report be made next year. So moved, seconded, and passed.\nDr. Williams reported verbally on the work which had been done by the Com¬\nmittee on Wagner Bill S 1620 during the year. The Committee has no final recom¬\nmendation to make as the future of the bill is uncertain. Moved, seconded, and\npassed that the report be received.\nThe report of the Committee on Educational Exhibits was received.\nReport of the Committee on Vocational Guidance was received.\nReport of Committee on Motion Pictures was received.\nRecommendations of the health instruction section (especially number 3 referring\nto financial assistance for the section) were referred to the Governing Board. The\npresidents of the six districts made brief verbal reports and filed written reports\nwith the secretary. These reports were received without formal vote. The reports\nof the following sections were presented verbally and received: Administrative\n\n"}
{"page": 224, "printed_page": null, "text": "220\n\nNational\n\nEducation\n\nAssociation\n\nDirectors — W. K. Streit ; College Men’s Physical Education — Glenn Howard; Dance\n— Lucile Czarnowski; Health Education Teacher Training — Anita Laton ; Intra¬\nmural Athletics — C. W. Hackensmith ; Men’s Athletics — John Van Why; Mental\nHealth — read by secretary in absence of James Houloose ; Private Schools — William\nA. Palmer; Public Schools — Ralph Tapp; Recreation Leadership — Floyd Eastwood;\nRecreation Program — Alden W. Thompson; Recreation Research — George Gloss;\nResearch — Ruth Bass; Therapeutics — Catherine Worthingham; Women’s Athletics\n— Jane Shurmer; and Teacher Training — H. A. Scott for D. Oberteuffer.\nThe following recommendations were voted on:\n1. Camping section recommended that the officers of the section serve for two\nyears. Moved, seconded, and passed that this report be received.\n2. Safety section presented a resolution that a Safety Education Division be estab¬\nlished without changing the name of the Association. Received and referred to the\nGeneral Policies Committee.\n3. Nutrition section recommended\n\nthat a committee\n\nwork\n\non some\n\nsupplementary\n\nmaterial in this field to be included in the report on “Suggested School Health\nPolicies.” Report was received.\nThe following slate was presented for member-at-large on the Governing Board:\nJames Houloose, J. B. Nash, C. C. Wilson. Elizabeth Halsey was nominated from\nthe floor. Moved, seconded, and passed that the nominations be closed. As a result\nof balloting, Mr. Nash\n\nwas\n\nnamed\n\nmember-at-large.\n\nMiss Bouve presented the following report from the Women’s Division, N. A.\nA. F. : “The Executive Committee of the Women’s Division, National Amateur\nAthletic Federation, wishes to express its thanks to the officers of the American Asso¬\nciation for Health, Physical Education, and Recreation for the courtesy which has\nbeen shown\n\nit in the past year. It is gratifying to know\n\nis in favor of a merger\n\nof these two organizations\n\nthat the Legislative Council\n\nand it is hoped that the member¬\n\nship of the Women’s Division, N. A. A. F. will ratify the vote of the Council. If the\nmerger becomes a reality, the members of the Executive Committee of the Women’s\nDivision are eager that your Association will appoint a committee to study ways\nand means whereby the group memberships of the Women’s Division may be con¬\ntinued so that our professional contacts with these thousands of young people may\nnot be lost. It is also requested that thought be given to continuing and increasing\nthe work which the Women’s Division has done in educating lay members of the\ncommunity as to desirable standards of physical education.” Moved, seconded, and\npassed that this report be received.\nThe following reports of affiliated organizations were presented verbally and\nwritten reports are to be filed with the secretary: American Academy of Physical\nEducation — John Brown, Jr., for A. H. Steinhaus; College Physical Education Asso¬\nciation — L. C. Boles; National Association of Directors of Physical Education for\nCollege Women — Dorothy Ainsworth; Phi Delta Pi — Bernice Moss; Society of State\nDirectors of Health and Physical Education — C. H. Edwards; and Y. M. C. A. Phys¬\nical Directors Society — John Brown, Jr.\n\nWednesday,\nMacfarland\n\nand\n\nHeaton,\n\nApril 24, 1940, 4:00 p.m.\n\nEastern\n\nadvertising agents for the Journal of Health\nand Physical Education, have asked for a two-year renewal of their present con¬\ntract. The Governing Board recommended that this contract be renewed for two\nyears. It was so moved, seconded, and passed.\nThe Governing Board recommended that the fiscal year of the Association be\nchanged to run from June 1 thru May 31 instead of from July 1 thru June 30. This\nchange will make the fiscal year correspond with that of the National Education\nAssociation and will make the annual audit of the Association books simpler and\nless expensive. It was moved that this change in the fiscal year be made. Motion\nseconded, and passed.\n\n"}
{"page": 225, "printed_page": null, "text": "Health,\n\nThe\n\nfollowing\n\nPhysical\n\nrecommendation\n\nEducation,\n\nfrom\n\nand\n\nthe General\n\nRecreation\n\n221\n\nPolicies Committee\n\nwas\n\nread:\n\n“In order to facilitate further progress, the General Policies Committee recommends\nthat the Executive Committee of the Association or a committee appointed by it be\nasked to confer with the Executive Committee of the National Education Association\nto clarify the present policies and general attitudes of the N. E. A. with respect to\nthe health functions of this Department and its relationship to the Joint Committee.\nThe purpose of this conference is to help shape the lines of organization relating to\nthe proper professional service which our Association is able to render.” It was\nmoved and seconded that this motion be adopted. Dr. Cozens moved to amend this\nmotion with the provision that the Committee should be appointed by the president\nwith the approval of the Executive Committee. This amendment was accepted by\nthe mover and seconder.\nDr. Bell reported that a compilation had been made of the duties of the officers\nand staff members of the Association. The Committee on Duties of Officers recom¬\nmended that this report be considered as a progress report; that the report be re¬\nceived by the Council; that the Committee be continued for further study of the\nproblem; and that the incoming president be empowered to use his discretion in\nregard to additions to the personnel of the Committee. It was moved, seconded, and\npassed that these recommendations be accepted.\nThe National Section on Women’s Athletics had presented a request for permis¬\nsion to elect section officers by the method tried out experimentally last year. On\nrecommendation of the Governing Board, it was moved that the Bylaws be waived\nin this one instance for the coming year only so that the National Section on\nWomen’s Athletics might proceed to experiment\ncedure. Motion seconded and passed.\nThe\n\nsecretary presented\n\nthe recommendation\n\nwith\n\nits proposed\n\nof the Governing\n\nelection pro¬\n\nBoard\n\nthat the\n\nCommittee on Convention Rotation, under the chairmanship of Helen Coops, be con¬\ntinued for another year. Moved and seconded that this recommendation be adopted.\nMotion passed.\nThe Governing Board recommended that any joint committee with other organiza¬\ntions must be sanctioned by the Legislative Council. Moved, seconded, and passed\nthat this recommendation be adopted.\nThe\n\nGoverning\n\nwith a committee\n\nBoard\n\nrecommended\n\nof the Board\n\nthat a joint committee\n\nof Directors of the Association\n\nbe authorized\n\nto work\n\nof College and Refer¬\n\nence Librarians of the American Library Association to study a proposed encyclo¬\npedia of sports, games, and recreational activities. Moved, seconded, and passed\nthat this recommendation be adopted.\nThe Governing Board presented the recommendation of the General Policies\nCommittee that a 4-6-8 year plan of convention rotation be adopted starting in 1944\nand taking into consideration the allocation of the convention among the districts\nin the years immediately preceding. This plan would mean that the eastern and\nmidwest districts might have the national convention every four years, the southern\nand central districts every six years, and the northwest and southwest every eight\nyears. It was called to the attention of the Council that the Convention Rotation\nCommittee had been continued for the study of this problem. It was moved that this\nrecommendation of the General Policies Committee be referred to the Convention\nRotation Committee. Motion seconded and passed.\nOn the recommendation of the General Policies Committee, the Governing Board\nrecommends that one individual may possess and vote not more than three proxies\nat a meeting of the Legislative Council. It was moved and seconded that this recom¬\nmendation be adopted. There was some discussion on this matter and finally the\nmotion was put to a vote and defeated.\nThe Governing Board presented the recommendation of the General Policies\nCommittee that there be established a class of associate membership, dues to be the\nsame\n\nas those of active and professional membership,\n\nthe right to vote and hold office. This membership\n\nincluding all privileges except\n\nis especially designed for persons\n\n"}
{"page": 226, "printed_page": null, "text": "222\n\nNational\n\nEducation\n\nAssociation\n\nnot professionally engaged in health, physical education, and recreation but inter¬\nested in the support of these programs. It was moved and seconded that this recom¬\nmendation be adopted. Motion passed.\nThe Governing Board presented the recommendation of the General Policies Com¬\nmittee that only members and patrons who are professionally engaged in one or\nmore aspects of health, physical education, and recreation shall have the right to\nhold office or to vote for representatives on the Legislative Council. It was moved,\nseconded, and passed that this recommendation be adopted.\nIt was recommended that life membership in the Association be limited to indi¬\nviduals. Moved, seconded, and passed that this recommendation be adopted.\nIt was recommended that the executive secretary negotiate with the two nonindi¬\nvidual life members now listed to decide on a time limit for the life of these mem¬\nberships which would be satisfactory to all concerned.\nthat this recommendation be adopted.\n\nMoved,\n\nseconded, and passed\n\nThe Governing Board recommended that the executive secretary and the editor be\nmembers of the Executive Committee, Governing Board, and Council without vote.\nMoved, seconded, and passed that this recommendation be adopted.\nThe Governing Board recommended that after present commitments\n\nare taken care\n\nof the Association work toward the centralization of all publications in the\ntion office. There was some discussion of this problem and Mr. Patty was\nthis time to give the report of the Editorial Policies Committee. Mr. Patty\nthat his committee had been divided into five subcommittees to discuss\npolicy of the Journal, the Research\n\nQuarterly, supplements,\n\nstandards\n\nAssocia¬\nasked at\nreported\neditorial\n\nfor section\n\npublications, and monographs. A partial report from the Committee has been dis¬\ntributed to the Council. The Committee asked that the report be received in tentative\nform and that the Committee be continued in whatever way the president and\nCouncil decide for future service. It was moved, seconded, and passed that these\nrecommendations be accepted.\nReturning\n\nto the question of centralization of publications there was\n\nsome\n\ndiscus¬\n\nsion of the financial aspects of such a policy. The editor’s opinion was that publica¬\ntions handled by the Association office could be handled at a profit or at least pay\nfor themselves. It was moved that this problem be referred to the Committee on\nEditorial Policy. Motion seconded and passed.\nThe Governing Board recommended that we request the collection of convention\nregistration fees at all preconvention sessions to facilitate and improve convention\nregistration procedure. Moved, seconded, and passed that this recommendation be\naccepted.\nThe Governing Board presented the recommendation of the General Policies\nCommittee that no section membership dues be permitted. It was moved and seconded\nthat this recommendation be adopted. Motion passed.\nThe\n\nfollowing modified\n\nrecommendation\n\nof the General\n\nPolicies Committee\n\nwas\n\npresented :\n(a) That for the present the sections should remain as they are now constituted.\nThe General Policies Committee recommends that each section be requested by the\nincoming president to appoint a committee to study the section organization or oper¬\nating code it would desire and submit reports to the General Policies Committee for\nstudy three months prior to the 19+1 convention.\n(b) That each section appoint a committee to decide not later than October 15,\n19+0, with which division or divisions it wishes to align itself, that is, with one,\ntwo, or three divisions. This report shall be made to the president.\n(c) That the two sections on research appoint a joint committee from their active\nworkers to study the desirability of a combined section or combined programs. A\nsimilar committee should be set up by the three sections on teacher training and\nleadership. Moved and seconded that this whole recommendation be adopted. Motion\npassed.\n\n"}
{"page": 227, "printed_page": null, "text": "Health,\n\nPhysical\n\nEducation,\n\nand\n\nRecreation\n\n223\n\nThe following recommendations of the General Policies Committee were presented\nby the Governing Board:\n1. That the election of vicepresidents at this convention be made by the division\ncouncils according to the procedure which has been followed the past two years,\nthat is, according to Article VI, Section 2, of the Bylaws.\n2. That after this year, each section shall have six votes for vicepresidents, or\nshall appoint six delegates to Division Council meetings according to the following\nprocedure:\n(a) If a section or affiliated organization wishes to align itself with one division\nonly, it shall have six votes for vicepresident in that Division Council meeting.\n(b) If a section or affiliated organization wishes to align itself with two divi¬\nsions, it shall have three votes for vicepresident in each of the two Division Council\nmeetings.\n(c) If a section or affiliated organization wishes to align itself with three divi¬\nsions, it shall have two votes for vicepresident in each of the three Division Council\nmeetings. For example, it would appear that the administrative directors, private\nschools, public schools, safety, and society of state directors cut across all three\ndivisions, and might wish to follow plan (c), but the section or affiliated organiza¬\ntion must decide.\nIt was\n\nmoved\n\nby Mr. Cozens\n\nthat action on this recommendation\n\nbe deferred\n\nto\n\nthe Friday Council meeting and that the recommendation in the meantime be con¬\nsidered and discussed by Council members and taken up in the various sections.\nMotion seconded and passed. It was brought to the attention of the Council that\nparagraph (1) of the recommendation would have to be voted on at this meeting\nin order to legalize the election of the three new vicepresidents. It was therefore\nmoved that this question be reconsidered. Motion seconded and passed. Moved that\nitem (1) under election of vicepresidents be adopted and other items deferred for\nconsideration at the Friday meeting. Motion seconded and passed.\nThe Governing Board presented the recommendation of the General Policies Com¬\nmittee that applications for Association endorsement must be recommended by the\nGoverning Board to the Legislative Council. It was moved, seconded, and passed.\n\nFriday, April 26, 1940, 3:30 p.m.\nMr. Pritzlaff, convention manager, reported that the income from commercial\nexhibits at the convention was $3225 ; registration income to date was $2603 ; and\nexpenses were estimated at $3030. He mentioned that the Chicago teachers had con¬\ntributed a fund of $600 for certain extra expenses of the convention and that the\nChicago Board of Education has underwritten a good deal of expense for clerical\nwork and supplies. The registration at this point was 3156, and 549 memberships\nhad been taken in. The 541 Chicago teachers have joined the Association 100\npercent.\nMr. Hernlund presented the report of the Resolutions Committee. A joint resolu¬\ntion presented by the Resolutions Committee and the Midwest District Resolutions\nCommittee expressed appreciation to the officers of the national Association and\nthe Midwest District; to Mr. Pritzlaff; and to people and organizations in Chicago\nwho had made so many line contributions to the success of the convention. It was\nmoved, seconded, and passed that this resolution be adopted.\nThe following resolutions were also presented:\n1. That\n\na division of safety education be created in the Association. It was\n\nmoved\n\nthat this resolution be referred to the Governing Board. Motion seconded and passed.\n2. That the Association recommend the discontinuance of interscholastic boxing\nfor boys eighteen years of age or younger. It was moved, seconded, and passed that\nthis resolution be adopted.\n3. That the Association recommend the elimination of interscholastic state cham-\n\n"}
{"page": 228, "printed_page": null, "text": "224\n\nNational\n\nEducation\n\nAssociation\n\npionship contests for boys and girls. It was moved, seconded, and passed that this\nresolution be adopted.\n4. That resolutions originating within divisions and sections should be referred to\nthe Resolutions Committee for approval before being presented to the Council; also\nthat the operating code for the Committee as submitted by Dr. Kilander be adopted. It\nwas moved, seconded, and passed that this resolution be adopted.\n5. That the Association go on record as opposed to the development of the game\nof football for women. It was moved, seconded, and passed that the resolution be\nadopted.\n6. That the Association express its regret at the cancellation of the Olympic\ngames because of war conditions and urge their restoration at the earliest possible\nmoment. It was moved, seconded, and passed that this resolution be adopted.\nMr. Giauque reported for Mr. Rath that an obituary had been prepared for Dr.\nNaismith and that obituaries for Alfred Brodbeck and for Lulu Cline would be\npublished in an early issue of the Journal. Notice had also been received of the\ndeath of Sven Lokrantz, a distinguished member of our profession. It was moved,\nseconded, and passed that this report be accepted.\nThe secretary read a report from Mr. Mueller stating that the Committee on the\nMcKenzie Memorial had been unable to complete its assignment and was still work¬\ning on the problem. It was moved that this Committee be continued and so notified.\nMotion seconded and passed.\nMiss Jean presented a report of the Committee on Foreign Relations and recom¬\nmended that this be made a standing committee. It was moved that this report be\nadopted. Motion seconded and passed.\nThe secretary presented the report of the Committee on a Standing Committee on\nStandards in which it was recommended that the Committee be discharged and that\nits findings be referred to the Governing Board. It was moved, seconded, and\npassed that this report be accepted.\nMr. Jackson presented the report of the Committee on Vocational Guidance. A\nrecommendation was made that it be continued for two years in order to complete its\nreport. It was moved that the Committee be continued for one year. Motion seconded\nand passed.\nMr. Luehring presented the report from the National Collegiate Athletic\nAssociation. It has a membership of over 200 colleges and universities and is\nworking toward the improvement of standards in collegiate athletics. Dr. McCurdy\nhas represented this organization on the Council since 1905. The Association sends\nits best wishes to the Council and hopes that the two organizations will be able to\ncontinue to cooperate on projects in the future. Mr. Luehring also presented the\nrequest of the organization that our Association try to avoid the last week in April\nwhen scheduling our annual convention as this is the time scheduled for a number\nof important intercollegiate athletic events, notably the Drake and the Pennsylvania\nrelays. It was moved that this recommendation be referred to the incoming con¬\nvention committee. Motion seconded and passed.\nIt was announced that the following officers had been elected by the three divisions:\nHealth Education Division — chairman,\nBrooks Williamson\n\nEthel Mealey;\n\nvicechairman,\n\nPauline\n\nPhysical Education — chairman, Paul Washke; vicechairman, Jane Shurmer\nRecreation Division — chairman, Vern Hernlund ; vicechairman, Floyd Rowe.\nEach of these elections was confirmed by vote of the Council.\nMiss Wayman presented several recommendations prepared\nPolicies Committee:\n\nby the General\n\nThere was a resolution recommending a division of safety education. The General\nPolicies Committee recommends that the Council not approve this request for the\nfollowing reasons: (a) there is at the present time a safety section; (b) the ac¬\ntivities of this section cut thru the interests of the three divisions; and (c) as a\nsection it has power to organize any activities desired which will promote the\n\n"}
{"page": 229, "printed_page": null, "text": "Health,\n\nPhysical\n\ninterest of safety education.\nmendation be accepted.\n\nEducation,\n\nIt was\n\nmoved,\n\nand\n\nseconded,\n\nRecreation\n\n225\n\nand passed that this recom¬\n\nThe General Policies Committee recommends that the Committee study the mat¬\nter of representation from our organization on boards of allied organizations and\nreport to the Governing Board during the year. In the meantime this problem\nnaturally becomes an emergency situation for the Executive Committee. Moved,\nseconded, and passed that this be adopted.\nMiss Wayman read the following statement on colored membership: “It is the\nunderstanding of the General Policies Committee that according to our Constitution\nand Bylaws membership in this organization is not restricted as to race, color, or\ncreed and is open to any member of the profession who qualifies according to our\nBylaws. Since the organization of local societies is not under the control of the na¬\ntional organization such local organizations have full power to prescribe or limit\ntheir membership.” No action was taken.\nThe secretary read two recommendations\n\nfrom the Governing\n\nBoard\n\nas follows:\n\nResolved that the Association endorse and lend its full support toward the im¬\nplementation of the recommendation found in the General Conference Report of\nthe White House Conference on Children in a Democracy, which recommendation\nproposes that “a privately supported nongovernmental national commission on\nrecreation should be created to study leisure-time needs and resources and to make\nrecommendations\nSeconded\n\nand\n\nregarding\n\nthe development\n\nof recreation and informal\n\neducation.”\n\npassed.\n\nIt was moved that the Governing Board recommend that the Council authorize\nthe president to appoint a committee which will represent our Association in working\nwith the National Education Association and the American Council on Education in\ncreating a policy-making commission to be concerned with recreation and the use of\nleisure. Seconded and passed.\nThe secretary read the recommendation of the Governing Board that the payment\nfor the annual bibliography prepared by Mr. Affleck be discontinued after this year\nwith the understanding that the executive secretary will try to obtain support from\nsome other source for its continuance. Moved, seconded, and passed that this recom¬\nmendation be accepted.\nThe Governing Board recommended to the Council that it authorize the appoint¬\nment of a committee with Mrs. Nellie B. .Cochran as chairman, to cooperate with\nthe National Commission for Cooperative Curriculum Planning. It was moved,\nseconded, and passed that this recommendation be accepted.\nMr. Champlin presented from the Committee on Interrelationships the following\nrecommendations :\n1. That the president\nnext year\n\nappoint\n\na committee\n\nto continue\n\nthis study during\n\nthe\n\n2. That the suggestions in the report with the exception of section “g” referring\nto functions of state directors be widely published and disseminated for dis¬\ncussion by members of the national, state, and local organizations\n\n3. That the all-inclusive membership plan be tried out experimentally during the\ncoming year in whatever areas are willing to work with it\n4. That the national office prepare to render the services listed under section\n“d” referring to the National\nIt was\n\nmoved,\n\nService Bureau.\n\nseconded, and passed that this report be accepted.\n\nMr. Cozens presented the following proposal for simplifying the conduct\nciation business:\n\nof Asso¬\n\nIn the interest of expediting the transaction of business in our Association,\nthe Governing Board recommends that the members of the Legislative Coun¬\ncil study for one year the desirability of the following: “Establish an Executive\nCommittee composed of the present Executive Committee and Governing\n\n"}
{"page": 230, "printed_page": null, "text": "National\n\n226\n\nEducation\n\nAssociation\n\nBoard, with power to act on all routine business of the Association, emergency\nsituations, and disposition of committee reports, when these do not involve a\nmajor change in Association policy in which case these shall be submitted to\nthe Legislative Council.”\nThe following items of business which\nillustrate emergency situations:\n\narose during\n\nthe present year\n\nserve to\n\n1. The request for 5 percent increase in the cost of publication of the Journal\nand Research Quarterly\n2. The appointment of a vicepresident for the physical education division due\nto a resignation\n3. Requests that the Association be represented on boards or official bodies of\nother organizations.\nIt was moved and seconded that this report be accepted. Dr. Williams moved\nas an amendment to the motion that the Council approve, rather than study the\ndesirability of, the proposed reorganization plan for one year and that final de¬\ncision on adopting this as a permanent change be deferred until next year. After\nbrief discussion this amended motion was seconded and passed.\nMr. Washke presented the suggested budget and read the recommendation of the\nGoverning Board that $1000 be added to estimated income under the heading\n\"Grants and Transfers” and the same sum to expense under the heading “Travel\nfor Officers, Executive Secretary, and Special Committees” making a total budget\nof $38,700. It was explained that there was a possibility of receiving a grant of\n$1000. It was moved and seconded that this budget be adopted. Motion passed.\nThe following recommendation from the Administrative Directors section was\nread by the secretary:\nThat we recommend the appointment of a joint committee representing\nthe American Institute of Architects and the Association to prepare standards\nfor various types of school buildings — elementary, secondary, consolidated —\nwith particular reference to facilities for health, physical education, and\nrecreation, keeping in mind both school and community use.\nIt was moved, seconded, and passed that this request be received\nbe referred to the new Executive Committee, with power to act.\nDr. Hughes\n\npresented a motion\n\nthat a committee\n\nbe appointed\n\nand\n\nthat it\n\nby the president:\n\n1. To study the organizational setup of similar professional associations, such as\n(a) the American Association of School Administrators, (b) the American\nAssociation for the Advancement of Science, (c) the American Medical Asso¬\nciation, and (d) the American Bar Association.\n2. To develop one or more simplified plans of organization.\n3. To publicize this plan or these plans to the membership thru the Journal\nbefore our next convention.\n4. To\n\nsubmit\n\na plan for adoption by the Council\n\nat its meeting\n\nin Atlantic City.\n\nMotion seconded and passed.\nInvitations were received to hold the 1943 convention in the following cities:\nCincinnati, Cleveland, Detroit, Kansas City, and Seattle. It was moved that we\naccept the invitation of the Northwest District to meet with them in Seattle in 1944.\nMotion seconded and passed.\nAfter a closed ballot it was announced that the 1943 meeting will be held in\nCincinnati.\n\n"}
{"page": 231, "printed_page": null, "text": "i American\n\nz. Association\n\nof\n\nSchool\n\nt Administrators\n\n"}
{"page": 232, "printed_page": null, "text": "HISTORICAL\n\nAt\n\nthe\n\nmeeting\n\nof the National\n\nNOTE\n\nTeachers’ Association\n\nin Harrisburg ,\n\nPennsylvania, August 1865, the state and city superintendents present\ndecided to form an organization of their own. The nezv organization zvas\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 zvas reorganized with a full-time\nexecutive secretary at Washington headquarters.\nAt the Nezv 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 1940-41 are: president,\nCarroll R. Reed, Superintendent of Schools, Minneapolis, Minn.; first\nvicepresident,\n\nBen\n\nG. Graham,\n\nSuperintendent\n\nof Schools,\n\nPittsburgh,\n\nPa.; second vicepresident. Hobart M. Corning, Superintendent of\nSchools, Colorado Springs, Colo.; executive secretary, Sherwood D.\nShankland, 1201 Sixteenth Street, N. W ., Washington, D. C.; executive\ncommittee,\n\nJesse\n\nH.\n\nMason,\n\nSuperintendent\n\nof Schools,\n\nCanton,\n\nOhio\n\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); Homer W. Anderson,\nSuperintendent of Schools, Omaha, Nebr. (term expires 1944); presi¬\ndent, first vicepresident, and second vice president, ex-officio.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1870 -.151\n1871:211-228\n1872 :245-284\n1873:244-270\n1874:297\n1875 :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\n1888:513-544\n1889 -.611-614\n1890 -.365-542\n1891 -.379-526\n1892:559-744\n1894 :2 5 2-5 9 2\n1895 :2 13-429\n189 6:231-392\n1897:195-316\n1898:303-488\n1899:251-379\n\n1900 :183-296\n1901 :189-348\n1902 -.151-305\n190 3:139-300\n1904 : 17 3-3 32\n1905:155-270\n1906: 29-214\n1907:145-328\n1908 :129-312\n1909 :159-330\n1910:143-306\n1911 :161-330\n1912:329-498\n1913: 99-354\n\n[ 228 ]\n\n1914:133-292\n191 5:253-526\n191 6:895-1100\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\n1935:499-626\n1936:399-521\n1937:447-566\n19 38:175-282\n1939 -.231-321\n\n"}
{"page": 233, "printed_page": null, "text": "Published here are as many of the addresses before the general sessions of\n\nthe St. Louis convention as space permits. All general sessions addresses\nhave been published in full in the 1940 Official Report of the American\nAssociation of School Administrators.\n\nGENERAL\nSUNDAY\n\nAFTERNOON,\n\nCONFERRING\nFRANK\n\nW.\n\nBALLOU,\n\nPresident\n\nSESSION\n\nOF\n\nFEBRUARY\n\nHONORARY\n\nSUPERINTENDENT\n\nGraham:\n\nFrom\n\ntime\n\nOF\n\nLIFE\n\nMEMBERSHIPS\n\nSCHOOLS,\n\nto time\n\n25, 1940\n\nWASHINGTON,\n\nthe American\n\nD.\n\nC.\n\nAssociation\n\nof\n\nSchool Administrators bestows honorary life memberships upon members\nwho have distinguished themselves in the field of education and who have\nretired from active duties. This afternoon we honor three of our distin¬\nguished fellow workers. The presentation tribute will be delivered by Frank\nW. Ballou, who is a past president of this organization. Mr. Ballou.\nMr.\n\nBallou\n\n: I greatly appreciate\n\nsenting to each of you three men\n\nthe honor\n\nconferred\n\non\n\nme\n\nof pre¬\n\ncertificates of honorary life membership\n\nin recognition of your services to the American Association of School Ad¬\nministrators and to American education. My happiness on this occasion is\nincreased by the fact that I have counted each of you as my personal as well\nas my professional friend during the many\nciated together in school administration.\n\nyears that we have been asso¬\n\nJohn IV esley Carr\nYou\n\nwere\n\neducated\n\nat Indiana\n\nUniversity, Columbia\n\nUniversity, and\n\nNew York University, where )rou received your Ph.D. degree. Beginning\nas a teacher in rural schools, you became successively a high-school principal\nin Indiana; superintendent of schools at Anderson, Indiana, Dayton, Ohio,\nand Bayonne, New Jersey ; and supervisor of high schools in the state de¬\npartment of education in Kentucky. Finally, you organized and became the\nfirst president of Murray State Teachers College at Murray, Kentucky.\nIn 1906, your ascendancy to the presidency of the Department of Superin¬\ntendence was a tribute to your recognized leadership in education.\nWith this certificate of honorary life membership in the American Asso¬\nciation of School Administrators, which I am privileged to hand you, go\nthe continued good wishes of all your associates in the educational profession.\n\nEdivin Cornelius Broome\nAcademic degrees from Brown and Columbia Universities and a law\ndegree from Saint Lawrence University attest to the breadth and the depth\nof your preparation for the teaching profession. Your professional achieve¬\nments have earned for you honorary degrees from Ursinus and Juniata\n[ 229 ]\n\n"}
{"page": 234, "printed_page": null, "text": "230\n\nNational\n\nEducation\n\nAssociation\n\nColleges, the University of Pennsylvania, the Rhode Island College of Edu¬\ncation, and Temple University. In 1932, Columbia University awarded\nyou its medal “for distinguished service in education.”\nYou have served as teacher, as high-school principal, as superintendent\nof schools in smaller cities, and finally, as superintendent of schools in the\nthird largest city in the United States.\nYour participation in school surveys and in education commissions of this\nDepartment and your election to the presidency of the Department in 1932\nattest to your colleagues’ recognition and appreciation of your leadership,\nability, and efficiency.\nYour professional career encompasses comprehensive academic and pro¬\nfessional preparation, systematic progress from modest educational begin¬\nnings to a commanding position of educational leadership in Philadelphia,\nin the state of Pennsylvania, and in the nation.\nMay this certificate of honorary life membership be a continual reminder\nto you of the affectionate personal and professional regard with which you\nare held by the members\ntrators.\n\nof the American\n\nAssociation of School Adminis¬\n\nJohn William Withers\nThe third honorary life membership is given to John William Withers\nwho is unable to be present. However, I am speaking as I would have\naddressed him.\nYou were educated at National Normal\n\nUniversity and Yale, where you\n\nreceived your Ph.D. degree, and honored for your educational statesman¬\nship with honorary degrees conferred by Washington University at St.\nLouis and the University of Missouri.\nYou\n\nhave served the profession as a teacher of country schools, principal\n\nof a normal school, high-school principal, president of the Harris Teachers\nCollege in St. Louis, superintendent of schools in St. Louis, and finally,\ndean of the School of Education of New York University. Your educational\ncareer and professional leadership have touched the lives of thousands of\nmembers of the profession and have won for you national distinction.\n\nBeginning your career as an educational administrator as principal of a\nteacher-training institution, serving as superintendent of schools in one of\nour largest cities, and finally becoming dean of a school of education for the\npreparation of teachers and administrators, your educational career has been\ndevoted largely to the preparation and improvement of members of the teach¬\ning profession.\nIn recognition of your educational statesmanship and leadership in the\nofficial positions which you have held, and on behalf of your associates in\nthe American Association of School Administrators, it is my privilege and\nhonor to present to you this certificate of honorary life membership as a\ntoken of the high regard with which you are held by your associates.\nFinally, gentlemen, the small obscure places of your birth may claim credit\nfor having started you on your careers of public service; the three states of\n\n"}
{"page": 235, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n231\n\nFrank IF. Ballou presenting honorary life memberships to John TV . Carr\nand Edivin C. Broome\nyour birth and the twelve other states in which you have collectively served\neducation so nobly may also claim you as their favorite sons; nevertheless,\nyour colleagues insist that because of your widespread and outstanding service\nto public education you belong to the nation. Two of you have already re¬\ntired from active professional service and the other will retire this year after\nmore\n\nthan sixty years of public service in education. By conferring this\n\nhonorary life membership on each of you, we want you to feel that you\nstill belong to the American Association of School Administrators, which\nyou helped to create.\nW e assure you that we shall continue to hold an abiding interest in your\nfuture health and happiness.\n\nTHE\n\nCONTEMPORARY\n\nCRUCIFIXION\n\nAND\n\nREVEREND\n\nOXNAM,\n\nRESIDENT\n\nBISHOP,\n\nBOSTON\n\nAREA,\n\nPresident\n\nG. BROMLEY\nCHURCH,\n\nTHE\n\nBOSTON,\n\nGraham:\n\nIt has been the custom\n\nCRUSADE\nTHE\n\nMETHODIST\n\nMASS.\n\nof our Association\n\nto invite\n\nas the speaker for the Vesper Service a distinguished leader in religion.\nToday we are honored in having not only a distinguished leader in the held\nof religion, but a man who has distinguished himself in the field of educa¬\ntion. I have the pleasure to present Reverend Oxnam.\nReverend\n\nOxnam:\n\nI count\n\nit a high honor\n\nto address\n\nbecause of the vast audience that is here but because I know\n\nyou\n\nnot\n\nonly\n\nfull well that\n\n"}
{"page": 236, "printed_page": null, "text": "232\n\nNational\n\nEducation\n\nAssociation\n\nin this body lies the greatest power in America\nfuture of this nation is concerned.\n\nas far as determining\n\nthe\n\nThe topic that I am to consider is “Contemporary Crucifixion and Cru¬\nsade.” As I speak to you I am not referring particularly to the tragedy\nenacted upon Calvary centuries ago. Then a poor, broken figure hung from\na cross, and the Caesar of that day thought he was done with a troublesome\nJew. The Man was crucified.\nBut our contemporary Caesars are individuals who\nMan,\n\nbut they have made\n\ncannot\n\ncrucify the\n\nup their minds that they will destroy His ideas.\n\nLong ago He said, “The truth will make you free,” and today we are\nhearing it said, “The lie will make you free.” He said, “He who would be\ngreatest among you must become the servant of all.” We are told today,\n“He who would be greatest among you must become the mightiest of all.”\nThere was something said long ago about loving your enemies. Today we\nare told, “Hate your enemies.” There\n\nare individuals today, men\n\nof might,\n\nwho see no might in meekness. These individuals are not telling us, “Thou\nshalt love the Lord Thy God with all thy mind and soul and strength, and\nthy neighbor as thyself.” They say, “Crucify such concepts,” and speak\nout in terms such as, “Thou shalt love the state with all thy mind and soul\nand strength and thy leader as thyself.”\nLong ago Pilate asked, “What is truth?” This individual washed his\nhands and turned Jesus of Nazareth over to the Gestapo brutes of His day,\nand they amused themselves with a crown of thorns, a robe, and a reed.\nThey spared Him the indignity of the concentration camp. There was no\nG.P.U. investigator there who would come with His torture-won confession\nto broadcast the whole story to Rome.\nBut Pilate did not understand that crucifixion is but the prelude to a\ncrusade. He was an individual who could not understand that the very\ncross upon which Jesus was crucified before long would be on the banners\nof Constantine. Surely he could not envision upon the emblems of the\nemperor this cross upon which this simple Nazarene had been crucified.\nHe could not envision that in the place above the cross would be the super¬\nscription, “By this sign, conquer.”\nI am quite certain that Pilate, not understanding the principle that always\nfollowing crucifixion comes crusade, by no stretch of prophetic imagination\ncould have looked down thru the centuries to that day when, standing upon\nthe lawns of St. Mary’s Church at Vezalay in France, St. Bernard preached\nthe crusades of yesterday. True enough, they were misguided but neverthe¬\nless they were magnificent. Will you witness that scene for a moment?\nH ere is the ancient preacher standing before the statue of Mary Magda¬\nlene. Before him the king and queen of France, the knights, and the soldiers.\nHe speaks. He is telling of the crusades and summoning them to march, and\nfinally he says: “Ye king and queen who rule over France, lead ye the hosts\nof heaven. Ye knights sworn to take up swords for the honor of France,\ntake up swords for the honor of Christ. Ye men and youth who bear arms\nbv allegiance, bear allegiance to Christ on high.” Then, coming to the close\n\n"}
{"page": 237, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n233\n\nof the address, he lifted a cross on high and said, “First for France, first\nfor Christ, first for God on high.”\nThere was silence for a moment. Then back from that vast throng came\nthe cry, “Crosses, give us crosses.” In accordance with the custom of his\nchurch, the king and the queen of France came. He pressed the cross to the\nbrow of each. Then came the knights, and all the while rising like the sound\nof the sea, “Crosses, give us crosses.” They could not understand that fol¬\nlowing the cross would come the crusade; of course not. Ruthless rulers\nof the moment are unaware of the fact that the crusaders of the spirit will\nbe marching when the crucifiers of the flesh are dead.\nI wonder if the man of steel over there in his Kremlin\n\ntower, plotting,\n\nthinking of the future, thinks himself immortal. He might well have been.\nIf Stalin, coming into power, had really abolished the exploitation of man\nby man ; if he had lifted to dignity the principle of the universal obligation\nto work; if he had taken economic injustice off the backs of people who had\nfelt the whip-lash of the Czar; if he had done all that, he might have\nmarched into immortality. But no. Apparently understanding better the\nignorant medicine men of days gone by, he followed the policy of bleeding\nto make the afflicted well, and bled Russia by purge and prison. We have\nseen it manifest itself also in the poisoned press. Now this individual would\nnail Finland to the cross of tyranny. I rather fancy, tho, that long after\nthe sinning Stalin is dead, the singing Sibelius will live on in the power\nof an endless life.\nAfter crosses come crusades. What\n\nan opportunity the individual had thru\n\nall the long, weary years. Then at last came the great upheaval, the earth¬\nquake. Here was the opportunity to build a new world, but no, he coerced\nthe wills of the people, crushed out opposition that did not understand a\nmodern crucifier.\nOne day I had the privilege of meeting Katharine Breshkovsky, the little\ngrandmother of the Russian Revolution, as she was called. I met her in\nTokyo. There was hatred for the Bolshevik on her lips. There was the\ndream of a new Russia in her soul. She was a noblewoman. When I met\nher she was over seventy years. She had spent three of those years in the\nprisons of the Czar. She said, “One day after an attempted escape, all of\nus were punished.” I need not describe that punishment. She said, “I was\nthrown into a foul, black, grimy cell, three by six feet, with a door leading\nto a hall. I lived in that terrible room for three years. I never saw the\noutside light. I never breathed the outside air.” She was dreaming simply\nof the democracy that we take for granted in this land, and she wished it\nfor her people. But an aristocratic group in that nation, apparently unable\nto understand, made its way into the great cathedrals where the ritual was\ncarried thru perfectly and the songs were sung, but apparently they were\nmore interested in the proper performance of the masses inside than in the\nmasses outside.\nAfter a time came the upheaval, and here was a man who had the oppor¬\ntunity in that upheaval to build a new world. But he joined the ranks of\nthe modern crucifiers.\n\n"}
{"page": 238, "printed_page": null, "text": "234\n\nNational\n\nEducation\n\nAssociation\n\nThere was an individual, a corporal, making his way into the city of\nPrague, victoriously marching in. For reasons of health he decided not to\ngive a certain speech from that great castle of one thousand rooms atop the\nhill. But long after Hitler is a nightmarish memory, Thomas Masaryk will\nwalk the streets of Prague in spirit, and free men in Poland will hear the\nmusic of Paderewski.\nHere is an individual of uncanny power. Some who have had the privilege\nof meeting him know perfectly well that you are dealing almost with a\nmaniac with a mission but nevertheless joining the ranks of individuals\nwho cannot understand the penalty of crucifixion.\nYou say, “Why do you speak in this way?” At the very heart of things\nthere is a certain fundamental purpose written into the very universe. This\nuniverse of ours was not designed for mad men. We believe this universe\nis our Father’s world, and there are certain fundamental, moral principles\nat the very heart of things. My friend Bishop Jones, a Negro, said sometime\nago, “Whenever I hear anybody knock God, I just say ‘Goodby, hammer.’ ”\nThere is something in that. When you find individuals trying to cut across\nthe very nature of the universe, after a time doom comes.\nMussolini tried it. Extraordinarily able, with his black shirts he conquered\nblack men. He tells us that by a thousand signs it appears this is the century\nof fascism. How often he emphasizes what he calls the beneficent inequality\nof men! This individual, telling us the state is absolute in arrogant terms,\nmarches on but he does not seem to be aware of the fact that, because of\nthe very nature of things, he with others will be engulfed in a crusade that\nrecognizes the dignity of man, the freedom of democracy, and the brother¬\nhood of humanity around this world of ours.\nWill you allow me to suggest this new, contemporary crucifixion and\ncrusade? I think many of us today stand almost like the stunned and broken\nhearted groups who stood about the cross long since. We face crucifixion\ntoday and we wonder about it.\nIntimate friends of mine, who actually witnessed what happened in\nNanking when the Japanese army marched in, tell a story of mass cruci¬\nfixion that is beyond belief. It is incredible that any nation today should\ntake 20,000 men outside the city walls and literally execute that number\nas an object lesson. 1 have been in the College of Ginling in the city of\nNanking, a woman’s school like Vassar or Wellesley. The little woman,\nthe president of that institution, knowing the Japanese armies were coming\nin and understanding what that would mean, decided to move her school.\nShe did, using any crude means of transportation, moving the institution\nwestward toward the mountain. Fifteen other institutions moved likewise.\nOne looks upon that and he is a bit fearful. He is almost like the stunned\ngroup at the base of the cross long ago.\nOur fear of the cross must give way to faith in the crusade. I know that\nit is rather difficult to exorcise fear and enthrone faith. But let us remember\nthat Mussolini, Stalin, and Hitler are not the first grim triumvirate of\nhistory. Let us understand full well that hordes have swarmed into Asia\nin days gone by. That is no phenomenon.\n\n"}
{"page": 239, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n235\n\nI wonder\n\nif it would not be well for us, restoring our faith, to remember\nthe long road over which man has trod. We have come from caves to\ncathedrals! Can you measure that? Yesterday a rude figure came from a\ncave, picked up a stone, fashioned a weapon, and went out to war. The\ncenturies come and they fall until at last a human hand picks up a stone\nand piles it upon another stone. After a time the cathedrals are built, and\nmen carve into the stone the messages of religion. Yes, that is an unmeas¬\nured distance and man has traveled it. Man has traveled a long road from\nthe days of enslaving superstition to the days of emancipating science.\nYesterday men cowed before the lightning and cringed as they heard the\nthunder. Today we go into our own laboratories and we create lightning\nand listen to the thunder.\nI cannot understand those individuals today who face this era of transi¬\ntion in fear. They need to get something of a historical perspective. We\nhave traveled an infinite distance from those simple beginnings up to the\npresent hour, from the days of the low-browed slave to the days of the\nSaviour with a crown of thorns upon His brow. The slave was scourged,\nand died as a beast; the Master accepted the scourge, and died that men\nmight be free. Surely a being that has risen from slavery to Saviourhood\nhas not come to the end of the trail. From the tyrannies of the dictatorships\nof yesterday to the triumph of the democracies of today is likewise a journey\nof miles no man can number. Who can measure the distance from the fratri¬\ncidal sons of Cain to the fraternizing sons of Christ? In the courage born\nof the progress of the centuries, man\n\nmoves\n\nto the crusade.\n\nLet us remember the story of history and take courage and move out to\nthe crusade. But if we are going to move to the crusade, there are certain\nmatters that need to be seen very clearly.\nCourage is not enough. We\n\nnow face a decision. We\n\nare about to decide,\n\nand no group in this nation will have more to do with it than yours: Is our\nnation to continue, with certain other nations, to live in freedom, or are we\nto exist under tyranny? Is this whole worldwide\nI refuse to believe it.\n\nmovement\n\nto engulf us?\n\nThis is no place to repeat the difference between the concepts of democ¬\nracy and dictatorship. I know we understand.\nThese men who crucify the creative mind, these individuals in power\ntoday, assume that the state has the right to determine the philosophy to\nwhich every individual who lives within the state must give assent. They\nassume, in addition to that, that they have the right to mobilize — and by\nthe “state” I refer to the little group, backed by military force, in power —\nevery impact upon the rising mind, every force of education, school, press,\nradio, and church, so that, as a result of these impacts, the rising mind will\naccept the predetermined philosophy to which they have given their sanction.\nThey tell me that these dictators are efficient. I am not so sure that by\ncrushing out the creative mind, a nation after a time does not become intel¬\nlectually sterile. We are about to make that decision round the world. Are\nwe to be ruled by those who coerce us, and after a time all of us march in\n\n"}
{"page": 240, "printed_page": null, "text": "236\n\nNational\n\nEducation\n\nAssociation\n\naccordance with a predetermined plan ? Is it possible to keep the creative\nindividual in a free community and yet together solve the problems of\nthe group?\nI happened\n\nto be quoting the last lines from the Gettysburg\n\nand an old man\n\ncame\n\nup afterwards\n\ncorrectly.”\nI said, “I thought I did.”\nHe said, “Oh, no. I heard Mr.\n\nand said, “You\n\nAddress,\n\ndidn’t quote them\n\nLincoln give the Gettysburg\n\nAddress.\n\nHe didn’t say what you said.”\nI said, “I thought he did.”\nHe said, “Oh, no. He repeated the words that you used but he didn’t\nsay what you said. You said, ‘Government of the people, by the people, for\nthe people.’ He didn’t say that. He said, ‘Government of the people, by the\npeople, for the people shall not perish from the earth.’ ”\nA decision is upon us in this hour. Is there to be a crusade of such a\nnature that we not only keep the political freedom that we do associate\nwith government of the people, which is government that derives its just\npowers from the consent of the governed, but, in addition, we use that\npolitical freedom to bring economic justice to all the people who live within\nthe democratic community? The hour has struck, it would appear to me,\nin the hour of crusade, for us to find the means to translate our ethical\nideals into concrete economic realities.\nWe are about to build a social order in this crusade, wherein the sacred¬\nness of every personality is to be recognized, in which each individual finds\nopportunity for the fullest self-expression of which he is capable, in which\neveryone gives himself gladly and wholeheartedly for ends that are socially\nvaluable, in which the impulses to creative service would be stronger than\nthe acquisitive impulses, in which our differences in talents and capacity\nmean proportional responsibility to the group, in which all these lesser\ndifferences of race and language and culture serve to minister to the richness\nof an all-inclusive brotherhood and, without speaking in a sectarian vein,\nin which there hovers over all a sense of the reality of the Christ-like God,\nso that worship may inspire service and service may express brotherhood.\nIf we are going to maintain freedom in this section of the world and, we\ntrust, carry it thruout the entire world, we must necessarily educate for\nfreedom.\nI am happy to note that on your program you are talking about what is\nright in education. At the Iowa State Teachers Association recently at a\ngreat meeting in Des Moines, that was the theme. I was asked to speak\nupon the subject “American Education Has Made Good.” Will you allow\nme to suggest this, as we now think of educating for freedom, that American\neducation has progressed because we have been perfectly willing to exercise\nself-criticism? We have turned scrutiny upon ourselves. We have talked\nabout our faults, and rightly so. We have talked about our weaknesses.\nWhere we have made mistakes w'e have admitted the mistakes, and we have\nsought to correct them, but people listening to us criticizing ourselves have\ntaken our criticism as a reflection on what we are actually doing and, after\n\n"}
{"page": 241, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n237\na time, have broadcast that criticism. There has developed a reaction in\nsome quarters wherein we have, in part, lost prestige.\nThe time has come now for American education, if it wishes to retain\npower, to educate for freedom in this great crusade that is ahead, to make\nour achievements known to the last person in the United States of America.\nThe supreme tribute to American education is that in an hour when\ndemocracy is attacked around the world, in an hour when forces seek to\nundermine democracy even here, in a period wherein the nation passes thru\nthe most serious depression in its entire history, there has been no significant\nattempt upon the part of any sizeable body to depart from democracy in the\nUnited States of America, and that is true because the American school\nsystem, thru a generation, has trained people to believe in the democratic\nidea and to hold fast to democratic freedom. We need to broadcast that\nfact thruout the entire United\n\nStates of America\n\ntoday.\n\nThe very fact that they are singing across this nation today did not just\nhappen. It is because we put music into the school systems of the United\nStates of America. The fact that today art is being developed in this nation\nin an amazing way is due to the fact that we put it into the school systems\na little time ago.\nWe have the healthiest nation we have ever had. Yes, because the Amer¬\nican educational system has stressed physical education thru these years,\nand we have the benefits of it.\nIf we are going to crusade, there must be an equalization of educational\nopportunity in the United States of America if the next generation is to hold\nthe same dream of democracy that the present generation actually holds.\nYou say, “What do you mean, some bureau in Washington?” No. I know\nfull well we have had our tradition in this nation of local administration\nof education. It has been sound. I know we abandoned the aristocratic ideas\nof yesterday where we would take our leadership from an elite, aristocratic\ngroup. We have kept the avenues open so that ability might march from\nour masses to leadership. If we are going to maintain our democracy and\nbe ready for the crusade, this is essential.\nIn the state of South Carolina, for every 1000 persons in the earning age\nfrom twenty- five to sixty-five, you will find 810 dependents. In the state\nof California, for every 1000 persons in that earning period you will find\n421 dependents. Thirty-one percent of the children between the ages of\nfive and seventeen are farm children. Their parents receive 9 percent of the\nincome of the nation. Twenty-seven percent of the children of the nation\nlive in the nonfarm, northeastern states of the United States of America,\nand their parents receive 42 percent of the income of the nation.\nIn the achievement of the educational objective, the administration must\nbe decentralized ; but there must be sufficient help for those sections of the\ncountry unable to provide educational opportunity to insure equality of\nopportunity. The goal must be an education adequate to bring American\nchildren to maturity equipped in the light of their ability; ready to use and\npreserve democracy; and able to live richly among the cultural treasures\nthey have come to possess and will yet possess.\n\n"}
{"page": 242, "printed_page": null, "text": "238\n\nNational\n\nEducation\n\nAssociation\n\nWill you see the crusade? It is a crusade that seeks to make perfectly\nclear that the supreme objective of all our social endeavor is the enrichment\nof personality. It is a crusade that seeks to put men before things. It is a\ncrusade, in fact, that would remove the fear of insecurity that lurks in the\nminds of our workers during every waking hour. It is a crusade that will\nseek to so deepen the sympathies of our people that there may be an emo¬\ntional response to the worldwide demand for more abundant living. It is a\ncrusade that so touches the hearts of our people that we, too, respond emo¬\ntionally to human need round this entire world of ours. It is a crusade that\nwill quicken the intellect of our American people so that there may be a\nrational response to the demand that we find the means to translate our\nideals into actualities. It is a crusade that would so revitalize the wills\nof the American\n\npeople that our thought can eventuate into action soon,\n\nbefore masses of men\n\nare led to act without much\n\nthought.\n\nIf one is to think in terms of preserving these liberties that are essential\nto free men, it is well for us to recognize the fundamental fact that our\nthought today must eventuate in action. I am\n\nnot decrying sound research.\n\nOur pure science must be carried on. Let me illustrate this way. You per¬\nhaps have visited Dartmouth. When you went downstairs in the Baker\nLibrary, did you notice the Orozco murals? Do your remember the panel\nthat dealt with American education ? Here is a man pleading for the creative\nuse of knowledge. He is not attacking us. He is simply pointing out a weak¬\nness. Will you behold that scene with me? I am talking about revitalizing\nour will so that our thought eventuates in action.\nHere is a gigantic delivery table, a delivery table made of ancient volumes,\nold, dusty tomes. Lying upon that delivery table is a colossal mother skele¬\nton, the college mother. There is the American college — a gigantic, colossal\nmother skeleton. Standing around are eight skeletons, the officiating obste¬\ntricians. Each one wears a gown, each one a mortar board. One has just\ndelivered a tiny, little skeleton. He holds it meticulously in his hands. It,\ntoo, wears a gown and a tiny, little mortar board. There the artist has put\ninto the background in flaming words, ‘‘The world is on fire and the college\nis giving to the world another stillborn idea, a Ph.D. thesis.” In a world\nof change, I am not discounting the work for the doctorate.\nI am suggesting that in the crusade, in addition to the men set apart for\nour real research, the great mass of us must have our wills so touched that\nour thought actually eventuates in action.\nI wonder if, in the crusade, we are going to be able to do something\nthat the dictator has tried to do and failed to do. Can we reconcile the\ninterests of the one and the many? How can we talk about the supremacy\nof the common good and still think in terms of the creative individual ?\nCan we work out a synthesis in the United States whereby we may conserve\nthe creative initiative that has flowed from American individualism and at\nthe same time appropriate the benefits that lie in collective action? I do\nnot know, but here it would seem to me that religion has a contribution\nto make.\n\n"}
{"page": 243, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\nMay I ask you, in the words of the psalmist, to lift your eyes to the hills\n230\nof ancient Greece? Greece had a political ideal. That ideal was liberty.\nThat is the principle of change.\nLift up your eyes to the hills of ancient Rome. Rome had an ideal, the\nideal of law. That is the principle of stability. How can you reconcile the\nideal of liberty and the ideal of law, the principle of change and the\nprinciple of stability?\nIf liberty goes on unrestricted, it moves to license. Law tends to coerce\nthe individual and regiment the group. I think it wise to lift our eyes to\nanother hill. It is a hill outside Jerusalem. When one looks upon that hill,\nI think he beholds another ideal. It is the ideal of love, which is the principle\n\nof unity. When there can be brought to men that ideal of love which per¬\nhaps may be called goodwill in activity, and it is regarded as the cohesive\npower to bind the group together, there we have the principle of unity\nthat appropriates the liberty that is essential to making the individual free\nand the law that is necessary for the maintenance of group life.\nI sincerely trust that in these days of crusade we may recognize full well\nthat the crusade, to be effective, must be grounded upon those ethical prin¬\nciples that have stood the scrutiny of the centuries. There are some today\nwho would crucify them. They tried to crucify an individual long since ;\na crusade followed.\nI rather think that those of us who believe in the supremacy of person¬\nality, who recognize the supremacy of the common good, who see that love\nis the power that does unite, have laid hold upon principles that make it\npossible for us to build a state that is to endure.\nRecently our American educational system was criticized for its lack of\nspirituality. I think, speaking frankly as a churchman, that I know the\nAmerican educational system reasonably well. I have had the honor of\nspeaking to many thousands of teachers of this nation. If my observation\nmeans anything at all, I have seen in this mighty group, in its character\neducation emphasis, a clear-cut recognition of those fundamentals that\nreligion has reached out for in days gone by. I have seen a clear-cut recog¬\nnition of the fundamental principles upon wThich we are to build. I have\nseen a process that I think is more significant than any process in the nation,\nthe American educational endeavor to build a generation that recognizes\nfull well the eternal principles that lie at the heart of things, character\nas basic to citizenship.\nI will conclude with a benediction that was written by a Spaniard some\ntime ago. Unamuno concluded his book, The Tragic Sense of Life, with this\nvery interesting statement: “And\nglory.”\nIf I understand\n\nAmerican\n\npeace of the moment\ntomorrow.\n\nmay God\n\ndeny you peace but give you\n\neducation at all, we are willing to forego the\n\nfor the crusade of the day in the interests of a glorious\n\n"}
{"page": 244, "printed_page": null, "text": "The end of four years of civil strife — a scene from Musica\n\nAmericana\n\n"}
{"page": 245, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n241\n\nSUNDAY\n\nGENERAL\n\nSESSION\n\nEVENING,\n\nFEBRUARY\n\nMUSICA\nPresident\n\nGraham\n\n: The\n\n25, 1940\n\nAMERICANA\n\ntheme\n\nchosen\n\nfor our\n\nconvention\n\nis “What\n\nIs Right with the Schools ?” Today I claim the one thing that is indisputably\nand triumphantly right with our schools is that they have restored to youth,\nthru music and the other arts, the privilege of living with idealistic inter¬\nests and thereby acquiring a fineness of soul, a culture that will enrich the\nlife that other subjects have made economically possible.\nThe tidal wave of response to our musical offerings and the joy of\nstudents in their musical pursuits give evidence that we have thus served\none great need of youthful life.\nAmerica is rapidly becoming the most musically-minded nation and\nthe most advanced musically of any in the world. Beyond any other factor,\nperhaps beyond all other factors together, our schools can claim the credit\nfor this eminence. This is because, with respect to the instruction of all\nand with respect to the specialized instruction of smaller numbers, our\nschools surpass those of any other country. What we will hear from these\nyoung\n\npeople will give eloquent testimony to the truth of my\n\nstatements.\n\nFinally, it is America that sings tonight. It is our singers and players,\nour music we will hear, and our culture yet inchoate, but beginning to take\nshape as it emerges from the dim past, that this program will present to us.\nWe shall in truth “hear America singing. '\nThe program is presented by a cast of 3000 boys and girls of the St. Louis\npublic high schools. The entire production was compiled and directed by\nErnest Hares, supervisor of instrumental music, St. Louis public schools.\n\nDescription of the “Alusica Americana ” Program Taken\nSummary of the St. Louis Convention\n\nfrom the\n\n“Musica Americana” made the second general session one not only of\nentertainment but also of much educational and social significance. Its thir¬\nteen episodes portrayed in tone and in brilliant stage picturings the musical\ninterests of the American public, from the music of the American Indians\nand that of the early Puritans to music of the present decade. There was\nmusic from the Bay Psalm Book and from Francis Hopkinson, friend of\nThomas Jefferson and Benjamin Franklin. There were songs of the Negro,\nsuperbly sung and dramatized by Negro high-school students, and songs\nfrom the repertory of the black-face minstrels for whom Stephen Foster\nwrote his early songs. Episode VI, immediately following the minstrel\nepisode, consisted wholly of songs by Foster. Grim echoes of the Civil\nWar, during which Foster died, drowned his gentle melodies with their\ntumult. Then followed the period of the light opera, represented by a\nmilitarv dance done to Victor Herbert’s “March\n\nof the Tovs.’ The\n\nsenti-\n\n"}
{"page": 246, "printed_page": null, "text": "242\n\nNational\n\nStudents\n\nof Sumner\n\nLambs\n\nand\n\nEducation\n\nV ashon\n\nAssociation\n\nhigh schools sing “ Listen to the\n\n’ during the presentation of Alusica Americana\n\nmental songs of the succeeding episode, such as “When ''i ou and I W ere\nYoung, Maggie’' and “After the Ball Is Over,” brought to older mem¬\nories another era when life flowed gently.\nBut with Episode X “Music Goes Modern” the neural excitement and\ndisintegration that followed the World War broke forth in the twitching\nrhvthms and strident tone-qualities of jazz. However,\n\nthe gem\n\nof melody\n\nfrom Gershwin’s “Rhapsody in Blue,” interpreted by the orchestra and a\nlarge group of dancers, closed this episode on its least cacophonous note.\nThe final three episodes approached more closely the music that interests\nAmerican musicians, altho still — and rightly — they kept within the musical\ninterests of the masses. Art songs were represented by short and familiar\nselections from Cadman, Carpenter, Chadwick, Kramer, Nevin, and many\nothers. Hadley’s “Ballet of the Flowers” provided pleasant music and an\nattractive ballet by girl students. A large A Cappella chorus seated in the\nrear balcony finally triumphed over difficulties due to position and sang\nexceedingly well a chorus by Noble Cain. Irving Berlin’s “God Bless\nAmerica,” from the stage, and “The Star-Spangled Banner,” by everybody\nin the hall with voice or instrument, brought the program to a close.\nMusical, historical, social, and integrative values certainly accrued to\nthe participating students. Some warm heart-stirrings must in addition have\nbeen felt by the many parents who were present. To the large audience of\neducationists the program was a demonstration of all the educational and\ndevelopmental values named. But still another discovery perhaps began to\nemerge. For the music of a people inevitably reveals broad and pervasive\nstates of feeling — a corporate heart — and consequently one heard a history\nof the changing soul-climate of the American people. As President Graham\nprophesied in his introduction, the program therefore enabled us to discern,\ndimly and slowly emerging, the distinctive qnltqre that is to be America,\n\n"}
{"page": 247, "printed_page": null, "text": "American\n\nAssociation\n\nMONDAY\n\nA. CAMPBELL,\n\nMORNING,\n\nFEBRUARY\n\nON\n\nPRESIDENT,\n\nGraham\n\nAdministrators\n\nSESSION\n\nTHE\n\nEXHIBITS\n\nASSOCIATED\n\nEXHIBITORS\n\nEDUCATION\n\nPresident\n\nSchool\n\nGENERAL\n\nA WORD\nJAMES\n\nof\n\n: The\n\n243\n\n26, 1940\n\nOF THE\n\nNATIONAL\n\nASSOCIATION\n\ngavel which\n\nI hold in my hand\n\nwas\n\npresented\n\nby the principals of the Pittsburgh high schools. It was made from an old\nwalnut desk in the room where I taught chemistry from 1909 to 1916 in\nthe old Central High School. They found the old desk, discarded, in the\nattic, and prepared the gavel. I shall use it with a great deal of pride during\nthe course of this meeting.\nI wTould like to present now for a brief word concerning our exhibits the\npresident of the Associated Exhibitors of the National Education Associa¬\ntion. I have the honor to present James A. Campbell.\nMr. Campbell:\n\nI have come to you as a representative of the Philistines\n\nand to announce that the money changers have entered the temple. Follow¬\ning the usual custom we are enshrined in the great spaces below ground\nand that is as it should be.\nThe Exhibit Hall directly under this floor is probably the only room in\nthis great section of our country that could adequately contain the large\nand complete exhibit of instructional material and school building equip¬\nment that is so beautifully arranged for your inspection. It should be good\nbecause it represents an outlay of more\nexhibitors.\n\nthan $300,000\n\non the part of the\n\n\\ ery nearly 1000 persons trained in their respective lines are on duty in\nthe 385 spaces to give information you may desire and, of equal importance,\nto receive any suggestions for additional items and improvements\nmay have in mind.\nThe\n\nmanufacturers\n\nand distributors of school equipment\n\nthat you\n\ndo not come\n\nhere to sell you their products, altho I am quite safe in assuming that no\norders would be refused. Rather, we come here to show new improved\nequipment\n\nand, above all, to consult with you as authorities on what can\n\nbe done to further improve the “tools of education/'\nWe know these are busy days for you and appreciate all the more your\ncourtesy in visiting our great exhibit. It is only thru this mutual helpfulness\nthat we can continue to make our annual contribution to the education of\nYoung America. We are sure you will agree that the exhibit this year is\nthe most spectacular and most intelligently planned of any in our history.\nThe Associated Exhibitors acknowledge with a deep sense of gratitude\nthe very real help extended by your business manager, Harold A. Allan ;\nyour official Exhibit Committee of which Superintendent Homer W. Ander¬\nson of Omaha, Nebraska, is chairman; Secretary Philip J. Hickey of the\nSt. Louis Board of Education; and President Ben G. Graham. It is also\n\n"}
{"page": 248, "printed_page": null, "text": "244\n\nNational\n\nEducation\n\nAssociation\n\nthru the helpfulness of these gentlemen, Secretary S. D. Shankland, and\nyour Executive Committee that the Associated Exhibitors have the very\nreal pleasure of inviting you to be our guests tomorrow evening in this\nsame room.\nYou have probably seen by your program or thru the press that we are\nto present the American Education Award to William Lyon Phelps. With\nmost of the days and evenings of the convention filled with serious profes¬\nsional talks and lectures we know you will agree that tomorrow evening\nshould be one of relaxation and entertainment. This is exactly what we\nhave planned for you.\nYou\n\nwill hear the world famous\n\nSt. Louis Municipal\n\nOpera Orchestra\n\nin a program directed by Benjamin Rader. America’s most beloved humorist\nwill also take part in our program. For many years we have tried to arrange\nfor his participation but not until this year was the date possible for him.\nIrvin S. Cobb will be with us tomorrow evening.\nIf you want\n\nto get all of your chuckles, you should be seated promptly\n\nat eight o’clock as we promise you the program will begin on the minute.\nWe have planned for only a two-hour program, stressing quality rather\nthan quantity. A special stage is to be erected in the midst of the orchestra\nsection so everyone, both on the floor and in the balcony, can see and hear\nwith comfort.\nThose holding special exhibitors’ reserved seat tickets will be seated accord¬\ning to those tickets, but your badge or membership card in the N.E.A. or\nA.A.S.A. will admit you without charge to the many good balcony seats\navailable.\nWe\n\nare looking forward\n\nwith extreme\n\nWHAT\n\nIS RIGHT\n\nWITH\n\nTHE\n\nELEMENTARY\n\nSECRETARY,\n\nSTATE\n\nBOARD\n\nEDGAR\n\nG.\n\nDOUDNA,\n\nSCHOOLS,\n\nPresident\n\nGraham\n\n: The\n\nMADISON,\n\ntheme\n\npleasure to tomorrow\n\nOF\n\nREGENTS\n\nevening.\n\nSCHOOLS?\nOF\n\nNORMAL\n\nthis morning\n\nis “What\n\nWIS.\n\nof our program\n\nIs Right with the Schools?” This theme has been selected because I am\nconfident that it is high time that we should emphasize to the people of\nAmerica the splendid work\nplishing.\n\nwhich\n\nthe schools of this country are accom¬\n\nWe have asked Mr. Doudna to open the program with the subject, “What\nIs Right with the Elementary Schools?” I have the honor to present\nMr. Doudna.\nMr.\n\nDoudna:\n\nIf this is an\n\ninterrogative\n\nsentence\n\nin the declarative\n\nform the answer is, “There is a great deal more right than wrong.” Of\ncourse the elementary schools are far from what we want them to be, but\nat least they are as good as we have any right to expect them to be, all\nthings considered. The spread between the best and the poorest is much too\ngreat, altho the median has moved\n\nfar toward the progressive side. We\n\ncan\n\ndo more “pointing with pride” than “viewing with alarm,” and that, I\ntake it, is the purpose of this program. I shall not assume that 1 am to\n\n"}
{"page": 249, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n245\n\ndefend the schools from such generalized criticisms as those which Roger\nBabson recently cataloged before the New England superintendents at\nBoston. Neither are we to engage in controversy with professional fault¬\nfinders, sensation mongers, publicity hounds, measuring worms, promoters,\nreformers, or any of those queer people called “the lunatic fringe” by the\nfirst Roosevelt, but which today are irreverently designated as “screw balls.”\nBut we cannot ignore the average fathers and mothers who send their\nchildren to the public schools. Altho confused by critical clamor, they would\nlike to understand what is being done for their children. Even grand¬\nmothers become inquisitive. Perhaps the great grandparents, if they are not\nspending their time in Townsend Clubs, compare the schools of their gen¬\neration with the opportunities offered the young people today, and looking\nthru rose colored glasses at the schools far away and long ago, worry about\nthe decadence of modern education. Three or four generations of average,\nnormal, work-a-day people are making judgments of education and deter¬\nmining public opinion. What they think greatly concerns us.\nLast fall the Saturday Evening Post had in its Postscript Department\nthe following rhythmic lament addressed to “Dear\nI am\n\nTeacher”:\n\nneither old nor stuffy;\n\nI was tutored post-McGuffey.\nBut I cut my second dentals\nOn the good old fundamentals,\nAnd I’m puzzled by the new pills\nSwallowed sweetly by your pupils,\nCan’t you tip me off this Autumn\nOn the latest dope you taught ’em.\nJust to ease my nightly dome work\nDoing little Willy’s homework?\nThanking you for all the bother,\nI remain,\nA\n\nBaffled\n\nFather.\n\n1 suppose a great many fathers are in that position, and if a teacher\nreally cared, she could say to him :\nThank\n\nyou for your kindly letter;\n\nSorry we don’t know you better;\nMethods change in schools, you know ;\nOtherwise we couldn’t grow.\nHomework shouldn’t be a bother.\nIt’s for Willy, not for father.\n\nPhis whimsical, wistful, and wholesome appeal represents an average\nfather puzzled by changes in curriculum and methods since he was doing\nhis own homework. When this baffled father was in school his father, now\nlittle Willy’s grandfather, was probably worried about the new-fangled\nnonsense that had come in since he was a barefoot boy enjoying the blessings\nof a barren curriculum under the aegis of a rigid and mechanical discipline,\nin a dreary and uncomfortable schoolroom relieved only now and then by\nthe presence of a teacher who understood children and knew instinctively\nhow to teach.\n\n"}
{"page": 250, "printed_page": null, "text": "246\n\nNational\n\nEducation\n\nAssociation\n\nSuch parents and grandparents have few deep-seated convictions about\neducation. They are not concerned with its ultimate purposes, and they\nhave little information about what is going on. Their opinions are derived\nmainly from observation of their children, by occasional meetings of the\nparent-teacher association, by rare visits to the schools, by newspaper or\nmagazine articles, and from the conversation of the social groups in which\nthey commonly move. Not quite sure about their schools, they not infre¬\nquently echo the vague and generalized complaints with which the air is\nfilled. Except, however, for some ineffective grouching, they can be de¬\npended upon to support the schools. They are the people to whom I am\nultimately speaking.\nEducation\n\non the elementary level is now\n\nfree, universal, and generally\n\ncompulsory. About 20,000,000 pupils, or about 75 percent of the enrol¬\nment in American public schools, are in the elementary schools, that is,\nkindergarten thru the eighth grade. Approximately 650,000 or 65 percent\nof those employed in our elementary, secondary, and higher schools and\ncolleges are in elementary education. But they do not get 75, 65, even 50\npercent of the attention, public recognition, professional understanding,\nand financial support.\nThere are very obvious reasons why the elementary school does not make\nthe front pages of the public press. For one thing, the accepted, usual, or\nobvious does not arouse attention. The commonplace is seldom exciting, and\nthe elementary school is rarely sensational. There are no sounding boards\nand publicity machines to create and maintain interest — no great stadiums,\nauditoriums, and extracurriculum exhibitions to arouse mass enthusiasms.\nOn the contrary, elementary education being the basis of advanced educa¬\ntion, culture, and social progress is, like the landscape, taken for granted.\nIt cannot be spectacular. Perhaps this is all to the good, for quietly, un¬\nostentatiously, and almost universally the elementary school has improved\nits organization, curriculum, methods, and, above all, the personnel of its\nstaff and the quality of its teaching. Let us look at the record.\nI represent the grandfather generation, for my school life coincides very\nclosely with the educational revolution which began about 1890. In report¬\ning the changes I have observed, it will be understood that mine are\nrepresentative experiences which can be duplicated in more or less detail\nby my contemporaries — if any of them are willing to admit so great an\nantiquity. The story has been told technically and academically in histories\nof education, but unfortunately it seldom interests those outside the educa¬\ntional profession. Our general histories seem oblivious of the profound social\nchanges effected thru the schools.\nWhat specifically has happened? In the first place there has been an\nastonishing expansion of schools both outward and upward, horizontally and\nvertically. Education today does not stop at the sixth grade, which was the\nlevel of my boyhood days. High schools, continuation schools, and adult\neducation make school days many years longer. A varied group of schools\ntakes care of the deaf, blind, lame, and feeble-minded. There has been an\nenormous growth in colleges, universities, and professional schools. Because\n\n"}
{"page": 251, "printed_page": null, "text": "American\n\nAssociation of School Administrators\n\n247\n\nof this, pressure on the elementary school is greatly relieved. It no longer has\nto be organized as if everything thought necessary as preparation for adult\nlife by every type of pupil has to be put into the program of subjects of an\neight-grade common school. The curriculum has been both simplified and\nenriched, and it will undergo more changes if and when secondary education\nreaches the 30 or 40 percent of the boys and girls of secondary age who are\nnow outside of high schools.\nBetter buildings, playgrounds, equipment, libraries, shops, laboratories,\nadministrative organization, and an extended school year are evidences of\nprogress so obvious that it is unnecessary to catalog or describe them.\nChanges which have taken place within the schools, however, are not\nso easily comprehended by the layman ; and the younger members of our\nprofession, who accept them as part of their everyday work, may not know\nhow hardly they were won.\nEducational development in the elementary school was accelerated by\nits early acceptance of the results of scientific experimentation in such com¬\nmon school subjects as spelling, reading, arithmetic, and penmanship. Here\nwe had the beginnings of an objective study of educational problems which\nhas produced such fundamental changes in curriculum content, organiza¬\ntion, and method. Like all new things, some of the enthusiasm of those who\nbelieved that statistical treatment could control all school practices moder¬\nated when it was discovered that not everything which exists can be\nmeasured. But when one considers what has happened in spelling, say,\nsince the days when we conned the lists of useless and strange words of\nthe old spelling book, he has to admit progress. The teaching of spelling,\nmechanical as it is, has a basis in observable and measurable procedures\nwhich are fundamentally scientific. We who learned thousands of words\nwhich we have never been called upon to spell regret more than we can\ntell our inability to spell the common words which are now so well taught.\nWhat I have said of spelling is in a large degree true of arithmetic,\nreading, and language. It is because of these changes that little Willy’s\nfather, and even more his grandfather, has difficulty in comprehending\nwhat the school is doing. In home or community life they accept moderniza¬\ntion due to scientific and technological changes, but it seems pretty difficult\nfor them to understand that corresponding changes in the schools have\nresulted from the influence of the scientific approach.\nClosely associated with and a part of the scientific movement is the\nadvance in our understanding of child, nature and the learning process. The\nold faculty psychology and its educational derivatives, the doctrine of formal\ndiscipline and belief in universal transfer of learning, have been displaced\nby educational psychology which has profoundly affected the elementary\nschool. Thru experimental evidence we know a good deal about how people\nlearn, of the limitations of automatic transfer, of the nature of intelligence,\nand we are beginning to penetrate the haze of emotional life. I grant that\nwe do not have a complete and thoro knowledge of how the mental machinery\nworks, but we have moved a long way since years ago William James\ndescribed psychology as “a string of raw facts; a little gossip and wrangle\n\n"}
{"page": 252, "printed_page": null, "text": "248\n\nNational\n\nEducation\n\nAssociation\n\nabout opinion ; a little classification and generalization on the mere descrip¬\ntive level; a strong prejudice that we have states of mind and that our brain\nconditions them ; but not a single law in the sense in which physics shows\nus laws, not a single proposition from which any consequence can casually\nbe deducted.” There may even have been a too ready acceptance of the IQ\nas fixed once and for all and as unchangeable as the laws of the Medes and\nPersians, but except when the radical reformer overdid it, as he does every¬\nthing new, it helped the teacher to understand more objectively the limita¬\ntions and the possibilities of his pupils. The elementary school has made\nconservative use of the contributions of the psychologist and has reorganized\nand changed its curriculum content and methods of teaching in the light\nof this knowledge. Individual instruction is taken for granted. In the primary\ngrades unbelievable progress has been made. When one compares these\ngrades with those of a half-century ago, the results seem almost miraculous.\nWhen I started out in the country school I had a little, old primer. In\nthat primer we had a beautiful story about a cat and a rat and a mat, which\nwe conned over and over again. Now look at your reading books. Go\ndownstairs thru the exhibits and see the marvelous, mechanical, forwardlooking books now used, the content on the level of children, beautifully\nillustrated, fine examples of book-making,\nreading.\n\neverything that leads to good\n\nThe methods have changed. You no longer have the mere conning of it.\nThe teaching of primary reading is one of the miracles of modern education.\nThe children who started in primary school last fall read better than many\nof us did at the end of the third or fourth grade. They also get a training\nin silent reading which we never had except behind the geography. If any of\nyou have a copy of “Old Sleuth,” I would like to finish the story I started.\nWe know reading is not perfect. We know there is a great deal of criticism\nof reading, but who in our day ever heard of reading readiness, remedial\ninstruction, diagnostic testing, and all of those things that this scientific\nmovement has contributed toward the development of the reading skills?\nWe could take one by one each subject and find similar changes and\nequal alertness to unsolved problems, altho greater progress has been made\nin the so-called tool subjects than in those whose aims are growth in knowl¬\nedge, social intelligence, and appreciation. But here the schools have not\nbeen marking time. The old history, with its emphasis upon wars and\npolitics, arouses memories of dismal hours of memorizing names, places, and\ndates and events without meaning or interest. The sterility and academic\nformalism of such history teaching developed positive antagonisms where\nit was supposed to arouse interest and instil love of country. This was also\ntrue of geography, civics, and science. These subjects came into the schools\ncomparatively recently and before either teachers or textbook writers under¬\nstood their possibilities and limitations. Generally it was presented to\nchildren as knowledge\n\nin the raw, and “learning was neither preceded by\n\nappetite nor followed by digestion.” Study was externally motivated. John\nMuir described his early teachers as stating the first law of memory to be:\n“There is a close connection between the skin and the memory\n\nand a vigorous\n\n"}
{"page": 253, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n249\nstimulation of one has a most wholesome effect upon the other.'’ The modern\nschool may not regard memory sufficiently, but there is no doubt as to the\nsoundness of the doctrine of interest, for interest is the mother of attention\nand the grandmother of memory.\n\nThe elementary school has been accused of having too many fads. Gen¬\nerally the complainants are not quite sure as to what they mean by a fad,\nbut commonly they refer to music, art, homemaking, manual arts, plays\nand games, and those things on the secondary level we call extracurriculum\nactivities. The enrichment of the school program is generally approved.\nParents are nearly always enthusiastic about the opportunities which their\nchildren have as compared with the limited curriculum of their own school\ndays. Without neglecting the “good old fundamentals,” the elementary\nschool thus finds ways and means to make learning more significant and the\napproach to the arts natural and easy.\nThe greatest advance of all has been made in the field of health. That\nis one of the marvels of modern education. When I went to the old country\nschool I studied health, too, out of the physiology book. I learned the names\nof all the bones of the body. I could spell some of them. The only use I have\nfor them is when I work crossword puzzles. I learned to trace the circu¬\nlation of the blood with a pointer because some book agent had sold our\nschool district a physiology chart.\nThe most beautiful thing I ever saw in my early days was the inside of a\ndrunkard’s stomach on that chart. I thought I would get one some time. It\nwas red, yellow, pink, and blue. I never see a sunset without thinking of it.\nThe old formal, descriptive, anatomical, and moralistic teaching of\nhealth with its dreary naming of bones, cataloging of muscles, tracing the\ncirculation of the blood, reciting empirical hygienic formulas, and learning\nmany fantastic rules for healthful living has given way to a really scientific\ntreatment. Because of doctors, dentists, nurses, health clinics, physical train¬\ning, safety education, and the growth of athletics, games, and hikes, the\nhealth of school children is enormously improved. Epidemics are less feared\nand are no longer treated as visitations of divine wrath. Asafetida and charms\nhave been replaced by serums and sanitation. I wonder what would have\nhappened in the last ten years to the children of the unemployed and the\nmarginal families, to say nothing of the overstutted, if the school health\nprogram had not changed from empty verbalisms to positive protection.\nSome day the educational historian writing of this period may point to the\nsaving of little children from the physical results of our economic ignorance\nand stupidity as one of the proudest achievements in a magnificent record.\nIf miraculously a baffled parent were to visit a modern elementary\nschool he would probably be amazed at the changes in equipment, arrange¬\nments, and management since he went to school. Gone are the mathematically\narranged desks and seats. Rigid and military organization has become\nflexible and informal. Classrooms are workrooms, living rooms, and home¬\nrooms. The relationship of pupil and teacher is not that of master and man.\nof ironclad caste ; it is normal, natural, and easy. Control is no longer im¬\nposed without reason, and blind obedience is no longer a virtue. Fear, hate.\n\n"}
{"page": 254, "printed_page": null, "text": "250\n\nNational\n\nEducation\n\nand terrorism are only haunting memories\n\nAssociation\n\nof tyrannical teachers. The school\n\nmasters of Charles Dickens are replaced by Mr. Chips. The days of “lickin’\nand lamin’ ’’ belong to ancient history. Management aims at self-direction;\nit is a means, not an end.\nOf course in the old schools there were teachers who did understand and\nwere reasonable, who were instinctively sympathetic. And it is true that\ntoday there are problems of management and some unhappy conditions,\nbut at least the spirit of modern education tries what Dickens said a century\nago: “Do honor and justice to the nature of the child.”\nMany recall that in the late nineties the problems of management occupied\na great deal of time in the discussion of education and the training of\nteachers. White’s School Management was the educational bible of the\nschool martinet. Order was the first law of the schoolroom as of Heaven.\nIf the audiometer had been in use then, it would have been a perfect measur¬\ning instrument. The lower the coefficient of sound in the schoolroom, the\nbetter the teacher. The school virtues were accuracy, punctuality, regularity,\nindustry, silence, order, and neatness, but emphatically silence and order.\nYou will note that the first letters of these virtues spell “a prison,” a fair\nsynonym of such a school. Unctuously a teacher, when he moved pupils who\nwere given to surreptitious communication, might quote from Proverbs,\n“Wh isperers separate chief friends.”\nThanks to a new humanitarianism, thanks to a sympathetic understand¬\ning of child nature, thanks to better educated teachers, thanks to enlightened\nand cooperative supervision, thanks to John Dewey and his intelligent\ndisciples, we have the happier, humanized school where learning takes place\nnaturally. Discipline is there, to be sure, but it is the self-imposed discipline\nof a democratic society.\nWhat\n\nI have been reviewing is true thruout the elementary school, includ¬\n\ning the one-room rural school as well as the best of the most progressive\nschools of the most wisely directed city systems. The difference has been\none of degree, not of kind. The rural school has not been insulated from\nprogress and in some instances has done an even better job than those which\nare theoretically better situated. I beg of you not to feel too sorry for the\nrural school, for it has been “going to town.” There has been too much\ndefeatism, too ready acceptance of inferiority, too much faith in adminis¬\ntrative reorganization, and too much sentimental concern for this sup¬\nposedly underprivileged child of elementary education. In a period of\nagricultural reaction and despair, the rural school has given a splendid\naccount of itself. Altho the farmer has had to eat the grapes of wrath, his\nschools have gone marching on, even tho slowly.\nThe transition from the old to the new has, of course, resulted in some\nlosses, and every change has not been a synonym for progress. But the net\nresult amounts to little less than revolution. The best elementary school\nof the old days was a good school ; the worst was unspeakably bad ; and the\naverage was indifferently adapted to its day and generation. The best of\ntoday is much better than the best of the other days, and the average is far\nahead. The worst are still terrible, but relatively fewer,\n\n"}
{"page": 255, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n251\n\nThe elementary school has evolved because it has been comparatively\nfree from external pressures and controls. Growing naturally, it has been\nable to make adaptations to new conditions without asking permission from\nsome hierarchy of subject-minded specialists. It has been unhampered by\ncollege entrance requirements, and it has never been policed by standardizing\nand accrediting agencies. It has had to submit to legislative prescription,\nit is true, but within the framework of law, social organization, and public\nopinion it has been a free school.\nA second reason for the successful adaptation of the elementary school\nto the purposes of general education is the acceptance of supervision as an\nintegral part of its organization, not as something imposed by higher author¬\nity. The days of formal inspection have long since passed. The elementary\nschool has developed a sympathetic, cooperative, supervisor}7 program for\nthe improvement of learning and teaching. Supervisors lead -teachers, help\npupils, and inspire study by both. The elementary teacher has never had a\nchance to have his head turned by too much attention. He is humble and\nso keeps an open mind and a willingness to cooperate. For him cooperative\nsupervision is not accessory but intrinsic.\nA third and most important factor in the evolution of the elementary\nschool is the education and point of view of teachers. They are trained to\nteach children, not subjects; to deal with life situations as well as with\nbooks. They are free to cut across subjectmatter lines or, in modern jargon,\nto integrate knowledge. They do not have to preserve academic traditions.\nThe elementary school early recognized the need for teachers who knew\nchildren, who understood subjectmatter, and who knew how to teach. And\nthat is what makes all of the rest possible, for all schools are as good or bad\nas their teachers. Normal schools, teachers’ colleges, and colleges of educa¬\ntion have never lost sight of their obligation to the elementary school, altho\nsometimes under professional patronizing and their desire to be academically\nrespectable they developed an inferiority complex. But even so they have\nstuck to the job of educating teachers in terms of the best professional\nideals and standards.\n\nWhat I have said can be fully documented. We are not defending,\nrationalizing, or rebutting. We are only indicating how the schools have\nadvanced in light of their understanding of the ultimate goals of a demo¬\ncratic society. The elementary school never was and never can become\naristocratic or privileged, for it serves all the children of all the people. In only\na slightly lesser degree so does the secondary school. The teachers who are\nthe least advertised, poorest paid, most responsible group in American edu¬\ncation have made the elementary school of America something unique in\neducational history. They know that their schools are still imperfect, that\ntheir problems become daily more\neducators as well as parents.\n\ncomplex, and that they frequently baffle\n\nOne thing is certain — the pathway marked out for the elementary school\nmust be widened, deepened, straightened, and pushed farther ahead. The\nschool population is decreasing, it is shifting under the influence of economic\nmigration, and it is changing in character. The\n\nFebruary issue of Fortune\n\n"}
{"page": 256, "printed_page": null, "text": "252\n\nNational\n\nMagazine\n\nis an illuminating\n\nEducation\n\nAssociation\n\npicture of America\n\ntoday. Some\n\nof it is heart¬\n\nening; some of it is depressing. The tables show that 30 percent of the\nfamilies of America belong to the dispossessed and the marginal subsistence\ngroups. In a decade this 30 percent will furnish 60 percent of the children\nin the elementary schools. Mrs. Joad defined the problem by saying at the\nend of The Grapes of U rath:\nWe’re the people that live. Can’t nobody wipe\nus out. Can’t nobody lick us. We’ll go on forever.\nWe’re the people.\n\nThe only chance these children will have of achieving the equality they\nlearn about in the Declaration of Independence is in the schools, very\nlargely the public schools. The survival of democracy may be determined\nby what the schools can do to raise their social intelligence and thus protect\nAmerica from an ignorant, apprehensive, and incompetent citizenry. Educa¬\ntion is the only equalizer in sight. Educators have not all of the answers\nbut the history of the development of our elementary and secondary schools\nshould give us confidence that, given public support, the problems are not\ninsoluble. But if blind and stupid leadership insists upon curtailing the work\nof the schools and the opportunities for the underprivileged, we may live\nin a nation which, instead of singing “God Bless America,” will be crying\nout in hatred “God damn America.” We must not let this happen.\n\nHe\n\nTrustees\n\n:*c\n\nof the Future\n\nThe public school leaders of the United States are' as¬\nsembled in St. Louis. They meet in their seventieth annual\nconvention\nistrators.\nWithout\n\nas the American\nexaggeration\n\nAssociation\n\nof School\n\nAdmin¬\n\nthey may be described as the trus¬\n\ntees of the country' s future. They formulate the educational\npolicies of the public school system. They organize the cur¬\nricula. They direct, in large measure, the discipline and\nbehavior of the oncoming next generation. In the words\nof a great teacher, the late Stuart Sherman, theirs is the\nresponsibility of “ shaping men and women A\nFreedom, as Americans know it, is the American Bill of\nRights in everyday action. It is the sold of democracy. To\nhave and to hold it is education^ s first and last obligation.\n— Excerpt from an editorial in the St. Louis Post-Dispatch,\nMonday, February 26, 1940.\n\n"}
{"page": 257, "printed_page": null, "text": "American\n\nWHAT\nFRANCIS\n\nAssociation\n\nIS RIGHT\nT. SPAULDING,\n\nPresident\n\nGraham\n\nWITH\n\nof\n\nTHE\n\nSchool\n\n253\n\nAdministrators\n\nSECONDARY\n\nSCHOOLS?\n\nPROFESSOR OF EDUCATION,\nCAMBRIDGE, MASS.\n\nHARVARD\n\n: One\n\nbefore\n\nof the great problems\n\nUNIVERSITY,\n\nAmerican\n\nedu¬\n\ncation today is the secondary school, because of the tremendous increase in\nthe enrolment in every section of the country, largely because it is impossible\nfor young people to obtain employment. Excellent work, however, is being\naccomplished in many of our secondary schools.\nWe have invited Mr. Spaulding, who will begin his new duties as dean\nat Harvard University next September, and who conducted the regents’\nstudy in New York State in connection with secondary education, to speak.\nMr. Spaulding.\nMr.\n\nSpaulding:\n\nPublic\n\nschools in America\n\nexist for one primary\n\npurpose\n\n— to give American boys and girls the educational equipment that each one\nof them will need if he is to become the best possible member of this republic.\nThe secondary schools, as part of the public school system, can bear only\npart of the responsibility for achieving this purpose. Yet the secondary\nschools now have in their charge for at least a brief period nearly all the\nyoung people who go to school in America. Moreover, for the majority of\nthese young people the education which the secondary schools provide is\nthe end of full-time schooling. It is, therefore, not unfair to consider wThat\nis right with the secondary schools in terms, first of all, of what most young\npeople have gained from their schoolwork by the time they leave the high\nschool.\nBoys and girls leaving high school in America have attained, as a group,\na higher level of literacy than has ever been made the possession of any\ncomparable group of young people at any period in the history of the world.\nCritics of the secondary schools may point out that young people’s present\nlevel of literacy leaves much to be desired. However just their complaint,\nthe fact is not to be minimized that the average high-school pupil in America\ncan read and write and use arithmetic better than could his parents when\nthey left school ; that he has learned more\n\nabout history and science and\n\nliterature and art than his parents had learned by the time their own\n\nschool¬\n\ning was over; that his schoolwork has, in short, given him a broader back¬\nground of knowledge — and knowledge more thoroly acquired — than any\nother nation has even attempted, let alone achieved, for more than a fraction\nof its young people.\nNor has the literacy which the schools have provided been merely a\nformal accomplishment. It has been effective outside school in a great\nvariety of ways. Largely thru the influence of the schools, for example,\nAmerica has become a nation of readers — not readers of classical literature,\nit is true, but interested and habitual consumers of newspapers, magazines,\nand current books. At least in part because of the influence of the schools,\nAmerica has also become a tremendous user of many things that make for\nhigher standards of living — labor-saving devices in the home, the services\nof hospitals and physicians on a scale which lends strong popular support\n\n"}
{"page": 258, "printed_page": null, "text": "254\n\nNational\n\nEducation\n\nAssociation\n\nto the movement for socialized medicine, paintings by the masters repro¬\nduced for the enjoyment of hundreds of thousands of people, the music of\ngreat composers recorded by the best of the world’s artists and orchestras.\nFor such widespread developments in American life as these — for the fact\nthat they are widespread, instead of being confined to a small minority —\nthe secondary schools can justly claim a share of credit.\nThe secondary schools can claim credit also for the wholesome physical\nhabits of most American boys and girls. Some of these habits are negative,\nin the sense that they consist of avoiding ill health. By and large, American\nboys and girls leave school with firmly fixed habits of bathing, washing\ntheir teeth, brushing their hair, and keeping their clothes clean. They have\nlearned to demand clean water, clean food in restaurants, clean stores, and\nclean railroad cars and buses. They support laws which are gradually\nbringing greater cleanliness to streets and public buildings and which have\nalready made most American communities notably healthy places to live in.\nAnd, in addition, the schools have given boys and girls certain more positive\nhabits of health. The average young person in America likes physical sports,\nlikes to be out-of-doors, and indulges both these likings in ways that are\ngood for him. As an offset to the unhealthy conditions which urban living,\nin particular, often brings with it, the contribution of the schools toward\nproducing a nation of healthy people has been of no mean importance.\nThere is at least one further major contribution which the secondary\nschools have made. More than any other single institution, more even than\nthe elementary schools, the secondary schools have helped to minimize class\ndistinctions and to keep class lines fluid. Bringing together rich and poor,\nthe children of unskilled workers and of professional families, boys and\ngirls from the hill and from the other side of the railroad tracks; offering\nall these boys and girls an opportunity for continued education ; providing\na way of living within the school which attaches real importance to what a\nboy or girl does or can do, and not just to the background from which he\ncomes — thru these means the secondary schools have made and are contin¬\nuing to make a contribution to American living which is as fundamentally\n“right” as anything in America today. To recognize that the secondary\nschools are still somewhat selective need not blind us to the fact that they\nare more nearly democratic in the services which they render than is any\nother social institution which we have been able to build up and maintain\non a going basis. However far they may be from the goal of complete\ndemocracy, they are keeping alive in the minds of millions of American\ncitizens the faith that a boy or girl need not hold to his father’s station in\nlife just because that station was his father’s, and they are giving to count¬\nless boys and girls an ambition to make the most of their own interests\nand talents.\nAfter I worked\n\nout this paper, it happened\n\nthat I attended a meeting\n\nin Cambridge at which there was present a member of our faculty, Profes¬\nsor Robert Lueck, who was formerly a member of the Saxon ministry of\neducation in Germany. There arose in that meeting a question as to\nwhether, for the sake of cultivating superior achievement\n\non the part of\n\n"}
{"page": 259, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n255\n\nour intellectually superior pupils, it would not be desirable for us to\nsegregate them in special schools where they could be given special attention.\nMr. Lueck listened to the discussion for a while. Finally, when there came\na pause in it, at which the odds seemed to be in favor of a general feeling\nthat there should be this segregation, he said rather quietly but with very\nevident feeling in what he had to say, that he should like, on the basis of\nhis experience in Europe, to put in a word with respect to that problem.\n“It is true,” he said, “that thru segregation you might perhaps raise the\nlevel of achievement of the intellectually ablest pupils. The price you have\nto pay in this country for a type of school that brings them all together is\nthe price of pulling down somewhat toward mediocrity of achievement the\nablest of your group, but that price is worth paying for the spirit of democ¬\nracy that can be made to prevail in a school that represents all of the\nchildren and to sacrifice that spirit of democracy, to sacrifice the outlook\non life which bringing together all of the children of all of the people\nmeans — that is a price that is not worth paying if what we want is merely\nsuperior intellectual achievement.”\nThe secondary schools have helped to raise the standard of literacy and\nthe standards of living in this country; they have had much to do with\ncreating a healthy nation ; they have made a unique contribution to the\npreservation of democracy in America. Summed up in terms of these major\nachievements, the list of things that are right with secondary education\ncan hardly be considered a meager list. But beyond what secondary educa¬\ntion has already accomplished, there ought also to be set down to its credit\ncertain things which it is well on its way toward accomplishing, even tho\nit cannot yet claim them as large-scale achievements. In two respects, espe¬\ncially, the secondary schools are making progress which deserves explicit\nrecognition.\nFirst, schools in increasing numbers thruout the United States are devising\nnew methods of teaching, new instructional materials, and new programs\nof study thru which they may offer a better education to boys and girls\nwhose interests and abilities are different from those of the hypothetically\naverage pupil. That schools in general have kept to a more or less standard\ncurriculum is hardly to be wondered at : the task of providing merely a\nplace to go to school and something to do, for a school enrolment which\nhas doubled every decade since 1890, has in itself taken a major share of\nthe time and thought of school people. Despite this burden, various schools\nhave been actively at work on programs for exceptional pupils at both ends\nof the academic scale. The new curriculums and new methods of teaching\nbeing tried out in the schools cooperating in the eight-year program of the\nProgressive Education Association furnish one example, tho not the only\none, of progress toward\n\na better education for young\n\npeople of unusual\n\ntalents. For bo57s and girls not gifted in the kinds of ability which secondary\nschools have required in the past, new curriculums and methods are being\nsimilarly devised — in schools like those of Pennsylvania, where the highschool principals of an entire state are working together on the problem ;\nin many vocational schools, which have recently been given opportunity to\n\n"}
{"page": 260, "printed_page": null, "text": "25b\n\nNational\n\nEducation\n\nAssociation\n\nbroaden their curriculums under the provisions of the George-Deen Act ;\nin the school systems which are beginning a program of experimentation\nunder the joint auspices of the Office of Education and the National Youth\nAdministration ; in individual schools elsewhere, in which teachers and\nschool officers have been taking careful stock of the needs and interests of\nthe “new 50 percent'’ of their pupils. The flexible school organizations\nprovided by the junior high school and the junior college offer an especially\nvaluable proving ground for these experimental programs. Out of such\nprograms will come, it is ffiir to believe, a secondary school approaching\nmeasurably nearer than do even the best of our present schools to the ideal\nof a school definitely designed for all American young people.\nSecond, our high schools are dealing more and more directly with the\nproblem of educational and vocational guidance. Systematic programs of\nguidance have been handicapped in their development by various factors,\nnot the least of which has been the tendency of people outside the schools\nto regard such programs as no more than passing fads. The need for\nsystematic guidance is becoming increasingly evident. For the schools to\nprovide a varied and flexible curriculum is obviously important, but no\ncurriculum will serve the full purpose it ought to serve unless, along with\nit, the schools can provide means for seeing that every boy and girl chooses\nthose parts of the curriculum which are most appropriate for him individ¬\nually. The groundwork for an effective program of guidance is already\nbeing laid in the study of individual boys and girls by educational psychol¬\nogists, in the development of more accurate means of educational measure¬\nment, in the gathering of more searching information than we have had\nin the past about the varied educational demands of out-of-school work\nand out-of-school living. The groundwork is being laid also in a sharpening\nof the concern of school people evervwhere for what becomes of boys and\ngirls after the schools are thru with them. The progress already being made\nin both these directions justifies the hope that the secondary schools may\nshortly offer not merely an appropriate educational opportunity for every\nnormal boy and girl, but the assistance that boys and girls need in choosing\nthe education that will benefit them most.\nBeyond the present achievement\n\nof the schools, and beyond the progress\n\nthey are making in improving their programs, there is one final characteristic\nof the schools that deserves an important place in any listing of what is right\nwith secondary education. That is the willingness of secondary-school teachers\nand administrators to give serious thought to what is wrong with secondary\neducation. Social and economic conditions outside the schools have in the\nlast few years placed a heavy strain on our whole\n\neducational program.\n\nFor a number of reasons the strain has fallen most heavily on the high\nschools. As an inevitable consequence, recent attempts to discover what\nthe high schools need now\n\nto do that they did not need to do a few years\n\nago have revealed numerous present defects in the secondary-school\nprogram. It is to the notable credit of secondary-school people that they\nthemselves are concerned about those defects and that they are actively\nworking to remove\n\nthem. Without\n\na concern for what is wrong\n\nwith sec-\n\n"}
{"page": 261, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\n257\n\nAdministrators\n\nondary education, even present achievements would rest on no very sub¬\nstantial foundation. With that concern, granted only that the public which\nsupports the schools will give them the time and the resources to do what\nneeds to be done, the secondary schools can be counted on to meet the new\ndemands now placed upon them.\nWHAT\nFRANK\n\nDOES\nW.\n\nPresident\n\nAMERICAN\n\nKERR,\n\nSENIOR,\n\nGraham:\n\nDEMOCRACY\n\nGARFIELD\n\nRecently\n\nHIGH\n\nthe Town\n\nMEAN\n\nSCHOOL,\nHall\n\nTO\n\nSEATTLE,\n\noffered\n\nME?\n\nWASH.\n\na prize for the\n\nbest essay upon the subject “What Does American Democracy Mean to\nMe?” A senior in one of the Seattle high schools won the prize and was\ngiven a trip to New York where he spoke in the Town Hall meeting on\nFebruary 8. Just a very few days ago we invited him to come here and give\nhis message to us. He said, when he was invited, “I will be glad to come\nand try to return in some small measure what the high school has done\nfor me.”\nI think it is quite fitting that the superintendent of schools of Seattle\nV\n\nshould introduce his high-school senior. Worth\nSuperintendent\n\nAmerican\n\nMcClure:\n\nAs\n\nwe\n\nMcClure\n\nconsider\n\nwhat\n\nof Seattle.\nis right with\n\nschools, I am very proud to present to you a young\n\nman\n\nthe\n\nwho has\n\nattended public schools ever since he was five and one-half years old. The\nhigh school in which he is now a senior student, Garfield High School in\nSeattle, is a representative American high school. Its student body exempli¬\nfies a cross section of a typical American community. It is staffed by a\nfaculty of typical American teachers.\nBecause his background and experience is so like that of American\nstudents in all American high schools, I should like to sketch one or two\nparts of it for you. You will understand, therefore, that while the essay\nwhich he has written was done in connection with his social studies work,\nit is not by any means the first thinking he has done about this thing we\ncall American democracy.\nLast year he wras a member\nproduced an assembly around\n\nof a student committee\nthe theme\n\n“What\n\nwhich\n\nwrote\n\nPrice American\n\nand\n\nDemoc¬\n\nracy ?” He is a member of a creative writing class in his school, and at\npresent he is editor-in-chief of a student literary publication known as the\nGarfield Pen.\n\nI think, too, he would like to have me tell you that he has a twin sister\nwho is also a senior in Garfield High School who is now chairman of the\nhigh-school assembly committee and whom he has described as the ace\npublic speaker in Garfield High School. I think I need not tell you who\nknow American high schools so well that the Garfield students are very\nproud of something that they call the Garfield spirit and that they have\npretty definite notions about the things for which it stands. Our speaker has\nhelped to create that spirit, and now he has become a part of the Garfield\ntradition himself.\n\n"}
{"page": 262, "printed_page": null, "text": "National\n\n258\n\nEducation\n\nAssociation\n\nTherefore, I am presenting to you a representative of American highschool students as the spokesman for his fellow students in thousands of\nAmerican high schools all over this land who are proud of the spirit of\nAmerican democracy and who have some pretty clear-headed notions about\nthe things for which it stands and who in turn are going to lend their\ncreative energies to its development and who will eventually become them¬\nselves a part of the American tradition. It is my pleasure to present Frank\nKerr.\nFrank\n\nKerr:\n\nOur\n\nstreet is a fine kind\n\nof a street. First of all, on\n\nthe\n\n27th Avenue corner is Tony’s shoe repair. Tony fixes shoes for nearly\neveryone in our neighborhood. Then next to Tony’s is Peterson’s. Pete\nkeeps a first-class Smorgasbord where we get nickle pies and cakes after\nschool. Next to Pete’s is Mr. Cohen’s. He rents the back of his shop to Mrs.\nFugiko who does laundry for thirty cents a bundle. Safeway Grocery takes\nup the rest of the block down to 26th. Jay works there. He says maybe he\ncan get me on in the Christmas rush. At the very corner, on the curbing, old\nMose has his paper shack. My Dad always buys his evening papers there.\nYes, our street is a fine kind of street. Tony says you won’t find one like\nit anywhere but in American cities. And Tony knows. He’s been around.\nIt’s not so much the different kinds of people working and living on our\nstreet that makes it fine, Tony says. It’s more the way they get along\ntogether; making little sacrifices for each other; getting their wives and\nchildren together in the evening for games and gossip and eating; trusting\neach other with a brother’s trust.\nSo when I pass down our street I feel proud. You see, it won’t be long\nuntil I ll be out looking for a place to start my business. I’d like to build on a\nstreet as fine as ours. . . .\nI’m seventeen. In six months I’ll be out of school and on my own. I’ve\nalways thought of earning my living as something far away, unreal. Now\nthat it’s upon me I’m not sure just what to think. But I do know one thing,\na thing so big that little everyday qualms and fears of life dissolve and leave\nme feeling strong and glad : I know that there are streets on which men\nlive, who hold out fine clean hands and say: “Welcome. Here is life. Share\nit with us.”\nAs long as there is this to pat me on the back I can go forward with a\nwill to live. And I will make my house on a fine street. . . .\nI’ve read that there are lands where living is not art but science. The\npeople are machines that turn out life by the pound. The rote that children\nlearn is measured by the pound. When their faces become square and their\nbodies riveted, they cease their learning and begin production. The woman’s\ntask is clear. Her yield is easily measured. “Wife, make not the mistake of\nbearing me a weightless child. I need eight pounds to meet my quota.” The\nman’s task is also clear. His yield is greater than woman’s tho upon the\nwoman’s face the stamp of success first shows itself. “Man, let your labor\nyield ten times one-hundred pounds, else prison bars will keep you in.” . . .\n“Old woman, yield five and fifty pounds, else you can have no rest, no\npeace. . . .”\n\n"}
{"page": 263, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nI have heard of lands like this, where\ndead who\n\nlonged for life; where\n\n259\n\nAdministrators\n\nspeech is but the archive of the\n\nfriendship is but the guise of enmity;\n\nwhere young men pass examinations in killing and gain scholarships for\nhonorable work in the field of brotherly hate. I have read these things, yet\nit is hard to believe that a normal boy can scorn to laugh, can clog the\npassage thru which joy must pass from where the heart should be. . . .\nWhen I first started to think on this subject of democracy, the day when\nI passed down our street and looked at what I had not seen before, that\nday I asked a question as I passed: “Tony,”\n\nI said (and to each other one,\n\nI said), “tell me, what does American democracy mean to you?” And each\none gave to me, in different words, the one true answer. From his own\nheart he said the words that made the earth seem beautiful, the people glad,\ntheir God good. And when I’d mulled those words over to myself, pulling,\npushing, pounding, tapping, testing each one with my own, I came to see\nthat those two words “American democracy” formed but a supercilious\nmask, trying in vain to hide the simple meaning, “live, and let live.”\nI have said that there are places where, in exchange for youth, a boy\nreceives a book of lessons out of which he learns the art of balancing what he\nwill call his life upon the tip of his bayonet. I wonder\n\nhow a boy would\n\nface\n\nhis coming years, if all he’d learned in youth was lore of might and strength\nand hate of weaker men. I wonder with what heart he'd face a world of\nsteel and blood and caustic words. I wonder how a boy, so young, could\ntake this destiny into his hands and hold it high to marvel and to love.\nAnd when I’d wondered on these things, I realized that any man can\nlive his life when there is love or pride or faith to hearten him. But when\nthe future holds a piece of steel, a dozen bolts out to a man and says, “This\nis your life. Now make the most of it,” then what is man to do but gird\nhimself in bitterness, and in his desperation take into his hands the future of\nhis fellow man, and knot and twist and break it until the sum of what is\nleft is measureless. . . .\nAnd so I say, to me “American democracy” means that I can build my\nhome upon a street where love and brotherhood have hung their welcome\nsign for me to see, where\n\nI may live, and in my living give to other lives\n\nthe self-same urge to live.\nWHAT\nWILLIS\n\nIS RIGHT\n\nA. SUTTON,\n\nPresident\n\nGraham:\n\nWITH\n\nAMERICAN\n\nSUPERINTENDENT\n\nProbably\n\nfrom\n\nOF\n\nSCHOOLS,\n\nYOUTH?\nATLANTA,\n\nthe time the first school was\n\nGA.\n\norgan¬\n\nized in America, adults have criticized and found fault with youth. One\nof the famous indoor sports of American adults is criticism of behavior of\nboys and girls, particularly the young people in our schools. Those of us\nwho are engaged in education know\nare made. We\ncomplish.\n\nIn my\n\nthe falsehood of many\n\nhave confidence in youth. We\n\njudgment,\n\nknow\n\nstatements that\n\nwhat youth can ac¬\n\nno one of the public school superintendents of the\n\n"}
{"page": 264, "printed_page": null, "text": "260\n\nNational\n\nUnited\n\nStates can speak with more\n\nWillis A. Sutton, whom\nMr.\n\nEducation\n\nSutton:\n\nAssociation\n\nenthusiasm\n\non this topic than can\n\nI have the honor to present to you.\n\nI speak not\n\nto the press, not\n\nto the public, not\n\neven\n\nto\n\nyou who are here, but in behalf of that great army of 25,000,000 between\nthe ages of fifteen to twenty-five that we classify as the youth army.\nThe Federal Bureau of Investigation tells us that youth is responsible\nfor a large share of the crimes committed, but those who act in such crimi¬\nnal fashion no more represent the heart of American youth than the bubbles\nthat play upon the sea represent its depth. Deep down in the heart of\nAmerican youth there is love for homeland, respect for authority, devotion\nto duty, determination to work and to achieve. There is also a determination\nthat this American\n\nyouth shall not only take its place alongside those gen¬\n\nerations that have gone, but seizing the flag “Excelsior,” shall march in\nfront and shall lead America, between now and the year 2000, to heights of\nachievement of which you and I do not have the imagination to dream.\nWho are these that we are talking about? What is American youth?\nHow\n\nright are they or how wrong?\n\nFirst, who\n\nCertain questions may\n\nis it that is judging youth? Second, what\n\nwell be asked.\n\nare the standards by\n\nwhich they are making that judgment? Above all, how has youth in this gen¬\neration met the difficulties which have beset it as compared with the way\nother generations met their problems?\nWho are we to judge? If our arteries are hard and our brains possibly\nharder, we may not be able to understand all of the buoyancy, strength,\npower, enthusiasm, joy, and gladness or even goodness in the heart of youth.\nWhat standards shall we choose ? I should like to suggest four : devotion\nto the best that our culture has created ; advancing that culture ; loyalty to\nour ideals as we have conceived them in the past; and being true to the\nhighest examples which the past has provided for us.\nThese are standards that I believe American youth can stand by today.\nWe must remember that this is an ever changing army, that those who are\nthe youth today are passing into adulthood tomorrow. We must realize\nthat I am talking about a subject that geographical^, even for America,\nextends 3000 miles east and west and 1500 miles north and south. We must\nremember that I am speaking for 25,000,000 now representative of more\nthan fifty races of the world ; of different colors and creeds ; and of at least\nfour or five what we call social strata. This great army of youth cannot be\njudged by the actions of the few. But that great mass of people, in shop and\nstore, in high school, college, and factory, on the farm, whether in the\nmountains or on the prairies — this great army of 25,000,000 young people\nis moving forward to a type of citizenship that America has never known.\nIt is the result of a combination of home, school, community, and church,\nbut very greatly an effect of the great public school system.\nWhat has this American youth already achieved ? Let us come down\n\nto\n\na small segment. In the city of Atlanta we have 22,000 high-school youths\ngoing to and coming from school every day; 22,000 making 44,000 visits\non the streets every day; 22,000 living in groups of from 1200 to 4000 each,\n\n"}
{"page": 265, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n261\nsitting side by side, in the closest proximity, meeting in halls narrower\n\nthan\n\nany street ; coming in contact with each other in a way that even citizenry\nin the most crowded metropolitan center never realized ; and yet it is a rare\nthing that we have even as much as one serious problem of discipline in\na group of 22,000 people. What would you think of a city that had 22,000\npeople that could go as long as a month without a single arrest? Youth\nalready has much\n\nthat is right when\n\nthey can live in a cooperative spirit\n\nwith each other — 22,000 of them in one city, 500,000 in another, 1000 in\nanother — without a single arrest in a single day. Let the carping critic of\nold age point out to me a city of 20,000 to 50,000 adults that has a record\nsuch as that.\nWhat\n\nare the standards and difficulties that these youth have to face\n\ntoday that you and I did not face? Youth is always considered unstable.\nI do not want to be technical or scientific, but all of us know that the age\nwe call adolescent and post-adolescent — because of the flow of the secretions\nwhich are the real vitamins of our system, coming from the thymus or\nthyroid, the pituitary or sex glands — is a period when great forces are\nflowing into the channels of life. They give us ambition ; they give us desire ;\nthey give us courage; they give us strength, but they also sometimes\n\nmake\n\nus shaky and unsteady, giddy, giggling, and awkward.\nWe also know that stimulation of these secretions is largely a result of\noutside stimuli. We know that the more unusual the outside stimuli and the\ngreater the flow of these secretions, the greater the uneasiness, the greater\nthe nervous instability, and the greater the desire to do something that will\nhelp to satisfy this craving and stirring. Then think what youth today is\nundergoing from these extra stimuli from the outside.\nWe must remember that, coming down thru the centuries there have been\ntransmitted to us certain orderly processes of development, and when we\nrudely interrupt them, w~e are pouring extra stimuli upon this youth, always\nunstable at that stage, until it is a marvel to me that they have been able\nto understand as well as they have and to work themselves out of these\ndifficulties.\nLet me give you some specific illustrations. If some superintendent, who\nhas a weak heart, happened to have a pint of good rye whisky in his pocket\nand some lady should faint here in our midst, and he, out of his generous\nsoul, should rush up and give her a teaspoonful of that stimulus, she would\nrevive, possibly be all right, and the meeting would go on. But if, in his\noveranxiety, the man should pour the whole pint or quart down her, she\nmight revive but it might be dangerous for him.\nThat\n\nis just exactly what\n\ndevelopment\n\nis happening\n\nin youth. Thru\n\nthe years this\n\nhas been going on. In the last fifty, and particularly in the\n\nlast twenty-five years, all these processes of civilization have rushed in upon\nus for which youth, biologically and sociologically, are unprepared. In the\ngreat excess of that overstimulation, a few of them do jump overboard, a\nfew of them do knock some of us down, but the great mass of them has\nsustained themselves well in that ordeal.\n\n"}
{"page": 266, "printed_page": null, "text": "262\n\nNational\n\nEducation\n\nAssociation\n\nMy mother was a Methodist and so was my father, and I can remember\nas a boy that they did not believe in dancing. There were five doors, tho,\nbetween the parlor and mamma’s room, and sometimes after ten o’clock,\nwhen we had listened and found the snoring good, we closed the intervening\nfive doors and my sister got at the old piano and played “Over the Waves,”\nand I took a girl’s hand and just touched the back of her dress with a\nhandkerchief and we waltzed about. What a thrill I got out of it !\nBut a modern\n\ncivilization has given us the jazziest jazz that ever was\n\njazzed and has given us a type of dance that may not be necessarily bad —\nI am not saying I am opposed to all of it, but it has been a great biological\nstrain and some of our youth have committed sex crimes. But the great\narmy of youth, in the midst of the jazz and in the midst of a civilization for\nwhich they have not been prepared, has moved forward in a fine way.\nI read David Copperfield when I was twelve years old, which contained\nnot a single illustration, and I waded thru 200 pages to finally reach the\npoint where David went down on his knees and just touched the fingers of\nAlice and said, “I love you,” and I did not sleep much that night. Think\nof a boy today going to a moving picture show and seeing in forty-five\nminutes the whole story, not on dry, cold, unadorned, unillustrated pages,\nbut in flesh and blood and in color and movement.\nNever has youth been tested like our youth have been. People traveled at\nthe rate of four miles an hour, and maybe eight at the most, for more than\n5000 years of recorded history. Then all of a sudden, in the twinkling of an\neye, the stroke of the clock compared to the immensity of time back of us,\nwe have speeded it up to 300 miles an hour. Never in the history of the\nworld have young people stood such a test, and I glory in the great American\npublic school system and the private schools of this nation that, in the midst\nof all the jazz, in the midst of this marvelous\n\nage of discovery have kept\n\na youth clean and clear in its thinking as any youth ever was. They\nstood the test. That is the standard.\nYouth\n\nis right in its great search for knowledge.\n\nGo\n\nhave\n\ninto a library. I\n\nvisited twenty-six libraries in order that I might make this statement.\nNinety-four percent of those who were in those libraries reading and\nstudying were between sixteen and twenty-five years of age. Find who is\nreading a newspaper ; see who is crowding the correspondence schools ; find\nwho is taking the extension courses. Look out into the world for this eagerminded mass of humanity that still believes that thru sociology and psychol¬\nogy and thru the study of politics and government they can make the world\nbetter. They not only believe it ; they are making it better.\n^ outh is right in its desire for knowledge, its unquenchable thirst for that\nwhich is good and true. It is reading classics. I took occasion to find out\nfrom these twenty-six libraries that boys and girls ask for classics 52 percent\nof the time altho the classics are not on the required reading.\nYouth\n\nis right in its desire for work and to fulfil its mission. I gave one\n\nplain little piece of paper to 2600 high-school seniors this year, in groups of\nabout five hundred at a time. I moved them so far apart from each other\n\n"}
{"page": 267, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n263\n\nthat no one could see what the other was doing. I said : “I do not want you\nto put one single thing on that paper, in the way of a name. You may even\nprint in order that nobody may ever find out wdiose handwriting it is.\nBut I want you to put down the five things about which you think most\nand that concern you most, and those things that make of your life good,\nbad, or indifferent. Do not mind how ugly the thing is; put it down. I want\nthe mind of American youth, if I can get it.”\nOn that list, 98 percent put down as one of the first five thoughts of\nconsideration, “My life work. What am I going to do? How can I make\na living?” When 98 percent of the youth of this country are interested most\nin work under a challenge like that, I know they are right.\nA principal sitting at my side when I gave one of those tests said: “You\nhad better watch out. Aou will get filth, nastiness, and ugliness if you tell\nthose boys to put down just what they think about most. They will believe\nyou, and they will put it down.” I said, “I want you boys to put down what\nyou think about most.”\nThe heart of youth is clean because it wants a job and it wants work.\nAfter the test that day I was in the home of one of the superintendents who\nhad just received a letter from his son in New\n\nYork. The son and daughter-\n\nin-law had only recently married, but the boy realized that when he\nmarried he had taken upon himself his own obligation. The father had\nwritten about how they might budget and how they might work. This\nsuperintendent took out the letter and asked me to read it. The boy said :\n“Dad, you need not be anxious about how we will get along. We will be\nalright. I want you to understand one thing. Neither to me nor to my\nwife are there to be any handouts.”\nThat is the heart of youth. It wants work. It believes in work. It wants\njobs, as it never wanted them before.\nThe heart of American youth is right in its domestic relationships.\nJudged by these 2600 boys and girls, 59 percent of the boys and 78 percent\nof the girls put down\n\nthat “one of the greatest problems of my life is to find\n\nthe right boy or the right girl, and to rear the right kind of a family.”\nOver and over again came this answer: “I hope that I may be able, when\nI get out in life, to repay my mother and father for what they have done\nfor me.” That was dominant in the answers of the girls. In the relationship\nof man and wife, of founding a family, of believing in children, of trans¬\nmitting a posterity, American youth is right.\nAmerican youth is right in its attitude toward the cultural things of\nlife. Never before were as many people interested in music; never before\nin the world were\n\nas many\n\nboys as well as girls interested in art; never\n\nbefore in the history of the world\n\nwere\n\nas many\n\npeople seeking to read\n\npoetry or to produce creative writing. A outh is right in saying, “I want to\nexpress my life in the highest terms, in the most beautiful fashion. I love\nthe things that make\n\nthe world\n\nbeautiful and attractive. I love to under¬\n\nstand and know those things that make the world better.”\nOne of the most difficult things in all the world is to be a member\n\nof\n\n"}
{"page": 268, "printed_page": null, "text": "264\n\nNational\n\nEducation\n\nAssociation\n\nan orchestra, to be there even' time, to practice every time, to work in\nharmony with the others — and yet our orchestras are crowded.\nAmerican youth is right in its great desire to see that the economic founda¬\ntions of this country are secure. N ou may think they are radical sometimes,\nhut if you really want to see democracy in this country, go into the average\nhigh school of the nation. The boy from across the railroad tracks has a\nchance to be president of the student body. In one girls’ high school in my\ncity where there are girls of culture and refinement and homes of wealth,\nthe two principal student officers this year came out of the lowest economic\nstrata in Atlanta. But youth recognizes that these boys and girls have some¬\nthing in themselves. They know that the clothes they wear, the wealth they\npossess, and the standing of their families are not necessarily the criteria.\nEconomically\n\nthey believe that there should be a better distribution of\n\nwealth, and they are right in that belief. Sometimes they are so pronounced\nin saying it that you think they are communistic in their feeling, when in\nreality they feel the great surge of a wonderful, democratic spirit in their\nhearts that says, £‘I want\n\nall youth to enjoy the privileges that I wish\n\nfor myself.”\nYouth is right in its attitude about religion, about conduct, and about\nGod. More young people go to church in my city than any other age group ;\nmore young people lead in prayer; more will lead a B.Y.P.U., Epworth\nLeague, or Christian Endeavor meeting, or a church forum. I remember well\nwhen I was a boy that only two or three of us in that community' even\ndared to engage in church work. Now hosts of them are doing it. It is not\njust a formality, either. They have the spirit and genuineness in devotion\nto their Sunday School classes, to organized efforts for religion, in their\ndetermination that they are going to be clean. They may not think that to\ncurse now and then or to use the word “damn” is going to send anybody\nto hell, and I doubt it myself, tho I am not excusing it.\nThere is nothing with them that makes them feel that this over here is\nhell and damnation and that over there is salvation. I do not mean they\nhave lowered the standard, but they have carried the ideal of the grand\nand glorious and the true over into life, and they have made life richer\nthereby. They believe in God.\nIf the average superintendent would take as much time to think about\nhow he can guide the character of the youth of his school as he devotes\nto the finances, we would not have to deal with finances at all in another\ngeneration.\nI shall never forget what a difficult time I had in deciding what\n\nI was\n\ngoing to do in life. My father felt that every body ought to know when they\nwere fifteen years old. When I saw him picking the lovely blades of corn, I\nwould say, ‘‘I must be a farmer.” When I rode to town and saw the\nbridges. I would say, “I have to be an architect or builder.” My uncle was\na Baptist preacher, and when I saw how much his congregation liked him,\nI said. “I just have to be a preacher.” I had another uncle for whom I was\nnamed, who was a country doctor. When I would ride around with him and\n\n"}
{"page": 269, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n265\n\nsee how he was adored, I would say, “I just must be a doctor.” Then I\nwanted above everything else to write a book. Oh, I had a thousand things\nI wanted to do; I could not decide. Graduating in June, my father wrote me\nin April, “You must decide before June.” He wrote me a letter 103 pages\nlong. I have it yet. How I wish folks still knew how to write letters ! Then\nI took all the arguments for the seven things he said he thought I might\nbe and wrote them down on a piece of cardboard, and I tried to put them\nin parallel columns. Then, being religious, I knelt down, with drawn shades\nand tried to decide what I was going to be. I wanted to be a lawyer; I\nwanted to be a doctor ; I wanted to be a preacher ; I wanted to be a farmer ;\nI wanted to be an architect ; and I wanted to write my book.\nAbout that time the shade fluttered and the light came in and there\nseemed to be a voice that said, “Would\nI said, “I would.”\n\nyou like to do them all?”\n\n“I can tell you how to do every one of them.”\nI said, “How?”\n“Just be a teacher. Some boy will write your book. It will be better than\nany book you ever thought of. Some girl will paint your picture, and\nanother one will give it veracity. Somebody else will be the doctor, and\nsomebody else will be the lawyer. Just be a teacher.”\nMen, ambassadors of youth, all I ask of you is just be a friend to youth\nand youth will reward you many fold.\n\nBallet of the Flowers — a scene from\n\nMusica\n\nAmericana\n\n"}
{"page": 270, "printed_page": null, "text": "266\n\nNational\n\nMONDAY\nTHE\nJAMES\n\nG. MC\n\nEducation\n\nGENERAL\n\nSESSION\n\nEVENING,\n\nFEBRUARY\n\nVITAL\n\nDIPLOMATIC\n\nCHAIRMAN,\n\n26, 1940\n\nFRONTS\n\nPRESIDENT\n\nROOSEVELT^\n\nADVISORY\n\nMITTEE ON POLITICAL REFUGEES,* AND\nINSTITUTE OF ARTS AND SCIENCES,\n\nPRESIDENT,\nBROOKLYN,\n\nBROOKLYN\nN. Y.\n\nPresident\n\nDONALD,\n\nAssociation\n\nGraham:\n\nYou\n\nwill note\n\nCOM¬\n\nthat the subject of this session is\n\n“The National Scene.” It is impossible, however, to appreciate and under¬\nstand our problems at home without knowing what conditions are abroad.\nWe have asked to have as our speaker on that subject a man who had his\nundergraduate work at Indiana University and his graduate work at\nHarvard. He was also a teacher in that institution; chairman of the Foreign\nPolicy Association from 1919-33; League of Nations High Commissioner\nfrom 1933-36; a member of the editorial staff of the New York Times from\n1936-38; and at present is president of the Brooklyn Institute of Arts and\nSciences of New York City. I have the honor to present James G. McDonald.\nMr.\n\nMcDonald:\n\nMy\n\nsubject is “The\n\nWar,”\n\nwith\n\nstress on the diplo¬\n\nmatic fronts. First, however, I should like to discuss briefly the military\naspects of the war to date. We are near the end of the sixth month of the\nconflict. In reality, however, it would be true to say that the war has not yet\nreally begun. Nothing which has happened thus far in the struggle gives any\ncertain clue of the nature of the war or of its duration, or of the ultimate\nvictor. What\n\nhas happened\n\nto date foreshadows\n\nsomething of the kind of\n\nwar, suggests the elements making for victory, indicates some of the bel¬\nligerents, but not all. Nothing however can, I think, certainly be deduced\nfrom the events to date. The war has barely begun.\nLook at it from the military point of view. If you examined the situation\nin Poland you would\n\nsay, perhaps, that surely there the war\n\nhas been\n\ndecisive. That is true. Within a fortnight the Blitzkrieg had over-run\nPoland, crushed it, prepared for its dismemberment. But what happened\nin Poland is not likely to be a precedent for the war anywhere else. The\nconditions in the West do not suggest that kind of a Blitzkrieg. Even in\nFinland, where you might have said that conditions were roughly com¬\nparable to those of Poland, the Blitzkrieg has been far from that quick,\ndecisive, overwhelming thrust of the Germans against Poland.\nAnd if you turn to the West and examine there the military developments,\nit is even clearer that nothing has yet happened in the West to indicate what\nwill happen. On the land, for example, there has been almost no fighting.\nNeither side has really tried out the other. Neither has sought seriously\nto penetrate the Siegfried Line or the Maginot Line. There has been no\nfighting at all, in comparison to what we may expect on the land. In the\nair, the same thing is true. On each side of the lines in the West there are\nprepared for service 4000 to 6000 front-line airplanes, and about the same\nnumber of second-line airplanes; in all, from 10,000 to 12,000 fighting\n\n"}
{"page": 271, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n26 7\n\nplanes on each side. Thus far there have been hardly enough planes in the\nair even to suggest the nature of the aerial warfare when it finally begins.\nIt is interesting, therefore, to ask ourselves why. What has happened\nto the overwhelming bombing from the air which was anticipated? Why\nthe delay? Will it come at all? My guess in explaining the delay would be\nthreefold. First is the fear of public opinion. Neither side wishes to take\nthe responsibility for beginning what may be one of the most atrocious\nphases of war in all history.\nIn the second place, each side fears reprisal. Brigadier General Lord\nThompson, Minister for Air in the Labor Government in England some\nyears ago, said to me that Britain had discovered that there was only one\nway to defend London against an air attack from Germany. It was, he said,\nfor Britain to be prepared to destroy Berlin before the Germans could\ndestroy London. This fear of reprisal has helped to delay the air attacks.\nBut I think the decisive reason has been neither concern for public opinion\nnor fear of reprisal but, rather, the doubt in the mind of the military leaders\nthat an aerial bombardment would bring success. If they were sure, or\nreasonably sure, of winning the war thru mass attack from the air, then I\nam certain that those attacks would come, but up to the present they have\nnot materialized. Aerial warfare is for the future, and we can only\nspeculate what it will be.\nOn the sea, more has happened. There the British have sought to impose\na rigorous blockade according to the traditional methods. The Germans\nhave sought to impose a counterblockade. Thus far Britain appears to have\nthe advantage. But it is much too soon to conclude that Britain will ulti¬\nmately be able to starve out or nearly starve out Germany. I think it is too\nearly to be certain that Germany may not begin, as it did in the winter of\n1916-17, to bring Britain dangerously near to the point of starvation. In\nother words, on the sea the warfare has not yet been decisive. Neither side\nhas gained a clear-cut advantage.\nFrom the military point of view, we must conclude that the first six\nmonths of the war have barely made a beginning, that this beginning does\nnot indicate at all definitely the nature of the war or its results. Perhaps\nwithin the next few weeks, for spring comes earlier in Europe than here,\nthings may begin to happen on an appalling scale. But the six months leave\nus almost as uncertain about the war as we were before it began.\nAs to the diplomatic front, let us analyze briefly certain phases of this\nall-important aspect of the struggle. On most of these points we shall have\nto put a question mark. In reference to only a few of them dare one speak\nwith any degree of certitude. One of these is the relations between Great\nBritain and France. It is undeniable that the two allies have already\nachieved within the first six months of the war\n\na larger degree of coopera¬\n\ntion — economic, financial, political, military — than they had contrived to\nachieve in the third year of the World War. That is a point of tremendous\nimportance. And Chamberlain did not overstress it in a recent speech.\nBut when you have said that, when you have stressed the close tie between\nBritain and France, you leave the realm of confidence and enter the nebulous\narea of speculation.\n\n"}
{"page": 272, "printed_page": null, "text": "268\n\nNational\n\nEducation\n\nAssociation\n\nWhere does Italy stand? What will Italy do? Hitler, in his speech a\nwhile ago, spoke of the benevolent neutrality of Italy. Perhaps. I know many\nstudents of international affairs who are certain that Italy must eventually\ncome into the war on Germany’s side. They argue that Mussolini is irre¬\ntrievably committed to the fascist cause, and that he wants, more than\nanything else, to carve out a Mediterranean empire from the territories of\nFrance and Britain. Maybe he will come in on Hitler’s side; I doubt it.\nI think it more likely that Italy, if it fights at all, will fight as it did in the\nWorld\n\nWar — on the side of the allies — for these reasons: first, Italian\n\npublic opinion is undoubtedly strongly anti-German. The royal family is\nanti-German. Some people say the king does not amount to much; he is\nrather an insignificant person physically and spends his time in innocent\npursuits, taking care of his stamp collection. But it would be a mistake\nto assume that the king is insignificant; he is not. He and his family are\ndefinitely anti-German.\nMore important than the king is the attitude of the Vatican. Here there\ncan be no question. The Catholic Church is and must be anti-German. It\nhas no choice in the matter. No living man knows Germany better, perhaps,\nthan His Holiness Pius XII. He\n\nwas formerly -nuncio in Munich,\n\nsub¬\n\nsequently nuncio in Berlin, and as Cardinals’ Secretary of State was in\nintimate touch with German developments of the last six years. When I\nwas High Commissioner\n\nfor German\n\nRefugees, His Eminence,\n\nthen Car¬\n\ndinals’ Secretary of State, did me the honor to receive me three times. We\ntalked frankly about international affairs. One cannot quote him any more\nthan one can quote the President, but I am confident that the highest\nCatholic authorities are convinced that Hitler, from the point of view of\nthe Church, is anti-Christ, and that there can be no peace between\nCatholic Church and the Nazi regime.\n\nthe\n\nAnd, finally, I think that the essential interests of Italy dictate its final\nalignment with the allies — this not because Italy loves France and Britain\nmore, but because Italians must fear Germany more. They must know that\nGerman ambitions are not satisfied, that Hitler looks with longing eyes on\nTrieste and upon the former Austrian Tyrol, that a victorious Germany\nwould be a grave menace to Italy.\nMy guess is that Italy will wait until Germany is irretrievably involved\nin the western front and will then complete its deal with the allies, this\ntime requiring payment in advance. And who could blame Mussolini for\nthat? He could then throw Italian support on the allied side.\nIn Southeastern Europe one must put a number of question marks.\nTurkey is more and more pro-ally. The position of the Turks is of extreme,\nstrategic importance, controlling, as they do, directly or indirectly, the\nvast oil supplies from Baku, Batum, and Tiflis. Turkey is in all respects,\nsave size, a great power today. The Turks have given every indication\nthat they feel that the interest of their country is on the side of the allies.\nRoumania and Yugoslavia are uncertain; Greece pro-ally; Bulgaria\nhopeful of fishing in troubled waters ; Hungary fearful of tomorrow. Will\nthere be an early offensive in the Southeast? One can only guess. I suspected,\nhowever, when the British played up so prominently the arrival of the\n\n"}
{"page": 273, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\n269\n\nAdministrators\n\nAustralians in Egypt and Palestine that that did not mean an offensive,\nbut rather was an attempt to divert the Germans from the West to the\nSoutheast.\nIn Northern\n\nEurope the situation is tense and uncertain. Belgium, which\n\nfor the first months of the war insisted that it would\n\nnot fight even if Hol¬\n\nland was invaded, has now changed its mind. The king was finally con¬\nvinced that German invasion of Holland must bring Belgium in. The\nking’s change of front was\nGerman invasion of Holland\nstill come.\n\nperhaps the decisive factor that prevented\na month or two ago, but that invasion may\n\nThe Scandinavian countries — Denmark, Norway, and Sweden — des¬\nperately seeking to remain neutral, are day by day in a more difficult position,\nand no one can tell how long they can balance themselves on the tight rope.\nBut what of Russia? There is no more interesting question than this.\nWhat\n\nis Russia after? What\n\ndoes it intend to do? I know\n\nmany\n\npeople\n\nwho are quite confident in their answers. They seem to know Stalin’s mind\nperfectly. Just why, I do not know, because Stalin is notoriously close\nmouthed. Some of these persons insist that Stalin has now become a reincar¬\nnation of Peter the Great and Catherine the Great, that he is a nationalist,\nimperialist, seeking to gain the ends which Peter and Catherine dreamed of.\nThen there are others who say just as confidently that Stalin has suddenly\nbecome a communist again, that he is concerned primarily in bringing about\nsuch a condition of chaos in Europe that communism will be the logical\noutcome ; that he encouraged Germany to attack Poland in the hopes that\nthere would be a world war. Possibly Stalin is a communist now, tho he\nhas never seemed to be very much concerned with the purity of communist\ndoctrine.\nI suspect that there is a third explanation, perhaps as good as either of\nthese. He may be an imperialist; he may be primarily communist today;\nbut I suspect that Stalin, like most political leaders in the world today, is\nprimarily an opportunist. I suspect that he does today what he thinks he\ncan get away with safely, and plans tomorrow what he hopes will not cause\nhim too much\nFinland ?\n\ntrouble. Esthonia, Latvia, Lithuania\n\nwere\n\neasy — why\n\nnot\n\nI suspect that Stalin’s purposes are still undefined and that Russia’s\nrelations with Germany are by no means certain. It is still possible that\nRussia may prove to be a very unreliable ally. But even if the Soviets seek\nto be loyal, the possibility of aiding Germany decisively is much less than\nmany Germans pretend to believe.\nAnd if one turns to the East, to Japan, one gets nearer home. Japan,\nI suspect, will play in this war a role very much akin to that which it played\nin the World War. It was the opportunist par excellence. It took what it\ncould without involving itself in too much risk. I imagine it will do the\nsame again. But whether Japan will feel that it dare challenge the British\nin the South and challenge the Dutch in the East Indies remains to be\n\nseen. Many question marks must be placed after possible Japanese policies.\nI said that when we reached Japan we were on our way home. Japan is\n\n"}
{"page": 274, "printed_page": null, "text": "270\n\nNational\n\nEducation\n\nvery near to us today; I do not mean\n\nAssociation\n\nin terms of endearment\n\nbut very near\n\nto us from the point of view of vital policies — much nearer than most\nAmericans imagine. I suspect that if the United States is drawn into this\nwar, it is quite as likely that it will be because of developments in the Far\nEast as of developments in Europe itself.\nBut what of the United States? Where do we stand in this diplomatic\nalignment? I suppose that the great bulk of our people here in the Middlewest, which is the heart of America, indeed in nearly every part of the\ncountry, want nothing so much as to remain out of the war. They want to\nremain unentangled. They want to play safe. Yes, that is true. But how to\nplay safe, how to remain unentangled, how to keep out of the war — those\nare the questions which cause waking hours and long nights in the White\nHouse and in the State Department.\nI do not share at all the suggestions of some critics of the President that\nhe is prepared to play politics with the international situation. That is a\nvery grave charge for anyone to make, and I have seen nothing in his\nattitude so far which suggests any basis for it. On the contrary, his recent\nactions of sending Mr. Taylor and Mr. Welles to Europe are explainable\nonly on the grounds, I think, of his earnest desire to exhaust every possi¬\nbility of making America’s contribution toward an early peace.\nWhat about Mr. Taylor’s mission? It has been criticized in many sections\nof the United States, chiefly on the ground that it might be a prelude to the\nestablishment of formal diplomatic relations between the Vatican and\nWashington. I think there is no ground for alarm. The Pope has made it\nquite clear, in his answer to the President, that he considers Mr. Taylor’s\nmission to be a temporary one for a twofold purpose — to work toward peace\nand to prepare the way for the cutting down of the inevitable refugee\nproblem at the end of the war. Mr. Taylor, an astute man, a deeply religious\nman, an old friend of His Holiness, an intimate confidant of the President,\nis, I think, an ideal representative for this delicate situation. Mr. Welles,\nthe Under-Secretary of State, is one of the ablest men in the foreign service —\nbrilliant, hard working, extremely well informed. If there is any chance of\na negotiated peace now, before the war has really begun, Mr. Welles will\ndiscover it.\nIt seems to me that the President deserves praise, not criticism or innu¬\nendoes, for his sending of these two able men, even if the chances are only one\nin ten or one in twenty or one in fifty of their making any substantial con¬\ntribution toward peace now.\nMost Americans want to stay out of the war. Most Americans wanted\nto stay out of the war in 1916. I was a young professor at Indiana University\nthen. I remember very well how we voted for Woodrow Wilson in those\ndays because he had kept us out of war and in the expectation that he\nwould continue to keep us out of war. That was November 1916. There\npassed December, January, February, March, and into April, and Woodrow\nWilson led the United States into war. Why? I do not believe he did it\nbecause of Wall Street or because of hands across the sea or because blood\nis supposed to be thicker than water, or because of this propaganda\n\nor that.\n\n"}
{"page": 275, "printed_page": null, "text": "American\n\nAssociation\n\nof School\n\nAdministrators\n271\n\nI think we entered the war finally because he was convinced and a very\nlarge number of our people were convinced that American interests were\nvitally involved, and that they might be seriously jeopardized in the event\nof a German victory.\nWe\n\nwent\n\nto war, I think, for American\n\ninterests primarily. Will\n\na\n\ncondition comparable to the winter of 1916-17 come again? Who can be\nsure it will not? What was that condition? The condition was that Britain\nand France were on the verge of defeat. Britain was on the verge of being\nstarved out. The French armies were beginning to mutiny. Germany was\non the verge of winning the war. Today no neutral observer will speak\nwith confidence about the allies winning the war. Many of them, on the\ncontrary, think that Germany still has an edge, that Germany may again\nbring about a condition comparable\n\nto that of 1916-17. If that comes\n\nto\n\npass, then will be the real test of the United States’ policy.\nToday it is easy to be an isolationist, to be a pacifist, to be willing to\n\nstay out of the war at any cost. The real test of the United States’ attitude\nwill come when the war has really begun, and if and when Britain and\nFrance seem to be in danger of losing the war.\nIt seems to me quite clear that we are only now in the last stages of the\nprolog of the war. It is a little as if one were attending a Wagnerian\nopera. The prolog has gone on for twenty or thirty minutes. It has sug¬\ngested the character of the play. It is to be a somber tragedy — death and\ndestruction on all sides. But the prolog does not give the details of the story;\nit does not tell who are to be the victors ; it does not even indicate clearly\nwho are to be all of the participants.\nSo we today, here in peaceful St. Louis, at the end of the six months of\nthe war, are watching anxiously for the rising of the curtain which will\ndisclose to us the war in all its unspeakable horror and destructiveness.\nThe military nature of it we can only guess. Its indirect and secondary\nresults can hardly be guessed. It may well be that the result will be\nuniversal bankruptcy, a degree of social disorganization unprecedented in\nmodern times. And why not? When the modern world seeks deliberately to\ndestroy itself, when men devote themselves wholeheartedly to the task of\nmutual destruction, they may achieve much more than any of us today\ndream of.\nBut here in America where we are still spectators, still free to discuss\nthe issues, we can watch this tragedy with a kind of attention which is\nalmost overpowering. But we shall not really feel the full force of it until\nthe bombs begin to fall in London and Paris, not until your loudspeakers\nbring to you, as they will, the shrieks of the dead and dying, not until we\nhave almost literally a front seat for this great struggle.\nMeantime, each of us, it seems to me, has a particular obligation to use\nsuch intelligence as God gave us and the schools, shall I say, improved\nfor us, or permitted us to continue to have, to make the clearest, the most\nlogical, the most objective assessment of the issues that we can. For\nwhatever the United States’ policy is to be, it should be a policy based first,\nlast, and all the time upon the essential, basic interests of America.\n\n"}
{"page": 276, "printed_page": null, "text": "272\n\nNational\n\nEducation\n\nFACING\nTHE\n\nHONORABLE\n\nPAUL\n\nV. MC\n\nNUTT,\n\nAGENCY,\nPresident\n\nGraham:\n\nwe are glad to welcome.\n\nWe\n\nTHE\n\nAssociation\n\n’FORTIES\nADMINISTRATOR,\n\nWASHINGTON,\n\nhave\n\nFEDERAL\n\nSECURITY\n\nD. C.\n\nas a platform\n\nguest\n\na gentleman\n\nHe will be one of our speakers when\n\nwhom\n\nthe “Town\n\nHall of the Air” program is given Thursday evening. I think it is due the\nUnited States Commissioner of Education to rise and take a bow. (Commis¬\nsioner Studebaker rose and acknowledged the applause of the audience.)\nNot long ago, thru reorganization of the government in Washington,\nthe Office of Education was placed under the Federal Security Agency,\ntogether with the Civilian Conservation Corps, the National Youth Ad¬\nministration, the Public Health Service, and a coordination of activities\nmade possible for youth, which I think all of us in education would\nsiastically support.\n\nenthu¬\n\nIt seemed fitting, therefore, that we should invite to this platform the\nman who has been selected to head the Federal Security Agency. I am not\ngoing to introduce him but I am going to welcome him because he is an\neducator. He was professor of law at Indiana University; dean of the\nIndiana Law School; then had an excellent record as governor of the\nstate of Indiana, where he held a friendship for and an appreciation of\neducation; served in the post of High Commissioner to the Philippines, and\ncame thru with marked success. Now he is heading one of the most difficult\nposts in the administration of the federal government.\nI have the honor to present to you the Honorable Paul V. McNutt.\n\nMr. McNutt:\n\nEmerging from the troubled ’Thirties and standing on\n\nthe threshold of the fateful ’Forties, we may well pause to view the road\nover which we have come ; to appraise our present situation ; and to cast\nan eye at the road which lies ahead.\nIn looking back upon the relatively brief span of our national history\nwe see certain luminous landmarks. These landmarks outline the course\nwe have traveled.\nEarly in our history, at the time of the Constitutional Convention, there\nemerged a revolutionary decision — the decision to raise the banner of\ndemocracy; to trust the future of the nation to the conviction that ordinary\nmen and women possess the capability of self-government.\nThru the years that banner has been kept aloft; the ideal it represents\nhas not dimmed. Time has not dampened our ardor to establish justice,\ninsure domestic tranquility, promote the general welfare, and secure the\nblessings of liberty to ourselves and to our posterity.\nDuring the early days of our republic a strong, coherent national policy\nwas unattainable. Rural economy predominated. Transportation and com¬\nmunication were slow and clumsy ; collective action was extremely difficult.\nThe political philosophy of an earlier day was scarcely strong enough to\nhold the new democracy together; and it was not until the War between the\nStates that the final decision came which made us a united nation instead of\na loose confederation of states. From that time until the first World War\n\n"}
{"page": 277, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n273\n\nwe witnessed the expansion of our geographical frontier, the rapid rise of\nmachine industry, the growth of great corporations, the mushroom devel¬\nopment of cities, the flood of alien immigrants, the evolution of labor organ¬\nization, and the cycles of boom and depression.\nWe saw the public schools firmly established as state systems of edu¬\ncation ; the development of elementary schools, high schools, and univer¬\nsities into one loosely coordinated system, so that the child of the humblest\ncitizen might, at least in theory, travel that broad highway for talent\nwhich leads from the kindergarten to the university. America had pro¬\nclaimed and championed the doctrine of equality of opportunity, and our\nschools were fashioned to make that doctrine more than a pious hope.\nDevelopments within the experience of all of us need not be dwelt upon ;\nwe need no more than mention presentday domestic trends ; the trend toward\never greater concentration of wealth, toward the development of largescale corporate enterprise with its increasing divorcement from labor and\nownership and both from management ; the commercialization and mechani¬\nzation of farming; the vast movement of population from farm to city;\nthe slow gains won by labor; the rapid increase in high-school and college\nenrolments, and the growing centralization and cost of government. In\n1940 we find ourselves in a unique position.\nWe have seen popular government break down in most European coun¬\ntries, and power politics is reaping its second grim harvest abroad. But the\ndevelopment of political democracy continues in America.\nContrasted with the simple police functions of an earlier day, govern¬\nment is now undertaking a bewildering variety of functions. These func¬\ntions of government have grown to meet the new needs of our citizens.\nThey have grown steadily despite the changing fortunes of political parties\nand party leaders. Our occasional nostalgia for the simpler governmental\nfunctions of an earlier day should not blind us to the exigencies of a different\ntime. As long as the citizens themselves continue to control their govern¬\nment, as long as government continues to be the servant of the people —\nthat long will government continue to perform necessary social services.\nOver agriculture has swept a tide of tenancy and mechanization. Today\nmore than three million farmers — over two-fifths of the total — do not own\nthe land they farm ; as sharecroppers, tenants, and landless farm laborers,\nthey are hardly less secure economically than city laborers. Certain it\nis that the geographical frontier has vanished. Today school graduates by\nthe millions can no longer look forward to free land upon which to apply\ntheir talents and their energies. By 1930 it was reliably estimated that\nannually 200,000 surplus rural youth, with no prospects of farm occu¬\npancy, were seeking work in our cities. Nearly one third of all American\nyouth belong to farm families receiving only one tenth of the national\nincome. The new frontiers for these and many other American boys and\ngirls must be sought in the professions, the service occupations, and the\ntechnical branches of industry.\nHere is a partial explanation of the plight of unemployed, out-of-school\nyouth for whom the government has been forced to undertake some helpful\n\n"}
{"page": 278, "printed_page": null, "text": "274\n\nNational\n\nEducation\n\nAssociation\n\nprovision thru the instrumentality of the NYA and the CCC. Time was\nwhen government lent its assistance to youth in the form of free land.\nToday it must reach back into the pockets of the entire community for\nthe resources by which to set up programs of honest work for these same\nyouth who need assistance.\nThe next problem we face is no less important\n\nthan the changes in\n\nagriculture, namely the change in the ownership and management of\nindustrial enterprises. Corporate ownership presses hard upon individual\nownership in industry. The small plant operated by a handful of employees\nis swallowed up by the gigantic corporation employing thousands of work¬\nmen. This marks a revolution not alone in relations of employers with\nemployees, but in the type of work opportunities as well. It means a real\nrestraint upon the possibility of rising into ownership and management of\nprivate industrial enterprises. More and more young people are coming\ninto the labor market with nothing to sell except their intelligence and\noccupational skills. Industrialists, risen from the ranks, sound the optimistic\nnote of the last generation ; they decry the too frequent aspiration of young\npeople for white-collar positions ; they point to famous Americans — George\nWashington, the land surveyor; Benjamin Franklin, the journeyman\nprinter; Abraham Lincoln, the rail-splitter — and bid youth, “Go ye, and do\nlikewise.” But the frontier day has changed. And youth today, no less\ncompetent, couragous, or resourceful than their forbears, reply: “Give us\nthen the training for these new frontiers — the frontiers of science and\ntechnology.” And government turns to the schools to provide youth with\ntechnical education, to develop the employment skills, to give opportunity\nfor young men and women to test in the laboratory of actual work the\ntheories which they learn from books, in order that youth may be prepared\nfor the new economic opportunities of our day.\n\nNext, we face a conservation problem. As a result of unrestrained com¬\npetition and exploitation, nearly all of the best forest, mineral, and grazing\nland has gone into private hands. Since the turn of the century we have\nbeen trying painfully to recapture some of the national domain so freely\ngiven away. Moreover, the government is called upon today by the people\nto irrigate the deserts, to protect whole regions from floods, to reforest\nwasted acres, to restore the grass to prairies which never should have seen\nthe plough, to do battle with dust storms, and to resettle beaten and\ndestitute farm families on new land.\nConservation, not only of our natural resources, but of our human\nresources as well, has become the order of the day. Altho we can no longer\ndeal prodigally with our physical resources, it is our human resources which\nconstitute the real wealth of the nation. Their conservation is the major\nresponsibility of government. The Federal Security Agency is primarily an\nagency of human conservation, representing as it does services for public\nhealth, education, employment, and security against age, physical handicap,\nand unemployment. These services must be provided by the government\nif human morale, intelligence, skill, and health are to be preserved and\nconserved. The wasting away of human resources during a prolonged\n\n"}
{"page": 279, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\ndepression is even more serious than the loss of wealth. Human\nfar more destructive than soil erosion.\n\n275\nerosion is\n\nPublic education nears new and greater responsibilities. The complex\nproblems we face today call for social intelligence upon the part of the\nrank and file of our citizens never before required. To specify a few questions\nwhich demand an answer: Can we control business cycles? Are these cycles\ndue to artificial scarcities and rigidities of the market? Should we seek to\nreturn to a free market? Are reciprocal tariff agreements a move in the\ndirection of a free market? How shall we attain a better balance between\nindustry and agriculture? What measures can be taken to stimulate re¬\nemployment in private industry ? Should we undertake thru government\ncompetition to set up yardsticks for prices and services in the essential\nindustries? Or will the middle way of consumers cooperatives provide these\nyardsticks? What shall we do about farm tenancy, absentee ownership in\nagriculture? How can we provide more adequate medical and health\nservice to great groups of our population ? These and a host of other\nproblems press for solution and answer. The citizens must be able to pass\njudgment upon the wisdom of governmental action in dealing with issues\nsuch as these.\nWhat are the purposes to which American education must devote itself\nin the decade ahead if it is to serve, and I consider it its business to serve,\nas the safeguard of democracy? And second, how may the schools be made\nmore adequate for the performance of their unique and indispensable\nfunction ?\nFirst, the schools must continue, as in the past, to put human\n\npersonality\n\nfirst. Democracy is that form of government and that social organization\nwhich recognizes the unique value of the individual person. In this education,\nthe humanities, history, literature, ethics, philosophy, the arts — all of them\nhave an important place. Man does not live by bread alone.\nSecond, while promoting the full development of the individual, the\nschools must not neglect to prepare for civic responsibilities. Man is a\ncomposite being — a physical organism, a wealth-producing animal, a center\nof psychical sensations, but above all a social creature. As a social creature\nhe shares reciprocal responsibilities with his neighbor. He has the moral\nobligation to deal with others in the immediate and more far-flung com¬\nmunity in terms of their best interests as well as of his own. Democracy\nmust ever be rooted in the Golden Rule.\nToday in America new moral claims are laid upon the conscience of the\ncitizen. Our politics must build upon these claims. The affirmation of the\nright of every man to health, to economic security, to opportunity for\ngrowth and self-expression, to participation in the good things of life must\nbe implemented by government.\nWhat the schools must seek to do is to train their pupils in a method of\nattack to solve social issues. This means more and more emphasis upon the\nuse of knowledge,\n\njudgment,\n\nand skill in dealing with problems\n\nconcerning\n\nwhich the learner has an immediate moral responsibility. It means in¬\ncreased participation in community activities. For the education of the\n\n"}
{"page": 280, "printed_page": null, "text": "276\n\nNational\n\nEducation\n\nAssociation\n\ncitizen in the democratic state is not an education of him to fit the govern¬\nment, but to be the government. Hence, he must participate in the real de¬\ncisions to be made now — in clubs, in classrooms, in all of the organizations of\nthe community of which he is a member. In a democratic society this partici¬\npation not only takes the form of discussion, the joint making up of minds,\nbut it also consists in cooperative action, the carrying out of decisions arrived\nat by the democratic process. It must be a dynamic preparation for a dynamic\ncitizenship. If well begun in the schools, the habit of civic participation will\nbe continued in adulthood — in forum, club, trade union, Grange, church, and\npolitical parties.\nMore than half of the education of the citizen can and must come after\nschool days are over. Adult civic education, however, must be built upon\nthe solid foundation of a realistic school education. The strategic situation\nof organized education for promoting\n\nadult civic education, for the clari¬\n\nfying of public opinion thru a free discussion of issues, affords an opportu¬\nnity which must no longer be neglected.\nThird, the schools must prepare for participation in economic life. Every\nindividual has a threefold function in this world — to be a man, to serve\nas a citizen, and to earn a livelihood. I am one of those who believes in a\ngreater vocational emphasis, realizing at the same time that no matter of\npolicy which confronts the school administrator has more thorny problems\nthan that of vocational education. But public education cannot dodge the\nresponsibility for a realistic grappling with that problem. Education\nlife, and the vocations of men today loom large as a part of this life.\n\nis for\n\nPerhaps I am especially conscious of the problem of vocational education\nbecause three of the important divisions of the Federal Security Agency\nare intimately concerned with it— the CCC, the NYA, and the Office of\nEducation. I am glad to report an increasingly close cooperation of these\nyouth-serving agencies at both federal and state levels. Eventually this\ncooperative action will result in a unified program for youth in every\nlocality in the nation.\nThis audience does not need to be told that fully one-third of our unem¬\nployed are youth between the ages of sixteen and twenty-four; nor to be\nreminded of the disastrous consequences upon morale which can flow from\nlong periods of idleness for youth. Vocational training alone admittedly will\nnot solve the problem of unemployment. A great expansion in private\nindustry is needed for regular industrial or agricultural work for all our\nyouth and adults who are at present unemployed. But under expert educa¬\ntional guidance all American youth should have the opportunity to obtain\nthat specialized training which they need for the vocational purposes they\nhold.\nIf I have emphasized\n\nthe responsibility of public education to prepare\n\nyoung people more effectively for the life which lies ahead — education for\nself-realization, for civic participation, for vocational efficiency — it is with\na full consciousness that the discharge of this obligation calls for an even\nmore generous financing of public education than heretofore it has had.\n\n"}
{"page": 281, "printed_page": null, "text": "American\n\nThe\n\nAssociation\n\nfear is sometimes\n\nof\n\nSchool\n\nAdministrators\n\n277\n\nvoiced that in the competition for support from a\n\ntax-conscious public, the schools are likely to fare badly because of extended\nprovisions for the aged, infirm, and unemployed. I am confident that this\nfear is ill founded. America’s faith in education is too profound, too deep\nseated to tolerate neglect. We realize too well the essential relation of\npublic education to democracy\n\nto permit any weakness\n\nto develop in our\n\ndefenses against the enemies of popular government. Xo, if I were to\nprophesy, it would be that the American people will never impair the great\neducational structure of the nation by inadequate financial support. I pre¬\ndict that they will make still greater sacrifices for the attainment of our\neducational ideals.\nThe ’Forties, like every other decade, present many pressing problems\nfor educators. For my part, I believe none is more vital than that of\nequalizing educational opportunity for American youth. It is not enough\nthat the sum of our educational facilities be sufficient to furnish the basis\nfor an informed citizenship to the new generation. It is equally necessary\nthat there be a reasonable distribution of these facilities and that they be\nmade available to all the youth of the land.\nIt is probable that educational opportunities can best be equalized in the\nseveral states thru a program of federal-state cooperation. That marked\ndifferences exist in the ability of various localities to support an adequate\neducational program is an accepted fact. The equalization of these differences,\ncertainly up to the point of a satisfactory minimum state program, is pri¬\nmarily the responsibility of the states themselves. But the federal govern¬\nment has a vital and proper interest in the equalization of educational\nopportunities among the states.\nThat problem of equalization can be solved without impairment\n\nof state\n\ncontrol of the scope and content of the educational program by grants of\nfederal funds to those states which are in the greatest need of financial\nassistance. While such a program calls for extended study, we have in hand\ntoday such a plentiful array of facts concerning the fiscal and administrative\nneeds of public education that I predict the Forties will see substantial\nprogress in this direction.\nIt must not be forgotten that inequalities in educational opportunity\narise not only from the lack of facilities in certain communities but also\nfrom the fact that the low income of certain families makes impossible\nschool attendance. Continual attack must be made up on this problem by\ncontinuing work along the lines of the XYA student aid programs. Further\nprogress should be made in developing scholarships, student aid, and parttime work opportunities for persons enrolled in the secondary schools and\ncolleges. The problems of rural childhood and youth merit special attention.\nHalf of our rural youth are destined to become a part of our industrial\nurban population, if our present trends continue. Technical and vocational\ntraining in regional institutions must be made\n\navailable to them\n\nif these\n\nyouth are to get an even break in competing for jobs in the industrial order.\nI wish to make it clear that education alone, however well conceived\n\n"}
{"page": 282, "printed_page": null, "text": "278\n\nNational\n\nand well planned, however\n\nEducation\n\nAssociation\n\nadequately supported, will hardly usher in the\n\nmillennium during the 1940’s. Perfection is the counsel of despair. But\neducation, reorganized, revitalized, and adequately supported, can do this:\nHaving found its own bearings, it can point the way to a happier and fuller\nlife for the masses of youth born into a world which threatens to lose all\nof its sense of direction and likewise of value. It can go far toward achieving\nthat vision of the founders of the republic; a vision which saw in ordinary\nmen and women extraordinary possibilities; and which sought by universal,\nfree, public education to give to those possibilities scope, direction, and\nfulfilment. May the fateful ’Forties bring rich fruition to the nation of\nall faith, intelligence, and labor in behalf of public education which this\ngreat assemblage of educational leaders represents. We face the 1940’s with\ncourage and with confidence, steadfast, serene, unconquerable.\n\nTUESDAY\nINDUSTRY\nPAUL\n\nGENERAL\n\nSESSION\n\nMORNING,\n\nFEBRUARY\n\nAND\n\nSAFETY\n\nG. HOFFMAN,\n\nPRESIDENT,\n\nBEND,\n\nIND. ; AND\n\nEDUCATION\n\nPRESIDENT,\nNEW\n\nPresident\n\nGraham\n\n: Our\n\nTHE\n\nSTUDEBAKER\n\nAUTOMOTIVE\nYORK,\n\n27, 1940\n\nIN\n\nTHE\n\nSCHOOLS\n\nCORPORATION,\n\nSAFETY\n\nSOUTH\n\nFOUNDATION,\n\nN. Y.\n\nfirst speaker\n\nhas had\n\na distinguished\n\ncareer\n\nas an industrialist and automobile manufacturer. For years he has been\ninterested in the safety movement and has made important contributions to\nits growth and success, especially in the industrial and traffic fields. He\nhas devoted time, energy, and money to safety engineering and education.\nHis presence here is evidence of his continuing interest in this field. He is\npresident of the Studebaker Corporation and president of the Automotive\nSafety Foundation, an organization which for years has financed much of\nthe research and publications necessary for the advancement of safety. Mr.\nHoffman :\nMr.\n\nHoffman\n\n: Up\n\nto this moment\n\nmy\n\nconversational\n\nrole with\n\nteachers\n\nand educators has been that of the student trying to answer embarrassing\nquestions. I could never comprehend the ability of my teachers to hit upon\nthe one part of a lesson on which I was not prepared. It seems to me that\nyou have developed that to a point where it might almost be called a fine art.\nIt has been thirty years since I left college. Today we have much in com¬\nmon, because when I left my office in South Bend there on my desk was a\ncopy of your new yearbook on safety education, and, like most of you, I\nhave not yet read all of it. But I have, unlike some of you, read part of the\nbook. I was impressed by one paragraph which I wish to read. It says:\nIf school safety programs are to be effective, they must vary with community\nneeds and the available financial resources. The control and direction of safety\neducation for children and youth should be vested in the school. Other agencies\n\n"}
{"page": 283, "printed_page": null, "text": "American\n\nmay\n\nAssociation\n\nof\n\nSchool\n\nsuggest but the school must decide. The\n\nAdministrators\n\nschool should welcome\n\n279\n\nthe assistance\n\nof all other agencies, consider and wisely adopt much that they have to offer, and\nbring into the school educationally valuable parts of their programs. The school\ncannot surrender its responsibility for choosing\nheld responsible for results.\n\nmeans\n\nand\n\nmeasures\n\nand\n\nthen be\n\nThis paragraph perfectly reflects the attitude of industry toward safety\neducation. We recognize that authority must always be commensurate with\nresponsibility. More\n\nimportant, we recognize that teaching is a professional\n\njob, and there is one thing that an industrialist learns early; that is to dis¬\ntrust amateurs. Teaching is a profession. We know that this job of safety\neducation belongs in the schools, and the schools should decide; we are\nwholeheartedly\n\nwith that viewpoint which\n\nis expressed in your yearbook.\n\nThere is a very tangible reason, beyond that, why we should have confi¬\ndence in the schools, and that is because the record of the schools to date in\nthe field of safety instruction has been remarkable. In the age group from\nfive to fourteen years the record has been outstanding.\nIn 1913 the accidental death-rate per 100,000 population, from all types\nof accidents, for children was 37.5; in 1918, 46.5; in 1922, the year in\nwhich\n\nmany\n\nof you turned your attention to safety education, 40.8. In\n\n1938 the death-rate among\nbrought down to 27.9.\n\nchildren of elementary-school\n\nage had been\n\nBut I think we will all agree that perhaps we have just started on this\ncareer of safety education. The progress already made is just inspirational,\nbecause much remains to be done. A third of all deaths between the ages of\nthree and twenty-two are from accidents, and half the deaths of high-school\nage are from automobile accidents. So we have not completed the job. I think\nthat the yearbook presented marks a new era in safety education. Your own\ngroup, after surveying the entire field, has brought to your attention the\nbest methods of teaching safety. We expect your record to be very much\nenhanced in the future, as a result of the guidance that will come from this\nyearbook.\nI would like to comment on the practicality of safety education from\nother standpoints. It offers the opportunity for a training in citizenship.\nAfter all, good citizenship rests on a knowledge of and respect for laws, a\nknowledge of and respect for the rights of others. What other law touches\nas many people as does the traffic law? In the case of most citizens, when\nthey come to adult age, their one contact with the law is when they happen\nto run afoul of traffic regulations. Therefore, you have the opportunity in\nsafety education to teach citizenship in a practicable, understandable, and\ninteresting manner, because there is no subject in which these boys and girls\nare more interested at high-school age than in the driving of automobiles.\nIf at that time you can take safety education and use that as your device\nto teach good citizenship, driving home the fact that a man who respects\nthe rights of others lives a better and more enjoyable life, that opportunity\nshould be utilized.\n\n"}
{"page": 284, "printed_page": null, "text": "280\n\nNational\n\nEducation\n\nAssociation\n\nI will admit frankly that the automotive industry has a business as well\nas a humanitarian interest in safety education. We are enthusiastic about\nthis great task which the schools have undertaken in the past and are under¬\ntaking in larger measure today. We know that our business is definitely in¬\nfluenced by the safety with which people can travel on our highways. I think\nthat is an advantage.\nThe fact that we have a business interest augers well. Why? I have\nwatched the industrial safety movement for the past twenty-five years.\nAs long as safety had only a humanitarian appeal, only the humanitarians\ncould be interested, but when the fact developed that industrial safety not\nonly paid dividends in lives saved and injuries avoided but also paid divi¬\ndends in dollars as well, the whole movement was given a very definite and\ndecided impetus.\nWe have always had a very real interest in safety in the automobile in¬\ndustry. There have been literally millions of dollars spent annually to\nimprove the safety of our vehicles. When we develop a safer type of\nvehicle it takes more millions to change machinery so that the new design\ncan be included.\nIt was not until the fall of 1935 that we became aroused to the fact that\nautomobiles are lethal weapons. We were building safe cars in safe fac¬\ntories. Then out of a clear sky there appeared an article by J. C. Furnas,\ncalled “And Sudden Death.” The reaction on the industry was immediate.\nThe directors of the Automobile Manufacturers Association met, and\nthey said, “Perhaps we should extend our influence to safe use.” That is\nwhere I came into the picture. I was, unfortunately, head of the Traffic\nSafety Committee of the Automobile Manufacturers Association. That\ncommittee was a highly desirable committee. Perhaps, like some of the com¬\nmissions of this Association, it never met. At least, my committee had never\nmet. Once a year we published a report on safety, not knowing that you\ncannot promote safety with a mimeograph machine. That was the extent\nof our activity.\nSuddenly, when\nsaid, “Get to work\n\nthis article appeared, they turned to our committee\nand find out whether\n\nand\n\nor not we can do anything as an\n\nindustry to promote safe use, and find out how much it will cost.”\nI will not burden you with the details of the four month’s investigation\nthat we went thru. We investigated roads; we investigated drivers; we made\na study of all of the organizations that were functioning in the safety field.\nWe made the best study we could in accidents, and we came to two con¬\nclusions. The first conclusion was that highway safety had a very definite\ninfluence on the volume of our business. Our second conclusion was that, if\nwe could intensify and coordinate certain of the safety activities being cur¬\nrently carried on by competent organizations, it was possible to reduce the\naccident rate one-third in five years.\nI want to make it clear that, when we organized our Automotive Safety\nFoundation, it was merely to serve as a community fund. We had no\nthought of going into any direct activities ourselves. We felt the need was\nfor money\n\nfor organizations already existing. We\n\ndid create the Auto-\n\n"}
{"page": 285, "printed_page": null, "text": "American\n\nmotive\n\nAssociation\n\nSafety Foundation.\n\nof\n\nSchool\n\nAdministrators\n\nIn the past four years we\n\n281\n\nhave distributed\n\n$1,600,000 to these various organizations, for the most part universities,\ncivic groups, and, to some extent, certain national organizations that we\nfelt were important to the safety field.\nWhat we primarily asked for was a scientific study of accidents and\naccident reduction methods to see if new technics could not be developed in\nthe fields of engineering, enforcement, and education. We felt that this was\nan opportunity, and if these organizations were\nresults would be forthcoming.\n\nsupplied with\n\nmoney,\n\nFor example, we financed the Northwestern University police-training\nprogram; we financed the traffic program at Yale University; we financed\nthe National Safety Council. We have helped, in a way, the A. A. A. and\nother organizations interested in promoting various phases of education, not\nto do the educational job but to assist as they could in the development of\nnew technics.\nLet us see what has happened in four years. The\n\naccident rate in 1935\n\nwas 17.4 per 100,000,000 vehicle miles; in 1939 it was 12. This means\n\nthat\n\nduring that four-year period there have been 29,000 lives saved ; there have\nbeen 1,000,000 fewer personal injuries; and there has been a saving of\n$1,000,000,000\n\nin cash loss, including property damage.\n\nMajor credit for that result belongs to official groups. It is the officials\nin the enforcement field, officials in the engineering field, and educators who\nhave made that job possible. But the civic organizations and the universities\nwho have developed technics and who have helped to train personnel to\napply those technics have contributed sufficiently so that we feel that our\nexpenditure has been very well worthwhile.\nI think a collateral benefit has also come out of some of these efforts to\ndevelop technics. For example, let us take Northwestern\n\nUniversity. If we\n\nare going to have respect for the law, we must have respect for those who\nenforce the law. That is elementary and primary. Northwestern University\nis engaged in a grand job of grading up traffic personnel. It is the traffic\npoliceman with whom the average citizen comes in contact. Therefore, if\nwe can grade up personnel, we automatically increase respect for the law’,\nbecause we increase respect for those wTho enforce the law.\nW e are financing at the present time a very comprehensive study in traffic\ncourt procedure. There you have a contact with the law that is common to\nmost of us at some time or other during our lives. If wre are going to have\nrespect for the law^, we must have respect for those who administer justice.\nWe feel that one of the great opportunities at the present time is grading\nup the character of traffic court procedure and the character of traffic court\npersonnel. Those are collateral benefits that wre think will perhaps help\nyou in your job of developing and making good citizens out of our youth.\nThere is one further benefit that may come to us out of this common\ninterest that educators and businessmen have of promoting safety educa¬\ntion, and that is a somewhat better understanding of each other.\nI am a trustee of the University of Chicago, and I have seven children\n\n"}
{"page": 286, "printed_page": null, "text": "282\n\nNational\n\nEducation\n\nAssociation\n\nscattered in various schools around the United States. As a consequence, I\nhave had a contact with educators and education over the past five or six\nyears that has given me an understanding\n\nof your problems and that makes\n\nme see things in a new light. If wTe meet together you will have some under¬\nstanding of our problems, because we have problems too.\nFrom\n\nthe tax standpoint, it is important that business understand\n\nthe\n\nnecessity of adequate tax support for our schools. From the schools’ stand¬\npoint, it is important that the educators understand the importance of get¬\nting the utmost\nbusiness.\n\nout of the tax dollar, if wTe are not to put a burden\n\nI was talking to a prominent\n\neducator one day and he was\n\non\n\nraising that\n\npoint. I said to him, “Well, now, we are both in the same fix. What w^e\nboth have to do is to join forces and try to see that the tax dollars are\nnot wasted, so that there will be sufficient for this all-important job that\nthe schools have to do and at the same time that there will not be an undue\nburden on business.”\nThis understanding\n\nis binding. Why?\n\nBecause we are always interested,\n\neven above and beyond safety, in the preservation of democratic institutions.\nWe both have a stake in it, because we will not have free schools unless wTe\ncan preserve democracy. We will not have free business unless democracies\nendure.\nHistorically speaking, the free schools did not bring free business. Free\nbusiness brought freedom for schools and religion and civil liberty. It was\nthe cracking of controls over the market in Holland and in England, histori¬\ncally speaking, that gave the opportunity for civil liberty, religious freedom,\nand schools as we know them. We have common cause there. We cannot\nhave free enterprise, we cannot have free schools, we cannot have freedom\nof any kind unless we all join and fight for freedom for each other.\nI believe in academic freedom. To prove that to you, I voted to invite\nMr. Browder to the University of Chicago. Why? Because I happen to\nbelieve that the more Mr. Browder speaks, the fewer converts there will\nbe to his philosophy, but I say he has the right to speak.\nI believe in freedom for educators. I never would, for a moment,\n\nvote\n\nfor an educator being put under any obligation wffien he votes. We cannot\nhave freedom of that kind unless we also have free enterprise, because they\nall tie together.\nWhat I am hoping for, above all things, is this: that out of this common\ninterest in safety education we will come to a better understanding of our\ncommon problems and interests. The matter of preserving freedom is no\nacademic thing. There are tens of millions of people in the world today\nwho enjoyed freedom ten years ago and do not enjoy it today. They are\nliving under dictatorships. The battle has been against freedom, not forward.\nSo, perhaps it is time we join in understanding, and see if we cannot arrive\nat this common objective so that there will be the possibility of passing on\nto our children and our grandchildren the kind of America that we know\nand love.\n\n"}
{"page": 287, "printed_page": null, "text": "American\n\nTHE\nMRS.\nPresident\n\nAssociation\n\nHOME\n\nWILLIE\n\nAND\n\nSNOW\n\nGraham:\n\nof\n\nSAFETY\n\nETHRIDGE,\n\nIt was\n\nSchool\n\nAdministrators\n\n283\n\nEDUCATION\n\nAUTHOR,\n\nLOUISVILLE,\n\nthe desire of the Yearbook\n\nKY.\n\nCommission\n\nto\n\nhave someone speak on home safety from the viewpoint of parents, to have\npresented the ideas of the layman rather than those of professional home\nexperts.\nThe speaker selected is a native of the “Gone with the Wind” country\nof Georgia. She is a housewife, the mother of four children, at present a\ncitizen of Louisville, Kentucky. In her busy domestic life she has found\ntime to write, her best known book being As I Live and B?~eathe. I have the\npleasure of presenting to you Mrs. Willie Snow Ethridge.\nMrs.\n\nEthridge\n\n: Whenever\n\nI find myself in this position, having\n\ngracious\n\nwords said about me and people smiling up at me, I am always taken back\nto an experience I had several years ago when\n\nmy\n\nroommate,\n\nMark\n\nEth¬\n\nridge, took me to New York to the American Publisher’s convention so\nthat I might see him eat with the President of the United States. Now, I\nwas not to eat with the President; I was just to see Mark\n\neat with him.\n\nThe luncheon was to be held in the big Gold Ballroom of the old Wal¬\ndorf. The President was Mr. Hoover at the time. The publishers were all\nto sit on the main floor of the ballroom, but the wives who had been living\nright were going to be allowed to sit in boxes on the balcony and peer\ndown and watch their roommates eat.\nIn about five minutes Mark\n\nleft me at the door of the balcony. I went\n\nin timidly, being from the country, and sat in the first box I came to. It\nwas a nice box. There were big bunches of flowers on all corners of it,\nand red, white, and blue ribbons festooning it. But it was no better than\nI had expected, for ever since we had left Georgia, where I was living\nthen, my roommate had been telling me how lucky I was to know him\nso that I could get a peep at this swanky affair.\nI went in and sat on a chair right in the front row and I began peering\ndown, trying to find Mark and, finally, with the wife’s homing instinct,\nI located him. He was just beginning the shrimp cocktail. I kept my eyes\non him, and in a little while he looked up and, when he did, I saluted him\nwith my\n\nfavorite gesture. Instead of him giving me\n\nthat back, he gave\n\nme a pushing back gesture. Thinking he was feeling playful, I gave him\nanother salute again and also made faces at him, and he made faces back.\nVery shortly nobody was looking at the President back at the speakers’\ntable, but all of them were looking up at me and smiling and chuckling\nfriendly like. I thought that was a mighty nice crowd of people for news¬\npaper men. But what they could see, my friends, and I could not, was\nthat right on the outside of the box, under where I was doing this, was\nthe President’s party, and they all knew I had gotten into the box reserved\nfor Mrs. Hoover, and that any moment I was going to be asked to move.\nAnd\n\nI was. In a few minutes\n\na guard tapped me\n\non the shoulder and\n\n"}
{"page": 288, "printed_page": null, "text": "284\n\nNational\n\nEducation\n\nAssociation\n\nsaid that Mrs. Hoover had arrived and would\nand would I move to another box.\nEver since then, when\n\nlike to occupy her box,\n\nI see people looking up at me, smiling, and find\n\nmyself in the jay-bird seat, I have that eerie feeling that I am going to\nbe tapped on the shoulder and asked to move over and make a place for\nthe person who really should stand here and make this speech.\nBut until that happens to me today, I am going to try to make a speech\non safety in the home. This is a very vital problem, but I did not know\none thing about it when Mr. Hill asked me to speak. He phoned me\nabout four days before Christmas, when I was in a kindly and mellow\nmood, and I hate to refuse anybody anything. To tell you the truth, I\nalways have been in that kind of a mood. Just let somebody ask me to do\nsomething, and I always say, “Thank you so much, I will be delighted.”\nThe roommate says he is going to have put on my tombstone when I die,\n“The Lord called her up and she could go.”\nWhen Mr. Hill called me, I said I could come, but it was\nafter Christmas\n\nthat I began to worry\n\nnot until\n\nabout what he said I was to speak\n\non. So I wrote and asked him. When he wrote me, “Safety in the Home,”\nI was completely bowled over. I did not know there was supposed to be\nany safety in the home. We do not have any safety in our home. If we ever\ngo a month without losing a finger, slashing a leg to the bone, or having a\nbaby, we’re lucky.\nSo I wrote Mr. Hill immediately and told him that I knew nothing\nabout safety in the home. Evidently it was too late for him to get anybody\nwho did, so he said for me to come and do the best I could. And, like the\nscared pupil before final examination, I have “boned” up on safety in the\nhome until I am so full of statistics I am about to burst. They are amazing\nand startling statistics. In fact, they are so amazing and so important that\nI would like to apologize publicly now for those light and buoyant letters\nI wrote to the editors of your many educational journals when they wrote\nme for copies of my speech. Instead of sending them copies, I told them\nthat Mr. Hill was just throwing me in, in the nature of a recess, when\nyour tired minds could go skipping on the playgrounds and your bodies\nrelax. I blush now at my levity when I realize that almost as many people\nare killed in homes by accidents as are killed by automobile accidents. In\nfact, more people are injured in the home than are injured anywhere else.\nIn 1937, 105,250 people died as the result of accidents. In 1938 that\nnumber had been reduced to 94,000 deaths, a reduction of 11 percent.\nBut in the home the number of deaths from accidents had been reduced\nin that period by a measly 2 percent. In 1937, 32,000 people died of acci¬\ndents in the home, and in 1938, 31,500.\nBesides home accidents resulting in death, there were 4,650,000 home\ninjuries, and, of this number, 140,000 were permanent disabilities. Hearing\nthese figures, I know you agree with me that this is a problem which\ndeserves your most earnest consideration. Something should be done about\nit, but what? Should we pass a law? Perhaps, considering how easy it is\nin this country to pass laws, that would be the simplest thing to do. But\n\n"}
{"page": 289, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nwould a law make a home safe ? Would\nneat, thoughtful, and careful? No.\n\nSchool\n\nAdministrators\n\n285\n\na law make people tidy, systematic,\n\nThe only approach to the problem of safety in the home is thru educa¬\ntion. I did not just grab that conclusion out of the air. I reached it after\nreading pamphlets, booklets, and speeches almost as high as Charlie Mc¬\nCarthy. So, what I am saying is not so much original thinking, tho I have\ntried to do some of that.\nIt is only necessary to review the causes of accidents to be convinced that\neducation is the only avenue to\ncaused by falls. Almost as many\nare killed by motor vehicles. In\nautomobile accidents and 26,700\n\ncorrection. One-half of all accidents are\npeople are killed by falls in the home as\n1938, 32,400 people met their deaths in\npeople died, believe it or not, from falls\n\nin the home. This is hard to believe because automobile accidents get so\nmuch more publicity in the paper than do falls in the home. All the falls,\n26,700, occurred somewhere on the premises.\nWhat part of the home is the most dangerous. Some statisticians say the\nbedroom is the most dangerous. I can- understand that. Others say that\nthe kitchen is the most dangerous. But no matter where it is, I think it\nboils down\n\nto the question of whether you spend more\n\ntime getting ready\n\nto sleep or getting ready to eat.\nIn a study of accidents in Chicago, no mention at all is made of the\nbedroom. The most fatal place in Chicago is the stairway. The second most\nfatal is the yard; the third, the kitchen; the fourth, the living room. No\nmention is made in Chicago of the bathroom, either. Evidently the people\nin Chicago neither go to bed nor bathe.\nOn the other hand, in Kansas City the bedroom is the most dangerous\nby a large majority. People in Kansas City evidently have nothing to do\nbut sleep. These accident statistics of the Kansas City Board of Health\ncover the period from 1933-37. The yard is second and the living room\nthird. But no matter whether accidents happen in the yard, kitchen, or\nbedroom, the main cause of all of them is untidiness, which you will admit\nis a fault of people’s training.\nPeople get up in the night in the bedroom and they fall over shoes that\nhave been left in the middle of the floor, or get tangled in underwear\nthat cascades off a chair, or they trip over a pair of pants that have been\nleft on the rug, or stumble over a stool that has been shoved in front of\nthe door. Or they go to the bathroom\nleft on the floor or in the tub.\n\nand slip on the soap that has been\n\nI can almost say that is one accident that does not happen in our house¬\nhold. For some reason I never have been able to keep in soap. My roommate\nand the children say they have to rise from their tubs daily, wrap robes\naround themselves, and rush to the corner grocery store to buy soap before\nthey can finish their body training. When I came across the announcement\nthat hundreds of people slip on soap and fracture their hips, I rushed and\nproclaimed it to my household and pointed out how lucky they are that we\nare never in soap. But when I left home they were not convinced.\n\n"}
{"page": 290, "printed_page": null, "text": "286\n\nNational\n\nEducation\n\nAssociation\n\nBut if people, like those in Chicago, never go to the bathroom\n\nand slip\n\non soap, they fall on toys on the stairs, or trains, horns, galoshes, and um¬\nbrellas, and break their necks, or they go into the kitchen and slip in pools\nof water or puddles of Wesson Oil, or trip over watermelon rinds and\nfracture a leg. Or they skate into the living room on those highly polished\nwaxed floors or those tricky scatter rugs and hit on the back of their heads\nand get concussion of the brain, or they catch their heels in worn places\nin rugs and fall on their faces and knock out their teeth, or, if they haven’t\ngot teeth, they swallow their bridgework.\nBut no matter where they fall, whether it is in the bedroom, the kitchen,\nor on the stairs, the main reason for the fall is untidiness, and that is\nbecause they have never been taught that untidiness is dangerous, criminal\nnegligence.\nYou might think that parents should be responsible for tidiness in the\nhome but, as you who are parents know, parents are not tidy themselves.\nThey, I imagine, were taught like I was, when I was in school, to put their\nruler, compass, and crayons in a little cretonne bag that hung on the side\nof their desks, but they were never taught that it is a matter of life and\ndeath at home to put bicycles, skates, slacks, and sweaters in their proper\nplaces.\nIn my long and varied career I have never known but one mother who\nworked at tidiness as if it were a life and death matter. This mother had\na daughter who\n\nrefused to be orderly. She called her in constantly from\n\nskating in the afternoon to hang up her school clothes and made her get\nup from the breakfast table to hang up her nightgown. But when the girl\nwas sixteen she was still disorderly. The climax was reached one night\nwhen this girl went to the movie with her first real boyfriend. After she\nhad left home, the mother went into the bedroom to see how it looked, and\nit was a mess. Every drawer in every dresser was out, and out of the\ndrawers hung stockings, dance programs, old test papers, slips, belts, and\nall the other paraphernalia of a young girl, and on the floor were slips,\nteddies, tennis rackets, and books.\nMother did not do a thing but march herself to the telephone and call\nthe theater where daughter had gone. She asked the manager if he would\nplease throw on the screen the announcement that Martha Jones was\nwanted at home immediately and that it was very urgent. Of course, you\ncould not do that in every town, but this was in Richmond, Virginia, and\nyou could do very startling things in Virginia if you belonged to the right\nset.\nIn about twenty minutes the daughter arrived at home, pale of face and\ntrembling of limb. “Who’s dead?” she asked.\n“Nobody,” the mother said very calmly, “but you will be shortly if you\ndon’t go upstairs and straighten up your room.”\nThe girl was so furious with the mother she did not speak to her for\ntwo weeks, but she never left her room in that madhouse condition again.\nYou cannot expect all mothers to be that persevering. It is up to the\neducators to teach people to be tidy so they may be safe.\n\n"}
{"page": 291, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n287\n\nBesides slipping on things and falling, because of untidiness, a great many\nfalls are caused by people standing on the wrong things. They should, of\ncourse, stand on stepladders. They should be good stepladders, and they\nshould not even have splinters on them. People ignore this and stand on\nchairs, stools, and even old bridge tables when\n\nthey want\n\nto get a hat\n\nfrom a cupboard that is up high, or they want\nor wash windows. These cause many downfalls.\n\nto change the light bulb,\n\nPeople have many falls because of lack of light. They get up in the\nnight and feel their way around the bedroom rather than turn on the light\nand wTake up the other people in the room. They try to go downstairs to\na cellar that is improperly lit, or they turn off all the lights downstairs and\ncreep upstairs, and kind of sniff their way along the hall to their bedroom.\nThere are a great many falls caused by loose banisters and rails, by weak\nboards in steps, by snow and ice and, I hate to mention it, by too much\ndrinking. I was amazed that so many people fall down drunk. There was\none very sad instance where\n\na man, having had too much\n\nto get into bed, mistook the window\nwindow.\n\ndrink, started\n\nfor the bed, and plunged out the\n\nOne time a man said to me, “Mrs. Ethridge, I see you are not drinking.\nIs it because of moral reasons or have you got a weak stomach?”\n\nI said, “Well, there’s nothing wrong with my stomach, but I have got\nweak underpinnings that won’t stand up under liquor.”\nThat is true. It is all I can do to stand sober. Also, I might, because of\nliquor, mistake a window for a bed and come to the sad end of that man\nwho was cited in the paper.\nIn addition to falls, the next largest number of accidents in the home\nis caused by burns, explosions, and fires. Some of the things from which\nfires originate came as such a shock to me. It is as much of a shock to the\nmajority of the common\nin their homes.\n\npeople; they have no idea what fire hazards lurk\n\nWhen I went to school for sixteen years (whether you can tell it now\nor not), I never learned the first thing about an electric cord or an electric\nsocket. The pamphlets say you should not trample on electric cords ; you\nshould not pull them out of walls, but you should take firm hold of those\nlittle plugs. I have always been scared of the plugs. I have always stood\na long way off and jerked the cords out. They should not hang over things.\nWe have one cord in our house that runs from a double socket onto the\nbed and over the door and under the dressing table across the room, and\nthis cord is constantly coming untacked and hanging in the doorway. Almost\nevery week some member of the family gets tangled in it. Only the Lord\nhas kept somebody from being electrocuted in our house.\nA great many\n\nfires are caused by something called spontaneous ignition.\n\nThis was complete news to me — startling news. Of course, all of you\neducators know what spontaneous ignition is, but I am so proud of having\nfound out that I insist on telling what it is. It seems that it is oxidation\nof certain oils on combustible materials exposed to the air. This makes old,\n\n"}
{"page": 292, "printed_page": null, "text": "288\n\nNational\n\nEducation\n\nAssociation\n\noily rags, which I have always dearly loved and hoarded until they got\ntoo heavy to lift, great fire hazards; also are mops, which I never cared\nmuch about, and mattresses and cloths used by painters. Discarded mat¬\ntresses and all these things should be kept in metal containers. I do not see\nhow you can keep a discarded mattress in a metal container. But these things\nare dangerous, and they should not be allowed around the house unless\nthey are in containers.\nA great many accidents happen in the kitchen. Many women are hurt\nbecause they have never been taught how to take the top off the roaster\nor the cooking utensil. They take it off the wrong way and are scalded\nby steam. No mention was made of men, I noticed, being burned in this\nundignified manner.\nMany\n\npeople are burned by deep fat frying. But the most tragic burns are,\n\nof course, those that cause death. One-half of the people who die from burns\nare never touched by outside flames. They breathe in heated air which has\nswept thru the stairs, clothes chutes, or some other opening, in less than five\nminutes after the origin of the fire.\nThere are many other causes of accidents which I cannot possibly go\ninto. Sixteen hundred people died last year from poisoning; 1200 died from\nsuffocation; 1000 from the infusion of poisonous gases; 1000 from firearms,\nall of them, of course, being “unloaded”;\nreasons.\n\nand 4900\n\nfrom various other\n\nI think these figures are to the point, and it makes all of us seem a little\nbit stupid, when\n\nwe consider how silly some of them are, how\n\ntrivial, how\n\ncareless are the things that cause accidents, that wTe go on allowing them\nto happen year after year. I know you educators are the last people in the\nworld who want to be stupid.\nYou\n\nno doubt feel that I am stupid, as my roommate\n\ndoes. As you have\n\ngathered, my roommate is a very smart man — at least he thinks he is— but\nhe has a horrible temper. One day when I was down at his office, I said\nto the secretary whom he has had for many years, ‘‘Miss Phoebe, I don’t\nsee how in the world you put up with Mark’s ghastly temper.”\nAnd she said, “Why, Mr. Ethridge has no temper. He has a perfectly\nbeautiful, sweet, and even disposition.”\nThat night when he came home and began putting on his bedroom\nslippers and home temper, I said, “It seems mighty peculiar to me that\nyou can be sweet and even tempered all day at the office, but the minute\nyou come home you begin letting your temper rise.”\nThen he looked me straight in the eye and he said, “There’s nothing\npeculiar about it. Nothing infuriates me except stupidity.”\nI never have thought of a comeback for that, but, leaving my feelings\nout, I am sure all of you feel the same way about stupidity. You would not\nhave devoted your entire life to education if you did not.\nNevertheless, I do not think you will be quite as smart as you ought to\nbe if you continue to allow 31,500 people to die annually from home\naccidents, and 4,650,000 to be injured.\n\n"}
{"page": 293, "printed_page": null, "text": "American\n\nTHE\n\nAssociation\n\nOBLIGATION\n\nOF\n\nof\n\nSchool\n\nTHE\n\nAdministrators\n\nSCHOOLS\n\nFOR\n\n289\n\nSAFETY\n\nEDUCATION\nHENRY\n\nH.\n\nHILL,\n\nSUPERINTENDENT\nMAN,\n\nPresident\n\nGraham\n\n1940\n\n: We\n\nOF\n\nSCHOOLS,\n\nYEARBOOK\nhave\n\nheard\n\nLEXINGTON,\n\nKY. ; CHAIR¬\n\nCOMMISSION\nthe viewpoint\n\nof industry\n\nand\n\nthe\n\nhome. We turn to the third speaker in this symposium who represents the\nviewpoint of the educator and superintendent of schools. For the past ten\nyears he has been superintendent of schools at Lexington, Kentucky, and\nlecturer in the School of Administration of the University of Kentucky.\nHe has taught school administration during the summer sessions of several\nuniversities — Kentucky, Alabama, Utah, Virginia, Duke, and Harvard.\nDuring the past two years he has served as chairman of the Safety Education\nCommission.\nHe suggested that we have, as a demonstration\n\nof safety on this platform\n\nthis morning, a stop-and-go sign. In order to make it as vital as possible and\napply it to the present situation, since we have to do with safety, certainly the\nlength of speeches is a concern of ours. Consequently, when he starts the\nsignal will be green. Two minutes before he closes it will be amber, and when\nhis time is up, it will be red.\nMr.\n\nHill:\n\nThe\n\nuniverse\n\nabout\n\nus may\n\nbe divided\n\ninto four parts. First,\n\nthere is that part in which things are going right and will continue to go\nright without our help. The orderly succession of day and night during every\ntwenty-four hour period is an example. Imagine what might happen if this\nwere subject to change and regulation by Congress or by Wall Street or by\nthe CIO. We may well be thankful for this quarter of the universe.\nSecond, there is that part in which things go wrong, in our human way\nof thinking, and about which we can do little. Perhaps bad weather falls in\nthis category for, aside from preparing to endure it as comfortably as possible,\nwe can do little about it.\nThird, there is that part in which things may go right but often go wrong\nif we are not alert. The democratic form of government under which we live\nis an example. Comparatively speaking, the best government in the world,\nit will not remain that way without our intelligent support.\nFourth, and last, there is that part in which things are going wrong and\nwill continue to go wrong unless we make them go right. In America today\nthe large number of preventable accidents is an example of things going\nwrong which will continue to go wrong unless you and I help make them\ngo right. The present yearbook, Safety Education, is one effort to make\nthings go right instead of wrong.\nIf the yearbook is to be of value it must be read. I want to urge the mem¬\nbers of this Association and others interested in safety to read it. Some of\nus seem to go on the principle that a “read” book is good but an “unread”\none is better. It will take only an evening or two to become familiar with\nthe 1940 yearbook and to read those chapters of greatest interest and value\nto your schools.\n\n"}
{"page": 294, "printed_page": null, "text": "290\n\nNational\n\nEducation\n\nAssociation\n\nIf your principals, supervisors, and teachers are to read and use the year¬\nbook, copies should be available for every school building. I would like to\nemphasize that. The most worthless thing is an unread book. It is a matter of\nvery small cost for each school building in your school system to have avail¬\nable one of these yearbooks. Potentially, it should prove to be the best single\nreference book for curriculum committees. The responsibility for ordering\nadditional copies and seeing that they are available to all rests upon the\nshoulders of those of us who are school superintendents.\nDuring the past year there have been prepared by the Safety Education\nProjects of the Research Division of the N.E.A., safety bulletins and a\nchecklist for the use of principals and superintendents. Funds for their prep¬\naration were supplied by the Highway Education Board. These publications\nare valuable and should have wide use for the improvement\ntion programs.\n\nof safety educa¬\n\nWhat is the school’s obligation for safety education? Viewed broadly,\nthere is a seeming paradox in advocating safety when America has ap¬\nparently grown great by taking chances. But those chances taken by other\ngenerations were in the interests of values greater than mere personal safety.\nFor the most part the chances were not so senseless as jaywalking in an age\nof speed. In 1940 we must distinguish between the hazards and risks neces¬\nsary to advance America and those unnecessary chances which result in the\nneedless and useless loss of lives. I commend to you Admiral Byrd’s letter on\npage eight of the yearbook.\nParenthetically, there is today probably a greater chance for a citizen to\nbe injured or killed by an automobile than there was for a citizen in Colonial\ndays to be scalped or shot by an Indian. There were not more than 150,000\nIndians living in what is now the United States during the early pioneering\ndays, and they probably killed less than 10,000 persons from 1607 thru the\nFrench and Indian War. By motor vehicles alone we killed during 1939\nmore than three times as many as did the Indians in over one hundred and\nfifty years.\nIn 1912 the agitation for safety in industry had reached the point where\na national safety organization had been formed to give active support to the\nmovement. During the period of the World War the safety movement ex¬\npanded not only in the field of industry but in a number of school systems.\nRochester, Cleveland, Detroit, and St. Louis were cities in which safety\neducation became a clearly recognized activity. This interest continued to\nexpand after the World War. If we compare the accident situation among\nchildren in the year 1922 with 1938 we can notice a significant drop in the\nnumber of fatalities. Nearly 20,000 children under the age of fifteen lost\ntheir lives in accidents in 1922 as compared with less than 14,000 in 1938,\nin spite of the increasing hazards of speed and machine. Had child fatalities\nincreased at the rate of adult fatalities in the same span of years, the total\nnumber\n\nof accidental deaths among\n\nchildren would\n\nhave been larger than\n\nit was by nearly 100,000. Safety organizations and schools, working together,\nhave been largely responsible for this remarkable achievement.\n\n"}
{"page": 295, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n291\n\nFrom these facts it is clear that the schools have already shown their pro¬\nfessional competency to teach safety education to children, especially to those\nbelow high-school age. It follows that the schools have a definite obligation\nto continue safety instruction and to do an even better job during the next\ndecade. We\nmatured\n\nneed better instruction but even more urgent is the adoption of\n\nand tested plans by all school systems. There\n\nare still hundreds\n\nof\n\nsystems which as yet do not keep accident records and do not systematically\nteach safety either as a separate subject or under the Mother Hubbard cover¬\nall of integration. You may recall the classic definition of a Mother Hubbard\ndress — it conceals everything, touches nothing. That is some people’s concep¬\ntion of integration, not, I should add, that of the Yearbook Commission.\nWhatever\n\nyour curriculum philosophy, the compelling necessity is to teach\n\nsafety. What difference does it make whether a child be taught under ultra¬\nprogressive or conservative methods if he is to be killed in an accident which\ncould have been prevented by safety instruction ?\nThe primary aim of the schools is to produce good citizens. The\n\nschools\n\ntherefore have a share, I do not say the entire responsibility, in any kind of\neducation which produces good citizens. In 1940 a citizen can remain neither\ngood nor alive without knowing how to behave in an age of speed.\nIn Kentucky, the blue grass country, in a certain junior high school they\nhad a very beautiful picture of Man o’ War hung in the corridor. Under¬\nneath it was the inscription, “This horse is the fastest the world has ever\nseen.” After some months of study, I suppose social studies or something of\nthat kind, some of the students changed the inscription and wrote under¬\nneath the picture, “This world is the fastest a horse has ever seen.”\nDriver education, that is, classroom instruction and driver training which\nrefers to road practice, constitutes the most recent development in safety\neducation. It seems probable that around this core curriculum\ntered much of the development\nnext decade.\n\nwill be cen¬\n\nin high-school safety teaching during the\n\nSome among you may argue that driver training is not the responsibility\nof the schools, that the general public, unwilling to undertake seriously a\npotentially difficult job, is only too eager to saddle it on the schools, and\nlater to blame them for any inadequate results.\nProbably neither viewpoint is entirely right. The\n\nschools must provide\n\ndriver education but they share the responsibility of driver training with\nthe community. When the local community determines that the high school\nshould undertake driver training and provides the funds, or when a wffiole\nstate so determines, then the schools will provide the instruction, which is\nin their field of professional competency.\nA leading citizen of Kentucky, during what the intelligentsia call the\nperiod of our agrarian civilization, used to caution his son not to hitch his\nteam too far from the loaded wagon. “For,” said he, “your team may balk or\nyour traces may break, but in either case you will fail to move the wagon.”\nIn the present instance we administrators are the team and the wagon is the\n\n"}
{"page": 296, "printed_page": null, "text": "National\n\n292\n\nEducation\n\nAssociation\n\ngeneral public. I pass this story on to those who would have the high schools\nteach everyone to drive by the first of next week.\nNevertheless, I say very emphatically we do have the responsibility for\ndriver education and for driver training, when the public determines that it\nshould be taught by the high schools and furnishes the necessary support.\nI might interject that I think within the next five or ten years we shall\nsee an enormous expansion in this whole field. I think it is a most live and\nvital subject, because around it may be centered so much\nschool safety teaching.\nAn illiterate is a person above the age of ten who\n\nof the other high-\n\ncan neither read nor\n\nwrite. A safety illiterate is a person sixteen years of age or older who\n\ndoes\n\nnot know and practice the common-sense rules of safety. He can neither drive\na car safely nor walk carefully in pedestrian crossways. In addition, he rarely\never reads labels on bottles, or follows directions for safe construction of\nhomes or safety in his work. As time goes on, a few of these safety illiterates\nwill learn to read and obey signs and signals, many will get killed, a few —\nwith much help and forbearance from safety literates — will live to a ripe old\nage. All will eventually die. The long-term obligation of the schools, ex¬\npressed tersely, is to reduce the new supply of safety illiterates as rapidly as\nthe community will provide the support.\nBut all is not safe which deals with safety. The safety movement snowball\nhas become so big it has picked up in its path some ugly looking debris which\ndoes not belong. There are individuals and interests more concerned with\ntheir own selfish advancement than with service and research in safety edu¬\ncation. While the safety movement is not unique in this respect, yet the ex¬\ncellent work accomplished and the bright prospect for the future will stand\nonly if such selfishness is eliminated. The part of all of us who are advocates\nof safety and safety education is to keep our eyes on the long-term goal of\nbuilding an America in which children and adults shall not lose their lives\nfrom preventable causes.\nLet us be generous in our credit to the other organizations, forget, if pos¬\nsible, petty injustices which are the common lot of all who accomplish things.\nThere is enough glory, and certainly enough blame, to go around.\nOur great democracy was founded upon the thesis that here in America\nmankind\n\nmight find a haven of security and safety. Our\n\nforefathers braved\n\nthe dangers of cold and hardships and hunger, and the terrors of the wilder¬\nness, that their children and their children’s children and millions of immi¬\ngrant citizens might enjoy a freedom and security they were themselves in\nlarge measure\n\ndenied. Shall we, the heirs of these good things they made\n\npossible, be unwilling to sacrifice a few of our so-called personal liberties on\nthe highways and in our homes in order that our children may live to enjoy\nthe benefits we accepted so thoughtlessly? We ought in 1940 to rededicate\nourselves to restore America\n\nas the haven of security and safety which our\n\nfathers made it. It is not and cannot be a haven so long as we cast so lightly\non the altar of human sacrifice the lives and limbs of our own children and\nthose of our fathers and mothers and friends. We should not create of our\n\n"}
{"page": 297, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n293\n\nmachinery and hurried living a modern Moloch, a prototype of the ancient\ngod who demanded and received human sacrifices.\nI have often wondered at the effect of labor- and time-saving devices.\nWatch where the express elevators, the subways, and other streamlined\nmachines are thickest and you see men and women rushing as they never\nrushed before. We literally burn out the bearings of our human machines.\nWe walk fast or run, talk fast, read fast, continually rush lest w^e might\nslow up and enjoy our family and friends and make safety easier for all.\nI would\n\nnot if I could bring back the days of the Old South. But one\n\nthing in which the aristocracy of the Old South was supreme was the fine\nart of living. Visits and meals and conversation and work were all leisurely\nprocesses.\nThose days are gone with the wind. But can we not in 1940 seek to re¬\ncapture a bit of the fine art of living together, a recess from the squirrel cage\nof more money and more responsibility, more breakdown and, worst of all,\nmany thousands of lives lost annually because wre ape the machines and go\ntoo fast? These machines were created primarily to give us leisure, and I\nrespectfully submit there is not any leisure at all and no real safety in\nhurrying.\nIf our country were invaded today all of us, if necessary, would be willing\nto die for it. In presenting our yearbook, Safety Education , I speak the hope\nof the Safety Commission that its use may help make thousands of Americans\nboth young and old willing to live for America. This is the obligation of\nschools for safety education.\n\nAt the exhibitors program Tuesday evening , February 27 — left to\nright : James A. Campbell , William Lyon Phelps, Ben G. Graham, and\nIrvin S. Cobb\n\n"}
{"page": 298, "printed_page": null, "text": "294\n\nNational\n\nEducation\n\nGENERAL\nWEDNESDAY\n\nFROM\n\nTHE\n\nAssociation\n\nSESSION\n\nEVENING,\n\nFEBRUARY\n\nON\n\nWAY\n\nOUR\n\nSUMMARY\n\nOF\n\nTHE\n\n28, 1940\n\nCONVENTION\n\nCatchy tunes, graceful dancing, colorful costumes, humor, pathos, and\nhomely dialog — these are the stuff out of which Jean Byers, Glenn H.\nWoods, and Beatrice Burnett have fashioned a dramatic interpretation of\nthe Educational\ntion in American\n\nPolicies Commission’s\nDemocracy.\n\nreport on The Purposes of Educa¬\n\n‘‘On Our\n\nWay”\n\nis entertainment\n\nof high\n\norder. But it is more than entertainment. It is sound educational philosophy,\npassing in living review with vividness which stamps the major purposes\nof education unforgettably in the spectator s memory.\n\nGrandad Brown, a warm-hearted retired school superintendent, is the\ninterpreter, as he seeks to share the experience of a lifetime in education with\nhis granddaughter Sally, who stands on the threshold of her first teaching\nexperience. His counsel is portrayed in drama, song, and dance by a com¬\npany of students, teachers, and parents, who, after avowing that “it will\ngive us satisfaction to show \\ou public schools in action,” proceed to do\nso in a series of brilliant and varied scenes.\nThe\n\nfour parts of the revue correspond to the four major purposes of\n\nA scene from the revue , “On Our JVayT showing in the center two\nprincipal characters — Grandad Brown and his granddaughter , who ex¬\npects to become a teacher\n\n"}
{"page": 299, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\n295\n\nAdministrators\n\nthe report — self-realization, human relationship, economic efficiency, and\ncivic responsibility. Three tenement mothers, proud of their children s tal¬\nents, a gruff farmer who lives thru his son and daughter, a day laborer\nwho\n\nis happy because “anyway,\n\nthe kid, he’s got a chance.” a gifted poor\n\ngirl with a yearning for the beautiful, a timid “new boy,” and a “stuckup” who learned that “when everyone works together it’s fun” — these are\nthe chief characters of the little dramas which portray the first two pur¬\nposes. “Economic efficiency” is presented thru the adventures of Fay and\nBob, just graduated and deeply in love, who face life haunted by nightmares\nof employers, advertisers, and loan sharks. But education comes to their\naid, and the scene ends optimistically and tunefully. Grandad\n\nBrown\n\nhim¬\n\nself is a convincing spokesman for “civic responsibility,” and the revue\ncloses with an impressive tableau of the youth of America affirming their\nloyalty and dedicating their services to the principles of .American democracy.\n“On Our Way” is a product of the public schools. The author, the direc¬\ntor, and the musical composer, all teachers in the Oakland, California,\npublic schools, produced the revue under the supervision of Superintendent\nE. W. Jacobsen of Oakland. The cast of students and teachers was drawn\nfrom the public schools of Clayton, University City, and Webster\n\nGroves.\n\nMissouri. Altho the cast in St. Louis numbered eighty-five, with a full\nchorus and orchestra, the revue can be produced by a cast as small as forty,\naided by a piano and strings and a small choir.\nWith suitable local adaptations, any school in the United States may carry\nits stirring message to the people of every community. Persons interested\nin securing copies of the text of “On Our Way\" for presentation by schools,\nshould write to the Educational Policies Commission, 1201 Sixteenth Street.\nNorthwest,\n\nWashington,\n\nD. C., for further information.\n\nGENERAL\n\nTHURSDAY\nPRESENTATION\n\nMORNING,\n\nFEBRUARY\n\n29, 1940\n\nOF\n\nFROM\n\nBRAZILIAN\n\nGAVEL\n\nEDUCATION\nE.\n\nRUTH\n\nPresident\n\nPYRTLE,\n\nPRINCIPAL,\n\nGraham\n\nSESSION\n\n: The\n\nTHE\n\nASSOCIATION\nBANCROFT\n\nAmerican\n\nSCHOOL.\n\nLINCOLN,\n\nNEBR.\n\n.Association\n\nof School\n\nAdminis¬\n\ntrators this morning delights in honoring the president of the National\nEducation Association as the presiding officer. When the National Educa¬\ntion Association elected its last president, it turned to the Southland. We\nhave as the president this year Amy Hinrichs of Louisiana.\nBefore I turn the meeting over to her. the Chair at this time recognizes\nE. Ruth Pyrtle.\nMiss\n\nPyrtle:\n\nIt is an esteemed privilege which your president of this\n\nDepartment has allowed me, to come before you for the moment as a repre¬\nsentative from South America. It was my privilege to be down there seven\n\n"}
{"page": 300, "printed_page": null, "text": "296\n\nNational\n\nEducation\n\nAssociation\n\nmonths, returning last month. I am a messenger from them to you. It is an\nesteemed privilege and honor to be a messenger to the National Education\nAssociation and to the American Association of School Administrators from\nthe Associacao Brasileira de Educacao Departmento Do Rio De Janeiro\n(that is the Portuguese name).\nThis Brazilian organization of teachers is the largest in South America.\nWe think it especially fitting that this great organization of educators of\nthe other America should send to this, the greatest organization of North\nAmerica and the greatest organization of teachers in the world, a gift, a\ngavel of the most exquisite Brazilian hard woods, which symbolizes friend¬\nship and goodwill and cooperation.\nOur Brazilian teacher friends send with this symbol of your able leader¬\nship, Madam President, their best wishes and ardent desires for closer\nfriendship and cooperation for the promotion of world understanding and\nworld peace.\nI deeply regret that the huge basket of tropical orchids meant for you\nfriends, which was brought to my boat December 18 as I was sailing home,\ncould not have been saved until this morning. Those orchids were another\ntribute meant for the teachers of the United States, sent to me as their\npast president of the National Education Association.\nIt is a personal privilege to bring this handsome gavel to Amy Hinrichs.\nMiss\n\nHinrichs:\n\nThank\n\nyou,\n\nMiss\n\nPyrtle.\n\nIt gives\n\nme\n\nvery\n\ngreat\n\npleasure as the president of the National Education Association to accept\nthis symbol of friendship from our friends in Latin America.\nIt is my privilege to live in a city that is very close to the tropics. In fact,\nwhen we are not conceited enough to say “the gateway to the world,” we\nsay “the gateway to the tropics.”\nLatin Americans come to our city, live with us, are educated in our\nschools. It has been my privilege to teach a number of them during the\nyears. We love the people to the south of us. The story is told of the hum¬\nmingbird that flies across the Gulf of Mexico in a period of from twentyfour to forty-eight hours without stopping, without food.\nIt is my hope and prayer this morning that our friendship with the\npeoples of Latin America may develop into a thing as beautiful as that\nhummingbird and that our relations may be as direct as the flight of that\nbird.\nREFINING\nBESS\n\nGOODYKOONTZ,\n\nTHE\n\nPROCESS\n\nASSISTANT\nEDUCATION,\n\nChairman\n\nHinrichs:\n\nOur\n\nIN THE\n\nCOMMISSIONER,\nWASHINGTON,\nprogram\n\nCLASSROOM\n\nUNITED\n\nSTATES\n\nOFFICE\n\nOF\n\nD. C.\n\nthis morning\n\nis devoted\n\nto\n\nele¬\n\nmentary education, and the American Association of School Administrators\nhas honored as platform guests the officers of the Department of Elemen¬\ntary School Principals. It is my privilege to be here as a member of that\nDepartment and not as an officer, as well as president of the National Edu¬\ncation Association. They are honoring, also, the National Council of Child-\n\n"}
{"page": 301, "printed_page": null, "text": "American\n\nhood Education\n\nAssociation\n\nof\n\nSchool\n\n297\n\nAdministrators\n\nand the Society for Curriculum\n\nStudy. The\n\naddresses are\n\ndevoted to various aspects of the subject, “Improving Elementary Schools.”\nThe first address of the morning was to have been made by Bess Goodykoontz, assistant commissioner, United States Office of Education, Fed¬\neral Security Agency, Washington, D. C. Unfortunately, after her arrival\nin the city of St. Louis, Miss Goodykoontz was called home by the death\nof her father. The lady who will substitute for her is Mary Dabney Davis,\nalso of the Office of Education, senior specialist in nursery-kindergartenprimary education. She will present Miss Goodykoontz’ address.\nMiss Davis: I am reading Miss Goodykoontz’ paper. I know\nregretting the fact that she is not with you.\n\nshe is\n\nRefining the process in the classroom is a slippery term — hard to get\nhold of, hard to pull apart. It sounds deceivingly simple, like refining the\nprocess of planting a new rosebush, or of washing the car, or of baking\nprepared gingerbread. But actually classroom processes are numerous,\nplex, and difficult. Here are a few samples:\n\ncom¬\n\n1. The social studies course for a certain city’s seventh grade includes\na unit on soil conservation. The geography text contains four pages on the\nsubject, and there are a few good but rather difficult supplementary refer¬\nences. What can the classroom procedures do to give children a real contact\nwith this important problem, which their city environment has not done?\n2. In a certain small elementary school only about half the children have\nattended kindergarten before they enter first grade. They\n\nscorn first-grade\n\nactivities as baby stuff and develop bad social and \"work attitudes. What\nrefinements in the sorting process can small elementary schools develop?\n3. Among the thirty children in a certain fifth grade are six who have\nless than third-grade reading ability and about the same number who can\nread material of eighth-grade reading difficulty. How can the reading period\nor discussion period be a social success?\n4. Another elementary school is trying to eliminate the competitive spirit\nas part of its emphasis on character education. But the children love to get\ncredit marks, gold stars, 100 percent, and honor listing on the blackboard.\nThe teachers try to get them interested in keeping records of their own\nprogress, but they always ask “Who\nthere something of value in this? How\nnized in classrooms?\n\nis ahead?” or \"May I be first?” Is\ncan achievement be respectably recog¬\n\n5. A committee of teachers in an elementary school is trying to decide\nwhat to do about workbooks. Some teachers want to recommend buying sets\nof workbooks\n\nfor arithmetic, geography, reading, and language. They\n\nsay\n\nthe children like them very much. Other teachers say that the experts ques¬\ntion their desirability. Is this a problem of classroom processes?\n\n6. Many elementary schools have given up the old-type report card\nwith A, B, C, D marks. Instead, teachers write an informative letter-type\nof report for each child to take home to his parents. These reports take\ntime, and it is hard to say something definite and yet not too definite. As\nthe year rolls on teachers are often troubled that so many reports seem to\nrun like this: “Miriam\n\nis a conscientious worker\n\nand she cooperates well\n\n"}
{"page": 302, "printed_page": null, "text": "29S\n\nNational\n\nEducation\n\nAssociation\n\non all school enterprises. She is doing somewhat better in her arithmetic/'\nTeachers wonder what Miriam s parents think they mean by such a report.\nAre there some better procedures tor schools and homes\nstand each other?\n\nto use to under¬\n\n7. Several teachers in a certain elementary school are interested in the\ncontributions radio can make to the school program. Some of them have\nradios in their classrooms, which they try to use as much as possible. One\nof the teachers plans home-listening with her pupils and takes school time\neach day to discuss programs children have listened to at home. What are\nthe good classroom methods in using radio in elementary schools ?\n8. In these mobile times a certain second grade began the year with\nthirty-five pupils and ended in June with thirty-five, but during the year\nsixty different children had been enrolled in that class. Do the usual class¬\nroom processes prove usable under such conditions? Are there procedures\nsuited to introducing the stranger to the school and at the same time pro¬\ntecting the rights of the permanent enrollees?\nOf course we could go on almost indefinitely with these problem situa¬\ntions, but possibly we have enough of them to show that the teaching and\nlearning processes going on in classrooms are numerous, varied, complicated,\nand greatly affected by the material situations, by the philosophy of the\nteacher and the school, and by the relationships which have been worked\nout between schools and homes. None of the solutions is easy. There is no\nformula which can supply all the answers. The key to the situation is\nfound, I believe, in two essential elements : first, teachers with resources of\nscholarship, appreciation, and wide interests who understand children and\nenjoy watching them grow : and second, teachers who know the facts about\ngood practices as far as they have been discovered, and who have the\nresourcefulness to work out new ways, better ways for those countless spots\nfor which refining processes are needed.\nNow let us go into a clinical session for a few minutes. Who are these\nelementary teachers with the wide variety of interests and breadth of\nknowledge\n\nnecessary for such responsibilities? The\n\nrange of subjectmatter,\n\nthe great need for sympathetic understanding of children’s likes and fears,\nthe knowledge of community resources to supplement often meager school\nequipment — all require an unusual combination of qualities. Do elementaryschool teachers have the personal resources for all this ? Let us look at them\nas a group.\nFirst , tihat do they read? — A\n\nstudy made\n\na few years ago of topics on\n\nwhich elementary-school teachers enjoyed reading included these: statesmen\nand politicians, international attitudes and problems, getting along with\nother people, child training, self-improvement and happy living, religion\nand the world today, and music. They avoided such topics as these: busi¬\nness conditions abroad, business ventures and business management, mining\nand metal industries, trades and manufacturing, organizations, sports,\ngardens.\nAnother\n\nstudy showed\n\nthat of the magazines elementary teachers read a\n\n"}
{"page": 303, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\n299\n\nAdministrators\n\nthird are professional, a fifth are women’s magazines, and about a sixth are\ndigests. And as for the books they read, all teachers — not just elementary\nteachers — are said to “read more\n\nbooks, a smaller proportion of fiction,\n\nand better fiction than either students or parents.’’ Score, good, I think we\nshould say.\nSecond , what\n\ndo elementary\n\nteachers do for fun? — One\n\nstudy of nearly\n\n500 elementary-school teachers in Long Island showed that the ten most\npopular activities in which elementary-school teachers engage are indoors —\nindividual, quiet, or passive. Group participation, creative and physical\nactivity are almost entirely lacking, with the possible exception of playing\na musical instrument.\nOther studies of the interests of elementary- and second a ry-school\nteachers listed the most popular pastimes as reading, attending motion\npictures, and playing bridge — all of them nice, quiet, sitting-down occu¬\npations. Their hobbies most frequently mentioned include listening to\nmusic, handicrafts, gardening, playing a musical instrument, and collecting,\nbut 40 percent of the teachers said they had no hobby. Score on playtime\ninterests, not better than fair ; and the prescription, according to the studies,\nseems to be “Let's get up and move\nThird,\n\nwhat\n\nrelationship\n\nteachers have? — Continually\n\nabout a bit.’’\n\nto community\n\naffairs do\n\nelementary-school\n\nmore\n\nimportance\n\nis attached to the\n\nand more\n\nschool’s relationship to its community,\n\nof children’s participation in com¬\n\nmunity concerns, and of teachers' membership in the community group.\nOne study of about 800 teachers, including both elementary and secondary,\nreported that each teacher had two or three community\n\nactivities, including\n\nsocio-religious, fraternal, civic, educational, bridge, and social. Another\nstudy of more than nine thousand teachers, including both elementary and\nsecondary, found that teachers tend to participate as leaders in groups that\nare fairly immature, such as boy scouts, camplire girls, or other professional\ngroups. If this is true, these community activities may contribute rather\nlittle to a teacher’s all-round understanding\nFourth , what\n\ndo teachers\n\nthink about\n\nof public affairs.\nwhat\n\nis happen:\n\n/; — How\n\ndo\n\nthey explain unemployment, relief, the decreasing number of elementaryschool children, shorter working hours, and unions, when such subjects\ncome up? One bit of evidence comes from a study of the attitudes of highschool teachers, in which the conclusion was drawn that high-school teachers\ntend to be well informed in the field of conventionalized and historical\nknowledge and relatively weak when it comes to an understanding of vital\ncontemporary issues. In other words, where the past is concerned, teachers\nare authorities: where current social problems are involved, they are less\nsure and less liberal.\nFifth, what\n\nsort of philosophy\n\nof life do teachers have? — What\n\nseems\n\nthis we have only rather indirect testimony that,\nas a group, teachers have health records not equaled by other occupational\ngroups, that thev suffer surprisingly little from such symptoms of ill health\nimportant to them?\n\nOn\n\nas nervousness and lack of sleep ; that they are exemplary in the health prac-\n\n"}
{"page": 304, "printed_page": null, "text": "300\n\nNational\n\nEducation\n\nAssociation\n\ntices which they consider important and which they practice. In principles\nof mental hygiene, however, which have much to do with their own per¬\nsonal adjustments and their relationships with children, they are not so\ncertain.\nNow these summary statements from studies are not intended to be at\nall critical. They are meant only to show the importance of the teacher as\na person. We\n\nhave accepted the theory of the whole child as a learner, with\nhis physical ills, his emotional complications, his intellectual interests. The\nwhole child goes to school, we say. But it is equally true that the whole\nteacher is there too, and a well-planned, purposeful, cheerful, rich school\nprogram is the reflection of such characteristics in the teacher. It is there¬\nfore not illogical, it seems to me, to put first emphasis on this problem of\nrefining classroom practices upon the importance of the teacher as a person.\nOut of the breadth of her experience, depth of feeling and understanding,\nand vitality of contacts with life and with people come the motive power\nfor refinements of school practices.\nBut there are rights and wrongs in school procedure, some will say.\nGood classroom procedure depends upon something more than wholesome\npersonalities. This is true ; some things we know from experiments or long,\nsuccessful practice. For example, there is good evidence to show that formal\nwork on arithmetical processes can be delayed until second or third grade\nif a series of arithmetic readiness activities is provided. This we know\n\nfairly\n\nconclusively. Numerous experiments have led us to believe that it is not\nonly useless but probably harmful to the children involved to try to teach\npupils with mental ages of less than six to read. This we feel fairly sure of.\nIn other words, there are certain principles on which evidence seems suffi¬\ncient to base everyday practice. 'Where that is true, the next step, and a\ntruly difficult one, is to close up the gap between knowledge and practice —\na gap which sometimes seems too great and too permanent.\nNow, how is the gap between knowledge of what is good to do and actual\npractice closed up ? Simply this way — someone must work out the processes\nfor the classroom after the scientific facts are discovered. For example, take\nthis statement that arithmetical processes can be delayed until the second\nor third year of school if arithmetic readiness activities are provided. Before\nthis finding can affect practice we must know what the arithmetic “readi¬\nness activities” are. How does a child use arithmetic? How does he learn\narithmetical terms? What use of number comes naturally? What number\nactivities can be planned? What are the gradations of difficulty? Should\nnumber experiences be included in all aspects of the school program? How\nmuch is writing of numbers involved ? Thru what activities can this be\nintroduced? In other words, there are questions of how? how much? how\ndifficult? how many? how fast? how long? These are the questions which\nit takes supervisors, principals, and classroom teachers to answer.\nOr take this question of using pictures and other visual aids for getting\naccurate meaning. We have reason to know that, left to their own devices,\nchildren get a great many\n\ninaccurate concepts from pictures. They\n\nsee a\n\n"}
{"page": 305, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n301\ncamel as tall as a palm tree, an oasis about the size of their front yards.\nNow what to do? What methods of learning to read pictures can be de¬\nveloped for everyday classroom use? .Another whole series of classroom\nprocedures needs to be worked out for making safe and accurate use of\npicture material. It must be done in the classroom.\nThis is a job for artists, for experimenters, for persons who\n\nlike to try\n\nout new things. Devising new and better ways of doing things in the\nclassroom takes hard work, but it is part of the compound that makes\nteaching fun.\nTHE\nWORTH\n\nMC\n\nPRINCIPAL\n\nCLURE,\n\nAND\n\nSUPERINTENDENT\n\nTHE\nOF\n\nTEACHER\n\nSCHOOLS,\n\nSEATTLE,\n\nWASH.\n\nA school is not merely a beautiful building, no matter how lavishly\nequipped with furniture, books, and apparatus. A school is a living spirit,\nblossoming with the daily triumphs of boys and girls under the inspiration\nof skilful teachers, breathing life into material surroundings, be they rich or\npoor.\nIn a very distinctive sense American\n\nschools represent the unfolding ideals\n\nof a people. They have developed in answer to increasing demands\n\nfrom the\n\npeople. They are in sharp contrast to those of many countries where educa¬\ntion has been imposed upon the people by national governments. Local com¬\nmunities control American school policies absolutely, they are jealous of the\ncontrol, and they are quick to resist interference with their authority.\nIn the absence of nationalistic domination, the amount\n\nof agreement\n\nwhich\n\n.American education evinces : the constructive genius that it has already ex¬\nhibited ; the degree of consensus that is apparent — these are evidences of ad¬\nherence to a philosophy, vaguely felt, perhaps, but none the less real : to\nmotives at times imperfectly understood but more or less common to all.\nCan\n\nthese motives be simply stated? A\n\nthoughtful analysis of trends\n\nreveals two apparently paradoxical poles around\ntional efforts — however\n\nwhich\n\n.American\n\neduca¬\n\nfumbling the approach may have been — have been\n\ncentered: (a'' the sanctity of individual personality; and (b) the re¬\nsponsibility of the individual to promote the general welfare. America pur¬\nposes to become a nation of individuals disciplined by social conscience.\nWhat does this mean for the education of children ? Here are a few points\nthat have significant bearing.\n\nFrom now on no school liveth unto itself. The whole of the child’s ex¬\nperience constitutes his education. The informal education of the little child\nproceeds apace, frequently to the astonishment of his elders.\nFrom now on no school liveth unto itself. A part of its job is to capitalize\nall the educational resources of its community.\n‘‘There was a child went forth every day,” sang Walt Whitman\n“And the first object he looked upon, . . . that object he became.\n“And that object became part of him for the day, or a certain part\nof the day. or for many years, or stretching cycles of years. . .\n\n"}
{"page": 306, "printed_page": null, "text": "302\n\nFrom\n\nNational\n\nnow\n\nEducation\n\nAssociation\n\non no school liveth unto itself. It must\n\nactively function in\n\nparent education. Nothing in the entire experience of today’s generation of\nparents has prepared it for rearing children, so rapid and sweeping have\nbeen the recent changes in American family living.\nThe\n\nnew\n\nschool of childhood must\n\ncapped, the gifted, the young\n\nserve all the children — the handi¬\n\nchild. The\n\nnursery school must\n\nassume\n\nits\n\nproper place, experimental at first — not bound to the stereotype of its\nEnglish predecessor, not an end in itself but as a means to parental as well\nas child education.\nThe new\n\neducation for children will be consciously exploratory. There is\n\nno good reason assignable why the broadening and finding functions should\nbe restricted to secondary levels and many why they should not be.\nThe new education for children must be simple in organization. It dare\nnot accept mere amplifications of educational machinery as remedies for\neducational ills, mistaking much whirring of bearings and purring of gears\nfor educational effectiveness, in the hopeful assumption that there can be\ndevised a foolproof school machine which will automatically do the job.\nThe new school concept should be that of the garden — a place where\nchildish personalities unfold under guidance, not a place where they are\nrun thru the mill.\nThe new school for childhood will place more emphasis on the growth of\nindividual children and less upon the sanctity of the six, seven, or eight school\ngrades ; more on the qualitative aspects and less on the mechanics of the mark¬\ning system. It will appraise itself more in terms of child growth and be less\ndisturbed by such scholasticisms as the orthodoxy of ability grouping and\nwhat really constitutes a platoon school. The new school will live a new kind\nof classroom life.\nAmerica’s goal of a nation of socially responsible individuals predicates\na character-forming school for childhood. Character education in America is\nthe mastery of a democratic way of living. The whole life of the school must\nbe viewed in terms of opportunities for democratic living. There must be a\npooling of the experiences of the teaching staff in capitalizing these oppor¬\ntunities and a concerted approach to the full realization of them.\nSome aspects of curriculum bear directly upon principal-teacher activity.\nIt is desirable to mention some of these here:\nThe content of childhood education is being rapidly modified. Adjust¬\nments must not cease with the present, for the fundamentals of 1970 are\nnot likely to be those of 1940. Curriculum evolution is essential for the\nwholesome control of social evolution.\nThe\n\nschool must give children some\n\nacquaintance with what have been\n\ncalled “the technics of progress.” It can show them simple economic and\nsocial processes which are operative in their own community. It can reveal\nthat American life is changing. It can point to some challenging problems,\nstimulate interest in them, and give some experience in individual and group\nstudy technics. It can and must point the social implications of natural\nresources.\n\n"}
{"page": 307, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n303\n\nLpon what natural resources do people make a living in our community?\nHow can they be handled wisely to help people to live more happily? Sadly\nenough, here are acres of neglected diamonds at the very threshold of the\nschool.\nVerily, geographical frontiers may have passed away but there are plenty\nof educational frontiers to challenge principals and teachers in our evolving\nelementary school.\nIf a school is a living spirit, principal and teachers together set its spiritual\ntone. It is hard to examine principal-teacher relationships in any way except\nupon a teamwork basis. In no sense are they a one-way street. Nevertheless\nit is appropriate this morning to examine leadership responsibilities first.\nThe evolution of American schools has led to a new conception of the\nprincipalship. For many years regarded merely as a manager, the principal\nis now looked upon as an educational director. The vicarious teacher of\neven* child under his charge, he is a leader of cooperative effort in the in¬\nterests of human growth. His is the responsibility to see that all the resources\nand opportunities of his school, the school system, and the community are\nutilized for the service of his pupils, that the school is so organized and\nmanaged as to facilitate growth and development, that teachers are encour¬\naged and permitted to grow in sendee, that community understanding of\neducational purposes and problems is advanced to the point where parents\nare enabled to cooperate in childhood education with good results as well\nas good intentions. As the head of the school, he is the direct representative\nof the superintendent and the schoolboard. So far as 99.44 percent of his\ncommunity is concerned, his school is the school system and the principal is\nsuperintendent and schoolboard, miraculously combined into one personality.\nLeadership of school and community, building management, personal and\nprofessional growth — these are the fundamental responsibilities of the\nprincipal.\nAs a leader the principal seeks to make his school as effective a place as\npossible for the continuing growth of pupils, teacher, parents. He does this\nby studying needs — now by himself, now with pupils, now with teachers,\nnow with parents, now with individuals, now with groups. He seldom says,\n“Thou shalt.\" He often says, “Come let us try.” Out of needs grow the\nplans, part and parcel of the larger plans of the schoolboard for the system\nto which his leadership also contributes.\nHis plans are followed thru. He checks up results by such means as visit¬\ning classrooms, by individual and group conferences with teachers, by tests\nand examinations. With his teachers he seeks often to view his school thru\nthe eyes of laymen, of the superintendent, of the schoolboard, so as to main¬\ntain a perspective that otherwise might be lost because of his closeness to\nthe job.\nAs all leaders must, he revises his plans from time to time in the light\nof his observations. He defines new problems which are again attacked co¬\noperatively. Cooperative effort, you see, unifies, integrates, educates, above\nall, keeps realistic the cooperators of whom the principal is one. That is\n\n"}
{"page": 308, "printed_page": null, "text": "304\n\nNational\n\nEducation\n\nAssociation\n\nwhy the democratic way is the best way. It is the way of growth. It is\nslower than leadership by decree, but more permanent.\nBut leadership without management has ten thumbs. Management is not\ngreater than leadership, but absence of management leaves effort flounder¬\ning. Cooperative effort is the hard way. It is not the easy way. Without\nmanagement it may cease to be cooperative. It needs organization, planning,\nfollowing thru to keep it moving, foresight to keep it free. Leadership that\nscoffs at detail always awakens like Gulliver to find itself bound hand and\nfoot by Lilliputian threads. The strong principal masters details before they\nmaster him. Leadership without foresight is as pitiful as a blind man in the\ncenter of a downtown street. It can launch out in no direction with assur¬\nance; it can only dodge hither and thither. Foresight faces the same swirl\nof traffic but takes advantage of its ebb and flow.\nLeadership, too, must grow, else it fails to be leadership. Leadership that\nceases to grow is the saddest of all professional tragedies — a dismal dirge\nto its school community, dust and ashes to its own mouth.\nBut how does leadership grow? It grows in skill and judgment by the\nmastery of its own problems which it comes to recognize as opportunities\nto be capitalized for cooperative study. It grows in vision by standing aloof,\nin solitude, in reflection, on high places.\nWhat are the high places? Books and travel are vantage points to some;\ngraduate study to some; curriculum committee and professional organiza¬\ntion service to some. It matters not so much which peak we climb. Each\nto his own\ngaze afar.\n\nliking so long as he climbs — for climb he must if he would\n\nI have been asked, “Who is the better principal — he who works only in\nhis own school, or he who works most for the principal’s profession at\nlarge?” I answer, “Neither.” He who works in the valley of his own\nschool and fails to scale the peaks is in danger of professional myopia, for\nhis view is always the close view. To him the molehills become the moun¬\ntains. He who dwells solely on the peaks loses the human touch, the skill,\nthe judgment that command a following. But he who labors happily in\nthe valley and now and again scales the peaks — there is the principal for\nyou. Back to his valley he brings the far-flung vision of the world of things\nthat are and the things that are to be. He is freed from the bondage of\npettiness. His feet are on the ground but his head is in the clouds.\nLeadership, management, growth — which of these three think you is the\ngreatest? Verily I say unto you, let not your hearts be troubled, for they are\nnot three, but one.\nSo far I think we have been upon safe ground. We have said that the\nunifying genius of the new school for childhood is the growth of children\neach according to his optimum capacity in the democratic way of living.\nWe have said that leadership must grow else it fails to be leadership. We\nmust also say that no school can get far in cultivating the growth of boys\nand girls unless it also encourages the growth of teachers. Nobody will\nchallenge this, but here we get lost among the gadgets of what we call\nsupervision.\n\n"}
{"page": 309, "printed_page": null, "text": "American\n\nNow\n\nAssociation\n\nthat Thanksgiving\n\nDay\n\nAdxMinistrators\n\n305\n\nhas been changed, I wish we\n\ncould do\n\nof\n\nSchool\n\nsomething about that word “supervision.” I should like to substitute for it,\nthe term “cooperative study.” Supervision, somehow, gets directed at per¬\nsonalities. Cooperative study attacks problems. Supervision focuses its micro¬\nscope on teachers; cooperative study on the growth of children. When we\nabolish this needless personal element, focus on problems, improvement of\nteaching proceeds apace and we see the personality of the teacher come out\nof its strait jacket.\nI have to speak to this audience of administrators about professional\nloyalty. We administrators properly set much store by the loyalty of our\nteachers to administrative leadership; nobody likes this more than the\npresent speaker. But the principal-teacher relationship is a two-way street.\nSo is professional loyalty. Let me speak a word here in behalf of the neces¬\nsity for the loyalty of leadership to the members of the teaching staff.\nA wise supervisor reports, “Teachers like loyalty in a principal. They like\nto feel that he is standing by.” “Oh, for a word of praise,” wrote one\nteacher recently on her questionnaire about administrators in general.\n“If my principal would only commend me when I have done a good piece\nof work,” wrote another. These statements were quoted by a classroom\nteacher who was reporting to a group of administrators about themselves\non the basis of returns from one hundred teachers.\nTeachers and principals in a medium-sized western city recently rated\neach other on fifteen qualities. Professional loyalty ranked third when the\nprincipals rated their teachers, but when the teachers’ ratings of their prin¬\ncipals were compiled, professional loyalty, like Abou Ben Adhem, led all\nthe rest.\n\nTeachers in the city of Tacoma, Washington, at the request of their\nprincipals last year, marked these principals upon professional activities\nand personal qualities. Again the quality of professional loyalty stood high\nupon the list in the teachers’ judgment. Yes, teachers do like to feel that\nthe principal is “standing by.”\nSeventeen members of the Superintendent’s Council Committee of the\nSeattle Grade Teachers Club were recently asked to list informally on the\nbasis of their entire teaching experience some of the most helpful and some\nof the most detrimental things that principals had done.\nAltogether they listed a total of 144 positive and negative items. Of these,\nfifty-nine referred to the importance of the principal’s loyalty to the teacher.\n“She needs to have faith in him, know he will stand in back of her,” wrote\none teacher who could have added “and not too far back at that.” “A solid\nwall behind you,” was the expression another used.\nOne principal spoiled her chances of establishing a feeling of under¬\nstanding by sitting in the back of a new teacher’s room taking notes for\ntwo hours on the second day she was there. “I believe we’d all have to be\npretty sure of ourselves to want anyone taking notes for two hours.”\n“Constructive praise,” “showing confidence,” “giving credit when due”\n— these were the kind of things which, as one teacher put it, “gave me con¬\nfidence and spurred me on to endless effort professionally.”\n\n"}
{"page": 310, "printed_page": null, "text": "306\n\nNational\n\nEducation\n\nAssociation\n\n“But,” the earnest principal asks, “where does supervision fit into this\npicture? How many teachers’ meetings; how much time for classroom visit¬\ning; what about bulletins, professional study, and all the rest?”\nLet us recognize first that growth must be cultivated. It cannot be com¬\npelled. Creative capacity must be released like the sleeping princess in the\nfairy tale. It cannot be forced by the blasts of authority, no matter how\nfierce they may be, any more than the traveler’s coat could be removed\nby the buffeting of the North Wind.\nIf it is important, therefore, that the teacher come to know each child,\nto encourage him to make new ventures, and to share in each new triumph,\nhow much more essential is it for the principal to set such a standard for\nall the teachers by his own understanding guidance of the teaching staff.\n“So,” I hear some administrator say, “supervision is all sweetness and light,\nall Pollyanna — no facing reality.”\nThere is a place in the process of learning for facing reality when diffi¬\nculties appear. Without obstacles, growth would be difficult. Of course,\nthere is a place for correcting mistakes. Therefore, while the principal looks\nfor and capitalizes creative capacity of teachers, he also capitalizes their\nproblems.\nHere I would\n\nremind you that successful learning whether\n\nby children\n\nor by teachers is just about directly proportional to the cooperation of the\nlearner. Supervision with its microscope trained on the teacher may get\nonly defensive reactions but the “standing by” attitude of the principal\nwith his “let’s study it together” gets that cooperation.\nTeachers are not the only persons to react defensively. The management\nof an airplane concern a few months ago called its foremen into a series\nof conferences. The foremen were amazed and on the defensive at first.\nThen\n\nunder skilful prodding\n\nthey began to tell each other about their\n\nrespective shop problems. Again they were amazed. They had never realized,\nthey said, how many problems they had in common. They began to exchange\nideas. A third time they were amazed for the ideas worked.\nAt the end of two weeks of capitalizing each other’s experience, they\nunanimously requested a second series of conferences. The management\nhas just provided this second series, organized by the public schools, but\nplanned and led by the foremen themselves.\nSo we come to the question about teachers’ meetings, classroom visits, and\nother impediments. Teachers’ meetings are not an end in themselves. They\nare the means of defining problems and exchanging ideas for their solution.\nA few mornings ago, as an observer, I attended a 7 :45 breakfast of depart¬\nment store executives. Under well-directed questioning in a relatively short\ntime they had defined six major problems of department store management.\nThey roughly sketched courses to meet them and appointed a committee to\noutline in detail. The schools will help in organizing and scheduling these\ncourses but again the planning and instructional leadership will come from\nthe stores themselves. Meetings\nend in themselves.\n\nare a means\n\nin problem solving — not an\n\n"}
{"page": 311, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n307\n\nProfessional reading and study are also a means of solving problems. They\nwill attract when\nproblems.\n\nteachers help to plan them\n\naround\n\nreal here-and-now\n\nVisits to classrooms are for the purpose of observing children — not\nteachers. The principal comes to help the teacher isolate and break down\ndifficulties that afflict children, to bring additional resources to bear upon\nthe solution. When he comes in this spirit and talks to this point, visits will\ncease to be visitations.\nBulletins in this picture become a means of recording plans for study or\nof summarizing the results of previous study for convenient reference.\nSupervision in the old sense with its ex cathedra approach, its ponderous\nritual of meetings, bulletins, visits, and\n\nthe like was\n\ntoo often the\n\n“bogeyman” — the “little man who wasn’t there” — in the old school for\nchildhood. Cooperative study involving principal, teachers, and sometimes\npupils, parents, and community is the genius of the new.\nIn this new school, the principal’s job is essentially that of teaching.\nHe is a vicarious teacher of pupils; a teacher of teachers, of parents, of\nthe public. He will do well to bring to his leadership the best teaching\nmethod that he knows; to remember that teaching is the cultivation of\ngrowth, not a stuffing process; that his main contribution is to capitalize\nthe latent resources of his school community; that he must be humble\nenough to learn from pupils, teachers, and patrons; strong enough to lead.\n\nElementary-school\n\nscene from the revue , “On\n\nOur\n\nWay”\n\n"}
{"page": 312, "printed_page": null, "text": "308\n\nTHE\n\nNational\n\nCURRICULUM\n\nJ. CAYCE\n\nMORRISON,\n\nKEEPS\n\nASSISTANT\n\nEDUCATION\n\nMy\n\nEducation\n\nPACE\n\nAssociation\n\nWITH\n\nCOMMISSIONER\n\nDEPARTMENT,\n\nFOR\n\nALBANY,\n\nsubject admits of two interpretations. One\n\nHUMAN\n\nNEEDS\n\nRESEARCH,\n\nSTATE\n\nN. Y.\n\nmight build up either a\n\ncase of wishful thinking or a record of substantial achievement. But what¬\never view we may take now, the future historian of American education\nwill give a prominent place to the curriculum movement of this second\nquarter of the twentieth century.\nHistorical\n\ndevelopment\n\nof curriculum — We\n\nlong as we have had schools. But once upon\n\nhave had\n\na curriculum\n\nas\n\na time, as all good stories\n\ngo, it was a very simple affair — reading and writing and not too much\nof that. As late as 1850 there were only eight subjects listed for study\nin elementary schools. By 1930 there were eighteen.1 By 1940, more than\ntwenty subjects were outlined for study in elementary schools. For more\nthan a hundred years, the curriculum was a growing function but the\ndominating concept of its growth was the addition of new subjects. That\nthis process continues is seen in the emphasis given here to education for\nsafety.\nNeeds\n\nthat led to introduction\n\nof older subjects — It is trite, perhaps,\n\nto recall the forces that brought the older, long-established subjects into\nthe curriculum. The founding fathers believed that universal literacy\nwas essential to the government of a free people. But one hundred and\nfifty years before the Constitutional Convention in Philadelphia the Colonial\ncourt of Massachusetts had declared that every youth should be taught to\nread as much of the Scriptures as would enable him better to withstand\nthe wiles of old Satan.2\nArithmetic came with the growth of trade and the growing demand for\nyouth who could serve well in the countinghouse. Composition and grammar\n— inheritances from an older civilization — were added to the curriculum\nfor the ever increasing masses who desired now and then to write for them¬\nselves. Geography was added to satisfy the universal desire of human beings\nto know more of the world in which they live; but also in part because\nduring the early part of the nineteenth century we had a large maritime\ncommerce which stimulated a need for understanding the rest of the world.\nHistory is a more recent addition than most people realize. Fifty years\nago many schools made little or no pretense of teaching history. Only as\nthe older generations were passing from the scene did they emphasize the\nneed for youth to feel the spirit and to know the facts of the struggles to\ngain independence, to form a nation, and to save the union.\nThe\n\nneed for temperance — One\n\nof the striking additions to the school’s\n\ncurriculum is seen in the laws governing the teaching of the effects of\nalcohol and other narcotics on the human system. It is difficult for the\n1 Gulick, Luther H. Education for American Life. New York (State) University. Regents’ Inquiry\ninto the Character and Cost of Public Education in the State of New York. New York: McGraw-Hill\nBook Co., 1938. p. 129.\n2 Cubberley, E. P. Public Education in the United States. Boston: Houghton\n\nMifflin Co., 1934. p. 18.\n\n"}
{"page": 313, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\n309\n\nAdministrators\n\nyounger generation to realize the toll in broken lives caused by alcoholic\nliquors during the hundred years preceding the prohibition amendment, or\nthe fervent belief that thru education the evil of drink might be surmounted.\nTo understand that this subject came into the curriculum as a means of\novercoming\n\na great human\n\nevil, one needs but to read the life of Frances E.\n\nWillard 3 or of so recent a leader of men\nSafety is a human\n\nautomobile\n\nneed — Thru\n\nas David\n\nthe death\n\nStarr Jordan.4\n\nof thousands\n\nannually\n\nby\n\naccidents the truth has been impressed gradually upon\n\nthe\n\nAmerican people that they have invented a machine they cannot control. As\nalways in periods of national distress, the public has turned to its schools\nto find relief from the mounting toll of highway accidents. Thru education\nthe people would find control for the machines created by the union of\nscience and industry.5\nBut our concern today is not with those aspects of the curriculum that\nhave been long established. Rather we would appraise the movements in\nprocess, the forces at work, the goals still to be attained.\nThe\n\nbeginning\n\nof the present curriculum\n\ntwo decades have we\n\ncome\n\nmovement — Only\n\nto think of the curriculum\n\nin the last\n\nas a whole, have\n\nwe given thought to more than the addition of a new\nor demand arose. In the 1920 meeting of the Department\n\nsubject as the need\nof Superintendence,\nan alert person might have heard in the hotel lobbies and in committee\n\nmeetings some expression of dissatisfaction over the school’s curriculum, but\nnot until 1923 did the curriculum command the attention of a full session\nof the annual program.6 At the close of that session, Superintendent\nBroome of Philadelphia moved\nThat\n\nthe incoming\n\npresident together with the Executive\n\nCommittee\n\nE. C.\n\nbe instructed\n\nto create a commission for the purpose of bringing together the elements for the con¬\nstruction of a suitable curriculum for the boys and girls of American public schools.\n\nThe motion was seconded and carried.\nThis was the beginning of the nationwide movement to bring the school’s\ncurriculum into harmony with the forces shaping American life, to make\nit serve more directly the needs of those being educated. What has happened\nsince then is a part of the epic that is American education.\nThe\n\nnation at ivork on the curriculum — Mr.\n\nBroome’s\n\nappointed. A year later it reported on The Elementary\n\nCommission\n\nwas\n\nSchool Curriculum ;\n\nand this was followed successively by five yearbooks.7 These were in effect\n3 Glimpses\n1889.\n\nof Fifty Years, Autobiography.\n\n‘Jordan, David\nTwo volumes.\n\nStarr. The\n\nDays\n\nChicago:\n\nof a Man.\n\nWoman’s\n\nTemperance\n\nYonkers-on-Hudson,\n\nPublishing\n\nN. Y.: World\n\n5 National Education Association, American Association of School Administrators.\nEighteenth Yearbook. Washington, D. C.: the Association, 1940. 544 p.\n\nBook\n\nAssociation.\n\nCo., 1922.\n\nSafety Education.\n\n6 National Education Association. Proceedings. Washington, D. C.: the Association, 1923. p. 8S4.\n7 National Education Association, Department of Superintendence. Research in Constructing the\nElementary School Curriculum, 1926; The Nation at Work on the Public School Curriculum, 1926;\nThe Junior High School Curriculum, 1927; The Development of the High School Curriculum, 1928;\nThe Articulation of the Units of American Education, 1929. Yearbooks. Washington, D. C.: the\nDepartment.\n\n"}
{"page": 314, "printed_page": null, "text": "310\n\nNational\n\nEducation\n\nAssociation\n\nthe annual summaries of the progress of a nation at work on the school\ncurriculum. Hardly a school system escaped the import of this movement.\nEverywhere it was recognized that courses of study contained obsolete\nmaterials — content that must give way to the new knowledge being\naccumulated year by year. Everywhere, it was seen that children were staying\nin school longer and that much subjectmatter was ill suited to their needs.\nDuring the 1 920’s, everywhere was heard the charge that practice lagged\nbehind theory, that the schools were out of date, that they failed to keep\nabreast of life. At the same time we began to hear more emphatically that\nthe school should be adapted to the child, not the child to the school.\nThe yearbooks of the Department of Superintendence are only one index\nto the curriculum movement. The twenty-sixth yearbook of the National\nSociety for the Study of Education was a milestone and is still one of the\nbasic documents. Thru its reports on The Activity Movement in 1934,\nChild Development\n\nand the Curriculum\n\nin 1939, and others dealing with\n\nspecial subjects — reading, social studies, arithmetic, science, geography,\nmusic, and international understanding — the National Society has made a\nsignificant contribution to curriculum revision.8\nThe\n\nChanging\n\nCurriculum 9 by the Department\n\nof Supervisors\n\nand\n\nDirectors of Instruction and Enriching the Curriculum 10 by the Depart¬\nment of Elementary School Principals suggest how other groups have\nhelped to round out the program of curriculum development.\nTo visualize the full picture of the nation at work on the curriculum,\none must see the hundreds of thousands of teachers working hours after\nschool; the local and state curriculum committees; the publications of state,\ncity, and county school systems ; the appointment of curriculum supervisors ;\nthe creation of bureaus of curriculum research and of professorships in the\ncurriculum ; and more\n\nrecently the organized efforts of associational groups\n\nthe Society for Curriculum Study.12\nThe magnitude of the movement is indicated by the fact that the last\nissue of the Review of Educational Research devoted to the curriculum\nreviewed 1091 published articles or reports in curriculum research for a\nthree-year cycle.13 Probably\n\nfifty thousand\n\ncourses of study have been\n\npublished in printed or mimeographed form.14\nWhat lay back of this unmeasurable volume of human activity? Such\noutpourings of effort do not just happen. They cannot be stimulated by\n8 National Society for the Study of Education. Curriculum Making: Past and Present, Part I:\nThe Foundation of Curriculum Making, Part II. Twenty-Sixth Yearbook. Chicago: the Society, 1927.\n9 National Education Association, Department of Supervisors and Directors of Instruction. The\nChanging Curriculum. Tenth Yearbook. Washington D. C.: the Department, 1937. 339 p.\n10 National Education Association, Department of Elementary School Principals. Enriching the\nCurriculum for the Elementary-School Child. Eighteenth Yearbook. Washington, D. C.: the Depart¬\nment, 1939. 500 p.\n11 Progressive Education Advances. Progressive Education Association, 1937.\n12 See Curriculum Journals. Published by the Society for Curriculum Study, George Peabody\nNashville, Tenn.\n\nCollege,\n\n13 National Education Association. “The Curriculum.” Review of Educational Research 7: 113-236;\nApril 1937.\n14 Bruner, Herbert Bascom. Criteria for Evaluating C our se-of -Study Materials. New York: Teachers\nCollege, Columbia University, 1937.\n\n"}
{"page": 315, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n311\nleadership however\nneeds.\nHuman\n\ncapable unless there be an underlying human\n\nneeds to be met — The\n\nneeds to be met\n\nare many\n\nneed or\n\nand admit\n\nof\n\ninfinite variety in classification. Some are apparent ; many, obscure. Some\nare generally admitted; others are the concern of special groups.\nBack of the needs to be considered lie certain indisputable facts. America\nfaces a decreasing birth-rate. Scientific invention and discovery have set in\nmotion forces that are changing our social structure. New knowledge is\nbeing accumulated at an ever accelerated pace. Life has been speeded up;\ncompetition is keener. We are educating children not for the past but for\nthe future.\nTo\n\nmeet the needs created by the rapidly changing course of American\n\nlife, the schools thru the curriculum\n\nare attempting:\n\n*\n\n1. To counteract the effect of a decreasing birth-rate\n2. To meet the needs of each individual child\n3. To help children interpret wisely their environment — material and human\n4. To apply the findings of scientific study of the learning process to improving\nthe development of skills needed for acquiring further knowledge\n5. To determine what knowledge is of most worth to children\n6. To help children to wisely adjust themselves to new ways of living\n7. To\nzenship\n\nhelp children prepare\n\nmore\n\n8. To coordinate helpfully the work\n\neffectively for the newer\n\nobligations of citi¬\n\nof the school, home, and community\n\nin shaping\n\nthe child’s growth.\n\nThe foregoing are not mutually exclusive. They are one approach to an\nanalysis of the human needs shaping the curriculum in the elementary schools\nof the United States.\nTo counteract\n\nthe effect of a decreasing birth-rate — America\n\nhas become\n\nincreasingly sensitive to human suffering and to waste of human life. The\nadvance of medicine has demonstrated that much of the loss of life from\nchildbirth and most of infant mortality is needless. By the same token,\nsociety is beginning to understand the waste that comes from inadequate\neducational methods and bad environment during the first six or eight\nyears of a child’s life. Recognition of this need has found expression in the\nprograms of child development and parent education and in the improve¬\nment of kindergarten and primary education. One has but to scan the pages\nof women’s magazines or the files of Parent Education to realize that\nwherever there are mothers, especially with their firstborn, there is a growing\ndemand\n\nfor knowledge\n\nthat will enable them to guide their children wisely\n\n— knowledge of the child’s whole\nlectual outlook.\nA\n\ncurriculum\n\nadapted\n\ndevelopment,\n\nnot merely of his intel¬\n\nto the individual — Gradually,\n\nthe people of the\n\nUnited States came to the conclusion that all children should be educated.\nWith the invention of intelligence testing and its wide application in the\nWorld War, a new definition of literacy was gained. With the rapidly\ndecreasing demand\n\nfor child labor the elementary school was\n\nconfronted\n\nwith holding children longer than prior to 1915. But holding these older\n\n"}
{"page": 316, "printed_page": null, "text": "312\n\nNational\n\nEducation\n\nAssociation\n\nchildren fourteen to eighteen years of age in classes with younger\n\nchildren,\n\nmerely because they could not meet certain specified standards, was soon\nrecognized as an evil, not alone to the older children but also to the younger\nas well. Reluctantly, those who shaped the curriculum began to admit that\nadjustments should be made in terms of those limitations beyond the effort\nof the individual to overcome. As time passed and experience was shared,\nthere began to develop an understanding that adaptations might be quali¬\ntative as well as quantitative. As the evidence from use of standard tests\naccumulated, the wide variation in human talents and the individuality\nof the individual child became more apparent. A beginning has been made\nin writing courses of study in terms of the wide variations in children’s\nabilities; thru their use of subjectmatter in the classroom wise teachers are\nshowing the way\n\ncurriculum\n\ndevelopment\n\nmust proceed in order to serve\n\nwell “all the children.”\nInterpreting\n\nenvironment\n\nand\n\nlife — The\n\nall about us in our childhood. The\n\nlad who\n\nraw\n\nmaterials of education\n\nlie\n\nhas stood on the street corner\n\nor in the field watching a silver-winged plane flying overhead has no use\nfor a school whose curriculum ignores the facts of airplanes. Nature study has\ngiven way to elementary science because the child lives in a world of physical\nphenomena quite as baffling and surely as intriguing to his mental powers\nas are the biological phenomena. In his observations of both biological and\nphysical phenomena the child’s curiosity runs far beyond the limits of object\nteaching, of identification, of memorization of facts; he needs understand¬\ning. The change from nature study to elementary science, from identifica¬\ntion of objects to analysis of cause and effect, is one of the striking illus¬\ntrations of the curriculum’s keeping pace with human needs.\nSimilarly, one aspect of the growing social studies movement is its\nemphasis upon the social development of the individual as a member of\ndifferent groups. The concept of “the school as experience in living” is\ngaining momentum and is finding expression in many ways, not the least\nof which is the incorporation of many once called extracurriculum activities\ninto the organized curriculum pattern.\nProgress in the teaching of skills — Research\n\nhas taught us much\n\nin the\n\ndevelopment of the basic skills needed for acquiring an education. Ayres\nshowed that by teaching children to spell the 1000 words most frequently\nused by people who write English, they would have a mastery of more than\n90 percent of all running words used in English writing.15 O’Rourke’s16\nstudies of the essentials of English usage have made it possible to develop\na skill with much\n\nless effort than was once normally expended. Similarly,\n\ncareful studies of the difficulty of learning the different number combina¬\ntions has shown how drill can be most effectively distributed. By focusing\nattention on teaching those elements most needed, essential mastery of the\nskill is more quickly attained.\n15 Ayres, Leonard\n1915, p. 11.\n\nP. A Measuring\n\nScale for Ability in Spelling. New\n\nYork:\n\n10 O’Rourke, Lawrence James. Self-Aids in the Essentials of Grammatical\nF,ducational and Personnel Publishing Co., 1927. 202 p.\n\nRussell Sage Foundation,\n\nUsage. Washington,\n\nD. C.:\n\n"}
{"page": 317, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n313\n\nThe almost universal use of the typewriter has relieved schools from\nmuch of the drill in penmanship once required, and has brought about a\nsituation where a reasonable legibility serves all practical ends. The inven¬\ntion of calculating machines has eliminated the need for drill on adding\nlong columns of figures, thereby releasing the school’s time for developing\nother abilities more needed.\nBut the changing times demand\n\nnew\n\nskills. Confucius\n\nis reputed to have\n\nwritten that “one picture is worth 10,000 words.” Our modern age appar¬\nently is acting on that principle with the result that the citizen at every\nturn is confronted with pictures, graphs, and symbols designed to influence\nhis thought or feeling. So that to teach the child to read, the school needs to\ndevelop skill in reading the visual means of communication. In such fashion,\nthe curriculum\nful living.\n\nkeeps pace with the demand\n\nIV hat knowledge\n\nis of most\n\nfor skills needed in success¬\n\nworth — Compare\n\nmaps\n\nof Europe\n\nin 1900,\n\n1915, 1930, and 1940. Look at the maps in the geographies used by your\nchildren in school. What will you teach of the political geography of\nEurope? We may have some sympathy for the Scotchman who refused to\nbuy a new atlas until the world got settled again.\nTwenty years ago the school spent considerable time teaching accuracy\nin calculating interest. Today, few adults past forty can calculate the interest\non a simple promissory note, for the simple reason that the banks use an\ninterest table and have discarded the rules taught with such infinite care\nonly yesterday.\nNote the speedometer on your automobile; you will see that the common\nfraction is losing and the decimal is gaining ground in the ordinary affairs\nof life.\nWhat shall we teach? The poetry studied twenty or thirty years ago\nwas principally from the New England writers. Look at the wealth of\npoetry from our modern writers. Or take history; it is being made rapidly.\nYear by year, America’s cultural heritage increases ; yet the child has only\nso many years between birth and adult life. One of the obligations of\ncurriculum making is the exercise of wisdom in determining what knowl¬\nedge shall be made available to teachers and children.\nNeiv\n\nways\n\nof living — Every\n\nscientific invention\n\nthe social structure. Improvements\n\nor discovery influences\n\nin transportation, communication,\n\nand\n\nlabor-saving machinery have revolutionized our ways of living, our modes\nof thought, and have left their impress on our attitudes and feelings.\nThe home has lost something of its influence. There is the one-child\nfamily, the apartment house life, the lack of play space, with no pets to care\nfor or chores to do. How, when, and where shall the child learn to work,\nto take pride in doing things well with his hands? The\n\nactivity program,\n\narts and crafts, and physical education added to the school’s curriculum\nhave given part of the answer.\nWith no work to do the use of leisure time has taken on new significance.\nBut what is leisure time for a child? In New \\ork we have defined it as\ntime spent without dictation from home or school. So defined, the curriculum\n\n"}
{"page": 318, "printed_page": null, "text": "314\n\nNational\n\nEducation\n\nAssociation\n\nmust contain the stimulus and the content that will give the child so many\nthings he wants to do that he seldom finds time to do them all. One test\nof the elementary school is to be found in how the child spends this time\nthat is free from mandate of parent or teacher.\nSometime since, we heard a great deal of the evils of “rugged individ¬\nualism.” More recently we had a yearbook on cooperation.17 While com¬\npetition still fills a large need in American life, there is increasing need\nfor cooperation. Thru both method and subjectmatter the curriculum is\nbeing keyed to develop a generation of youth who can pull together effectively.\nBusiness and industry have conspired to educate people to a feeling of\nnew needs — needs which from the economic and cultural viewpoint many\npeople ought not to satisfy. New forms of commercial recreation have\nheld before youth standards of life glamorous indeed but which youth\nought not to try to attain. Thru\n\nthe radio and the newspaper\n\nappeals for the loyalties of children as well as of adults. How\n\nthere are\n\nshall children\n\nknow what to believe? The school’s curriculum must provide guidance\nfor children in testing all these varied appeals to their emotions and loyalties.\nBut with all its attempt to face the realities of life, the school’s curricu¬\nlum has not lost sight of the need for lifting children’s vision from the sordid,\nselfish, narrow, and mean. And so today more attention than ever before\nis given to stimulating children to express the best of their thought and\nfeeling thru every medium the school can use — expression thru line, form,\nand color, thru rhythm, dance, song, and instrument, thru writing poetry,\nparticipating in dramatics, and enjoying the beauty of field and woodland,\nriver and sea. Human beings need beauty most of all when they are children.\nBeauty still is more than daily bread\nTo fevered minds and hearts discomforted.\n\nTo satisfy this need is one of the curriculum trends of this generation.\nPreparation\n\nfor the duties and privileges of citizenship — Since 1920\n\nwe\n\nhave talked a great deal about preparation for citizenship. Following the\nfirst World War, excellent courses of study in patriotism and citizenship\nwere prepared; but the influence of the nation’s return to “normalcy” was\nreflected in the tendency to talk glibly of citizenship and to shun the real\nissues involved. The economic issues of the ’Thirties have thrown the\nproblem of education for citizenship into new perspective.\nFor better or worse, in these United States, government has taken over\nfunctions that will forever modify the lives of boys and girls now\n\nin the\n\nelementary schools. There is the national debt; the influence of govern¬\nment in the regulation of hours, wages, and labor disputes; in crop control\nand purchase; the regulation of banks, corporations, and public utilities;\nthe great housing programs ; the administration of relief ; and in the search\nfor various forms of social security. The list is long and the allusions here\nare merely suggestive. One writer has said that if western civilization is to\n17 National Education Association, Department of Supervisors and Directors of Instruction. Co¬\noperation: Principles and Practices. Eleventh Yearbook. Washington, D. C.: the Department, 1938.\n244 p.\n\n"}
{"page": 319, "printed_page": null, "text": "American\n\nAssociation\n\nsurvive it must begin now\n\nof\n\nSchool\n\n315\n\nAdministrators\n\nto develop an economic\n\nliteracy comparable\n\nto\n\nthe simple literacy it has already gained in large measure.18 In the long\nrun the solution of the great social and economic problems confronting\nAmerica will depend upon the understanding of the great mass of voters.\nHerein lies the chief reason for the integration of geography and history into\nthe social studies. The concepts which are to be a part of America’s social\nheritage have their beginning in the elementary school.\nAnother aspect of the preparation for citizenship has been already noted\nin reference to the “school as experience in living.” In many schools the\ncurriculum provides that every child shall have experience in committee\nassignments ; in selecting his representatives ; in working for the class, club,\nor group ; and in serving in various official capacities. In this respect our\nschools have come a long way toward being laboratories for training in the\nart of being a good citizen.\nSchoolj\n\nhome , and\n\ncommunity — The\n\nchild suffers when\n\nparent\n\nand\n\nteacher pull in different directions. The child’s loyalties are divided when\nthe school sets one goal and the community gives its approval to an opposite\none. Not so long ago the school was divorced from both home\n\nand com¬\n\nmunity, but in recent years there has been a tendency toward the school’s\ntaking the initiative in coordinating all the influences playing on the child.\nThe home and community are storehouses of rich instructional materials.\nThe child’s experiences in home\non which the school can build.\nA new\n\ncurriculum\n\nand community\n\nprovide a background\n\npattern — In 1920 a visit to any well-ordered\n\nelemen¬\n\ntary-school classroom disclosed a certain uniformity of curriculum program.\nToday the curriculum is in a state of flux. “The form of the present is\nbroken.”19 A new pattern is evolving. The days when “course of study”\nand “curriculum” were synonymous terms are gone. Now the curriculum is\nbeing conceived as the sum total of the child’s experience used by the school\nin guiding his growth. Gradually the attention of the curriculum makers\nis being focused on the fundamental questions: In what kind of a society do\nthese children now live? What changes will they face during the gener¬\nation that lies ahead? What adaptations need to be made to their varying\nabilities? To the degree that we answer these questions, the curriculum will\nkeep pace' with human\n\nneeds.\n\n18 Scherman, Harry. The Promises Men Live By. New York: Random House,\n19 Wells, H. G. The Croquet Player. New York: Viking Press, 1937. 98 p.\n\n1938. 492 p.\n\n"}
{"page": 320, "printed_page": null, "text": "316\n\nNational\n\nEducation\n\nSECRETARY’S\nSt. Louis\n\nAssociation\n\nMINUTES\n\nConvention,\n\nFebruary\n\n1940\n\n24\n\nThe seventieth annual convention of the American\n\nAssociation of School\n\nAdministrators, a Department of the National Education Association of\nthe United States, was held in the Municipal Auditorium at St. Louis,\nMissouri. Registration and exhibits opened Saturday morning, February\n24, 1940.\nIn all, 230 firms and organizations participated in the exhibit. All avail¬\nable space on the exhibit floor was occupied, and about fifty applications had\nto be refused for lack of space.\nIn rooms adjacent to the convention hall were located six special informal\nconference exhibits emphasizing recent trends in education. An exhibit in\nconnection with the 1940 yearbook, Safety Education , included a library\nof safety materials and an automatic\n\ntest-scoring machine\n\nfor correcting\n\nsafety education quizzes. Selected motion pictures dealing with safety edu¬\ncation were shown twice daily. Another informal conference exhibit com¬\nmemorated one hundred years of public teacher education in America. It\nincluded historical material, pictures, charts, graphs, lantern slides, and\nmotion pictures. Other exhibits presented floor plans and perspectives of\nrecent examples of schoolhouse planning; publications and work of the\nEducational Policies Commission; and a display emphasizing\npart in the occupational adjustment of young people.\nFebruary\n\neducation’s\n\n25\n\nThe opening Vesper Service was held in the convention hall of the St.\nLouis Municipal Auditorium on Sunday afternoon. Porter Heaps, eminent\nAmerican organist, gave a fine organ prelude. The St. Louis A Cappella\nChoir, under the direction of William B. Heyne, provided a musical pro¬\ngram of unusual excellence. By authority of the Executive Committee, hon¬\norary life memberships were presented to John W. Carr, president,\nDepartment of Superintendence, 1905-06; Edwin C. Broome, president,\nDepartment of Superintendence, 1931-32; and John W. Withers, dean,\nSchool of Education, New York University, 1921-39. The presentation cere¬\nmony was conducted in impressive fashion by Superintendent Frank W.\nBallou of Washington, D. C.\nAn audience of over 10,000 persons witnessed “Musica Americana,” a\ndramatic portrayal of American music on Sunday evening. This production\nwas compiled and directed by Ernest Hares, supervisor of instrumental\nmusic of the St. Louis public schools. It was presented by a cast of 3000\nboys and girls from the public high schools of that city.\nFebruary\n\n26\n\n“What Is Right with the Schools?” was the topic selected by President\nBen G. Graham for the opening general session on Monday morning. Edu-\n\n"}
{"page": 321, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nSchool\n\nAdministrators\n\n317\n\ncators have been free in criticizing the schools. Some criticisms have been\nwell founded, and some have not. It was a refreshing change to hear reviews\nof some of the important contributions which the schools have been making.\nNotable progress has been made in devising new methods of teaching, in\ndeveloping new instructional materials, and in outlining new programs of\nstudy adapted to presentday needs. As a result, a great deal is right with\nAmerican youth when judged by proper standards, by unbiased judges, and\nin the light of the generation in which they live.\nOn Monday afternoon, six group meetings of the American Association of\nSchool 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: Civic Education in American\nDemocracy, Education and the Economic Welfare, Social Services and the\nSchools, The Work of the Schoolboard, Improvement of Instruction in\nSmall Schools, Curriculum Organization at the Secondary-School Level,\nOccupational Adjustment, and Special Problems in the Education of\nHandicapped and Exceptional Children.\nAt the general session on Monday evening, Executive Secretary Willard\nE. Givens of the National Education Association presented a statement\nadopted by the N. E. A. Legislative Commission\nprinted elsewhere in this report.\nFebruary\n\nearlier in the day.\n\nIt is\n\n27\n\n“Safety Education’’ was the theme of the Tuesday morning program.\nMembers of the commission which prepared the 1940 yearbook on this\ntopic were platform guests. The official presentation of the yearbook was\nmade by Chairman Henry H. Hill, superintendent of schools, Lexington,\nKentucky.\n\nA\n\nshowing\n\nof safety motion\n\nprogram.\nAt the business meeting, nominations\n\npictures preceded\n\nfor officers were\n\nthe formal\n\nas follows: For\n\nsecond vicepresident, Hobart M. Corning, superintendent of schools, Colo¬\nrado Springs, Colorado; J. R. Harper, superintendent of schools, Wilmette,\nIllinois; and Isaac E. Stutsman, superintendent of schools, San Antonio,\nTexas. For member of the Executive Committee for four years, Homer W.\nAnderson, superintendent of schools, Omaha, Nebraska; and W. W. Ankenbrand, superintendent of schools, Yonkers, New York.\nAt the Cleveland\n\nconvention\n\none year ago, a proposed constitutional\n\namendment was presented to change the name of the organization from the\nAmerican Association of School Administrators to the Department of\nSuperintendence. In order that members might be informed about the ques¬\ntion at issue, Union Superintendent David J. Malcolm of Charlemont,\nMassachusetts, was invited by President Graham to speak in favor of the\nproposed amendment;\n\nand Dean\n\nWalter\n\nD. Cocking\n\nof the University of\n\nGeorgia was invited to speak against it.\n\nOn Tuesday evening the members of the American Association of School\nAdministrators and the National Education Association were guests of the\n\n"}
{"page": 322, "printed_page": null, "text": "318\n\nNational\n\nEducation\n\nAssociated Exhibitors at a program\n\nAssociation\n\nin the convention hall. The\n\nexhibitors,\n\nin accordance with their annual tradition, presented the American Educa¬\ntion Award. The recipient of this honor for 1940 was Professor-Emeritus\nWilliam Lyon Phelps of Yale University. Following the presentation of the\naward, Irvin S. Cobb spoke in lighter vein. Walter Jenkins, Rotary Inter¬\nnational baritone; Nancy Yeager Swinford, Houston Symphonic Orchestra\nsoloist; and the St. Louis Municipal Opera Orchestra furnished delightful\nmusical numbers. President James A. Campbell of the Associated Exhibitors\npresided at this session.\nFebruary\n\n28\n\nSuperintendent Jesse H. Binford of Richmond, Virginia, presented the\nreport of the Audit Committee, which was adopted and ordered printed\nin the Official Report.\nSuperintendent Otto W. Haisley of Ann Arbor, Michigan, made the\nfinal report of the Committee on Certification of Superintendents of Schools.\nHe stated that a 48-page booklet, entitled The Superintendent\nand His Work,\n\nhad been printed under\n\nmailed to all members\n\nof Schools\n\nthe auspices of the Committee\n\nof this Department.\n\nHe\n\nstressed the importance\n\nof securing action in the several states on the recommendations\nCommittee.\nAt the evening session the Educational\nan educational revue, On\n\nOur Way.\n\npretation of the Commission’s\n\nEducation\n\nin American\n\nPolicies Commission\n\nof the\n\npresented\n\nIt was a dramatic and inspiring inter¬\n\nhistory-making\n\nDemocracy.\n\nand\n\nvolume,\n\nThe\n\nPurposes\n\nDirection, script, and music were\n\nof\n\nthru\n\nthe courtesy of the Oakland, California, public schools. The revue was pro¬\nduced by the school systems of Clayton, University City, and Webster\nGroves, Missouri. In order to accommodate all who wished to attend the\nrevue, a second performance was given on Thursday morning.\nFebruary\n\n29\n\nThe report of the Committee on Resolutions was presented by Superin¬\ntendent G. E. Roudebush of Columbus, Ohio. It was accepted without\namendment. The resolutions are printed in full elsewhere in this report.\nSuperintendent H. Claude Hardy of White Plains, New York, chair¬\nman of the Board of Tellers, reported the election of Superintendent Carroll\nR. Reed of Minneapolis, Minnesota, as president for the year beginning\nMarch 15, 1940; Superintendent Hobart M. Corning of Colorado Springs,\nColorado, as second vicepresident for one year; and Superintendent Homer\nW. Anderson of Omaha, Nebraska, as a member of the Executive Commit¬\ntee for four years. The proposed constitutional amendment to change the\nname of the organization was defeated.\nIn the absence of Superintendent Frank Cody of Detroit, Michigan,\nExecutive Secretary Sherwood D. Shankland presented to President Ben G.\nGraham a past-president’s key as a token of appreciation for his services.\nAt the afternoon general session there was distributed a 32-page booklet\nwhich gave a complete official summarization of the general sessions, dis-\n\n"}
{"page": 323, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\ncussion groups, and other convention\n\nSchool\n\nAdministrators\n\nactivities. About\n\ntwenty\n\n319\neducators\n\nhad been enlisted in advance to cover the meetings and to write the sum¬\nmary reports, which were edited by Secretary William G. Carr of the Edu¬\ncational Policies Commission. The plan of issuing such a convention sum¬\nmary was first undertaken at Cleveland in 1939. The large demand for\ncopies of the booklet testified to the value of the project. Copies of the 1940\nsummary were immediately mailed from St. Louis to all members of the\nAmerican Association of School Administrators.\nSherwood\n\nD. Shankland\n\nExecutive\n\nSecretary\n\nRESOLUTIONS\nReport\n\nof\n\nthe\n\nCommittee\n\nAdopted\nHuman\n\nThe\n\nAmerican\n\nFebruary\n\nResources\n\nand\n\non\n\nResolutions\n\n29 , 1940\n\nMaterial\n\nResources\n\nAssociation of School Administrators\n\nbelieves that the\n\ngreatest wealth of our nation — both immediate and potential — is its peo¬\nple; that human values are basic and that government exists primarily to\ninsure the greatest possible protection and cultivation of its human\n\nwealth.\n\nIn the face of the tremendous gains that have been made in the develop¬\nment of the material resources of our nation and the increasing emphasis\non the conservation of our natural wealth, this Association urges the Amer¬\nican people to recognize that their primary responsibility is toward hu¬\nmanity and to work for the conservation and cultivation of these human\nresources at least with the same degree of intelligence, zeal, and devotion\nas is at present being demonstrated in the development\nof the material resources of our nation.\nEducation — Peace\n\nThe\n\nand War\n\nAssociation records its belief that there are men\n\nlands and commends\n\nand preservation\n\nof goodwill in all\n\nall efforts in our foreign and domestic relations which\n\nwill strengthen these elements abroad.\nWe urge upon those in charge of our government to put forth every\neffort to keep our nation out of war. At the same time we recognize that\nduring this period with many nations of the world at war, there is need\nfor a reasonable and practical program for adequate defense. We commend\nthe efforts in Congress to be sure that amounts expended for military\ndefense are necessary.\nWe must not overlook the fact that the ultimate line of national defense\nrests in the loyalty, morale, and character of our citizens. Because of their\ncontribution in this respect, the American public schools are to be regarded\nas an indispensable agency of national defense.\n\n"}
{"page": 324, "printed_page": null, "text": "320\n\nNational\n\nEqualization\n\nThe\n\nEducation\n\nAssociation\n\nof Educational\n\nOpportunity\n\nAssociation reasserts its belief that all the children of the nation\n\nare entitled to a well-rounded\n\neducational experience. We\n\nrecognize that\n\nequality of opportunity is the right of every child, and urge that this edu¬\ncational experience be provided in terms of each child’s needs and abilities.\nMoreover, we deplore any attempt to interpret the equalization of educa¬\ntional opportunities as a process of leveling down. Rather, we urge that\nthere be a statement of a minimum educational experience to be provided\nfor every child, that these minimum standards be raised as rapidly as\npossible, and that states and communities be encouraged to expand this\nbasic minimum program as far as their financial resources permit.\nWork\n\nThe\n\nand Education\n\nAssociation recognizes that because of the difficulties which young\n\npeople experience in finding employment there has been an unprecedented\nincrease in enrolments of secondary schools and that there is urgent need\nfor the enrichment and differentiation of the educational program now\nthat pupils with a great diversity of interests are continuing their schooling.\nThe Association is convinced that training in habits of work and in a\nsympathetic desire and willingness to perform useful service is an essen¬\ntial phase of the education of every young person. To the end that every\nchild may be properly equipped to carry out his responsibilities as a useful\ncitizen, we urge upon all schools the development of an adequate program\nof child guidance.\nThis Association favors assistance by the federal government to the\nseveral states in providing funds, thru their state educational authorities,\nfor youth who\n\nwould\n\notherwise be unable to continue their education.\n\nTo accomplish these ends we solicit the earnest cooperation of all edu¬\ncators and other individuals, agencies, or organizations interested in the\nwelfare of youth in providing work-study programs.\nSecurity\n\nThe\n\nAssociation is convinced\n\nthat security is a fundamental\n\nfactor in\n\nmaintaining the morale and effectiveness of the teaching personnel. It, there¬\nfore, recommends that administrators continue to work for security and\nimproved standards for teachers.\n\n“What\n\nIs Right with the Schools”\n\nThe Association commends the emphasis given to “What Is Right with\nthe Schools” and encourages further efforts to provide proper recognition\nof the worthy tradition and progressive evolution of the American public\nschool ; the power exercised by the public school in preserving and trans¬\nmitting the best traditions of American democracy; the comprehensive\n\n"}
{"page": 325, "printed_page": null, "text": "American\n\nAssociation\n\nof School\n\nAdministrators\n\n321\n\nreach of the public school in providing educational opportunity to an\nincreasingly large percent of youth ; and efforts made to provide wider\ntraining in work-education courses for secondary youth.\nThe\n\nEducational\n\nPolicies Commission\n\nThe Association commends the policy of formulating a cross section of\nthe goals, purposes, structure, and procedures of American education as\na rallying point for all educational organizations as in the case of the\npresent Educational Policies Commission. The Association urges that the\nnational procedure represented by this effort be continued by the National\nEducation Association.\nFederal\n\nAid\n\nEver since the founding of the republic, the federal government has\nvoiced its belief that the enlightenment of the people is of such primary\nimportance in the development and preservation of the nation’s democratic\npurposes that public “education shall forever be encouraged.” From time\nto time, and in various ways, the federal government has evidenced its\nsincerity in this belief thru material support to public education.\nThe Association commends the federal government for this support.\nIt also recommends a generous expansion of federal aid with a view to\nequalization of educational opportunities among the several states under\nsuch controls as the educational authorities of the several states may deter¬\nmine. It commends especially the favorable consideration of federal sup¬\nport of public education for capital outlay purposes.\nPressure\n\nand Special Interest\n\nGroups\n\nThe Association recognizes that in every era pressure groups seek to\nexert some influence over the schools, but that the present is fraught with\nextraordinary dangers. From innumerable groups come demands that the\neducational program serve some special or selfish interest. Hence, now,\nmore than ever before, we must defend the integrity of our schools and\nkeep them free from the control of all special interest groups.\nThe schools must be free to exercise their responsibility in developing\nand putting into practice the best possible educational program based on\nthe soundest available scientific thought and usage; and to select and pro¬\nmote their personnel on the basis of merit and merit only.\nChildren’s\n\nCrusade\n\nfor Children\n\nThe Association expresses sympathy for a program of assistance to chil¬\ndren made homeless in many lands by the exigencies of war and the\nhope that the schools will cooperate with the Children’s Crusade for Chil¬\ndren in a manner and to such extent as may be consistent with local laws,\npolicies, and regulations.\n\n"}
{"page": 326, "printed_page": null, "text": "322\n\nNational\n\nEducation\n\nAssociation\n\nRadio\nThe\n\nAssociation believes that the promise of radio for education in a\n\ndemocracy has been tremendously enlarged and recommends the retention\nof the present allocation of frequencies for the use of public school systems,\nwith as rapid development in their use as circumstances will allow.\nAppreciation\n\nThe 1940 convention of the American Association of School Adminis¬\ntrators commends with deep appreciation the leadership of President Ben\nG. Graham.\nWe also extend to the St. Louis public schools, the board of education,\nand the local convention organization our thanks for the gracious hospitality\nextended by the entire community to the Association. We further commend\nthose in charge and all wTho participated in the two\n\nspecial programs,\n\nnamely, “Musica Americana” and “On Our Way.”\nTo the local and national press, the Columbia Broadcasting System, the\nMutual Broadcasting System, and the National Broadcasting Company,\nand all other agencies of public information, we record our gratitude for\nintelligent 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.\nG. E. Roudebush,\nH.\n\nMiss\n\nB. Allman\n\nA. Helen\n\nAnderson\n\nFrancis\n\nL. Bailey\n\nCharles\n\nE. Dickey\n\nH.\n\nH.\n\nEelkema\n\nWilliam\n\nM.\n\nChairman\n\nGreen\n\nMillard\n\nS. M.\n\nH.\n\nV. Herlinger\n\nW.\n\nHarry\n\nLangworthy\n\nW.\n\nHunter\n\nC. Lefler\n\nBurr J. Merriam\nClyde U. Phillips\n\nE. Hendrix\nM.\n\nLawson\n\nJohn C. Lindsey\nRichard V. Lindsey\n\nH.\n\nFrederick\n\nWillie\n\nW.\n\nStouffer\n\nTheisen\n\nJere A. Wells\nKate V. Wofford\n\n"}
{"page": 327, "printed_page": null, "text": "^American ^Association\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 zvith the American Association of Teachers Colleges.\nSee proceedings, 1924:614. In 1925 the combination was effected.\nThe officers of the Department for the year 1940-41 are: president,\nW. A. Brandenburg, President, Kansas State Teachers College, Pittsburg,\nKans.; vicepresident, W. W. Parker, President, State Teachers Col¬\nlege, Cape Girardeau, Mo.; secretary-treasurer, Charles W . Hunt,\nPrincipal, State Normal School, Oneonta, N. Y .; executive committee,\nFrank E. Baker, President, State Teachers College, Milwaukee, Wis.\n(term expires 1941 ) ; H. L. Donovan, President, State Teachers College,\nRichmond, Ky. (term expires 1942) ; W . J. McConnell, President, North\nTexas State Teachers College, Denton, Texas (term expires 1943).\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\n1872 -.165-223\n187 3:164-198\n1874:214-253\n1875:138-152\n1876 :157-210\n1877 :139-173\n1879 :113-134\n1880 -.176-192\n1881:199-217\n1882:173-180\n1883:xvi-xvii\n1884 :236-258\n\nOS follows:\n\n1885 :223-247\n1886 -.387-420\n1887 -.465-508\n1888:463-512\n1889 -.555-610\n1890 :715-756\n189 1:709-740\n1892 -.407-434\n1894 :819-870\n1895 -.672-717\n1896 -.642-665\n1897:709-735\n189 8:728-756\n1899:835-903\n\n1900:480-490\n1901:635-645\n1902:529-643\n1903 -.539-594\n1904 -.567-592\n1905 :5 17-556\n1906 -.707-711\n1907 :7 39-7 58\n190 8:703-738\n1909 -.547-596\n1910 -.563-594\n1911:695-708\n1912:809-896\n191 3:523-552\n\n[ 324 ]\n\n1914 :497-564\n1915:763-814\n1916 :441-460\n1917:383-416\n1918 -.209-234\n1919:221-258\n1920:237-262\n1921 -.515-516\n1922:1063-1084\n192 3:737-743\n1924 :613-636\n1925:863\n1926 -.839-948\n1927 :873-950\n\n1928 -.833-948\n1929:827-936\n1930 -.801-910\n1931:845-946\n1932 :7 13-786\n1933 -.709-778\n1934:705-776\n1935 -.659-718\n1936 :555-618\n1937 :605-658\n1938:283-340\n1939:323-374\n\n"}
{"page": 329, "printed_page": null, "text": "ST.\n\nLOUIS\n\nMEETING\n\nIN ofthethe following\npages appear papers from the Nineteenth Yearbook\nAmerican Association of Teachers Colleges, which may be ob¬\ntained from the secretary, Charles W.\nNew York.\nAN\nCHARLES\n\nC.\n\nHunt, State Normal\n\nINTRODUCTORY\n\nSHERROD,\n\nPRESIDENT,\n\nSTATEMENT\n\nSTATE\n\nCITY,\n\nSchool, Oneonta,\n\nTEACHERS\n\nCOLLEGE,\n\nJOHNSON\n\nTENN.\n\nIn opening this, the twenty-fourth annual meeting of the American\nAssociation of Teachers Colleges, we take a modest pride in attempting to\npresent a program which has been built around the thought of examining\nsome\n\nof our procedures as we\n\nenter the second century of public teacher\n\neducation in the United States. Thus far the development of teachers col¬\nleges has been most gratifying. Most of our institutions have been looking\nat themselves in retrospect during the past year. As the first century of\npublic teacher education has come to a close, many of you have taken ad¬\nvantage of the opportunity to inform the people of the great services the\nteachers colleges have rendered to public education and to the general wel¬\nfare. You have presented in word and picture the marvelous growth of your\nown institutions and the contributions which they have made. Doubtless\nyou have taken pride in presenting a proposed program of enlarging service.\nAltho we have been celebrating a century of public teacher education,\nmost of the growth has come about during the past forty years. In 1900\nthere were fewer than 70,000 students in both the normal schools and the\nemerging teachers colleges, and approximately 2000 instructors. Today\nthere are more than 200 municipal and state normal schools and teachers\ncolleges thruout the United States with an aggregate enrolment for the\ncalendar year of more\n\nthan 200,000\n\nstudents taught by approximately\n\n14,000 instructors. Similar figures of progress are available on appropria¬\ntions for new buildings, equipment, libraries, operation and maintenance,\nand for the training school. However, it would seem that the greatest prog¬\nress has been made, not in these materials of concrete and brick, nor in\nstudent enrolments, but in the education and training of the faculties and\nin the quality of work which they are doing. These institutions have de¬\nveloped so rapidly that the general public is not aware of what has been\naccomplished. Many substantial and well-informed citizens otherwise are\nstill thinking of these institutions as the old-time normal schools, offering\nonly review and methods courses to a very inferior type of students. But a\nday’s visit in any modern, up-to-date teachers college will convince the most\nreluctant that we have a new institution. When the two-year normal schools\nwere converted into four-year teachers colleges, definite improvements began\nto be evident. Since then more emphasis has been placed on subjectmatter\nand less on methods, until now from 75 to 85 percent of the total hours for\n\n[ 325 ]\n\n"}
{"page": 330, "printed_page": null, "text": "326\n\nNational\n\nEducation\n\nAssociation\n\ngraduation must be in subjectmatter courses; larger and better libraries have\nbeen established ; more\n\nadequately prepared faculties have been secured ;\n\nstudent teaching has developed from the old idea of practice teaching to the\nhighly skilled procedures of directed observation, gradual participation, and\nsupervised teaching.\nProbably no other type of institution of higher learning can boast of a\nparallel growth in a similar length of time. Because of this fact, all the\nmore should we pause at the beginning of the second century of public\nteacher education and examine some of our practices.\nIn order to ascertain what problems were uppermost in the minds of\nthe presidents of the member institutions, we addressed a letter to them\nand asked for suggestions as to what topics or subjects they would like to\nhear discussed at this meeting. Most of this program has been built around\nsome of the problems suggested in the replies. Hence\nyou a program very largely of your own making.\nAPPLICATION\n\nOF\n\nTHE\n\nPRINCIPLE\n\nwe\n\nOF\n\nare presenting to\n\nSELECTIVE\n\nADMISSION\nIN TEACHERS\nCOLLEGES\nAND\nSIGNIFICANCE\nFOR THE PROFESSION\nW.\n\nJ. MC\n\nCONNELL,\n\nPRESIDENT,\n\nNORTH\n\nDENTON,\n\nTEXAS\n\nSTATE\n\nTEACHERS\n\nITS'\nCOLLEGE,\n\nTEXAS\n\nThe assignment of this subject to a president whose school is located in\na section where selection, in the strict sense of the word, is merely some¬\nthing to be read about may appear odd. However, it may not have been\nmisplaced after all. If enough of us in the 90 percent (estimate) of the\nteachers colleges that do not have selection could be asked to make\n\nsuch\n\na study, perhaps selective admission would soon be universally practiced.\nThe president of this Association requested of me an ABC treatment of\nthis assignment. I am not certain whether you or I should feel humiliated.\nIf one may judge by the increasing emphasis upon the importance of\nselective admission to the teaching profession, one might be warranted in\nreaching the conclusion that teaching itself may today be knocking at the\ndoor for admission to the fold of the “learned” professions, which has been\nrather jealously guarded from time immemorial by the ancient and honor¬\nable trio— law, medicine, and theology. Whether teaching will ever merit\nand receive such recognition, even on the collegiate level, much less on\nthe lower level, belongs to the realm of speculation. That marked advances\nhave been made in the improvement of conditions which have militated\nagainst the elevated status, and that these advances are going on at an\naccelerated pace, all will freely admit, I think.\nOne major obstacle yet obstructs the door to the learned professions;\nnamely, the high turnover of teachers. A lawyer, a physician, or a theo¬\nlogian is, as a rule, such for life. The teacher below the college level is\nsuch for some five years. Much that gives rise to the term “learned” as\napplied to a profession lies in the in-service education of its members; and,\n\n"}
{"page": 331, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n327\n\nas long as the average period of service of a teacher is five years, in-service\nas a factor of progress of the profession is of little significance. Pre-educa¬\ntion must therefore be of prime importance just now. Selective admission\nto institutions engaged in the preparation of teachers and continuous elimi¬\nnation of the unfit, when their lack of fitness is revealed while they remain\nin such institutions, are the fields where as yet our activities can apparently\ncount for most. Selection on the elementary level in the United States is,\nof course, in order at a time when enrolments in the elementary schools are\ndefinitely on the decline, unless the other alternative of larger consumption\nis more to be desired. Effecting the latter is slow and difficult.\nSelective admission as practiced by general collegiate institutions is old.\nAs applied to professional schools for teachers, its history is confined almost\nwholly to the past two decades. Some of you may be surprised when I tell\nyou that the first teachers college in America practiced selective admission\none hundred years ago. Looking over the entire field of educational institu¬\ntions, one beholds a maze of practices and procedures in process of adoption\nby some institutions coincidentally with their discard by others. As stated\nin a report made to the American\n\nCollegiate Registrars Association in 1938,\n\n“Today some colleges are just adopting practices that were already aban¬\ndoned yesterday or the day before by certain other institutions and yet\nwhich will not be adopted until tomorrow or the day after by still others.”\nIt is interesting to note that recommendations made at that time included:\n(a) the “abandonment of either entrance examinations as such or merely\nclass-rank or school marks from even the accredited schools, as the signifi¬\ncant factor in determining academic preparation for college.” It is recom¬\nmended in lieu of this, “cumulative records of standardized achievement test\nresults over the whole period of secondary-school study.” (b) The\n\n“aban¬\n\ndonment of the general intelligence test.” (c) The “abandonment of present\ninadequate, unreliable, and cumbersome personnel rating blanks, student\nautobiographies, principal’s recommendations, and the like, in favor of the\nmore nearly objective observations of those teachers knowing the student\nintimately.” (d) The “abandonment of the fifteen Carnegie units in favor\nof the standard achievement tests.”\nI am not unmindful of the existence of a few splendid studies and of\nmany\n\nexcellent reports to be found in monographs,\n\neducational journals,\n\nand conference proceedings dating back to the early ’twenties, when some of\nthe eastern colleges became concerned with the problem of selection. Presi¬\ndent Welte of New Britain, as recorded by Alonzo F. Myers in Problems\nof Teacher\n\nTraining, sets forth comprehensively\n\nthe situation as it was in\n\n1934. A complete account of selective practices up to 1934 is also given\nby Barr and Douglas in the October 1934 Journal of Educational Research.\nThe study has been brought up to date in the current January issue of this\npublication. President Baker of Milwaukee has made available the results of\nextensive research thru the medium of the Twenty-Third Yearbook of the\nNational Society of College Teachers of Education, 1935. In the February\n1939 edition of Education\n\nand Supervision is to be found a concise exposi-\n\n"}
{"page": 332, "printed_page": null, "text": "328\n\nNational\n\nEducation\n\nAssociation\n\ntion by Personnel Director White of Paterson, New Jersey, of the plan in\noperation in his institution.\nThe attention of those interested in inaugurating or modifying a program\nof selective admission is directed to the results of two studies — the first by\nBarr and Douglas of the University of Wisconsin, appearing in the October\n1934 issue of the Journal of Educational Research , and the second by R. W.\nSteiner and H. I. Von Haden of the same institution, appearing in the\nJanuary 1940 issue of the Journal of Educational Research. These are by\nfar the most comprehensive surveys of what has been written on the subject\nof pretraining, selection, and guidance of teachers that have come to my\nattention. These surveys endeavor “to summarize the opinions, practices,\nand investigations that have appeared in print” up to the present time. Three\nhundred and two titles are analyzed in brief statements. I strongly recom¬\nmend a careful study of these two articles by those who are not already\nfamiliar with them.\nTwo sources additional to the studies referred to have yielded informa¬\ntion relative to the application of the principle of selective admission in\nteachers colleges. One was the current catalogs of all teachers colleges of\nthe United States and the other was a questionnaire directed to a repre¬\nsentative number of college presidents. The catalogs provide meager infor¬\nmation even where selective admission is in operation. They do seem to justify\nthe conclusion that probably 90 percent of the institutions employ no means\nother than the traditional elimination of the more obvious misfits as they\nadvance from entrance to the freshman class along the road toward gradua¬\ntion. Accompanying the responses to the questionnaires were, in many in¬\nstances, printed or mimeographed forms used in administering selection and\nguidance and, in some instances, real and hypothetical case examples show¬\ning procedures.\nIn the light of information gained from these various sources, it appears\nthat the application of selective principles falls rather logically under two\nheads: (a) the procedures now used or recommended, and (b) difficulties\nthat have been encountered in measuring candidates and steps to overcome\nthese difficulties.\nWhile the bases and modus operandi of selection-rejection vary greatly,\nhigh-school students are generally admitted to college on an evaluation of\nthe following: (a) scholastic rating in high school; (b) personality rating\nby the principal; (c) tests; and (d) personal interviews by members\nthe college staff.\n\nof\n\nThe procedure generally involves the filling out by the student of a\nblank, sent to the high school by the college or by a state officer. This blank\ncalls for his personal history, preferences as to subjectmatter fields, hobbies\nand special interests, and ambitions. The principal fills out a personality\nrating scale and sends it, with the scholastic record, to the college. In some\ncases the student must then take tests intended to measure mental ability,\naptitude, personality, attitude, and achievement in subjectmatter content.\nSometimes personal interviews with staff members for rating on speech, poise,\nand appearance are required before or after the examinations. Physical exam-\n\n"}
{"page": 333, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n329\n\ninations are then taken, and selections are made within the quota, if a quota\nis prescribed, or above a certain percentile rank if this is the only limitation.\nThe establishment of quotas limiting the number of freshmen is rather\nwidely recommended. In some instances the quota is set by boards of educa¬\ntion or commissioners of education and in some cases by the institutions\nthemselves. The bases for the setting of quotas may be limitation of physical\nplant or of financial resources or the estimated number of teachers needed\nfor replacements in the schools.\nStudies show that the more intelligent students do not as a rule go into\nteaching. To overcome this handicap, it is recommended that secondary\nprincipals, teachers, and guidance workers give more attention to the inter¬\npretation of the teaching profession to the most promising high-school stu¬\ndents, and to guiding those apparently unsuited to this profession into\nother fields. As a means to this end, Future Teachers Clubs have been\nestablished in some high schools.\nSelection often stops with the freshman year. However,\n\nthe continuous\n\nelimination of candidates during the training period is strongly recom¬\nmended. This process is better characterized by the use of the broader\nterm “guidance,” connoting not only the elimination of certain persons\nfrom teaching but also their direction into other vocations. The observa¬\ntion has been made that personality measurements fit into this period of\nselection better than they do into the selection for admission into the fresh¬\nman class. Selection for admission into professional courses is usually made\nat the end of the sophomore year. In Milwaukee, for example, the pro¬\ncedure includes a conference for each student with his division or depart¬\nmental director, who adds to the cumulative record and sends the whole\nto the committee, composed\n\nof staff members\n\nin key positions, before whom\n\neach student must appear. After the committee and the division director\nhave studied the data and after an informal discussion has been held with\nthe student, recommendations\n\nare made. If the candidate is not considered\n\nsuited to teaching, an attempt is made to guide him into another field.\nSome advocate a year of probation even after professional training is started.\nIt seems to be generally conceded that the most effective means of select¬\ning is the cumulative record, the product of the junior and the senior high\nschool and of the teachers college.\nThe\n\nextension of the training period is also advocated\n\npreparing better teachers, but Wood\n\nas a means\n\nof\n\ndenies that time spent in classrooms\n\nis an index of professionally desirable qualities.\nThe raising of salaries has been advocated. The public might counter by\nsaying, “Better teachers will command better salaries.”\nExperiments and studies reveal one fact distinctly, namely, that valid\ninstruments of prediction cannot be established until a valid and reliable\ncriterion of teaching success is determined. There is often lack of correla¬\ntion of a high rating of the teacher by a supervisor and the educational\nachievement of the pupil. Many therefore advocate pupil growth as a\ncriterion. What traits in the teacher produce the greatest pupil growth? If\n\n"}
{"page": 334, "printed_page": null, "text": "330\n\nNational\n\nEducation\n\nAssociation\n\nthe traits of a successful teacher can be determined, and if prediction for\nsuccess can be made, have we at this time valid instruments of prediction?\nResults of experimental studies are highly contradictory as to the validity\nof present methods of prediction. Most of them give at least a slight dif¬\nferential in favor of students with intelligence above the median percentile.\nThey also concede that estimates of principals and teachers supplement\nscholastic records and scores on tests.\nAs has been previously stated, much work has been done toward selec¬\ntive admission in teachers colleges, and much work has been done toward\nrefining the instruments for selection, but as yet nothing seems to have\nbeen done to bar from entrance to the teaching profession those who have\nnot passed selective admission requirements.\nReplies from the presidents of teachers colleges where selective require¬\nments are used show that graduates of institutions in their states that do\nnot have selective admission may be certificated to teach in the state. Stu¬\ndents who have been refused admission to institutions that have selective\nrequirements may\n\nenter other institutions in the same\n\nstate and complete\n\ntheir college work, be certificated, and enter the teaching profession. Train¬\ning of teachers is not confined to state teachers colleges; consequently it is\nnot confined to institutions that have a required selective admission. There\nare apparently no statutes that require those who would enter the teach¬\ning profession to take a selective examination before being certificated. All\nthe states certify teachers who have received their college education in\ninstitutions outside the state, and this without taking the selective examina¬\ntions required by institutions in the state.\nThere seems to be no legal limit in any state other than Rhode Island\nas to the number of students who may enter teacher-training courses in\nthe state teachers colleges, and there is no limit in any state other than\nRhode Island as to the number of new teachers who may be certificated\neach year.\nWith the situation that has just been described existing in all but one\nof the states, it is clear that this whole program of selective admission to\nteacher-training institutions can easily be thwarted\ncurtailed in its satisfactory functioning.\nMany\n\nand is being, no doubt,\n\nof the perplexing questions involved in selection may\n\neventually\n\nbe answered by experiments and by such long-time studies as are being\nconducted at Wayne University and at the University of Wisconsin. I do\nnot know that this Association would even desire a change en masse in\nrespect to selective admission. It may continue to allow some one of\nits members to venture out into No Man’s Land, while the rest observe\nin sheltered confines, ready to stand aghast if the venturesome one is blown\nto bits or to acclaim him a hero if he returns whole. It would seem to the\nspeaker, however, that an exhaustive study covering a period of 5rears might\nbe made by this Association, probably with funds placed at our disposal by\none of the foundations. Such a study, when concluded, could save some\nof the losses incurred by experimenting with outworn\non the discard heap of other institutions.\n\nprocedures even now\n\n"}
{"page": 335, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n331\n\nAPPLICATION\nOF THE PRINCIPLE OF SELECTIVE\nADMISSION\nIN TEACHERS\nCOLLEGES\nAND ITS\nSIGNIFICANCE\nFOR THE PROFESSION\nHERMANN\n\nI assume\n\nCOOPER,\n\nASSISTANT\n\nCOMMISSIONER\n\nSTATE\n\nEDUCATION\n\nDEPARTMENT,\n\nFOR\n\nTEACHER\n\nALBANY,\n\nthat the presiding officer selected a New\n\nEDUCATION,\n\nN. Y.\n\nYorker\n\nto discuss a\n\nTexan’s paper because of the fact that a certain Texan has at times tended\nto disagree with the views of a New Yorker who has held the high office\nof President. Since these two gentlemen in Washington have usually\nagreed to disagree on many important matters, it would be fitting on an\noccasion like this for such disagreement to be continued. A hearty endorse¬\nment, however, is given to the able way in which my colleague has pre¬\nsented the background of this important problem and discussed the out¬\nstanding studies in which an attempt has been made to evaluate selective\nadmission procedures. There are few here who would take issue with the\nviewpoint that students are generally admitted to teachers colleges on the\nevaluation of the high-school scholarship record, the personality rating by\nthe high-school principal, objective tests, and the personal interview test.\nMany of you include in the testing procedure physical fitness tests, language\nusage tests including speech, and tests of social attributes. It is admitted\nthat selective admission procedures have been and still are experimental,\nthat teaching in certain sections of this country remains a vocation while\nin other sections it approaches the status of a profession, that selection in\ncertain institutions stops with the freshman year, and that in many\n\nstates\n\ngraduates of accredited high schools must be admitted to state supported\ninstitutions. Your presiding officer in making this assignment requested\nthat due attention be given to the situation in the state I represent. A care¬\nful scrutiny of the paper which was furnished me by the previous speaker\nshows that the present practice in the East is at variance with some of the\npositions commonly\n\nheld by critics of teacher education.\n\nFor nearly a decade the Regents of the state of New\n\nYork\n\nhave estab¬\n\nlished quotas for the state teacher-educating institutions which have aided\ngreatly the state’s program of selective admission. These quotas have been\ndetermined in terms of plant facilities, legislative appropriations for the\nsupport of the instructional program, and the anticipated teacher demand\nin the public schools. A change in any one of these factors has resulted in\na change of policy in relation to the quota. At the present time each of\nthe nine normal\n\nschools may\n\nadmit 145 freshman\n\nstudents, and each of\n\nthe two colleges, 250 freshman students. Under the present program the\npublic schools of this state will have the services of nine professional schools,\neach with an enrolment of approximately 500 students, and two profes¬\nsional colleges, one with an enrolment of about 1000 students and the\nother with an enrolment of 1200 students. Each of these institutions has\nbeen assigned specific functions. The\n\nState College for Teachers\n\nat Albany\n\nprepares teachers of general secondary-school subjects, teachers of com-\n\n"}
{"page": 336, "printed_page": null, "text": "332\n\nNational\n\nEducation\n\nAssociation\n\nmerce, and teachers of library science; the State Teachers\n\nCollege at Buf¬\n\nfalo prepares general elementary-school teachers, junior high-school teach¬\ners, and teachers in certain special subject fields; each of the nine normal\nschools prepares general elementary-school teachers and six of them pre¬\npare teachers in one of the special subject fields such as music, physical\neducation, library science, industrial arts, and home economics. Quotas\nhave resulted in keeping the number of graduates in line with the probable\npublic school demand. During the past decade approximately 80 percent\nof the graduates of these institutions have each year found appropriate\npublic school employment before the close of the year of graduation.\nOne hundred percent of the state-supported professional schools and\ncolleges for the preparation of teachers in New York State have a selective\nadmission program, and according to Mr. Welte’s study, 46 of the 47\nteacher-educating institutions located along the Atlantic Seaboard had in\noperation in 1934 some type of program for selective admissions. In a situa¬\ntion where far more applicants are seeking entrance than can be accom¬\nmodated, democracy insists that merit, irrespective of race, color, or creed,\nbe the basis for the selection of students for admission. In the determina¬\ntion of fitness of applicants the state teacher-educating institutions in New\nYork have been authorized by the Regents to employ examinations, con¬\nduct personal interviews, and make investigations covering any or all of the\nfollowing qualifications, abilities, or traits: moral character, physical fitness\nfor teaching, language usage, speech, general intelligence, general culture,\nscholarship, and personal and social attributes.\nFor more\n\nthan fifteen years the State College for Teachers\n\nat Albany\n\nhas prescribed the kind of high-school program the applicant shall have\ncompleted and the minimum scholarship standard which must be attained.\nIn recent years other procedures have been included in the selective admis¬\nsions program, such as physical fitness determined by a physical examina¬\ntion made by the college physician, language usage and speech determined\nby faculty specialists, and personal fitness determined\n\nby the interview test.\n\nThe personnel committee of the staff has a comprehensive cumulative rec¬\nord of every student enrolled in that college. Anyone interested in the uses\nmade by these records will find a detailed discussion in Mr. Morris’s study\nentitled “Personal Traits and Success in Teaching,” published by Teachers\nCollege, Columbia University. A high-school graduate is not admitted to\nthe state college unless his four-year Regents’ average is well above 85 per¬\ncent. For the past five-year period only a few students have been admitted\nto this institution whose four-year Regents’ averages have fallen below 87\npercent. Last fall only one of every four eligible applicants gained admis¬\nsion to the institution.\nFor more than ten years the number of students seeking admission to\nthe State Teachers College at Buffalo has compelled that institution to\nselect students on the basis of recognized admission procedures, and for the\npast six years this college and the nine state normal schools have cooperated\nwith the state education department\n\nin the organization and administra-\n\n"}
{"page": 337, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n333\n\ntion of a state selective admission program. These are the ten institutions\nwhich offer preparation for general elementary-school teaching.\nEach May a state examination for admission to these institutions is held\nin thirty different centers. A student who wishes to be admitted to this\nexamination\n\nmust present evidence that he has attained a scholarship aver¬\nage of at least 72 percent during his first three and one-half years in high\nschool. The examination includes a general intelligence test, a reading test,\nand an English test. In addition, each student is required to pass satis¬\nfactorily a personal interview test conducted by a committee of the faculty,\nan oral English test given by a speech specialist, and a physical fitness test\ngiven by a physician designated by the institution. Applicants for special\nsubject curriculums are required to appear at the institution, or in centers\ndesignated by the institution, to demonstrate technical ability in the field\nwhich they elect. In the spring of 1939 approximately 3200 high-school\nseniors entered the state examination. Of this number only 1600 were ad¬\nmitted the following fall. In other words, of the eligible high-school stu¬\ndents who took the state selective admission examination only one of every\ntwo was accepted.\nIt has been the experience of the faculties in these institutions that the\nfour-year Regents’ scholarship average is the most reliable measure for pre¬\ndicting academic success. It is interesting to note that investigators in the\nlate ’twenties found that the four-year Regents' average had the same pre¬\ndictive value as the better intelligence tests in use at that time. The general\nintelligence test is used to supplement the scholarship average of the student\nfrom the small high school and to sort out cases which should be given\nspecial consideration. The reading and English usage tests are used pri¬\nmarily for diagnostic purposes and students admitted whose scores fall in\nthe lower quartile of the test are given special instruction without credit.\nThe physical fitness examination, speech tests, and personal interview tests\nmay be classified as elimination tests. Those students are eliminated who\npossess defects which clearly unfit them for teaching. It is the view of our\nfaculties that the selective admission program this year should include a\ntest of social intelligence, such as the contemporary affairs test published\nby the Cooperative Test Sendee. It is to be admitted frankly that these\nprocedures are not perfect but they do result in providing information for a\nstudent’s cumulative record which enables personnel committees to make\na fairer judgment of the student’s possibilities.\nIn the state of New York, selection does not stop with the freshman\nstudent. The Board of Regents has authorized these institutions to eliminate\nstudents who demonstrate clearly that they do not possess the scholastic,\npersonal, or social qualities essential to teaching success. Data collected\nannually show that approximately 10 percent of the freshman students are\neliminated by the close of the first year and between 5 and 7 percent of\nsophomore students; the percent of elimination of junior and senior stu¬\ndents is less than 5 percent. It is the policy of these institutions to grant\npassing marks in supervised student practice teaching to those students\nwhom the institution is willing to recommend for appointment in our\n\n"}
{"page": 338, "printed_page": null, "text": "National\n\n334\n\nstate. Teacher\n\nEducation\n\nAssociation\n\neducation subsidized by the state is viewed as a privilege and\n\nnot as a right, and these institutions are under no obligation to permit stu¬\ndents to continue in attendance who are clearly unfit for admission to the\nprofession.\n\nAt the present time teaching is attracting the more capable and intelli¬\ngent student, and except for the young lady who enters teaching as a\nsteppingstone to a homemaking career, the student admitted to the state\nteacher-educating institution intends to make teaching a life work.\nA student with a four-year Regents’ average of 87 percent ranks in\nthe upper 10 percent of his class if enrolled in a large high school and in\nthe upper 3 to 5 percent of his class if enrolled in a small high school. As\nstated previously, this is the minimum academic standard prescribed for\nadmission to the State College for Teachers at Albany. Each year the state\nof New York awards 750 university scholarships. These scholarships are\ngood for four years and grant the holder $100 a year during this period.\nThey are awarded by the state education department to the few students\nin each assembly district who attain the highest scholarship as measured by\nthe Regents’ average. There are 3000 holders of such scholarships in the\nhigher institutions of the state at any one time. Ten percent of these scholar¬\nship holders are enrolled in the State College for Teachers at Albany.\nDean Bildersee, in her study of state scholarship students at Hunter College\nof the City of New York, found that 84 percent of such scholarship stu¬\ndents indicated their desire to make teaching a career.\nA Regents’ average of 75 percent eliminates students who rank in the\nlower quartile of their classes. Very few students are admitted to the re¬\nmaining ten teacher-educating institutions with averages below this mini¬\nmum. The typical freshman student admitted to these ten institutions had\na four-year high-school scholarship average\n\nof 82 percent. This\n\nranks\n\nhim in the upper quarter of his class as revealed by Coxe’s analysis of\nRegents’ examination marks of 10,000 pupils. The intelligence and general\nEnglish ability of the typical student, as measured by standard tests, is\nsuperior to that of the typical freshman student enrolled in the college of\nliberal arts. Each year, as a part of the confidential report, the high-school\nprincipal is required to underline in which quarter of the graduating class\nthe student ranked in scholarship. The data received from these forms indi¬\ncate that two of every three freshman students admitted to the State Col¬\nlege for Teachers at Buffalo attained a scholarship rating which ranked\nthem in the upper quarter of the graduating class. More than two of every\nfive freshmen in the nine normal schools were ranked in the upper quarter\nof their graduating classes. Less than 5 percent of freshman students ad¬\nmitted to the nine normal schools were ranked by high-school principals in\nthe lower quarter of their graduating classes. These data refute the oftquoted statement that the normal schools tend to draw most of their stu¬\ndents from the lowTer quarter of their graduating classes and that only\nstudents of low ability seek teaching as a career.\nPresent selective admission procedures have been of great aid and the\nstate of New\n\nYork\n\nlooks forward\n\nfor future assistance to the study spon-\n\n"}
{"page": 339, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\n335\n\nColleges\n\nsored by the Teacher Education Commission of the American Council on\nEducation in the field of teacher examinations. The acceptance, by state and\nnonstate institutions offering programs of teacher preparation, of selective\nadmission and selective graduation procedures will go far toward raising\nteaching to the status of a respected profession.\nMAKING\n\nBEN\n\nUSE OF THE OBJECTIVE\nEXAMINATION\nPHASE OF TEACHER\nSELECTION\nD. WOOD,\n\nDIRECTOR,\n\nNATIONAL\n\nEXAMINATIONS,\n\nNEW\n\nCOMMITTEE\nYORK,\n\nN.\n\nON\n\nAS\n\nA\n\nTEACHER\n\nY.\n\nThe thesis of this paper is that objective examinations can and should\nbe used as a phase of teacher selection, but not as the sole basis for selecting\nteachers or for placing candidates in order on eligibility lists. Common\nsense has long told us, and recent research has confirmed the fact, that\nobjective examinations do not and cannot measure the total subtle complex\nwhich we call teaching ability. When we are concerned with a complex\nthat includes such fundamentally different factors as intelligence, general\nculture, professional information, special subjectmatter mastery, moral\ncharacter, interest in children, emotional stability, personality, and physical\nhealth and energy, it is or ought to be obvious that no one type of measure¬\nment, such as the examination, can be an adequate basis for selection or\neligibility ranking.\nWhen the superintendent, or his personnel officer, is confronted with the\ntask of selecting new teachers, he is interested in measures of teaching\nability. If the examination cannot measure teaching ability, why add the\nexamination to the present bases of selection ? It is because examinations can\nand do measure essential elements of teaching ability more accurately and\neconomically than they can be measured by any other presently knowrn\ndevices or methods. The physician is interested in maintaining and im¬\nproving the health and prolonging the life of the patient. He knows that\nthe thermometer and stethoscope do not measure health or longevity, but\nevery good physician uses the thermometer and stethoscope because they give\nhim some useful information about the patient which\nand accurately secured by any other known means.\n\ncannot be so easily\n\nWhat important aspects of teaching ability can be measured by examina¬\ntions? There was a time when any personable citizen who could read and\nwrite and who had a fair mastery of one subject was considered an ac¬\nceptable teacher. That time is definitely past. The present healthy trend\ntoward curriculum integration and breakdown of narrow subjectmatter\ndivisions, and the expanding educational needs of youth, are making enor¬\nmously greater and broader demands on the intelligence, general culture,\nprofessional literacy, and social enlightenment of teachers. Examinations\ncan measure\n\nsignificant and essential aspects of these needed qualities more\n\naccurately and economically than by any other known means, and at the\nsame time provide a degree of comparability which will strengthen the\n\n"}
{"page": 340, "printed_page": null, "text": "336\n\nNational\n\nEducation\n\nAssociation\n\npresent bases of selection by helping to adjust for the wide variations in\nthe standards of the various types of institutions whose credits, transcripts,\ntraining records, and degrees are included in the credentials presented by\nteacher candidates. Far from decreasing the use of present bases of selec¬\ntion, the use of comparable examinations will enhance and improve the\ninterpretation and use of training and experience records. There is also\ngood reason for expecting that the use of comparable examinations will\ntend to stimulate and facilitate more\n\nadequate efforts to appraise the per¬\n\nsonality traits of the candidates by means\ntions.\n\nof interviews and oral examina¬\n\nTo abandon examinations of intelligence, general culture, and profes¬\nsional information because they do not also measure personality, moral\ncharacter, interest in children, and other important factors that determine\nteaching ability would be as illogical as to abandon the use of the clinical\nthermometer and stethoscope because they do not also measure a thousand\nother important diagnostic factors. We should avoid the naive error of\njudging the validity of such tests in terms of their correlation with avail¬\nable criteria of teaching success, just as the physician refuses to judge\nthe validity of his thermometer in terms of the correlation of its readings\nwith total health or life-expectancy estimates. The validity of the examina¬\ntions should be judged by the accuracy with which they measure not the\ntotal complex of teaching ability, but those parts which they are designed\nto measure, namely, intelligence (linguistic and quantitative), general and\nspecial cultures of the types judged desirable by the teacher-selecting authori¬\nties, and professional information. The relevance of these factors to teach¬\ning fitness must be left to the judgment of the selecting authorities, acting\nat least partly on a priori and common sense considerations. The complex\nnature of teaching ability suggests that our major problem will be solved,\nif ever, by devising instruments\n\nor feasible procedures whereby\n\nselecting\n\nauthorities can measure the “imponderables” as accurately as we can\nnow measure intelligence, general culture, professional information, and\nsubject mastery.\nThe construction and administration of competitive examinations for\nteachers is a difficult and expensive task. Altho the use of examinations\nfor teachers began many decades ago, as illustrated by the notorious county\nexaminations, such use has been quite generally abandoned\n\nand now\n\nsur¬\n\nvives mainly in a few\" of the larger school systems wThere administrative,\ntechnical, and financial resources have made possible reasonably defensible\nexaminations. Even in these few cities, however, the examinations, in spite\nof extensive borrowings and winking at copyright laws, have been faulty\nand unsatisfactory in various ways, and have been both costly and wasteful\nbecause of unnecessary duplication of efforts and because of lack of com¬\nparability in the results from year to year and from city to city.\nIt was with the hope of providing a better and more economical examina¬\ntion service for superintendents all over the country that the American\nCouncil, at the request of a group of superintendents who had been using\nthe Cooperative Tests, set up last year the National Committee on Teacher\n\n"}
{"page": 341, "printed_page": null, "text": "American\n\nExaminations.\n\nThe\n\nAssociation\n\nof\n\nTeachers\n\nNational Committee,\n\nColleges\n\nunder the chairmanship\n\n337\nof A. J.\n\nStoddard of Philadelphia, secured a subvention from the Carnegie Cor¬\nporation thru the Carnegie Foundation, and assigned to the Cooperative\nTest Service the task of constructing a battery of tests in accordance with\nan outline formulated after careful study and long consideration by the\nNational Committee.\nThe staff of the Cooperative Test Service began its formidable task last\nSeptember under the immediate direction of our associate director, John C.\nFlanagan, and the first edition of the teacher examination battery will be\nadministered on March 29-30 in about twenty centers, including such\ncities as Philadelphia, Pittsburgh, Providence, Atlanta, Elizabeth, Yonkers,\nBoston, Youngstown, Cincinnati, Milwaukee, Minneapolis, Des Moines,\nLincoln, and Kansas City.\nAltho we have had extensive cooperation and wholehearted help from\nmany superintendents, supervisors, department heads, and experienced\nteachers in leading school systems, and from eminent scholars in teachers\ncolleges all over the country — and in spite of the opinion of many able and\nimpartial critics that these tests represent an advance over previously avail¬\nable tests — we are still not satisfied with them. Indeed, we do not expect or\nhope to be ever satisfied with the tests, but we do hope and trust that with\nthe continued cooperation of the teachers and others who have helped us\nthus far we shall gradually improve\nscope to new areas.\n\nthe tests and possibly extend their\n\nIt is a cardinal principle of the National Committee that we shall con¬\nstantly carry on research for the improvement and extension of the ex¬\naminations as far as our resources permit, and that we shall cooperate\nin every possible way with those who are conducting research in the other\nphases of teacher selection. In this relation we are hopeful that by making\navailable examination data that are comparable year after year for large\nnumbers of teachers in many classifications and in many widely separated\ncities, we shall make possible a type of large-scale and long-term research\nwhich has not hitherto been feasible.\nAnother cardinal principle of the National Committee is that local\nautonomy must be protected at all costs. The teacher examination service\nis provided only for those superintendents who believe that the service will\naid them in discharging what many think is the most important single\nfunction of the superintendent — the selection of teachers. Each super¬\nintendent decides whether or not to use the service, and if so, which of\nthe available examinations he will use, and what weight each shall have in\nhis total selection procedure.\nIt may be in order to mention one or two considerations which lead us\nto believe that the use of examinations as one part of the total selection\nsystem is more\n\nnecessary and desirable now\n\nthan ever before. With\n\nthe ex¬\n\nceptions which our laudable tradition of self-critical zeal has perhaps over¬\nemphasized in public, our present teaching corps compares favorably with\nsimilar professional groups in competence, zeal, and social responsibility.\nIf we take into account the grotesquely low salary schedules that obtain in\n\n"}
{"page": 342, "printed_page": null, "text": "338\n\nNational\n\nEducation\n\nmost school districts, the comparison\ncorps.\nDanger\n\nAssociation\n\nbecomes\n\nfavorable to the teaching\n\nsignals have multiplied recently while the requirements\n\nof the\n\nprofession have augmented in many ways that are so far-reaching as to\ntest the heart of the most courageous. While teacher-preparing institutions\nhave increased in number and in variability of standards and have placed\na steadily increasing number of legally qualified candidates on the market,\nthe functions of teachers have expanded enormously; subjectmatter division\nlines have tended to fade; the whole curriculum pattern has expanded,\naltered in both content and texture, and has gone thru a kaleidoscopic\nreorientation in partial answer to the expansion and greater complexity\nof the needs of the school youth of this difficult era. We must, therefore,\ntake advantage of every available means not only to maintain or improve\nstandards of the past, but to keep our standards in pace with the growing\nrequirements of the profession of teaching.\nWe must find a way of restricting our choice of new teachers to edu¬\ncated persons. We must not yield to the temptation of placing uneducated\npersons on tenure merely because they are personable, likeable, kind, and\npatient with children. These qualities are not denied to the intellectually\nand culturally superior ; nor is there any evidence that superior intellect and\nculture are a handicap to good teaching.\nMany experienced administrators have observed that individuals selected\nbecause of personal attractiveness and in spite of low scholarship and inade¬\nquate professional literacy often get along passably well for a few years, but\nthereafter tend to become routine workers. They are unimaginative in\ndealing with the school’s changing and augmenting functions, oblivious\neven to the most crucial social problems, unresponsive to local community\nrelations, unable to help in the school’s efforts to secure public respect and\nsupport, and tend to become inert loads on the school budget and a reproach\nto the tenure system.\nTo\n\navoid possible misunderstanding,\n\nlet me\n\nrepeat what\n\nthe National\n\nCommittee on Teacher Examinations has said and emphasized in its an¬\nnouncement: We must not use examinations mechanically as the sole, or\neven as the most important, basis of selection or eligibility ranking. On the\none hand, we must avoid selecting mere pedants who cannot teach; and on\nthe other, we should make every reasonable effort to exclude from the\nteaching profession individuals who are pleasing personalities and plausible\nsalesmen\n\nbut who\n\nhave nothing to sell. In a world\n\nin which\n\npeople\n\nsquander billions on the gleam in some politician’s eye, in which great\nnations revert to barbarism in worship of a maniacal supersalesman, in which\nAmerican planes and bombs rain death on the innocent men, women, and\nchildren of friendly nations, and in which we are confused by dozens of\nsimilar paradoxes, the only possible hope for our children lies in having\nthem educated, as far as possible, by persons who are themselves educated.\nI believe that the wise and judicious use of examinations, such as those\nprovided by the National Committee on Teacher\nassure this boon for our school children.\n\nExaminations,\n\nwill help\n\n"}
{"page": 343, "printed_page": null, "text": "American\n\nTHE\n\nPROPOSED\n\nALBERT\n\nLINDSAY\n\nAssociation\n\nTEACHER\n\nROWLAND,\n\nof\n\nTeachers\n\nColleges\n\nEXAMINATION\n\nPRESIDENT,\n\nSHIPPENSBURG,\n\nSTATE\n\nTEACHERS\n\n339\n\nSERVICE\nCOLLEGE,\n\nPA.\n\nWe have just listened to the exposition of a plan for a uniform, stand¬\nardized, nationwide examination service for candidates for the teaching\nprofession. This exposition has been made by a man whose competence in\nthe field of educational tests and measurements is unquestioned. In the\nenterprise which he has described, he is supported by the American Council\non Education, an organization whose services to education have been out¬\nstanding. A committee of distinguished educators, representing the i\\merican Council on Education, sustain this program\nproposals and procedures.\n\nand confirm Mr. Wood’s\n\nThe prestige thus engendered for this nationwide teacher examination\nservice may appropriately be described as powerful if not overwhelming,\nand may easily become compelling if not destructive.\nI am alarmed ! President Sherrod has asked me to take this place on\nyour program today that I may sound a note of warning against a pro¬\ncedure which may, under the guise of providing an improved teaching\nservice to our schools, actually destroy the gains of several decades of\nintelligent, visioned, and courageous\nsonnel.\n\nplanning for a better teaching per¬\n\nTwenty years ago in the commonwealth of Pennsylvania and under the\npowerful protection of Thomas E. Finegan, then state superintendent of\npublic instruction, it was my privilege to lead a movement in the education\nand certification of teachers. Our slogan was “Credentials Preferred to\nExamination.” This slogan meant that the satisfactory completion of an\napproved curriculum in an accredited institution for the education of teach¬\ners was evidence of the likelihood of teaching success superior to the results\nof any examination by whomever given. This contention was based on sev¬\neral important premises:\nFirst, that institutions to be accredited for the education of teachers must\nbe worthy of such a responsibility. They must have facilities, physical and\ninstructional, adequate to discharge such a function. They must be equipped\nwith student teaching laboratories presenting good typical situations for all\ntypes of teaching service for which preparation is made. They must have\nin their leadership such courage, character, and vision that not only are\nthe students informed and inspired, but those who fail to be informed and\ninspired are prevented from entering the teaching profession.\nSecond, that a period of resident study at such an institution, now\n\na\n\nminimum of four years, provides an opportunity for an intimate and con¬\ntinuous association with the prospective teacher that is more revealing of\nhis quality than any examination,\nsibly be.\nThird, that examinations\nmicrometer\n\nhowever\n\nskilfully devised, could pos¬\n\nare static, not dynamic.\n\nThey\n\nare like the\n\ncross section of an organism prepared for purposes of micro-\n\n"}
{"page": 344, "printed_page": null, "text": "340\n\nNational\n\nEducation\n\nAssociation\n\nscopic study. They are anatomical rather than physiological — structural\nrather than functional. It is much more important to learn how a teacher\nis growing than what the teacher knows\n\nat some particular moment.\n\nFourth, that there are certain personality factors such as emotional sta¬\nbility, integrity, adaptability, and sympathy, highly significant in teaching\nsuccess which are difficult if not impossible for an examination to reveal,\nbut which are inevitably discovered in the multifarious contacts between\nstaff and student in four years of college life.\nFifth, that examinations at best are artificial, requiring an unnatural con¬\ncentration of the candidate’s knowledges, skills, and abilities at one time\nand place and are always conditioned by such variable factors as general\nhealth, temporary\ntration.\nHaving\n\nemotional tension, verbal fluency, and power\n\nof concen¬\n\nestablished the contention to our satisfaction we were successful\n\nin securing the necessary legislation providing for the substitution of ap¬\nproved credentials for examinations in all cases and for the substantial elimi¬\nnation of the examination system as a basis for teacher certification.\nIn the years that have intervened, under the consistent and able leader¬\nship of Harry Klonower, director of the Division of Teacher Education\nand Certification of the Pennsylvania Department of Public Instruction,\nthe improvement in the teaching service of the Pennsylvania public schools\nhas been phenomenal. The number of teachers with four years of prepara¬\ntion has advanced from 7.7 percent in 1920 to 44.5 percent in 1939. The\nstability of the professional service has correspondingly strengthened, the\nturnover reducing from 11.8 percent in 1920 to 3.8 percent in 1939.\nObservation of classroom procedures and of school programs gives abun¬\ndant evidence of this improvement. The personality and intellectual com¬\npetence of the new entrants to the profession are steadily rising. Technics\nof teaching procedure are conforming to the accepted theories of good\nteaching; learning situations are developed and guided with a recognition\nof individual differences in pupil capacity. Teachers more and more realize\nthe over-allness of the educational process, and there is integration of subjectmatter with each other and with the social activities and the recrea¬\ntional interests of the pupils. The education of the whole child is every¬\nwhere recognized as the purpose of the school.\nAll this has occurred, not because the teacher candidates have studied\ntextbooks in preparation for fixed examinations, but because they have lived\nin the atmosphere of institutions designed to produce over a period of\nyears, with the association, the contacts, the experiences there provided,\njust such a result.\nNor has this been done solely for the new recruits to the teaching pro¬\nfession. Every year thousands of teachers in service attend, full time or\npart time, the sessions of the teacher-education institutions, acquiring the\nnewest and best from master teachers and steeping themselves in the pro¬\nfessional atmosphere of these colleges.\nIt is my contention not only that these desirable results can be obtained\nsolely thru a prolonged period of residence instruction in an approved and\n\n"}
{"page": 345, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n341\n\nregularly inspected professional institution for the education of teachers,\nbut that the proposed imposition of a nationwide examination service, pow¬\nerfully supported by leading school administrators, will alter the character,\nreduce the prestige, and ultimately destroy these institutions.\nBefore developing this point it is only fair to the National Committee\non Teacher Examinations and Mr. Wood and his associates to point out\nthat they have approached their task with commendable caution, making\nno extravagant claims and specifically citing the plan’s limitations. They\nstate that the plan proposed assists in but certain phases of the process\nof selecting teachers and will not measure such factors as health, interest\nin children, social sensitivity, character, and personality traits. The tests are\nnot to be used as a sole basis or even the most important basis for teacher\nselection, but will supplement other procedures which a school adminis¬\ntrator may choose to employ. All this is indeed commendable caution.\nOn\n\nthe other hand, the examination\n\nis elaborate, requiring two days for\n\ncompletion by the candidate. There are four major divisions in the so-called\ncommon examination, wTith a total of fourteen separate examinations, in\naddition to which there are ten optional examinations. A $5 fee is charged,\nwhich will rise as and if the Carnegie grant is reduced or fails. The\nexaminations are devised and the papers are marked by the Cooperative\nTest Service in New York City of which Mr. Wood is the director. The\nessence of the plan is uniformity, standardization, and centralization.\nThe Committee, in its first printed announcement, boldly assumes as a\njustification for its proposals that teacher-education institutions vary widely\nin their standards and further assumes that such a situation is undesirable.\nI would object to both assumptions. Of the 186 members of the Amer¬\nican Association of Teachers Colleges, an overwhelming majority of\nwhich are institutions specifically designed and supported for the purpose\nof providing teachers for the public schools, 156 have met the carefully\nformulated standards of that Association and are on its accredited list.\nThese standards have been carefully developed, and a standing committee\nof the Association is charged with the responsibility of constantly reviewing\nthese standards and recommending changes to the Association in conformity\nto and in the spirit of recognized and accepted truths in teacher education.\nThere is thus assured a uniform minimum standard of competence so\nthat the graduates of any of these institutions, contrary to the Commit¬\ntee’s naive assumption, are to be compared with the graduates of any of\nthe other approved institutions. This, of course, does not mean that all\nthese institutions are exactly alike and that their graduates have the sim¬\nilarity of peas in a pod, but it does emphatically mean that each has met\na sound minimum requirement in content and professional courses of study,\nin student teaching experience, and in social living on a college campus.\nIn the second place, I would\n\ncontend that great uniformity above this\n\nminimum would not only be impossible and unnecessary but also distinctly\nundesirable and actually destructive of one of the peculiar and fortunate\nfeatures of the American school system. There is a broad tendency at work\nin America today as elsewhere in the world to regiment human action by\n\n"}
{"page": 346, "printed_page": null, "text": "National\n\n342\n\nEducation\n\nAssociation\n\nthe establishment of general standards and the development of remote con¬\ntrols. Our school system in the past has grown in conformity with the\nessential genius of our democracy, taking its authority from the local com¬\nmunity. As in the case of our federal government with its sovereign states,\nour schools, altho agencies of the state, have always been and still are re¬\nsponsible with reasonable directness to the people whom they serve. The\nCommittee’s proposal is, of course, another step in the direction of cen¬\ntralization and away from local responsibility.\nIn one of Helen Reimensnyder Martin’s stories of the Pennsylvania\nDutch she makes a country schoolboard in Lancaster County prefer a grad¬\nuate of the Millersville Normal School to a graduate of Harvard Univer¬\nsity. This incident has amused many of the late Mrs. Martin’s readers,\nas she intended it to do, but I am inclined to think that the schoolboard\nwas right and that the Millersville graduate was actually better prepared\nto serve in the schools of that community than would have been his more\nerudite competitor from Cambridge, Massachusetts.\nIf this plan becomes at all widely adopted, and, I take it, that is certainly\nthe hope of the Committee, its prestige will be enormous. Self-respecting\nschool systems will demand that their teachers take and pass this battery\nof examinations, and so significant will become the meeting of this require¬\nment that all other considerations will shrink to insignificance in compari¬\nson. The wholly proper and modest warnings sounded by the Committee\nwill be ignored and short of grave physical deficiency or moral turpitude\nthe standing of a candidate in the national examinations will become the\nsole criterion of teacher selection.\nTeacher-education institutions will then tend to become tutoring schools\nfor the passing of these tests. Because of the magnitude of the task of pre¬\nparing, printing, and distributing the questions it will not be easy to change\nthem frequently, and mechanical preparation for passing such examinations\nwill become both practical and common. Such a teacher-examination serv¬\nice as is proposed will check the healthy growth of teacher education by\nmechanizing the selective process and by removing it from local influence\nand will weaken the teacher-education institutions that have developed, in\nthe one hundred years just concluded, a unique and salutary plan in the\nsystem of American public education.\nIn my\n\nopinion there is no need for such a service as is here proposed.\n\nExcept in the oversized school systems of our largest cities, where mechan¬\nical selection has taken the place of human selection of teacher personnel,\nthere has always been a warm personal and community interest in the\nchoice of teachers. This is comforting and desirable and I trust will never\ncease to be a phenomenon of the American public school.\nCoincident with this situation, however, there has been, contrary to the\nimplications of the Teacher Examination Service announcement, a most\ncommendable\n\nadvance\n\nin the quantity and quality of teacher education.\n\nThis situation is due in part to state and local school legislation, but funda¬\nmentally it is a response to an informed and more widely experienced\npublic opinion. This is a sound source of improvement in a democratic\n\n"}
{"page": 347, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\n343\n\nColleges\n\nsociety such as ours and is vastly to be preferred to the imposition from\nabove of standards and requirements neither understood nor accepted by\nthose who must endure them.\nThe pride and peculiar genius of American democracy is its belief in the\nessential dignity of the individual. That is liberty, the liberty for which\nthe country was founded and which the schools should sustain and not\ndestroy.\nTHE TREND\nOF TEACHERS\nCOLLEGES\nERAL COLLEGES\nIS GOOD\nFOR THE\nGRADY\n\nGAMMAGE,\n\nPRESIDENT,\n\nARIZONA\n\nTEMPE,\n\nSTATE\n\nTOWARD\nGEN¬\nPROFESSION\nTEACHERS\n\nCOLLEGE,\n\nARIZ.\n\nIt seems to me that our whole concept of higher education is involved in\nthis question. Many of the teachers colleges are rapidly approaching a time\nof decision as to what course they shall choose. I believe we should face the\nquestion realistically and not simply indulge in wishful thinking. The\nchoice should be a deliberate and positive one and not one of aimlessly\ndrifting toward the general college nor one of looking backward and\nblindly serving tradition. If, perchance, no definite choice or an unwise\nchoice is made, circumstances coupled with the democratic concept of edu¬\ncation will relentlessly drive many of us in the direction of the general\ncollege. Social and economic forces are converging upon education with\nsuch momentum that preconceived ideas and traditional concepts are being\nchanged. Many institutions that fail to make proper adjustments may be\nforced to do so or forced out of existence or suffer incurable intellectual\nand economic anemia.\nThe\n\nAmerican\n\nYouth\n\nCommission\n\nfigures indicate 65 percent of those\n\nof high-school age are in high school and 23 percent of all high-school\ngraduates go on into some form of higher education. This will likely in¬\ncrease for several years in spite of a declining birth-rate. These figures fur¬\nther show that 4,000,000 youths between sixteen and twenty-four are un¬\nemployed and out of school. All those being graduated cannot find employ¬\nment in the professions and likewise all youth are not fitted to the tradi¬\ntional college curriculums. This is producing changes in both professional\ncurriculums and more especially in the field of general education.\nWe often hear that too many people are going to college. Back of this\nstatement is the traditional concept of a college as a place for the few who\nare gifted in dealing with intellectual abstractions.\nHowever, the American Youth Commission studies show\n\nthat on the\n\nbasis of ability to do college work nearly two-fifths of all high-school grad¬\nuates would be justified in going to college. At present only one-fifth of\nthem or one-half of those qualified actually go.\nThe\n\nenrolment\n\nin professional curriculums\n\nis being limited by profes¬\nsional schools. They are emphasizing general education and not profes¬\nsional training in the first two years of college.\n\n"}
{"page": 348, "printed_page": null, "text": "National\n\n344\n\nIf students were\n\nEducation\n\neliminated from\n\nAssociation\n\ncollege on the basis of employment\n\nopportunities, one-half or more of present enrolments would be cut off.\nThis would mean acceptance of the narrow vocational view of higher edu¬\ncation and the consequent placing of economic or intellectual barriers in\nthe way so that only a few could enter such privileged precincts. In such\na scheme there is no place for general education. This concept of higher\neducation is not accepted by most people who hold to the democratic\nphilosophy.\nSuch a program would shift a veritable army of young people from edu¬\ncational institutions over to join the 4,000,000 youth who are already un¬\nemployed, unhappy, and living in fear and insecurity.\nElimination of youth from college will solve nothing but will further\ncomplicate the seemingly insoluble problem of unemployment.\n\nThen, if all\n\nyouth are going thru high school, and if for a number of years at least an\nincreasing number are going on to college and be graduated only to find\nthe so-called “preferred” vocations overcrowded and closed, does this not\nforce us to change a lot of our traditional thinking as to what colleges are\nfor? After all, the democratic view is that they shall serve the people.\nThe\n\nquestion then comes\n\nwith renewed\n\nforce to the teachers colleges,\n\nAre they going to function in a broader way and be vitalized by the social\nand economic currents of our time or shall they continue the cloistered,\nnarrow, and somewhat\nschools ?\n\ncolorless life that too often characterized the normal\n\nIn a Review for the Two-Year\n\nPeriod 1936—38\n\nof the Julius Rosenwald\n\nFund , attention is called to “two strangely contradictory facts”: (a) the\npreparation of teachers is the most important task of professional education,\nand (b) the teachers college is the poorest of all departments\neducation.\n\nof higher\n\nThis report goes on to say:\nThe\n\nteachers colleges are poor in money.\n\ncompared with the millions so generously\npartments. . . .\n\nThe\n\nsums\n\nthat go into them\n\nsupplied to many\n\nare pitiful\n\nother professional\n\nde¬\n\nTeachers colleges are poor also in the thought and planning that have gone into\ntheir development. They have been the stepchildren of higher education. . . .\nTeachers colleges, it must sadly be admitted, are poor in the brains and distinction\nof their faculties and in the abilities of their students.\n\nThe\n\nreport further emphasizes the widely accepted view that\n\nAs a general rule it would seem inadvisable for professional specialization to start\nbefore the end of what is now being called the general college or the junior college.\n\nWe\n\nare all familiar with recent criticisms of teacher education. Some\n\nhave expressed the fear that the development\n\nof the two-year normal schools\n\ninto four-year teachers colleges has simply been an extension of mediocrity.\nThe\n\nPresident’s Advisory\n\nCommittee\n\nreports there is need for marked\n\nimprovement in teacher preparation in all states and “too often the pro¬\ngrams of the teachers colleges have merely lengthened and not improved.”\n\n"}
{"page": 349, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n345\n\nAmong the remedies proposed in the Rosenwald Fund report, and con¬\ncurred in by almost everyone who has studied the problems, are: (a) rigor¬\nous selection of students, and (b) sound general education as the base on\nwhich to build the professional studies.\nThere are a number of colleges specifically known as ‘‘general colleges.’’\nThe Universities of Minnesota and Florida are notable examples.\nThe two-year general college has been set up in a number of teachers\ncolleges. Its purpose at the Colorado State College of Education is defined\nas follows: (a) to provide what we believe to be the best possible prepara¬\ntion for the more advanced work in the professional college by broad, bal¬\nanced study of the major fields of knowledge, and (b) to provide general\neducation on the college level for those who for various reasons will not\nattend college longer than two years.\nAdmission\n\nto the professional college in Colorado\n\nis on recommendation\n\nof the personnel department and the heads of divisions in which the stu¬\ndent elects majors and minors. Is this not an intelligent and scientific pro¬\ncedure that will result in producing better teachers? It is much better than\naccepting trainees before they are personally known and then putting them\nall thru a set pattern, turning them out as teachers or failing them along\nthe way.\nIn some instances the old normal schools have gone beyond the teachers\ncollege designation and are known as “state colleges/’ with four years of\ngeneral education. This does not mean that they have given up teacher edu¬\ncation nor that they are any less interested in it than formerly. If we are\nto accept the statements of those on the ground who are fundamentally\ninterested in teacher education, the effect of this change has been most ben¬\neficial both to the state generally and to teacher education in particular.\nPresident Thomas of Fresno, California, has so well expressed the effect\nof this change on the two points mentioned in the Rosenwald report that\nI shall quote him at some length.\nThe values are of two distinct types. The first is in the opportunity for attracting\nto teacher education many distinctly superior students who probably would not have\nenrolled in a strictly teachers college. There still exists in certain parts of the coun¬\ntry an impression among high-school seniors that elementary teaching is a bit sub¬\nclass in social prestige. As soon, however, as they leave the influences of high school\nand mingle intimately with other students in college who are planning to become\nteachers, the influence either of such stimulation or of greater maturity inclines many\nhighly desirable students from this group toward the teaching profession, the choice\nbeing made usually during the sophomore year. Incidentally, we find also in this\nassociation of students with varied vocational interests a wholesome corrective to the\nmonastic atmosphere which sometimes hangs about a teachers college in which\napplicants take the vow before registration.\nThe\n\nsecond value lies in the greater ease with which\n\ncandidates\n\nall\n\nof questionable\n\ndesirability may be diverted after the first year or two of college reveals their short¬\ncomings. The fact that such students, altho denied the privilege of a teaching\ncredential, may graduate from other courses preparing them for nonteaching voca¬\ntions makes possible a more rigorous standard of selection for professional education.\nOur Committee on Selection of Candidates would be under almost irresistible pressure\nwith regard to candidates were it not possible for the rejected applicants to continue\nwithout public humiliation along parallel courses leading to the degree but without\n\n"}
{"page": 350, "printed_page": null, "text": "346\n\nNational\n\nEducation\n\nAssociation\n\nteaching credentials. Acceptance of candidates at the end of the second college year\ngives them a heightened prestige in their professional standing, while at the same\ntime the rejected candidates do not suffer the disgrace of dismissal and have oppor¬\ntunity to achieve successful graduation in the general field.\nThe 10 percent of students not well adapted to work as teachers but who formerly\nwere responsible for more than 90 percent of all complaints made against our\ngraduates now are diverted into fields other than teaching.\nThe most noticeable effect of this change during the past two years has been the\nvery marked improvement in the quality of teachers trained.\n\nTeachers colleges should have well-developed programs of general educa¬\ntion even if they confine their activity to preparation of teachers for the\nelementary schools. If they prepare high-school teachers, they are auto¬\nmatically forced to offer extensive programs of general education. In dis¬\ncussing this point the recent report of the Regents’ Inquiry states:\nIt is folly for any state to set apart the education of secondary-school teachers as\ntho it were entirely different from general academic education. Schools of medi¬\ncine, law, and engineering are properly organized as separate schools; the subjectmatter which they teach at the upper levels of their work is different from that taught\nin liberal arts courses. The teacher of history, English, or science must, even in the\nmost advanced stages of his preparation, study the subjectmatter which is taught in\nliberal arts colleges and universities.\n\nA history course taken by a prospective teacher may be classified as pro¬\nfessional education, but for one who does not expect to teach the same course\nmay be general education.\nThe history, science, and English taught in the average four-year teach¬\ners college are the same as like courses in the state universities. I am not ready\nto admit they are inferior or radically different. In other words, the fouryear teachers colleges preparing high-school teachers are, by the very force\nof circumstances, general colleges as far as offerings are concerned. If the\ntest of the general college is not in the course offered but in the fact that\nvarious occupational interests are represented among the students, what\nharm could come from having prospective teachers in the classes with others\nwho do not expect to teach ? The social and intellectual isolation of teachersin-training accentuates and perpetuates that narrowness and lack of breadth\nand experience of which they have so often been accused.\nLet us briefly examine a specific institution which is believed to be some¬\nwhat typical of western, midwestern, and southern teachers colleges. These\nconditions of course do not apply everywhere.\nIn Arizona there are three state institutions of higher learning and two\nlocal junior colleges. The teachers college under consideration is located in\nthe populous center of the state. An analysis of the high-school enrolment\nin the state reveals the following facts:\n40 percent of the high-school enrolment is within a twenty mile radius of the college\n51 percent of the high-school enrolment is within a seventy mile radius of the\ncollege\n12 percent of the high-school\nother teachers college\n\nenrolment\n\n13.6 percent of the high-school enrolment\nstate university.\n\nis within\n\na seventy mile radius\n\nof the\n\nis within a seventy mile radius of the\n\n"}
{"page": 351, "printed_page": null, "text": "American\n\nThe\n\nenrolment\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n347\n\nin this teachers college has increased from 523 in 1929\n\nto approximately 1500 regular students in 1939-40. The increase of men\nhas been much greater than that of women. The strictly professional view\nwill say exclude all except those who take the “vow” before entering, or\nput up some other artificial barrier. Under an established precedent this\nmight work but it will not work in the democratic community where this\ncollege is located. Selection may be put into effect but not solely on the\nbasis of occupational interests.\nA fair sampling of the student body brings to light the fact that only\n14.6 percent of the men\n\nand 54.8 percent of the women\n\ngave teaching as\n\ntheir first occupational choice at the time of high-school graduation, while\n27.7 percent of the men and 45 percent of the women gave teaching as\ntheir second choice at the time of high-school graduation. At the time the\nstudy was made, 28 percent of the male students and 64 percent of the\nfemale students gave teaching as their first choice.\nIt was found that the teacher-training curriculums partially meet the\nneeds of 72.7 percent of the student body. It was also found that 75 percent\nof all whose first interest was outside of teaching expressed preference for\nliberal arts, preprofessional, science, nursing, social service, or business. Most\nof these needs could have been met by a general college program.\nAt present all these people who\n\ngraduate are being forced thru the\n\nteacher-training curriculums. They may then automatically qualify for cer¬\ntification. Of course, the mortality is great. The whole setup is unsound.\nIt is unfair to the student to force him into education classes when he is\nnot interested in them ; certainly it is unfair to the professor of education\nto have his classes cluttered up with such students. This is wasteful of the\neducational budget. It is unfair to the children in the public schools and pre¬\neminently unfair to the teaching profession. We cannot justify such wasteful\nexpenditure of the taxpayers’ money; we cannot justify training a large\nsurplus of teachers; we cannot justify accepting all who come and fail\nthem or force them to conform to a set pattern; we cannot justify closing\nthe door of general education to those who want to take advantage of facili¬\nties already provided and who have no other educational opportunity.\nAs a matter of fact, a catalog examination will show that this teachers\ncollege is now offering courses parallel with those of the state university\nwhich are required for the bachelor of arts and in some of the fields for the\nbachelor of science degree. The\n\ncollege gives only the bachelor of arts in\n\neducation. Many teachers colleges are already giving the bachelor’s degree\nin fields other than education, which means they are general colleges.\nIn small professional schools of medicine and law, usually associated with\nuniversities, it is desirable and possible to have rigid and uniform require¬\nments as to curriculums and admissions. The situation of the teachers college\nis much more complex. Extensive subjectmatter courses are required so that\nprospective teachers will appreciate the cultural heritage of the race. There\nmust also be selection of some kind if the children in the public schools are\nto be protected.\n\n"}
{"page": 352, "printed_page": null, "text": "348\n\nNational\n\nEducation\n\nAssociation\n\nThe evidence indicates the liberal arts college has been attracting a more\ncapable student. In the end the institution that attracts the best material\nwill produce the best product.\nOn\n\nthe point of selection, the Regents’ Inquiry states:\n\nThe quota system, which is supposed to restrict registration in the teacher-preparing\ninstitutions of New York State, is a gesture in the direction of professional selection.\nIn most of these institutions the real problem is tilling the quota. Furthermore, if the\nquota were filled in some of the institutions which have small faculties and meager\nequipment, it would be difficult, as it is now, to offer a suitable program\nmatter courses. . . .\nIt is easy to see why they do not attract the young\ntual and social character.\n\nAgain, may I quote from the same\n\nof subject-\n\npeople of the highest intellec¬\n\nreport :\n\nIt has been pointed out that the present plan of rigid prescription of professional\ncourses arouses antagonism in many quarters. This antagonism undoubtedly handi¬\ncaps the institutions and tends to alienate the better students from the teaching pro¬\nfession.\n\nWhy has the teachers college failed to attract the best material? Is it\nbecause of the general status of the teaching profession? If so, that is one\nreason why the trend toward the general college will be beneficial. Is it\ntrue, as intimated by some, that the words “teachers college” and “normal\nschool” to many people carry a connotation of doubt as to quality? If not\ntrue, how can the Rosenwald Foundation make such a statement after one\nhundred years of history? If not, why does every study show salaries below\nthose of universities, and why do teachers colleges generally compare so\nunfavorably in per-student expenditure, library and laboratory facilities,\nplant, abilities of students, and other accepted marks of a superior in¬\nstitution ? There may be some truth in the statement, individual institutions,\nof course, excepted.\nSomeone\n\nmay inquire, “Are you trying to hide or sidetrack teacher educa¬\n\ntion ?” Xo, indeed! But taking a pragmatic view of the situation it is plain\nthat teacher education should be better supported. Support and power to\nattract capable students come from prestige. The standing of the teachers\ncolleges in the public mind is not helped by the narrow restricted definition.\nThere may be advantages and disadvantages in having a restricted type\nof institution made up of persons whose interests, goals, and vocational\ndestinations are the same. In the purely professional type of organization it\nmay be possible to set the students on fire with a missionary zeal for teach¬\ning. But, on the other hand, it is just as apt to lead to narrowness and the\ndevelopment of characteristics traditionally and unfavorably associated with\n“school teachers.”\nIt may be argued that in a general college teacher education will be\nneglected and overshadowed by other departments and that education stu¬\ndents in such adverse atmosphere may develop feelings of inferiority for\nthemselves and for the profession. This charge might have some foundation\nif directed at liberal arts colleges which have accepted teacher education on\nsufferance. A teachers college giving general education and tending toward\n\n"}
{"page": 353, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n349\n\nthe general college is a far different institution in its feelings, attitudes, and\natmosphere than a liberal arts college which is putting incidental education\ncourses into its curriculums.\nThe trend toward the general college does not mean taking on the weak¬\nnesses of the liberal arts college. It does mean increased opportunities for\neducational guidance and teacher selection. It does not mean less interest in\nteacher education, but it does mean wider emphasis, wider contacts, wider\nexperiences, wider service to the public, and wider drawing power for the\nprofession.\nThis combination of purposes in the general college, whether on a twoor a four-year basis, can be a tremendous asset in teacher education. Most\nteachers college students come from small towns or rural communities. They\nneed many contacts and the broadening experiences found in the general\ncollege.\nI am not saying that most of these advantages could not be developed in\na narrowly defined teachers college, but are they so developed in many of such\ncolleges? The small, restricted teachers college has a difficult if not an im¬\npossible and unreasonably expensive task in providing the rich curriculum\nand the wide experiences so necessary in producing a well-developed\n\nand\n\nwell-educated individual. The advantages of the small teachers college went\nout when the elective system came in.\nThe arts colleges are going thru a period of soul-searching just the same\nas teachers colleges. We must be open-minded on this issue and for many\nof our colleges we must not think of the professional objective in a narrow\nsense but see if in the long run a broader purpose may not be served, re¬\nsulting in better financial support, better student clientele, better candidates\nfor the teaching profession, and better educated and developed men and\nwomen.\nI can see little that is or may be bad for the profession but much that is\ngood for it and much that is for the common good in the trend of the\nteachers colleges toward the general college.\n\nTHE\n\nTREND\nOF TEACHERS\nERAL COLLEGES\nIS BAD\n\nLESLIE\n\nR. GREGORY,\n\nPRINCIPAL,\n\nSTATE\n\nCOLLEGES\nFOR THE\nNORMAL\n\nTOWARD\nGEN¬\nPROFESSION\n\nSCHOOL,\n\nFREDONIA,\n\nN.\n\nY.\n\nHe who finds himself cast in the role of offering opposition to a trend\npromptly recognizes the futility of his undertaking. He soon comes to realize\nthat he is opposing not the stirrings and disturbances predictive of action,\nbut the force and momentum of a movement well under way. The chances\nare that should he choose to oppose he will soon become as lonesome as the\nconscientious objector of wartimes.\nThe word “trend” is a descriptive term used to describe a situation, the\nsituation being one in the process of change. Movement from a point of\ndeparture is implied and the direction of movement\n\nis defined. But the point\n\nof intended arrival — the destination — is most often not defined except in the\n\n"}
{"page": 354, "printed_page": null, "text": "350\n\nNational\n\nEducation\n\nAssociation\n\nmost general terms. A trend originates in an area of associated events or\nhappenings, each of which, tho independent and isolated at the time it occurs,\nbecomes associated with the others as it is discovered that they possess com¬\nmon characteristics which influence change or direction in a certain manner.\nThe independent events or happenings pass unnoticed until their cumulative\neffect becomes known. This is why a trend is already a trend when it is\ndiscovered. There is no opportunity to “nip the bud.” The only choice is\nto oppose or to embrace. And, as is the case with the measles, we awake to\nfind that we have them and conclude that it is useless to resist, so we\naccept them.\nSo it is with the trend of teachers colleges to become general colleges.\nThe movement is under way generally. The early symptoms are present in\na great many localities ; from other localities we have the announcement of\narrival. This trend originated in the manner described. First a normal school\nwas created, which later became a teachers college. Then things began to\nhappen: concessions of the college to community demands; efforts to keep\na teachers college in operation which might with good reasoning be closed ;\ninstitutional rivalries; the ready acceptance of obligations to general educa¬\ntion; surrender to expediency in getting financial support; ambitions to\nbecome big and certain rationalizations with reference to the curriculum and\npersonnel recruiting. All of these and probably many others — nibblings at\nthe structure of the institution which started out to be professional — have\noccurred with sufficient frequency to weaken the major structure by diluting\nits purpose and by starting it on its way to accomplish less specific and less\ndifficult tasks. The emerging general college is not to become an institution\nby deliberate planning, made possible by careful research. The general col¬\nlege is to emerge, not as a planned means of strengthening the professional\nschool, but as the result of endeavor to undertake education in other areas\nthan teaching.\nThis trend marks the first serious interruption in the century-long pro¬\ngram of progress toward a professional school for teachers. Horace Mann\nhad one idea in mind, and only one when he opened the first normal school.\nHe knew the need of such a school and he undertook to supply that need\nwith determination and a magnificent singleness of purpose. But for the\nsame singleness of purpose and the same determination of Cyrus Peirce the\nnormal school would not have survived. And the successors of Mann and\nPeirce have consistently refused to abandon\n\npursuit of the goal. Further\n\nreferences as to the reason for teachers colleges will be found in the legis¬\nlative acts which created them, the catalog statements of purpose, and the\nfirst paragraph of the standards of this Association, which paragraph defines\neligibility to membership. This “drift,” and the word is used advisedly,\ntoward the general college is in conflict with the founders of the teachers\ncolleges, with the original legislative enactments, and with the standards of\naccreditment. It is with deep regret that those of us who are somewhat less\nuniversally-minded observe the abandonment\ncollege at almost the moment it was attained.\nThose who\n\nof the goal of the teachers\n\nargue for the general college will deny the abandonment\n\n"}
{"page": 355, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n351\nof the goal. There\n\nare others who\n\nwill object to the assumption that this\n\ntrend is as pronounced as the emphasis here indicates that it is. The objec¬\ntions are considered, and it is to be hoped there will be many of them. Re¬\nmember, the discussion relates to a trend and not an accomplishment. What\nthen shall be said of the general college? Shall it be said that it has arrived\nor that it is evolving? Probably the latter statement describes the situa¬\ntion most accurately. Then shall it be said that we now have the general\ncollege in degree? The answer to this question, as well as support for the\nearlier contention that the general college results from circumstance and\nexpediency, may be found in the teachers college catalogs.\nFifteen teachers college catalogs of recent date were selected at random\nfrom the 120 available for study. These fifteen catalogs were searched for\nstatements of purpose, classification of students, and curriculum provisions.\nTime forbids the inclusion here of all the data gathered. However, state¬\nments taken from these fifteen catalogs are included here as evidence of the\ndeparture from the single objective to the open-door policy. Mark\n\nthe gra¬\n\ndation from the “Exclusively for teachers” to the “Come and get it.”\nEach numbered statement is taken from one of the college catalogs of the\ngroup of fifteen.\n1. An applicant (for entrance) must sign a declaration that he will teach in\nthe public schools for at least three years following graduation. . . .\n2. This school is not in any sense a competitor with the high schools of the state\nor with the liberal arts colleges or with other professional institutions.\n3. The primary function of this institution is to provide\nfor elementary teachers.\n\nappropriate\n\neducation\n\n4. State Teachers College is conducted for the primary purpose of preparing men\nand women for good citizenship and for the profession of teaching . . . most of those\nwho enter this college plan to teach.\n5. Young people who have not fully decided on a life vocation may complete the\nacademic work generally accepted for the freshman and sophomore years of any\nliberal arts college.\n6. The chief purpose of the college is to educate teachers for the schools of the\nstate. . . . Special curriculum — This curriculum leads to the degree of bachelor of\neducation but not to any type of certification. . . . Special curriculums are recom¬\nmended to those not interested in teaching.\n7. By legislative enactment this college has the power and authority to prescribe\nand to offer liberal arts and preprofessional courses in addition to its main objective\n— that of teacher training.\n\nThis is not a report of research. No claim is made that all teachers col¬\nleges approach the general college status in this manner. However, the\nsequence shown here appears to be typical. First, as applied to the declara¬\ntion of purpose, the qualifying sole or only gives way to the chief or primary.\nIn the next chapter we read one of the purposes. It may be that before\nlong the declaration will read also to train teachers.\nFor two purposes all of this time has been used to describe the character\nof this trend now subject to discussion: (a) to show that the trend is here,\nthat it is real, and that it is relatively well advanced; and (b) to show that\nthe approach is indirect, thru the back door and under the cover of darkness.\nThe general college has not come, in the degree that it is here, for the\n\n"}
{"page": 356, "printed_page": null, "text": "352\n\nNational\n\nEducation\n\nAssociation\n\npurpose of strengthening the professional school, the teachers college. The\nchampions of this development do not even state claims in their catalogs\nthat this was the purpose. Rather, they point to the number of degrees\navailable, the varied student vocational interests which are served, the new\nbuildings provided because of increased enrolments, the advantages of get¬\nting a general education close to home, and the athletic scholarships avail¬\nable. The child’s urge to grow big, the midwestern village slogan, “Watch\nus grow,” seem to describe best this search for new areas to be conquered.\nThe incorporation of the general college into the teachers college pro¬\ngram leads inevitably to a dual interest, a divided purpose, a diversion of\nfinances from the professional to the general, a diluted or compromised cur¬\nriculum, and a modified faculty interest in the professional goal. It does not,\nas some have argued, assure a better selection of personalities for teaching.\nMore need not be said about the resulting dual purpose and divided\ninterests. Anyone can see that this outcome is unavoidable. If any would\ndeny it they should realize that they have already confessed it. Their cata¬\nlogs contain their admissions. They admit their interest in preparing for\nlaw, medicine, business, and in offering “just a general education.”\nWill anyone question the thesis that the professional dollar has been\nstretched to cover the general in those instances where the general college\nhas been embraced? The money, available for the preparation of better\nteachers, must be thinned out to provide ways and means of providing a\npreprofessional background for the other professions. The dollar originally\nintended for meat must now also provide oats and spinach.\nWhether the general college is in the early stages of evolving, or if it is\nwell advanced toward maturity, or if it has arrived, in any case the result\nis the same — a diluted or compromised curriculum or both. The dilution\nresults when necessary courses or units of professional character are elimi¬\nnated to favor the nonteachers and when certain academic sacrifices are\nmade\n\nto favor the teachers. The\n\ncompromised\n\ncurriculum\n\nresults when\n\nthe\n\ninvitation is extended to all to come and get a general education in a teach¬\ners curriculum. Witness this:\nSome students, at the end of the first two years’ work, transfer to other colleges or •\nuniversities, others preferring to remain nearer home, or for financial and other\nreasons, continue their full four-year course in this institution. While the courses\nleading to the degree are designed for the preparation of teachers, yet they are based\non a foundation of thoro scholarship, and afford a general liberal education.\n\nThis is a catalog statement. Can any other than a compromised\nunder these conditions exist permanently?\n\ncurriculum\n\nThe dangers to the profession resulting from the faculty attitudes will\nbecome better recognized as the general college grows in numbers to\nexceed the number enrolled in education. When this condition comes into\nbeing the professional faculty loses prestige and power in the determination\nof curriculums and instructional goals. It is then that we have a situation\nlittle different from that which has maintained and does now maintain in\nthe liberal arts colleges whose secondary aim is to prepare teachers. We will\nhe back to that condition which Horace Mann sought to escape and we shall\n\n"}
{"page": 357, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nhave lost that which he hoped to attain. The\n\nColleges\n\n353\n\nvoice of the academics will\n\nrise again. The old jargon of the value of a sound liberal education to the\nteacher will again assume volume. The importance of professional courses\nwill be minimized. And if history has any predictive value this academic\ngroup will argue, and win the argument, that a teacher must know before\nhe can teach. They will neglect to note, as they always have, that the\nthing to be taught is the child.\nIt is often stated that teachers colleges which offer a junior college cur¬\nriculum succeed better in recruiting desirable personalities for teaching.\nAll too often this statement is accepted as accurately portraying the condi¬\ntions. Challenges to its inaccuracy are too infrequent. There may be an ele¬\nment of truth in those instances where the junior college is strictly general.\nBut, in those instances where the preprofessional emphasis is given, the\nopposite of the picture presented is more likely to be true in general. Con¬\nsider the present status of the professions of law, medicine, engineering,\nand teaching. Is there anyone so naive as to believe that the attraction to\nteaching, in this situation, is stronger than the attraction to the other pro¬\nfessions? It is more likely that the reverse is true, particularly with reference\nto the better young people. But they tell us that their program of guidance\nis in favor of the teaching profession. This, in a general college? We\nventure to remark that such has not been the experience of education de¬\npartments of universities.\nThe most optimistic of educators will hardly venture the assertion that\nteachers generally have attained a professional status. On the contrary, the\nmost pessimistic will not deny that real progress has been made toward\nestablishing teaching as a profession. Impatience to attain the goal should\nnot be permitted to wreck the progress already made. We will not attain\nour desire to be respectable by searching for that respectability in the fields\nof general education. To be sure, we are interested in general education —\nbut general education for teachers. The teachers college will have ma¬\ntured when, holding fast to its course, it attracts the best young people to\nthe field of teaching and attains prestige, respectability, and honor in its\nown right. May the teachers college hold fast to its course toward the\ngoal of excellence in one thing and avoid compromises likely to produce\nmediocrity in many things.\n\n"}
{"page": 358, "printed_page": null, "text": "National\n\n354\n\nCOMMITTEE\n\nON\n\nEducation\n\nAssociation\n\nSTANDARDS\nGeneral\n\nAND\n\nSURVEYS\n\nReport\n\nFive years ago the Committee on Standards and Surveys of the American Asso¬\nciation of Teachers Colleges gave definite consideration to the rewriting of existing\nStandards for the purposes of clarification of wording and encouragement to member\ninstitutions in the development of improved practices. It soon became evident that\nmere revision of existing Standards in terms of rewording or additions would not\nmeet a noticeable trend toward substitution of a qualitative for a quantitative type\nof standard. At that time the North Central Association had completed its significant\ninvestigation of the possibilities of qualitative standards and had presented a large\nprogram minimizing the former type of quantitative evaluation of member institu¬\ntions. This study had been accomplished after the expenditure of considerable time\nand a large amount of money.\nWithout adequate funds at the disposal of the Committee on Standards and Sur¬\nveys, it was hoped that some steps could be taken thru special studies provided\nfrom some source or sources that would produce sound bases for the rewriting of\nStandards. Within a year from that time, or approximately four years ago, the Ameri¬\ncan Association of Teachers Colleges suggested an additional committee to be known\nas a Research Committee. The Executive Committee of the Association, believing\nthat it was not feasible for various reasons to operate with an additional standing\ncommittee, combined the proposed work of such a Research Committee with that of\nthe already existing Committee on Standards and Surveys. A special Committee on\nProjects and Resources was appointed about three years ago to suggest possible proj¬\nects and to try to obtain revenue from foundations or boards to finance such special\nstudies. The appeal for support of these special studies coming at a time when other\nmajor etforts were claiming the attention and resources of these organizations pre¬\nvented the securing of financial assistance necessary to make a program of studies of\nsufficient scope and content for a complete rewriting of the Standards.\nThe Committee on Standards and Surveys, finding it necessary to operate its\nprogram entirely on the limited funds available from the treasury of the American\nAssociation of Teachers Colleges, and confronted with official action on the part of\nthe member institutions at an annual meeting to have qualitative standards prepared\nas rapidly as possible, was forced to establish procedures calling for voluntary help\non the part of members of the Association.\nThe policy of the Committee on Standards and Surveys has been one of delegating\nto subcommittees certain special studies, the results from which it was hoped wrould\nmake available information for the preparation of entirely new standards of a quali¬\ntative nature. These subcommittees were composed of representatives from member\ninstitutions with at least one member of the Committee on Standards and Surveys\nserving as chairman or as a coordinating agent to keep the general committee in\ntouch with the special study activities. The subcommittees, limited as they were to\nfunds for printing and for traveling expenses for one or two committee meetings,\nfound it necessary to make extensive use of questionnaires and data sheets. The extent\nto which such instruments of investigation were used is too well known and prob¬\nably painfully realized by the member institutions of the Association. There have\nbeen several reactions to the general idea of questionnaires as well as to specific\nforms submitted to the various institutions. Some of these reactions have been\nfavorable and others, including some thoughts never expressed verbally or in writing,\nrepresent reactions that it is well the Committee on Standards and Surveys, for\npersonal comfort, never heard or read.\nBecause many of the teachers colleges have expressed the value that has come to\nthem from the questionnaires, it may be well to point out that these have been used\nby administrators\nmeetings. Some\n\nof many\n\nof the teachers colleges as bases for discussions at faculty\n\nof the member\n\ninstitutions have requested several copies of the ques-\n\n"}
{"page": 359, "printed_page": null, "text": "American\n\nAssociation\n\ntionnaires for use by special committees\n\nof\n\nTeachers\n\n355\n\nColleges\n\nin furthering studies within the school for\n\nimprovement along certain lines. In addition to being of value in the various schools,\nthere can be little doubt as to the great amount of information of a valuable nature\nthat has resulted from the questionnaires\n\nas represented in the reports on the special\n\nstudies to be made at this time. The sincere appreciation of the Committee on Stand¬\nards and Surveys is expressed to all persons who have so generously cooperated in\nmaking possible a large response on all the studies.\nAmong the studies undertaken and completed in the past few years are:\n1. Two studies of graduate work in teachers colleges, making possible the\npreparation and presentation of standards submitted in final form at the\nannual meeting in Cleveland last year. These studies were made under the\ndirection of E. S. Evenden of Teachers College, Columbia University.\n2. Administrative stability, a study developed and presented by R. L. West\nof Trenton. This study was later enlarged to include faculty stability and\nwas used as a basis for the preparation of Standard XII as added to the\nother eleven Standards three years ago.\nStudies either just completed\n1. Curriculum\n\nor in process of development\n\nPractices in Normal\n\nare:\n\nSchools and Teachers\n\nColleges\n\n2. Publicity Practices in Teachers Colleges\n3. Biographical Dictionary of Presidents of Teachers Colleges\n4. Selection of Students and Personnel Practices in Teachers Colleges\n5. Extension Services of Teachers Colleges\n6. Organization and Administration of Teachers College Libraries\n7. Student Health Practices in Teachers Colleges.\nThere\n\nare a few other special studies that must be undertaken\n\nand completed\n\nbe¬\n\nfore materials will be available upon which the proposed new and qualitative Stand¬\nards may be based. One of these just authorized by the Committee is concerned with\nstudent teaching.\nThus it is seen that the recent work of the Committee on Standards and Surveys\nhas been concerned with the general direction of special studies that should serve:\n1. To\nbased\n\nprovide\n\nadequate\n\ninformation\n\nupon\n\nwhich\n\nnew\n\nstandards\n\ncould be\n\n2. To provide a check for member institutions as to the nature and extent\nof their own programs\n3. To provide stimulation to member institutions in the further development\nof improved\nThe\n\nCommittee\n\nprocedures.\ndoes not recommend\n\nat this time any additions to or changes\n\nin\n\nthe wording of the present Standards. However, it should be known that the Com¬\nmittee does expect to begin the rewriting and presentation of those Standards for\nwhich basic information is available as the result of special studies already or almost\ncompleted.\n\nIt is expected\n\nthat, aside from\n\nthe rather recent Standard\n\nXII\n\ndealing\n\nwith administrative and faculty stability, new presentations concerned with ad¬\nmission, student personnel, curriculum, extension services, and health will be ready\nfor consideration by the Association at the annual meeting in February 1941. Studies\nnow being started dealing with library organization and service and with student\nteaching procedures will be pushed to early completion.\nR. W. Fairchild,\nA. L. Rowland\nE. S. Evenden\n\nR. L. West\nA. L. Crabb\n\nChairman\n\n"}
{"page": 360, "printed_page": null, "text": "356\n\nNational\n\nEducation\n\nAssociation\n\nSOME\nINTERPRETATIVE\nCOMMENTS\nON THE\nREPORT\nRICULUM PRACTICES IN NORMAL\nSCHOOLS AND TEACHERS\nIN THE\nMADE\n\nFOR\n\nTHE\n\nCOMMITTEE\n\nON\n\nUNITED\n\nSTATES,\n\nSTANDARDS\n\nAND\n\nCURRICULUM\n\nON\nCUR¬\nCOLLEGES\n\n1939-40\n\nSURVEYS\n\nBY\n\nITS SUBCOMMITTEE\n\nON\n\nPRACTICES\n\nConfronted with the impossible task of reporting in “fifteen minutes or less” upon\nthe results of a 23-page questionnaire study of the curriculum practices in the normal\nschools and teachers colleges of the United States that took you hours to fill out and\nhas taken two months to tabulate, about all that can be done is to thank you again\nfor your splendid cooperation and “beg leave to print.” But the remaining fourteen\nand one-half minutes will be used to give some comments and interpretations which,\nit is hoped, will arouse your interest in the report and challenge you to study it and\nmake your own interpretations.\nBefore giving specific interpretations, some general comments will be made about\nthe study and its purposes. The questionnaire from which the data were obtained was\nlong and required time and thought to answer. The fact that 150 of a possible 186\ndid answer it is most heartening evidence of your professional zeal and an encour¬\nagement to the officers and committee members whose responsibility it is to serve\nyou. The\n\nquestionnaire\n\ncomplicated\n\narea\n\nwas\n\nlong primarily because\n\nand because\n\nmore\n\nthe curriculum\n\ndetailed data were\n\nneeded\n\nis a large and\n\nthan could be ob¬\n\ntained from a few general questions. It was nearly two years in the making — having\nbeen refined and tried out in preliminary forms before it was submitted to you.\nIt is the policy of the officers and committees of the Association to make the work\nof its several committees as educative and professionally stimulating as possible.\nThat we were able to inject this phase into the curriculum study is evidenced by the\nfact that one-fifth of the presidents wrote to the secretary for additional copies of the\nquestionnaire in order to use them with deans and staff members as the basis for\nfurther study of their own curriculum practices.\nThis study was planned to reveal phases of curriculums for teachers about which\nquestions could be included in the annual reports that would give a more satisfactory\nbasis for evaluating the curriculums of the normal schools and teachers colleges. It\nis the belief of the subcommittee in charge of this study that it will be of greatest\nvalue to the member institutions if it is considered as an accurate picture of cur¬\nriculum practices in the teachers colleges of the United States as of the year 1939-40\nand used as a background against which the practices of an institution can be pro¬\njected in order to throw into bolder relief similarities and differences in practice.\nThis suggestion naturally does not imply that practices similar to the general pattern\nare good and those not in agreement are bad. Those not in agreement may be\npioneering and in the right direction. A desirable result of such a comparison is that\nthe institution that finds its practices at variance with those of the other institutions\ncan reexamine its curriculums and retain or change them in conformity with its ap¬\nproved objectives. Desirable results are more likely to follow if pioneering is done\ndeliberately than if done blindly or accidentally.\nThe data of this report are returned to you within the same academic year for\nwhich they were supplied and are for that reason of more value for comparison pur¬\nposes. This has been made possible by your promptness in supplying the data, the\nassistance of the secretary’s office with the tabulations, and more of the chairman’s\ntime than he expected or perhaps should have given except that the Committee’s\nreputation for prompt returns was at stake. Part III of the report will be sent you\nfrom the secretary’s office in the near future.\nIn the time remaining some unofficial personal interpretations will be presented —\nselected from hundreds that might be chosen — of what, to me, appear to be interest¬\ning and significant facts revealed by the study.\n1. The non-degree-granting normal school is almost a historic institution. Of the\neleven replying, six already offer four-year curriculums.\n\n"}
{"page": 361, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n2. There are now more teachers colleges offering graduate\nnormal schools that do not grant degrees.\n\nwork\n\n357\n\nthan there are\n\n3. A few years ago nearly all the teachers colleges also gave two-year curriculums\nand in many instances graduated more students from the two-year than from the\nfour-year curriculums. Now only 49 percent of the institutions report two-year cur¬\nriculums of any kind and the number of students completing them is only 28 percent\nof the number completing four- and five-year curriculums.\n4. Approximately two-fifths of the institutions reporting offer either a two-year\n\nor\n\nfour-year curriculum or both in “general education” and about one-fifth offer cur¬\nriculums for vocations other than teaching. These conditions combined with the fact\nthat 75 percent of the institutions give all professional work in the third and fourth\nyears or concentrate most of it there indicates a very definite shift in the general\npattern of curriculums for teachers.\n5. Of all kindergarten and elementary teachers finishing curriculums of various\nlengths in 1938-39, 56 percent completed\n\nfour- and five-year curriculums.\n\n6. There is a decided predominance of curriculums for “elementary teachers” and\n“secondary teachers” without specification as to the grade level or the subject.\n7. The larger the teachers college, the greater appears to be the tendency to offer\ngraduate work, and the larger the proportion of its students that prepare for some\nphase of work in the secondary schools.\n8. Nearly two-fifths of all students completing curriculums\nporting prepared for work in the secondary schools.\n\nin the institutions re¬\n\n9. There is wide variation in the amount of work that junior college students may\ntake for credit in the senior college classes; that senior college students may take in\nthe junior college and in the graduate courses; and especially that graduate students\nmay take in the senior college courses. Practice in a number of instances exceeds the\namount of overlapping allowed by the present Standards.\n10. Forty-six percent of the institutions have prescribed “cores” of courses for\njunior college curriculums — usually including English, social science, physical educa¬\ntion, science, fine arts, and music. Eighty-three percent have such “cores” for fouryear curriculums including the same subjects with mathematics added. These “cores”\nvary but slightly among curriculums for elementary, secondary, and special teachers.\nCurriculums for elementary teachers usually have more music and art and less\nmathematics prescribed than curriculums for secondary teachers.\n11. The majority of curriculums allow about 20 percent for “free electives.”\n12. Since 99 percent of the institutions maintain systems of cumulative student rec¬\nords, to some or all of which the students have access in 93 percent of the institu¬\ntions, there is evidence that new types of guidance programs are possible if not\nalready in operation.\nCurriculum\n13. Two-thirds\n\nof the faculties have\n\nObjectives\n\nformulated\n\nor accepted a set of curriculum\n\n“objectives” — in most cases since 1935, and with students participating in 8 percent\nof the institutions.\n14. In order to give “an understanding of the individuals to be taught” oppor¬\ntunities to observe children (95 percent) and work with children (65 percent) are\nprovided under conditions considered\ntutions.\n\nsufficient or nearly so by 90 percent of the insti¬\n\nHalf of the institutions do 70 percent or more\n\nof their laboratory\n\nschoolwork\n\nin\n\non-campus schools and 51 percent report that less than 20 percent of the faculty make\nany use of the laboratory schools.\nThere were 482 courses listed as providing for the study of children for a median\nof from 16-20 semester hours per institution. A majority of these courses provide ten\nor more observations of children.\n15. A “broad cultural background in the principal fields of organized knowledge”\nis the objective for 70 percent or more of the junior college work in four-fifths of\nthe institutions, and for more than 50 percent of the senior college work in threefifths of the institutions.\n\n"}
{"page": 362, "printed_page": null, "text": "358\n\nNational\n\nEducation\n\nAssociation\n\nOf the institutions replying, 95 percent report 305 courses that provide a “sys¬\ntematic overview of the social conditions under which children are living”; 84 per¬\ncent report 218 courses that provide an “understanding of the fundamental differ¬\nences between urban and rural life”; 56 percent have some form of orientation or\nsurvey course (usually in social science, science, or education) ; and 97 percent report\n246 courses that provide “an understanding of the fundamental principles of the\nAmerican and other forms of government.”\nIt is difficult to estimate the proportion of time devoted to the six major fields\n(English and speech, foreign language, history and social science, mathematics and\nscience, fine arts and music, and education and psychology) in curriculums for\nteachers. Inspection of Part II, Tables 5a-e, indicates that the patterns are very\nsimilar for all curriculums studied except as major concentrations change the pro¬\nportions for major students. The similarity is especially marked for the freshman\nand sophomore years.\n16. “A broad scholarly mastery of the field or fields to be taught and a supporting\nknowledge of the most closely related fields” is provided for by requiring a median\n“major” of 24 or 28 semester hours supported by one or more minor fields. An\nanalysis of the combinations of majors and minors considered most desirable in the\nareas served shows almost every possible combination. The seven areas that occur\nmost frequently in such combinations in descending order are English, science, social\nscience, mathematics, languages, physical education, and music.\n17. “An understanding of the relationships between education and society” is pro¬\nvided for in 332 courses for a median of seven and one-third semester hours, typically\ngiven in the junior and senior years and required of all prospective teachers.\nVery few teachers colleges give credit for travel in this or other countries or for\nsupervised experience in a trade or occupation.\n18. “An understanding and mastery of the professional knowledge and skills\nneeded for successful initial teaching experience” is provided by all institutions but\nnot by the same patterns. One hundred percent give practice teaching, 99 percent\npsychology, 93 percent observation, and 88 percent general or special methods. These\ncourses are required of from 70 to 84 percent of all prospective teachers.\na. Ninety-seven percent give work in educational measurements\nwith three-fifths of the time devoted to tests and measurements.\n\nand\n\nstatistics\n\nb. Ninety-nine percent give opportunities to study technics of group instruction\nand management usually before practice teaching, required of nearly all prospective\nteachers and providing a median of eleven demonstrations of group teaching.\nc. Eighty-six percent provide\nwith practice teaching — medians\nat the same time.\n\na period of “graded participation” in connection\nof 56 clock hours and three students participating\n\nd. The amount of practice teaching ranges from 20 to 600 clock hours with\nmedians for: rural teachers, 112; elementary, 135; high school, 112; and special\nteachers, 108.\nAbout half the practice teaching may be considered “responsible room teaching”\nand 74 percent of the institutions permit other students to be present when students\nare teaching.\nIn 71 percent of the institutions faculty\" members assist in the supervision of stu¬\ndent teachers — most frequently the teachers of special subjects and of education and\npsychology.\nStudents are usually given opportunities to practice in two or more grades or sub¬\njects and in extra-class activities. A negligible number provide any form of postpractice-teaching internship.\ne. In 82 percent of the institutions opportunities are given to get an understand¬\ning of and some skill in the use of the principles and technics of guidance. However,\nthe median percent of the students wrho take work in guidance is only 10 percent.\nf. Sixty-eight percent provide for the development of skill in the use of mechanical\naids in teaching such as radio, movies, and typewriters. A median of 20 percent of\nprospective teachers take it.\n\n"}
{"page": 363, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nTeachers\n\nColleges\n\n359\n\n19. All institutions attempt to assist in the development of “well-rounded and wellintegrated personalities” by means of programs of extra-class activities supported,\nin the majority of cases, in part or entirely by student fees that are usually collected\nand administered by the college.\nEighty percent provide dormitories — more for women than for men — that accom¬\nmodate a median of one-third of the students and that give preference to freshmen\nwhen any preference is given.\nSeventy-eight percent of the institutions provide for religious activities.\nNinety-four percent provide opportunities for students to discover their creative\ntalents and 77 percent to participate in community activities.\nNinety-nine percent have assembly programs expected to contribute to cultural\nbackground, entertainment, school spirit, administration of the institution, profes¬\nsional ethics, and leadership. Students conduct about one-fourth of the assemblies.\nAttendance is compulsory in 39 percent.\n20. Ninety-eight percent of the institutions provide opportunities to develop a\nworking philosophy of education that gives most attention to the importance of edu¬\ncation to society — especially a democratic society'; a respect for and an understand¬\ning affection for children; the relationship of the individual to education and to\nsociety; the fundamental principles of character building and of mental health; and\nthe'relationship of subjectmatter to methods of instruction on different age and grade\nlevels. Seventy-nine percent provide a course in the senior year intended to assist in\nobtaining a working philosophy of education. Seventy' percent check on this before\ngraduation.\nThe elements most frequently reported as needing more attention are character\nbuilding and an understanding of social, political, and economic developments that\nare tending to control and modify the work of educational agencies.\n21. An effort is made in 88 percent of the institutions to have prospective teachers\nobtain a foundation for “a working philosophy of living” that gives most attention\nto the importance of standards and ideals of service to others; the relation of vibrant\nhealth, physical recreation, and healthful personal habits to happiness; a wholesome\nattitude toward appearance, voice, manners, and the various amenities of life; an\nunderstanding of the importance of varied intellectual and cultural interests; and\nthe importance of emotional stability and an understanding of ways of obtaining\nand maintaining\ngraduation.\n\nit. Sixty-one percent attempt to check for such a philosophy\n\nbefore\n\nIn addition to three items already receiving “most attention,” the two others that\nwere most frequently reported as needing more attention are a sense of relative\nvalues — perspective, and a realization of personal strength and limitations.\nThese statements are but samples of many more that can be drawn from the data\nsubmitted as the Committee’s report. Each individual who studies the data will find\nin them problems and challenges in terms of the conditions existing in the institution\nwith which he is connected. Subsequent follow-up studies on phases of curriculum\npractices will serve as better indications of trends since changes from time to time\ncan be noted. The possibility' of such periodic check-ups on separate phases of the\ncurriculum is one of the expected values of this study.\nThere is such widespread interest thruout the country in the revision of public\nschool curriculums that it is desirable to have the findings of this study as a basic\npoint of reference in the revisions of curriculums for teachers that are almost certain\nto take place within the next five y'ears.\nE. S. Evenden,\n\nChairman\n\n"}
{"page": 364, "printed_page": null, "text": "360\n\nTHE\n\nA\n\nNational\n\nEducation\n\nAssociation\n\nSTUDENT\nPERSONNEL POLICIES AND PRACTICES OF\nTIONS ENGAGED\nIN TEACHER\nEDUCATION\n\nPROGRESS\n\nREPORT\n\nCOMMITTEE\nCOLLEGES\n\nON\n\nIN\n\nSUBMITTED\n\nBY\n\nTHE\n\nSUBCOMMITTEE\n\nSTANDARDS\n\nAND\n\nSURVEYS\n\nCOOPERATION\n\nWITH\n\nTHE\n\nOF\n\nTHE\n\nRESEARCH\n\nON\n\nSTUDENT\n\nAMERICAN\n\nDIVISION\n\nOF\n\n151 INSTITU¬\n\nPERSONNEL\n\nASSOCIATION\n\nOF\n\nTHE\n\nNATIONAL\n\nCollege, Richmond,\n\nKentucky\n\nOF\n\nTHE\n\nTEACHERS\nEDUCATION\n\nASSOCIATION\n\nMembers\nMartha\n\nDowns,\n\nof the Committee\n\nChairman\n\nState Teachers\nF. E. Baker\n\nCollege, Newark,\n\nState Teachers\nH. D. Welte\n\nCollege, Milwaukee,\n\nState Teachers\nF. W.\n\nCollege, New\n\nNew\n\nJersey\n\nWisconsin\n\nBritain, Connecticut\n\nThomas\n\nFresno State College, Fresno, California\nH. L. Donovan\nEastern\nR. L. West,\nSurveys\n\nKentucky\n\nState Teachers\n\nex-officio member\n\nState Teachers\n\nrepresenting\n\nCollege, Trenton,\n\nIN\n\nNew\n\nthe Committee\n\non Standards\n\nand\n\nJersey\n\nREMEMBRANCE\n\nWe regretfully call attention to the untimely death on December 21,\n1939, of M. Ernest Townsend, then president of the State Teachers College,\nNewark, New Jersey, and original chairman of this Committee. Mr. Town¬\nsend gave generously of his time and talents in laying the foundations for\nthe Committee’s work. We cherish the privilege which was ours to work\nwith him in this endeavor and recall with gratitude his inspiration and\ncapable leadership. We trust that we shall be able to carry on the work in\nthe spirit and manner which characterized his own fine directive efforts.\nMembers\n\nof the\n\nSubcommittee\n\non\n\nStudent\n\nPersonnel\n\nPurposes of the study — This study seeks to discover prevailing policies and prac¬\ntices in schools engaged primarily with the education of teachers with respect to\n(1) the recruitment, selection, and admission of students; (2) the orientation of\nentering students; (3) the general supervision, guidance, and assistance given to all\nstudents while in college; (4) the placement and follow-up of students as they leave\nthe institution; and (5) the organization of staff personnel, the research program,\nthe record system, and the essential administrative policies thru which the student\npersonnel program functions. Such a study has two major implications. In the first\nplace, schools not abreast of prevailing practice should be stimulated, in many cases,\nto reexamine and perhaps to modify their procedures. In the second place, present\npractice itself should receive a stimulus from the discovery of as yet rare but for¬\nward-looking policies and procedures.\nSource of data — In October 1939 a rather comprehensive questionnaire on student\npersonnel practices was submitted to all institutions belonging to the American Asso¬\nciation of Teachers Colleges. Replies have been received from 151 member institu¬\ntions, distributed as follows:\n\n"}
{"page": 365, "printed_page": null, "text": "American\n\nAssociation\n\nof\n\nType of student body\nCoeducational\nWomen\n\nTeachers\n\nNumber\n\nstudents only\n\nColleges\n\nof schools\n144\n7\n\n361\n\nPercent\n95.4\n4.6\n\nSize of school\nLarge\n\n(1000 students or more)\n\nMedium (500-999 students)\nSmall (less than 500 students)\nGeographic region 1\nNortheast\nSoutheast\nMiddle states\nNorthwest\nSouthwest\nFar West\n\n53\n57\n\n35.1\n37.7\n27.2\n\n41\n43\n25\n42\n\n28.5\n16.5\n\n18\n14\n\n27.8\n11.9\n\n9\n\n9.3\n6.0\n\nProgress of the study — The questionnaire returns have been tabulated in the Re¬\nsearch Division of the National Education Association.2 This work has been sub¬\nstantially completed and a number of summary tables prepared. Much remains to\nbe done, however, by way of analytical study of the tabulations and in the evaluation\nand interpretation of the data assembled.\nSelected items gleaned from the preliminary tabulations — The attempt to select,\nfor presentation without comment or interpretation, a few of the items from this\nstudy has been a difficult task. Those which follow may not be at all the most repre¬\nsentative of the data collected, nor those of the most immediate interest to members\nof the Association. We present them, however,\nin the final report of the Committee:\n\nfor such interest as they may\n\ncreate\n\n1. The average enrolment based on returns from 138 of the 151 institutions re¬\nporting is 1027 students, of whom 619 are women and 408 are men. Percent of men\nincreases from 34.3 percent in schools below 500 to 40.9 percent in those enrolling\nmore than 1000. By geographic regions the male enrolment is lowest in the Northeast\nand highest in the Southwest.\n2. Enrolment figures distributed by classes for schools of the geographic regions\nbear out differences in policy known to exist in these regions. For example, in the\nNortheast, where selection for the profession is made initially, or at least early, 22\npercent of the students are in the freshman class and 17.6 percent are in the senior\nclass; whereas in the Far West, where deferred selection is the natural concomitant\nof the junior college or the lower school, the freshman class accounts for 44 percent\nof the enrolment and the senior class, 10.7 percent.\n3. The\n\nmost\n\ncommonly\n\nused\n\ntechnics of admission\n\nin the order\n\nof frequency\n\n(highest to lowest) are: (1) high-school transcript of marks, (2) report of health\nexamination by the college physician, (3) character statement from high-school prin¬\ncipal, (4) rank in high-school graduating class, (5) results of objective achievement\ntests administered by the college, (6) report of personal interview by college staff\nmember, (7) result of psychological examination given at the college, (8) diploma\nfrom accredited secondary school, (9) record of extracurriculum activities.\n4. Five recruitment practices used in fifty or more of the colleges participating in\nthe study are: (1) distribution of printed material, (2) letters to prospective candi1 The geographic regions used are as follows: (a) Northeast — the New\n\nEngland states, New\n\nYork,\n\nPennsylvania, New Jersey, West Virginia, Maryland, and the District of Columbia; (b) Southeast —\nVirginia, Kentucky, Tennessee, the Carolinas, Georgia, Florida, Alabama, Mississippi, Louisiana, and\nArkansas; (c) Middle States — the states of the Great Lakes region, from Ohio westward, plus Wiscon¬\nsin, Iowa, and Missouri; (d) Northwest — the Great Plains states including Kansas, Colorado, and\nUtah on the south and Utah and Idaho on the west; (e) Southwest — Oklahoma, Texas, New Mexico,\nand Arizona; and (f) Far West — Nevada and the Pacific Coast states.\n\n2 The Committee\n\nwishes to express its appreciation of the services of the Research Division of the\n\nNational Education Association in the tabulation of the data and, in particular, of the personal assist¬\nance rendered by Frank W. Hubbard and Ivan A. Booker.\n\n"}
{"page": 366, "printed_page": null, "text": "362\n\nNational\n\nEducation\n\nAssociation\n\ndates, (3) interviews between college staff members and high-school seniors, (4)\nvisiting days at the college, (5) conferences with parents of prospective students.\n5. An “orientation week” program is reported in 138 of the 151 colleges. Parties,\nregistration, lectures, distribution of leaflets, and attention to need for part-time\nemployment are the most commonly indicated features. Faculty receptions, hand¬\nbooks, orientation tests, campus tours, and assignment of faculty advisers and of\ndormitory accomodations, howTever, are listed ninety-eight times or more.\n6. Only sixteen colleges report that an annual prognosis of available teaching\npositions to be filled is used in determining the number to be admitted to professional\neducation. Continuance in professional education depends upon personality factors\nin 102 of the reporting institutions. Other important criteria are academic ability\nand comprehensive examinations.\n7. Some systematic plan of counseling is reported by 149 of the 151 schools. Twothirds of them assign a faculty counselor to each student. About the same number\nuse the “Big Sister” or “Big Brother” plan. The student chooses his own counselor\nin about 10 percent of the colleges. In about half the cases wrhere a faculty counselor\nis assigned, the assignment is for the freshman year only. In over 90 percent of the\ncases, faculty counseling covers other phases of student life besides academic\nprogress.\n8. Complete\n\nhealth examinations\n\nare given annually\n\nteachers colleges. Specific tests which\n\nappear\n\nby 116 of the cooperating\n\nto be used annually writh their corre¬\n\nsponding frequencies are: vision test by 85 colleges; tuberculin test by 52; X-ray for\npositive reactors to tuberculin test by 48 ; hearing test by 43 ; speech examination by\n10. Psychiatric service for students with personality maladjustments is provided by\n46 colleges.\n9. Of 125 colleges reporting on manner of approval of extracurriculum activities,\n12 stated that the activity must be approved by the student organization only; 70\nthat the college administration alone approved such activities; and 43 indicated that\nsuch approval depended upon action of both the administration and the student\norganization. Thirty colleges out of 149 reporting have no regulations regarding\nextracurriculum participation of the students. In 80 of the colleges, faculty counselors\nadvise the students as to kind and amount of participation; in 79, participation is\nrestricted if academic work is unsatisfactory; and in 55 colleges a point system is\nused to limit participation.\n10. Five services of placement bureaus occurring with high frequency are: (1)\narrangements for interviews, (2) provision of application forms, (3) checking on\nvacancies before recommending students, (4) provision of conference rooms for\nemployment interviews, and (5) instruction of candidates on interview technics.\n11. Only 27 institutions state that all employed graduates are visited during their\nfirst year of teaching by some member of the college staff. It is indicated, however,\nthat as many as 83 colleges visit their employed graduates during the first year of\nteaching if a request comes from graduate, employer, or supervisor.\n12. A responsible coordinator of personnel services and a personnel committee\nare found in 124 out of 150 colleges replying to this item. In 57 of these institutions\nthe coordinating officer is the president; in 37 it is a dean of students; and in 31 it is\na personnel director. Only 14 schools have nonteaching advisers; 46 reduce the\nteaching load of advisers; 34 require that advisers have special training for counsel¬\ning; and 31 have conferences\ntices.\n\nas a means\n\nof in-service education\n\nin personnel prac¬\n\nNext steps — At this time it is anticipated that the next steps in the completion of\nthe study should be: (1) distribution to the membership of the Association of the\nstatistical material of sixty or more tables, assembled from the questionnaires and\nconsidered valuable in establishing or modifying personnel practices; (2) analysis\nand refinement of these data for the crystallization of the practices into clear-cut\npersonnel standards for those engaged in the preparation of teachers.\nPlans for completion of the study — As rapidly as possible the Committee will com-\n\n"}
{"page": 367, "printed_page": null, "text": "American\n\nAssociation\n\nplete the analysis of the data obtained\n\nof\n\nTeachers\n\nand will prepare\n\nColleges\n\n363\n\na report of its findings. In\n\nthat report the Committee hopes to show current trends in student personnel manage¬\nment in teachers colleges and to point out unique and promising procedures. Differ¬\nences will be pointed out wherever possible in the policies and practices of institu¬\ntions of different sizes and among institutions located in different geographic regions.\nCertain comparisons will be made, too, of the personnel practices of the teachers\ncolleges which cooperated in this study and the corresponding practices of some 200\nliberal arts colleges as reported in January 1937.\nThe investigation will accomplish its most important purpose if it stimulates wide¬\nspread self-evaluation of personnel service in the colleges that prepare teachers for\nthe youth of our land.\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\n\nON\n\nACCREDITING\n\nThe Committee on Accrediting and Classification is pleased to acknowledge the\nsplendid aid it has received from many different sources during the past year. The\npresidents and the faculties of the member institutions of the Association have cooper¬\nated most willingly in providing the information requested for the annual and spe¬\ncial reports. All who participated in the considerations before the Committee indi¬\ncated a desire to be helpful and to aid in arriving at conclusions that wrere fair. An\nexcellent exchange and interchange of ideas and of counsel resulted from the several\nmeetings with the Committee on Standards and Surveys. Those who accepted the\nresponsibilities of inspection carried out their assignments\n\nwith thoroness\n\nand dis¬\n\npatch. Apparently a wholesome attitude exists toward at least one of the nation’s\ngreat accrediting agencies despite the note of warning sounded in the pamphlet en¬\ntitled, “Coordination of Accrediting Activities,” a summary of the proceedings of a\nconference on accrediting published by the American Council on Education.\nThe American Association of Teachers Colleges has been successful in its effort\nto “interpret, apply, and enforce” its standards. There have been no excessive de¬\nmands for time or money from the membership. There has been no tendency to\nrestrict local control of the educational program. The Association has not been im¬\npatient with institutions that have had unusually difficult and trying situations. It\nhas not been unreasonable and dictatorial. Its actions are not viewed with alarm\nnor\n\nregarded\n\nas encroachments\n\nthat create fear and\n\nresentment.\n\nEntirely to the\n\ncontrary, the Association is increasingly recognized both wdthin and without its\nmembership as an agency of helpfulness and influence. Much of its strength arises\nfrom the practice of drawing upon the resources within its membership for the\nformulation of policies and procedures.\nIt is apparent to every member of the Committee that the favorable status of our\nAssociation is not accidental. For many years it has been exceedingly fortunate in the\nsound, forward-looking leadership furnished by its secretary. Only those who have\nhad an intimate acquaintance with the many and varied activities of our Association\ncan realize the prodigious tasks imposed upon Secretary Hunt and his capable as¬\nsistant, Miss Mattison. Their efficiency can be appreciated only thru an acquaintance\nwith the extent and quality of their work. The Committee and the Association are\ntremendously indebted to them for their excellent services.\nThe Committee had three meetings during the past year, the first in New York\nlast July to consider the interpretation and application of Standard\ncently amended form; the second early in January in Washington\n\nXII in its re¬\nto review the\n\nannual reports; and the third during the St. Louis convention to consider the re¬\nports of inspectors, to conduct special hearings, and to project the interpretations of\nthe Standards to future problems and situations.\nStandard XII received particular consideration. It is apparent that this Standard\nshould be considered very carefully by the presidents, both in connection with their\nrelationship to the governing bodies of their institutions and even more particularly\nin the development of proper procedure dealing with the selection and dismissal of\n\n"}
{"page": 368, "printed_page": null, "text": "364\n\nNational\n\nstaff members.\n\nEducation\n\nThe policy of democracy\n\nAssociation\n\nin the administration\n\nof education is here to\n\nstay, and the Committee believes that it should stay. The Committee has made ar¬\nrangements to prepare and distribute during the coming year statements of proce¬\ndures which will be in harmony with the best practices involving selection and dis¬\nmissal. It is believed that most of the issues that arise between governing boards and\npresidents on the one hand and faculties on the other in connection with this Standard\ncome from the failure to follow generally accepted practices rather than from any\nintent to ignore the rights of groups and individuals. Faculties that are assured of\nfair treatment become better faculties.\nOne\n\nof the major\n\nproblems\n\nconfronting\n\nthe Committee\n\nand the Association\n\nin the\n\nimmediate future arises from the proposal to accredit graduate departments. Pro¬\nvisions are being made to inspect the schools requesting accrediting. The facility with\nwhich this work can progress will determine whether or not a list of accredited\ngraduate departments will be ready for presentation a year hence.\nThe statistical report is herewith submitted:\nTotal membership of the Association .\nAccredited .\n\n186\n158\n\nNonaccredited\n\n28\n\n.\n\nOne institution was dropped from the accredited list.\nThree institutions, the state teachers colleges at Danbury, Conn.; Willimantic,\nConn.; and Paterson, N. J., were added to the accredited list.\nOne resignation was received, Chico State College, Chico, California.\nGeorge A. Selke,\nGrady Gammage\n\nChairman\n\nG. W. Diemer\nSam H. Whitley\nAlonzo\n\nREPORT\nCHARLES\n\nW.\n\nHUNT,\n\nOF\n\nPRINCIPAL,\n\nTHE\nSTATE\n\nF. Myers\n\nSECRETARY\nNORMAL\n\nSCHOOL,\n\nONEONTA,\n\nN.\n\nY.\n\nThe secretary reported in 1939 concerning the varied activities of the office. The\npast year has brought new problems. Some of these are covered in the reports of the\nstanding committees. The work of the Association has been carried on vigorously by\nall those to whom responsibility has been given. The Committee on Standards has had\nan unusually active year. The Accrediting Committee has had some difficult problems\nto solve. The combined judgment of experienced executives has again during the past\nyear found reasonable solutions to these problems. The prestige of the Association\nincreases. The\nstandings.\n\nstudy given to the problems\n\nby the executives increases their under¬\n\nThe usual routine has been carried forward. Herman Kroeze has spent six\nmonths in the office of the secretary organizing the data from the institutional reports,\npreparing the institutional pattern maps and charts which show trends in various\nsignificant items. Each institution receives a chart which gives its relative status\namong the other accredited members of the Association in respect to a number of\nitems. This was described in the 1939 yearbook; those who are interested may\nrefer to it for an explanation.\nThe chart on faculty preparation indicates that the preparation of the faculty\ncontinues to increase in length. The 75 percentile is slightly above 5.70 years beyond\nthe high school. The 50 percentile is slightly above 5.50. The 25 percentile is 5.34.\nAll these figures represented increases over the previous year.\nThe chart showing the percent of the faculty at the various levels of preparation\nis omitted this year, but the facts are shown in the following table:\n\n"}
{"page": 369, "printed_page": null, "text": "American\n\nTABLE\n\nAssociation\n\nof\n\n1.— PREPARATION\n\nTeachers\n\nOF\n\nFACULTY,\n\n1 50 institutions\nNo\n\n365\n\nColleges\n\n1939-40\n\n8. 28 instructors\n\ndegree\n\n.\n\n.83%\n\nBachelor’s degree .\nMaster’s degree .\nSixty hours .\n\n6.10%\n53.94%\n12.95%\n\nDoctor’s\n\n26.18%\n\ndegree\n\n.\n\nThe chart showing expenditure for library books indicates increases, but this re¬\nmains one of the weaker spots in our practices.\nTeaching load in periods per week is decreasing. This trend has now been in\nevidence for three years and it may be worthwhile to investigate the reasons for this\ntrend. On the other hand, the ratio of students to teachers has reversed the downward\ntrend and made a considerable increase during the past year.\n\nTABLE\n\n2.— STUDENT-TEACHER\nTotal\n\nYear\n\nenrolment\n\n1933\n1934\n1935\n1936\n1937\n1938\n1939\n\n127,343\n118,728\n123,320\n128,059\n126,250\n122,624\n137,280\n\nRATIO\n\nNumber of\ninstructors\n\nMean\nstudent-teacher\n\nratio\n\n22.12\n5,757\n5,853\n6,025\n\n20.28\n20.47\n21.64\n\n5,919\n6,237\n6,748\n\n20.24\n18.17\n19.50\n\n7,040\nThe trend toward a four-year level of preparation for all graduates of teachers\ncolleges continues and it is evident that unless something happens to interfere with\nthis process, in a few years there will be almost no graduates below this level from\nthe teachers colleges.\n\nw\nE.\n1\n\nT\n1.TO\n45.40\n00\n\nG\n\n,50\n\nn\n\njio\n\n>\n\n7\nD\n\nno\n\n5\nr\nJ,\n\n»»\n1 30 1-20\n\n/\n7—\n/\n\n•*30\n\nc\n\n::\n\n/\n*7-\n\n/\n\n/\n\n/\n\n'\n\n/\n/\n\n/\n\n/\no\n\n—\n\n/\n\n/\n7*\n\n/\n\n/\n\n-\n\nExpenditure in Library Books\nand Periodicals, per Student\n-\n\n75 1 h Percenti les\nMe\ndians\n25 th Percentiles\n\n5\n\n«\n\n^\n\n»\n\no-\n\no\n\n*•\n\nFaculty Preparation\n— minimum Requirement Values Given to Degrees\n— 75th Percentiles Doctors 7\nmasters 5\nMedians\n6o Hours\nBachelors 4\n25th Percentiles\n\nGradStudg 6\n\nRo Degree 2\n\n7^\n\n"}
{"page": 370, "printed_page": null, "text": "366\n\nNational\n\nEducation\n\nAssociation\n\nn\n\nu\nM\n\nB\n\nt\nR\nO\nF\nE\n\nR\n»\nO\nD\n\n5\n\n12\n\nP\nE\nW\nE\n\nL\n\nIO\n\nK\n\nTe&chinq -Load\nin Periods per Week\n75 th Percentiles\n—\n*— Medi ans\n\nAn\n\neffort was\n\nmade\n\n25.th Percentiles\n\nto analyze the trend in regard to number\n\nof graduates\n\nfrom\n\n1927-39 and the table is given on page 367. It is to be noted that while the number\nhas increased for two years it is still lower than for any of the years between\n1927-33.\nThe secretary has attended during the past year two conferences on accrediting,\none at Washington called by the American Council on Education, and one at Chicago\ncalled by the Association of American Universities. The former discussed general\nproblems which have arisen with accrediting agencies and the membership has been\ninformed thru publications by the American Council of the issues now present in\nthat field.\n\nTABLE\n\n3.— GRADUATES\n\nFROM\n\n108 TEACHERS\n\nCOLLEGES\n\n25,248\n24,317\n25,197\n24,736\n25,619\n26,354\n\nIt is not clear what place accrediting may have in the work of this Association\nin the years ahead. The problems now current in the general field are not present in\nthe accrediting processes of the American Association of Teachers Colleges to any\nconsiderable degree. The work of the Association has been carried on close to the\nneeds of the institutions, with educational\n\nobjectives primarily focused. An\n\nelaborate\n\nprogram has been prevented because the process has not been subsidized. The pro¬\ngram itself has been dominated by the hard common sense of experienced executives\nwho have little time or money to spend on nonessentials. It may well be that in the\nfuture accrediting will be delegated to some other agency. The educational process\nwhich has been represented in the work of the Association for the past fifteen years\nwill be just as much needed as it ever has been.\n\n"}
{"page": 371, "printed_page": null, "text": "American\n\nov» ,\n\nioy*\n\nAssociation\n\nof\n\nao0/»\n\nid1’\n\n40*^\n\nfc^TWO\n\nYEARi\n\n1\n\nTeachers\n\n5o%\n\n6o%\n\n7ov»\n\n367\n\nColleges\n\nfto'i\n\n9o^>\n\ntoo%\n\n19 llWZ^O7/\n1978\n\n. . 1THRtt- YEARS\n\nBACHELORS DEGREE\n\nGraduates from\n108 Teachers Colleaes\nThe work of the Standards Committee will result in important discussions of\nissues which will concern the executives and staffs of all teachers colleges in the next\nfew years. In all this work a program which is closely fitted to the unique duties of\nthe teachers colleges will be developed. The significance of the responsibility for the\ntransfer of the culture from one generation to another by formal educational processes\nfor our young people will grow in the eyes of the teachers colleges and in the eyes of\nthe public as well. The quality of this process is of the greatest importance. It seems\nlikely that the discussion of the curriculum in the coming years will be the dominant\nissue.\nThe secretary reminds the membership that the next meeting will be the twentyfifth annual meeting of the American Association of Teachers Colleges, an event of\nsome significance.\nWe have experimented with an office bulletin containing brief news items which\nseemed worth bringing to the attention of the executives. Criticism and suggestion\nin regard to its usefulness are solicited from members of the Association.\nYour attention is called to the importance of the committee reports. These should\nbe read by all the executives with care and suggestions made to the appropriate com¬\nmittees in regard to the issues which have been developed. In this Association the\ndemocratic processes call for active participation of each member.\nWe wish to record our appreciation of the many courtesies which are extended to\nthis office by the members.\nThe Association is important because of the contribution it makes to individual\ninstitutions. The cooperation of the individual institutions may make a significant\ncontribution to the welfare of the nation as a whole.\n\n"}
{"page": 372, "printed_page": null, "text": "-\n\n-\n\n'\n\n■\n\n"}
{"page": 373, "printed_page": null, "text": "American\n\nEducational\n^Association\n\n‘Research\n\n"}
{"page": 374, "printed_page": null, "text": "HISTORICAL\nThe\n\nAmerican\n\neducational\n\nresearch\n\nNOTE\nassociation,\n\na Department\n\nof\n\nthe National Education Association , was formed at the Cincinnati meet¬\ning in 1915. At first its name zvas 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 2, 1930. The research organization brings zvith it a\nhistory rich in achievements and places the National Education Associa¬\ntion in closer touch zvith colleges, universities, and research agencies.\nThe officers of the Department for the year 1940-41 are: president,\nCarter V . Good, Professor of Education, Teachers College, University of\nCincinnati, Cincinnati, Ohio; vicepresident, T. R. McConnell, Profes¬\nsor of Education, University of Minnesota, Minneapolis, Minn.; secre¬\ntary-treasurer,\n\nHelen\n\nM.\n\nWalker,\n\nAssociate\n\nTeachers College, Columbia University, New\ncommittee:\n\nBess\n\nGoodykoontz,\n\nAssistant\n\nProfessor\n\nof Education,\n\nYork, N. Y .; executive\n\nCommissioner\n\nof Education,\n\nUnited States Office of Education, Federal Security Agency, Washington,\nD. C.; Douglas E. S cates, Associate Professor of Education, Duke Uni¬\nversity, Durham, N . C.; officers of the Department, ex officio.\nThe annual dues, $5, are payable to the American Educational Research\nAssociation, 525 West 120th Street, New York, N. Y. The chief pub¬\nlications are the review of educational research and the official\nreport.\n\nFacts\n\nrelating\n\nto\n\nthe\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\n1933:377-394\n\nestablishment\n\nof this\n\n1934 \\361-386\n1935:327-348\n1936:231-237\n\n[ 370 ]\n\nDepartment\n\n1937:257-278\n1938:341-362\n1939:375-396\n\n"}
{"page": 375, "printed_page": null, "text": "MILWAUKEE\nHOW\n\nTO\n\nH. M.\n\nWILLIAMS,\nSTATE\n\n'rjERHAPS\n\nMAKE\n\nMISTAKES IN ESTIMATING\nTO LEARN\n\nSUPERVISOR,\n\nSCHOOLS\n\nFOR\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nserious\n\nerror\n\neducation\n\nDEPARTMENT\n\nthe\n\nMEETING\n\nmost\n\nTHE\n\nMENTALLY\n\nCAPACITY\n\nHANDICAPPED,\n\nMADISON,\n\nWIS.\n\nis likely to make\n\nin inter-\n\npreting data of this kind is that of oversimplification and overgeneral¬\nization. In the yearbook Goodenough has effectively pointed out many\nsources of error in the technic of conducting such studies : sampling, control\n\ngroups, errors in scoring, specialized experience, test comparability, test con¬\ntent at various levels, and the measurement of gain or loss. Anderson has\nshown the loss in predictive power over increasing time intervals. Kuhlmann\nelsewhere has suggested an explanation of certain systematic trends when\nthe IQ is used as the basis of analysis.\nIt has been established that there is a tendency for many types of supe¬\nriority or deficiency — physical, mental, social, and economic — to be asso¬\nciated together. It seems not to be so easy to demonstrate which factors are\ncauses and which are effects. The upshot of the controversial aspect of the\nproblem seems to be that each point of view has made out a good case for\nthe inconclusiveness of the evidence for the opposing point of view. The\nmost conclusive evidence must come from genetics thru the discovery of\nthe mechanism of inheritance in this function.\nIntelligence is only one of many\n\naspects of child development in which\n\neducation is interested. Intelligence tests have been only moderately success¬\nful in the prediction of even the most academic types of achievement, much\nless successful in other areas of growth. As Gesell has suggested, the intelli¬\ngence test can only supplement, not replace, careful clinical and educational\nstudy of the child as a whole.\nThe only way the nature-nurture issue can achieve significance for educa¬\ntion is thru evidence which shows specifically how the environment can be\nmodified to achieve gains in apparent or real intelligence.\nAt the extreme, one might say that the nature-nurture issue is funda¬\nmentally irrelevant to the teaching problem, since it is the teacher’s job to\ntake the child as he is, regardless of what that may be, and endeavor to\nbring him closer to our educational objectives in a democracy.\nSOME\n\nSTEPHEN\n\nIMPLICATIONS OF VERBATIM\nSCHOOL CLASSROOM\nM.\n\nCOREY,\n\nPROFESSOR\n\nOF\n\nEDUCATION,\n\nMADISON,\n\nRECORDS\nTALK\nUNIVERSITY\n\nOF\n\nOF\n\nHIGH-\n\nWISCONSIN,\n\nWIS.\n\nOne of the best ways to determine what learning goes on in the classroom\nas well as what types of learning the teachers think most important is to\nstudy verbatim records of classroom talk. For this report such records were\n\n[371]\n\n"}
{"page": 376, "printed_page": null, "text": "372\n\nNational\n\nEducation\n\nAssociation\n\navailable for a total of thirty-six class hours. Six different high-school classes\nin English, social studies, and science were involved.\nDespite the fact that there were six teachers and 169 pupils, the teachers\ntalked two-thirds of the time. During the thirty-six class hours the pupils\nasked a total of 114 questions while the teachers were asking 1260. For\napproximately five hundred of these teacher questions no answer was forth¬\ncoming from the pupils. In the opinion of judges, who were experienced\nteachers, only one teacher question out of every four appeared to require\n“thoughtful” answers. The others involved for an answer the recitation of\na memorized name, date, or principle. The number of words in the typical\nanswer to a teacher question was eleven.\nWith respect to the number of times information was “volunteered,”\nthat is not in answer to any specific question, the teachers were more active\nthan the pupils. There were 136 such instances for teachers and only 41\nfor their pupils.\nThere were differences among the various teachers and classes but these\nwere not striking. The chief inference from the data is the degree to which\nthe teacher, both in terms of amount of talk as well as frequency of ques¬\ntioning, dominated the classroom procedure. The consequence of this domi¬\nnance was to stress the importance of facts and other materials which might\nbe used in the solution of problems rather than the solution of the problems\nthemselves.\nRECENT\n\nG. LESTER\n\nThe\n\nTRENDS\nIN LEARNING:\nTHEIR RELATION\nTHE PSYCHOLOGY\nOF ARITHMETIC\nANDERSON,\n\nUNIVERSITY\n\nOF\n\nMINNESOTA,\n\nMINNEAPOLIS,\n\nTO\n\nMINN.\n\nmain psychological basis for the study of arithmetic has been a\n\n“behavioristic one, viewing skills and habits as fabrics of connections.”\nThere is, however, a recent body of literature in the psychology of learning\nand research on learning in arithmetic which either is calling into question\nsome of the concepts which have been rather commonly\n\naccepted or is sup¬\n\nplementing them, so that a revision of the psychology of arithmetic is per¬\nhaps in order.\nWhile there have always been teachers who were disobeying the tenets\nhanded down by the connectionist psychologists with regard to arithmetic,\nit is only recently that educational psychologists themselves have begun to\nquestion the authenticity of a psychology of arithmetic which emphasized\nthe discreteness and unrelatedness of the elements of the subject, and drill\nas the method of learning.\n\nThe psychology of arithmetic as implied by recent trends in learning looks\nupon arithmetic as a closely-knit system of ideas, principles, and processes\nrather than a number of discrete and unrelated elements. A knowledge of\nthe number system, its elements, structure, and operations which may be\nperformed upon it, will reveal this system. Instruction in arithmetic consists\nof gaining an understanding of this number system.\nRecent trends in the psychology of learning say that learning is insight.\n\n"}
{"page": 377, "printed_page": null, "text": "American\n\nBehavior\n\nEducational\n\nis always directed toward\n\nResearch\n\nAssociation\n\na goal. When\n\nthe organism\n\n373\n\nsees the\n\nrelationships that its responses bear to this goal, it gains insight. When in¬\nsight is established, learning is complete, and behavior is swift and sure\ntoward the goal. It is not enough to determine all the elements which make\nup behavior toward a goal, but the relationships the elements bear to each\nother must be established. When all behavior is seen in its relationships, a\ngeneralization may be made that serves not only to unify all previous be¬\nhavior but also to establish deductions with regard to future behavior.\nUnderstanding the number system and its application to life situations is the\ngoal of arithmetic. The elements of arithmetic are manipulated so that the\nrelationships they bear to each other and to the goal are discovered.\nPrinciples that are to be observed in learning arithmetic are discovery,\ngeneralization, and testing. The pupil should make for himself the dis¬\ncoveries that lead to generalizations. These generalizations must be formed,\nnot as formal rules, but as abstractions that explain certain facts already\nnoted and that may explain still further facts that are to be noted. Gen¬\neralizations must be subjected to testing on the part of the pupils to reveal\nall their implications and their shortcomings.\nThe ultimate goal of instruction in arithmetic is the development of the\nability to think in quantitative situations. This ability reaches its highest\ndevelopment when one understands the number system thru which all quan¬\ntitative situations must be expressed and the social situations where quan¬\ntities may be involved.\nRELATION\n\nOF\n\nW.\n\nTHEISEN,\n\nW.\n\nRESEARCH\nASSISTANT\n\nTO\n\nCLASSROOM\n\nSUPERINTENDENT\n\nMILWAUKEE,\n\nA distinction should be made between\n\nOF\n\nTEACHING\nSCHOOLS,\n\nWIS.\n\nresearch which affects educational\n\npractice in general and classroom teaching only indirectly and that which\naffects directly the specific practice of the teacher himself. The teacher is\nmore likely to be stimulated into altering his practices by research in which\nhe participates. While research projects carried out locally may lack in\nscientific refinement, the stimulation which results from personal participa¬\ntion is likely to far outweigh any deficiencies in technic. It matters little\nhow scientifically conducted a research project may be or how valuable its\ndiscoveries until some teacher makes use of the findings or some curriculummaker or publisher incorporates the ideas in a course of study or a textbook.\nIt is not research per se that counts but research which finds its application\nin teaching. Until the facts are known about the teacher’s own pupils, there\ncan be no proper adaptation of instruction to individual capacities.\nResearch by teachers is needed in many areas of the educational field.\nAmong them are research in connection with the selection of textbooks and\nchildren’s reading; community studies for the purpose of determining local\ncurriculum needs; studies of what is happening to the personalities of chil¬\ndren as the result of measures employed by the schools or by parents;\nand studies of what business demands of graduates as a condition for success.\n\n"}
{"page": 378, "printed_page": null, "text": "374\n\nNational\n\nPROGRAM\n\nEducation\n\nAssociation\n\nOF THE AMERICAN\nEDUCATIONAL\nRESEARCH\nASSOCIATION\n\nSt. Louis, Missouri\nFebruary\nJoint Meeting\n\n‘with the National\n\nReport of the Yearbook,\nTHE\n\nNATURE\n\n24-27, 1940\nSociety for the Study of Education\n\nPart I, entitled Intelligence: Its Nature\n\nAND\n\nINVESTIGATION\n\nOF\n\nand Nurture\n\nINTELLIGENCE\n\nPresiding, Bess Goodykoontz, Chairman of the National Society for the Study of\nEducation, and President of the American Educational Research Association\nIntroducing the Yearbook\nGeorge\n\nD. Stoddard,\n\nUniversity\nmittee\nEvidence on\nEthnology\nFranz\n\nof Iowa,\nthe\n\nDirector, Iowa\nIowa\n\nNature\n\nBoas, Emeritus\n\nEdgar\n\nof\n\nJersey\nEvidence Regarding\nDeviates\n\nthe\n\nResearch\n\nand\n\nChairman\n\nof the Yearbook\n\nIntelligence\n\nNature\n\nA. Doll, Director\n\nWelfare\n\nCity, Iowa,\n\nProfessor\n\nYork, New York\nEvidence Regarding the\nDeviates\n\nChild\n\nof Anthropology,\n\nof Intelligence\n\nof Research,\n\nNature\n\nFurnished\n\nThe\n\nby\n\nthe\n\nTraining\n\nof Intelligence\n\nAnthropology\n\nColumbia\n\nfrom\n\nfrom\n\nStation, State\n\nand\n\nUniversity, New\n\nStudy\n\nof Inferior\n\nSchool, Vineland,\nthe\n\nCom¬\n\nStudy\n\nNew\n\nof Superior\n\nPaul A. Witty, Professor of Education, and Director, Psycho-Educational Clinic,\nNorthwestern University, Evanston, Illinois\nThe Accuracy of Mental Measurements and the Environmental Ceiling\nJohn E. Anderson, Director, Institute of Child Welfare,\nsota, Minneapolis, Minnesota\nInformal Discussion\nLed by Frank N. Freeman,\nBerkeley, California\n\nUniversity\n\nof Minne¬\n\nDean, School of Education, University of California,\nSECTION\n\nEDUCATIONAL\n\n1\n\nIMPLICATIONS\n\nOF\n\nSEMANTICS\n\nPresiding, William S. Gray, Professor of Education, University\ncago, Illinois\nCertain Notions on a Theory of Interpretation and Reading\n\nof Chicago,\n\nChi¬\n\nI. A. Richards, Fellow of Magdalene College, Cambridge, England\nCauses and Significance of Misconceptions in Reading and Various Curriculum\nFields\n\nErnest\nIowa\n\nHorn,\n\nProfessor\n\nImplications of Semantics\nDevelopment\n\nof Education,\n\nState University\n\nwith\n\nto Emotional\n\nRespect\n\nof Iowa,\n\nStatus\n\nand\n\nIowa\n\nCity,\n\nPersonality\n\nH. Meltzer, Director, Psychological Service Center, St. Louis, Missouri\nControversial Issues and Research Problems\n\nPaul B. Diederich,\nChicago. Illinois\nDiscussion\n\nAssistant\n\nProfessor\n\nof Education,\n\nUniversity\n\nof Chicago,\n\n"}
{"page": 379, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\nSECTION\nCRITICAL\n\nPOINTS\n\n2\n\nIN EDUCATIONAL\n\nRESEARCH\n\nPresiding, David Segel, Specialist in Tests and Measurements,\ncation, Washington, D. C.\nObservational\n\nPrerequisites\n\nto\n\nEducational\n\nAssumptions\n\nRegarding\n\nResearch\n\nU. S. Office of Edu¬\n\nResearch\n\nPhillip J. Rulon, Assistant Professor, Graduate\nUniversity, Cambridge, Massachusetts\nBasic\n\n375\n\nAssociation\n\nSchool of Education,\n\nHarvard\n\nData\n\nDouglas E. Scates, Associate Professor of Education, Duke\nNorth Carolina\n\nUniversity, Durham,\n\nSampling\n\nE. F. Lindquist, Professor\nIowa\n\nof Education,\n\nState University\n\nof Iowa, Iowa\n\nCity,\n\nDiscussion\n\nSECTION\nAPPRAISAL\n\nOF\n\nTECHNICS\n\nJoint Session with the National\nPresiding, Ethel\nIllinois\nThe\n\nUse\n\nKawin,\n\nof Follow-Up\n\nDirector\n\nStudies\n\n3\nUSED\n\nVocational\n\nof Guidance,\n\nTechnics\n\nof Prognosis\n\nGUIDANCE\n\nGuidance\n\nGlencoe\n\nAssociation\n\nPublic Schools, Glencoe,\n\nin Guidance\n\nC. Gilbert Wrenn, Professor of Educational\nsota, Minneapolis, Minnesota\nThe\n\nIN\n\nthru\n\nthe\n\nUse\n\nPsychology,\n\nUniversity\n\nof Tests\n\nGertrude Hildreth, Psychologist, Lincoln School of Teachers\nUniversity, New York, New York\nThe\n\nEffectiveness\n\nof\n\nObservational\n\nRecords\n\nof\n\na Comprehensive\n\nGuidance\n\nCollege, Columbia\n\nin Guidance\n\nL. L. Jarvie, Director of Educational Research, Rochester\nchanics Institute, Rochester, New York\nImportance\n\nof Minne¬\n\nAthenaeum\n\nand Me¬\n\nProgram\n\nPhilip A. Boyer, Director, Division of Educational\nlic Schools, Philadelphia, Pennsylvania\n\nResearch, Philadelphia\n\nPub¬\n\nDiscussion\n\nLed by Rex B. Cunliffe, Associate\nNew Brunswick,\nance Association\n\nNew\n\nProfessor\n\nJersey, and President\nSECTION\n\nHOW\n\nRESEARCH\n\nof Education,\n\nRutgers\n\nof the National\n\nVocational\n\nLEADS TO ECONOMICAL\nADMINISTRATION\n\nA\n\nState’s\n\nTextbook\n\nof and Economies\n\nAND\n\nEFFICIENT\n\nProgram\n\nand\n\nFinance, Florida\n\nState De¬\n\nR. Pauly, Director of Research, Tulsa\n\nPublic Schools, Tulsa, Oklahoma\n\nTransportation\n\nDavid Sutton, Director, Division\nEducation, Columbus, Ohio\nBuilding\n\nMaintenance\n\nand\n\nof School Finance, Ohio\n\nState Department\n\nof\n\nOperation\n\nT. C. Holy, Professor of Education and Research Associate, Bureau\ntional Research, Ohio State University, Columbus, Ohio\nSalary\n\nCol¬\n\nInsurance\n\nFrank\nSchool\n\nTeachers\n\nin:\n\nEdgar L. Morphet, Director, Administration\npartment of Education, Tallahassee, Florida\nSchool\n\nGuid¬\n\n4\n\nPresiding, Paul R. Mort, Director, Advanced School of Education,\nlege, Columbia University, New York, New York\nEfficient Administration\n\nUniversity,\n\nof Educa¬\n\nSchedules\n\nWillard S. Elsbree, Professor of Education,\nversity, New York, New York\nDiscussion\n\nTeachers\n\nCollege, Columbia\n\nUni¬\n\n"}
{"page": 380, "printed_page": null, "text": "376\n\nNational\n\nEducation\n\nAssociation\n\nSECTION\nRESEARCH\n\nIN THE\n\n5\n\nEDUCATION\nOF RETARDED\nNORMAL\nSTUDENTS\n\nAND\n\nDULL\n\nPresiding, Clifford Woody, Director, Bureau of Educational Reference\nsearch, University of Michigan, Ann Arbor, Michigan\nDo Dull Children Really Have High Accomplishment Quotients?\nDonald D. Durrell, Professor\nchusetts\nUnder-Age\n\nAn\n\nand\n\nOver-Age\n\nof Education,\n\nPupils\n\nin New\n\nBoston\n\nYork’s\n\nRural\n\nSecondary\n\nfor Research,\n\nInvestigation\n\nNormal\n\nwith\n\nDull\n\nSchools\n\nNew\n\nYork\n\nof Research\n\nRuth\n\non\n\nthe\n\nStrang, Associate\n\nUniversity, New\nResearch\n\nImprovement\n\nProfessor\n\nYork, New\n\nin Curriculum\n\nof Reading\n\nof Education,\n\nState De¬\n\nPupils\n\nRaleigh Schorling, Professor of Education, University of Michigan,\nMichigan\nReview\n\nRe¬\n\nUniversity, Boston, Massa¬\n\nJ. Cayce Morrison, Assistant Commissioner\npartment of Education, Albany, New York\nin Mathematics\n\nand\n\nof\n\nRetarded\n\nTeachers\n\nAnn\n\nArbor,\n\nStudents\n\nCollege, Columbia\n\nYork\n\nMaking\n\nfor\n\nSlow\n\nLearners\n\nW. B. Featherstone, Professor of Education,\nversity, New York, New York\n\nTeachers\n\nCollege, Columbia\n\nUni¬\n\nDiscussion\n\nSYMPOSIUM\nAN\n\nAPPRAISAL\n\nOF\n\nTECHNICS\n\nOF\n\nEVALUATION\n\nPresiding, Bess Goodykoontz, Assistant Commissioner\nEducation, Washington, D. C.\n\nof Education,\n\nA Critique by Ralph W. Tyler, Chairman\nversity of Chicago, Chicago, Illinois\nPapers included in the Critique:\nA\n\nStudy\n\nof\n\nthe\n\nExtent\n\nof\n\nof the Department\n\nMeasurement\n\nof\n\nU. S. Office of\n\nof Education,\n\nDifferential\n\nUni¬\n\nObjectives\n\nof\n\nInstruction\n\nUse\n\nT. R. McConnell, Professor of Education,\napolis, Minnesota\n\nUniversity of Minnesota,\n\nof Interest\n\nStudy\n\nInventories\n\nfor\n\nGeorge Sheviakov, Research\nNew York, New York\nTechnics\nnating\n\nAn\n\nPersonality\n\nAssociate, Progressive\n\nEdgar\nOhio\n\nDale, Professor\n\nof Education,\n\nOhio\n\nEffort\n\nTo\n\nMeasurement\n\nof\n\nthe\n\nSocial\n\nExtend\n\nand\n\nthe\n\nEconomic\n\nas\n\nHoward\nHarvard\nThe\n\nthe\n\nBasis\n\nfor\n\nStudy\n\nComments\n\nDiscussion\n\nEvaluating\n\nof Teaching\n\nA. S. Barr, Professor\nWisconsin\nOpen\n\nState University,\n\nColumbus,\n\nResults\n\nSchooling\n\ninto\n\nNew\n\nTeachers\n\nCollege, Columbia\n\nUni¬\n\nYork’s\n\nby\n\nthe\n\nof\n\nCitizenship\n\nE. Wilson, Associate Professor, Graduate\nUniversity, Cambridge, Massachusetts\n\nWisconsin\n\nAdditional\n\nDiscrimi¬\n\nDealing\n\nFields\n\nHarold F. Clark, Professor of Education,\nversity, New York, New York\nResearch\n\nthe\n\nAssociation,\n\nwith\n\nMaterials\n\nof Preparing and Evaluating\nReading of the Press\n\nEducation\n\nMinne¬\n\nAbility\n\nof Education,\nAuthors\n\nEducation\n\nSchool of Education,\n\nUniversity\n\nof Papers\n\nof Wisconsin,\n\nReviewed\n\nMadison,\n\n"}
{"page": 381, "printed_page": null, "text": "American\n\nEducational\n\nANNUAL\n\nBANQUET\n\nMonday,\n\nFebruary\n\nPresiding, Bess Goodykoontz,\n\nPresident\n\nIntroduction\n\nof Guests\n\nAddress — The\n\nConstitution,\n\nJudge\n\nInstrument\n\nGroups\n\nPublication\n\n(Immediately\n\nof Research.\n\nsity of Wisconsin,\nClinic\n\nas\n\na Research\n\nfessor and Director\nlege, Pennsylvania\nResearch\n\non\n\nJefferson\n\nFreedom\n\nStates Circuit Court of Appeals\nBanquet)\n\nS. Barr,\n\nProfessor\n\nAgency.\n\nPresiding,\n\nEmmett\n\nProblems.\n\nPresiding,\n\nPublic Schools, Baltimore,\n\nFunctions\n\nof Research\n\nin State\n\nof\n\nProfessor\nThe\n\na\n\nUniversity\n\nof Education,\n\nImprovement\n\nand\n\nfessor of Education,\nCurrent\n\nResearch.\n\nResearch,\nSelection\n\nMethods\n\nResearch\n\non\n\nof Research,\n\nStanford\n\nof\n\nResearch.\n\nCoordination\n\nof\n\nResearch.\nMead,\n\nA.\n\nR.\n\nthe\n\nPublic\n\nService.\n\nPresiding,\n\nStates Civil Service Commission,\nW.\n\nof the Association\n\nPROBLEM\n\nOF\n\nMEANING\n\nJoint Session ‘with the National\n\nPro¬\n\nof\n\nEducational\n\nL. J. O’Rourke,\n\nWashington,\n\nand\n\nProgress.\n\nK. Kellogg\n\nDirector\n\nD. C.\n\nPresiding,\n\nFoundation,\n\nBattle\n\nIN THE\nConference\n\nUSE\n\nOF\n\nLANGUAGE\n\non Research\n\nin English\n\nUniversity of Minnesota,\n\nMinne¬\n\nMadison,\n\nWisconsin\n\nExpression\n\nW. Washburne,\n\nProblem\n\nof Meaning\n\nIndividual\n\nSuperintendent\n\nin Freshman\n\nGarnett, Assistant\n\nfor\n\nHorn,\n\nMeaning\n\nCarleton\n\nProvision\n\nErnest\n\nBureau\n\nEthel Mabie Falk, formerly Supervisor of Curriculum,\n(3721 Council Crest, Madison, Wisconsin)\n\nWilma\nOhio\n\nEurich,\n\n6\n\nPresiding, Dora V. Smith, Professor of Education,\napolis, Minnesota\n\nThe\n\nC.\n\nand their guests.\n\nSECTION\n\nversus\n\nAlvin\n\nof Florida, Gainesville, Florida\n\nProblems\n\nTechnics\n\nEugene\n\nCity, Iowa\n\nDirector,\n\nEducational\n\nand\n\nAssistant\n\nPresiding,\n\nPresiding,\n\nin Education,\n\nMechanics\n\nPro¬\n\nUniversity, California\n\nCommunity’s\n\nTHE\n\nBroening,\n\nPresiding,\n\nHenry J. Otto, Consultant\nCreek, Michigan\n* Limited to members\n\nResearch\n\nof Public Instruction, Lansing, Michigan\n\nBureau\n\nPresidbig,\n\nfor\n\nM.\n\nof Education.\n\nof Iowa, Iowa\n\nUnited\n\na\n\nDepartments\n\nBetts,\n\nMaryland\n\nState University\n\nUniversity\n\nUniver¬\n\nState College, State Col¬\n\nAngela\n\nof Research,\n\nB. Elliott, State Superintendent\n\nA.\n\nClinic, Pennsylvania\n\nDirector\n\nFunctions\n\nof Education,\n\nWisconsin\n\nof Reading\n\nTextbook\n\nfor\n\nFollowing\n\nPresiding , A.\n\nMadison,\n\n377\n\nAssociation\n\n*\n\n26, Hotel\n\nFlorence E. Allen, Sixth United\n\nDiscussion\n\nThe\n\nan\n\nResearch\n\nDonald D. Durrell, Professor\nchusetts\n\nIllinois\n\nComposition\n\nProfessor\n\nDifferences\n\nof Schools, Winnetka,\n\nof English, Kent\n\nin Reading\n\nof Education,\n\nState University, Kent,\n\nComprehension\n\nBoston\n\nUniversity, Boston, Massa¬\n\nDiscussion\n\nSECTION\nNEWER\nPresiding, Karl\ncago, Illinois\nEpsilon\n\nJ. Holzinger,\n\nTECHNICS\nProfessor\n\nIN\n\n7\nSTATISTICS\n\nof Education,\n\nUniversity\n\nof Chicago, Chi¬\n\nTechnic\n\nCharles C. Peters, Director of Educational\nlege, State College, Pennsylvania\n\nResearch,\n\nPennsylvania\n\nState Col¬\n\n"}
{"page": 382, "printed_page": null, "text": "378\n\nNational\n\nInterpretation\n\nof Repeated\n\nEducation\n\nExperiments\n\nHelen Walker, Associate Professor\nUniversity, New York, New York\nThe\n\nAnalysis\n\nof Education,\n\nTeachers\n\nCollege, Columbia\n\nof Covariance\n\nPaul Rider,\nMissouri\nTwo-Group\n\nAssociation\n\nProfessor\n\nComparison\n\nof Mathematics,\n\nby\n\nMultivariate\n\nWashington\n\nUniversity,\n\nSt. Louis,\n\nAnalysis\n\nIrving Lorge, Executive Officer, Institute of Educational\nCollege, Columbia University, New York, New York\n\nResearch,\n\nTeachers\n\nDiscussion\n\nSECTION\nTECHNICS\n\nFOR\n\nMEASURING\n\nPresiding, T. Ernest Newland,\nlic Instruction, Harrisburg,\nExperimentation\n\nin the\n\n8\n\nPERSONALITY\n\nDEVELOPMENT\n\nChief, Special Education,\nPennsylvania\n\nState Department\n\nMeasurement\n\nof Happiness\n\nTheodore F. Lentz, Director, Character\nversity, St. Louis, Missouri\nT'he\n\nSignificance\n\nof Growth\n\nResearch\n\nInstitute, Washington\n\nof\n\nPersonality\n\nMaladjustment\n\nin\n\nArthur I. Gates, Professor of Education,\nversity, New York, New York\nChildren’s\n\nPersonalities\n\nUni¬\n\nin Self-Reliance\n\nRalph H. Ojemann, Associate Professor, Child Welfare\nUniversity of Iowa, Iowa City, Iowa\nInvestigations\nReading\n\nof Pub¬\n\nas Revealed\n\nthru\n\nRelation\n\nTeachers\n\nTheir\n\nResearch\nto\n\nStation, State\n\nAchievement\n\nCollege, Columbia\n\nPainting\n\nand\n\nOther\n\nin\n\nUni¬\n\nActivities\n\nRose H. Alschuler, Director, Winnetka Public School Nursery, Winnetka, Illi¬\nnois, and LaBerta W. Hattwick, Psychologist, Winnetka Public School Nursery,\nWinnetka, Illinois\nThe\n\nPossibility\n\nof\n\nan\n\nExperimental\n\nAttack\n\non\n\nthe\n\nProblem\n\nof\n\nPersonality\n\nUniversity\n\nof Chicago,\n\nModification\n\nG. T. Buswell, Professor\nChicago, Illinois\n\nof Educational\n\nPsychology,\n\nDiscussion\n\nSECTION\nTECHNICS\n\nFOR\n\nPresiding , J. Paul\nCalifornia\nHave\n\nWe\n\nan\n\nDETERMINING\n\nLeonard,\n\nObjective\n\n9\n\nTHE PLACEMENT\nUNITS\n\nAssociate Professor\n\nBasis\n\nfor\n\nGrade\n\nOF\n\nof Education,\n\nPlacement\n\nCURRICULUM\n\nStanford\n\nof Activity\n\nUniversity,\n\nUnits?\n\nHenry Harap, Associate Director, Division of Surveys and Field Studies, George\nPeabody College for Teachers, Nashville, Tennessee\nTechnic\n\nfor\n\nDetermining\n\nthe\n\nGrade\n\nFlorence E. Bamberger, Head,\nversity, Baltimore, Maryland\nThe\n\nDevelopment\n\nof Readiness\n\nLeo J. Brueckner,\nMinnesota\nWhat\n\nResearch\n\nNumbers\n\nGuy M.\nchusetts\nAn\n\nand\n\nDepartment\n\nTests\n\nof\n\nHistory\n\nof Education,\n\nConcepts\n\nJohns\n\nProfessor of Education, University of Minnesota,\n\nIndicates\n\nas the\n\nUni¬\n\nin Arithmetic\n\nProfitable\n\nProgram\n\nof\n\nWork\n\nProfessor\n\nof Education,\n\nBoston\n\nin\n\nUniversity,\n\nin Grade\n\nPlacement\n\nof Curriculum\n\nUnits\n\nJ. T. Johnson, Head,\nChicago, Illinois\n\nDepartment\n\nof Mathematics,\n\nChicago\n\nDiscussion\n\nHopkins\n\nMinneapolis,\nDenominate\n\nMeasures\n\nWilson,\n\nExperiment\n\nPlacement\n\nBoston, Massa¬\n\nin Mathematics\n\nTeachers\n\nCollege,\n\n"}
{"page": 383, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\nSECTION\nRESEARCH\n\nTECHNICS\n\nUSED\n\nPresiding, W. A. Brownell,\nDurham, North Carolina\nThe\n\nState\n\nPlanning\n\nBoard’s\n\nStudy\n\nFred J. Kelly, Chief, Division\nWashington, D. C.\nThe\n\nStudy\n\nof Reading\n\nCouncil\n\non\n\nWilliam\nIllinois\n\nin\n\nTHE\n\nof Educational\n\nof Schools\n\nof Higher\n\nGeneral\n\nMAJOR\n\nSTUDIES\n\nPsychology,\n\nOF\n\nDuke\n\nTHE\n\nUniversity,\n\nin Nebraska\n\nEducation,\n\nEducation\n\nby\n\nU. S. Office of Education,\n\na Committee\n\nof\n\nthe\n\nAmerican\n\nEducation\n\nS. Gray,\n\nProfessor\n\nTechnics of Recent\nStudy, and the New\n\nAlonzo\n\n10\n\nIN SOME OF\nYEAR\n\nProfessor\n\n379\n\nAssociation\n\nSurveys:\nOrleans\n\nof Education,\n\nUniversity\n\nof Chicago,\n\nthe Regents’ Inquiry, the\nCitizens Committee Study\n\nG. Grace, Commissioner\n\nof Education,\n\nChicago,\n\nWashington\n\nState Department\n\nState\n\nof Education,\n\nHartford, Connecticut\nInfluence\n\nof\n\nPhilanthropic\n\nE. V. Hollis, Professor\nYork, New York\nThe\n\nSt. Louis\n\nSchool\n\nFoundations\n\nof Education,\n\nin Educational\n\nResearch\n\nCollege of the City of New\n\nYork, New\n\nSurvey\n\nHollis L. Caswell, Director, Division of Instruction, Teachers\nbia University, New York, New York\n\nCollege, Colum¬\n\nDiscussion\n\nSYMPOSIUM\nTHE\n\nEFFECT\n\nOF\n\nADMINISTRATIVE\nPRACTICES ON\nOF THE EDUCATION\nPROGRAM\n\nPresiding , Carter V. Good, Professor\nof Cincinnati, Cincinnati, Ohio\nA\n\nCritique\n\nby John\n\nGuy\n\nFowlkes,\n\nof Education,\n\nProfessor\n\nTHE\n\nTeachers\n\nof Education,\n\nCHARACTER\n\nCollege, University\n\nUniversity\n\nof Wisconsin,\n\nPupils\n\nLow\n\nMadison, Wisconsin\nPapers included in the Critique:\nSome\n\nEffects\n\nof\n\nthe\n\nPractice\n\nof\n\nNonpromotion\n\nof\n\nof\n\nAchieve¬\n\nment\n\nWalter W. Cook, Associate Professor\nsota, Minneapolis, Minnesota\nPostponing\n\nFormal\n\nInstruction:\n\nMabel Vogel Morphett,\nWinnetka, Illinois\nThe\n\nEffect\n\nand\n\nof\n\nthe\n\nCase\n\nof Research,\n\nof Utah\n\nEducational\n\nPhilo T. Farnsworth,\n\nSeven-Year\n\nDirector\n\nof Consolidation\n\nQuality\n\nA\n\nof Education,\n\nSchool\n\nUniversity\n\nof Minne¬\n\nStudy\n\nWinnetka\n\nDistricts\n\nupon\n\nPublic\nthe\n\nSchools,\n\nCharacter\n\nProgram\n\nSuperintendent\n\nof Granite\n\nSchool District, Salt Lake\n\nEffects\n\nNorth\n\nCity, Utah\nA\n\nLimited Analysis of the Educational\nPlan for School Management\n\nRoben J. Maaske,\nGrande, Oregon\nThe\n\nEffect\n\nof\n\nPresident, Eastern\n\nSupervision\n\non\n\nthe\n\nOregon\n\nQuality\n\nof\n\nFlorence E. Bamberger, Head, Department\nUniversity, Baltimore, Maryland\nAdditional\nOpen\n\nComments\n\nDiscussion\n\nby\n\nthe\n\nAuthors\n\nof\n\nof Papers\n\nCollege\n\nEnglish\n\nCarolina’s\n\nof Education,\n\nLa\n\nInstruction\n\nof Education,\n\nReviewed\n\nState\n\nJohns\n\nHopkins\n\n"}
{"page": 384, "printed_page": null, "text": "380\n\nNational\n\nAMERICAN\n\nEducation\n\nAssociation\n\nEDUCATIONAL\nRESEARCH\nCOMMITTEES\nExecutive\n\nASSOCIATION\n\nCommittee\n\nThe president, vicepresident, secretary-treasurer, and chairman of the editorial\nboard, ex officio, and the immediate past president, Bess Goodykoontz\n\nEditorial\n\nBoard\n\nDouglas E. Scates, chairman\nH. H. Bixler\nThe\n\npresident and secretary-treasurer,\n\nCommittee\n\nNewton\n\nFrank\nex officio\n\non Awards\n\nWalter S. Monroe, chairman\nEdwards\n\nCommittee\n\non Educational\n\nE. L. Lindquist\n\nNomenclature\n\nCarter V. Good, chairman\nH. H. Bixler\n\nBoard\n\nof Editors\n\nfor Encyclopedia\n\nB. R. Buckingham\n\nof Educational\n\nJ. Cayce Morrison, chairman\nCarter Alexander\nW. W. Charters\nDouglas\n\nRepresentative\n\nto the National\n\nN. Freeman\n\nResearch\n\nFrank N. Freeman\nCharles W. Knudsen\n\nE. Scates\n\nCommittee\nEducation\n\non Coordination\n\nin Secondary\n\nE. J. Ashbaugh\n\nRepresentative\n\nto the National\n\nCouncil\n\nof Education\n\nJohn K. Norton\n\nCommittee\n\non Publicity\n\nWilliam G. Carr, chairman\nR. L. C. Butsch\nJ. Murray Lee\n\nSECRETARY’S\nAnnual\n\nBusiness\n\nMeeting,\n\nMary A. Potter\nW. W. Theisen\n\nMINUTES\nFebruary\n\n26, 1940\n\nThe vicepresident, Carter V. Good, presided in the absence of the president.\nApproximately one hundred members of the Association were present. The minutes\nof the 1939 annual meeting were approved.\nThe report of the secretary-treasurer, as distributed in mimeographed form to\nthose present, was accepted. In submitting his report, the secretary-treasurer called\nspecial attention to the suggestions and recommendations of his report, which\nprecede the customary annual statistical report, as problems to be considered and\nstudied by the Executive Committee and the membership at large. Among the\nseveral points to which he called attention were the following:\n\n"}
{"page": 385, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\nAssociation\n\n381\n\n1. That any future commitments of the Association involving financial outlay\nshould be very carefully weighed against the improvement of present services being\nrendered the membership. While it has been possible to enlarge and make more\ncomplete the Review of Educational Research during the past few years, there is\nan additional channel for the improvement of the Review which might take the\nform of providing for the authors a systematic bibliographical survey in the field\nof educational research, a service which would provide a listing of all published\nresearch material in education, classified, perhaps, by the fifteen original topics\nused in the Review. It was estimated that this service could be rendered by a\npossible combining of forces with the National Education Association at a cost to\nthe American Educational Research Association of about $1000 or $1200 a year.\nThis would result in an improved quality of the Review and a decrease in the\namount of work which needs to be put on the Review when it is received in the\nNational Education Association office.\n2. That the development of regional affiliations with state and local educational\nresearch associations be considered. The Constitution of the American Educational\nResearch Association provides machinery whereby this may be worked out. Mem¬\nbers were urged to take such steps within their own local associations as would\nlead to such affiliation with the national group.\n3. The\n\ndesirability of the Association\n\ncontinuing\n\nto include in its membership\n\nnot only those persons who are working in research positions in colleges and uni¬\nversities, but others whose work, tho it may not be purely research, is never¬\ntheless in the research field. Those who share in different fields of research have\nmuch to learn from each other. The Association could not do any better than to\nbring those two phases of research together in a common cause.\nReports were received and accepted from the following committees:\nCommittee on Awards — Walter S. Monroe, chairman. Because of the importance\nof this activity of the Association, Mr. Monroe read the titles of the publications\nwhich had received the awards as listed in the printed report of the Committee\nwhich had been distributed to members present. There has been a total of thirteen\nselections during the three-year period. In two cases the selection was a dual one;\nthat is, two publications by a single author were announced as a single award.\nThe fields in which no awards were announced are as follows: pupil personnel,\nguidance, and counseling; educational sociology; teacher personnel; buildings,\ngrounds, equipment, and supplies; and educational tests. Eighteen authors are\nrepresented in the thirteen selections. At the annual meeting a year ago, a com¬\nmittee was appointed to review the procedure of the Committee on Awards. The\nresolution creating this committee provided that the recommendations, if approved\nby the Executive Committee, should be followed in making the awards for 1940.\nAccordingly, nominations from which the 1941 selections will be made have been\nsubmitted to the entire membership. This procedure has resulted in some eighty-odd\nnominations. In this connection, members were invited to submit additional nomina¬\ntions to the chairman following this meeting.\nAuditing Committee — In the absence\nby Mr. Segel and accepted.\n\nof the chairman,\n\nthe report was\n\npresented\n\nNecrology Committee — A tribute paid the late Leta S. Hollingworth, as prepared\nby Mr. Gates, was read in his absence. This statement was accepted and placed\nin the records with the amendment that a copy should be transmitted to Harry\nHollingworth.\nA tribute paid the late T. J. Kirby, as prepared by Mr. Knight, was read in\nhis absence. This statement was accepted and placed in the records with the amend¬\nment that a copy be sent to Mrs. Kirby.\nCommittee on Nomenclature — The report presented by Mr.\nrecommending that the Committee be continued, was accepted.\n\nGood,\n\nchairman,\n\nBoard of Editors for the Encyclopedia of Educational Research — The chairman,\nJ. Cayce Morrison, reported on the activities of the Board in reviewing manu¬\nscripts and presented a general report of progress on the project as follows: Mr.\n\n"}
{"page": 386, "printed_page": null, "text": "382\n\nNational\n\nEducation\n\nAssociation\n\nMonroe now has in hand all except nine of the contributions. There are 54\nunsigned articles, 226 signed articles, a total of 195 contributors of whom 71 are\nmembers of this Association and 124 are nonmembers. Out of 195 total contribu¬\ntors, Mr. Monroe has returns from 1S6. Those materials are practically all edited\nand many of them are now in the hands of the publishers. Mr. Monroe reports\nthat he can publish the work within less than a week with the manuscripts now\non hand. There are nine remaining contributors to be heard from, however.\nOne point which\n\nhas disturbed the editors somewhat\n\nis that of making\n\nsome\n\nlittle\n\nrecognition of gratitude to the people who have made contributions to this project —\nespecially to those people who have submitted signed contributions. The publishers\nhave agreed that, if the Association so desires, they will provide, at a special\nprice covering the cost of publication, a certain number of copies which the\nAssociation may in turn give to contributors at the cost of publication or on some\ngraduated scale. It is estimated that the total expenditures against the $2000\nappropriated for the Encyclopedia will amount to about $750, leaving an unex¬\npended balance of $1250.\nAgreed: That the following recommendation of the Committee be approved:\nThat from the unexpended balance of $1250 the Executive Committee be author¬\nized to give complimentary copies to major contributors and minor contributors\naccording to a graduated scale to be recommended by the board of editors and\napproved by the Executive Committee, the cost not to exceed $750.\nCommittee To Review the Procedure on Awards — Newton Edwards, chairman.\nThe chairman called attention to the recommendations of the Committee as set\nforth in the mimeographed report which had been distributed to members present.\nThe report of the Committee was accepted with the following two amendments:\n(1) that the date of mailing the letter to members be left to the discretion of\nthe chairman of the Committee on Awards and the secretary of the Association;\nand (2) that the Committee automatically consider that researches nominated in\none year which, because of recency of publication or for other reasons could not\nbe included in that year, should be included in the nominations for the following\nyear.\nRepresentative on the National Committee on Coordination in Secondary Educa¬\ntion — A report of progress was presented by Mr. Ashbaugh who urged continued\ncooperation with this group.\nRepresentative on the National Council of Education — Mr. Norton reported that\nthe National Council of Education is an integral part of the National Education\nAssociation and exists to bring together a group of leaders in the field of thought\nof education to deal with outstanding issues. The American Educational Research\nAssociation, as a department of the National Education Association, has representa¬\ntion on that Council and takes part in its deliberations. The Council ha? carried\non a number of important activities and has made considerable progress in reorgan¬\nizing its membership. The Council has accepted assignments in a number of major\nfields and has issued some interesting statements of teaching and of supposed\noutstanding importance in several different fields.\nNominating Committee — The Nominating Committee — Manley E. Irwin, chair¬\nman, William H. Bristow, and Dora V. Smith — submitted the following recom¬\nmendations for officers for the ensuing year:\nPresident : Carter V. Good. Professor\nof Cincinnati, Cincinnati, Ohio\nVicepresident: T. R. McConnell,\nsota, Minneapolis, Minnesota\n\nof Education,\n\nProfessor\n\nTeachers\n\nof Education,\n\nCollege. University\n\nUniversity\n\nof Minne¬\n\nSecretary-Treasurer (for a three-year term): Helen M. Walker, Associate Pro¬\nfessor of Education, Teachers College, Columbia University, New York, New York.\nThe report was accepted.\nThe retiring secretary-treasurer explained that the services which had been ren¬\ndered on the Review by the Research Division of the National Education Associa-\n\n"}
{"page": 387, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\n383\n\nAssociation\n\ntion would continue to be handled in the same manner, provided the Association\nso wished. The change which will be effected, however, is that of the transfer of\na large amount of clerical work to the new secretary-treasurer. The retiring sec¬\nretary stated further that it was his personal conviction that no one individual\nor institution of which that individual may be a member of the staff should hold\noffice for an indefinite period.\nEditorial Board — Douglas\nchairman was accepted.\n\nE. Scates, chairman.\n\nA report of progress\n\nmade\n\nby the\n\nLife Membership — In appreciation of the leadership and service rendered over\na long period of years, upon recommendation of the Executive Committee, the\nretiring secretary-treasurer was awarded a life membership in the Association.\nConstitution — A proposed amendment to Article V of the Constitution with refer¬\nence to the method of electing officers was approved. In this connection a letter of\nJanuary 22, 1940, from Truman L. Kelley was read and placed in the minutes\nin accordance with his request.\nWilliam\n\nG.\n\nCarr\n\nSecretary-Treasurer\n\nREPORT\n\nme\n\nOF\n\nTHE\n\nSECRETARY-TREASURER\n\nFOR\n\n1939\n\nThe usual statistical report of the secretary-treasurer follows. It has occurred to\nthat it might be helpful to preface this statistical report with a few informal\n\ncomments growing out of the experience\nthe past eight years.\n\nof serving as secretary-treasurer\n\nduring\n\n1. The American Educational Research Association is now a matured organiza¬\ntion with a slow but steady growth in membership and activities. Our financial\nreserves would permit us to operate for a year without current income. The Asso¬\nciation has developed effective cooperative relationships with several other agencies.\nThe Review of Educational Research is meeting a definite need of both members\nand nonmembers.\nContinual adjustment and experimentation is forced upon a rapidly growing\norganization by the very nature of its existence. A matured organization, on the\nother hand, may become stereotyped unless changes are systematically encouraged\nfrom within. An organization such as ours, dedicated to experimentation and re¬\nsearch, should obviously be the last to drift into complacency and routine. These\nevils will be avoided as long as the individual member of the Association continues\nto accept responsibilities, participate in its activities, promote its purposes, and make\nconstructive suggestions concerning its work. It appears to me that the new election\nprocedure which is to be voted on at the 1940 meeting should help to secure a more\nvital interest in the Association on the part of those members who can seldom attend\nthe conventions.\n2. During the past few years the Association has financed and completed a num¬\nber of special projects, including the report of the Committee on the Place of Re¬\nsearch in Educational Reconstruction and the joint project with the Department of\nClassroom Teachers on the application of research to instruction. Within a short\ntime the latest and most ambitious of these special projects, the sponsorship and\npartial financing of the Encyclopedia of Educational Research, will also be com¬\npleted.\nIn weighing other projects I hope we may consider the possibility of directing our\nresources to the improvement of our regular activities. Specifically, it might be help¬\nful to employ a part-time assistant to supply bibliographies to contributors to the\nReview and check the accuracy of bibliographies before publication. If the American\nEducational Research Association can now provide financial help in handling this\ntask, the Research Division will be glad to cooperate.\n\n3. Our Constitution provides machinery for affiliations with state and local edu¬\ncational research associations. A few years ago the Pennsylvania Educational Re-\n\n"}
{"page": 388, "printed_page": null, "text": "384\n\nNational\n\nsearch Association\norganizations.\n\ntook advantage\n\nThis\n\nEducation\n\nof this opportunity with benefit, 1 believe, to both\n\nplan of affiliation might\n\nregional, state, and local groups\n\nAssociation\n\nwell be extended\n\nto include\n\nother\n\nwith purposes like our own.\n\n4. Convention programs are the responsibility of the president of the Association.\nWorking with Presidents Gray, Rankin, Holy, Boyer, Greene, Sutton, Brownell, and\nGoodykoontz has given me a wholesome respect for the difficulty of arranging the\ncomplex program for our annual meeting. These presidents have tried to adjust the\nconvention pattern to changing needs and conditions. The program for 1940, which\nin some respects breaks sharply with the past, will be observed with great interest\nby all of us. Only by such deliberate and thoughtful experimentation by our presi¬\ndents can the pattern of our programs remain varied, timely, and useful.\n5. The\n\nmembership\n\nof our Association\n\nconsists, in the main, of four groups:\n\n(1)\n\nprofessors of education in higher institutions whose work is divided among instruc¬\ntion, research, and the supervision of research by their students; (2) research\nworkers in city and state school systems whose duties in most cases include both\nresearch and general administration; (3) full-time research workers, most of whom\nare connected with national agencies; and (4) men and women actively engaged\nin research when elected to membership, who have subsequently transferred to other\nfields, but who desire nevertheless to keep in touch with the Association and its pro¬\ngram. Our membership is divided among these groups roughly in the ratio of\n4-2-1-3. The\nmembership.\n\nenumeration\n\nof these groups\n\nindicates the diverse\n\ninterests of our\n\nIt is not surprising, therefore, that parts of publications and conventions\n\nare of\n\nlimited value to some members and that few projects interest all of us equally.\nWhether so diverse a membership can hold together in a single organization, time\nalone can tell. For my part, the past eight years of experience in the work of the\nAssociation have convinced me that its most useful function is to coordinate the\ndifferent branches and fields of educational research. The research worker in the\nfield certainly needs the methods, the viewpoint, and the conclusions of the man in\nthe office and laboratory. And those who conduct their studies in the office certainly\nneed, tho they may be mildly irritated by, the demand\n\nfor practical findings on prac¬\n\ntical problems which engross the attention of their colleagues “on the firing line.”\nI hope and believe, therefore, that our common concern for the application of science\nto educational issues will continue to transcend the more immediate and specialized\ninterests of our daily jobs.\n\nMembership\nThe\n\nDecember\n\n1939 records indicate an increase of nineteen active members\nthe records of 1938. The table of membership is given below:\nHonorary\n\nLife\n\n12\n10\n\n1\n1\n\nover\n\nActive\n\nDecember\nDecember\n\n1938 .\n1939 .\n\nResigned 1939 .\nDues unpaid 1939 .\nMade honorary .\nNew members 1939 .\nMembers reinstated .\nDeaths 1939 .\nNet increase for 1939 .\n\n438\n457\n13\n\nAffiliated\n47\n53\n\n1\n2\n31\n197\n2\n2\n\n6\n\n"}
{"page": 389, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\nSubscriptions\n\nand\n\n385\n\nAssociation\n\nSales\n\nThere was an increase of twenty-five subscriptions to the Review of Educational\nResearch during 1939, there being 525 subscriptions in 1938 as compared with 550\nsubscriptions in 1939. Letters urging renewal were mailed at various times during\nthe year as subscriptions expired.\nThe income received from the sale of single copies of the Review and the Official\nReport during 1939 amounted to $1,552.75, slightly less than the amount anticipated\nin the budget for 1939. The income from the sale of these publications during 1938\namounted to $1,472.50.\n\nApplications\n\nfor Membership\n\nand Action\n\nTaken\n\nOf the forty-two applications for membership submitted to the Executive Com¬\nmittee for consideration, thirty-five were approved and seven were not approved.\nOf the thirty-five which were approved, nineteen accepted membership for 1939,\nfourteen accepted membership for 1940, and two are pending. In addition, twelve\nothers accepted invitations to membership which were\ning a total of thirty-one new members during 1939.\n\nReview\nThe\n\nof Educational\n\nResearch\n\nextended\n\nthem in 1938, mak¬\n\nand Official Report\n\npublications of 1939, together’ with related information,\n\nare listed below:\n\nCost of\n\nT itle\n\nChairman\n\nNumber\n\nOn\nprinting\n\nprinted\n\ntributed\n\nhand\n\nDis¬\n\nReview of Educational\nResearch:\nVol. VIII, No. 5, Educa¬\ntional Tests and Their\nUses\n\nHarry A. Greene\n\nVol. IX, No. 1, Mental\n\nHarold E. Jones\n\nand Physical\nment\n\n1,500\n\nDevelop¬\n\nVol. IX, No. 2, Pupil\nPersonnel, Guidance, and\nCounseling\n\nPhilip A. Boyer\n\nVol. IX, No. 3, Psychol¬\nogy of Learning, General\nMethods of Teaching,\nand Supervision\n\nWilliam A. Brownell\n\nVol. IX, No. 4, History\nof Education and Com¬\n\nM. M. Chambers\n\n$482.82\n\n1,179\n\n655.91\n1,500\n\n321\n\n377\n1,123\n183\n\n521.45\n1,500\n\n1,317\n398.81\n\n431\n1,069\n\n1,500\n\n341\n\n569.87\n1,159\n\n1,500\n\nparative Education\nOfficial Report , 1939\n\n800\n\n708.36\n\n690\n\n110\n\n"}
{"page": 390, "printed_page": null, "text": "004\n\n386\n\nNational\n\nSUMMARY\n\nOF\n\nJANUARY\n\n5\n\nEducation\n\nRECEIPTS\n\nAND\n\n1, 1939, THRU\n\nAssociation\n\nEXPENDITURES\nDECEMBER\n\nFROM\n\n31, 1939\n\nReceipts\n\nReceived\n\nBudget\nDues of active members ($5.00) .\n.\nSubscriptions ($4.00) .\n$2,250.00\n1,800.00\nSale of single copies of the Review, Official Report, and reports\n1,700.00\n300.00\nSale of tickets to the annual banquet .\n11.50\nMiscellaneous (affiliated dues) .\n^'Contingent — transferred from Reserve for: .\na. Encyclopedia of Educational Research .\n$2, 000. 00 1 2,814.50\nb. Operating expenses .\n814.50 2\n\n$2,339.00\n2,430.68\n261.00\n1,552.75\n\n12.00\n\n2,814.50\n\nTotal .\n$8,776.00\n\nExpenditures\n\nBudget\n\nClerical service at N. E. A. headquarters .\nPrinting programs for annual meeting .\nPrinting the Review (6 issues at $500 per issue — Oct. and Dec. 1938,\nFeb., April, June, and Oct. 1939) .\nPrinting membership cards .\nPostage and mailing, supplies, publicity, addressographing .\nEditorial Board .\nAnnual banquet .\nResearch Bulletin .\nPrinting Official Report .\nContingent .\nJoint yearbook of the A. E.R.A. and Department of- Classroom Teachers\nCommittee on Awards .\nContingent appropriation to Encyclopedia of Educational Research. . .\nMiscellaneous and bad accounts .\nTotal\n\n$\n\nDisbursed\n\n100.00\n\n136.50\n\n800.00\n\n$ 905.14\n3,177.77\n31.40\n945.49\n\n30.00\n3,000.00\n725.00\n300.00\n350.00\n95.00\n750.00\n\n66.\n125.00\n003\n\n260.\n2,000.00\n175.00\n\n.\n\nBalance, N. E. A. treasury, January 1, 1939 .\n*Less transfer from Reserve Balance as of January 1, 1939 .\nNet balance N. E. A. treasury, January\nReceipts .\n\n$8,776.00\n$7,678.25\n2,814.50\n\n1, 1939 .\n\nOther\n\n88.01\n\n708.36\n\n66.00\n\n232.63\n\n10.00 5\n\n213.94\n\n228. 09G\n$7,356.32\n\n14,273.68\n7,356.32\n1, 1940 .\n\n$6,917.36\n\nActivities and Reports\n\nResearch on the Foundations of American Education — Each\npartment received a copy of the 1939 Official Report.\nResearch\n\n301.86\n311.13\n\n$4,863.75\n9,409.93\n\nTotal .\nDisbursements .\nCash balance N. E. A. treasury, January\n\n$9,409.93\n\nBulletin — Five issues were\n\nmailed\n\nto members\n\nmember\n\nof the De¬\n\nduring the year, entitled\n\n“The Rural Teacher’s Economic Status,” “Salaries of School Employees, 1938-39,”\n“Tax Legislation Affecting State School Revenues, 1934-38,” “Organizations In¬\nterested in International Relations,” and “The Teacher Looks at Teacher Load.”\nIn addition to the above activities the secretary-treasurer’s office, as in past years,\nhas furnished on request information concerning the American Educational Re¬\nsearch Association, qualifications for membership, the Review, and the like. Ac¬\ntivities in connection with the annual meeting and dinner of the Department have\nbeen handled, including the printing of the program and symposiums for the meeting,\nthe program and tickets for the dinner, and a leaflet comprising the third report of\nthe Committee on Awards.\n1 $1,000 each for 1938 and 1939 authorized to be set aside to cover editorial expenses and possible\nmeetings of the Board of Editors to review the Encyclopedia.\n2 Includes appropriation for publication of three-cycle cumulative index to the Review, $250.00;\nassociate membership dues in the American Council on Education, $10.00; and miscellaneous operating\nexpense, $554.50.\n3 Includes expenditures for: (a) three-cycle cumulative index, $250.00; and (b) associate mem¬\nbership dues in the American Council on Education, $10.00.\n4 Actual cost to the American Educational Research Association of 480 copies of the joint yearbook.\n5 Unexpended balance automatically carried forward to 1940 budget.\n\n"}
{"page": 391, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\nAssociation\n\n387\n\nAs has been done in previous years, an effort was made to increase the sales and\nsubscriptions to the Review and the Official Report. A letter and advertising leaflet\nwere sent under date of April 21, 1939, to approximately 700 libraries and 200\ndeans of schools of education. A letter calling attention to the Official Report was\nsent to subscribers to the Review.\nIn connection with the preparation of the Review and the Official Report, the\nAssociation is indebted to various members of the staff of the Research Division\nand of the editorial staff of the Division of Publications of the National Education\nAssociation, who have spent considerable time editing manuscripts, checking refer¬\nences, reading proof, and otherwise getting manuscripts ready for the printer.\n\nREPORT\n\nOF\n\nTHE\n\nNECROLOGY\n\nCOMMITTEE\n\nLETA\n\nS. HOLLINGWORTH\n1886-1939\n\nOn November 27, the profession and science of education suffered a tremendous\nloss in the death of Leta S. Hollingworth at the very zenith of her career.\nThis tragedy interrupted the most extensive program of research in which Mrs.\nHollingworth had been engaged during her exceptionally busy life. Had one more\nyear of activity been granted to her, she would have completed her five-year pro¬\ngram of investigation of the education and psychology of gifted children which\nwas being conducted under the joint auspices of Teachers College and the Board\nof Education of the City of New York in Public School 500, Speyer School.\nLeta Hollingworth was born in Chadron, Nebraska. She received her bachelor’s\ndegree at the University of Nebraska in 1906 in the same class with her husband,\nH. L. Hollingworth of Columbia University. She and her husband were honored\nfor distinguished contributions to science and education by their Alma Mater,\nwhich conferred on them the degree of Doctor of Laws in 1928.\nProfessor Hollingworth had been a member of the staff of Teachers College con¬\ntinuously since 1916. During this period she attained a status of the highest emi¬\nnence in each of five fields: clinical psychology; the psychology of special abilities\nand disabilities; the psychology of adolescence; the psychology and education of\nsubnormal children; and the psychology and education of gifted children. In each\nof these fields she published many articles and monographs. In each she is the author\nor co-author of a standard text, as follows: The Problem of Mental Disorder, Special\nTalents and Defects, The Psychology of the Adolescent, Psychology of Subnormal\nCAiildren, and Gifted Children. She conducted courses in all of these fields during all\nor most of her twenty-three years of service in Teachers College.\nSpecialists are aware of the outstanding importance of her contributions to theory\nand practice in these specialized lines. In each she introduced a new approach and\na new point of view. She broke sharply with traditional psychology which placed\nmajor emphasis upon psychological abstractions. Her plan was to use the methods\nand technics of psychology and other sciences primarily for the purpose of further¬\ning understanding of human beings. No psychologist of her generation has more\nclearly or consistently made his work a study of the “whole child.” During her entire\nprofessional career Professor Hollingworth’s work was a brilliant example of what\nhas been hailed, during the last ten years, as the “new” psychology, the psychological\nstudy of the individual. The subjects of her investigations, furthermore, became\nto her, not laboratory guinea pigs, but the individual objects of her deepest concern.\nNot only did she remain on intimate terms with all of the gifted children with\nwhom she had worked, but also for many years she contributed all her\nearnings to the education\nneedy and deserving.\n\nand\n\nstudy of individuals\n\nconsidered\n\nby her to be both\n\n"}
{"page": 392, "printed_page": null, "text": "388\n\nNational\n\nEducation\n\nAssociation\n\nProfessor Hollingworth’s entire life was spent in pioneering. In a “homecoming”\nletter printed in the Journal of her Alma Mater a year before her death, she stated,\n“I was part of the frontier, the first white child born in Dawes county. ... As a\nchild I saw my grandfather’s plow turn miles of prairie that had never been cut\nbefore. . . . All my early memories are of the ‘sod house frontier,’ where I acquired\na splendid set of work habits and all the benefits to be derived from mastering\nfarm animals, blizzards, sandstorms, and cacti.” During her professional career,\nshe was no less the pioneer and had no less need for ability to withstand new\ntypes of blizzards, storms, and cacti. In the concluding paragraph of what was\nperhaps her last public address, dealing with the selection and training of leaders,\nM rs. Hollingworth stated her convictions concerning the past and future in her\nfavorite field in a manner which the writer of this brief note could not equal.\nTo the achievements to which she refers, none contributed more generously and\ncourageously than Professor Hollingworth herself.\n“All this knowledge has been gleaned since 1900, and it is a goodly amount.\nIt is enough to modify education and social-economic procedure radically, if it\nbecomes generally disseminated and accepted. These facts would be epoch-making,\nif applied to the limit of their power to apply. For a long time people will not\nbelieve them, will be afraid of them, will not know what to do about them, but\nin the end the truth will be admitted and utilized, as everything is finally utilized\nthat has power\n\nto bring order to human\nTHOMAS\n\nlife.”\nJ. KIRBY\n\nThomas J. Kirby was born in 1877 and died in 1937. It is not with utter ease\nthat the writer reports a recognition of Mr. Kirby as a member of our profession.\nYears of close personal friendship should and do affect judgment.\nMr. Kirby, as a man, was a delightful companion, a dependable friend, and a\nhappy\n\nparticipant in the affairs of everyday\n\nlife. Being good, he had\n\na good time.\n\nOf Kirby the phrase, “It’s a great life if you don’t weaken,” was not as true as\nthe phrase, “It’s a great life — if you live it.” He lived it. As a man, Mr. Kirby\npaid his bills. His credit rating was excellent. His neighbors liked him. He lived\nas a self-respecting American citizen should live.\nMr. Kirby as a son and husband was a source of pride and comfort. The\n\nyears\n\nwhich Tom and Margaret (his wife) lived together were signally characterized\nby gentleness, friendliness, and affection.\nMr. Kirby as an educator was modestly characterized as a student with insight,\nhigh ability\" to appraise, a knack of winning confidence. His common sense and\nbalance gave him a quiet influence in secondary education never really granted\nto more vociferous but thinner men. His publications were substantial and dealt\nwith real rather than mystical issues. His classroom teaching was enormous in\namount, high in quality, direct and systematic in style, and satisfying to a ver¬\nitable army of students.\nOf Mr. Kirby our profession takes pride in telling the truth in very simple terms:\n“Well\n\ndone, good and faithful servant.”\n\nREPORT\n\nOF\n\nTHE COMMITTEE\nTO REVIEW\nPROCEDURE\nON AWARDS\n\nTHE\n\nTo the Executive Committee of the\nAmerican Educational Research Association:\nThe following report is submitted by the Committee To Review the Procedure on\nAwards in conformity with the resolution adopted at the annual business meeting of\nthe American Educational Research Association in Cleveland, February 27, 1939.\n\n"}
{"page": 393, "printed_page": null, "text": "American\n\nDescription\n\nEducational\n\nof Procedures\n\nNow\n\nResearch\n\nFollowed\n\nAssociation\n\nby the Committee\n\n389\non Awards\n\nThe procedure of the Committee is as follows: When the editor of the Review\nof Educational Research notifies the chairman of the Committee on Awards of\nthe committees\n\nthat have\n\nbeen formed\n\nto prepare\n\nthe five issues of the Review\n\nof\n\nEducational Research for a given year, a letter is addressed to the several persons\ndesignated, informing them that they will be expected to nominate to the Committee\non Awards the research in the respective areas which they judge to be outstanding.\nThis letter is followed up later, usually in April or May, and again about the\nfirst of October. The persons addressed are asked to have their nominations in the\nhands of the Chairman of the Committee on Awards by the first of December. The\nnominations received are compiled in five lists, one for each number of the\nReview of Educational Research for a given year. Each of these lists is sent to a\nnumber\n\nof persons (usually about twenty) who\n\nhave been selected by the Committee\n\non Awards as being familiar with the respective fields, with a request for addi¬\ntional nominations. The final lists of nominations are made up in March and then\nsent again to these persons, and possibly to others, for rating according to instruc¬\ntions prepared by the Committee on Awards. Ratings are requested by the fifteenth\nof October, and a letter is sent to these judges about the first of October.\nThe ratings are tabulated by the chairman of the Committee on Awards. The\nchairman has also examined practically all of the researches nominated and has\nsought such information as could be obtained from book reviews. The other mem¬\nbers of the Committee on Awards have examined the researches whose ratings\nwere high. The Committee on Awards\nber and makes a final selection.\n\nChief Weaknesses\nAs far as your Committee was\ning procedures are as follows:\n\nmeets sometime\n\nof Present\n\nduring the month\n\nof Novem¬\n\nProcedures\n\nable to ascertain, the chief weaknesses\n\nof the exist¬\n\n1. The method of securing recommendations for the awards has not proved\nwholly satisfactory. The Committee on Awards has depended very largely on\nrecommendations from members of the committees who prepare the issues of the\nReview of Educational Research. In some instances it is felt that these committees\nhave failed to recommend the most important studies in their respective fields.\nSeemingly, the procedure of getting recommendations\nas might have been expected.\n\nhas not been\n\nas satisfactory\n\n2. There is a feeling that too much time elapses between the publication of a\nstudy and the date of its selection by the Committee. This delay seems inevitable\nif the selections are made from the five numbers of the Review of Educational\nResearch which appear during a given year. It is all the more inevitable if the\nselections are made from the issues of the Review of the second year preceding.\nThis has been the practice to date.\n\nPossible\nIt seems\n\nImprovements\n\nfeasible to bring\n\nabout\n\nin Present\n\nthe following\n\nProcedures\n\nimprovements\n\nin the present\n\nprocedures:\n1. The machinery for getting initial recommendations of studies to be consid\nered should be such as to insure the consideration of all worthy studies.\n2. The time between the publication of the study and its selection for an award\nshould be reduced.\n3. The judges to whom studies are submitted for appraisal\nwith more definite criteria for making their evaluations.\n\nshould\n\nbe supplied\n\n4. Before final awards are made, each of the highest ranking studies should\nbe submitted to experts in the methodology employed in making the study.\n\n"}
{"page": 394, "printed_page": null, "text": "390\n\nNational\n\nEducation\n\nAssociation\n\nRecommendations\nThe following plan for making the awards is recommended:\n1. Awards in any one year should be made from the whole field of education.\nNominations of studies to be considered should be made primarily from the studies\npublished during a designated calendar year, but nominations from studies pub¬\nlished in a prior year, or in any previous year, should be considered in case they\nhave not already been given due consideration by a committee. By way of illustra¬\ntion, the awards announced in February 1943 would cover the whole field of edu¬\ncation for the calendar year from January 1941 to January 1942. In addition,\nawards might also be made to studies published before 1941, if these studies had\nnot been called to the attention of the Committee, or if they had not received\nadequate appraisal.\n2. Nominations of studies to be considered\nbe secured in the following manner:\n\nby the Committee\n\non Awards\n\nshould\n\n(a) Thru a letter sent out after the February meeting of the Association to\nall its members asking them for nominations from studies published during the\npreceding calendar year. This letter should be sent by the secretary of the Associa¬\ntion. Requests for nominations of studies should be accompanied by a list of gen¬\neral criteria to serve as a basis of selection.\n(b) Thru institutional representatives in the leading centers of educational\nresearch. In each institution the dean or head of the department of education, or\nsomeone designated by him as being especially responsible for reporting research\ndone at that institution, should be asked to make nominations to the Committee.\n(c) Thru a designated group of specialists selected by the Committee on\nAwards. In selecting these specialists, the Committee should keep in mind the\nfifteen areas in education now represented by the fifteen topics covered in the\nReview of Educational Research. A number of specialists should be appointed to\nmake nominations from each of these areas or topics.\n3. The specialists selected to make the initial nominations from the fifteen fields\ncovered by the Review of Educational Research, together with such other persons\nas mav be appointed by the Committee on Awards, should serve as judges. The\nentire list of nominations should be submitted to these judges for rating. The judges\nshould be provided by the Committee with a set of criteria, not too detailed, which\nshould guide them in making their ratings. These criteria should serve the further\npurpose of obtaining from the judges analytical ratings of each of the studies\nbeing evaluated.\n4. Before awards are finally made, studies ranking highest should be submitted\nto judges who are particularly well qualified to pass judgment on the method\nemployed in making the study. The number of studies to be submitted, however,\nshould be left to the discretion of the Committee on Awards.\n5. Books, monographs, and important magazine articles should be eligible for\nawards. Only published studies should be considered eligible. Mimeographed\nstudies, when available in sufficient quantities, will be considered as published\nmaterial.\n6. The number of awards to be made each year should be left to the discretion\nof the Committee. Ordinarily the number would be expected to range from five\nto ten each year. No attempt should be made to distribute awards among the\nvarious fields in education; meritorious work should be recognized in whatever\nfield or fields it is done — in new areas of investigation as well as in old.\n7. Awards made in February 1940 should be made on the basis of existing pro¬\ncedures. Awards made in 1941 should cover the whole field of education for the\nperiod January 1936 thru December 1939. After\nbe as indicated in the first recommendation.\n\n1941, the period covered\n\nshould\n\n"}
{"page": 395, "printed_page": null, "text": "American\n\nEducational\n\nResearch\n\nAssociation\n\n391\n8. The American Educational Research Association\nof obtaining more publicity for the awards.\n\nshould consider the possibility\n\nRespectfully submitted,\n\nOctober\n\n16, 1939\n\nREPORT\n\nOF\n\nTHE\n\nNewton\n\nEdwards,\n\nOscar\n\nBuros\n\nK.\n\nWalter\n\nS. Monroe\n\nDouglas\n\nE. Scates\n\nHelen\n\nM. Walker\n\nCOMMITTEE\n\nON\n\nChairman\n\nAWARDS\n\nThe Committee on Awards was created by the American Educational Research\nAssociation at its meeting on February 20, 1937. Following the procedure indicated\nin the resolution approved by the Association, nominations of outstanding researches\nwere secured from the members of the committees which prepared the five numbers\nof the Review of Educational Research for 1938. Supplementary nominations were\nsolicited from a number of other persons. Each of the final lists of nominations\nwas submitted to about fifty persons for evaluation according to instructions pre¬\npared by the Committee on Awmrds. The judges who cooperated by returning\nratings are listed on page 392. In addition, each piece of research nominated was\nexamined by one or more members of the Committee.\nThe Committee on Awards desires to express its appreciation for the cooperation\nof the members of committees of the Review of Educational Research and those\nwho rated the studies nominated for consideration. Without this cooperation, the\nCommittee could not have fulfilled its responsibilities.\nRespectfully submitted,\nWalter\n\nTHE\nWITH\n\nCOMMENTS\n\nWilliam\n\nS., and\n\nLeary,\n\nUniversity of Chicago\n\nBernice\n\nCarter\n\nAlexander\n\nNewton\n\nEdwards\n\nChairman\n\nAWARDS\nBY\n\nIn the field of psychology and methods\nGray,\n\nS. Monroe,\n\nTHE\n\nCOMMITTEE\n\nin the high school and college\n\nE. What\n\nMakes\n\na Book\n\nReadable?\n\nChicago:\n\nPress, 1935. 358 p.\n\nThis study is directed to the practical problems of selecting and preparing books\nof appropriate difficulty for adult readers. After an extensive exploration to ascertain\nelements of expression which might be indicators of the difficulty of adult reading\nmaterials, forty-four items were selected for study. Out of this inquiry a regression\nequation based on eight elements was developed. The validity of this equation as\nan instrument for estimating the difficulty of reading materials for adults was\ndetermined for a second population. The entire study reflects high scholarship\nand diligent effort. A feature of the report is the space given to the application\nof the findings.\nJones,\n\nVernon.\n\nUniversity\nA\n\nCharacter\n\nof Chicago\n\nresourceful\n\nand\n\nand\n\nCitizenship\n\nTraining\n\nin the Public\n\nSchool.\n\nChicago:\n\nPress, 1936. 404 p.\n\nscholarly attack upon\n\na difficult but important\n\nproblem. A significant feature of the experimental\npf the experimental group.\n\nprocedure\n\neducational\n\nis a follow-up\n\ntesting\n\n"}
{"page": 396, "printed_page": null, "text": "392\n\nNational\n\nEducation\n\nAssociation\n\nIn the field of finance and business administration\nR., director.\n\nPaul\n\nMort,\n\nFederal\n\nNew\n\nEducation.\n\nfor Public\n\nSupport\n\nYork:\n\nTeachers\n\nUniversity, 1936. 334 p.\n\nCollege, Columbia\n\nThe subtitle of this study describes it as “a report of an investigation of educa¬\ntional need and relative ability of states to support education as they bear on\nfederal aid to education.” Outstanding characteristics are the completeness of the\ninquiry from the point of view of variable factors in the situation and the con¬\ntinuance of the work to the point of developing a program of federal aid.\n\nIn the field of psychological tests\nNewman,\n\nHoratio\n\nH.;\n\nStudy of Heredity\n369 p.\n\nFreeman,\n\nFrank\n\nand Environment.\n\nN. ; and\n\nChicago:\n\nHolzinger,\n\nKarl\n\nUniversity of Chicago\n\nJ. Twins:\n\nA\n\nPress, 1937.\n\nA very thoro, scholarly, and scientific study involving the cooperation of a\nbiologist, a psychologist, and a statistician. Painstaking care was exercised in\ncollecting the data, and the interpretation of the findings is characterized by\nintelligent recognition of their limitations.\nThorndike,\n\nEdward\n\nL. Psychology\n\nD. Appleton-Century\n\nof Wants,\n\nInterests\n\nand\n\nAttitudes.\n\nNew\n\nYork:\n\nCo., 1935. 301 p.\n\nA coordinated group of experiments planned as an attack upon a complex and\nintricate problem. Much ingenuity and resourcefulness are reflected in the several\nexperiments and the report is characterized by critical thinking in interpreting the\ndata. The general conclusion that “the fundamental causes which can change desires\nand emotions, directing them to desirable channels, are the same as change ideas and\nactions” is an important\n\ncontribution.\n\nCOOPERATING\nH. E. Akerly\nHarold\n\nH.\n\nEmil\n\nAnderson\n\nA. S. Barr\nH. E. Benz\nPhilip\n\nJUDGES\nL. Larson\n\nJ. Murray\nLee\nRaymond\nV. Long\nJohn\n\nA. Boyer\n\nR. McLure\n\nH. T. Manuel\n\nF. S. Breed\n\nArthur\n\nB. Moehlman\n\nAngela\n\nWalter\n\nE. Morgan\n\nW.\n\nM.\n\nBroening\n\nA. Brownell\n\nEdgar\n\nL. Morphet\n\nHarriet\nDoak\n\nBarthelmess\n\nWilliam\n\nL. Connor\n\nC. W.\n\nOdell\n\nStephen\n\nM.\n\nRalph\n\nH.\n\nW.\n\nMorrison\n\nS. Campbell\n\nW.\n\nCorey\n\nCoxe\n\nN. L. Engelhardt\nHarry\n\nS. Ganders\n\nCarter\n\nY. Good\n\nMarshall\n\nGregory\n\nWillard\nRudolf\n\nOjemann\nC.\n\nOlson\n\nPintner\n\nWard\n\nG.\n\nG. W.\n\nRosenlof\n\nFrancis\n\nReeder\n\nR. Scherer\n\nH. E. SCHRAMMEL\nRay\n\nL. Hamon\n\nDavid\n\nSegel\n\nV. A. C. Henmon\n\nHarry\n\nP. Smith\n\nR. W.\n\nFletcher\n\nHolmstedt\n\nPalmer\n\n0. Johnson\n\nHarold\n\nE. Jones\n\nArnold\n\nE. Joyal\n\nSwift\n\nJ. G.\n\nUmstattd\n\nPaul\n\nWitty\n\nBen\n\nD. Wood\n\nKeys\n\nClifford\n\nL. V. Koos\n\nJ. Wayne\n\nNoel\n\nH.\n\nWoody\nWrightstone\n\n"}
{"page": 397, "printed_page": null, "text": "Department of\niArt Education\n\n"}
{"page": 398, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nEducation\n\nof\n\nart\n\neducation\n\nNOTE\nbecame\n\na part\n\nAssociation by vote of the Representative\n\nof the National\n\nAssembly\n\non July 6,\n\n1933. The creation of such a department was suggested “because art is\nan important subject, necessary to the development and culture of the\nchildhood of America, and because this is a particularly important period\nin its life.'' The\nEducation.\n\nDepartment\n\ndeveloped\n\nfrom\n\nthe Conference\n\non Art\n\nThe aims of the Department are these : to strengthen the friendly and\nprofessional relations of art educators in the entire United States and\nits territorial possessions; to cooperate with the N.E.A. in its efforts\nterward the solution of educational problems and likewise to cooperate\nwith any of its departments ; to maintain high professional standards\namong art teachers and artists in educational work; to promote the\ngrowth of art education thrnout the United States and its territories ;\nto gather and disseminate factual data about art education; to sponsor\nand encourage research in art education and to publish such studies;\nand to foster a national outlook in this field.\nThe officers of the Department for the year 1940-41 are: president,\nOlive S. DeLuce, Chairman, Department of Fine and Industrial Arts,\nNorthwest\n\nMissouri\n\ndent,\n\nFaulkner,\n\nRay\n\nState Teachers\nHead,\n\nCollege, Maryville, Mo.; vicepresi¬\n\nDepartment\n\nof\n\nFine\n\nand\n\nIndustrial\n\nArts,\n\nTeachers College, Columbia University, New York, N. Y .; secretary,\nShirley Poore, Supervisor of Art, Public Schools, 715 Locust Ave., Long\nBeach, Calif.; treasurer, Eugene E. Myers, Instructor in Fine Arts\nand Fine Arts Education, Teachers College, Columbia University, New\nYork, N. Y., 1940-41, and Director of Art, State Teachers College, Mayville, N. Dak.; directors: Marion E. Miller, Director of Art, Public\nSchools, Denver, Colo.; C. Dean Chipman, Director of Art, Elgin\nAcademy and Sears Academy of Fine Arts, Elgin, III.; Dora B. Hatfield ,\nDirector of Art, Lindbergh Junior High School, Kenmore, N. Y .; John\nJ. Hatch, Director of Fine and Industrial Arts, State Teachers College,\nNewark, N. J.; and Clara MacGowan, Associate Professor of Art, Northwestern University, Evanston, III.\nThe Department meets twice a year. The winter meeting is held in\nconnection with the convention of the American Association of School\nAdministrators , and the summer meeting with the National Education\nAssociation. The annual dues, $1, are payable to the treasurer of the\nDepartment (Eugene E. Myers, during 1940-41 at Teachers College,\nColumbia University, New York, N. Y .). Facts relating to the establish¬\nment of this Department and the record of meetings are found in earlier\nvolumes of proceedings as follozvs:\n19 33:309-310\n1934 \\297 -300\n1935 -.271-274\n\n1936 :177-184\n1937:203-212\n19 33:379-387\n[ 394 ]\n\n1939:397-406\n\n"}
{"page": 399, "printed_page": null, "text": "ST. LOUIS\nSPECIAL\n\nNORMAN\nOF\n\nABILITY\n\nC. MEIER,\nSTUDIES\n\nIN\n\nMEETING\n\nWITH\nPARTICULAR\nARTISTIC APTITUDE\n\nASSOCIATE\nTHE\n\nPROFESSOR\n\nPSYCHOLOGY\nIOWA\n\nOF\n\nCITY,\n\nREFERENCE\n\nOF\n\nPSYCHOLOGY\n\nAND\n\nART,\n\nUNIVERSITY\n\nOF\n\nTO\n\nDIRECTOR\nIOWA,\n\nIOWA\n\nEducators\nrecognize\nthata webettershould\nafford all\nthe aid we should\ncan to every\nchild totwo\nhelpthings:\nhim gain\nunderstanding\nof the principles underlying art values useful to him for the remainder\nhis life; and that producers of art do not grow on every family tree.\n\nof\n\nOur task as educators would seem to be twofold: (a) to effect an incul¬\ncation of the skills and knowledge making for a fuller and more effective\nart appreciation, and (b) to arrive at a better understanding of the nature\nof special ability, in order better to identify, train, and orient the producer\nof art when and where we find him. It is to the latter end that this dis¬\ncussion is pointed.\nArtistic aptitude is viewed as resting upon the possession of six factors:\nmanual skill or craftsman ability, energy output and perseveration in its dis¬\ncharge, general and esthetic intelligence, creative imagination, and esthetic\njudgment. The first three of these refer primarily to heredity. The latter\nthree refer principally to acquired nature, but they are conditioned in their\nspecific development by factors having a definite reference to heredity.\nStating these factors without elaboration, their import for art education\nmay be briefly considered : first, that much of art talent is self-revealing ;\nparticularly is this true of the factors of manual skill, perseveration, and\nintelligence. Even left by himself, the child with artistic aptitude will\ndraw, paint, model, or otherwise disclose his facility and skill at an early\nage, unstimulated by adults and in spite of neglect and even discourage¬\nment. Likewise, his perseverative tendencies will show early, which, to¬\ngether with the exhibition of manual skill, constitutes an almost infallible\nproof of the craftsman manner of work and the craftsman personality.\nJudicious inquiries into ancestry, if made, should verify this.\nThe degree of intelligence disclosed in his products will be roughly in¬\ndicative of his probable eventual success. With regard to all these aspects\nof special ability, the art teacher or parent can do little, and it is prob¬\nably best if little is done except to provide favorable working conditions,\nappropriate media, reasonable opportunities, with perhaps judicious en¬\ncouragement.\nIt is in regard to the second group of three traits, namely, perceptual\nfacility, creative imagination, and esthetic judgment, that art education\nshould realize its significant function. Rendering more effective perceptual\nhabits, building up a rich fund of significant experience as a basis for crea¬\ntive imagination, and increasing a larger comprehension of the functioning\nof the principles of art thru ever widening creative experience are basic\nproblems for art educators.\n[ 395 ]\n\n"}
{"page": 400, "printed_page": null, "text": "396\n\nART\n\nNational\n\nAS\n\nC. DEAN\n\nAN\n\nEducation\n\nAssociation\n\nINTEGRATIVE\nEXPERIENCE\nCOLLEGE\n\nCHIPMAN,\n\nCHAIRMAN,\n\nART\n\nDEPARTMENT,\n\nGODFREY,\n\nIN\n\nTHE\n\nMONTICELLO\n\nJUNIOR\n\nCOLLEGE,\n\nILL.\n\nSince the junior college is a two-year unit, it has certain limitations and\nadvantages in the scope of its art education program. Within this period\nour programs must have that variety which is stimulating to the serious\nstudent who is trying to discover his best medium and technic of expres¬\nsion, and to the fairly casual student whose imagination must be stimu¬\nlated and efforts encouraged. It must challenge the rare student who\nis concerned with a career in art as well as one who is interested in cul¬\ntivating an avocational interest.\nOne of our limitations is that our students cannot have the stimulation\nof the more\n\nmature\n\nstudent, who\n\nas junior, senior, or graduate pursues\n\nhis work in the larger environment of the university. However, the small¬\nness of classes in art enables the junior college art instructor to meet more\nadequately the particular needs of his students and to see them in relation\nto their total college development.\nHere are some of the ways in which we at Monticello College try to\nmake the appreciation of art an experience integrated with others of the\nstudent and school.\nIntegration within subject areas other than the visual arts — An example\nof this is the publication of criticisms of an art exhibition held in the college.\nA student in an art appreciation class demonstrated her ability to write\nextremely well. Based on a sensitive appreciation of the exhibition and\nwritten first as art papers, she was then encouraged to change and abbreviate\nthis material so that the results would be critical creative writing in the form\nof art criticism. In another instance, the science and art departments co¬\noperated in executing murals representing the three divisions of physics. A\nmost logical outlet for art is thru the dramatic division of the school. The\nart department designed the settings for public plays and worked with the\nstudents in the play production class in executing these ideas. Still another\ntype of integration in art is symposiums of the arts in which the departments\nof art, music, and dance worked together. An outgrowth of this was a dance\ndrama, which used the Mississippi River as the theme.\nIntegration within the field of visual arts — The possibilities in this area\nand the many projects we have carried out are too numerous to detail here.\nIt is thru these experiences that students find what means of expression\ninterests them, how art principles affect many commonplace things, and\nhow art is related to life around them. Our paramount concern in the junior\ncollege is that our students are educated to an appreciation of art as it in¬\nterprets the character of the times in which they live and as it reflects the\nthought and culture of their day.\n\n"}
{"page": 401, "printed_page": null, "text": "Department\n\nART\n\nEDUCATION\n\nof\n\nArt\n\nEducation\n\nBY RADIO: THE\nEXPERIMENT\n\nALFRED\n\nHOWELL,\n\nDIRECTOR\n\nOF\n\nART,\n\nThe\n\nCleveland\n\nexperiment now\n\nPUBLIC\n\n397\n\nCLEVELAND\n\nSCHOOLS,\n\nCLEVELAND,\n\nOHIO\n\nbeing developed in art appreciation by\n\nradio has been made possible thru its independently owned station, the ad¬\nvantages of which are the greater flexibility in scheduling and those of\nallowing for time intervals for questions, answers, and discussions between\nthe teacher and pupils.\nOne of the major problems in this experiment has been that of selecting\nthe person whose skill and method in the selection and organization of ma¬\nterial is outstanding, a person of wide experience in the many and\nvaried types of schools in a large metropolitan area, and one able to adapt\nvocabulary to the different levels of understanding. The ability of this\nperson to visualize the reaction of pupils and to adjust the timing accord¬\ningly has also been important.\nRadio lessons to be effective must approximate a typical classroom situa¬\ntion and the desired response. This requires a technic of voice production\nsuggesting intimacy and informality.\nThus far, in the Cleveland experiment of radio instruction in art, the\nfollowing results, both to teachers and students, have been achieved: (a)\nincreased enthusiasm for works of art and nature, (b) pride in being able\nto recognize works of art, (c) increased interest in visiting the art museum,\n(d) enrichment of vocabulary, (e) recognition of art as a factor in life,\n(f) improvement in taste, and (g) stimulation of creative effort.\nIn addition to the voice from the loud speaker in presenting art lessons,\na wide variety of visual aids is used. The cooperative arrangement between\nthe board of education and the Cleveland Museum of Art, together with\nthe Education Museum, has made possible the selection of this material,\nchiefly lantern slides, many of them in color. Some idea of the extent of our\nefforts in this direction at Cleveland may be seen in these figures of slide\ndistribution for one semester:\nElementary schools\nJunior high schools\nSenior high schools\n\n100 sets\n35 sets\n13 sets\n\n3100 slides\n1295 slides\n481 slides\n\nAmong the advantages of this type of art instruction to the teacher is\nthe fact that he sees in art greater possibilities, not only in the integration\nof personality but also with life and larger aspects of the curriculum. He is\nable to explore the individual differences of pupils, pointing the way to\nhigher appreciation regardless of intellectual or social status.\n\n"}
{"page": 402, "printed_page": null, "text": "398\n\nNational\n\nBASIC\nVERA\n\nPROBLEMS\nIRENE\n\nFLINN,\n\nIN\n\nEducation\n\nAssociation\n\nELEMENTARY\n\nDIRECTOR\n\nOF\n\nART,\n\nCITY,\n\nMO.\n\nART\n\nPUBLIC\n\nSUPERVISION\n\nSCHOOLS,\n\nUNIVERSITY\n\nTwo basic problems in art education at the elementary-school level must\nbe met: (a) to establish a creative attitude of mind, and (b) to provide\nphysical necessities which will permit the functioning of this type of teaching.\nThe creative attitude of mind needs to be found, first, in the adminis¬\ntrator, then in the teacher, and last in the pupil. Sometimes this ordef\nis reversed.\nThe art supervisor works directly with classroom teachers. In widening\nthe horizons of these cultural individuals who desire an understanding of\nthe educational opportunities of art, the supervisor may use two possible\napproaches. One method is thru the teacher’s subjectmatter interest inte¬\ngrated with art knowledge. Not that art need be merely a handmaiden to\nany other subject, but it may be a separate contributing factor.\nThe course of study at the elementary level should include experiences\nfor the classroom teachers that involve creative thinking as well as experi¬\nences for children. For example, experiences will be found in space break¬\ning, rhythm, building concepts outside the child’s personal contacts, figure\ndrawing, and color understanding. Besides building these experiences, the\nteacher and pupils should be in constant contact with new processes and\nmaterials and idea-developing in the professional and industrial worlds.\nI find that prematurely gray minds and stunted wills of many teachers\nhave not been exposed to the alluring possibilities of children.\nTo be successful, the art supervisor needs to know his community and\nthe background of his pupils. In most communities the potentialities of\nchildren’s art expressions have not been touched.\nA major problem is that of physical equipment and needs. The movie\nto be shown will indicate how old buildings, not adequately constructed for\nmodern needs and processes in art education, can be adjusted. It is divided\ninto three parts: (a) making adjustments within classrooms; (b) using\nodd corners in the building; and (c) showing results of cooperating admin¬\nistrators who find the necessity of forward planning in newer buildings.\n\nMILWAUKEE\n\nMEETING\n\nTHE\n\nMILWAUKEE\nHANDICRAFT\nCANCE TO EDUCATION\nAND\n\nELSA\n\nE.\n\nULBRICHT,\n\nMILWAUKEE\nTION,\n\nWhen\n\nSTATE\n\nSPONSOR,\nTEACHERS\n\nMILWAUKEE\n\nthe Milwaukee\n\nSTATE\n\nPROJECT: ITS SIGNIFI¬\nTHE COMMUNITY\n\nMILWAUKEE\n\nHANDICRAFT\n\nCOLLEGE;\n\nAND\n\nTEACHERS\n\nCOLLEGE,\n\nHandicraft\n\nINSTRUCTOR\n\nPROJECT\nIN\n\nART\n\nMILWAUKEE,\n\nFOR\n\nEDUCA¬\nWTS.\n\nProject was organized in 1935, under\n\nthe Professional and Service Division of the Works Progress Administra¬\ntion, there was a definite need for direction in the crafts of the community.\n\n"}
{"page": 403, "printed_page": null, "text": "Department\n\nof\n\nArt\n\nEducation\n\n399\n\nIt was organized by the writer, and is sponsored by Milwaukee County\nand Milwaukee State Teachers College.\nThe project was established to give useful work to a group of women\nin need of employment who were not fitted thru education or experience\nto work in established types of projects. The objective became to produce\n“only originally designed craft articles which would fill the needs of taxsupported institutions and at the same time serve to raise the standards\nof taste and foster appreciation in the handicrafts in the community.\"\nThe products of the project fill a longfelt need as supplementary educa¬\ntional material and as decorative enhancement and useful equipment for\ntax-supported institutions.\nThe project employs talented, well-trained artists who create the designs\nand certified workers who produce the articles. Its importance to the com¬\nmunity lies in these accomplishments and activities: in the period of its\nexistence it has given approximately 3000 people an opportunity to associate\nwith articles of taste and discrimination; it emphasizes originality of design\nand excellence of craftsmanship ; it produces articles which function in\npresentday society and which brighten or eliminate drab surroundings and\nfoster appreciation for well-designed articles ; it has stimulated interest in\nand established standards of work in the creative arts program of the\nschools by an illustrative educational service in various crafts and by actual\ndemonstrations of these crafts in the schools.\nIts social significance lies in the fact that it has been conducted on a\ndemocratic basis. It has maintained a happy, workmanlike atmosphere,\nefficient methods of production, good working conditions, opportunities for\ncooperation and participation, and a positive expression of tolerance of race,\ncreed, and color among a large group of workers. It has built character\nand morale and has demonstrated an intelligent method for the functioning\nof the principles of democracy.\nART\nROSABELL\n\nIN A\nMAC\n\nHIGH\n\nDONALD\n\nSCHOOL\n\nOF\n\nSCHOOL\nMANN,\n\nMUSIC\n\nOF\n\nMUSIC\n\nCHAIRMAN,\nAND\n\nART,\n\nNEW\n\nART\n\nAND\n\nART\n\nDEPARTMENT,\n\nYORK,\n\nHIGH\n\nN. Y.\n\nI want to tell you about art in New York’s High School of Music and\nArt. The original school started in February 1936 with 120 art students\nand three art teachers, added one class of approximately the same number\nof students each semester, and was complete with four years in January\n1940. There was a similar number of music students.\nThe art department\n\nstaff worked\n\ntogether to establish a course of study.\n\nIt was an immensely well-equipped staff of teachers with a progressive\nviewpoint. The philosophy in general was built on the idea of the integrated\nnature of growth ; therefore, the course of study was planned to use\nthe creative approach and project, that is, not to separate drawing, design,\nand idea, but to work with them as parts of an activity for growth.\nIn the first two years there were three periods of art work daily, two\nin the studio and one in the shop. Self-understanding and orientation were\n\n"}
{"page": 404, "printed_page": null, "text": "400\n\nNational\n\nEducation\n\nAssociation\n\nthe goals in these first two years. In the third year three electives were\noffered as advanced work in a particular field of art suited to the needs of\ndifferent types of students. Some students had two years in one elective field\nof art. Much of this work reached a high professional level. The outstand¬\ning value of the work to students is obviously genuine self-understanding.\nThe new administrative policy demanded a thoroly academic school pro¬\ngram. This brought about these considerations: its implications for the art\nprogram, and the quality of the entering students brought about an impasse.\nSince all the unsuccessful students but a rare few had to be retained in the\nschool, an increasing number of untalented students also had to be carried.\nAs no students could be obliged to repeat a grade in art, the standard of\naccomplishment for talented pupils could not be maintained in such a\nheterogeneous group.\nThese issues raise the following questions: (a) Can the standards of art\ninstruction remain on the level of a vital and integral part of the educative\nprocess in any school where\n\nthe standards of the administration\n\nof the\n\nschool as a whole are purely and proudly academic? (b) Can an art depart¬\nment work with art as a vital part and expression of life in a school where\nthe administration and guidance departments\n\ninsist on treating it merely\n\nas a leisure-time activity and a social asset? (c) Can any effective school\nprogram be built without a common understanding in educational phi¬\nlosophy for all of its departments? Or can one department build on an\nutterly different set of values from even7 other department\nschool and have its instruction remain vital and integrated ?\n\nTHE\n\nDEVELOPMENT\n\nMARIANNE\n\nWILLISCH,\nDIRECTOR,\n\nNOTED\n\nOF\n\nMODERN\n\nDESIGNER\n\nCHICAGO\n\nAND\n\nWORKSHOPS,\n\nDESIGN\n\nIN\n\nin the same\n\nOUR\n\nAUTHORITY\n\nON\n\nCHICAGO,\n\nILL.\n\nTIME\n\nDESIGN;\n\nAND\n\nDesign is used here in its widest sense in that it is adaptable to all branches\nof creative work. At all times it must be remembered that design is not only\nthe expression of an individual but also that of a time and age. It is in that\nsense that the meaning of modern design must be understood.\nThe immediate background of modern design in our time is the nineteenth\ncentury. This period was marked by decisive changes in political and social\nlife, in the methods of creation and production, and in the mode of living.\nThe main development was the Industrial Revolution, brought about by big\ninventions — above all by the machine. Machine work leads to mass produc¬\ntion and industry; mass production needs mass consumption and is a large\nfactor in city development. The result is city life as the general mode of\nliving and the development of a new class, the factory worker in contrast\nto the individual worker or craftsman.\nThese profound changes did not have any reactions on the art and design\nof that time. Indeed, it may be observed that the art of that period is not a\nbasic part of life; it paid no heed to new materials and tools, to the machine\nand its form-creating possibilities. The\n\nbeaux-arts idea held sway — art was\n\n"}
{"page": 405, "printed_page": null, "text": "Department\n\nof\n\nArt\n\nEducation\n\n401\nregarded as the creation of the studio, a theory based on the imitation of\nold forms, the work of a small group for a small group.\nPresently active and vital forces appeared in design. Transportation in\nthe industrial development assumed great importance. Railroad stations\nand bridges were built to serve definite functions and purposes. The result\nwas new forms and elements of design that set in motion the new type of\narchitecture. Examples of this were the Crystal Palace by Paxton, 1851;\nEiffel Tower by Eiffel, 1889; and the Halle des Machines, Paris, by\nCottancin, 1899.\nThe first significant changes in handicrafts were given a great impetus by\nWilliam Morris who advocated the understanding of materials and tech¬\nnics, lost in the specialization of machine work, thru a revival of handi¬\ncrafts. Credit also must be given Morris for understanding\n\nthe social signifi¬\n\ncance of “art of the people and for the people.”\nIn the wake of Morris’ insistence on the revival of handicrafts, many\ndesigners and movements appeared in Europe and America. At the beginning\nof the twentieth century, two developments may be singled out : the creative\nworkshops as the Wiener Werkstaette in Vienna (1903) and craftsmanship\nwork, inspired by folk arts, as in Scandinavian countries.\nThe main idea of modern design was that work was to be appropriate to\nthe material, technic, and purpose. This applied to individual work and to\nmachine products, the latter being the source of industrial design. It can be\nsaid for the machine that from an artistic point of view it is another tool\nof man, and when handled rightly has creative possibilities of its own. We\nneed not be afraid of machine work and standardization if the design quality\nis high enough. To be high enough we need basic training for our designers\nand consumers.\n\nART\nESTELLE\n\nM. GILLHAM,\n\nEDUCATION\nART\n\nINSTITUTE,\n\nEducation\n\nin Canada\n\nINSTRUCTOR,\nWINDSOR,\n\nIN\n\nCANADA\n\nHONORABLE\nONT.,\n\nJ. C. COLLEGIATE\n\nCANADA\n\nis under provincial control. Some\n\nof our provinces\n\nvary greatly from others. Quebec, for instance, is chiefly French and other\nprovinces, owing to their geographical positions on the Atlantic or the\nPacific, are different from a central province like Ontario. Consequently,\neducation must be conducted in these provinces to meet the requirements of\nthe growing race of children in a rapidly changing world.\nArt education has changed thruout Canada, especially since 1937. In\nOntario, before 1937, we had for a number of years a lower school (Grades\nIX-X) art course. This did not include all lower school students. Only\nthose interested in art or those who planned to teach took this course. Since\nthen it has been deemed necessary to include all students who would take this\ncourse in art.\nTo\n\nindicate the extent of art education in Windsor,\n\nOntario, I present\n\nthese figures: In the elementary public schools (Grades I-VIII), 9639 out\n\n"}
{"page": 406, "printed_page": null, "text": "402\n\nNational\n\nEducation\n\nAssociation\n\nof a total enrolment of 10,718, or 89.93 percent, took art during the school\nyear 1939-40. In our secondary schools, out of 5390 students, 1326, or 24.6\npercent, took art for the same period. Such detailed statistics are not avail¬\nable for other Canadian cities. However, some idea of the growth of art\neducation in Canada may be seen in the following data. These figures show\nthe number of students taking art in high schools and collegiate institutes.\nY ear\n1925\n1926\n1928\n1929\n1930\n\nNumber of Students Taking\nArt in Six Provinces\n\nT otal Enrolment\n115,305\n121,698\n\n30,407\n31,564\n\n135,450\n144,503\n147,356\n\n33,775\n30,033\n33,628\n\nFrom 1936-38, from the Dominion Bureau of Statistics for the five\nProvinces — Nova Scotia, Ontario, Manitoba, Saskatchewan, and Alberta —\n41,918 students were enrolled studying art for the first year of this new\ncourse. In 1937 Ontario alone had 23,784 pupils enrolled in art and Mani¬\ntoba was next with 12,743.\nThe course of study for high-school art in Ontario and the western\nprovinces offers a wide range with the idea of discovering creative ability\nand latent talent.\nThe Saturday Morning Children’s Art Classes at the Art Gallery of\nToronto were begun by the organizing genius and vision of Arthur Lismer.\nThe only previous example was the school established by Franz Cizek in\nVienna. The classes began with fifty children and two instructors. Today,\nFismer is directing education activities at the National Gallery of Canada\nin Ottawa but his work in Toronto goes on with some twenty instructors\nand a Saturday class of nearly five hundred children.\n\nSECRETARY’S\n\nSpecial Meeting,\n\nMINUTES\n\nSt. Louis, Missouri\n\nFebruary\n\n27, 1940\n\nThe meeting was called to order by President\nwas appointed secretary pro tem.\n\nClara MacGowan.\n\nPaul C. Dalzell\n\nIt w^as moved by Jane Betsey Welling that, because the Department of Art Edu¬\ncation is to meet at Milwaukee after all regional groups have met, this Department\noffer itself as a clearinghouse on the basis that each regional art association send\ndelegates to Milwaukee to act as a committee for the purpose of writing the chapter\non art education, sponsored by the National Commission on Cooperative Curriculum\nPlanning, headed by John J. DeBoer; that the Department arrange a time and\nplace for this meeting at Milwaukee and act as host; and that we recognize the\norganizations that cooperate with us.\nMotion carried.\nThe president repeated her official announcement of the creation of the National\nCommittee on Research in Art Education of the Department of Art Education,\nN.E.A., which had been made at the banquet the previous evening. Ray Faulkner,\nhead, Department of Fine and Industrial Arts, Teachers College, Columbia Uni¬\nversity, accepted chairmanship of this Committee. This Committee, whose full per-\n\n"}
{"page": 407, "printed_page": null, "text": "Department\n\nof\n\nArt\n\n403\n\nEducation\n\nsonnel will be determined in the future, was given an initial life period of ten years\nand was charged with the function of examining the whole field of art education,\nformulating problems and studies which need solution, and defining areas in which\nresearch must be done before intelligent programs can be planned.\nThe proposed amendments to the Constitution of the Department were presented.\nTheir statement was unanimously approved\nsent them for final approval at Milwaukee.\n\nand it was\n\nunanimously\nPaul\n\nvoted to pre¬\n\nC. Dalzell,\n\nSecretary Pro Tem.\n\nAnnual\n\nMeeting,\n\nMilwaukee,\n\nWisconsin\n\nJuly 3, 1940\nThe\n\n1940 annual business meeting of the Department\n\nof Art Education\n\nwas\n\ncalled\n\nto order by President Clara MacGowan at Englemann Hall, Milwaukee\ntorium, Milwaukee, Wisconsin, at 12:30 p. m., July 3, 1940.\n\nAudi¬\n\nThe president called upon Eugene E. Myers for the treasurer’s report, as of June\n28, 1940. Mr. Myers’ statements included these facts: that the Department’s balance\nwas $41.22 with assets (Bulletins V-l, V-3, V-4, and V-5 for sale) of $225, and that\nthe membership for the current year stood at three hundred.\nThe president appointed Elizabeth Wells Robertson, Jane Palczynski, and Louis\nCheskin to examine the figures. The report was accepted.\nIn the absence of Secretary Shirley Poore, the president designated Eugene E.\nMyers to act as secretary and to record the minutes of the meeting.\nMiss MacGowan made a brief summary of her activities as president during the\nyear. She edited the 1940 bulletin and organized the St. Louis and Milwaukee con¬\nventions. Observing that the membership of the Department for the present year\nhad taken a decided drop, she explained that the funds of the Department were\ninsufficient to carry out a large membership drive thru circularization, as she had\ndone last year. She made a strong plea for more professional-mindedness on the\npart of art educators and for their wider and more consistent support of the Depart¬\nment and its serious and necessary work in art education. She pointed out that the\nDepartment, as a department of the N.E.A., was in a most propitious position to\nwork with educators and that the possibilities were unlimited and exceedingly\ndesirable and important.\nThe president next explained that due to the fact that Aime H. Doucette, chair¬\nman for Eastern Arts Association, and Marion E. Miller, chairman for Western\nArts Association, were unable to attend as delegates, it was necessary to cancel the\ncommittee meeting for the National Commission on Cooperative Curriculum Plan¬\nning. It was decided to carry out this work by mail.\nThe president called upon Mr. Myers to read the proposed amendments to the\nConstitution of the Department of Art Education. These were originally presented\nat St. Louis, where they tvere unanimously approved and voted for final presenta¬\ntion and adoption at Milwaukee. They had been mimeographed and sent out to\nmembers on April 1, 1940.\nThese amendments were unanimously adopted. The full Constitution was ordered\nprinted in the 1940 Bulletin.\nThe report of the Nominating Committee was next called for by the president.\nThis Committee consisted of William E. Musick, chairman, Annabel J. Nathans,\nand Catherine M. Murphy. In the absence of the chairman, Mrs. Nathans read the\nfollowing slate to the assembly: for president, Olive S. DeLuce; for vicepresident,\nRay Faulkner; for secretary, Shirley Poore; for treasurer, Eugene E. Myers; and\nfor directors, Clara MacGowan, Dora B. Hatfield, John J. Hatch, Marion E. Miller,\nand C. Dean Chipman.\nThe president called for nominations from the floor and none were made. The\nofficers and directors were then unanimously elected.\n\n"}
{"page": 408, "printed_page": null, "text": "404\n\nNational\n\nEducation\n\nAssociation\n\nThe nomination and election of John J. Hatch as a member of the Board of Direc¬\ntors had this special significance: While Mr. Hatch is an active member of our\nDepartment and a distinguished educator in both fine and industrial arts and would\nbe eligible to offices of the Department in his own right, his selection is an act of\nreciprocity between the American Industrial Arts Association and the Department.\nFor the past two years William E. Warner, president of the association, has served\non our board and has been responsible for the cordial relationship and cooperation\nbetween his association and the Department. In turn, Miss MacGowan served as\none of the association’s vicepresidents. The new president of the Department\nArt Education, Miss DeLuce, will be accorded the same honor.\n\nEugene\n\nE. Myers,\n\nSecretary Pro\n\nT em.\n\nof\n\n"}
{"page": 409, "printed_page": null, "text": "j Department\n\nof\n\n‘Business\n\nEducation\n\n"}
{"page": 410, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nbusiness\n\nNOTE\n\neducation\n\ntow\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 zvas organized in Nezv York City in 1878. Its constitu¬\ntion zvas 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 1940-41 are: president.\nVernal H. Carmichael, Ball State Teachers College, Muncie, Ind.; first\nvicepresident,\n\nHollis\n\nP. Guy , University\n\nsecond\n\nvicepresident,\n\nMildred\n\nE.\n\nTaft,\n\nLondon,\n\nN. H.; secretary-treasurer,\n\nof Kentucky,\nColby\n\nHarold\n\nLexington,\n\nJunior\n\nT. Hamlen,\n\nCollege,\n\nKy.;\nNew\n\nMorristozvn\n\nHigh School, Morristozvn, Ar.\nexecutive committee: Hamden L.\nForkner, Columbia University, New York, N. Y .; Icie B. Johnson,\nAmarillo High School, Amarillo, Texas; Mildred J. O’Leary, High\nSchool, SzL’anipscott, Mass.; Lenys Ann Laughton, Vocational School,\nMilwaukee, Wis.; E. IJ\\ Alexander, Hadley l ocational School, St. Louis,\nMo.; Ruth J. Plimpton, Fullerton Junior College, Fullerton, Calif.;\nStanley S. Smith, Ford-son High School, Dearborn,\nPresident Ex Officio.\nFollowing\n\nMich.; and the Past\n\nis a list of former presidents:\n\nMrs. Frances Daub North, 1939-40 ; S. Joseph DeBrum, 1938-39 ; Lola Maclean,\n1937-38; Ernest A. Zelliott, 1936-37 ; Raymond C. Goodfellow, 1935-36; M. E.\nStudebaker, 1934-35; Benjamin R. Haynes, 1933-34; Paul S. Lomax, 1932-33;\nAlbert E. Bullock, 1931-32; Helen Reynolds. 1930-31; J. L. Harman, 1929-30; Paul\nA. Carlson, 1928-29 ; Laurence N. Pease, 1927-28; John G. Kirk, 1926-27 ; J. O.\nMalott, 1925-26; Lloyd L. Jones, 1924-25 ; Frederick G. Nichols, 1923-24; Earl W.\nBarnhart, 1922-23 ; Clay D. Stinker, 1921-22; Thomas A. Beal, 1920-21; J. A. Book,\n1919-20; C. G. Nichols, 1918-19 ; C. G. Nichols, 1917-18; A. H. Sprout, 1916-17;\nJ. L. Holtsclazv, 1915-16; and Reginald R. Stuart, 1914-15.\nThis Department\n\nmeets once each year in July. The annual dues, $1,\n\nare payable to the secretary-treasurer of the Department. The chief pub¬\nlication is the national business education quarterly; the news\npublication, the national\n\nbusiness\n\neducation\n\nnews,\n\nzvas 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\n1894:057- 994\n189 5-862- 890\n1896:707- 835\n1897:702- 824\n1898 :856- 892\n1899:005-7050\n1900:542- 581\n1901:727- 757\n\n1902:644-701\n1903:770-752\n1904:700-756\n1905:660-706\n1906:657-650\n1901:877-904\n1908:577-006\n1909:707-775\n1910:555-572\n1911:527-565\n\n1912:7057-7004\n1913: 670- 636\n1914: 640- 662\n1915: 883- 940\n1916: 361- 396\n1917: 315- 344\n1918: 235- 248\n1919: 250- 270\n1920: 263- 270\n1921: 369- 376\n[406 ]\n\n1922:575-500\n1923:555-567\n1924 -.429-438\n1925 :354-364\n1926:575-507\n1927:555-552\n192 8:305-324\n1929:577-554\n1930:275-202\n1931:545-555\n\n1932 -.283-302\n1933:311-326\n1934:507-572\n1935:275-284\n1936:185-194\n1931:213-224\n19 33:389-402\n1939:407-422\n\n"}
{"page": 411, "printed_page": null, "text": "FRANCES\n\nnpHE\n\nDOUB\n\nMILWAUKEE\n\nMEETING\n\nPRESIDENT’S\n\nMESSAGE\n\nNORTH,\n\ndepartment\n\nof\n\nPRESIDENT\n\nOF\n\nTHE\n\nDEPARTMENT,\n\nSCHOOL,\n\nBALTIMORE,\n\nMD.\n\nbusiness\n\neducation\n\nis the largest\n\nWESTERN\n\ngroup\n\nHIGH\n\nof teach-\n\n^ ers of business in the world. Thru its representative membership in\nevery state and territory, thru its affiliation with the N. E. A., and thru\nits recognition by such groups as the American Association of School Ad¬\nministrators, the American Association of Junior Colleges, and other out¬\nstanding educational groups, unquestionably this Department functions as\nthe protagonist of business education in the United States.\nThe membership campaign for the current year has been efficiently and\nprofitably conducted. Our National Business Education Quarterly has\nbeen duly issued, finely edited, and filled with authoritative opinion ; and\nour latest adventure in publications, the spritely National Business Edu¬\ncation News , has reached everyone of you and has kept you informed of\ncurrent conditions and changes in our field.\nFor efficiency we have expanded the activities of the secretary-treasurer’s\noffice in a number of ways, particularly by adapting the record-keeping to\nmeet present demands ; using a new form of membership card which in¬\ncreases speed and reduces cost; securing a second-class postal mailing permit\nfor the News; sending to divisional and state directors a copy of the office\nrecord of each member; sending the national membership director frequent\nmembership reports; and inviting and urging members of former years to\nresume their memberships.\nServices , activities , and objectives — The services to our more\nmembers have increased. I merely summarize them here:\n\nthan 4000\n\n1. Brochure of samples of literature, used effectively by former directors, has been\nsent to each 1939-40 director.\n2. Campaign costs were reduced by careful management and expenditure.\n3. Printing costs were minimized by the N.E.A.’s taking over the printing and\ndistribution of our stationery.\n4. The costs of mailing were appreciably reduced by the use, wherever possible,\nof lower-priced stamps and of post cards.\n5. The national membership director\ndirectors.\n\nkept in continual\n\ntouch\n\nwith\n\nthe state\n\n6. As the result of proffering honorary memberships to state and city superintend¬\nents and to other outstanding educators, many encouraging and appreciative letters\nwere received signifying interest in and dependence upon business education.\n7. Frequent and close contacts have been made with the N.E.A., resulting in (a)\ninvaluable and continual advice, (b) appropriations, (c) help in formulating our\nconvention plans, and (d) suggestions and counsel in looking toward a permanent\nexecutive secretary at the N.E.A. headquarters.\n8. Department greetings were transmitted thru letters to chairmen of local and\nsectional commercial conventions thruout the country.\n9. Press notices were sent to newspapers and school papers wherever the directors\n\n[+07 ]\n\n"}
{"page": 412, "printed_page": null, "text": "408\n\nNational\n\nEducation\n\nAssociation\n\nreside or teach, advising these publications of each director’s office and of the\nposition.\n10. The local (Milwaukee) convention committees were appointed early and have\nfunctioned with perfect efficiency.\n11. An informal meeting of the executive board was held in St. Louis in February.\n12. An advisory meeting of the directors was held in Atlantic City in March.\n13. The executive board also met officially in Atlantic City in March.\n14. The following committees were appointed to look carefully into and to report\nat our business meeting on July 3 in Milwaukee upon these several subjects: (a)\ndivision of states, (b) Constitution, (c) name, (d) membership fee, (e) editorial,\nand (f) directory.\n15. A plan was effected whereby there will, in the future, be a two-year continuity\nin the editorship both of the Quarterly and of the News.\n16. Another measure assuring continuity of policy was the decision of the board\nto invest authority in the incumbent president to appoint directors for each ensuing\nyear.\n17. A questionnaire was devised and inserted in the last issue of the Quarterly\nrequesting suggestions for the publications, and a membership blank was included\nwith the questionnaire.\n18. Of major importance to the Department was the invitation from the American\nAssociation of Junior Colleges to collaborate and cooperate with it in its extensive\nstudy of terminal courses in the six hundred junior colleges in the United States.\n\nThe convention theme this year is ‘‘Preparing for Obtaining and Re¬\ntaining Positions in Business,” and both the general and section meetings\nare based upon this topic. Each section meeting of one afternoon will have\nfor its topic, “What We Do To Prepare Our Pupils To Obtain and Retain\nPositions in Business thru Training in: Typewriting; Transcription;\nClerical Skills; Bookkeeping\n\nand Accounting;\n\nConsumer\n\nand Social Busi¬\n\nness; Salesmanship.” Each of the section topics will be presented from\nthe point of view of the senior high school, the junior college, and the\ncollege.\nAnother afternoon section program includes repeated demonstrations\nof visual aids for business education, correct procedures for developing\nskill in shorthand, and another in correct technics in training on the type¬\nwriter. Other meetings are devoted to such problems as placement, follow¬\nup, and school and office standards.\nAdded to other innovations in this year’s program, one meeting is given\nto “An Outstanding Problem in My Work in Business Education.” Each\nof the seven speakers are given seven minutes and are stopped at the\nringing of an interval timer. The “Information Please” of last year proved\nto be so successful that it is repeated this year.\nThe social activities include : a reception to Department members with\nthe Milwaukee Commercial Teachers Club as hostess; a boat ride on Lake\nMichigan; the annual luncheon; and a dinner-dance\nYacht Club.\n\nat the Milwaukee\n\nYour president lists the activities of the Department for 1939-40 with\nkeen appreciation of the kindly and helpful counsel and cooperation she has\nexperienced thruout the year. She rejoices with you in the healthy growth\nof the Department and bespeaks for the incoming officers a continuation\nof the same fine interest and effort.\n\n"}
{"page": 413, "printed_page": null, "text": "Department\n\nHOW\n\nof\n\nBusiness\n\nBUSINESS\nLABORATE\n\nAND\nFOR\n\nK.\n\nVICEPRESIDENT,\n\nB. ELLIOTT,\n\n409\n\nEducation\n\nBUSINESS EDUCATION\nCAN COL¬\nBETTER\nBUSINESS TRAINING\n\nSOUTH\n\nSTUDEBAKER\n\nBEND,\n\nCORPORATION,\n\nIND.\n\nThere are many opportunities for collaboration between business and\nbusiness education in providing better business training. Altho business is\nalways looking for capable men\n\nand women,\n\nit has not fully defined, for\n\nitself or for the educational system, the requirements which should govern\neducation for its prospective members. Moreover, the technics of aptitude\ndetermination have not been applied as generally or as well as they should\nbe and the processes of selection are highly imperfect, not only in business\nbut also in the educational system.\nMajor\nareas :\n\nopportunities for collaboration lie, therefore, in the following\n\n(a) In defining the aims and objects of business education and establishing\nthe requirements of business training\n(b) In determining aptitudes and applying the results of what we determine\n(c) In perfecting the processes of selection\n(d) In retracing our steps somewhat to study the problem of the individual\nof ordinary ability.\n\nBoth business and business education should make provision for the in¬\ndividual of ordinary talents. High schools and commercial colleges should\nstrive for sound groundwork in technics such as typing, stenography, book¬\nkeeping, shopwork, drawing, and the like, but should also provide the stu¬\ndent with some interpretation of the business world and its relationships.\nCollege courses in business education should provide familiarity with the\nwider horizons of business as revealed by the study of economics and similar\nsubjects. Graduate schools should not only provide specialized training for\nbusiness but should also establish close relations with business for the\nexchange of ideas and for the development\nand research.\n\nof better methods\n\nthru study\n\nBusiness cannot, however, simply regard schools that teach business\nas mere reservoirs of personnel but must recognize that they should also\nundertake to expand the individual’s cultural outlook and prepare him for\ncitizenship.\nBetter use of the technics of aptitude determination should be made\n\nboth\n\nby business and by business education, and both of these should collaborate\nin improving the process of selection of business personnel.\n\n"}
{"page": 414, "printed_page": null, "text": "410\n\nNational\n\nEducation\n\nAssociation\n\nEDUCATION\nAND BUSINESS— THEIR\nRESPONSIBILITIES\nAND OBLIGATIONS\nTOWARD\nEDUCATION\nFOR WORK\nHAMDEN\n\nL. FORKNER,\nCOLUMBIA\n\nPROFESSOR\n\nOF\n\nUNIVERSITY,\n\nEDUCATION,\n\nTEACHERS\n\nNEW\n\nN.\n\nYORK,\n\nCOLLEGE,\n\nY.\n\nEffective education cannot take place in a school which is isolated from\ngovernmental, business, or social institutions in the community. Nor can\neducation for the democratic way of life be successful if any one of the\nabove institutions dominates the educational system. All must be brought\ntogether in a cooperative effort to plan, support, and direct the educational\nprocesses and practices. In eagerness to safeguard our land from physical\ninvasion bv those who would overthrow our system of government and\nour economic system, we are likely to overlook the fact that we must also\nmake possible the achievement of the hopes and ambitions of our own\ncitizenry thru sound educational practices.\nThose who are taking the leadership in the field of general education\nseem to be wholly unable to think in terms of educating for work while\nat the same time thinking in terms of securing a general education for\ncommunity living. It is recognized that the age of employment in general\nis above that of the average young person who graduates from high school.\nNevertheless, since there is a sufficiently large number who do secure work\nof one kind or another upon graduation from high school, the school cannot\nignore the problem of preparing these young\n\npeople for the kinds of work\n\nopportunities that are available to them. Nor can the school ignore the prob¬\nlem that when the vocational element is removed from the school life of\nthe youngster his most important reason for attending school is gone.\nAnd when his reason for attending school is gone, and yet by law he is\nrequired to attend, the teaching and. disciplinary problems are multiplied\ntenfold.\nFor many years progressive business education teachers have been aware\nthat specialization in high school which excludes courses that contribute\nto a broad education is undesirable. Business education teachers were among\nthe first to recognize that general education was of prime importance to\nthose who were to work in offices and stores and that preparation for work\nwas only partially a matter of skills. However, as long as employers are\nasking that boys and girls have formal training in stenography, bookkeep¬\ning, or typing as a prerequisite for many of their general clerical jobs, just\nso long is it the responsibility of the school to provide that training so\nthat boys and girls may not be hindered in securing initial employment.\nWherever intelligent and sincere efforts have been made to secure the\ncooperation of business and industry in helping to solve the problems of\nyouth, the schools have found help forthcoming. The major problem in such\na project has not been that business was not willing, but rather that the\nadministrative and teaching staffs of our schools have not had the foresight\nto see that there is something more to education than that which goes on\nin the formal classes of the school.\nEven as education cannot hope to succeed as an institution set apart from\n\n"}
{"page": 415, "printed_page": null, "text": "Department\n\nof\n\nBusiness\n\nEducation\n\n411\nthe remainder of the community, neither can business and industry hope\nto develop or even survive unless they are willing to assume a much more\nimportant role in the educational scheme than in the past quarter-century.\nThis cooperation must come in two ways ; first, thru extensive and willing\nsupport financially on the basis that it is one of the best investments that\nsociety can make to properly educate its youth to fit into society, and\nsecond, thru provision for cooperative training of youth in stores, offices,\nand industrial plants.\nFinally, the future of American institutions of education, business, in¬\ndustry, the home, the church, and the producer of raw materials depends\nwholly upon the willingness of each to cooperate with the other in solving\nthe social and economic problems which confront those who must do the\nwork\n\nof the world tomorrow — the youth of today.\n\nWHAT\n\nWE\nDO TO PREPARE\nOUR\nPUPILS TO OBTAIN\nAND\nRETAIN\nPOSITIONS\nIN BUSINESS THRU\nTRAINING\nIN TYPEWRITING\n\nVIOLA\n\nDU\n\nFRAIN,\n\nASSISTANT\n\nSUSQUEHANNA\n\nPROFESSOR\nUNIVERSITY,\n\nIN\n\nCOMMERCIAL\n\nSELINSGROVE,\n\nEDUCATION,\n\nPA.\n\nThe caliber of the college student and his background in general educa¬\ntion and in business subjects permit the college typewriting course to be\nintensive and inclusive. There is no noticeable superiority in individual\nspeed attainments over high-school students. The college student, being\nmore mature, is amenable to making typewriting an integral part of his\nactivities. He appreciates typewriting as an effective and dignified means\nof communication and values it as a tool.\nSpecific steps taken to prepare good typists are :\n1. Essential details taken up specifically. The\nfor drill; repetitive work is demanded.\n2. Meaningful\ngent workers.\n\n“adult mind”\n\nis no royal substitute\n\nmaterial used early; discussed with the aim of developing\n\n3. Habit of typing long passages\nencouraged.\n\nof straight copy without\n\nintelli¬\n\nhesitation; self-reliance\n\n4. Transcriptions from individual’s shorthand notes; in rough draft form at first\nand later the final form on first writing.\n5. Placement of letters on letterheads. Drills in addressing envelopes rapidly.\n6. Legal forms on legal paper and in covers. Tabulation and financial reports.\nCutting stencils and correcting properly. Transcribing from dictaphone.\n7. Assembling of typewritten pages in orderly fashion, sometimes with neat cover.\nGood erasing taught. Unending tirade on misspelling and unending fight on slipshod\nresults of all kinds.\n8. Speed is emphasized\n\nrather than accuracy\n\nwith extreme\n\n9. Two weeks’ experience in school office; good work\nis necessary.\n\nslowness.\n\ndemanded\n\neven if repetition\n\nThe summation of the teacher’s objectives is to be an abiding inspiration\nto the future office worker, urging him to make that little extra effort\nto do good work.\n\n"}
{"page": 416, "printed_page": null, "text": "412\n\nNational\n\nEducation\n\nAssociation\n\nWHAT\nWE DO TO PREPARE\nOUR PUPILS TO OBTAIN\nAND RETAIN\nPOSITIONS IN BUSINESS THRU\nTRAINING\nIN TRANSCRIPTION\nNELLIE\n\nA. OGLE,\n\nSTATE\n\nUNIVERSITY,\n\nBOWLING\n\nGREEN,\n\nOHIO\n\nWhile there may be a place in the senior high-school program for teaching\nstudents to take in shorthand the remarks of the speaker or dictator who\nspeaks rapidly and fluently at his normal rate with no thought of the one\nwho is trying to record his ideas, the majority of students who take a\nposition after a course in high-school shorthand are employed by dictators\nwho speak rather deliberately, thinking out the ideas as they go, and who\nfrequently wait until the stenographer has stopped writing before going\non to the next statement. Nor does such an employer object to repeating\nan occasional remark or giving a figure a second time if the stenographer\nwill ask for such a repetition in such a way as not to interrupt his train\nof thought. On the other hand, such an employer frequently dictates very\nimperfectly, changing his mind about a statement, asking that it be struck\nout and a new one substituted ; but once he finally decides what he wants\nto say, he expects the stenographer to be able to retain the twenty-five\nor thirty words used in expressing the idea and write this down while\nhe is thinking up the next idea. He does not expect to have to dictate three\nor four words at a time, if the complete idea contains many more than that.\nThe chief concern of the average dictator is not so much with the saving\nof time in giving the dictation or the number of words per minute he speaks.\nHis one important demand is that the stenographer, having taken the dic¬\ntation, gets the work out in an excellent and satisfactory form and in as\nshort a time as possible.\nThe main objective of transcription in the senior high school, then,\nshould be to teach the student to take the type of dictation that is likely\nto be given and record it in such a way that it can be transcribed in the\nform demanded by the prospective employer and in the time that the em¬\nployer could afford to allow for the transcription. As the average employer\ndoes not have a printed copy to check the transcript by, no more should the\nteacher use such a copy in grading the transcript, but read it thru for\nthe thought content, holding the student responsible for having proofread\nthe material and having all words correctly spelled, figures accurately\nquoted, and instructions carefully followed.\nSince much of the material dictated in an office is placed in the mails,\nwe call such transcripts “mailable transcripts.” The trend today is to\ndemand this type of transcript and not the 95 percent accurate transcript\nof bygone da5^s on material that was dictated in a rhythmic timed style.\n\n"}
{"page": 417, "printed_page": null, "text": "Department\n\nof\n\nBusiness\n\n413\n\nEducation\n\nWHAT\nWE DO TO PREPARE\nOUR PUPILS TO OBTAIN\nAND RETAIN POSITIONS IN BUSINESS THRU\nTRAINING\nIN TRANSCRIPTION\nANN\n\nBREWINGTON,\n\nSCHOOL\n\nOF\n\nBUSINESS,\n\nCHICAGO,\n\nUNIVERSITY\n\nOF\n\nCHICAGO,\n\nILL.\n\nThe thesis of this paper is that the standards now required in the technics\nof shorthand, typewriting, and transcription can be acquired in a shorter\ntime and with less effort and more pleasure on the part of the learner if\nthe learning situation contains the following elements:\n1. That both of the subjects be started during the same semester and that they\nbe taught by the same teacher or by two teachers who are in complete agreement\nas to the procedures.\n2. That the class hour be for two consecutive periods, the shorthand being studied\nduring the first period and typewriting being studied from shorthand notes during\nthe second period.\n3. That the learning situation be set in terms of two factors: (a) the learner, and\n(b) time.\n\nUnder\n\nsuch an organization the task of learning shorthand, typewriting,\nand transcription can be accomplished in two or three semesters, saving\nthe time of the learner — which is the most precious thing he possesses save\nhis health — by two or three semesters. This is possible because during the\nfirst class period the learner is made to realize that :\n1. The\n\nprocess in learning a technic is more\n\nimportant\n\nthan the product during\n\napproximately one-half of the learning period. Accordingly, the learner experiences\nsuccess every day as he is conscious of his gain in skill or gain in the process. He\nalso expects failure if the pace is so fast that he cannot produce a perfect\ncopy and therefore is spurred on to try again. A fast pace and a large learning\nunit are the important elements in the process.\n2. The act of transcription per se never has to be taught. It never occurs to the\nstudent that he is doing an unusual or difficult thing. In fact, it is the thing he expects\nto do — the natural thing to do. Of course, form, placement, spelling, and English must\nbe considered, and time given to them in proportion to their importance in the\nkind of work the learner will do.\n\nWHAT\n\nWE DO TO PREPARE\nOUR PUPILS TO OBTAIN\nAND RETAIN POSITIONS IN BUSINESS THRU\nTRAINING\nIN CLERICAL SKILLS\n\nRUTH\n\nJ. PLIMPTON,\n\nFULLERTON\n\nJUNIOR\n\nCOLLEGE,\n\nFULLERTON,\n\nCALIF.\n\nIn California, 77 percent of junior college students are in terminal\ncourses, with business education usually the largest and strongest de¬\npartment.\nThe upgrading of employment age in business due to economic conditions\nand the laws of federal social security have greatly affected the hiring pol¬\nicies of business. Hiring now is done carefully and methodically to keep\nturnover at the lowest possible level; to provide for internal adjustments\nand transfers ; to secure the widest possible variety and degree of skill ; to\nseek potentialities as well as versatility, adjustability, and general adapt-\n\n"}
{"page": 418, "printed_page": null, "text": "414\n\nNational\n\nEducation\n\nAssociation\n\nability; to determine physical fitness; and to insure immediate\n\nproduction\n\nof an average day’s work.\nBusiness training at Fullerton Junior College attempts to meet\n\nthese\n\nneeds and to ascertain and then train directly for these needs and require¬\nments of our employing market. In two practice laboratories, following\ntheir formal classroom training, students are groomed for at least one year.\nThe school bank, chartered by the state and performing all functions of a\nbank (except checking accounts), handles every financial transaction of the\nstudent body. Two bonded teachers are in charge, equipment is modern,\nand business averages $1200 daily. The directed secretarial training labora¬\ntory accepts and turns out every type of secretarial and clerical job desired\nby members of the faculty or administration.\nEvery attempt is made to operate these laboratories with modern and\nsystematic business methods. Students are counseled and groomed to best\nbusiness attitudes, habits, and performance in both quality and quantity of\noutput. Production standards in all types of measurable duties are used as\ngoals of attainment. The mass of clerical detail and record-keeping in¬\nvolved gives ample opportunity for assigning responsibilities as rapidly as\nstudents can assume them.\nIn summary, we obtain and retain positions by training our students\ndirectly for the needs of our employing market.\nWHAT\n\nWE\n\nDO\n\nTO\n\nPREPARE\n\nAND\n\nRETAIN POSITIONS\nING IN CONSUMER\n\nELVIN\n\nS. EYSTER,\n\nHEAD,\n\nPUPILS\n\nIN BUSINESS\nAND SOCIAL\n\nCOMMERCE\n\nSCHOOL,\n\nOUR\n\nFORT\n\nDEPARTMENT,\nWAYNE,\n\nTO\n\nOBTAIN\n\nTHRU\nTRAIN¬\nBUSINESS\nNORTH\n\nSIDE\n\nHIGH\n\nIND.\n\nThe consumer, social, and economic phases of the business training pro¬\ngram should be considered as basic business education. It is assumed that\nevery pupil who is trained vocationally for business occupations will have\na thoro background in the basic business subjects. Thus the basic business\nsubjects become the core of the business curriculum. The objectives of\nbasic business education are: (a) to make a contribution to general educa¬\ntion, (b) to make a contribution to training for citizenship and to raise the\nlevel of economic understanding and intelligence, (c) to provide training\nin consumer-business activities, and (d) to provide training for occupa¬\ntional intelligence and understanding — that is, training in those areas of\nknowledge and in those skills and capacities that are essential to success\nin a business vocation and yet are not strictly vocational in nature.\nThere must be a planned sequence of basic business subjects and of\ninstructional units. This planning must be based upon the pupil’s ability\nto comprehend and upon the interests of a child of the grade level upon\nwhich the instruction is to be given. Where possible, six and preferably\neight semesters of basic business training should be provided. The purpose\nof such training should be to contribute to the attainment of the four objec¬\ntives of basic business education.\n\n"}
{"page": 419, "printed_page": null, "text": "415\nDepartment\n\nof\n\nBusiness\n\nEducation\n\nMany^ of the concepts, much of the knowledge, and some of the skills\nimplied as desirable training in the objectives of basic business education\ndo not lend themselves well to a concentrated type of training in one or\ntwo semesters. Instead, the greater part of the basic business training\nrequires a long period of growth. This means that much of the basic busi¬\nness training must necessarily be slow but continuous and that it be\ngiven plenty of time for development. The traditional social-business sub¬\njects are not suitable as media for the presentation of basic business educa¬\ntion inasmuch as they are units of work within themselves rather than\nfactors designed to contribute to a set of objectives for all social-business\neducation.\nThe objectives of basic business education and the principles of guidance\nare closely related. Guidance procedures seek to make the pupil aware of\nall his opportunities for personal development and to assist him in mak¬\ning such adjustments as necessary to insure that development. Basic busi¬\nness education provides much of the information and data regarding oppor¬\ntunities for development and sets forth situations and provides experiences\nthat enable the pupil to become aware of his opportunities and assist him\nin taking advantage of those opportunities.\nCONSUMER\nEDWIN\n\nA. SWANSON,\n\nAND\n\nSOCIAL\n\nHEAD,\n\nCOMMERCE\n\nTEACHERS\n\nCOLLEGE,\n\nBUSINESS\n\nDEPARTMENT,\nTEMPE,\n\nARIZONA\n\nSTATE\n\nARIZ.\n\nWe need to evaluate collegiate business education in terms of carefully\ndefined educational objectives. But collegiate institutions are so different\nwith respect to organization, sponsorship, financial ability, size, traditional\ninfluences, character of students, and in many other ways that it is almost\nimpossible to generalize concerning them.\nSome of our students come to us because they want to be high-school\nteachers of business subjects. These students need our full understanding\nof their problems and needs. They must have further general educational\nbackground thru general and survey-type courses; they must have still fur¬\nther training in certain areas like speech and psychology that are peculiarly\nand particularly related to teaching; and they must necessarily have cer¬\ntain professional training — all this, and rightly so, in addition to their\nspecialization in business subjects. The business major for these students\nshould include a background of general business education thru social busi¬\nness subjects and definite and specialized training in the subjects that they\nknow and we know they are going to be expected to teach in high school.\nThe students who come to us for work in regular commerce or business\nadministration may be classified in two groups: those who want general\nmanagement-type training and those who want specific or skill training like\nadvertising, accounting, or secretarial work. The students in the first group,\nin addition to their general business courses, should complete specialized and\nspecific training for at least one type of job activity that a beginning busi¬\nness employee may be expected to do. For some it should be stenography;\n\n"}
{"page": 420, "printed_page": null, "text": "416\n\nNational\n\nEducation\n\nAssociation\n\nfor others it should be filing. The students in the second group should com¬\nplete the specialized training for which they came, plus as much general\nand background work as possible.\nWHAT\n\nW.\n\nWE DO TO PREPARE\nOUR PUPILS TO OBTAIN\nAND RETAIN POSITIONS IN BUSINESS THRU\nTRAINING\nIN SALESMANSHIP\n\nHARMON\n\nSalesmanship\n\nWILSON,\n\nEDITOR,\n\nBALANCE\n\nSHEET,\n\nCINCINNATI,\n\nOHIO\n\ninstruction on the college level is different from that on\n\nthe high-school level in at least three ways: college classes give a little\nmore attention to psychological theories of selling, more stress is placed\non “getting the order,” and much less emphasis is given to the application\nof salesmanship to retailing. The general classroom procedure in colleges\nis very similar to that used in high schools.\nOf the approximately 858 colleges that offer recognized courses in busi¬\nness, there are only 245 which, during the school year of 1939-40, offered\none or more courses designated as salesmanship. A questionnaire recently\nsent to a small representative sampling of these institutions produced data\nwhich show that in relatively few institutions is a general course in sales¬\nmanship required of all students; that in most cases salesmanship is offered\nas a part of a more comprehensive program ; that very little specific atten¬\ntion is given to sales training from the point of view of obtaining and\nretaining a position; that a weighted evaluation of three objectives — psy¬\nchology of influencing people, technic of selling goods and services, and\nselling personal services and getting along with people — produced a ranking\nin the order named, while on a basis of first-choice rating the second objec¬\ntive ranked highest; that few colleges are planning for changes in em¬\nphasis on content; that the main criticism of salesmanship as it is taught\nin college today is that it is too theoretical ; and that a general course in\nsalesmanship is justified if it serves no other function than to help grad¬\nuates get jobs and hold them.\nSHORTHAND\nCLYDE\n\nI. BLANCHARD,\n\nMANAGING\nNEW\n\nSPEED\n\nBUILDING\n\nEDITOR,\n\nBUSINESS\n\nYORK,\n\nN.\n\nEDUCATION\n\nWORLD,\n\nY.\n\nA unique three-act play was presented by holders of 160-200 word\nmedals; also by a group of high-speed writers from the Milwaukee public\nand private schools.\nThe program consisted of : act i. The pyramid speed builder. Scenes :\n1. laying the foundation; 2. the halfway mark; 3. the peak; 4. the com¬\npleted pyramid, act ii. Dictators and dictators. Scenes: 1. the fussbutton;\n2. the orator; 3. the teacher; 4. the tester; 5. the businessman, act hi.\nThe proof of the pudding. A high-speed finale.\nThe play had two major objectives: (a) to dramatize certain nonshort¬\nhand factors that play an important role in building shorthand skill; and\n\n"}
{"page": 421, "printed_page": null, "text": "Department\n\nof\n\nBusiness\n\nEducation\n\n417\n\n(b) to stimulate teachers to “practice what they preach” thru observing\nshorthand teachers who are holders of high-speed records demonstrate their\nwriting skill.\nThe dramatization and visualization of skill-building factors exert a\npowerful influence on both teachers and students and should be used much\nmore frequently than is the custom now — supplanting the prepared paper\nwhich at best is always inadequate for pedagogic purposes in skill-building\nfields.\n\nA\n\nDEMONSTRATION\n\nHAROLD\n\nH.\n\nSMITH,\n\nOF\n\nEDITOR\n\nOF\n\nTRAINING\nTYPING\n\nCOMPANY,\n\nFOR\n\nTYPING\n\nPUBLICATIONS,\n\nNEW\n\nYORK,\n\nN.\n\nGREGG\n\nSKILL\n\nPUBLISHING\n\nY.\n\nHarold H. Smith presented some of his theories on the teaching of\nspeed skills in typing. Mr. Smith said that rapid, accurate writing can be\nattained by application of correct technics other than those used under the\ntraditional method. He stated that the beginner is capable of attaining\ngreater speed and accuracy in a given time than was heretofore thought\npossible thru teaching him letter combinations in four- and five-letter\nwords, in phrase groups, and in sentence drills. These groupings were to\nbe done in unison in slow metronomic rhythm, the leader and the class\nspelling as they write. This is to be followed by rapid, smooth-flowing\nrhythm, first demonstrated by the teacher for sound pattern and then\ndone by the group.\nMr. Smith then proceeded to demonstrate with a group of persons vary¬\ning in training from those who had but two weeks of previous training,\nthose who had two, three, and four semesters of training, up to and includ¬\ning such expert typists as Hortense S. Stollnitz and George L. Hossfield.\nPLACEMENT\nALFREDO\n\nMUNIZ,\n\nPROBLEMS\nPROFESSOR,\nRIO\n\nIN\n\nPUERTO\n\nUNIVERSITY\n\nPIEDRAS,\n\nP.\n\nOF\n\nRICO\n\nPUERTO\n\nRICO,\n\nR.\n\nBusiness teachers in Puerto Rico are really interested in preparing their\nstudents to meet community requirements. Out of the twenty-three high\nschools in the island, nine offer a business curriculum.\nThe b usiness teacher has to prepare stenographers able to produce cor¬\nrect transcripts in both English and Spanish and bookkeepers who are able to\ntranslate into Spanish the knowledge acquired in a class conducted in\nEnglish.\nThe\n\ntask of placing graduates does not fall among\n\nthe duties of the\n\nschool or of any other governmental bureau. We have no private place¬\nment offices where they can go for assistance in finding a position. In\nsome places teachers make it their obligation to help the graduates find\npositions. However, these teachers and graduates have many problems to\nface. The average businessman is satisfied with the rather poorly prepared\n\n"}
{"page": 422, "printed_page": null, "text": "418\n\nNational\n\nEducation\n\nAssociation\n\nproduct of the private business school. Therefore\nopportunities for employment are few.\n\nBUSINESS\nMARIE\n\nEDUCATION’S\n\nNEWMANN,\n\nMUTUAL\n\nLIFE\n\nPRODUCT\n\nPERSONNEL\n\nDIRECTOR\n\nINSURANCE\n\nCOMPANY,\n\nOF\n\nsalaries are low\n\nIN\nTHE\n\nand\n\nBUSINESS\nNORTHWESTERN\n\nMILWAUKEE,\n\nWIS.\n\nTeachers and personnel managers have as a common objective the suc¬\ncessful participation of young people in business. Business has the advantage\nof being able to select the most promising applicant, but schools must try\nto make successful workers out of all the material presented to them.\nSelection for business positions is based on preparation and personal quali¬\nfications combined. The poorer student is apt to make a less desirable\nworker than a good student ; but the student with the highest grades is\nnot always the best clerical worker. Tests are useful as a tool of selection.\nThe development of the beginner into an effective worker involves careful\nmeasurement\n\nby fair standards, strengthening weak points in his perform¬\n\nance, and furnishing an incentive to increased effort. Business education’s\nproduct is tested in the market by the personal impression that he makes,\nhis cooperativeness and adaptability, the degree of supervision that he\nrequires, and the speed and accuracy of his performance.\nSTANDARDS\nH.\n\nG. SHIELDS,\n\nIN\n\nASSOCIATE\n\nUNIVERSITY\n\nOF\n\nBUSINESS\n\nEDUCATION\n\nPROFESSOR\n\nBUSINESS\n\nCHICAGO,\n\nOF\n\nCHICAGO,\n\nEDUCATION,\n\nILL.\n\nThere can be little dispute as to the need for standards in business edu¬\ncation which would be widely accepted by all workers in this phase of\neducation. Classroom teachers need clear statements of standards, not to\nrigorously encircle their own activity, but rather to mark out definitely\ntheir own training programs and the directions in which they wish their\nstudents to go. This applies both to the technical and the general fields\nin business. Classroom teachers need it for comparative purposes in order\nto judge the effectiveness of their own instruction by comparison of their\nclassroom unit with colleagues in their own school systems as well as in\nother places.\nThe school administrator is even more in need of some statement of\nstandards in business education. It is often true that the high-school prin¬\ncipal or school superintendent is untrained as far as business education\nis concerned and knows little as to what to expect in the way of achieve¬\nment in business classes. It is entirely possible for the general school\nadministrator to be able to judge with a reasonable degree of accuracy the\nadequacy of his program in general education. Ordinarily this is not true\nin the field of business education, altho this field may be a very large part\nof his own school system. The ideas of standards may in his mind be a\nmatter of accident, chance meetings, and fleeting impressions. Even if the\n\n"}
{"page": 423, "printed_page": null, "text": "Department\n\nof\n\nBusiness\n\n419\n\nEducation\n\nmajor problem of the effective education of business students were not an\nissue, the mere cost of business education in some school systems makes\nnecessary an effective body of standards for the school administrator.\nBecause of these considerations the University of Chicago conference\non business education decided last year to change the nature of its\nconference plans to establish, as an accompanying conference develop¬\nment, a Work Committee whose task it would be not to establish stand¬\nards in business education but rather to initiate thinking in the field so\nthat those agencies, whose primary function it is to judge school standards,\ncould be properly aided by this beginning effort. As a result of the ex¬\nchange of the experiences of members of the Work Committee, a docu¬\nment which represented a beginning step in the establishment of a hand¬\nbook of standards in business education was produced in 1939. Again in\n1940 this statement has been refined and enlarged. In general, it offers\na series of guiding principles in six major areas affecting business education.\n\nTHE\n\nOCCUPATIONAL\n\nHOWARD\n\nY.\n\nMC\n\nCLUSKY,\n\nYOUTH\n\nADJUSTMENT\n\nASSOCIATE\n\nCOMMISSION,\n\nNo one will deny that an emergency\n\nDIRECTOR\n\nOF\nOF\n\nWASHINGTON,\n\nTHE\n\nYOUTH\nAMERICAN\n\nD. C.\n\nexists. It represents a distinct chal¬\n\nlenge to the nation’s thirteen hundred vocational and technical schools and\ncolleges with their staffs of experienced instructors and administrators.\nTheir facilities for defense training should be used to the maximum\nto supplement\n\nthe work\n\ncapacity\n\nof federal youth agencies, and should work, when\n\nthe local situation warrants, on a twenty-four hour basis, to aid in the\nenormous task of developing the trained workers who are essential if our\ndefense program is to be expedited efficiently and economically.\nWe must not forget that we still have four million unemployed\nand that during the past decade there has grown\n\nyouth,\n\nup a generation of young\n\npeople, a very large proportion of whom lack work skills and work ex¬\nperience. This group, almost a forgotten generation, must be trained and\nequipped to play a useful part in this time of stress.\nSchools should not only make every possible effort to uncover the occu¬\npational potentialities of individual students but should adjust school\ncurriculums to the economic and occupational realities of our time. The\nvarious steps to coordinate education effectively with national needs include :\nCommunity programs of occupational research, participated in by all agencies\nconcerned with the occupational adjustment of youth, to determine the needs of the\nlocal labor market\ntional planning.\n\nand the types of training required\n\nas a basis for local educa¬\n\nRealistic vocational guidance in the schools, commencing at the junior highschool level, when possible under the direction of existing personnel and when\nsuch trained personnel is not available, by the addition of trained guidance officers\nto the faculty.\nInstitution of courses in vocational training to meet\nclosed by occupational research studies.\n\ncommunity\n\nneeds\n\nas dis¬\n\n"}
{"page": 424, "printed_page": null, "text": "420\n\nNational\n\nEducation\n\nAssociation\n\nDevelopment of special placement services for new workers, either in the school\nor in local public employment agencies, where vocationally significant information\nconcerning the individual applicant will be on file when job opportunities in the\nlocal labor market are available.\n\nIn the case of far too many young people, job-getting is essentially a\ntrial-and-error procedure. Too many youth enter our complex and often\nbewildering labor markets with an attitude toward their occupational\npotentialities that is compounded of wishful thinking and incomplete in¬\nformation. Studies of the American A outh Commission have revealed that\nmore than five times as many young people want to work in the professionaltechnical fields as are now employed in these fields. The great majority,\nencouraged by both parents and teachers, express the wishful hope that they\nmay some day enjoy the dubious boon of wearing white collars while they\nwork. If we are to enjoy the benefits of an efficient economy, we must find\nways and means of cultivating in youth an intelligent understanding of\ntheir job possibilities and limitations.\n\nSECRETARY’S\n\nMilwaukee,\n\nREPORT\n\nWisconsin\n\nJune 30-July 4\nFew would deny that the 1940 convention was the best in the history of the\nDepartment. Under the foresight and leadership of President Frances Doub North,\na program of such variety and interest was arranged as to appeal to the most\nexacting. There were sectional meetings covering all business subjects, depart¬\nments, and curriculums. Special notation should be made of the enthusiastic reception\ngiven the shorthand and typing demonstrations.\nSeveral meetings of the executive board were held, at which current and future\npolicies of the organization were discussed.\nAt the general meeting the Department was honored with the presence of John\nCallahan, state superintendent of public instruction of Wisconsin; W. W. Theisen,\nassistant superintendent of Milwaukee\nthe Honorable Carl F. Zeidler.\nThere\n\nwere\n\nmany\n\nevidences\n\nschools; and\n\nof increased\n\nMilwaukee’s\n\nDepartment\n\nyouthful mayor,\n\ninfluence as was\n\nseen by\n\nan all-time record registration with members having come from most of the states\nand from Puerto Rico and Canada. All meetings were well attended and un¬\nprecedented enthusiasm and untiring interest were shown.\nVernal H. Carmichael, national membership director, reported a membership for\nthe year of 4202.\nUnder the direction of our most capable editors, Edwin A. Swanson for the\nNational Business Education Quarterly and Clyde E. Rowe for the National Busi¬\nness Education Nezvs, four copies of each publication were issued and were heartily\nreceived by the members.\nThe Department officers are proud of the phenomenal growth in the professional\nspirit of its members. This growth is attributable to the splendid leadership and\nguidance of our most capable president, Mrs. Frances Doub North, and the co¬\noperation and loyalty of the officers and executive board members.\nThe officers take this opportunity of recording their appreciation of the unique\nefficiency of the local committee directed by Lenys A. Laughton of the Milwaukee\nVocational School. All arrangements were made and duties performed with dis¬\npatch and finesse.\n\n"}
{"page": 425, "printed_page": null, "text": "‘Department\n\nof Classroom\n\nTeachers\n\n"}
{"page": 426, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof classroom\n\nNOTE\n\nteachers\n\nheld its first session at 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, 1922:578; 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 1940-41 are: president,\nMrs. Mary D. Barnes, 223 Summit Road, Elisabeth, N. J .; vicepresi¬\ndent, Marjery\n\nAlexander,\n\nBox\n\n64, Charlotte, N. C.; secretary,\n\nMrs.\n\nEleanor F. Edmiston, 2928 33d Street, San Diego, Calif.; director ex\nofficio, Elphe K. Smith, Tigard, Ore.; regional\n\ndirectors:\n\nNorth¬\n\neastern, Mabel Studebaker, 426 E. 10th, Erie, Pa.; Southeastern, Katy\nV. Anthony, Richmond, Va.; North Central, Harold H. Blanchard, 411\nCitisens Bank Building, South Bend, Ind.; South Central, Florence B.\nReynolds, 6820 North 24th Street, Omaha, Nebr.; Northwestern, Mary\nE. Bond, Purnell Apartments, Bellingham, Wash.; S out hive stern, Wilbur\nW. Raisner, 419 Munich Street, 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\n1915:1161-1178\n1916: 637- 652\n1917: 615- 622\n1918: 381- 390\n1919: 375- 392\n\n1920:343-356\n1921:399-406\n1922:683-692\n192 3:569-620\n1924:460-499\n\n1925 :365-402\n1926 -.393-424\n1921:353-390\n1928:325-352\n1929 -.335-368\n\n[422 ]\n\n1930 :293-308\n1931:359-392\n1932 -.303-336\n19 33:327-356\n1934:313-344\n\n1935:285-310\n1936 :195-218\n1931:225-244\n1938 :403-422\n1939 -.423-442\n\n"}
{"page": 427, "printed_page": null, "text": "MILWAUKEE\nREPORT\n\nAND\n\nELPHE\n\nK.\n\nMEETING\n\nRECOMMENDATIONS\nSMITH,\n\nCAPITOL\n\nHILL\n\nOF\n\nSCHOOL,\n\nTHE\n\nPRESIDENT\n\nPORTLAND,\n\nORE.\n\nelected\nnewly already\nDepartment\nas I stoodan before\nyear agoI pledged\nOnepresident\nouttheprojects\nto carry as\neffort\nearnest the\nbegun by the Department, and to work for the improvement of the teach¬\ners’ status in the United States. A secondary goal of our association was\ncooperation, which is not only a professional virtue, but is a correlative\nof the teacher’s economic advancement.\nI realized at that time, and I have never forgotten it since then, that\nthe work of such an association as ours does not change with each admin¬\nistration. Education is a continuous function of all society. It always has\nbeen and it always will be. The tasks associated with education have been\ncontinuous ones — changing their names perhaps from time to time as old\nfashions went out and new fashions came in, but never really changing\ntheir inner nature. The problem of making the child into a competent adult\nhas become more complex as civilization itself has become more complex, re¬\nquiring more highly trained teachers and a greater expenditure of money\nfor equipment, laboratories, recreational facilities, shops, etc. ; but at the\nbottom, the requirements were the same — sympathy for child life, under¬\nstanding of its problems, and a more elaborate study of child psychology\nand the way he used his mind.\nIt was for the purpose of securing the kind of education and opportunities\nneeded for each generation that our organization was really founded. Our\norganization may seem interested primarily in the welfare of the teachers,\nbut unless we as teachers can demonstrate to the world that our major\ninterest is the better and more scientific education of the children of America,\nthen nothing our organization can do for the teachers will be very lasting.\nAnd may I say right here that such a task as this is too great for your\nofficers to undertake alone. Even discovering and pointing out the wisest\nway in which to achieve our highest ideals is too great a task for your\nofficers. The job is one for our entire Department, every state and city\nofficer and every member of every teaching corps.\nThe new Constitution of the Department of Classroom Teachers has\npermitted an extension of services. In order to serve his region best, each\nregional director was requested this year to use his own initiative and\nresourcefulness to provide the maximum professional service to the class¬\nroom teachers of his region, to cooperate with the state directors in presenta¬\ntion of the work of the Department and the National Education Associa¬\ntion, to promote Institutes of Professional Relations, and to hold at least\none conference in his region.\nTwo regional conferences were held this year — one at Kansas City,\nMissouri, for the south central region, and the other at Yale University\nfor the northeastern region. Both contributed much to the professional\nand social life of the teachers of these sections and received splendid co[423 ]\n\n"}
{"page": 428, "printed_page": null, "text": "424\n\nNational\n\nEducation\n\nAssociation\n\noperation from administrators and teachers of the states included in these\nregions. A third one for the southwestern region was to have been held in\nFlagstaff, Arizona, but was postponed after plans were well under way\nowing to the serious illness of the director.\nAs your president, I attended the Hull Conference on Cultural Rela¬\ntions in Washington, D. C., in November, was a member of the panel on\n“Administrative Problems in the Schools” at the national meeting of the\nProgressive Education Association, attended the meetings of the Educa¬\ntional Policies Commission, and this spring spent two days in Washing¬\nton, D. C., at the meeting of the American Council on Education. These\nare just a few experiences which I have enjoyed.\nIt is my privilege this year to invite the teachers of our nation to attend\nthe first educational conference sponsored by the Department of Class¬\nroom Teachers. We have every assurance that we shall have a fruitful,\ninspirational two weeks’ educational feast at Northwestern University.\nGroup leaders who are classroom teachers will serve as members of the\nstaff of the university during certain periods of this conference. This is\nbut a beginning. With almost a million teachers we should soon be having\nat least three such conferences. There should be one in the East, the Middlewest, and the West.\nBefore I surrender my office, I should like to say a few words on edu¬\ncation itself. It may be my last chance to make those words nationwide.\nLet your minds\neducation. Who\n\nrange back four hundred years to the beginning of free\nstarted such education? It was the work of Calvinists.\n\nThey believed in a Sovereign and Eternal God. Schools were literally\nBible schools so that men might be able to read the word of God. What\nfollowed ? The nations took over the task of providing people with the\ntools of learning — reading, writing, and arithmetic — the famous three R’s.\nThe secular schools were interested in facts ; the Church, in persons and\nin the interpretation of those facts for the formation of character. Now\nwhat happened ? Education has come to be an instrument of the political\npolicy of governments — beneficial where that policy was liberal and ethical ;\ntragically harmful where that policy was autocratic and dastardly. Those\nnations which have decreed themselves sovereigns over all life want a cer¬\ntain kind of citizen. They decide to make that sort of citizen. They usurp\nthe power of the Church. They set themselves to control the total life of\nyouth. To them there is no Immortal Life in man. There is only a National\nLife — a race life. These states will fashion youth’s whole life in the state’s\nown image. The result may be seen in the battle now raging in Europe.\nThere is no such thing as academic freedom where the state is supreme.\nEducation becomes a mere branch of power politics. These governments\nofficially lay down as axiomatic that the function of teachers is not to teach\ntruth, but to teach what lies in their purpose — to indoctrinate principles\nwhich will support their vast assumptions and to develop citizens who\nwill serve those purposes. They want\nhere. Democratic\n\nno type of education such as we have\n\neducation makes people easy to lead to good purposes,\n\n"}
{"page": 429, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\n425\n\nTeachers\n\nbut difficult to drive — easy to govern, but impossible to enslave. That is\nour challenge.\nWe as teachers must awaken to the great importance of keeping our\nwork free from the power politics that would make us teach hatred instead\nof love, inequality instead of equality. To do that we must do everything\nwe can to instil loyalty to the principle of democracy. We should be cog¬\nnizant of the opportunities before us to spread the principles of devotion\nto our form of government and to promote a greater appreciation of the\nopportunities found only in our democracy.\nTherefore my first recommendation is that we make our organization\nso strong and of such high standard that all the people of this country will\ncome to know and respect it and will give to our schools their fullest support.\nSecond, I recommend that each region make a definite effort to de¬\nvelop new leadership. No leader can function without the help of every\none of his followers. Neither can the followers function without the leader.\nThe present unhappy situation in Europe is a tragic illustration of this\nvery fact. The disasters which the democratic nations are suffering at this\nminute have come about because of inadequate leadership. They are endur¬\ning their present torture because in the past their leadership has been\ninterested in its own economic class, not willing to surrender any part of\nits control into the hands of younger, more vigorous people.\nWhat is true in the larger international arena is equally true of every\nmodern institution. All leadership tends to grow old and set in its ways.\nAlmost without knowing it, an organization becomes dead on its feet be¬\ncause its head has gone to sleep. And so what every organization needs is\na constant and continuing effort to develop new leaders, more capable\nleaders, younger leaders, leaders more responsive to the needs and demands\nof a new day. Therefore, I believe that our organization should make\nevery effort to encourage\n\nenrolments, to encourage\n\nyounger\n\nteachers to\n\nrun for office and to help them, if necessary, to attend our national con¬\nventions and become better acquainted with our problems.\nThird, I recommend that a study be made of ways by which the De¬\npartment of Classroom Teachers may have a more definite means of identifi¬\ncation. We are an organization made up of a special group in the educa¬\ntional profession, with distinct problems and playing an important part\nin the entire educational program. We have the largest membership of\nany educational division in the profession. We should become an identifiable\nunit using our strength and our interest in education for the special benefit\nof the classroom child and the classroom teacher.\nWho\n\nis it that really stands on the firing line of education? Who\n\nthat really tries out all the new\n\nideas and technics which come\n\nis it\n\nunder the\n\nname of modern education? Who is the one best able to testify concern¬\ning the success or failure of any process in education? Who should be in\nthe best position to point out mistakes and offer suggestions for improve¬\nment? Who but the classroom teachers? They come into firsthand contact\nwith the children. It is their contact with the mind and soul of the child\nthat causes fundamental\n\neducation to take place.\n\n"}
{"page": 430, "printed_page": null, "text": "426\n\nNational\n\nEducation\n\nAssociation\n\nIf all this is true, then the Department of Classroom Teachers, or rather\nthe individual members within that Department, should be heard in the\ncouncils of education. We classroom teachers should write more and pub¬\nlish more. We should be heard and read in every educational convention\nand every educational publication. We have the talent and the ability.\nWhat we lack is the courage and the effort. We do need money to finance\nour own activities and our own organizations, but we need more what\nnewspaper men call a byline — and that is a constant stream of educational\narticles by Jane Smith or Mary Brown, classroom teacher.\nAnd fourth, 1 recommend that we continue to work for federal support\nfor schools and for general welfare of teachers — not alone for teachers in\nactive service, but especially so for teachers now on, or about to be on, the\nretired lists. I have been interested for many years in the organization of\nlocal and statewide retirement and pension systems.\nNow as my year draws to a close, I wish to express my gratitude for the\nconfidence that has been shown and the ready, willing, and able coopera¬\ntion that I have received from our parent organization, the officers of the\nDepartment, the membership, and from the many others who have so\nkindly assisted me. I wish to acknowledge the loyalty, devotion, and interest\nof the membership, and I hope that our efforts shall ever be directed to\npreserve and to promote the cooperative spirit that has prevailed. I hope\nthat thru this united effort greater things will be made possible in the\nfuture. Humanity has a long road to perfection but we can make our prog¬\nress certain if we glorify service as part of our character.\nNEWS\nLYMAN\n\nBRYSON,\n\nIn much\n\nAS\n\nIT\n\nAFFECTS\n\nEDUCATION\n\nDIRECTOR, PEOPLE’S PLATFORM, COLUMBIA\nSYSTEM, NEW YORK, N. Y.\n\nof our discussion of modern\n\nBROADCASTING\n\neducation we talk of the need to\n\nenlarge the student's world. We want him to live in a world that is as\ncomprehensive as we can possibly make it and we want him, with our\nhelp, to understand that world as well as he can. One of the things we\nhave to teach him is how to use the modern means of communication. We\nwant him to know how to discriminate between useless and valuable infor¬\nmation, between honest and dishonest public talk, and how to tell truth\nfrom lies.\nYouth takes radio, motor car, newsreel, and picture magazine as the\nsimple necessaries of life. We might do well to be as nonchalant and treat\nthe radio as one of the commonplace gadgets that become wonderful only\nwhen it is used with brains and goodwill. How shall we use it? For\nwhose benefit? And who shall decide what is good or bad? A young student\nshould be introduced to these matters of public policy as he is taught to\nthink straight about other public questions. There is more than public\npolicy involved, however. We need to guard the public interest in the great\ncommunications industries and we need to prepare the citizens of tomor¬\nrow to be fastidious consumers\n\nof these offerings. The\n\nvalue of any instru-\n\n"}
{"page": 431, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n427\n\nment of mass communication to our cultural and social life is going to be\naffected most by the success of our schools and the success of our teachers\nin training the next generation to exercise wise judgment on what is\nprinted, pictured, and broadcast.\nWe need a new generation trained to resist the demagog and the alarmist,\nto bring a more just sense of values and a more accurate gauge of prob¬\nable truth to stand against the immense new powers of mass appeal. These\nforms of communication are mass phenomena; they have little to do with\nexceptional persons. Classroom education is also a mass phenomenon. So\nin the classrooms of America will be created the attitudes toward all those\nstimuli that will compel them to bring us not evil but good.\nWe have a great chance to help the young person of today to learn dis¬\ncrimination in the esthetic and cultural uses of mass communication. He\nis growing to maturity in a world where there is more accessible good music\nand drama than any world has ever had before. We will be missing one\nof our greatest opportunities if we do not prepare him for acquaintance\nwith the arts and full enjoyment of that phase of his existence.\nI do not believe that facts are important because of their age nor un¬\nimportant because they have to do with recent events or have only recently\nbeen discovered. Neither this nor the contrary belief that things are signifi¬\ncant because they are new has any real foundation. Things are important\nonly so far as they mean something in our lives. It is possible, of course,\nto make a narrow and provincial interpretation of that doctrine, just as\nit is possible to be fascinated by the concise patterns of the past and to\nimagine significance in what is only logically complete. I am not advocating\nthe extreme of indifference to history on the one hand or a snobbish con¬\ntempt for the merely recent on the other. If history is ever to be a social\nscience, it must find some way of determining what facts, out of all that\nhas happened\n\nin the past and all that is happening today, are of real im¬\n\nportance as a basis of principle.If all this is true, a great instrument\n\nof mass communication\n\nlike the\n\nradio has among its most important uses the possibility of telling young\npeople what is at any moment going on around them. There are other\nways, of course, to acquaint students with current events. Nothing will\never supplant the newspaper, periodical, or book in providing accurate\nfacts about current affairs and useful backgrounds of explanation.\nIt is a false contrast to oppose reading to other forms of experience as\nif people who can enjoy books never enjoy direct experience. There is,\nin fact, some evidence to support the idea that young people of eager minds\nwho are alert to catch meaning and value in their direct experience are\nlikely to use books to feed the same intellectual hungers. And when we\nurge the full and inventive use of other means of communication, such\nas the radio, we do so partly because these other media are excellent stimuli\nto more reading, not a substitute for it.\nAs compared with the cinema, the radio must appeal more to the imagi¬\nnation because it has only the sense of hearing for a channel to the mind.\nIt has the advantage, however, of coming more immediately after the\n\n"}
{"page": 432, "printed_page": null, "text": "428\n\nNational\n\nEducation\n\nAssociation\n\nevent; in some cases the broadcaster can be present at the event itself and\nout of this the student gets a sense of participation. There are reasons to\nbelieve also that our imaginations can be aroused by sound alone in ways\nnot open to the media that appeal to other senses.\nThe proper use of the radio, especially the news broadcast, will enlarge\nthe student’s world. It will teach him that history is a living thing. It is not\nnecessary to point out that this is preparation for responsible citizenship.\nThe proper study of current events, using the radio and all other media,\ncan give a student a much sharper realization that all things have their\nbeginnings, a stronger sense of the genetic relation among events. It is\nnot only that we want our young people to avoid the mistakes of think¬\ning that history is only what has happened to people long since dead, that\neconomics is a science of remote and completed actions, and that politics\ntoday has no connection with politics of yesterday. We do want to avoid those\nmistakes. We want to make all the social sciences and arts an organic\npart of our cultural pattern with the present and the past an unbroken con¬\ntinuity. But still more we want the social sciences, and the study of the\narts as well, to have life in the minds of our children as the possibilities\nout of which the future must come. There are many teachers who seem\nable to give vitality to the past and show that today was born of yesterday,\nbut still cannot make a young person feel that these things he is now learn¬\ning are the raw material out of which he and his generation must make\nwhat is coming next.\nIn this country we have no doubt allowed too much vulgarity and cheap¬\nness to clutter the air. In our news broadcasting we have succeeded more\nfully than in any other phase of broadcasting in maintaining a high level\nof educational responsibility. Still more, our news broadcasting is in itself\nthe crucial test of our willingness to deal in truth. If our use of the radio\nhas sometimes declined to triviality, it has not often descended to lies. The\nmisuse of news broadcasts for the deception and bewilderment of the people\nis exhibited for us in Europe in tragic plenty. If the American system\nis never to be used for such purposes, it will be in large measure because\nthe classroom teachers have taught the young\ndemand truthfulness and how to detect lies.\n\npeople of the country to\n\nI think we realize that mere scattered and unorganized\neducation. To\n\ninformation is not\n\nbe of educational value, it must be made\n\nsystematic and\n\npertinent to large significant patterns of thought. A thoroly mature per¬\nson can demonstrate his maturity by his capacity to organize his own obser¬\nvations into useful systems. On the secondary level the ability to organize\nnews and current information into patterns of meaning is one of the\nchief skills that the students are trying to acquire.\nA teacher cannot be satisfied merely to urge upon students the need to\nunderstand as well as to learn what is going on in the world. It is not\n\nenough to provide background and interpretation for the current events\nwhich are the raw material at hand. Any teacher in the areas of social science\nwhere current events are important should be able first to point out the sig-\n\n"}
{"page": 433, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\n429\n\nTeachers\n\nnificance of a piece of news and also to show explicitly and clearly the kind\nof thinking by which the teacher himself arrived at understanding.\nA good teacher will show the student how to put new facts in order, how\nto resist the effect of distortion that is necessary to the presentation of facts\nas news. We do not mean to criticize the news reporter when we point out\nthat his professional concern is not primarily with facts as such. He is\nconcerned with facts as news. And these are different because something\nthat happened\n\nyesterday is better news\n\nthan something\n\nthat happened\n\na week ago, altho the event which is a week older may, in the long per¬\nspective, be much more important. News reporters, whether using print\nor radio waves, are skilful in making what has just happened appear to\nbe of first-rate significance in terms of novelty. It is for the teacher to\ndemonstrate how perspective can be maintained. It is evident that the\nteacher's responsibilities and his methods in dealing with news as the doc¬\numentary material of classroom work are much the same as in dealing with\nanything else that can be so used. However, there is some danger that teach¬\ners will not note the differences, few but important, that distinguish cur¬\nrent news from other kinds of material. They may fail to see its virtues\nor its dangers. The dangers are almost entirely in matters of perspective.\nTeachers worn* too much about being remote from the world. The world\nis pressing on us from all sides and schools should be places where things\nare given their real values.\nOn\n\nthe other hand, there is danger that teachers will not take full\n\nadvantage of the great awakening power that is at hand for their use.\nThe radio, as we have seen in the news broadcast, is an immense extension\nof man’s senses and his range of thought. A teacher can use it to bring the\nstuff of history in the making into the classroom and the great world in\naction into the lives of his students. And the sharp dramatic experience of\nwhat goes on in the world in action is a stimulus to the effort by which\nlearning and understanding are achieved.\n\nTHE\nALLEN\n\nA.\n\nFUTURE\n\nSTOCKDALE,\n\nOF\n\nLECTURER,\n\nMANUFACTURERS,\n\nAMERICA\nNATIONAL\n\nNEW\n\nYORK,\n\nASSOCIATION\nN.\n\nOF\n\nY.\n\nAmerica has seemed safe so far away from forces that wage war that\nit seems strange to be wondering about the future of America and whether\nfreedom and democracy, as we have known and loved them, will survive.\nWhile it may seem that a dictator is more immediately effective, we must\nremember that the desire for personal liberty is the thing that really will\nsurvive. It is time to ask not alone what America will do for her youth, but\nalso what a trained, loyal, patriotic youth will do for America.\nYouth can contribute greatly to those forces of education and legislation\nwhich will keep government from hindering industry and business from\nrendering their full mission to society in expanding and providing jobs\nfor the thrift}* and eager who\n\nwant\n\nto work. The\n\nxUmerican way\n\nis one\n\n"}
{"page": 434, "printed_page": null, "text": "430\n\nNational\n\nEducation\n\nAssociation\n\nof free and competitive enterprise. It is a great system that puts personality\nat the center, freedom as the atmosphere, work as the secret of progress,\nand true and just rewards as the stabilizing satisfactions and the enabling\nforces of continued and perfected efforts to better standards of more\nveloped living.\n\nde¬\n\nNo economic planning authority could have foreseen, planned, and or¬\nganized such an amazing industrial progress as has been that of America in\nthe last century. It could and did happen because of conditions of wide\nopen invitation to all genius, inventive ability, organizing capacity,\nmanagerial skill, and the dependability of character produced by freedom\nof education, religion, and creative initiative. Dictatorship would have\nlimited participation of thought and effort. Regulation and regimentation\nwould have killed initiative. The state, supreme over the individual, would\nhave resulted in politics instead of progress.\nIn the American\n\nfree enterprise system you find working\n\nthe good of the people of the nation, the Henry\n\nFord\n\ntogether, for\n\nbusiness, owned\n\nby three, and the General Motors Corporation, owned by 375,755 stock¬\nholders. In a democratic society the entire group of automotive industries\nhas aimed for big volume, mass production, and low unit costs. The beauties\nof nature, the benefits of open air, the thrills of travel, with resultant good\nhealth, have come to the American people because Ford has been free to\nmake his cars and set them rolling over the lovely land filled with happy\nhumanity.\nIt would seem that free, competitive enterprise, connected with educa¬\ntion, free religion, and creative initiative, has been a blessing to the masses\nof people, enlarging and enriching their lives. Recent scientific research\nreveals that under our democratic form of life workers over forty years of\nage are valued in business and industry because of their experience, loyalty,\nand dependable\n\ncharacter. They\n\nare not imprisoned for political opposi¬\n\ntion, shot in the blood purge of so-called treason, or inhibited and regi¬\nmented by jealous, egotistical, and selfish power-loving dictators.\nOur government may justly make some rules for our free enterprise\ngame, but government,\n\nin a democratic society, does not go into competition\n\nwith those who, for the good of society, play the game fairly and interest¬\ningly. Our American system of free enterprise is far more than just a way\nof doing business. It comprehends\n\ngood sportsmanship; gives free play to the\n\nlaws of supply, demand, and competition ; develops discipline, character,\nand initiative ; raises the standard of living ; and improves the morale of\nthe people. Free enterprise, at its best, must be entirely free — free from\nmonopoly, private and governmental ; free from government control and\nintimidation ; and free from price and production control. In American\ndemocracy the people tell the government\nernment telling the people what to do.\n\nwhat to do instead of the gov¬\n\nIn the world today the battle is on between two ways of life. A choice\nis demanded between two roads to a better world — one road is coercion\nand the other is education.\n\n"}
{"page": 435, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n431\n\nThe road to the better world is found in the conception of educa¬\ntion. This is the road that American democracy has chosen. Along this high¬\nway thru the years of American life are found the joys, triumphs, and\nenduring satisfactions of American democracy. Democratic society believes\nin preachers and teachers of universal truth and the soul and mind libera¬\ntion of the ideals of the fact-crowded universe.\nBreak down your conception of education and you will find joy and satis¬\nfaction in thinking along three rewarding lines. First, in education you\nfind the discovery, preparation, and release of personality, surprises in\nobscurity, triumphs under the limitations of poverty and handicaps, the\ninspirations of the luxuries of struggle, and the stability of society in the\ncharacter created by the lure of vision, the dynamics of hope, the disciplines\nof work, and rewards of honest struggle.\nIn our American democracy almost 25 percent of the population are\nsomehow connected with education, either as pupils or teachers. In England\nit is 16 percent, in France and Germany\n\n13 percent, and in Italy 12 percent.\n\nFreedom from the unlimited quest for truth is found on the road of educa¬\ntion. Some time ago, when 27,000 Boy Scouts camped in the heart of the\nnation’s capital, they found themselves between the George Washington\nMonument and the Lincoln Memorial. The two greatest American voices\nthat spoke to them were the silent voices of George Washington and Abra¬\nham Lincoln. The one was from a man whose initiative was from the\ncountry estates of a wealthy gentleman and the other from a man whose\ninitiative was from the handicaps of obscurity and the limitations of poverty.\nThe path of truth was open to both and the call to liberty and service rang\nin the souls of both.\nThe\n\nsecond line of thought in education is in the use of psychological\n\ntechnic — a wide and varied adjustment to the talents and powers of indi¬\nviduals — not the misfits of arbitrary orders of the dictators, not the privi¬\nleges of pets and the prosperity of patronage, but the freedom to demon¬\nstrate, the good fortune to be appreciated, and the harmony processes of\ndiscrimination that come from the good psychology of true education.\nThe third line of thinking in choosing education as the road to the better\nworld is the sound foundation of free religion — not creed, denomination,\nand the differences of theological definitions, but the abiding attitude of\nallegiance to a mind greater than human and a Creator and Ruler of the\nuniverse. A dictator who travels the road of coercion dares not recognize an\nallegiance to a power higher than himself. He\n\nthereby limits procedure to\n\nthe wisdom,\n\nand selfishness of the mere\n\nhuman.\n\nand judgment\n\nDemocratic\n\nto the arrogance\n\nsociety, under\n\nthe guiding truths of free education,\n\ncan be unified by the allegiance of pure religion to the One who rules over\nall, resulting in a cooperation with Divine plans for the higher good of all.\nReligion is recognition of the areas of reality that must be entered\nby faith. The greatest scientists and educators say that there are frontiers\nof scientific procedure where humans must stop in the handling of dis¬\ncovered scientific laws. But at those frontiers men discover their lives\n\n"}
{"page": 436, "printed_page": null, "text": "432\n\nNational\n\nEducation\n\nAssociation\n\nare still incomplete and they desire to enter the areas of experience that\nare opened by the powers of national faith and divinely inspired courage.\nHistory shows us the cycles of rising and falling dictators. Experience\nreveals the collapse and chaos of the failures of man-made schemes and\nthe cruel rulings of selfish tho powerful persons. Democracy, with free\nenterprise and competition, gives us a record of 150 years of American con¬\nstitutional government where business and industry, thru the freedom\nand cooperation of educated individuals, have produced a nation of better\nhealth, better living and working\nwith higher wages to buy them.\n\nconditions, more\n\nIn a world torn by war and dictatorship, Americans\n\nof life’s good things,\nlive at peace and in\n\nfreedom. In America the people have faith in constitutional, representative\ndemocracy, in free enterprise, and in civil and religious liberty. A system of\nfree enterprise is essential to America’s greatness. The American citizen\nwants an opportunity to earn the necessities of life and the comforts and\nluxuries that go to make life richer. The achievements of American industry\ncommand the admiration of the civilized world. Our American industrial\nsystem makes possible the kind of management that can secure a coordinated\nuse of the combined character, intelligence, and intimate understanding of\nthe men and women who know most about their own individual jobs.\nIn contrast to the American\n\nsystem of free enterprise stands planned econ¬\n\nomy — the system employed in every totalitarian state with resulting politi¬\ncal dictatorship. Such dictatorship requires controls which can be attained\nonly by complete surrender of individual freedom and the concentration of\nboth the political and economic power in the hands of a single individual or\npolitical group. Government in the broad interests of society must be one\nof law and not of man. It must be guided by established principles — not\narbitrary action. All government regulations must be designed to stimulate\nand not to stifle the efforts which are made by all elements of the national\neconomy — which definitely includes industry. The entire burden of em¬\nployment cannot be laid upon manufacturing because less than 25 percent\nof those gainfully employed in the nation are normally employed in\nmanufacturing.\nIndustry is frequently misunderstood in its relationship to workers. It\nought to be remembered that industry stands for the freedom of the worker\nto choose how his case shall be presented in connection with collective bar¬\ngaining and its benefits to the worker. Industry believes that the employee\nshould have the right to join any labor organization he wishes, or none at\nall. So definitely is industry related to democracy\nroll turnover is the sweetest song of the land.\n\nthat the song of the pay¬\n\nMany people fear the word “capitalist,” failing to realize that a capitalist\nis anybody who earns and saves more than he spends. In the United States\nthere are 44,528,914 savings bank accounts. There are 65,000,000 people\nholding 141,000,000 life insurance policies. There are 18,000,000 who\nhold securities of business in America, many of them workers in industry.\nIndustry stands for peace, not war, and warns continually against\n\n"}
{"page": 437, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\n433\n\nTeachers\n\nprofiteering, which means the taking of an emergency to make prices out\nof proportion with cost of production. Confidence is needed in our day to\nbring idle money to investment for the creation of new industries and\nthe provision of tools and jobs for the willing workers of our nation.\n\nFIRST\n\nSTUDY\n\nNorthwestern\n\nCONFERENCE\n\nUniversity,\n\nJuly\n\n8-19, 1940\n\nThis conference was organized to give teachers an opportunity to make\na cooperative analysis of significant educational problems and to help teach¬\ners to prepare themselves more adequately for leadership in classroom and\ncommunity.\n\nThe general theme was “Problems\n\nof Public Education\n\nDemocracy.”\nThe conference offered an interesting and valuable program\n\nin a\n\nof varied\n\nactivities. Lectures, panels, and forums were arranged for the general meet¬\nings. Six study groups were organized under the direction of leaders and\neach group formulated its program of activities in terms of interests and\nneeds. The general plan for each day included : one general meeting and\none group session and visits to demonstration schools; for the morning,\nexcursions to interesting social projects, and consultation sendees and pic¬\ntures in the afternoon. The evening program offered movies, lectures, and\nsocial activities.\nThere were 138 classroom teachers in attendance. The\n\nSchool of Educa¬\n\ntion of Northwestern LTniversity offered every possible facility for earn¬\ning out the program, and the faculty cooperated to the fullest to make the\nconference a success. It was the consensus of all who were in attendance\nthat a similar conference should be held each summer.\n\nSECRETARY’S\nMilwaukee,\n\nMINUTES\nWisconsin\n\nTuesday, July 2, 1940\nThe meeting was called to order at 2:15 p.m. by the president, Elphe K. Smith.\nAll officers were present.\nThe chairman of the Rules Committee, Julia E. Sullivan, gave her report and\nmoved its acceptance. The motion was seconded and carried.\nMiss Smith introduced Mrs. Meloric Bamburger, parliamentarian. Mrs. Mary\nD. Barnes moved to dispense with the reading of the minutes of the San Francisco\nmeeting. Motion was seconded and carried.\nMrs. Harriet R. Lawyer, chairman of the Constitution Committee, read the pro¬\nposed amendment to Article 4, Section 4, of the Constitution which called for the\nelection of the regional directors by the teachers present from their respective regions\nrather than from the country at large. Mrs. Lawyer moved that the amendment be\nadopted. A rising vote was taken, and the motion for adoption was carried 146\nagainst 60. As this was a two-thirds majority the amendment was declared adopted.\nMrs. Lawyer then presented another amendment relating to the transfer of West\nVirginia from the north central region to the southeastern region, and moved the\nadoption of this amendment. Motion was seconded and carried.\n\n"}
{"page": 438, "printed_page": null, "text": "434\n\nNational\n\nEducation\n\nAssociation\n\nMrs. Lawyer moved that the Bylaws be made\nConstitution. Motion was seconded and carried.\nA\n\nmotion\n\nwas\n\nmade\n\nby Leonore\n\nHalliday\n\nto conform\n\nto the changes\n\nin the\n\nof Cincinnati, Ohio, that a liberal\n\ncommittee be appointed by the new president to define the term “classroom teacher”\nand that the names of the committee be published in the next issue of the News\nBulletin.\nPearl Donoho, chairman of the Elections Committee, read her report and moved\nits adoption. Motion was seconded and carried.\nNomination of officers was the next order of business. The following were\nnominated: president — Mrs. Mary D. Barnes, Elizabeth, New Jersey; vicepresident,\nMarjery Alexander, Charlotte, North Carolina, and Harold Templeman, Cedar\nRapids, Iowa; secretary, Eleanor F. Edmiston, San Diego, California, and Gertrude\nRoberts, Huntington, West Virginia; northeastern regional director, Anna Masterson, Lowell, Massachusetts, and Mabel Studebaker, Erie, Pennsylvania; south¬\nwestern regional director, Wilbur Raisner, San Francisco, California, Charles\nGardner, Bountiful, Utah, and R. H. Ganoung, Tucson, Arizona.\nThe meeting was adjourned at 3:45 p.m.\nAnna\n\nWednesday,\n\nJ. Masterson,\nSecretary.\n\nJuly 3, 1940\n\nThe meeting was called to order at 2 p.m. by the president, Elphe K. Smith, who\npresented her report and recommendations.\nA motion was made by Frances Jelinek, seconded and discussed, that the part of\nMiss Smith’s report relating to social security be deleted. Motion\nEmily Tarbell moved that the paragraph relating to separate\nMotion was seconded and carried.\nThe reports of the following committees\nfiled as follows:\n\nwere\n\ncarried.\ndues be deleted.\n\nthen given, received, accepted, or\n\nProfessional Relations, chairman, Clyde D. Cochran. Report read and ac¬\ncepted.\nTeacher Education, chairman, Mrs. Mary D. Barnes. Report read and\naccepted.\nPolicies, chairman, Mrs. Mary Ralls Brisbin. Report read and filed.\nCooperation with American Teachers Association, core committee member,\nMildred Babcock. Report received and filed.\nCode of Ethics, core committee, member, Kathora Remy. Report received\nand filed.\nResolutions, chairman, Harold Templeman. Mr. Templeman moved the\nacceptance of this report. The motion was seconded and then thrown open to\ndiscussion.\nMrs. Johanna M. Lindlof of New York moved to substitute in this report the\nstatement in the N.E.A. resolutions in regard to war for that made in this report.\nMotion was seconded and carried. The report as amended was then accepted.\nA motion was made by Mr. Hoover of Pennsylvania that it shall be the duty of\nthe regional director of the region in which a director is to be elected to call\ntogether members of his region on the first day of the convention to make recom¬\nmendations for candidates for director to be nominated at the first business session\nof the Department\n\nat the annual\n\nmeeting.\nAnna\n\nJ. Masterson,\nSecretary.\n\n"}
{"page": 439, "printed_page": null, "text": "435\nDepartment\n\nof\n\nREPORT\n\nRULES\n\nBusiness Session, Tuesday,\n1. Call to order\n\nOF\n\nClassroom\n\nTeachers\n\nCOMMITTEE\n\nJuly 2\n\nThe president shall take the chair\n2. Order of business\nReport of Rules Committee\nMinutes of San Francisco meeting\nReport of Constitution Committee\nReport of Elections Procedure Committee\nNomination of officers.\nBusiness Session, Wednesday,\n1. Call to order\n2. Order of business\n\nJuly 3\n\nPresident’s report and recommendations\nReports of other officers\nReports of committees:\nProfessional Relations\nTeacher Education\nPolicies of the Department\nRetirement\nMembers of Core Committee\nResolutions.\n3. Election of Officers\nBallot boxes will be open from\n\n12 noon\n\nGENERAL\n\nto 4 P.M.\n\nRULES\n\n1. Recognition\nNo member shall be granted permission to speak more than once on the\nsame subject until all other members who wish to have spoken; and no\nspeaker shall occupy the floor for more than three minutes at a time unless\npermission is granted by majority vote.\n2. Resolutions and motions\nAll resolutions, including those contained in reports of officers, boards, and\ncommittees, and the report of the Resolutions Committee, shall be submitted\nin writing before they are voted upon. All motions must be submitted in\nwriting.\n3. Nominations\nThere shall be not more than one nominating speech and one seconding\nspeech for any one candidate. Nominating speeches shall be limited to three\nminutes and seconding speeches to two minutes each.\n4. Election\na. Election shall be by ballot on July 3, 1940, at Plankinton\nfrom\n\n12 noon\n\nHall. Polls open\n\nto 4 p.m.\n\nb. The soliciting of votes for any candidate shall not be permitted within\ntwenty feet of the area reserved for registration of those wishing to vote\nand no campaign literature shall be given out in the corridor leading to\nthe meeting hall. This rule must be observed.\n5. Rules of Order\nThe rules contained\nassembly in all cases.\n\nin Robert’s Rules of Order, Revised, shall govern\n\nthe\n\n"}
{"page": 440, "printed_page": null, "text": "436\n\nNational\n\nEducation\n\nAssociation\n\nPROPOSED\n\nBUDGET\n\nFOR\n\n1940-41\n\n1. Contingent fund .\n2. Regional conference and field work of officers .\n3. Convention expenses .\n\n$1,100.00\n4,400.00\n3,000.00\n\n4. Local clerical expenses for officers — postage, clerical help .\n500.00\n5. Salary for executive secretary .\n2,500.00\n6. Printing including News Bulletin, folders, stationery .\n1,200.00\n7. N.E.A. office expenses, including mailing room service,\nsupplies, postage, and telegrams .\n500.00\n8. Committee expenses .\n200.00\nTotal .\n\nCHANGES\nThe\n\nfollowing changes\n\nwere\n\nIN\n\n$13,400.00\n\nCONSTITUTION\n\nproposed\n\nand adopted:\n\nArticle IV, Section 4 (old) — The officers shall be elected by secret ballot by the\nmembers present and voting at the annual meeting.\n(As amended) — All officers shall be elected by secret ballot at the annual business\nmeeting. The president, vicepresident, and secretary shall be elected by all members\npresent and voting. The six regional directors shall be elected by the members from\ntheir respective regions only who are present and voting.\nArticle VI — The state of West Virginia was\nregion to the southeastern region.\n\nCHANGES\nThe\n\nfollowing amendment\n\ntransferred\n\nIN\n\nBYLAWS\n\nto the Bylaws\n\nis proposed:\n\nfrom\n\nthe north central\n\nArticle II — Elections. Section 2. Insert the word “secret” after the word “by” in\nthe first sentence. Delete the period at the end of the section and add, “according to\nthe procedure outlined in Article IV, Section 4, of the Constitution.”\n\nRESOLUTIONS\nThe Department of Classroom Teachers of the National Education\nrecommends the following considerations for classroom teachers:\nI. The\n\nAssociation\n\npresent emergency:\n\na. The\n\nDepartment\n\nof Classroom\n\nTeachers\n\npoints out that peace is the normal\n\nstatus among nations and that educational systems should continue to pro¬\nmote the ideal of peace among men. At the same time, the Department\nstrongly advocates such preparedness as will make the United States fully\nable to defend itself.\nb. Since education is essential to the maintenance of democracy, the Depart¬\nment insists that the defense needs of the country can and must be met with¬\nout injuring youth by interrupting normal and necessary educational services.\nThe ultimate line of national defense is to be found in the loyalty, intelligence,\nhealth, technical skill, self-discipline, and character of the citizens, and\nin the regimentation of youth characteristic of totalitarian systems.\n\nnot\n\nc. The Department of Classroom Teachers strongly condemns subversive\npropaganda which seeks to undermine our democratic ideals. Schools should\ncontinue to turn the searchlight of truth on alien ideologies so that Americans\nmay know wherein democracy is superior. This same search for truth will\nenable us to locate weaknesses in and to strengthen our democracy.\n\n"}
{"page": 441, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\n437\n\nTeachers\n\nd. The Department advocates the full protection of the liberties guaranteed\nto all citizens by the Bill of Rights, at the same time recognizing the principle\nthat liberties are preserved only by the acceptance of accompanying re¬\nsponsibilities. Democracy cannot be successfully defended if these essential\nelements are abandoned.\ne. The Department of Classroom Teachers urges all teachers to redouble\ntheir efforts to develop in every youth an active, intelligent, and profound\nloyalty to American ideals.\n\nunderstanding and cooperation\nthe combination and expansion\n\nbetween the peoples of the Americas,\nof this spirit of American friendship.\n\nurges\n\nIII. Citizenship Recognition Day: The Department commends the practice of con¬\nducting recognition ceremonies for new voters and naturalized citizens.\nIV. Public relations: The Department of Classroom Teachers recommends the\npromotion of public relation departments created by school systems and\nteacher associations to interpret to the public the needs and accomplishments\nof our schools.\n\nendorses\n\nthe Institutes of Professional\n\nRelations\n\nfor training teachers in the\n\nfollowing professional relations — teacher-stud\nent, teacher-profession, and\nteacher-public\n.\nII\nIn.\nter-American friend\nship: The Departme\nnt, rejoicing in th\ne increasing\ntion Association\n.\n\nV\n\n.\nInstitutes of\nProfessional\n\nRelations: Th\ne\n\nDepartment\n\nof Classroom\n\nTeachers\n\nV\n\nI\nThe Depar\nt.\nment hear\ntily endor\nses\n\nthe 1940 p\nlatform of\nthe Nation\nal\n\nEduca¬\n\n"}
{"page": 442, "printed_page": null, "text": "O'\n\n"}
{"page": 443, "printed_page": null, "text": "‘Department\n\nSchool\n\nof\n\nElementary\n\n\"Principals\n\n"}
{"page": 444, "printed_page": null, "text": "9\n\nHISTORICAL\n\nThe\n\ndepartment\n\nof\n\nelementary\n\nganized 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 1940-41 are: president,\nIsabel Tucker, Festus J. Wade School, St. Louis, Mo.; first vicepresi¬\ndent,\n\nIrvin\n\nA.\n\nWilson,\n\nWalters, Harrison\n\nLa\n\nGrange,\n\nSchool, Cedar\n\nIII.; second\n\nRapids, Iowa;\n\nLester J. Nielson, Granite District, Salt Lake\npresident,\n\nLaura\n\nE.\n\nKellar,\n\nvicepresident,\n\nAtwater\n\nthird\n\nMarjorie\n\nvicepresident,\n\nCity, Utah; fourth\n\nSchool,\n\nShorewood,\n\nvice-\n\nMilwaukee,\n\nWis.; fifth vicepresident, Florine H. Howes, Central School, Mamaroneck, N. Y .; executive secretary, Eva G. Pinkston, 1201 Sixteenth\nStreet, Washington, D. C.; executive committee: Arnold Gregory,\nRaupp School, Lincoln Park, Mich, (term expires 1941); Sarah L.\nYoung, Parker School, Oakland, Calif, (term expires 1942); Elizabeth\nR. Malcolm, Truman Street School, New Haven, Conn. (term expires\n\ndivision, Herbert C. Hansen, 1045 N .\nNebr.; life membersh\nip\ndivision,\nrelation\nAvenue, Chicago, III.; professi\nLockwoo\nd\ns\nonal\nMason A. Stratton, Brighton Avenue School, Atlantic City, N. J.\nThis Department meets twice each year, in February and in July. The\nOmaha,\n\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 are\nfound 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\n192 8:375-410\n1929:391-424\n1930:333-366\n\n1931:433-466\n1932:377-406\n19 33:395-422\n1934:387-408\n1935:349-378\n\n4\n; Robe3\nrt H. E\n[ 440 1\ndga)\nr, Bedfo\n9\nrd Schoo\nl, Pitts\n4\nburgh, P\n4\ncertif\na. (te\n)\nica\n\n1936:239-266\n1937:279-304\n19 3^:423-452\n1939:443-476\n\n"}
{"page": 445, "printed_page": null, "text": "MILWAUKEE\n\nMARGARET\n\nMEETING\n\nUNDERSTANDING\n\nTHE\n\nL.\n\nOF\n\nWHITE,\nPUBLIC\n\nSUPERVISOR\nSCHOOLS,\n\nCHILD\n\nELEMENTARY\n\nCLEVELAND,\n\nENGLISH,\n\nOHIO\n\nWE want organized subjectmatter and the integrated personality.\nThe\n\nchild is more important than any single fact or group of facts\n\nor skills. This point of view is ably stated by Travis, who says, “We are\nnot interested in speech defects alone, but in speech defectives.”\nMany school children are not meeting situations successfully, nor are\nthey growing toward emotional maturity. This points to our need for\nadapting subjectmatter and school routine to meet the needs and personal¬\nities of children. The only basis that an individual has for developing atti¬\ntudes and formulating habits is experience. This implies that schools must\nsupply experiences for children which are vital, rich, and varied. Further¬\nmore, experiences must meet the personality needs of children and in this\nway avoid antisocial behavior. Too often education is thought of only in\nterms of learning facts and skills based on the logic of subjectmatter rather\nthan on the logic of childhood experience. It is not implied that this is\nundesirable in itself, but doing this well will not insure the maturing of\ncharacter and integration of personality.\nSpecifically, many children learn to read too early. Some children would\nbe saved confusion and failure if the formal phases of reading were delayed\nuntil the gap between the home and school environment has been bridged\nand the child has more concepts, experiences, and a larger oral vocabulary\nto bring to his reading. Possibly we are concerned too early with the\n- growth and development of the child in a particular subject. Checking and\nanalyses are essential in education as in any activity, but do we begin this\nchecking and testing too soon?\n\nTHE\nCARROLL\n\nPRINCIPAL\n\nR. REED,\n\nISTRATORS;\n\nAND\n\nAS\n\nPRESIDENT,\n\nAN\n\nEDUCATIONAL\n\nAMERICAN\n\nSUPERINTENDENT\n\nOF\n\nASSOCIATION\nSCHOOLS,\n\nLEADER\nOF\n\nSCHOOL\n\nMINNEAPOLIS,\n\nADMIN¬\nMINN.\n\nIf we are going to discuss the subject of the principal as an educational\nleader, we should first start with the fundamental thesis that the school\nexists for the children and that the communion between the teacher and\nthe child is the reason for this complicated modern\n\nschool system. The\n\nele¬\n\nmentary-school principal who protects and improves this relationship be¬\ntween pupil and teacher is making the most effective and important con¬\ntribution to the school system. In accepting this task the principal must\nhave large responsibility and limit it to work out a program accepting\nthese fundamental objectives.\nI want to give you an outline of my idea of the qualities that make\nan elementary principal a real educational leader.\n[ 441 ]\n\n"}
{"page": 446, "printed_page": null, "text": "442\n\nOrganization\n\nNational\n\nEducation\n\nof the school — Good\n\nAssociation\n\nschool organization\n\nincludes assigning\n\nof teachers, analyzing the load, and giving to each teacher the maximum\nopportunity for carrying on in the classroom according to his ability and\ninterest. This would include classification of pupils on the basis of ability\nand interest, together with a close check on the progress of the pupil ;\nspecial attention must be given those who have difficulty in adjusting them¬\nselves. In accepting these aims the principal should be acquainted with mod¬\nern education and must be able to keep records. There is nothing that\ncauses more irritation and discussion in an elementary school than records,\nbut I am convinced a school cannot be run successfully without them. It\nis possible to ask a teacher to spend too much time on records, yet a certain\namount of bookkeeping about a pupil helps us to form an opinion and to\nevaluate the abilities and interests of each particular child.\nAdministration — This\n\nis a big word,\n\nfor a multitude\n\nof duties consume\n\na great deal of time and also interfere with other duties which have to do\nwith the improvement of instruction. A few years ago in Minneapolis we\nmade a careful study of the time consumed by principals in various duties\nand discovered that 40- percent of the total time was used for adminis¬\ntrative duties. This raises the question which has been much discussed\nas to whether the principal shall be an educational leader or just a “trouble\nshooter.” This has to do with maintaining of school buildings, discussing\nproblems with the janitor, administration of attitudes, problems of dis¬\ncipline, safety measures, school patriotism, making a schedule for visiting\nteachers, disposing of health problems, cooperating with the charity societies\nin relief of needy families, and financing equipment. It is in this field\nthat the principal needs clerical assistance. There is no use expecting the\nprincipal to have background and personal qualities and then ask that\nperson to spend the majority of his time in clerical work. If help cannot .\nbe secured, the only solution is in carefully budgeting the principal’s time.\nAltho every superintendent of schools realizes the difficulty of following a\nset schedule, it is helpful for the superintendent or principal to have one.\nSupervision — In every school system\n\nof the country\n\nwe\n\nare facing the\n\nproblem of decreasing income. In attempting to adjust school expenditure\nfor this decreased income, the question of reducing supervision from the\ncentral office is always questioned. This expenditure, while it is of the\nutmost importance and is visioned very highly to the layman, has been\ncalled overhead cost and seems to be a legitimate place for making a saving.\nAfter a careful study of the situation, we have been able to reduce central\nsupervision by eleven people. I am not advocating such arrangements. It\nhas been a question of meeting an emergency which has been faced in\nprobably every city. There are cities where principals have little to say\nabout supervision of the building. I maintain the principal should be re¬\nsponsible. A certain amount of supervision is necessary to provide unity\nin the school system. Most schools believe in line and staff organization.\nThe school principal is the line officer in the school system and as such\nshould be held responsible. He is in command of the building, and he should\nkeep his orders in accord with modern\n\neducational theories with the superin-\n\n"}
{"page": 447, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n443\n\nPrincipals\n\ntendent and his central staff. He is directly responsible for the educational\ncampaign in his district. Supervisors are special officers of the superintendent\nin making policies relating to the superintendent. They are experts to whom\nthe superintendent must look for assistance in the matter of advice, but\nwhen the supervisor enters the school building he comes under the jurisdic¬\ntion of the principal of that school and should not change any of the policies\nwithout the knowledge and consent of the principal. On the other hand,\nthe principal has no right to thwart the policies in a school system.\nCommon sense and* the understanding of teamwork must be present. The\npurpose of supervision is the improvement of instruction, and in bringing\nthis about the principal should accept the responsibility for discussing the\nplaces where improvement is necessary and then call upon the supervisor\nfor assistance. Such assistance cannot be formed by visitation. Beginning\nteachers need more than the usual amount of help. Recently we asked a\ngroup of teachers if they welcomed\n\nsupervision and asked what\n\ntheir dif¬\n\nficulties as beginning teachers were. The replies were: “I don’t know how\nbest to proportion time and make my classroom efficient.” “I am expecting\ntoo much from my pupils and not getting the results I desire.” “I find it\nhard to get children to take responsibility and do things themselves.”\n“Supervision has helped me; it has pointed out the weak places in my\nsystem.” “It has cured me of talking too much.”\nThe principal who accepts his responsibility must visit the classes. We\ncan rate teachers as good, poor, indifferent, and superior, but it is difficult\nto put it on a qualitative basis. I think we have arrived where supervision\nis an attempt to help the teacher and of course it must make use of all the\nagencies — teachers meetings, visiting classes, curriculum planning, standard\ntests, and every other known device that comes along to make supervision\nmore efficient.\nThe principal may accept the problem or solve the problem of lighten¬\ning the teaching load by (a) taking care of discipline cases promptly, and\n(b) by preventing or reducing interference of daily routine of teachers.\nThat goes for the board of education and superintendent’s office also.\nTeachers must be protected from the unwarranted attacks of unreasonable\ncritics.\nFriendliness\n\nand\n\nteamwork\n\namong\n\nteachers — This\n\ncan be promoted\n\nby\n\nmaking arrangements for hall and lunchroom duties, by distributing stu¬\ndent activities so that the work may be clearly divided, and by avoiding\nlong, uninteresting teachers meetings at the close of a day’s work. There\nare two other fields in which I think the principal can prove himself an\neducational leader: (a) The principal and teacher should be willing to con¬\ntribute to the professional growth of the school system. It means a certain\namount of school studying and reading. It means joining professional organ¬\nizations. If there is ever a time when teachers should be organized, it is\nright now. (b) In the school system and community there is need for\ndeveloping responsibility for the whole school system. All principals should\nloyally accept and support any measure that brings a gain for the system\nas a whole, even if it means a loss for his own school. Every principal is\n\n"}
{"page": 448, "printed_page": null, "text": "444\n\nNational\n\nEducation\n\nAssociation\n\nfaced with this vital problem of a decrease in the school’s enrolment. Such\nproblems must be faced and solved for the benefit of boys and girls. The\ntrue educational leader is willing to cooperate in solving these problems\nand in forgetting his own\nas a whole.\nThe\n\nschool’s problem\n\nand working\n\npruicipal as a public relations expert — We\n\npublic relations. We\n\nfor the school\n\ntalk a good deal about\n\nhire reporters and write newspaper\n\narticles, but the\n\ngreatest and most effective advertising is the efficient elementary-school\nprincipal, for he is right there in the district, and the system is made up of\na collection of districts. If you can make the people happy about the school\nand look to the school as a center of their life in the community, and if you\ncan become the judge, the policy maker, and in some cases the clergyman\nof the district, you are doing the most effective job that can be done for\nthe school system.\nADJUSTING\n\nJ. MURRAY\n\nTHE\n\nLEE,\n\nCURRICULUM\nTO\nTHE CHILD\n\nASSISTANT\n\nPROFESSOR\n\nWISCONSIN,\n\nOF\n\nMADISON,\n\nTHE\n\nCAPACITY\n\nEDUCATION,\n\nUNIVERSITY\n\nOF\n\nOF\n\nWIS.\n\nThere are twTo ways to plan a curriculum. We can start it with subjectmatter which we think can be considered by the child as a progression from\nGrades I to VI and take that subjectmatter and break it up into six pieces —\none to be covered in each grade, and then if we look over field after field\nwe can sew each field together so we will have sort of a crazy-quilt pattern\nand that will represent the curriculum. The second approach is to look at\nboys and girls, find out what we can about the way they grow, about the\nway they develop, and about their social and personal needs ; then we can\nselect activities and experiences which will aid this process of development.\nI know we shall need it one place or the other as far as our school practices\nare concerned today. They represent a mixed picture.\nWe have done a lot recently in looking at boys and girls and finding out\nwhat they need and we have modified our school practices. For instance,\nin our first and second grades we realize growth in quantitative thinking\ndoes not come about in memorization of hundreds of educational facts.\nWe have moved them out of those grades and have substituted thinking\nfor boys and girls. We have postponed reading for many. It is the\nneed of the boy and girl which should determine what should be done\nin the school.\nI am starting with the second method of constructing an elementaryschool curriculum and looking at the needs of the boys and girls, and am\nasking you to think about the implications of the statements you naturally\nhave practiced in your schools. What do we know about boys and girls?\nThis process of growth is one of continuous development and that exists\nin all phases of growth. We want to keep that in our thinking as a pri¬\nmary principle which will guide us in planning learning experiences for\nchildren.\n\n"}
{"page": 449, "printed_page": null, "text": "Department\n\nImplications\n\nof\n\nElementary\n\nfor physical growth — The\n\nSchool\n\nPrincipals\n\n445\n\nsize of a boy or girl is apt to\n\naffect personality. A thin, small boy will react in certain ways because of\nhis size. A youngster needs a balanced program of rest and exercise, yet\nin how very few schools we provide for that. In the kindergarten we do\na fine job, but when\n\nthe child goes into the first grade he is in a different\n\nworld and we forget that he needs rest and exercise. How can you arrange\na daily program to take care of that? There are several patterns of growth\nwhich we need to take into consideration. We know a child is farsighted\nuntil he is about seven years of age and has not reached his full develop¬\nment until that time, yet we start him out on the very closest job of read¬\ning. We know certain facts about muscle control — that up to the second\ngrade the youngster should be using his large muscles and should not be\nendeavoring to use very fine muscles, which usually develop from Grades\nIII-VI. Yet look at the activities we require of boys and girls in school\nand see how we are violating this rule of health.\nWe seldom think about the differences in the growth patterns of children.\nAuthorities tell us that by the end of the second grade the girl is actually\none year older than the boy, for she is a year closer to her final develop¬\nment, and by the end of the eighth grade is two years older. What are\nthe implications of that? We are continually placing boys and girls in com¬\npetition and expecting the same type of performance from them.\nW e know something about intellectual development. Let us discuss\nthe problem of growth and reasoning ability. We know there is considerable\nreasoning ability in evidence when the youngster enters kindergarten. Recent\nresearch has shown that reasoning ability increases with age. Increased back¬\nground, experience, and training is more important than maturation and\nintelligence. It is our problem to provide instruction and experience which\nwill lay the foundation of reasoning and thinking.\nDevelopment\n\nin language — The\n\namount\n\nof vocabulary\n\ndepends\n\non the\n\nchild’s environment. We realize our problem in the elementary school is\none of increasing that vocabulary. Studies have shown that with very\nyoung children the factor which has the greatest relationship to the size\nof the vocabulary is the composite of the environment in which the child\noperates. The school must give a wealth of concrete experiences. It must\nfurnish the child with sufficient opportunities and motivation so that he\nhas a real experience in using language to the best of his ability. Language\nmust be recognized as a unit. How foolish it is to discuss diagnosis in\nreading, language, and spelling as separate problems to be studied in their\nown areas. It is easy to show that there is a vast amount of relationship\nbetween\n\nthese phases of language and that more\n\nfrequently than not the\n\nstudent’s difficulty will lie in the elements common to all phases of language\nrather than being due to the mechanics which are unique to one phase of\nlanguage. The language development of the individual certainly should\nrevolutionize our practice in educational diagnosis. We try to increase the\nyoungster’s reading ability thru mechanical means, when\nyoungster needs is a rich environment in which to live.\n\nthe thing the\n\n"}
{"page": 450, "printed_page": null, "text": "446\n\nNational\n\nEducation\n\nAssociation\n\nSocial development — We know that the instant the youngster enters\nschool he has a total new situation to which he must become adjusted.\nHe has to become adjusted to others. We recognize that in our kindergar¬\nten program. In many cases when the boy enters the first grade without\nkindergarten we pay no attention to that. Our gap between kindergarten\nand first grade is entirely too wide. See what type of social difficulties are\ndeveloping in the first grade which did not exist in the kindergarten. As\na parent I want my youngster to come from the elementary school as a\nwell-adjusted individual. That is more important to me than if he learns\nfacts or skills. I would much rather see my youngster in the first grade\nmaking good social adjustment to the group than I would being able to\nread ten words a minute more than he would have been if the program\nhad stressed some other factor.\nIn the first grade boys and girls work in small groups which change from\ntime to time. By the fifth grade it is possible to develop an allegiance to\nthe class as a whole and the gang now forms an important part in the\nchild’s life. We can plan our activities so that we plan that ability of the\nyoungster to participate as a member of the group. The school has the\nresponsibility of filling in and completing environment lacks.\nMoral judgment — Moral judgment develops more in the elementaryschool age than any other age. The boys and girls are beginning to develop\na sense of fairness and fair play. Boys and girls are reaching high-school\nage with no civic consciousness. This result cannot be laid at the door of\nthe high school solely. We must realize that moral judgments develop\ngradually, as do all other phases of growth, and that in the elementary\nschool we have a responsibility for providing for these.\nIt is necessary for every child to have success of some form. Too easy\nand constant success is a danger, as is constant failure. The curriculum\nmust be constructed so that it can provide for the child that is not keeping\nup with the rest of the group. Many people who term themselves realists\nsay that if a child cannot successfully compete in school with his class¬\nmates neither will he face failure afterwards, so he may as well learn to\nface it in school. The first fallacy in this point of view is that failure begets\nfailure just as success begets success. Another fallacy is that while the\nbusiness world does far from a perfect job of vocational guidance, by\nand large, people obtain jobs fairly well suited to their abilities and the\nday laborer might well be able to successfully compete with his fellow\nlaborer on the job.\n\nAnother factor is related to the need of increasing self-direction and in¬\ndependence of action. These are necessary to give self-confidence and to\nhelp the child establish himself in his own eyes. We must plan our school\nprogram so that we can provide some measure of success in those activities\nthat children term worthwhile, and so that we can provide for friendship\nand develop increasing self-direction and independence of action.\nOur race to preserve democracy within our country needs to be as rapid\nas our race to protect democracy from foes without our country. We have\nseen people the world over trading freedom for security. In the last month\n\n"}
{"page": 451, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n447\n\nwe have seen our own country suddenly become defense conscious. We\ncannot wait for a gradual evolving program to develop which will better\nmeet our needs. The program must be speeded up. Work needs to progress\nalong two lines. First, we must improve the problems or subjectmatter to be\nstudied. Second, we must change the technic of learning and the method\nof teaching. It is necessary that children have an opportunity to practice\ndemocracy in the classroom, that there is a development of responsibility\nfor the individual, that there is a willingness to share common interests\nand concerns, and that they have an opportunity to apply intelligence to\nthe solution of their most pressing problems.\nThese beginnings of democratic understanding and democratic partici¬\npation must begin in the elementary school. Growth in these factors is of\nthe same type as other factors. It is gradual and expanding. To begin it\nis the job of the elementary school. The elementary school must be set up\nas a democratic institution. It is no longer the beautiful line and staff\norganization.\nAs we have looked at the child and studied his needs we\n\nsee that there\n\nis no conflict between the type of program which we need to provide to\nmeet his needs and the type of program which a democratic system requires\nus to provide to attain its goals. It should be very clear that better attempts\nto meet the needs of children will provide for much better training\nin democracy than has our traditional classroom concerned solely with\nthe mastery of fact rather than development\npation.\nTHE\n\nMODERN\n\nE.\n\nMC\n\nT.\n\nSWAIN,\n\nof understanding\n\nSCHOOL— A WORKSHOP\nCITIZENSHIP\nASSOCIATE\n\nPROFESSOR\n\nUNIVERSITY,\n\nOF\n\nIN\n\nEDUCATION,\n\nEVANSTON,\n\nand partici¬\n\nDEMOCRATIC\n\nNORTHWESTERN\n\nILL.\n\nThe moral function of the school is to help boys and girls learn how\nto live more adequately with others. Building the desires and procedures\nto seek continuous improvement in social living is, as I see it, citizenship.\nWe cannot teach citizenship by the direct method. Our errors in character\neducation should reveal the shortage in teaching by imposed patterns and\nrequirements. Our job is to strive in every way to provide a school environ¬\nment of social experiences out of which each child interprets, learns, and\napplies the values in democratic citizenship. The quality and meanings of\nthe child’s citizenship represent the accepted learnings found in school and\nhome life. The child learns his citizenship as he lives it and observes it\nlived by us. Ritualistic patriotism provides a faulty foundation for demo¬\ncratic citizenship. To force a child to salute the flag does not guarantee\nintelligent citizenship or patriotism. We must help the child learn to respect\nand be loyal to the flag and our American way of life by demonstrating\nthe cherished values of each in our daily living. No individual or nation can\nrise higher than the quality of citizenship lived daily in association with\nothers.\n\n"}
{"page": 452, "printed_page": null, "text": "National\n\n448\n\nEducation\n\nAssociation\n\nAs we face physical or social danger or as we are required to experience\ncomplex problems and tensions in social living, we tend to increase our\nconcern\n\nabout the behavior or citizenship of other people. Today\n\nwe\n\nare\n\ndiscouraged by the fall of democracy in many countries in Europe. Should\nwe not give reflective attention to what may be emerging in America by\nour failure to seek solutions to many crucial social problems here?\nThe\n\nfailure of democracy\n\nin certain European\n\ncountries can be traced to\n\nthe low quality of democratic citizenship practiced by all persons. The\nchief enemy to American democracy is homegrown, not a foreign variety.\nWe can be influenced to use the tragedy in Europe as an escape for facing\nsocial reality at home. Internal disintegration comes more from malpractice\nin democratic citizenship than from foreign invasion. Our\nAmerican\n\ndemocracy\n\nbest defense for\n\nis a united, intelligent attempt to solve our internal\n\nproblems and conflicts.\nToday we are witnessing the extensive development of a military program\nfor defense. Enormous appropriations are being made for instruments of\nwar. Citizenship must be built from different material — improved social\nideals, values, and the desire to live democratically. As educators, should\nwe not concern ourselves with the probable consequences of an extensive,\nexpensive military program\n\nfor children, citizens, and education? What\n\nare\n\nthe inevitable outcomes of a military environment? War fear, war prac¬\ntices, and war instruments may produce significant changes in our concept\nof democratic citizenship. The role of the soldier may be accepted to be\nmore important than that of the teacher or the citizen. In no way do\nI wish to reflect upon the value and importance of our army or navy.\nHonesty demands\n\nthat we view the relations and effects of the interrelated\n\ninstitutions in our society. It is my conviction that the real dangers to\nAmerican democracy are internal in origin, rather than invasion by foreign\nfoes. The strongest Fifth Columnist in our country is the complacent,\nuninformed citizen who fails to practice the quality of democratic citizenship\nhe professes. Problems are emerging more rapidly than we are able to find\nadequate solutions. We cannot use fear of invasion as an escape from facing\nthe demand\n\nto seek a solution to such problems as unemployment,\n\nsocial\n\nand racial intolerance, unjust economic inequalities, and selfish individual¬\nism. Social intelligence and applied democratic citizenship are the most\neffective weapons\nAmerica.\nToo\n\nmany\n\nto safeguard and extend democracy\n\nas a way\n\nof life in\n\nchildren conceive the school to be a great climbing process.\n\nThey start in the kindergarten and if they are promoted\n\nthere is something\n\nsocially important about it. If they are retained, there is the stigma that\ngoes with it. The higher they go the more education becomes a process\nof accumulated social practice. Have you ever examined the American cul¬\nture? We must place education above the ritual approach. I am urging\nthat we help children conceive the school to be a social family in which\nthe welfare of all members is as important as the welfare of individuals.\n\n"}
{"page": 453, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n449\n\nI saw in the Chicago Tribune this spring a picture of a kindergarten\nclass all dressed up, even a diploma. This is the exploiting of children to\nmeet the desires of parents and some teachers. You and I in the classroom\nare not offering the school for the children. We are trying to relive our\nlives thru our children. If it were not true we would not be so concerned\nabout imposing standard patterns upon them. If school is the laboratory\nfor citizenship, the development of creative minds must come before subjectmatter mastery. Is it the learning of factual information so you can give\nit back on paper when somebody asks you? Scholarship is social, not sym¬\nbolic in terms of grading. Children are born into this world without a mind,\nwith potentialities to discover a mind. Let us see what we are doing in\ndeveloping a creative mind. What do children know? This is important, but\nmore important is what children are working toward. Yet you will find\na standardized course of study and it tells you what a child in the fifth\ngrade will do unless a change is made in the course of study. How can we\nsay we are interested in the development of democratic citizenship and yet\nbuy a copy of the same book for a group of forty children in one room?\nI believe in textbooks, but not in the way they are used. If they cause a\nchild to feel he gets his education out of a textbook, something is wrong.\nSocial responsibility and authority are essential elements in intelligent\nliving. Democracy demands that each individual recognize and respect the\nfunction of authority and social responsibility. We cannot give children free¬\ndom. Children and individuals have to earn their freedom by demonstrating\ntheir ability to exercise responsibility. The more education we have the\nless freedom we possess to consider our acts apart from the welfare of others.\nWe must help children to learn that authority is a fundamental part of\neducation. It takes an artist teacher for a group of children to learn that\nresponsibility and social authority emerge from group endeavor. The\n\ntest\n\nof a teacher’s contribution in the area of authority is not what, happens\nwhen he is in the classroom, but what happens when the teacher leaves\nthe classroom.\nThe principal is a leader, not an administrator. Why have we put ad¬\nministration above teaching? Teaching is far more important. Unfortu¬\nnately, in too many schools, administration is considered more important.\nI am not criticizing the principal. I am criticizing the concept. The principal\nis a teacher first and then an administrator. The principal tries to encourage\nthru leadership, tries to lead by helping each individual teacher and pupil\nfeel a sense of belongingness. When a principal practices democratic citizen¬\nship with teachers we shall have a different situation in the classroom. When\nthe community grants to teachers the right to live citizenship, we shall have\nboys and girls ready to apply this concept in their daily lives. The child is\nthe only reason for our work. He lives in his world and we can\nhelp him build a better world thru our actions rather than thru our\nwords. A child thinks what he accepts inside and he accepts what he\nfinds to be valuable in terms of his goal. As the school serves as a laboratory\nin applied democracy, the child or pupil will be encouraged\nmotivated to learn thru living democratic citizenship.\n\nand properly\n\n"}
{"page": 454, "printed_page": null, "text": "National\n\n450\n\nPUBLIC\n\nRELATIONS\n\nWILLIAM\n\nG. CARR,\n\nEducation\n\nIN\n\nSECRETARY,\n\nTHE\n\nELEMENTARY\n\nEDUCATIONAL\n\nWASHINGTON,\n\nAmerican\n\nAssociation\n\nPOLICIES\n\nSCHOOL\nCOMMISSION,\n\nD. C.\n\neducation has not yet recovered from the heavy blows dealt\n\nto it during the period of depression. The professional equipment of teach¬\ners and the morale of the teaching profession generally were badly shaken\nand the few years of semiprosperity in which we have been living have not\nbeen sufficiently encouraging to restore that morale and equipment to firstclass condition. The schools have been caught in a giant pincers-attack,\nwith increasing demands for service and decreasing funds and personnel\npressing in on them from opposite sides.\nThe second feature which is not encouraging for the future is the fact\nthat our national economy is not in good shape. During the years of 1928\nand 1929 the national income of the people of the United States was esti¬\nmated at approximately ninety billion dollars. During the depression this\nfell to approximately fifty billion dollars or less. More recently we have\nseen a gain to about seventy billion dollars. If we could restore our national\nincome to ninety billion dollars a year instead of seventy, we could increase\nthe American standard of living, expand our educational program, and\nretire the national debt within a few years.\nNot only are the schools and the general economy\n\nstill suffering from\n\nthe depression period but there are additional forces which threaten educa¬\ntion with grave difficulties within the next few’ years. We have, for ex¬\nample, the pressure wffiich is being exerted on all public budgets due to\nthe great increase in the functions and cost of government. During the past\ndecade America has embarked on a series of social reforms of a costly\nnature. I am not for a moment questioning the value and importance of\nadequate relief, old-age security, and unemployment compensation. I am\nmerely trying to point out in a realistic way that these additional public\nservices have made it increasingly difficult to secure adequate funds for the\nmore fully established, long-time educational and other services of govern¬\nment. During the depression, for example, when educational costs were\ndeclining, all the other costs of government were going up. The propor¬\ntion of municipal expenditures set aside for education last year was less\nthan it had been in any year since w’e began to keep our records on this\nsubject.\nNow a new force enters into these calculations; namely, the demand for\nvastly increased expenditures for national defense. Again, one need not\ndecry or minimize the importance of making these expenditures, but if one\nis honest enough to face the facts he will have to admit that the making\nof these expenditures w-ill place great burdens on the other functions of\ngovernment and that there will be an effort to finance national defense\nout of money which is in part saved by drastic curtailments in education\nand the other social services.\nThe financing of education under these circumstances suffers from sev¬\neral special types of handicaps. The services of education, as far as many\n\n"}
{"page": 455, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n451\n\npeople are concerned, appear to be remote and impersonal. Unless he hap¬\npens to have children in the public schools, the ordinary citizen is scarcely\naware of the service that is being rendered. Furthermore, public education\nby its very nature is a quiet, orderly process with little of the spectacular\nand attention-getting qualities of some of the other types of public activity.\nAgain, public education is directed, almost wholly, to the service of a group\nof our citizens who have not yet achieved the full status of adult voters,\nand who, therefore, have little or nothing to say with reference to the\npublic activities which they would like to see supported. All these facts\nsuggest that only the greatest vigilance can prevent unfortunate raids on\neducation, and it may be that they will occur in spite of anything that we\nor anyone else can do.\nBut my catalog of danger is still incomplete. For many years the declin¬\ning birth-rate and the lowered rate of immigration to this country have\nbeen reducing the number of young children. This reduction has begun now\nto make itself felt in public school enrolment. The elementary-school enrol¬\nment has already passed its peak. There were more children graduated from\nour public schools last year than may ever be graduated again in a single\nyear. The cry is already being raised that since total school enrolments are\ndeclining, or about to decline, the funds for education ought to be de¬\ncreased.\nThere\n\nis one more\n\npoint before I conclude\n\nthis review of the forces\n\nwhich, in my view, are threatening the financial support of American edu¬\ncation as it has never been threatened before. The whole tendency of\npublic finance in recent years has been to shift burdens from local govern¬\nments to state governments and from state governments to the federal\ngovernment. This shift has been due in part to the greater ease and, in\nmany ways, the greater equity of collecting funds by state and federal\ngovernments as opposed to the local governments. Local government, by\nand large, has only one important source of revenue — a tax on general\nproperty — and it is universally admitted by students of taxation that exclu¬\nsive reliance on the general property tax is not sound financial policy. With\nall the other functions of government gravitating toward state and federal\nsupport, it is natural that those functions that are left for the local revenue\nsystem to carry may have a difficult time. This appears to be exactly the\nsituation in which the schools are finding themselves. While it is true that\nstate aid has increased, it has not increased nearly enough in most parts\nof the country. As far as federal aid is concerned there has been no success\nwhatever, as yet, in securing constructive attention to this problem by the\nCongress or by the other officers of the national government in Wash¬\nington.\nLet us call the roll of the defenses that we can summon to meet this\nsituation.\n1. As far as logic and common\n\nsense are concerned, the public schools\n\nin the country have an air-tight case for escaping these dangerous condi¬\ntions. Education, as we all know, is the very heart of the democratic process\nand he who\n\nendangers our system of universal education endangers democ-\n\n"}
{"page": 456, "printed_page": null, "text": "452\n\nNational\n\nEducation\n\nAssociation\n\nracy itself. Furthermore, education is a service which cannot be postponed.\nChildren grow up into enlightened or ignorant citizens. There is very\nlittle w^e can do to remedy the situation if we neglect their education while\nthey are young. The schools also have a strong support from the rank and\nfile of the American people, a support which grows in part out of their\ninarticulate faith in the value of education and in part out of the natural\nconcern of any people for the welfare of its children and youth. All these\nassets of education in logical argument and in emotional attachment are\nvaluable and should be conserved. Yet we have always had these assets and\nthey have not saved us from very difficult problems in the financing of\neducation. I do not think that these circumstances alone will suffice to\nprotect the schools in the future.\n2. In the current situation we have a new and very telling argument to\nadd to our case for public support for education. We have every reason to\ngo before the public and say, “If }7ou fail to support these schools, you\nwill have less money to spend for other things than if you do support\nthem.” We can make a case of great strength for the sheer dollars and\ncents value of an educational program. We can make such a case, provided\nwe have the materials at our disposal with which to reinforce it. Until a\nfew months ago those materials were not available. They were scattered\nin books on economics and school finance and the data were hidden away\nin dozens of obscure investigations. Today, thanks to the efforts of the\nEducational Policies Commission, we have available the first compre¬\nhensive analysis of the effect of education on economic well-being that has\nbeen published — Education and Economic W ell-Being in American Democ¬\nracy. It is my judgment\n\nthat if we\n\nhad a few hundred\n\nthousand\n\nteachers\n\nin this country who were ready to rehearse the argument for education in\nterms of its economic values, we might succeed in staving off most of the\nserious difficulties which are going to confront us.\nThis argument for education in terms of its dollars and cents value is\nnot an easy one to trace. Close application is necessary to master it and it\nrequires application of a kind which school people are rarely willing to\nmake. We like to think of education in idealistic terms as something which\nhas values of a different order from the financial values which we attach\nto many other things in our daily lives. There is no denying that the\nsupreme values of education are not economic. They are spiritual and\nmoral in nature. Nevertheless, we are tossing aside valuable defensive\nweapons if we fail to equip ourselves with a thoro knowledge of the effects\nof education on the national economy.\n3. I would like to urge you to broaden educational opportunities beyond\nyour school by cultivating effective relations with the public. You should\nmake it your business to see that everyone who comes to your school\nleaves it with an enhanced appreciation of what it is doing. Do you not\nsometimes feel a little bewildered and confused and vaguely resentful when\nyou visit some relatively unfamiliar institution — a hospital, a court room,\nor even a bank? Most people feel that way about a school. The class\nschedule, the arrangement of rooms, all the things that you, thru long\n\n"}
{"page": 457, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n453\n\nfamiliarity, take for granted, are strange and therefore vaguely irritating\nto others. You should help to bridge this gap. Could you not prepare a\nneat little folder for visitors, with a cordial greeting on the front cover\nand a simple, direct account of what you do in your school and how people\ncan help you do it better? I know that too many parents go to school only\nto beam at commencement or to protest at report-card time. But whenever\nthey do come, smile at them! Make them welcome within the walls of\ntheir own schools.\nI know that my counsel is not entirely agreeable. I know that it means\nhard and sometimes unpleasant work. We must work hard at building up\nfavorable public attitudes toward education and at breaking down bad\nones already established. The American people must be shown again the\nsplendid vision of how a democracy can lean and grow upon a dynamic\nsystem of education. Out of such understanding will come a new kind of\npublic support — a public support which is not expressed merely in dollars\nin school budgets and legislative appropriations. Beyond and above finan¬\ncial support are moral support; public sympathy; appreciation for what\nthe schools are doing; intelligent cooperation between schools, homes,\nchurches, and other educative agencies ; and public assistance in removing\nfrom the community environment of children those influences which destroy\nthe best educational efforts that you can make.\n4. A promising field of public relations activity in which elementaryschool teachers could engage more generally outside their classrooms would\nbe the development of mutual understandings and various kinds of cooper¬\native relationships with the other social services which meet the needs of\nchildren in your classes. How\n\nmany\n\nteachers, for example, are acquainted\n\nwith the librarian in charge of the children’s section in their public library?\nDo teachers know what the librarian’s professional problems and needs are?\nHow many teachers have become familiar with the work of settlement\nhouses and other social agencies in their community? How many teachers\nknow what forms of public health service are available to the children in\ntheir classes? How many teachers are aware of the recreational oppor¬\ntunities or lack of opportunities in the neighborhood in which their school\nis located? The time has come for closer coordination among the various\nservices for children than has existed before. However, I do not think that\nsuch collaboration should mean the abdication of responsibility for educa¬\ntion on the part of school people or the subordination of the educational\nfunction to any other governmental agency.\nThe other services to childhood are facing difficulties just as education\nis. A united front against a common enemy is called for. It would seem\nto be the part of wisdom, for reasons of self-preservation if for no other,\nthat all related social services get together and give whatever understand¬\ning, assistance, and support they can to one another’s program. More\nfundamental than this is the fact that as we come to understand what\nother agencies are doing to help children, we can make our own work\nand theirs more effective. This cooperative spirit is strongly emphasized,\nand ways of making it effective are suggested by the report of the 1940\n\n"}
{"page": 458, "printed_page": null, "text": "National\n\n454\n\nWhite\n\nHouse\n\nConference\n\nEducation\n\non Children\n\nAssociation\n\nin a Democracy\n\nand by the Educa¬\n\ntional Policies Commission’s volume, Social Services and the Schools.\nMost people want to help the schools. They believe in education but\nthey are uncertain of what education is and how it is conducted. A little\nmore consideration, explanation, and guidance by each teacher in the United\nStates would soon change the public from wavering neutrality into cordial\nallies in the war against ignorance and evil which every good school is\nconstantly fighting.\n5. Finally, we can and should challenge the efforts of certain individuals\nto place the schools in an unfavorable light before the court of public\nopinion. We hear a good deal of jittery talk these days about subversive\nactivities and subversive agencies. Some ill-informed people have even called\nthe schools subversive.\nA beautiful illustration of confused thinking about education is provided\nby an article in the current issue of Nation’s Business, official organ of the\nUnited States Chamber of Commerce. I cannot give you all the article,\nbut I shall read a few sentences which, I believe, give a fair picture of its\ngeneral level and tone. The article is illustrated by a cartoon which depicts\nan American school child, communist textbook in hand, trembling under\nthe tutelage of a Russian bear, thinly disguised as a school teacher.\nHave you noticed how little presentday children know of American history and\nthe basic reasons for the liberties we enjoy? . . . There are reasons for this. . . .\nThe main reason is that our entire educational system has been “reconstructed” in\nseveral vital particulars. Textbooks and complete courses teaching that our economic\nand political institutions are decadent have been placed in public schools in more\nthan 4200 communities in the United States. . . . That is what has happened in little\nmore than a decade, while you and I and others have been too much engrossed in\nour own affairs to look between the covers of our youngsters’ textbooks. It has come\nabout thru the widespread teaching of social science.\n\nWhat a climax ! The American people are first asked to believe, without\na single morsel of evidence, that our children do not know much about the\nbasic reasons for the liberties we enjoy. And then they are gravely advised\nthat this evil day has fallen upon us because of that wicked social science.\nAnd the editor of the magazine takes pains to explain in the foreword that\nthese conclusions are based on two years’ research by the author.\nWhat is “subversive”? If we recall our Latin derivatives, we\n\nsee\n\nthat this adjective applies to the process of “overturning from the founda¬\ntion.” What is the foundation of the future of our democracy? Does it\nnot rest, finally and completely, on educated citizens? I conclude, there¬\nfore, that the noisy minority who attack or weaken the public schools are\nattacking the foundations of democracy. And they who dare to do that are\nthe real subversive agents, in whatever disguise they may appear. Yes, even\ntho they carry banners inscribed with the magic word “economy,” even\ntho with the grand gesture of patriots they wrap themselves in the folds\nof the flag itself, even tho they burn incense before the most conspicuous\naltars of jingoism, still they remain under every disguise the enemies of\nthat evolving democracy which we wish to insure for ourselves and our\nposterity.\n\n"}
{"page": 459, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n455\n\nPrincipals\n\nIf you seek the Trojan Horse of democracy, look no further. Those who\noppose public education ignorantly are weakening democracy inadvertently.\nThose who hamper public education deliberately are flagrantly disloyal to\nthe ideals of equal opportunity and an educated citizenship on which our\nway of life rests.\nSome people are indifferent to public education ; let us eagerly inspire\nthem. Some are ignorant about the work of the schools; let us patiently\nenlighten them. Many people have sincere and helpful comments and criti¬\ncisms to make regarding the public school system ; let us encourage them\nand give their views careful consideration. And some few are opposed to\npublic education for selfish reasons; let us fight them to the last ditch; let\nus expose them as the enemies of democracy that they are.\n\nSECRETARY’S\nMilwaukee,\nJune\nThe\n\nsemiannual\n\nmeetings\n\nREPORT\n\nWisconsin\n\n30-July\n\n4, 1940\n\nof the Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\nwere\n\nheld on Monday and Tuesday afternoons, July 1 and 2 respectively, in Juneau Hall,\nMain Auditorium, Milwaukee. Several hundred principals and others interested in\nelementary\n\neducation\n\narrived\n\nearly so as to enjoy the splendid\n\ncommunity\n\nsinging\n\nled by Robert H. Edgar, principal, Bedford School, Pittsburgh, Pennsylvania, ac¬\ncompanied by Edith Knight, in charge of grade music, Lake Bluff School, Shorewood, Milwaukee. We are grateful to Miss Knight and Mr. Edgar for the splendid\ncontribution which they made to each afternoon program.\n\nSocial Affairs\nBreakfast — One\ngathered\n\nhundred\n\ntogether\n\nthe convention,\n\nand thirty-one elementary-school\n\nin the Crystal Ballroom,\n\nMonday\n\nmorning,\n\nSchroeder\n\nJuly 1. This\n\nprincipals and friends\n\nHotel, for the first meeting\n\nacquaintance\n\nbreakfast\n\nproved\n\nof\n\nto be\n\none of the most unique affairs which the Department members have had the privi¬\nlege to attend. Due to the splendid work of the local committee, of which Beulah D.\nKobler,\nand\n\nprincipal, Lake\n\nLillian Thies,\n\nBluff School, Shorewood,\n\nprincipal,\n\nbreakfast meeting, each person\nsenting products of Milwaukee.\ntheir favors home with them.\nAfter enjoying a most\nacquaintances, President\nof the Department.\n\nMcKinley\n\nMilwaukee,\n\nwas\n\ngeneral\n\nchairman,\n\nSchool, Milwaukee,\n\nwas\n\nchairman\n\nfor the\n\npresent found at his place a bag of souvenirs repre¬\nAll enjoyed this innovation and were happy to carry\n\ndelicious meal and having an opportunity\nWilson welcomed all those who had come\n\nof making new\nto this meeting\n\nLaura E. Kellar, president, Wisconsin Elementary Principals Association, intro¬\nduced Beulah D. Kobler, who in turn told about the favors at each place and ex¬\ntended a welcome to all visiting principals.\nAt the request\nevents\n\nof President\n\nof the week,\n\nurged\n\nWilson,\n\nMiss\n\nall principals\n\nKellar\n\nmade\n\nthe announcements\n\nto register in Parlor\n\nH, Schroeder\n\nof the\nHotel,\n\nthe headquarters room for all elementary principals — local, state, and national — and\ninvited all to visit her school in Shorewood where a Workshop is being held by the\nUniversity of Wisconsin, the American\nState Teachers Association.\nAttention\n\nwas\n\ncalled to the dioramas\n\nCouncil\nwhich\n\nresenting twenty-five industries for which\nprepared by the WPA\nHandicraft Project.\n\non Education,\n\nsurrounded\n\nWisconsin\n\nand\n\nthe Milwaukee\n\nthe breakfast\n\nis famous.\n\nThese\n\nroom,\n\nrep¬\n\nhad\n\nbeen\n\n"}
{"page": 460, "printed_page": null, "text": "National\n\n456\n\nEducation\n\nAssociation\n\nEach person present had been given a ticket upon entering the room, and the per¬\nsons holding the numbers drawn received either a pair of Nylon hosiery or a pound\nof Gargoyle\n\ncoffee. Much\n\nfun was\n\nhad\n\nfrom\n\nthis innovation.\n\nHarold\n\nPeterson,\n\nprin¬\n\ncipal, Keefe Avenue School, Milwaukee, and chairman of the banquet arrange¬\nments, announced that twelve more pairs of hosiery would be given away at the\nbanquet.\nAt the popular\nElementary\n\nrequest\n\nPrincipals\n\nof the group, William\n\nBuboltz,\n\npresident\n\nof the Milwaukee\n\nAssociation,\n\nrendered\n\ntwo\n\nlovely vocal\n\nled in singing\n\nby Robert\n\nH.\n\nEdgar,\n\nprincipal,\n\nBedford\n\nSchool,\n\nPittsburgh, Pennsylvania, accompanied by Edith\nLake Bluff School, Shorewood, Milwaukee.\n\nKnight,\n\nin charge\n\nof grade\n\nmusic,\n\nat the head\n\ntable and\n\nasked J. Murray\n\nentire group\n\nPresident\n\nwas\n\nWilson\n\nintroduced\n\nLee, assistant professor\n\nthose persons\n\nof education,\n\nUniversity\n\nsolos, after which\n\nof Wisconsin,\n\nMadison,\n\nthe\n\nto make\n\nthe announcements about the Fourth Annual Conference on Elementary Education\nwhich is to be held immediately following the convention week. He announced the\nappointment of the following committees: Nominating Committee — Maude\nAtlanta, Georgia, chairman; Cassie F. Roys, Omaha, Nebraska; William\nMilwaukee,\n\nWisconsin;\n\nMargaret\n\nForistel,\n\nMalcolm, New Haven, Connecticut.\nland, California, chairman; J. D.\nClements, Clarksdale, Mississippi.\nIt was\nperson\n\nfound\n\nNecrology\nWilliams,\n\nthat thirty states were\n\nto stand\n\nto represent\n\nlightful get-together\n\nall stood\n\nand\n\nSchroeder\n\nas President\n\nthe roll was\nsang\n\nBanquet — Before a most appetizing meal was\nin the Crystal Ballroom,\n\nMissouri;\n\n“God\n\nWilson\n\neach person\n\nfound\n\nand state at his place, and\ning the lucky numbers.\nAfter\n\npartaking\n\nmany\nmore\n\nNylon\n\nof the delicious\n\nand\n\nasked\n\nsouvenirs\n\nhosiery was\n\nbanquet\n\nof products\n\ngiven\n\nfood, President\n\neach\n\nBless America.”\n\nserved to the 389 persons\n\nHotel, for the semiannual\n\nfavors\n\nElizabeth\n\ncalled. In closing this de¬\n\nment, President Wilson asked all to stand and Agnes Samuelson,\ntary, Iowa State Teachers Association, asked the blessing.\nAgain\n\nand\n\nCommittee — Sarah L. Young, Oak¬\nBirmingham, Alabama; and Bess\n\nrepresented\n\nhis state when\n\nmeeting\n\nSt. Louis,\n\nRhodes,\nBuboltz,\n\naway\n\nWilson\n\ngathered\n\nof the Depart¬\nexecutive\n\nsecre¬\n\nof the host city\n\nto the persons\n\nintroduced\n\nthose\n\nhold¬\ndistin¬\n\nguished guests who were seated at the head table and asked Amy Hinrichs, presi¬\ndent of the National Education Association, and principal, Audubon School, New\nOrleans,\n\nLouisiana;\n\nAssociation;\n\nWillard\n\nS. D. Shankland,\n\nE. Givens,\n\nexecutive\n\nsecretary,\n\nNational\n\nEducation\n\nexecutive\n\nsecretary,\n\nAmerican\n\nAssociation\n\nof School\n\nR. Reed,\n\npresident,\n\nAmerican\n\nAssociation\n\nof School\n\nof Schools, Minneapolis,\n\nMinnesota,\n\nto “speak\n\nAdministrators;\n\nand\n\nCarroll\n\nAdministrators,\n\nand\n\nSuperintendent\n\ntheir minds.” J. Murray Lee, assistant professor of education, University of Wis¬\nconsin, Madison, invited those who had not already registered for the Fourth An¬\nnual Conference on Elementary Education to be held at the university immediately\nfollowing this convention to do so.\nThe\n\nbanquet\n\ncommittee,\n\nSchool, Milwaukee,\nprogram\n\nof the\n\nwas\n\nof which\n\nchairman,\n\nevening.\n\nHarold\n\nhad\n\nNorman\n\nworked\n\nClayton,\n\nPeterson,\n\nprincipal,\n\ndiligently to prepare\na baritone\n\nKeefe\n\nAvenue\n\nthe outstanding\n\nsoloist from\n\nMilwaukee,\n\nrendered several beautiful selections. Only time prevented him from answering the\nmany encores which he received. William G. Carr, associate secretary, National\nEducation\n\nAssociation,\n\nstirring address\n\nand\n\non “Public\n\nsecretary,\nRelations\n\nEducational\n\nPolicies\n\nof the Elementary\n\nCommission,\n\nSchool.”\n\nAnother\n\ngave\n\na\n\noutstand¬\n\ning feature of the evening’s entertainment was the excellent singing by the A Cappella\nChoir of the West Division High School of Milwaukee, under the very able direc¬\ntion of Gola Coffelt. These boys and girls showed what very splendid work is being\ndone in the Milwaukee schools.\nLast but not least was the presentation of “Dances of the Nations” representing\nAmerica dancing, under the direction of Dorothy C. Enderis, Department of Mu¬\nnicipal Recreation and Adult Education, Milwaukee public schools. The first section\nof this part of the program\n\nrepresented\n\nthe modern\n\ndance,\n\nwhich\n\nwas\n\ninterpreted\n\n"}
{"page": 461, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n457\n\nPrincipals\n\nby Nancy McKnight and her pupils. Next was the Russian Quadrille, presented by\nthe Happy Hour Folk Club of the Siefert Social Center. The Hungarian Folk Dance\nwas\n\ngiven\n\nby the Badger\n\nFolk\n\nClub\n\nDances\n\nby the Marshall\n\nPilsudski\n\nCenter;\n\nand\n\nFolk Dance\n\nthe Croatian\n\nof the Siefert Social Center;\n\nFolk\n\nClub\n\nof the Forest\n\nby the Eagle\n\nFolk\n\nthe Polish\n\nFolk\n\nAvenue\n\nSocial\n\nHome\n\nDance\n\nClub\n\nof the Siefert\n\nSocial Center. The boys and girls participating in these dances all have foreignborn parents, and they are being taught patriotism and citizenship thru the work in\nthese different clubs. Orchestra selections were given by the Blue Danube orchestra.\nThe\n\nclimax\n\nof this lovely program\n\ngiven by the Evening\n\nGirls’ Clubs\n\ncame\n\nwhen\n\na pageant\n\nof the American\n\nof the Siefert Social Center,\n\nrepresenting\n\nFlag,\n\n“United\n\nAll” was shown as the orchestra played the “Star-Spangled Banner.”\nWe are deeply indebted to those persons who made it possible for us to have\n\nsuch\n\nan excellent presentation.\n\nExecutive\nThe\n\nofficers and\n\nPrincipals\n\nmet\n\np. M., June\n\nRhodes,\n\nSunday,\n\nCommittee\n\nof the Department\n\nExecutive\n\nin Private\n\n30, 1940.\n\nDining\n\nThose\n\nfirst vicepresident;\n\nthird vicepresident;\nvicepresident;\n\nMeeting,\n\nRoom\n\npresent\n\nRobert\n\nArnold\n\nGregory,\n\nIrvin\n\nH. Edgar,\n\nWilson\n\nfourth\n\nand\n\nmotion\n\nwas\n\nmade\n\nby Mr.\n\nto order\n\nHansen,\n\nWilson,\n\nMilwaukee,\n\npresident;\n\nvicepresident;\n\nSarah\n\nMarjorie\n\nElizabeth\n\nand\n\nseconded\n\nregret\n\nby Mr.\n\nA.\n\nL. Young,\n\nWalters,\n\nMalcolm,\n\nexpressed\n\nSchool\nat 1 :30\n\nMaude\n\nfifth\n\nmembers\n\ndirector, Life Membership\n\nmany found it possible to be present, and expressed\nmembers who had found it impossible to attend.\nA\n\nof Elementary\n\nHotel,\n\nvicepresident;\n\nIsabel Tucker,\n\ncalled the meeting\n\nA.\n\nsecond\n\nthe Executive Committee; Herbert C. Hansen,\nand Eva G. Pinkston, executive secretary.\nPresident\n\n30, 1940\n\nE, Schroeder\n\nwere:\n\nLester J. Nielson,\n\nJune\n\nof\n\nDivision;\n\nhis pleasure\n\nthat so\n\nat the absence\n\nof those\n\nGregory,\n\nthat the reading\n\nof the minutes of the St. Louis meeting be dispensed with, since they had been ap¬\nproved by each member of the official family and had been printed in the April issue\nof the National\nThe\n\nElementary\n\nsecretary\n\nhad\n\nPrincipal.\n\nprepared\n\nMotion\n\ndetailed\n\nreports\n\nduring\n\nthis past year, as well as a resume\n\nduring\n\nits nineteen\n\nyears\n\nof existence,\n\ncarried.\nof the progress\n\nof the steady\n\nand\n\na copy\n\nof the Department\n\ngrowth\n\nhad\n\nbeen\n\npresent. At this time the president asked the secretary\nwere enthusiastic about the splendid progress which was\n\nof the organization\n\ngiven\n\nto each\n\nperson\n\nto present her report. All\nshown for the Department\n\nsince its organization.\nIt was\nFourth\n\nsuggested\n\nAnnual\n\nby Miss\n\nConference\n\nYoung\n\nthat some\n\non Elementary\n\nplan be made\n\nEducation\n\nwhereby\n\nwhich\n\npublicity of the\n\nis to be held at the Uni¬\n\nversity of Wisconsin, Madison, July 6-19, 1940, be given in the different professional\nmagazines so that people thruout the country may know of the fine work done in\nthis two-week course.\nA motion\nbroadcast\n\nwas\n\nmade\n\nby Miss\n\nRhodes,\n\nletter be sent only to principals\n\nprincipals of city schools, and\nMotion carried.\nA\n\nmotion\n\nbe asked\n\nwas\n\nmade\n\nto include\n\nby Mr.\n\nprincipals\nHansen,\n\nin his broadcast\n\nprincipals in the early fall, a sentence\nthe Department of Elementary School\nA\n\nmotion\n\nwas\n\nrepresentatives\nmany\n\nmade\n\nelementary\nmotion\n\nbe instructed\n\nwas\n\nby Miss\n\nprincipals\nmade\n\nto send\n\nby Mr.\n\nby Mr.\n\nof schools\n\nfive or more\n\nhaving\n\nby Miss\n\nletter, which\n\nthe motion\n\na message\n\nfrom\n\nMalcolm,\n\nseconded\n\nteachers.\nGivens\n\nis sent to all elementary-school\n\nby Mr.\n\nnext year\n\nwas\n\nfall\n\nof the N.E.A.,\n\nthat Mr.\n\ninviting them to join their own\nPrincipals. Motion carried.\n\nbe asked\n\nHansen,\n\nthat the regular\n\nschools\n\nthere are in the state which\n\nidea and\n\nEdgar,\n\nof the 100 percent\n\nseconded\n\nWalters,\n\nof the Department\n\nthis to be a splendid\nA\n\nseconded\n\nGregory,\n\nto endeavor\n\nDepartment —\nthat the state\n\nto find out how\n\nthey represent.\n\nAll believed\n\ncarried.\n\nseconded\n\nby Miss\n\nthe executive\n\nYoung,\n\nfamily\n\nto W.\n\nthat the secretary\nT. Longshore,\n\npast president of the Department, expressing very deep regret of his illness and\nhope that before long he will be restored to perfect health. Motion carried.\n\na\nthe\n\n"}
{"page": 462, "printed_page": null, "text": "458\n\nNational\n\nA\n\nmotion\n\nwas\n\nmade\n\nby Mr.\n\nEducation\n\nGregory,\n\nAssociation\n\nseconded\n\nby Miss\n\ntary’s report be accepted. Motion carried.\nA motion was made by Mr. Nielson, seconded by Miss\nrecess until 9:00 A. M., Monday, July 1. Motion carried.\n\nExecutive\nOn\n\nMonday\n\nDining\n\nmorning,\n\nRoom\n\nsecond\n\npresident;\n\nvicepresident;\n\nMonday,\n\nJuly 1, the officers and\n\nTucker\n\nthat the secre¬\n\nthat the meeting\n\nJuly 1, 1940\n\nExecutive\n\nCommittee\n\nHotel, Milwaukee,\n\nat 10:00\n\nA. m. Those\n\nMaude\n\nfirst vicepresident;\n\nE, Schroeder\n\nIrvin A. Wilson,\n\nMeeting,\n\nRhodes,\n\nSarah\n\nA. Rhodes,\n\nL. Young,\n\nthird vicepresident;\n\nmet\n\nin Private\n\npresent\n\nRobert\n\nwere:\n\nH. Edgar,\n\nLester J. Nielson, fourth\n\nvicepresident ; Marjorie Walters, fifth vicepresident; Arnold Gregory, Isabel\nTucker, and Elizabeth Malcolm, members of the Executive Committee; Herbert C.\nHansen, director, Life Membership\nsional Relations Division; and Eva\nPresident\nseconded\n\nWilson\n\nby Miss\n\nDivision; Mason A. Stratton, director, Profes¬\nG. Pinkston, executive secretary.\n\ncalled the meeting\nTucker\n\nto order. A motion\n\nthat the reading\n\nbe dispensed with at this time, since a copy\nofficial family later. Motion carried.\n\nwas\n\nmade\n\nby Miss\n\nof the minutes\n\nof the June\n\nwill be presented\n\nto each\n\nYoung,\n\n30 meeting\n\nmember\n\nof the\n\nThe problems presented in the secretary’s report were discussed at length. Several\nplans were proposed for improving the publications of the Department and sug¬\ngestions were made as to how to interest supervising principals, teaching principals,\nviceprincipals, and other persons who have charge of our elementary schools\nbecoming members of this Department and working together for the betterment\n\nin\nof\n\nelementary education.\nA motion was made\n\nbe\n\nby Miss\n\nTucker,\n\nseconded\n\nby Mr.\n\nGregory,\n\noffered the fourth thru the tenth yearbooks\n\nof the Department\n\nas long as the supply lasts, so that they may\n\ncomplete\n\nthat members\n\nat fifty cents per copy\n\ntheir libraries. Motion\n\ncarried.\n\nA motion was made by Miss Rhodes, seconded by Mr. Nielson, that the secretary\npresent to the president of the National Education Association a suggestive list of\nprincipals\n\nto be used\n\nTentative\n\non its programs\n\nplans for a Fifth\n\nduring\n\nAnnual\n\nthe 1941\n\nConference\n\nmeeting.\n\non\n\nMotion\n\nElementary\n\ncarried.\n\nEducation\n\nset up. This two-week course is to be held at Harvard Universit)' which\nBoston, the convention city of the National Education Association in 1941.\n\n-were\n\nis near\n\nWays of creating more interest in the Department representatives meetings at the\nconventions were considered. It was recommended that this meeting be held from\n3:00 to 5:00 P. M. on Wednesday\nserved.\nThe\n\nAtlantic\n\nof discussion.\n\nCity meeting\nSuggestions\n\nwhich\n\nwere\n\nafternoon\n\nand\n\nthat some\n\nwill be held in February\n\ngiven\n\nfor ways\n\nlight refreshments\n1941 was\n\nof celebrating\n\nbe\n\nthe next topic\n\nthe twentieth\n\nanni¬\n\nversary of the Department at the banquet. It was the consensus that the Depart¬\nment take charge of both the Monday and Tuesday afternoon meetings. Suggested\nthemes\nAt\n\nwere\n\npresented\n\nfor these two\n\n12 o’clock the meeting\n\nrecessed\n\nExecutive\nAgain\nSchool\n\nthe officers and\nPrincipals\n\nmet\n\ngeneral\n\nuntil Tuesday\n\nMeeting,\n\nExecutive\n\nin Private\n\nprograms.\n\nTuesday,\n\nCommittee\nDining\n\nmorning\n\nat 8:30.\n\nJuly 2, 1940\n\nof the Department\n\nRoom\n\nE, Schroeder\n\nof Elementary\n\nHotel,\n\nMilwaukee,\n\nTuesday, July 2, at 8:30 A. m. Those present were: Irvin A. Wilson, president;\nMaude A. Rhodes, first vicepresident; Robert H. Edgar, second vicepresident; Sarah\nL. Young,\n\nthird\n\nvicepresident;\n\nLester\n\nJ. Nielson,\n\nfourth\n\nvicepresident;\n\nMarjorie\n\nWalters, fifth vicepresident; Isabel Tucker, and Elizabeth Malcolm, members of\nthe Executive Committee; Herbert C. Hansen, director, Life Membership Division;\nand\n\nEva\n\nG. Pinkston,\n\npresident.\nThe discussion\nsuggestions\nprograms\n\nexecutive\n\nof plans for the Atlantic\n\nfor the banquet\n\nwere\n\nsecretary. The\n\npresented.\n\nprogram\n\nFollowing\n\nand\n\nmeeting\n\nwas\n\ncalled to order\n\nCity meeting\n\nwas\n\ncontinued.\n\nsuggested\n\nspeakers\n\nfor\n\nthis, possibilities for the summer\n\nthe\n\nby the\n\nAdditional\nafternoon\n\nprograms\n\nof\n\n"}
{"page": 463, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nthis Department at the convention\nin 1941 were made.\n\nSchool\n\nof the National\n\n459\n\nPrincipals\n\nEducation\n\nAssociation\n\nat Boston\n\nThe Department received the very great honor of being asked to prepare a Per¬\nsonal Growth Leaflet on the work of the elementary school. This challenge was\nunanimously\nPinkston\nMr.\n\naccepted\n\nprepare\n\nHansen,\n\nbudget\n\nand\n\nit was\n\nthe contents\n\nchairman\n\nrecommended\n\nthat President\n\nWilson\n\nand\n\nMiss\n\nof the leaflet.\n\nof the Budget\n\nCommittee,\n\npresented\n\nthe following\n\nproposed\n\nfor 1940-41 :\nEstimated\n\nreceipts\n\n.\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\nMiscellaneous\nContingent\n\n.\n.\n\n1,000\n700\n\n.\n\n600\n\n.\n\n1,700\n\nTotal\nA motion\nbudget\n\nwas\n\nmade\n\nbe accepted.\n\nFrank\n\nW.\n\nby Mr.\n\nMotion\n\nHubbard,\n\nHansen,\n\nby Miss\n\ncarried.\n\ndirector\n\ntion, sent a memorandum\n\nseconded\n\n$30,000\nTucker, that this proposed\n\nof Research\n\nto Miss\n\nPinkston,\n\nDivision,\n\nNational\n\nEducation\n\nexecutive\n\nsecretary,\n\nasking\n\nAssocia¬\n\nthat the De¬\n\npartment, of Elementary School Principals participate with his Division in under¬\ntaking a study to find out the number of supervisory officials of various types in the\nUnited States and to get some indication as to whether there has been an increase\nor a decrease in numbers. In this connection President Wilson has been asked to\nappoint\n\nthree\n\nmotion\n\nwas\n\nthank\n\nMr.\n\nconsultants\n\nmade\n\nfrom\n\nby Miss\n\nHubbard\n\namong\n\nTucker,\n\nfor allowing\n\nA\n\nmotion was made\nbe instructed to write\n\nthe active\n\nseconded\n\nit to cooperate\n\nmotion\n\nwas\n\nPinkston\n\nmade\n\nby Mr.\n\nexpressed\n\nHansen,\n\ngreat\n\nappreciation\n\nseconded\n\nher appreciation\n\nfor their splendid cooperation\nMeeting adjourned.\n\nBusiness\nPresident\n\nWilson\n\nA\n\nthat the Department\n\nin this study. Motion\n\nby Miss\n\nappreciation of the executive secretary for the splendid\nfor the Department be expressed. Motion carried.\nMiss\n\nof this Department.\n\nRhodes,\n\ncarried.\n\nby Mr. Edgar, seconded by Miss Walters, that the secretary\nto all who had a part in making the fine arrangements for\n\nthis meeting and express to them the very\nExecutive Committee. Motion carried.\nA\n\nmembers\n\nby Miss\n\nduring\n\nMeeting,\n\ncalled\n\nTucker,\n\nwork\n\nto all the members\n\nthat the deep\n\nshe has\n\ncarried\n\non\n\nof the official family\n\nthe past year.\n\nTuesday\n\nthe group\n\nof the officers and\n\nAfternoon,\n\nto order\n\nand\n\nJuly 2, 1940\n\nheld\n\na short business\n\nmeeting\n\nbefore the presentation of the afternoon session which was sponsored by the Mil¬\nwaukee and Wisconsin Principals Associations. He asked Sarah L. Young, Oakland,\nCalifornia, chairman of the Necrology Committee, to give her report. This report\nwill be printed in the October issue of the National Elementary Principal. He then\ncalled on Maude A. Rhodes, Atlanta, Georgia, chairman of the Nominating Com¬\nmittee, to give the report of that Committee. Miss Rhodes presented the following\nreport:\n\nPresident,\n\nWilson,\n\nLa Grange,\n\nIsabel\n\nTucker,\n\nSt. Louis, Missouri;\n\nIllinois; second\n\nvicepresident,\n\nfirst vicepresident,\n\nMarjorie\n\nWalters,\n\nIrvin\n\nCedar\n\nA.\n\nRapids,\n\nIowa; third vicepresident, Lester J. Nielson, Salt Lake City, Utah; fourth vicepresi¬\ndent, Laura E. Kellar, Shorewood, Milwaukee, Wisconsin; fifth vicepresident,\nFlorine Howes, Mamaroneck, New York; member of the Executive Committee to\nfinish the unexpired\n\nterm\n\nof Isabel Tucker,\n\nand member of the Executive\nPittsburgh, Pennsylvania.\n\nCommittee\n\nSarah\n\nL. Young,\n\nfor a four-year\n\nOakland,\n\nterm, Robert\n\nCalifornia;\nH.\n\nEdgar,\n\n"}
{"page": 464, "printed_page": null, "text": "460\n\nNational\n\nEducation\n\nAssociation\n\nA motion was made by Miss Rhodes, seconded by William Buboltz, Milwaukee,\nWisconsin, that the report be accepted. Motion carried.\nA motion was made by Mrs. A. Virginia Adams, Vineland, New Jersey, seconded\nby Arnold Vieth, Milwaukee, that the nominations be closed and that the officers\nrecommended by the Committee\nofficers were elected.\n\nDepartment\n\nbe elected. Motion\n\nRepresentatives\n\nMeeting,\n\ncarried. The\n\nWednesday,\n\nabove-mentioned\n\nJuly 3, 1940\n\nThe following people met in Parlor D, Schroeder Hotel, Milwaukee, on Wednes¬\nday afternoon, July 3: Alabama — R. Voyt Hill, Birmingham, and H. B. Norton,\nBirmingham; Arkansas — Mollie Williams, Fort Smith; California — Ida F. Coleman,\nLos Angeles, Mrs. Howardine G. Hoffman, Pasadena, L. G. Hummel, Chino, C. W.\nPreston, Los Angeles, and Sarah L. Young, Oakland; Connecticut — Elizabeth R.\nMalcolm, New Haven; District of Columbia — Eva G. Pinkston, Washington;\nGeorgia — Louise Connally, Brunswick, William A. Eyler, Jr., Savannah, Maude A.\nRhodes, Atlanta, W. B. Trammell, Columbus, and Lila Stallings, Brunswick; Idaho\n— Anna Johnson, Idaho Falls, and M. Lillian McSorley, Lewiston; Illinois — Joseph\nMurphy, Peoria, Roe M. Wright, Robinson, and Irvin A. Wilson, Chicago; Missouri\n— Isabel Tucker, St. Louis; Mississippi — Gabriel Houston, Clarksdale; New Jersey\n— A. Virginia Adams, Vineland; New York — Florine Helen Howes, Mamaroneck,\nMary Lawlor, Syracuse, and Jane E. Monahan, New York; North Carolina — J. E.\nMiller, Washington; Ohio — L. Daisy Hammond, Dayton; Oregon — L. E. Rinearson,\nMilwaukee; Pennsylvania — R. H. Edgar, Pittsburgh; Texas — Mamie Boone, Dallas;\nUtah — Lois Anderson, Salt Lake City, James L. McDougal, Wallsburg, and L. J.\nNielson, Granite District, Salt Lake City; Virginia — Hensel Eckman, Pulaski, and\nMrs. Edith B. Joynes, Norfolk; West Virginia — Edna B. Preston, Huntington, Dora\nW. Scarff, Huntington, and Rachael E. Wilson, Huntington; Wisconsin — William\nF. Buboltz, Milwaukee, Elizabeth Flanagan, Milwaukee, and Laura E. Kellar,\nMilwaukee.\nThese\n\nleaders in the Department\n\nof Elementary\n\nSchool Principals came\n\ntogether\n\nfor the purpose of discussing ways and means of increasing the membership, enthu¬\nsiasm, and services of the Department to the people out in the field. They realize\nthat the success of any organization in the long run depends upon the service\nrendered by that organization to the people out in the field who are interested in the\norganization. For more than two hours these people discussed plans and procedures\nwhich were found to be successful in their own communities, and they presented\nhelpful suggestions for the officers to consider. It was the consensus that each one\nshould strive to promote the work of the local, state, and national organizations of\nelementary principals. All were urged to feel free to use the national headquarters\nas a clearinghouse for problems which might arise out in the field.\nPlans for the twentieth anniversary of the Department were most enthusiastically\nmet because the officers of the Department feel that with the government prepar¬\ning for national defense to protect the entire citizenship, the elementary principals\nof this country, holding the key position which they do, should strive harder than\never before to unite in defense of the educational facilities and to further the\nprogress of the elementary school.\nMiss Monahan, who is chairman\n\nof the Radio\n\ntold those assembled about the splendid monograph\ntribution to members as an extra service this fall.\n\nCommittee\nwhich\n\nof this Department,\n\nwill be ready for dis¬\n\nEach person asked questions and told about the particular problems in their indi¬\nvidual city and state. By a very lively discussion many questions were cleared up\nand those present left the meeting with a better understanding of the national\nDepartment of Elementary School Principals and with the inspiration to go back\nhome and tell others about the worthwhileness of holding a membership with this\nimportant group.\n\n"}
{"page": 465, "printed_page": null, "text": "‘Department\n\nof\n\ng arden\n\nEducation\n\n"}
{"page": 466, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof garden\n\neducation\n\nNOTE\nwas\n\nfirst organized\n\nin 1911\n\nas\n\nthe School Garden Association of America , an independent organization\nfor the promotion of interest in gardening as a means of education, and\nfor the extension of information as to how it may be conducted as a part\nof the school curriculum. Meetings were always held with the summer\nmeetings of the National Education Association. At the twenty-ninth\nannual meeting of the group, held in San Francisco in 1939, a petition\ncalling for affiliation of the Association as a department of the Na¬\ntional Education Association was favorably acted upon by the latter\nand the Department of Garden Education was brought into being. Thru\narrangements effective early in 1939, the magazine, garden digest, pub¬\nlished at Pleasantville, New York, carries a section devoted to the interests\nof school gardening and serves as official organ of the Department.\nAnnual dues of $1.50 include a years subscription to garden digest and\nare payable to the secretary-treasurer. Meetings are held annually in\nconnection with the summer meeting of the National Education Asso¬\nciation.\nThe » officers for the year 1940-41 are: president, Frances M. Miner,\nGardening Instructor, Brooklyn Botanic Garden, Brooklyn, N . Y .; vicepresident,\n\nPaul\n\nR. Young,\n\nSchool\n\nGarden\n\nSupervisor,\n\nBoard\n\nof Educa¬\n\ntion, Cleveland, Ohio ; secretary-treasurer, Clayton F. Palmer, Super¬\nvisor of Nature Study and Gardening, 935 E. Forty-Second Place, Los\nAngeles, Calif.; editor, Paul H. Jones, Curator, Fordson Horticultural\nGardens, Fordson Public Schools, Dearborn, Mich.\n\n[ 462 1\n\n"}
{"page": 467, "printed_page": null, "text": "MILWAUKEE\nLIFE\n\nENRICHMENT\n\nM. V. K. BROWN,\nAND\n\nPRESIDENT,\n\nCHIEF,\n\nMEETING\n\nTHRU\n\nNATURE\n\nAMERICAN\n\nINSTITUTE\n\nRECREATION\n\nDIVISION,\n\nCHICAGO,\n\nCHICAGO\n\nACTIVITIES\nOF\n\nPARK\n\nPARK\n\nEXECUTIVES;\n\nDISTRICT,\n\nILL.\n\nThemuchrecreation\nmovement\nremains a experience\nseparate compartment,\nas early business\nor professional\nis still set offvery\nby\nitself. The effects of experience in leisure doings are no doubt an important\npart of the total preparatory process and as such are, like early business or\nprofessional careers, a segment of the total educational training which the\nindividual undergoes. We do not call them education, at least not univer¬\nsally, even tho they constitute a life apprenticeship. Be that as it may, we\nface the same problems and difficulties in approach when we attempt to\ndo a constructive job of communicating something into the life attitudes\nof our charges. Whether we be schoolmen, recreation leaders, or masters\nof apprentices or interns, we face the same difficulties, the same question\nof how to get principles and practices expressed in terms of skills and\nattitudes.\nBecause it may throw some light on some of your own professional\noperations, I am going to tell you briefly of some of the specific methods\nwhich we are using in the recreation field, especially this year, in connection\nwith our emphasis on nature recreation; The recreation profession, at its\nannual convention last fall, gave some attention to the way in which\nthe word “recreation” has interpreted itself to the layman. We considered\nthe fact that unavoidably the recreation people of the nation are brought\ninto contact with the forces whose work is that of maintaining the parks\nof our cities and countryside. Because they have been dealing with us in\nproviding sites for many of the activities which we attempt to stimulate,\nthe park men have come to believe, in many instances, that the only thing\nin which the recreation profession, as a profession, is interested in is sport.\nRecreation people ask the parks to provide swimming and bathing facilities.\nThey constantly press requests for additional baseball diamonds, tennis\ncourts, horseshoe courts, greens for lawn bowling and cricket, lanes for\narchery, areas for croquet, picnic grounds, casting pools, gun clubs, riding\npaths, tobogganing hills, and skating areas. Seldom does a recreation worker\ntalk with a park executive on the subject closest to the heart of the park\nman — the preservation of sanctuaries of beauty in his program of land¬\nscaping, the cultivation of arboretums, the development of floral gardens,\nor the organizing of preserves for bird and wild-life housing. The em¬\nphasis is on sport, and most sport is destructive of beauty rather than\nconserving of the natural attractiveness of the area used.\nFundamentally, recreation is no more a matter of sport alone than it\nis a matter of music alone, or of art, or of any other use to which we\ndevote our leisure. Recreation is what we do with our spare time, uncom¬\npelled by external circumstances or force. Recreation for some is activity\n[ 463 ]\n\n"}
{"page": 468, "printed_page": null, "text": "464\n\nNational\n\nEducation\n\nAssociation\n\nin the field of sport. In fact, a great many people devote their spare time\nto some favorite sport. That is entirely wholesome, particularly in\npeople whose work is so much sedentary. But the person who devotes his\ntime to cultivating a flower garden or to sitting dowrn and watching the\nwaves of the ocean or the lake, who paints pictures, or engages in playing\na musical instrument, is pursuing a recreational activity as much\nperson who goes for a swim or who plays a game of softball.\n\nas the\n\nAs we saw it, it devolved on us recreation people to demonstrate\n\nrather\n\nspectacularly our interest in promoting\nsports. Accordingly, we\n\nsomething other than athletics or\n\nresolved to make\n\nnature\n\nrecreation a project of\n\nthe year. We enlisted a committee to offer specific suggestions. The sug¬\ngestions are rather numerous. They cover various types of nature activity.\nThere are suggestions with respect to bird study, to flower gardening, and\nabout trees and stars and geology. We\n\nhave received a gratifying response\n\nfrom our list of suggestions. Two things are coming out of this year’s effort.\nI think we shall succeed in interpreting recreation as being interested in the\nsubject of nature, as well as in the subject of sport, but I think more impor¬\ntantly that we shall succeed in establishing in our own minds a consciousness\nthat nature is a field to which\n\nwe must give attention if we\n\nare to help\n\npeople find themselves in a complete set of leisure-time activities that make\nthem symmetrical persons in their outlook on life.\nBut we left the actual technic of promoting group or individual interest\nin nature subjects to the individual worker. Generally we do not like to\nteach recreation by methods which may be called academic\ninsist upon what we call a recreational approach.\nMy\n\nown\n\ndepartment\n\nmethods. We\n\nis one of the subdivisions of the Chicago\n\nPark\n\nDistrict. Even on our playfields our park maintenance departments try\nto preserve an appearance which balances use with sightliness. They try\nto keep a ball field so that it will not be a disgrace to the park system.\nThey\n\nhave their troubles. I do not think they would\n\nagree with me\n\nin\n\nsaying that everyone has a latent sensitivity to beauty. They speak fre¬\nquently of vandalism and destructiveness. We in the recreation division\ndo not believe that damage done to lawns and shrubbery is willful vandal¬\nism — not very often, at least. We think rather that it is occasioned by\nthe fact that, intent on other purposes, our park patrons are so pre¬\noccupied with what they are doing that they are totally unaware of any\nconsiderations of beauty and of a responsibility for maintaining it. The\nlad who is chasing a foul fly and is confronted by a mass of shrubbery\ndoes not consider the obstruction as shrubbery. To him it is merely some\nconfounded bushes that are in his way. The fellow in the batter’s box —\nhe is going to put him out if possible. So he crashes thru. Thru shrubbery?\nNo. Merely thru an obstacle. He only overcomes a difficulty. Such rising\nto the occasion and such triumph over obstacles make a successful catching\nof the ball all the more satisfying. He is completely absorbed in the achieve¬\nment of that purpose, to the exclusion of all other considerations.\n\n"}
{"page": 469, "printed_page": null, "text": "Department\n\nHow\n\ncan we\n\nof\n\nGarden\n\n465\n\nEducation\n\nreinforce other considerations?\n\nHow\n\nobtrude them\n\ninto\n\nhis consciousness, even when he is most concentrating on his own intents?\nWe have tried talking to him about keeping the park attractive; we have\nattempted to generate pride in the appearance\n\nof his own\n\nhome\n\ninstitution,\n\nas compared with that park across the tracks. We have shown motion pic¬\ntures of planning and planting of bordering hedges. We have had community\nlectures interpreting the planting. But none of these measures succeeded in\ngetting the desired effects.\nIn our artcrafts, women and girls have come to look with a calculating\neye on every product of nature, to see whether it may not lend itself to\nnew and individual uses in connection with attire suited to their own\npersonality. Girls love to wear\nhand-tooled touch. That\n\ndistinctive things that have the personal\n\nis an established foundation\n\non which\n\nwe deter¬\n\nmined to build an interest in nature, so we started them to slicing butter¬\nnuts and walnuts for novel and artistic buttons. They sorted colorful\nkernels of Indian corn to make themselves bracelets and strings of beads.\nOther nutshells, like chestnuts and acorns, were filled with a plastic\nmaterial and used whole, in connection with sports attire. The result was\nthat they began observing nature. Recently the suggestion has come that\nsmall pieces of bark can be worked down with beautiful coloring and\nshadings and strung for bracelets or strings of beads. They are making\nbelts of pieces of cocoanut shells and other natural materials. The result\nis that they have a new point of view for keen and creative imagination.\nOn their trips to the woods or on their picnics or excursions they are\nobservant. Building on an existing interest, an added and new interest in\nnature has been insinuated into the old, where, once established, it will\nexpand in new directions, just as the old interest takes new directions\nwhen nature, as a source of ideas and materials, is suggested.\nThis is sound recreational practice. It is sound educational practice as\nwell. Six months ago I would have said that we were interested in life\nenrichment. We were then interested in broadening of outlook, in expand¬\ning cultural awareness, in developing latent interests to lend them wider\nscope and greater content. I am not emphasizing the subject assigned\nme. I am not saying anything about life enrichment, except as that comes\nas a byproduct, as a concomitant attending the other purposes. I think\nour outlook today is bleak. I think we are in the twilight of life as you\nand I have known and loved it. I think we face a world where we must\nbe stern realists, that we must face the facts of today, heave a sigh if\nwe will for the days that are gone, the days of freedom from anxiety,\nand the brutal problems of survival, the days when we were released\nto give some devotion to cultural refinement. But that time is past now\nand we must play the man in the face of new and stern conditions. We\nhave no time to bewail the change. The urgency of these days is too\ngreat to permit us that sentimental luxury. Our strength we must husband\nto face the stern necessities ahead of us. Our resources we must devote\nto survival needs. Things which are luxuries we must resolutely put\nbehind us. Culture can come out of arduous and hitter experiences. We\n\n"}
{"page": 470, "printed_page": null, "text": "466\n\nNational\n\nEducation\n\nAssociation\n\nmust find it there, for we can no longer pursue it for its own sake. That\nprivilege is ours no more. The problem which confronts us is to salvage\nwhat we may, while we devote our time and energies to things essential\nto our safety and to our physical security. Even in this stern view nature\naffords its benedictions. Once, not so long since, we could consider sport\nin terms of the joy of action, the thrill of combat and accomplishment.\nNow we must view it as a means of conditioning ourselves for unknown\ndemands upon our strength in future. Once we could talk about a trip\nto the woods for the sheer joy of establishing rapport with Mother Nature.\nNow we must think of our physical needs, not only strength and rugged¬\nness and endurance but also of nervous reserves and equilibriums suffi¬\ncient to tide us over the coming tensions, to see us thru the impending\nfrustrations and the bitter days that lie ahead. We need nervous stability\nto have emotional stability, to be resolute and calm and strong thru the\nevil times impending. All the more, then, do we need to get back to the\nsoil, out where the trees and the grasses whisper in the wind, and the\nwaters roll up onto the shores. We need moments of repose to relieve us\nof fatigues and tensions and renew our strength. Out of a program of\nenlarged contact with the soil, and with things serene in their part in\nthe ageless flow of life and of the universe, we shall get enrichment, but\nwe must only whisper that now. We must urge that the emergent needs\nof the moment are served by our gardening and our explorings in the\nfield of nature. We must interpret our program in terms of our necessities,\nnot in terms of luxuries, for luxuries, I fear, we must increasingly forego.\nStern days are ahead of us. We must face them resolutely, courageously,\nand with a resolve to get out of them as much of rugged character as can\nbe gleaned in the sweat and the heartache that lie ahead.\n\nSECRETARY’S\n\nMilwaukee,\n\nMINUTES\n\n/\n\nWisconsin\n\nJuly 1-3, 1940\nMeeting called to order at 1:00 P. M., July 2, following luncheon, at Hotel Pfister,\nMilwaukee, Wisconsin. President Paul H. Jones, presided.\nReports of president and secretary received and filed.\nBy motion unanimously carried, new Bylaws for the Department of Garden Edu¬\ncation were adopted, subject to approval of the N.E.A. Board of Directors and effec¬\ntive when so approved.\nOfficers were unanimously chosen as follows: president, Frances M. Miner, Brook¬\nlyn Botanic Garden, Brooklyn, N. Y. ; vicepresident, Paul R. Young, board of edu¬\ncation, Cleveland, Ohio; secretary-treasurer, Clayton F. Palmer, public schools,\nLos Angeles, Calif.; editor, Paul H. Jones, Fordson public schools, Dearborn, Mich.\nMeeting declared adjourned at 2:00 P. M.\n\n"}
{"page": 471, "printed_page": null, "text": "‘Department\n\nof\n\nPTome\n\nEconomics\n\n"}
{"page": 472, "printed_page": null, "text": "HISTORICAL\n\nNOTE\n\nAt the Atlanta meeting of the Association in 1929 the necessary peti¬\ntion for the formulation of a Department of Supervisors and Teachers\nof Home Economics was presented to the Representative Assembly and\nto the Executive Committee. This petition was presented by the National\nConference of Supervisors and Teachers of Home Economics. In 1930\nat the Columbus, Ohio, meeting the Department was created by formal\nvote. At the meeting in Atlantic City, February 1938, it was voted to\nchange the name of the Department to the Department of Home Eco¬\nnomics. The former home economics organization has had a history rich\nin accomplishments. Its good work will continue as a department of the\nAssociation.\nThe officers of the Department for the year 1940-41 are: president,\nClara Lee Cone, Superzisor of Home Economics, Public Schools, Atlanta,\nGa.; vicepresident, Edna Waples, Supervisor of Home Economics,\nPortland, Ore.; secretary, Dorothy Ellen Jones, Supervisor of Home\nEconomics, Public Schools, Cleveland, Ohio; treasurer, Nell M. Waddington, Superzisor of Home Economics, Wichita High School East,\nWichita, Kans.\nThe Department of Home Economics 'meets semiannually, February\nand June of each year.\nThe Department publishes an occasional bulletin. The annual dues,\n$1, are payable to the treasurer. Facts relating to the establishment of\nthis Department and the record of its meetings may be found in earlier\nvolumes of proceedings as follows:\n1930:771-772\n1931:825-844\n\n1931:693-704\n1933:645-658\n\n1937:591-604\n1933:453-464\n\n1932 :695-712\n\n1930:543-553\n\n1939:477-488\n\n1933:697-708\n\n[ 468 ]\n\n"}
{"page": 473, "printed_page": null, "text": "ST. LOUIS\nREPORT\nFREDA\n\nG. WINNING,\n\nOF\n\nSCHOOL\n\nTHE\n\nOF\n\nNEW\nnp he\n\npast\n\nyear\n\nhas\n\nseen\n\nMEETING\nPRESIDENT\n\nEDUCATION,\nYORK,\n\nmany\n\nN.\n\nNEW\n\nYORK\n\nUNIVERSITY,\n\nY.\n\ninteresting\n\ndevelopments\n\nin the\n\nworld\n\n^ at large, education in general, and our Department specifically. We\nhave all been impressed with the need for maintaining and developing\ndemocratic ideals in the home, school, and community in order to achieve\nthe “American way of living.” Practicing democratic ideals means not only\nstressing good home and group relationships but also living them.\nOur programs have attempted to reflect these ideals and principles of\ndemocracy. Our midwinter meeting in St. Louis on February 24, 1940,\nhad as its theme, “How Home Economics in the Schools Can Make Its\nContribution to the American Way of Living.” The meeting at Milwaukee\nJune 30 to July 4, 1940, extended this theme.\nIt has been my policy to stress and extend the cooperation of this Depart¬\nment with that of other departments and groups.\nWithin our Department we have had a fine spirit of cooperation and\nloyalty. I wish to record here my deep appreciation and thanks to all who\nhave worked so faithfully and loyally.\nCertain goals still lie before this Department and I enumerate some of\nthem briefly in terms of what should be achieved in years ahead :\n1. An increasing belief in our profession to the point that every teacher becomes\na member of the N. E. A. and every home economics teacher a member of this\nDepartment\n2. An increasing acceptance of the responsibilities which are basic to the develop¬\nment of any organized group\n3. An increasing willingness to accept the ideals of democracy in education and\nto practice them\n4. An increasing cooperation with other groups and departments\n5. An increasing appreciation of the work our Department can do, and continu¬\ning loyalty to those entrusted with the guidance of its problems.\n\nTo such ends I give you my continued pledge of support and wish for this\nDepartment continued success.\nAMERICAN\nALICE\n\nFAMILIES\n\nKELIHER,\nPROGRESSIVE\n\nAND\n\nCHAIRMAN,\nEDUCATION\n\nAMERICAN\n\nCOMMISSION\nASSOCIATION,\n\nON\n\nDEMOCRACY\n\nHUMAN\n\nNEW\n\nYORK,\n\nRELATIONS,\nN. Y.\n\nThere is too much Grapes of JV rath psychology going about, and along\nwith the millions of transient families we find the mirage of fields greener\nin some other man’s country continuing to lure youth away from home.\nBy and large, wherever they go, youth finds the same type of frustration\nand the same meagerness of community life. We should aim to improve\nthat same community life and let youth have a vital voice and a hand in the\nimprovement.\nThe community must wake up to the problem of cooperative building\nof a high quality of life that will make young people want to stay at\nhome to work on their problems, or to come back to help after they have\ncompleted their education.\n[469]\n\n"}
{"page": 474, "printed_page": null, "text": "National\n\n470\n\nEducation\n\nAssociation\n\nHome economics can help specifically by moving further into the areas\nof life outside the classroom. More work will have to be done in real homes.\nThe home economics departments must continue to serve the community.\nThey must continue to help with cooperative markets, with beautification,\nwith the schools, and to increase the fine job which they have already so well\nlaunched, of working on the improvement of relationships within the family.\nFAMILY\n\nMARK\n\nEXPERIENCE\nAND\nTHE\nPERSONALITY\n\nENTORF,\n\nEXTENSION\n\nASSOCIATE\nITHACA,\n\nDEVELOPMENT\n\nPROFESSOR,\n\nCORNELL\n\nOF\n\nUNIVERSITY,\n\nN. Y.\n\nThe trend toward increased interest in human personality has developed\nmany implications for education. Most of these ideals can be summed up\nin the question, “What\n\ncontribution do current educational practices make\n\nto the development of health and adequate personalities in our culture?’’\nHome economics is one branch of education which has traditionally been\nconcerned with the life and welfare of the family. We now believe that\nthe family is the primary molder of human character, and with this in\nmind the home economics departments now confront new trends and new\nopportunities, for there is a growing realization that education for family\nlife which omits or ignores the psychological and emotional factors in family\nlife neglects the essential meaning of its avowed object of study. Herein\nlies the distinction between teaching functional homemaking and technical\nhousekeeping.\nAmong the possible values of well-trained teachers presenting a course\nor units of work on family relations are: (a) the actual rounding out of\nour conception of true family life; (b) the opportunity for students to\ndiscuss in an atmosphere of tolerance and sympathy problems of home\nliving; (c) there should be real benefit from the student’s discovery of\nthe fact that his is not the only family in which strains, tensions, and\ndissatisfactions occur; and (d) we come to realize the decisive influence\nof family life upon the growth of personality.\nHome economics itself may develop a broader appreciation of its educa¬\ntional and cultural significance.\nTHE\n\nALICE\n\nCONTRIBUTION\nGENERAL\n\nSOWERS,\n\nPROFESSOR\n\nOF\n\nOF HOME\nECONOMICS\nFAMILY\nLIVING\nFAMILY\n\nOKLAHOMA,\n\nFrequently, when\n\nLIFE\n\nNORMAN,\n\nEDUCATION,\n\nTO\n\nUNIVERSITY\n\nOF\n\nOKLA.\n\nthe discussion of the relationship of home\n\neconomics\n\nand family life education is being considered, someone says, “But home\neconomics is education for family life.” And so it is, but it does not have\na monopoly on such education. Other fields are contributing to the knowl¬\nedge, understanding, and appreciation of worth or value which each person\nneeds to meet the situations arising out of living in the family group.\nHome economics profits thru the efforts of these other fields of education.\n\n"}
{"page": 475, "printed_page": null, "text": "Department\n\nof Home\n\n471\n\nEconomics\n\nLet us, therefore, recognize its value to us as well as its contribution\nto general family living. Let us maintain a growing, on-looking home\neconomics program, designed to help each student to realize his potentiali¬\nties, to assume his share of the responsibility for conserving and using the\nresources of his home to promote the best interests of the group, and to\nunderstand and function in a democratic society. We may permit ourselves\nto glance back now and then and view with satisfaction the progress we\nhave made.\nECONOMIC\nJESSIE\n\nV. COLES,\n\nPROBLEMS\n\nASSOCIATE\nOF\n\nOF\n\nPROFESSOR\n\nMISSOURI,\n\nAMERICAN\nOF\n\nHOME\n\nCOLUMBIA,\n\nFAMILIES\n\nECONOMICS,\n\nUNIVERSITY\n\nMO.\n\nThere are approximately thirty million families in the United States.\nNo two of them have the same economic problems. How to get an income,\nsecurity, and who should contribute to the money income are questions\nto be faced. We are today far from the ideal set by some that the husband\nor head of the family should be the sole contributor.\nThe National Resources Committee estimates that in 1935-36 approxi¬\nmately two-thirds of the families in the United States had incomes of less\nthan $1500. One-half had less than $1160, and one-third less than $780.\nLess than 5 percent had $3000 and over, and 1.5 percent had $5000 and\nover. Food took the largest share of the family expenditure, requiring for\nall thirty million families one-third, varying from 47 percent for families\nwith expenditures of less than $500, to 15 percent for those spending\n$20,000 or more. Almost 18 percent of the total was required for shelter.\nShelter expenses ranged from $150 to $5359 per family. Clothing took\nan average of 10 percent, ranging from 7.5 to 14.7 percent or from $35\nto $2117 per family. Automobile expenses took 8 percent. When expenses\nfor food, shelter, clothing, and the automobile were taken care of, only\nabout 15 percent remained for other items.\nWe need to develop a social consciousness regarding the economic situa¬\ntion of families today, not only in ourselves but also in our students. We\ncan make our home economics teaching function more effectively by ap¬\nproaching this from two angles — that of the needs of our students as\nhomemakers and that of their needs professionally.\nThe future homemakers need specific training in how to make ends\nmeet and the kind of food and clothing they can get on a $750, $1000, or\n$2000 income. We need to place considerable emphasis on how to get\nadequate diets on the lower incomes. We have largely neglected equipment\nand almost entirely ignored housing and house operation problems which\ntake such a large proportion of the budget.\nWe need to study how to finance and purchase a car and how to budget\nexpenditures for medical care. We have plenty to do in regard to standards\nfor recreation, education, and reading.\nWe should assume the responsibility for training all members of families\nin this important aspect of family life.\n\n"}
{"page": 476, "printed_page": null, "text": "472\n\nNational\n\nHOME\n\nH.\n\nE.\n\nEducation\n\nAssociation\n\nECONOMICS\nPREPARES\nFOR\nWAY\nOF LIVING\nHENDRIX,\n\nDIRECTOR\n\nOF\n\nSTATE\n\nSUPERINTENDENT\n\nSTATE\n\nDEPARTMENT\n\nOF\n\nPHOENIX,\n\nOF\n\nTHE\n\nAMERICAN\n\nPUBLIC\n\nINSTRUCTION,\n\nVOCATIONAL\n\nEDUCATION,\n\nARIZ.\n\nIs not the American way of living, regardless of race, income, comforts,\nand conveniences, the democratic way of living? Freedom of religion, of\nthe press, and of speech, and all the other things mentioned in the United\nStates Constitution, play a part in our American family pattern. The ability\nto have whatever the family wishes to get, with its limited or large income,\nis one thing Americans have an opportunity to choose. If every family\nmember has a right to contribute to family problems, there is a better\nfeeling on the part of the group.\nAs administrators, we find marked changes in the home economics in¬\nstruction. We note that the curriculum is constantly being enlarged and\nenriched ; that it is also reaching more groups — elementary, junior high,\nsenior high, out-of-school youth and adults; and that boys are becoming\nmore and more interested as potential fathers.\nWith all the fine things that have been accomplished there are still some\nneeds seen by administrators, (a) There is a need of thinking of the real\nfunction and purpose of home economics in the public schools, (b) Not\nnearly enough of our boys and girls are being reached, (c) How does home\neconomics in the public schools now fit into the health program, the science\nprogram, the surplus commodities lunch program, and the adult homemak¬\ning program done by all agencies? (d) What is the cost of the program\ncompared to other offerings? (e) Why is there a scarcity of teachers in\nthese days of unemployment? Healthy, public spirited, well-trained teachers\nare wanted, (f) Is there a need of calling parents together to ask them\nwhat they want youth to be taught? (g) More records need to be kept\non what youth does when it drops out of school, also when it graduates\nfrom high school. Are we not still training all or most of our high-school\nboys and girls for college? (h) Have we not reached the time wrhen more\nof the so-called better students need to choose home economics in our higher\ninstitutions? (i) Home economics and administrators as leaders in each\ncommunity need to have the right attitude toward the philosophy of home¬\nmaking instruction.\nWe must equip youth with practical habits of good citizenship in a\ndemocratic world that is their own.\n\nMILWAUKEE\nCONSERVING\nKATHARINE\n\nW.\n\nTAYLOR,\n\nSCHOOL\n\nMEETING\n\nFAMILY\nOF\n\nEDUCATION,\n\nSYRACUSE,\n\nThe\n\nhome\n\nIDEALS\n\nN.\n\nSYRACUSE\n\nUNIVERSITY,\n\nY.\n\nis our foremost educational institution. As life becomes more\n\ncomplex, mechanized,\n\nand impersonal, its importance as the stronghold of\n\ndemocratic ideals and spiritual values increases. Human\n\nwarmth\n\nand affec-\n\n"}
{"page": 477, "printed_page": null, "text": "Department\n\nof\n\nHome\n\n473\n\nEconomics\n\ntion, trust, mutual helpfulness, and consideration of others, traits learned\nfirst and best thru experience in the family, are also basic to successful living\nin a democracy. Conversely, recent investigations as to the effect of demo¬\ncratic, autocratic, and anarchistic setups give scientific evidence that the\ndemocratic way of life generates cooperation, the “we\" feeling, and friendli¬\nness far more effectively than the other plans.\nThe\n\ndemocratic process as applied to family life consists of sitting down\n\ntogether and talking things thru and of cooperative planning with the chil¬\ndren according to their level of development.\nThe basic principles in democratic family living are that every member\nof the group contributes according to his powers and receives according to\nhis needs and that conflicts are worked out by a compromise best meeting\nthe needs of all.\nFamily ideals are built in by satisfactory experiences rather than by pre¬\ncept. The most important satisfaction is a fine relationship between parents\nand children. A family may be considered “good” to the degree it fosters\nthe happiness of all, parents included. Only when parents are living satis¬\nfactory lives as persons in their own right can they maintain a family\natmosphere that is wholesome and good and avoid leaning too heavily upon\ntheir children.\nParents cannot teach their children ideals they do not embody in them¬\nselves. A really fine relationship between the parents is the cornerstone\nof wholesome family life, both because of the atmosphere it creates and\nthe example it sets. Recent studies by Burgess and Cottrell have shown\nthat the future marriages of children tend to repeat those of parents.\nThere is no more important task than extending to all parents and future\nparents the understandings wffiich will not only safeguard but improve the\nquality of our family life. As Mr. Studebaker says in his introduction to\nGruenberg’s Sex Education in the High Schools , “Young adults who de¬\nmand courses in preparation for family life are putting first things first\nmore surely than the administrators who deny them.” Understanding should\nbe provided not only thru courses but also by opportunities for individual\nconsultation when needed.\nGUIDANCE\nHOWARD\n\nAND\n\nR. ANDERSON,\n\nBETTER\n\nPRESIDENT,\n\nCORNELL\n\nFAMILY\n\nNATIONAL\n\nUNIVERSITY,\n\nIn the publication of the Educational\nEducation\n\nin American\n\nDemocracy,\n\nRELATIONSHIPS\n\nCOUNCIL\n\nITHACA,\n\nFOR\n\nSOCIAL\n\nSTUDIES,\n\nN. Y.\n\nPolicies Commission,\n\nthe Commission\n\nPurposes of\n\nhas grouped\n\nthe ob¬\n\njectives of education under four major headings, namely: self-realization,\nhuman realization, economic efficiency, and civic responsibility. Under each\nof these classifications are described respectively, the educated person, the\neducated member of a family and community group, the educated producer,\nconsumer, and citizen. Clearly, each area is related to the other, and each\nis related to our topic, “Guidance\n\nand Better Family Relationships.”\n\n"}
{"page": 478, "printed_page": null, "text": "474\n\nNational\n\nEducation\n\nAssociation\n\nThere is little need to develop the thesis that democracy must be a co¬\noperative undertaking. In the public preschools and kindergartens, teachers\nin their work with young children successfully develop democratic prac¬\ntices. In most communities, however, school life and instructional proce¬\ndures become increasingly teacher-centered. Such educational climate does\nnot permit sound pupil growth. These pupils need not only guidance but\nan opportunity to try democratic procedures.\nThe Educational Policies Commission emphatically makes the point that\ndespite advances in the last twenty years there is little systematic education\nfor home and family living. It estimates that 15 percent of American highschool youth and college students and less than 5 percent of American\nparents get any training. I hope to see the day when all pupils, boys and\ngirls, receive instruction of the general sort now given by teachers of\nhome economics to only a fraction of the girls enrolled in the schools.\nUnder the heading of “Economic Efficiency,” the Educational Policies\nCommission lists objectives related to such activities which concern the\ncreation and use of goods and services. Lntil recently schools placed the\nmajor emphasis on the vocational phase of economic education. Altho pro¬\nducer education is important, the corollary importance of consumer educa¬\ntion is being increasingly recognized.\nThere is little time to consider the implications of an adequate program\nin economic education. Foolish spending which yields no enduring satis¬\nfaction, general gullibility, wasteful borrowing, and expensive saving are\nmore or less characteristic of American life. The schools are attempting\nto educate young consumers to spend wisely. Consumer education must\nprovide for worthwhile standards. As home economics teachers you are\nalready making a contribution to this end, but unfortunately the teaching\nis limited to the pupils of one sex and is also limited in scope.\nGuidance is synonymous with effective education for desirable living.\nAll teachers are therefore full-time guidance workers. To achieve our goal\nwe must clearly get in mind the standards to be achieved and this achieve¬\nment of standards depends upon the effective cooperation of all teachers of\nall subjects.\nA\n\nCOOPERATIVE\n\nPROGRAM\nIN\nLIVING\n\nA. K. LYON,\n\nOF\n\nPRINCIPAL\n\nHIGH\n\nHOME\n\nSCHOOL,\n\nAND\n\nBARRON,\n\nFAMILY\n\nWIS.\n\nBarron, a rural city of 2055 inhabitants, chiefly of Norwegian and Ger¬\nman descent, is located in northwestern Wisconsin. The people are ambi¬\ntious, thrifty, and progressive, having learned the benefits to be derived\nfrom cooperation. Dairy farming is the basic life of the community, and\nassociated with the activity are innumerable cooperative societies.\nIn November 1939, under the guidance of the state department, a pro¬\ngram was inaugurated in Barron County in an attempt to meet some of\nthe community needs. A committee of five was selected to draw a consti¬\ntution and to select a council. This council of thirty-three members was\n\n"}
{"page": 479, "printed_page": null, "text": "Department\n\nof\n\nHome\n\n475\n\nEconomics\n\nchosen from among men and women and youth, of religious, educational,\ncivic, and fraternal organizations, business and professional life, society\nand home, and farm and city regions. The organization met and set up\nthe following criteria for its purpose: To strive to achieve for ourselves\nand to help others attain\n1. An appreciation of the worth of the individual and a contribution of each\nmember to the family\n2. An interest on the part of members of the family in the enrichment of\nhome and family life for all\n3. A comprehension of the place of the family and the home in society\n4. An increasing competence in\n(a) The goals for family life\n(b) The selection and use of family resources\n(c) The study of family and community situations and plans for the\nimprovement thereof\n(d) The enjoyment and increasing beauty in home and community\nenvironment.\n\nThe function of the council shall be to make plans, determine policies,\nfacilitate administration, coordinate programs and activities, and interpret\nthe program to member agencies and to the public. The principle of con¬\nstructing social service programs in such a way as to dignify the status\nof home and family life is not only a sound policy but essentially an\nachievement of democracy.\nTHE\n\nPLACE OF THE HOME\nECONOMICS\nTHE EDUCATIONAL\nPROGRAM\nFOR\n\nTEACHER\nYOUTH\n\nIN\n\nGLADYS BRANEGAN, PRESIDENT, AMERICAN\nHOME\nECONOMICS ASSOCIATION,*\nAND DEAN, HOUSEHOLD\nAND INDUSTRIAL ARTS, MONTANA\nSTATE\nCOLLEGE,\n\nWe\n\nBOZEMAN,\n\nMONT.\n\nare facing a difficult situation in this country, with 20 percent of\n\nthose desiring employment unable to get it and one-third of this group\nbetween the ages of fifteen and twenty-four. What can the home economics\nteacher do to help these young people? Youth is faced with four questions\nof importance: education, a job, health, and recreation.\nThe vocational and professional aspects of home economics training in\nour institutions of higher learning have, in the minds of some, been over¬\nemphasized, but such is not the case in the secondary schools. Our con¬\ntribution here has been indirect thru such phases as personality develop¬\nment, better grooming, happier home and family relations, and consumer\ninformation. Probably this is a wise course, despite the fact that there is\nan ever increasing number of young women seeking employment. The large\nmajority need outside employment for only a short time, as they soon\nmarry and take over the management of their own homes. In fact, mar¬\nriage is definitely one of the presentday youth problems which cuts across\nthe four general headings. Therefore, need we not think of our teaching\nin the light of preparation for marriage and parenthood?\nWe know that today vocational opportunities for women involve func¬\ntions which have left the home and have been turned over to industry or\n\n"}
{"page": 480, "printed_page": null, "text": "476\n\nNational\n\nEducation\n\nAssociation\n\nthe community. An indication of how home economics teachers in the lower\nlevels can serve vocational aims was brought out by a survey of the class\nof 1935 of all Minnesota high schools. This survey showed that 26 percent\nof the girls became domestics or waitresses. No matter what the vocational\nguidance and placement setup is in your particular school there is much\nthat you as a home economics teacher can do better than anyone else in\nstimulating and encouraging the girls of your classes to formulate long¬\ntime goals for their lives outside and following school.\nHealth, the third great problem of youth, can be divided into two main,\ninterdependent aspects — physical and mental. Many years ago Ellen Rich¬\nards clearly pointed out for home economics teachers their opportunity and\nobligation to contribute to the improvement of the physical health of the\nnation. While we realize the inadequacies in the content and method of\nour family relation units, we must be given credit for recognizing the need\nand for experimenting in ways and means of teaching certain fundamental\nprinciples.\nOne of the frequently mentioned weaknesses of home economics is that\nat best it reaches only one-half our young people. It is true that we have\nclasses for boys and that girls are often leaders in health and community\nrecreation activities. Here home economics and physical education training\nfind a happy meeting ground in recreational projects.\nIt is highly important that the home economics teachers should awaken\nto the current trends of consumer education. Not in an entire generation\nhas there been so great an opportunity for public service as now lies before\nthe profession of home economics. It is hoped that for the interest of the\npublic as well as those engaged in this profession, the opportunity will not\nbe muffed.\nTHE\n\nIMPORTANCE\n\nOF\n\nHOMEMAKING\n\nOUT-OF-SCHOOL\nEDNA\n\nP. AMIDON,\nSTATES\n\nCHIEF,\n\nOFFICE\n\nOF\n\nHOME\n\nYOUTH\n\nAND\n\nECONOMICS\n\nEDUCATION\n\nEDUCATION,\n\nFEDERAL\n\nWASHINGTON,\n\nWhat\n\nEDUCATION\n\nFOR\n\nADULTS\nSERVICE,\n\nSECURITY\n\nUNITED\n\nAGENCY,\n\nD. C.\n\nofferings has home economics education for the young people who\n\nare facing responsibilities? First, and probably of the most immediate im¬\nportance to the young person, is the need for understanding himself so that\nhis “center of gravity may be within himself.” Second, there is a need for\nunderstanding himself in relation to other people. Third, there is a need\nfor recognizing that his personal life must be centered in a home life in\nwhich he works out, in cooperation with other members of the family, a bal¬\nanced design for living. Fourth, there is need for help in learning to recog¬\nnize and use all available resources, material and human, for carrying out\npurposes.\nTo make\n\nour contribution as educators in homemaking\n\neffective, it is\n\nessential to recognize some of the difficulties to be overcome, (a) Schools\nin general are slow to think of education as a continuing process, (b)\n\n"}
{"page": 481, "printed_page": null, "text": "Department\n\nof\n\nHome\n\nEconomics\n\n477\n\nThere is insufficient recognition that education is essential for home and\nfamily life, (c) Even when schools are aware of the importance of this\nfield of education and willing to provide it, they do not have funds for the\nadditional service needed, (d) Home economics education which has been\nprovided has been weak in its offerings because it has not looked deeply\nenough into the fundamental needs of young people, (e) Adequate per¬\nsonnel is not available for providing this education, (f) Most communities\ndo not have facilities for locating the young people who need this help,\n(g) Some of our most valuable resources are unused because communities\nare not aware of the facilities they have for helping young people to learn\nto meet their problems.\nThose who believe that educational opportunity for young adults must\nhe extended have then to develop a program of interpretation for school\nadministrators, teachers of home economics, schoolboards, and the public;\nto develop a program of teacher education ; and to develop a program in\nwhich the community discovers and utilizes all of its educational resources\nfor the improvement of family life.\nSECRETARY’S\n\nEighteenth\n\nSemiannual\n\nMINUTES\n\nMeeting,\n\nFebruary\n\nSt. Louis, Missouri\n\n24, 1940\n\nThe eighteenth semiannual meeting of the Department opened in St. Louis,\nMissouri, on February 24, with a morning session in the Municipal Auditorium.\nLouise Keller, program chairman, state supervisor of home economics, Jefferson\nCity, Missouri, presented the speakers at the morning session: Alice Keliher, chair¬\nman, Commission on Human Relations, Progressive Education Association, New\nYork City; Mark Entorf, extension associate professor, Cornell University, Ithaca,\nNew York; and Alice Sowers, professor of family life education, University of\nOklahoma, Norman, Oklahoma.\nThe afternoon session, also held in the Municipal Auditorium, started with the\nbusiness meeting, at which reports were heard from each of the officers and com¬\nmittee chairmen. It was a fine meeting and you would have agreed that the Depart¬\nment is progressing and is making as fine a showing as any other Department of\nthe N. E. A. Every officer was present, as well as a number of regional directors.\nBeulah Coon, chairman of the committee on our publication, reported splendid\nprogress. She urged all present to let her committee know about any outstanding\nwork their school is doing in the teaching of home and family living. As you know,\nthe publication is to deal with this subject and the committee is planning to illustrate\nit with actual rather than theoretical examples of what can be done in this im¬\nportant phase of our work.\nMiss Swain, our representative on the National Commission on Cooperative\nCurriculum Planning, reported the preparation of a chapter for the Commission’s\npublication.\nThe preparation of Education Week material for 1939 was in the hands of\nClara Lee Cone. The final report of her committee was made and the committee was\ndischarged with the thanks of the Department.\nSpeakers at this session were Jessie V. Coles, associate professor of home eco¬\nnomics, University of Missouri, Columbia, Missouri; Bertha Bisbey, professor of\nhome economics, University of Missouri, Columbia, Missouri; and Lillian H. Locke,\nassociate professor of household arts, Teachers College, Columbia University, New\n\n"}
{"page": 482, "printed_page": null, "text": "47S\n\nNational\n\nEducation\n\nAssociation\n\nYork, New York. They were introduced by Edna R. Waples, vicepresident of the\nDepartment, Portland public schools, Portland, Oregon.\nThe speakers for all three sessions, specialists in their fields and outstanding\npersonalities, each prepared an impressive and noteworthy paper.\nThe evening meeting was\nthe Hotel Jefferson.\n\npreceded\n\nby a pleasant dinner in the Crystal Room\n\nof\n\nThe program for the evening continued with Freda G. Winning, president, pre¬\nsiding and introducing the two speakers, Frances Swain, director of household arts\nin Chicago, Illinois; and H. E. Hendrix, state superintendent of public instruction,\nPhoenix, Arizona.\n\nExecutive\n\nCommittee\n\nMeeting,\n\nMilwaukee,\n\nWisconsin\n\nJune 30, 1940\nThe meeting was called to order by the president, Freda G. Winning, at 8:15 p.m.\nA letter from Ruth Sanger, supervisor of home economics, Toledo, Ohio, was read\nby the secretary. She expressed regret that Miss Sanger would be unable to\nattend the meeting, due to personal illness. The secretary was commissioned to\nsend a telegram on behalf of the Department to Miss Sanger, expressing our regret\nat her illness and thanking her for the work done on the American Education\nWeek pamphlet. The secretary was commissioned to send a telegram to Carlotta\nC. Greer, past president of the Department, expressing our wishes for a speedy\nrecovery.\nFrances Zuill gave the report on the Committee on Publications, dealing with\nthe curriculum problems in education for home and family living. This report was\ngiven in the absence of the chairman, Beulah I. Coon. Mrs. Christy, another\nmember of the Committee, supplemented the report. The president and secretary\nwere appointed to designate the Committee to read the reports after they are\ncompleted. The treasurer was commissioned to make a check of all paid member¬\nship over a period of the last five years, this in order to be ready to report upon\npercent of members who would be entitled to either a free copy of the publication\nor a copy at a discount.\nLyle W. Ashby, assistant director of the Division of Publications, gave a survey\nof the home economics bulletin for the American Education Week pamphlet. This\nmaterial was prepared by a committee under the direction of Ruth Sanger, chair¬\nman. The pamphlet is to be prepared in a new form and is to be distributed to\nall paid members of the Department. Five thousand copies are to be included by\nMr. Ashby in the junior and senior high-school packets for the American Educa¬\ntion Week program. This material is to be given special publicity in the Journal\nbut will not be listed on the publications list. Mr. Ashby informed the committee\nthat the Department of Home Economics is to be the only one represented in\nthe packet.\nFlorence Beatty, chairman of the Mihvaukee convention local arrangements,\ngave a brief report of the program of activities and received the congratulations\nof the committee. The local chairman has arranged for the following publicity:\nstate and national home economics associations have run notices of the meetings;\narticles have appeared in the Sunday and daily newspapers of Milwaukee; a radio\nprogram has been arranged over WTMJ ; and reporters have been notified and\ninvited to attend the sectional meeting and the dinner session.\n\nDora Rude, program chairman, gave a brief report of the business of her com¬\nmittee and was voted appreciation for her excellent piece of work. The local chair¬\nman reported that the Wisconsin Home Economics Association has underwritten\nthe expenses of this meeting. A motion was made and passed that the expenses of\nthe local headquarters room at the Hotel Schroeder be paid by the Department\ntreasurer.\n\n"}
{"page": 483, "printed_page": null, "text": "Department\n\nof\n\nHome\n\n479\n\nEconomics\n\nOld Business\nThe president reports that the Constitution cannot be printed at Hadley Voca¬\ntional School, as suggested in unfinished business last February. This material still\nneeds some revision and is to be reworked by the president, typed, and sent to the\ncommittee members.\nThe secretary was told to ask Frances Swain, representative of the Department\non the National Committee for Curriculum Planning, for copies of the chapter on\nhome economics. According to the minutes of the February meeting, the committee\nmembers were to receive these copies before the material went to press.\nThe president, Freda Winning, had been designated as a committee of one to\napproach the American Home Economics Association with suggestions for coopera¬\ntion between the Department of Home Economics and the American Home Eco¬\nnomics Association. Miss Winning had a conference with Gladys Wyckoff, field\nsecretary for the American Home Economics Association, and reports that a pro¬\ngram for its convention was set up and nothing in the form of cooperation could\nbe done at this time.\nThe president, secretary, and program chairman were appointed as a committee\nto dispense with the papers of the Milwaukee meeting. The president announced\nthe Dennis Hotel in Atlantic City as the meeting place for the February 1941\nsession. Ethel Powell, supervisor of home economics, Atlantic City, is to be general\nchairman.\nWith the approval of the Executive Committee, the president is to make contact\nwith the American Association for Health, Physical Education, and Recreation,\nfor a program of cooperation with the Department of Visual Education.\nThe meeting adjourned at 11:15.\n\nFirst Session\n\nMeeting,\n\nMilwaukee,\n\nWisconsin\n\nJuly 1, 1940\nThe summer meeting of the Department of Home Economics was held in Mil¬\nwaukee, June 30-July 3, 1940.\nThe first session was held in cooperation with the Department of Secondary\nTeachers in the Milwaukee Vocational School. The meeting was called to order by\nPresident Freda G. Winning, at 3:00 P. m., with approximately 275 persons present.\nThe president gave the greetings for the national organization and introduced\nFlorence Beatty, director of household arts, public schools, Milwaukee, who gave\nthe local greetings and made a brief announcement concerning the coming meetings.\nThe program chairman, Dora M. Rude, homemaking supervisor, Wisconsin State\nBoard of Vocational and Adult Education, Madison, was then introduced by the\npresident. She, in turn, presented the speakers for the afternoon session.\nThe business meeting was called to order at 4:15 P.M., with approximately one\nhundred persons present. The secretary read the minutes of the Executive Committee\nmeeting, which was held on Sunday, June 30, at the Hotel Schroeder. A motion was\nmade by Marietta Eichelberger and seconded by Frances Swain that the minutes be\napproved as read. The president’s report was read and accepted. The secretary,\nDorothy Ellen Jones, read the report of the vicepresident, Edna Waples, who\nwas unable to attend the meeting. The report was accepted. President Winning\ncalled a roll of the regional directors. The treasurer, Nell Waddington, read\nher\n\nannual\n\nappointed\nreport.\n\nreport\n\nAlma\n\nwhich\n\nwas\n\nOlfs and Emma\n\naccepted\nMeyer\n\nby\n\nthe meeting.\n\nof Milwaukee\n\nMiss\n\nWinning\n\nthen\n\nas auditors for the treasurer’s\n\nThe Resolutions Committee — Agnes Cary, Cleveland, Ohio, chairman; Elizabeth\nMonroe, Long Beach, California; and Louise Braxton, Indianapolis, Indiana — was\nappointed by the president. The report of the Committee on Curriculum Planning\nwas given by Frances Swain. A brief report concerning American Education Week\n\n"}
{"page": 484, "printed_page": null, "text": "480\n\nmaterial\n\nNational\n\nwas\n\nEducation\n\nAssociation\n\ngiven by Clara Lee Cone, in the absence\n\nThe program for 1940 is to be entitled “Education\nThe meeting was adjourned at 5:10 p.m.\n\nSecond\n\nand Dinner\n\nSession\n\nof Ruth\n\nSanger, chairman.\n\nfor the Common\n\nMeetings,\n\nDefense.”\n\nMilwaukee,\n\nWisconsin\n\nJuly 2, 1940\nThe second session of the summer meeting was held in the Girls’ Trade and\nTechnical High School, with an approximate attendance of 250.\nThe meeting was called to order at 2:00 p.m., by the presiding officer, Frances\nZuill, director of home economics, University of Wisconsin, Madison, who introduced\nthe speakers.\nThe dinner session of the annual meeting was a banquet in the ballroom of the\nWisconsin Club. Approximately 150 persons attended. The Club, an interesting\nold building, formerly the home of one of Milwaukee’s prominent families, was\nresplendent with lovely flowers. The chairman, Miss Charles, and her committee,\nplanned a most delightful menu, with favors for everyone, which included shoulder\nbouquets of gardenias, miniature packages of Wisconsin’s famous cheese, and\ninteresting linoleum-blocked programs made by the Girls’ Trade and Technical\nHigh School.\nFreda G. Winning, president, presided and introduced the speakers, who gave\nbrief greetings.\nEntertainment for the evening was a marionette performance\npresented by the WPA marionette workshop of Milwaukee.\n\nThird\n\nSession Meeting,\n\nMilwaukee,\n\nof “Rumpelstiltskin”\n\nWisconsin\n\nJuly 3, 1940\nThe\n\nthird session was\n\nheld in cooperation\n\nwith\n\nthe Department\n\nof Vocational\n\nEducation. The program was planned around the theme “Educating Out-of-School\nYouth for a Democratic Society.”\nGeorge P. Hambrecht, state director of the Wisconsin State Board of Vocational\nand Adult Education, Madison, presided and introduced the speakers. At the\nconclusion of the program, the president, Freda Winning, continued the business\nmeeting of July 1.\nThe treasurer reported thirty new members received during the convention.\nFlorence Beatty reported that registration for the Home Economics Department\nat the convention numbered 160 persons, representing 23 states. The report of the\nResolutions Committee was read by Agnes Cary, chairman, and was accepted by\nthe convention.\nThe\n\nreport of the Nominating\n\nCommittee\n\nwas\n\nread\n\nby the secretary, in the\n\nabsence of the chairman, Ola Day Rush. The following slate for 1940-42 was\npresented: president, Clara Lee Cone, Atlanta, Georgia; and treasurer, Nell Waddington, Wichita, Kansas. The president asked for nominations from the floor.\nA motion was made by Miss Eicherberger and seconded by Leila Bunce Smith that\nthe nominations be closed. The secretary was asked to cast the affirmative ballot\nfor the slate.\nFreda G. Winning, with a word of greeting, turned the meeting over to the new\npresident, Clara Lee Cone, supervisor of home economics, Atlanta, Georgia. Miss\nCone spoke briefly to the group, expressing her appreciation for the work so well\ndone by Miss Winning, and pledged her loyalty to the Department.\nThe meeting adjourned at 5:05 p.m.\nDorothy\n\nEllen\n\nJones,\n\nSecretary.\n\n"}
{"page": 485, "printed_page": null, "text": "‘Department\nKindergarten-Trim\n\nof\n\nary Education\n\n"}
{"page": 486, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof\n\nNOTE\n\nkindergarten-primary\n\neducation\n\ngrew\n\nout of\n\na meeting of the Froebcl Institute of North America, which met in con¬\nnection with the Association's meeting in Madison, If iscotisin, in 18S4.\nThe name of the Department was changed in 1927 to the Department\nof Kindergarten-Primary Education.\nThe officers of the Department for the year 1940-41 arc: president,\nRuth 0. Ferguson, 8 North Ninth Avenue, Mount Vernon, N. Y.; vicepresident,\n\nMrs.\n\nFrederica\n\nB. Ross,\n\n6707\n\nEighth\n\nAvenue,\n\nLos\n\nAngeles,\n\nCalif.; secretary, Laura F. Owens, Plainfield, N. J.; executive\nmittee:\n\nHelen\n\nS. Baldwin,\n\n325\n\nBeverly\n\nAvenue,\n\nSan\n\nLeandro,\n\ncom¬\nCalif.;\n\nAmy E. Emery, 45 Auburn Street, Brookline, Mass.; Grace L. Phelps,\n120 Seward Avenue, Detroit, Mich.; Olga Korsbreck, Moorhead, Minn.\nFacts relating to the establishment of this Department and records of\nits meetings will be found in earlier volumes of proceedings as follozus:\n1884: 74\n1885 \\349 -368\n1886 -.499-560\n1887 -.329-361\n1888 :32 3-360\n\n1889:441-482\n\n189 6:471-514\n1897 -.584-613\n189 8:589-619\n1899 :530-574\n\n1900:365-402\n\n1891:251-304\n\n1901 :501-539\n1902 -.409-429\n190 3:377-406\n1904 -.415-437\n\n189 3:321-382\n1894 :679-704\n\n1905:341-372\n190 6:626-629\n\n1890 -.543-582\n1891 -.527-568\n\n1901:455-474\n\n191 8:151-156\n1919 :171-178\n1920 :191-202\n\n1929:425-448\n1930:367-390\n1931:467-482\n\n1921:461-470\n1922:969-986\n\n1932:407-474\n19 33:423-434\n\n1912:607-632\n\n19 23:705-718\n\n191 3:425-446\n1914 -.405-420\n191 5:629-670\n191 6:289-310\n\n1924:583-596\n19 25:478-503\n1926:497-528\n1921:457-472\n19 28:411-434\n\n1934:409-422\n1935:379-388\n1936:267-273\n1931:305-314\n1938:465-474\n1939:489-500\n\n190 8:501-542\n1909 -.437-456\n1910 :377-416\n1911 -.477-516\n\n1911:417-430\n\n189 5:510-560\n\n[ 482 ]\n\n"}
{"page": 487, "printed_page": null, "text": "MILWAUKEE\n\nMEETING\n\nPROGRAM\nTHE KINDERGARTEN-PRIMARY\nORGANIZING\nFOR INCREASED\nSOCIAL EFFICIENCY\nPICKENS\n\nE.\n\nHARRIS,\n\nPHILOSOPHY,\n\nASSOCIATE\n\nUNIVERSITY\n\nOF\n\nPROFESSOR\nPITTSBURGH,\n\nOF\n\nEDUCATION\n\nAND\n\nPITTSBURGH,\n\nPA.\n\nIet it be understood at the outset that the ideas of efficiency and or¬\n\nganization as used in the past, particularly in school administration, do\nnot fit well into the treatment here set forth. Both concepts as heretofore\noperative have really been opposed to much that we stand for in child\ndevelopment today. When the child arrived at the traditional school, he\nwas confronted bluntly by a number of patterns or elements of organiza¬\ntion to which he had to conform in order to make a go of his school life.\nHe was to enter the building at a certain time and not before that time.\nHe must form the habit of hanging his coat and removing his rubbers\nbefore stopping to talk to others.\nOrganization as it thus affected the child was something that came from\nthe outside. It was decided in advance for the children. It therefore con¬\ntained a high degree of authoritarianism and, accordingly, was a coercive,\nnonliving phase of practice that was taken for granted by almost everybody\nin the system including the children. It resided in the unconsidered, rela¬\ntively unconscious part of the work of the school. And, as our mental\nhygiene so clearly indicates, it is often these unconscious, unidentified rela¬\ntionships, whether in the school or out, that are so effective in molding\ndisposition and shaping character. Children were dealt with on the basis\nof where we thought they should be and what we thought they should\nbecome, not on the basis of where they were in their present attitudes and\nrelationships or what we could discover as the unique, developmental pos¬\nsibilities in their doings and attitudes. Efficiency likewise suggested in the\npast an assiduous pursuit of results that to the child were impersonal and\narbitrary. Things had to be done just so, but often there was little sense\nin them to the child as was so plainly shown by the fact that he usually\nfailed to carry such efficiencies over into his life.\nBut the alternative to such imposed arrangements and efficiencies is not\nto give up the idea of organization and efficiency altogether. What we\nseek is new ways of looking at these principles. Those of us who believe\nin freedom for the child do not give up the idea of authority, not, that is,\nif we are properly informed. We get a new meaning of the nature and\nsource of control. Those of us who believe in capitalizing children’s spon¬\ntaneity in education do not give up the idea of having the children learn\nfrom the race experience. Instead, we build for ourselves a new meaning of\nlearning. But how, you may ask? And what shall be our criterion of the\ncorrectness of the new meanings which we adopt? It is my belief that we\nhere meet the most crucial thing about our work. If we cannot rely on the\n[ 483 ]\n\n"}
{"page": 488, "printed_page": null, "text": "484\n\nNational\n\nEducation\n\nAssociation\n\nchildren’s bare impulses on the one hand or the crystallized conformities\nand arrangements of the traditional school on the other; if we object to\nsheer moment-to-moment improvisation and at the same time refuse to allow\nthe requirements of adult life to set rigid standards by which we shall\ngauge our success; if our professional self-respect keeps us from adopting\nthe fixed routines of those whose work goes on at the level of habit rather\nthan thought, or from merely trying to ape the work of those whom we\nregard as the creative artists in our profession, then how shall our work\nget direction, organization, and proper social efficiency?\nWe talk today about the dynamics of education — the idea that a child’s\nbehavior contains both an inner propulsion and a measure of self-regula¬\ntion. We have come to see the inner propulsion pretty well. We know\nthat where there is life there is an active surging ahead that tends to ex¬\npress itself in some form of accomplishment rather than failure. When a\nchild does something with objects or with tools and materials and sees a\nfurther possibility of shaping them to some useful end or enjoyable form,\nthe initial life urge for activity is converted into the dynamic of accomplish¬\nment, and an inner compulsion is generated and sustained as long as\nsuccess is experienced more often than frustration or failure.\nBut the self-regulation of human behavior or the self-correcting principle\nwe find more difficult. In the first place, our immediate zeal to get things\ndone and to get them done economically or in accordance with the\nstandards which we personally approve, whether it be in the child’s work¬\nmanship or in his relations with other members of the group, makes it\nvery difficult to appreciate how human behavior could possibly correct\nitself. Perhaps it would be helpful here if we could think of all human\nlife on this planet — all our institutions and social arrangements — as a\ngreat collective venture in which we try now this way of running a thing,\nnow that, and then the other until we find a way that is for the time\nbeing acceptable to act upon. We do not appeal to something beyond our\nown human experience as the criterion of correctness. We trust that by a\nsufficiently experimental temper in political affairs, industry, business, and\nin all the rest, we shall hit upon better and better ways of running our\ngroup living. We seek ways of living that modify themselves as the oc¬\ncasion arises. It is done within experience and it is done socially. It might be\nthus in the school.\nW e can see, then, that in the second place there would be great confusion\nand variation of attitude among us regarding the connection between the\nnotion of self-regulation as it applies to children and the manner\n\nin which\n\nwe as the guides of childhood should enter the picture. If self-regulation is\nto be our keynote and if our program is not to reflect an external, imposed\ncharacter, what is to provide organization? All of us are at least dimly\naware that there must be some principle for relating the various doings of\nchildren to one another and for relating our own\nto them. There\n\nguidance more helpfully\n\nsurely must be some better method\n\nthan most of us now\n\nhave for relating the child’s experiences horizontally or in scope, as we\nsay, and also for relating them to one another longitudinally or from day\n\n"}
{"page": 489, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nEducation\n\n485\n\nto clay. We wish better comprehensiveness and we also want better con¬\ntinuity. The thing we have deplored about the traditional school and even\nthe work of many schools today, especially in the upper grades, has been\nthe lack of any unifying principle. There has been a patchwork program\nheld together only by a timetable or the force of habit. Some have called\nit a stagger program, for obvious reasons. It was an atomistic, mechanical\nsuccession of unrelated starts and stops. The curriculum was a mosaic of\nsubjects, not a design for living or an organic, integrated whole derived\nfrom study of living itself. The child was jerked from what he was doing\nto the next thing, not because one thing led to the other or because one\ncalled for the other but because the time was up or because the custom\nwas to do things in this way.\nWhat, then, is the tie that binds? We need to make a careful distinc¬\ntion here between a principle of unification or organization and this busi¬\nness of units that we have heard so much about of late. We talk about the\nneed for ethics in business; here is one place where\n\nit is sorely needed.\n\nThe quick conversion of conventional textbooks into aggregates of so-called\nunits by the mere device of changing chapter titles has in many instances\nnot only revealed insincerity but evidence of malicious exploitation of school\npeople who wanted to do better things but who were inadequately in¬\nformed regarding fundamentals. When they heard that units were the\nthing, old textbooks were discarded and new ones arranged on the unit\nbasis were adopted in great numbers. It must have been a flourishing busi¬\nness, and those who really knew that little actual change had taken place\nin the more fundamental principle of organization of materials, that is,\nthe textbook writers and publishers, must have chuckled to themselves. The\nunit has frequently been little more than a convenient name for a number\nof prescribed doings and acquisitions which may have disregarded the more\nusual arrangements found in existing formulations. It was often a teachermade outline of prescribed doings or learnings. It was logical, not psy¬\nchological.\nBut some among us have been rebelling, holding that the unit in educa¬\ntion was not only more personal and psychological but also more compre¬\nhensive and inclusive. Some have wished to subsume nearly everything the\nchild did in school over a considerable period of time under a single unit\ntitle. Usually, however, certain desired learning outcomes have been sought\nindependently and more directly. Recently a principal stated to me that\narithmetic was the one concession of her teachers to the traditional school —\nthat this was the one remaining subject that was taught as such.\nBut others among us have still had suspicions. There must be some¬\nthing wrong when a part of the program has to revert to type while the\nrest moves forward. It raises the question as to whether\n\nadherence to chil¬\n\ndren’s interests is enough. Do a child’s interests have the powerful, unify¬\ning effect necessary if we are to abandon the logical, planned-in-advance\ntype of formulation, whether prepared by the teacher or for him ? Does\nthe decision of a child or a group to make a house, a store, a city, a farm,\nor to paint a mural or give a play — does such an initial manifestation of\n\n"}
{"page": 490, "printed_page": null, "text": "486\n\nNational\n\nEducation\n\nAssociation\n\ninterest, even when it rises to the level of zestful purpose, have the hold¬\ning power necessary for the proper consummation of an enterprise requir¬\ning sustained effort, growth in patience and thoughtfulness, and better\nability to work with others?\nWhen we viewed the child’s education in terms of large units that\ntended to construct their patterns as they proceeded, we were baffled be¬\ncause we had great difficulty in understanding our own place in what\nwas done. Just how could the teacher guide or direct if he was to respect\nwhat was precious to the child? How far could he go in setting the stage\nor in pointing out things to do before he ran the risk of trespassing on\nthe child’s individuality? And how did these matters differ for children\nat different stages of development? These have been some of the crucial\nquestions faced by the serious-minded teacher. And I am not sure that\nwe are very far beyond this practical dilemma today. We have not yet\nworked out the problem of equating child spontaneity and teacher direction.\nBut we are on the way.\nIt seems fairly certain that we shall never have an adequately organized\nprogram of democratic education or one which builds the sort of attitudes\nand adjustments essential to life in a precarious world without first straight¬\nening out one issue that keeps coming up in all serious educational dis¬\ncussion today. I refer to the controversy that has gone on concerning the\nrelation between a child’s interest and his needs. The hub of the whole\neducational business is here. We shall get nowhere as long as some think\nchildren’s desires are synonymous with their needs while others believe\nthere is a conflict here and that in final analysis it is the needs that count.\nAltho there are some desires of individuals that are also their needs,\nthere are other desires that are clearly not needs, and there are many needs\nof individuals that are not their desires, at least not yet. There are human\ndesires that are insistent needs and should be so regarded and dealt with by\neverybody. When\n\nyou or I desire good working\n\nconditions, we doubtless\n\nneed them at the same time we desire them. A child’s desire for food or for\ncompanionship clearly coincides with the need for food or companionship.\nBut there are desires that are not needs and should never be indulged or re¬\ngarded as such. A boy’s desire to outdo everybody in his group, or to be\nfirst in the social approval of his fellows or his teacher, or the desire of a\ngangster to bump off someone may not be a need at all. Then there are needs\nthat are not yet desires but should become such as rapidly as it is within\nour power to bring it about. Moreover, one may need a thing and not only\nnot desire it but not even be sensitive to the need. You or I may need wider\ncontacts, new interests, or a more genuine feeling of accomplishment\n\nthan\n\nwe now enjoy, but we may not desire them or sense them keenly enough to\ndo the thing necessary to attain them.\nFurthermore, even when our desires and needs seem to coincide, we\noften get in trouble. Our desire for food, companionship, or recreation may\nindicate a need in each of these areas, but the desire may not tell us what\nthe need is. Our desire for food does not tell us which food to eat, when,\nwhere, or in what combinations to eat. We\n\nmay actually desire the kind of\n\n"}
{"page": 491, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nfood that is not best for us, or the food that we\nknow about.\n\nEducation\n\nreally need we\n\n487\n\nmay\n\nnot\n\nSuch clearly different facts as these should be carefully distinguished from\none another. For most of them are quite far apart. Perhaps the greatest error\nof well-meaning teachers of little children during the past twenty-five\nyears has been the tendency to confuse these things and frequently to treat\ndesires as needs when they should not have been so regarded, or, on the\nother hand, to fail to deal with needs in such a way as to bring them to the\nlevel of desire. The teacher who quickly apologized for the bright cerise\ntable which the child had just painted by saying that the child wanted to\npaint it a bright cerise was confusing desire with need. But as Kilpatrick\nused to say, “There\n\nis an important difference between doing as one pleases\nand pleasing what one does.”\nThus the problem of equating children’s interests and needs not only\ncalls for the intervention of adult guidance but for guidance of a specific\nkind. We cannot afford to have one teacher tearing down what another is\ntrying to build up. Educational\n\nvalues are not spun full grown\n\nfrom chil¬\n\ndren’s insides. Guidance is the principle that assures them. I am aware\nthat upon good authority we are told that the child needs a generous amount\nof being let alone. It is also pointed out that the real value of any educa¬\ntional experience is in the valuing that the child does while his experience\ngoes on, not in some product which may be measured or reported after it is\nover. Educational values are created on the spot. But they do not create\nthemselves out of nothing and they do not emerge\nThey\n\ngrow\n\nup in the happy\n\nunion\n\nin a social vacuum.\n\nof pupil participation and\n\nteacher\n\nsuggestion.\nWe cannot, therefore, organize for efficient childhood education in terms\nof the child himself. Child psychology must become a social psychology,\nsince both the motivations and the desirable qualities of growth that we\nseek are generated in a laboratory of social interaction where\n\nthe help of\n\nadult experience should be freely and continually available in the child’s\nliving. One of our greatest errors has been the notion that a philosophy of\nchild development could come from a study of the impulses, tendencies,\nstages of maturation, and present growth directions and relationships of\nchildren. Along with this error there has been just enough truth, however,\nto keep us from discerning the more distinctive need. From developmental\nstudies of children we have seen how the new school organization is an\nemergence,\n\nthat its curriculum\n\nmust be flexible and continually rebuilding\n\nand extending itself. We know that the orbit of the young child’s sensitivity\nand insight is something that must be continually expanded and that he\nlearns not by mere accretion or by the heaping up of separate learnings in\nbrick-and-mortar fashion — that his conceptions grow and that maturation\nis not a consummation but a process of becoming more and more able to\ndeal with the problems of life and should never be thought of as complete.\nBut it is not enough to think our duty ends in seeing that this harmonious\ndevelopment\n\nin a setting of social interaction goes on. Altho our kinder-\n\n"}
{"page": 492, "printed_page": null, "text": "488\n\nNational\n\nEducation\n\nAssociation\n\ngarten-primary teachers have probably done a better job over a longer period\nof time in connection with the social and emotional growth of children than\nany other group in the service, nevertheless the orientation seems to have\nfallen short of the greater social obligation. The present world dilemma,\nand more especially our own situation in this country, indicates that there are\ncertain qualities of mind and attitude that are at the bottom of our troubles\nand that these attitudes must be changed as expeditiously as possible. We\nneed a singleness of purpose in American education that we have never\nexperienced or felt the need of before. This purpose should prevail among\nteachers as a frame of reference, map of values, or fundamental social\nphilosophy which is employed consistently thruout the school for the in¬\nterpretation and guidance of child development. Such an orientation is\nneeded to supply program. We have thought of program too narrowly. Too\nfrequently we have confused the daily schedule of activities of the school\nwith its program. But program has to do with direction. It has to do with\nthe spirit in which work is carried on. This is something that we must de¬\ncide upon and then employ with even more care, perhaps, than we select\nparticular forms of activity from day to day.\nI have referred to the necessity of guidance of a specific kind. It seems to\nme that certain qualities of living are imperiously demanded by the socio¬\neconomic-political situation in which we find ourselves. For instance, it\nseems to me that the present attitude toward work in this country should\nbe changed and this should be done as rapidly as we can possibly bring it\nabout. History shows that civilizations have always made mistakes — feudal¬\nism, divine right of kings, slavery, intense nationalism, and wars. And some\nsay we in this country are making two great mistakes: the attitude that\nwork is drudgery and that happiness can be bought with a price. What con¬\ncerted efforts are our schools making to help the young grow up with a\nstrong, abiding belief that work\n\nis not only the right of every individual\n\nbut that in its proper meaning it is a creative experience, intrinsically en¬\njoyable as well as productively useful? The criticism is often made that\nchildren, even in some of our better schools, fail to develop adequate per¬\nsonal philosophies of work. There are certain qualities of attitudes and par¬\nticipation that all of us are duty bound to build today from the kindergarten\nto the university, and that in season and out we should place such qualities\nof attitude first as we work with the individual or the group. The particular\nconcrete things that children do pale into insignificance beside the problem\nof creating atmosphere and the opportunities for participation and working\ntogether that generate and build these deep personal attitudes. I am con¬\nfident that if all of us think out the social situation in which we find our¬\nselves, we shall arrive at much the same map\nligence leads us to this conclusion.\n\nof values. Our\n\nfaith in intel¬\n\nSuffice, then, to state only a few of the growth directions that seem to\nme personally to be dictated by the requirements of the larger social situation\ntoday. When we learn to place first things first in our teaching, we will\nemphasize such things as the following:\n\n"}
{"page": 493, "printed_page": null, "text": "Department\n\n1. That\n\nwork\n\nof\n\nKindergarten-Primary\n\n489\n\nEducation\n\nis both a creative experience and a form of social service; that its\n\neternal dignity is that it is man’s method of re-creating his environment; and that\nwe must increasingly run things so that our work life shall achieve these qualities.\n2. That the good of each individual is bound up in the good of all; and that\nindividualistic, competitive methods have no place in an interdependent world\nsuch as ours.\n3. That\n4. That\nstruction.\n\nlife is what\n\nwe\n\nmake\n\nit; it pays to try.\n\nthe values of life are experimental,\n\nsubject to reinterpretation and recon¬\n\n5. That happiness is a quality of successful social living, not a goal to be sought\ndirectly.\n6. That collective participation is the best method of solving our social problems.\n7. That individual freedom and social responsibility are two sides of the same fact.\n8. That the basis of human progress is in the power of thought, etc.\n\nIt is here that we find the real challenge of organization for increased\nsocial efficiency. It means that the organizing principle of the school is really\nin this emerging outlook or body of attitudes which the teacher employs\nfrom moment to moment as he interprets and guides children’s living into\never better social meaningfulness. It means that organization and efficiency\nmust be achieved by the teachers themselves. Only in this way can the pro¬\ngram be kept human as well as creative and developing. Only in this way\ncan we build desirable social skills and at the same time preserve the spirit\nof adventure in living and a zeal for new experiences.\nTHE\n\nVALUE\n\nOF\n\nTHE\n\nLIBRARY\n\nIN\n\nKINDERGARTEN-PRIMARY\nGARRY\n\nCLEVELAND\n\nMYERS,\n\nEDITOR,\n\nCHILDREN’S\n\nTHE\n\nFIELD\n\nOF\n\nEDUCATION\nACTIVITIES,\n\nCHICAGO,\n\nILL.\n\nThe functions of the library in relation to the kindergarten-primary held\nare: (a) to provide books for teachers and parents on the development and\nguidance of the young child; (b) to provide books from which teachers,\nparents, or older children may read or tell stories to the baby and young\nchild; and (c) to provide well-illustrated books for young children to look\nat and to read.\nMore and more kindergarten and primary teachers are growing aware\nof their opportunity to influence home guidance of the school child and, thru\nhim, the upbringing of the younger brother or sister at home.\nA rich held is opening up in home education of the baby and young child\nthru reading to him from his second year onward. These are three or four\nyears of the baby’s life which\ntremendously.\n\nthe kindergarten\n\nteacher can influence\n\nThe baby brother and sister at home can be made to serve as motivating\nmeans to further the reading program of the older child in the primary\ngrades. What stronger urge can there be to read than the longing to be\nable to read to baby brother or sister? See what an enthusiastic listener\nthis younger child becomes. Reading by the child in the primary or even\nhigher grades to a child much younger not only stimulates the good reader\nto read well but also stimulates the poor reader to read better. The library\n\n"}
{"page": 494, "printed_page": null, "text": "490\n\nNational\n\nEducation\n\nAssociation\n\nprovides a variety of well-illustrated, simple, interesting books for this\npurpose.\nThen there is the wide field in which parents read liberally to the baby\nand young child, especially to the first or only child. The famous Mothers’\nRoom of the Youngstown Public Library has made a notable step in this\ndirection, stimulating and guiding parents to read to their babies and young\nchildren at home. Obviously the value of the library grows in this field as\nstories are read rather than told, especially at home. When stories are read\nby teacher, parent, or older child, many more books are needed and they\nmust be profusely illustrated. The library has a limited service when stories\nare merely told.\nStory-reading, especially at home, has more value than story-telling, as\na rule. Few school children will ever tell stories to a younger child but many\ncan be induced to read to him. Few adults, indeed, will tell stories. With\nstory-telling only a few children at home would hear stories at all. But\nit is possible for practically every child from eighteen months to six or eight\nyears of age to have stories read to him. Listening to well-illustrated stories\nread may begin earlier than listening to stories told. Then the language\nheard in stories read is usually better than in stories told, and the same\npatterns of speech are repeated over and over.\nListening to stories read arouses interest in content and gives good read¬\ning readiness. The book rather than the person speaks and the book read\nfrom takes on a kind of personality, cultivating tenderness toward\n\nbooks.\n\nIn the writer’s judgment, library values at the kindergarten-primary\nlevel would increase tremendously if folklore and fairy tales were brought\nback to serve a balance with our activities program and our emphasis on\nthe factual. It is amazing how these treasures have been snatched away\nfrom little children during recent years. In their place have come the factual\nand the here and now. Mere babies are today supposed to be sophisticated\nlittle scientists and to think and talk about realities only the university\nstudent was exposed to a fewT years ago. This little child must, in stories,\nface realities as early as possible and thenceforth forever. Dwarfs, brownies,\nand fairies must be kept away\n\nfrom him. If the modern\n\nchild uses his\n\nimagination at all, it is supposed to fit into the conventional pattern of what\ncan be seen, heard, felt, weighed, and measured. The average reading text\nfor the young child is a penitentiary of facts. So is the average new book\none finds for the young child in the library. The young child does need\nsome facts; he also needs some fancies.\nHow long will the chains of realism bind the feet of little children, en¬\nslaving their imagination? Fortunately a great many babies and young chil¬\ndren escape these chains until they get to school. Some children, indeed, find\na fairyland at school. These children have parents and teachers who\n\nbelieve\n\nin fairies and go with the young creator into his enchanted land among\nfairies, talking with them face to face.\n\nthe\n\nNormally the child from two to six years of age lives among the fairies.\nHe creates with them and enjoys his creations. Instead of hampering his\n\n"}
{"page": 495, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nEducation\n\n491\n\nflights of fancy we should encourage them. Fill the baby and young child\nwith fairy tales that lack the fearful. Balance this menu of the fanciful with\nadequate facts, activities with things, and play with many\n\nother children —\n\nfor the little child’s likableness, happiness, and efficiency.\nIf the little child could be heard he would sing: “Bring back, bring\nback, Oh, bring back the fairies to me!”\nSECRETARY’S\n\nMilwaukee,\nBusiness\n\nMINUTES\n\nWisconsin\n\nMeeting,\n\nJuly 2, 1940\n\nThe annual business meeting of the Department of Kindergarten-Primary Edu¬\ncation was held in Kilbourn Hall, Milwaukee Auditorium, on July 2, 1940, at 4:15\np.m.\n\nEthelyn\n\nMitchell\n\nof Chicago,\n\npresident\n\nof the\n\nDepartment,\n\npresided.\n\nThe minutes of the 1939 annual meeting in San Francisco were read and approved.\nThe president appointed the following committee to approve the minutes of this\nbusiness meeting before they are printed in the Proceedings: Ethel Briant of Los\nAngeles, Calif.; Grace P. Townsend of Chicago, Ill.; and A. Maud Sproat of\nSalt Lake City, Utah.\nA letter from the California State Association for Childhood Education was read\nby Mary C. Darr, inviting the Department of Kindergarten-Primary\nto attend its national convention in July 1941 in Oakland.\nThe following resolutions read by the secretary were adopted:\n\nEducation\n\n1. Entrance to training schools — The Department of Kindergarten-Primary\nEducation commends an effort being made in many normal training schools\nto insure a more careful selection of those who are entering the teaching\nprofession. The longer training period adopted in these institutions is also\ndesirable.\n2. Exploitation — The Department of Kindergarten-Primary Education de¬\nplores this method of advertising our public schools. One glaring example\nmay be found in the so-called commencement exercises in many kindergartens\ncelebrating entrance into the first grade — a practice that will inevitably em¬\nphasize the line of demarcation between grades while the outstanding educa¬\ntional thought of the day is endeavoring to eliminate this distinction.\n3. Funds — The Department\nthat the best interests of our\n\nof Kindergarten-Primary Education affirms\nchildren will be served if the money made\n\navailable by the lowering birth-rate in the public schools be expended for\nthe betterment of the lower grades. An increase in the number of kindergartens\nand improved teaching conditions in all the elementary grades would do much\ntoward eliminating discouragement and retardation at the fountain head.\nWe are sincerely thankful to the Milwaukee teachers for their courteous\nassistance. The exhibit from local schools and a resident hostess always\nready to answer questions have helped to make\ntive, colorful, and friendly meeting place.\n\nour headquarters\n\nHelen\n\nHunter,\n\nan informa¬\n\nchairman,\n\nChicago, Ill.\n\nMary Darr, representing the Association for Childhood\nasked for the cooperation of the Kindergarten-Primary\nwork in the field of radio.\n\nEducation\n\nof California,\n\nDepartment\n\nin research\n\nMrs. Eugenia West Jones made a motion that the Kindergarten-Primary Depart¬\nment ask the National Education Association for an increase in funds from\n$500 per year to $1000 per year for the purpose\n\nof research\n\nwork — the radio, the\n\n"}
{"page": 496, "printed_page": null, "text": "492\n\nNational\n\nEducation\n\nAssociation\n\ndecrease in funds for the lower schools, and any other subject including bulletins\nto be sent to teachers. This motion was seconded by Mis& Ferguson and was carried.\nMrs. Jones gave a vote of thanks for the Department to our retiring president,\nMiss Mitchell, for all the many good things she has done while in office. Miss\nSproat, who is retiring from the board, was gratefully thanked for her work.\nThe Nominating Committee’s report wTas read and accepted. Callie Gregg Blank\nwas chairman of this Committee. (The list of officers will be found on page 4S2.)\nThe officers were elected by acclamation. The new president, Miss Ferguson, and\nthe vicepresident, Mrs. Ross, were introduced by Miss\ncomed. Miss Ferguson then adjourned the meeting.\n\nMitchell\nAmy\n\nand\n\nwere\n\nwel¬\n\nE. Emery,\n\nSecretary Pro Tem.\n\n"}
{"page": 497, "printed_page": null, "text": "‘Department\n\nof\n\nj^ip\n\nTreading\n\n"}
{"page": 498, "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 1940-41 are: president,\nMrs. Eleanor C. Ronnei, Valhalla, N. Y .; vicepresident, Margaret\nAllen, 5 Crescent Street, Portland, Maine; secretary-treasurer, Louise\nPadon, 150 N. Meridian Street, Indianapolis, Ind.\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 records of meetings are to be found in earlier\nvolumes of proceedings as follows:\n1926:1067, 1100\n1927:473-486\n192 8:435-450\n\n1929:449-462\n\n1930:391-400\n1931:483-494\n1932:415-422\n19 33:435-444\n\n1934:423-434\n19 35:389-396\n\n1937 :315-324\n1938 :47 5-483\n\n1936:275-282\n\n1939:501-510\n\n[ 494 ]\n\n"}
{"page": 499, "printed_page": null, "text": "MILWAUKEE\nREPORT\nMARY\n\nE. VAN\n\nHORN,\n\nNEW\n\nMEETING\n\nOF\n\nTHE\n\nPRESIDENT\n\nYORK\n\nLEAGUE\n\nNEW\n\nYORK,\n\nFOR\n\nTHE\n\nHARD\n\nOF\n\nHEARING,\n\nN. Y.\n\nIT is my privilege to report not only that the Department of Lip Reading\nhas sustained its work under trying circumstances but has made\n\ndefinite\n\nprogress in acquainting the public with the conservation of hearing program.\nOur Membership Committee has faced grave difficulties this year. With\nschool budgets cut and salaries reduced it has been hard to make teachers see\nthat they should join our Department and help convince school administra¬\ntors of our program. It has succeeded in holding the membership nearly\nwhere it was last year and has added school administrators to our member¬\nship. Miss Cronholm, one of the Committee, has worked out a plan of hav¬\ning one Committee member responsible for each state in her membership\nzone. The plan has brought results. We regret very much that Miss Kabat,\nour vicepresident and able membership chairman, finds it impossible to hold\noffice again next year.\nFollowing the plan worked out last year, that of trying to reach maga¬\nzines read by school administrators, two articles have been published and\nreprints sent to our membership: “A Hearing Conservation Program” by\nWarren H. Gardner, published in the April 1940 issue of the American\n\nSchool Board Journal. Mr. Gardner also published an earlier article for us\nbut we were not able to get reprints. “The Schools’ Responsibility for the\nConservation of Hearing Program” by Mrs. Eleanor C. Ronnei was pub¬\nlished in the Journal of Health and Physical Education in September 1939.\nThe American Association for Health, Physical Education, and Recrea¬\ntion of the National Education Association has promised to cooperate with\nus to the fullest extent next year. We hope that it will endorse our pro¬\ngram of conservation of hearing.\nThe Lip Reader has been especially fortunate in having Mrs. Eleanor\nRonnei as its able editor. Requests are still coming in for the February 1939\nissue on “A Summary of the Questionnaire on the Cost of Conservation of\nHearing in the LTnited States.” This issue received favorable mention in\n\nHearing News.\n\nThis year we have sent 183 extra copies of various issues to\n\nmembers and requests for hundreds more copies have come too late for\nus to get reprints. We have published one more issue of the Lip Reader\nthan our members have received in previous years.\nAs the conservation of hearing program becomes an official part of the\nschool curriculum, it will be a simple matter to get members for the Lip\nReading Department, but let us not forget the vision and hard work of the\npioneers in this field who have given so generously of their time and\nstrength to keep the program before school administrators. We will have\nto depend on these men and women of foresight for some years to come for\nour leaders and membership. We offer anyone interested in the work a\ncordial invitation to join the Department.\n[ 495 ]\n\n"}
{"page": 500, "printed_page": null, "text": "496\n\nNational\n\nEducation\n\nAssociation\n\nMuch has been accomplished in establishing and publicizing the conserva¬\ntion of hearing program both for adults and children. Much remains to be\ndone. Many children both in cities and isolated communities are not receiv¬\ning any help. There is a crying need for adult lip reading classes in the\npublic evening schools. I urge your support for the officers to be elected at\nthis meeting.\nHEARING\nWARREN\n\nDEFECTS\nGARDNER,\n\nCHILDREN,\nSPEECH\n\nCHAIRMAN,\n\nAMERICAN\nAND\n\nAND\n\nCRITERIA\n\nFOR\n\nCOMMITTEE\n\nON\n\nSOCIETY\n\nHEARING\n\nFOR\n\nCLINIC,\n\nBLOOMINGTON,\n\nTHE\n\nHARD\n\nHARD\n\nINDIANA\n\nLIP\n\nOF\n\nOF\n\nREADING\nHEARING\n\nHEARING;\n\nUNIVERSITY,\n\nIND.\n\nThe present status of hearing in the L’nited States is far different from\nthat of ten or even five years ago. The audiometer was introduced to the\npublic schools fifteen years ago. Its acceptance was slow and gradual but\na sharp increase in the use of the audiometer has occurred in recent years.\nAs chairman of the Committee on Hard-of-Hearing Children of the Ameri¬\ncan Society for the Hard of Hearing, I have sent a report to be read at\nthe national convention of the Society meeting at Los Angeles this week.\nThis report will say that almost 2,000,000 school children were given\naudiometer tests in 193S-39. The largest number reported formerly was\nin 1936-37 when slightly over 1,000,000 children were tested. The tests\nwere given in 958 towns and 126 counties of the country. Compare this with\na former high report of 233 towns and about 20 counties. The total school\npopulation of the towns and counties tested last year is over 8,000,000\nchildren, which indicates the number of children having advantage of\nperiodical audiometer tests.\nFormer reports had listed 10,700 children as having lip reading. The\npresent report will show that 18,000 children had lip reading in the school\nyear 1938-39. These figures include 10,000 from New York State, of\nwhom 4000 were definitely reported and 6000 estimated by the state\ndepartment. Lip reading is known to be taught by 257 teachers in 107\ntowns, including New York City, Buffalo, and six other towns in New\nYork State.\nWe are faced with this problem: Hearing surveys are now proceeding\nin one thousand towns and counties representing 8,000,000 children. Last\nyear, the Lip Reading Department reported that from to 1J4 percent\nof the school population is receiving lip reading in towns that practice\nhearing conservation. On the basis of 1 percent of the population, 80,000\nchildren in these towns are needing lip reading. Compare this with the\nreported total of 18,000 receiving this training in the L nited States. These\ncomparisons reveal the huge task that is confronting those who are in¬\nterested in the hard-of-hearing children.\nThe task is great because of certain difficult problems. The outstanding\none is the rapid extension of the use of the group audiometer without\nan accompanying improvement in the technic of administration of tests.\n\n"}
{"page": 501, "printed_page": null, "text": "Department\n\nof\n\nLip\n\nReading\n\n497\n\nIt is true that certain states like New York and Pennsylvania have issued\nmanuals of instruction and that California technicians have had con¬\nferences on procedures. It is also true that many audiometers have been\nused by persons who have an inadequate training or comprehension of the\ntechnic and interpretation of hearing tests. Consequently, misapprehension\nand misunderstanding have developed among the medical and educational\nofficials.\nAnother problem is that of follow-up. Too many people have had the\nimpression that the hearing tests are complete in themselves. This is far\nfrom the truth, for as I have said many times, “The real work begins\nafter the tests are over.” Another phase of the follow-up is the school re¬\nadjustment of children of which lip reading training is an important part.\nA sudden demand has arisen for information concerning acceptable prac¬\ntices in follow-up and criteria for lip reading, as a result of hearing surveys\nconducted for the first time in approximately seven hundred of the towns\nreported.\nPrevailing practices point to varied and conflicting methods in the\nselection of children for lip reading. Physicians differ in the manner of\nselecting them. One may recommend for lip reading only children who\nhave serious impairment for conversation. One recommends forty decibel\nloss in the speech range in the better ear. Another says that if a child\nhears twenty feet away (usually measured with a man’s voice), he does\nnot need lip reading. Still other doctors refuse to recommend lip reading.\nSome systems state that only those with thirty decibel loss on the group\naudiometer in the better ear (this is the limit of the audiometer) are given\nlip reading. A representative of a state school for the deaf insists that\nany child who needs lip reading belongs in the state school for the deaf.\nSome teachers believe that all pupils having a loss in both ears, regardless\nof the amount, need lip reading. Some recommend it for those having a\ndefect in one ear, the other being perfect, while others say “No.” Still\nothers insist that a child with a slight loss will benefit from lip reading\nbecause his attention will improve. Some systems use a physician’s prog¬\nnosis as the sole criterion. In fact, many physicians insist that their judg¬\nment of prognosis should be the sole factor. Other systems depend only on\nan otologist’s prognosis. However, numerous systems report that they can¬\nnot wait for a prognosis because many children do not obtain prompt\nmedical attention. They need immediate help in the schoolroom. Clarifi¬\ncation of these points will make it easier for those persons who may enter the\nfield in the future, or who are now seeking help in readjustments of hardof-hearing children in the towns recently surveyed.\nThe speaker by no means plans to set up definite criteria to the lip\nreading teachers of the N.E.A. He wishes merely to set forth the variable\npractices in selection which prevail. It is my belief that the group\n\naudio¬\n\nmeter score does not always reveal the true picture of the child’s hearing.\nWhen this audiometer was introduced, the makers stated that all children\nwho\n\ndid not pass the test should be retested on the pitch audiometer,\n\nwhich was\n\nthe famous\n\n2-A audiometer.\n\nHowever,\n\nthis latter was\n\nso ex-\n\n"}
{"page": 502, "printed_page": null, "text": "National\n\n498\n\nEducation\n\nAssociation\n\npensive that the sales representatives decided to push the group audiometer\nfirst, hoping that sooner or later the pitch audiometer would be purchased.\nThere are less than one hundred pitch audiometers in the country avail¬\nable to school systems. Hence, most judgments have been based on the\ngroup audiometer score.\nFinally, an outline or battery of items is submitted to your Department.\nThese\n\nitems have come\n\nfrom\n\ndifferent sources but especially from\n\ncor¬\n\nrespondence with audiometer technicians who replied to the speaker’s\nquestionnaires on the annual hearing surveys in the United States. One\nlip reading teacher emphasized this item ; another emphasized that one.\nStill another thought a third item was important. Only a few mentioned a\nlarge number of items. Thus, the battery has grown to a formidable list\nof items that teachers and technicians actually use in studying hearinghandicapped children.\n1. The\n\nhearing loss:\n\n(a) Degree alone is not sufficient, except in those cases with obvious handi¬\ncapping deficiencies\n(b) Age at which hearing loss was acquired. At a young age, reading, lan¬\nguage, and speech may have been affected\n(c) Diagnosis: cause, family history, etc.\n(d) Prognosis, especially concerning monaural deafness or minor binaural\ntypes involving permanence, eventual restoration, or arrest of the infec¬\ntion. This should include chronic cases of allergies, catarrh, asthma, cleftpalate, etc.\n2. Physical defects other than\nhandicaps such a child may\nwith poor vision or extreme\n\ndeafness. It is important to know what other\nhave. He might not be able to use lip reading\nspasticity of movement. Also, lip reading might\n\nstrengthen a child who wrould otherwise be doubly handicapped.\n3. Speech defects, as observed in propositional speech, test sentences, or tests\nsuch as Detroit Articulation Test.\n4. Ability in language,\n\noral and written, as compared\n\nwith own\n\ngrade\n\nand age.\n\nHard-of-hearing children often omit the plurals of verbs, use present tense\nonly, and omit articles.\n5. Hearing comprehension of language, with and without a hearing aid, as\nmeasured by standardized word or sentence tests. This of course would apply\nto a child already using a hearing aid.\n6. Voice qualities, such as extremely high and low pitches, weak volume, etc.\n7. Schoolroom facts:\nA. Behavior clues:\n(1) Failure to carry out instructions by\n(a) Making repeated mistakes\n(b) Responding slowly\n(c) Observing others for clues\n(d) Frequent requests for repetitions\n(2) Failure to participate in class discussions\n\n(3)\n(4)\n(5)\n(6)\n(7)\n\nInattention\nTurning one ear to speaker or leaning forward\nShowfing tension or strain when listening, or confusion\nEasily exhausted or irritated before day is half over\nPeculiar personality traits, such as extremely sensitive or timid;\nexcessively withdrawal\nchievous, or vicious\n\n(3) Adaptability,\n\nmeeting\n\ntype, emotional\n\nnew\n\nsituations, etc.\n\ninstability, irritable, mis¬\n\n"}
{"page": 503, "printed_page": null, "text": "Department\n\nof\n\nLip\n\n499\n\nReading\n\nB. Scholastic clues:\n(1) Repeating grades. This should be carefully studied because of “cour¬\ntesy” or “age” promotions\n(2) Not achieving up to native intelligence. A group intelligence test,\ncontaining verbal items, handicaps a hard-of-hearing child. Indi¬\nvidual verbal intelligence tests likewise reflect the language handi¬\ncap. Hence, a battery of tests including especially performance or\nnonverbal tests must be administered to obtain an estimate of the\nchild’s intelligence. Likewise, the usual achievement test does not\nindicate achievement possibility, but the result of the handicap\n(3) Achievement in verbal (language or discussion types) subjects com¬\npared with manual, for example, drawing, music, manual training,\nphysical education, etc. Reading failure may not be so much due to\na defect as it is to lack of opportunity to hear basic sounds and\nformal language.\n\nIf the audiometer counselors, special education teachers, and lip reading\nteachers have used these items in the past, the items in turn should be a guide\nfor future teachers, those who seek the ways and means of effecting re¬\nadjustment of the hard-of-hearing child. These items should serve as a\ngeneral warning that the child should be studied as a whole. In other words,\navoid overlooking a child by looking over everything.\nA CRITIQUE\nROBERT\n\nOF\nWEST,\n\nTHE\n\nRATIONALE\n\nDIRECTOR\n\nOF\n\nWISCONSIN,\n\nSPEECH\n\nOF\n\nTESTS\n\nCLINIC,\n\nMADISON,\n\nOF\n\nHEARING\n\nUNIVERSITY\n\nOF\n\nWIS.\n\nI wish to discuss the standard practices of group audiometry. The\n\nusual\n\nprocedure is to apply to the group of persons to be “audiometered” a socalled screen test that is intended to weed out from the group all those\npersons who should be retested with an individual test that furnishes a\nmore analytical picture of the auditory acuity.\nIn a statewide study of the deaf and hard of hearing in Wisconsin,\nfinanced by the Work Projects Administration and sponsored by the\nUniversity of Wisconsin and the state department of public instruction,\nsome ten thousand of these tests have been given to date. Therefore, wre\nhave figures on which to evaluate the technic statistically.\nThe first requirement of any good test is that it be reliable, that is, on\nrepeated administration to the same persons that it yield the same, or\nnearly the same, scores, or that similar chance halves of the same test\nyield similar scores. Our first study showed a coefficient of reliability on\ntwo administrations of the test of — j—.3 1 with a probable error of .06,\nand on measures of chance halves of +.86 with a probable error of .026.\nThese coefficients were based on the Western Electric method of scoring\nthe test papers. Since both of these correlations were low, considering\nthe conditions under which the two measures were taken, an inspection of\nthe papers was made to see if some method of scoring other than that\nrecommended by Western Electric might be employed to raise the reli¬\nability. It was discovered that the graduated lists of numbers were not being\n\n"}
{"page": 504, "printed_page": null, "text": "500\n\nNational\n\nEducation\n\nAssociation\n\nmissed in the expected order of difficulty. List number one, for example,\nshows the following discrepancies in order: The first pair of numbers\nis easiest to hear, that is, stands first in order of correct responses. The\nsecond pair is either second or third in order. The third is fourth. The\nfourth is second or third. The fifth is fifth. The sixth is seventh. The\nseventh is eighth. The eighth is sixth. The ninth is tenth. The tenth is\neleventh. The eleventh is twelfth, and the twelfth is ninth. Thus, only\ntwo of the pairs of numbers are in their intended place on the list. In\nall the four lists for the right ear, which was the only ear we studied in\nthis statistical survey, significant changes of the order of difficulty were\nfound. Various methods of rescoring the papers were tried, in which the\nactual degrees of difficulty of the various numbers, rather than their\nWestern Electric decibel ratings, were taken as the basis for the scores.\nThese methods of refinement of the scores did not increase the reliability\nof the test. We assumed, therefore, that the lack of reliability of the test\nwas not resident in the scoring system but was intrinsic in the test itself.\nIn the search for variables that might possibly be the source of this\nlack of reliability the following conditions were taken into consideration :\n1. The varying\naudiometer\n\nefficiency of different phones\n\nin the network\n\nattached\n\nto the\n\n2. The differing conditions of room noises\n3. The uncertainty on the part of the person tested as to what he is to do in the\ntest, when he is to listen, and where he is to write the numbers he hears\n4. The lack of even graduation of difficulty of the numbers used in the test. This\nfailure of even graduation apparently causes many of those tested to believe they\nhave reached their limits at the first number they cannot hear. After that, not\nknowing when the numbers are to be spoken, they become confused and erratic\nin their responses.\n\nWe would say (a) that in group audiometry the practice of giving phono¬\ngraph number tests as a screen for the pure tone frequency test should\nbe discontinued; (b) that a good group number test should be used as a\nscreen for some practical test of the hearing of speech; and (c) that as\na screen for the individual pure tone frequency test a group pure tone\nfrequency test should be used.\nREPORT\n\nOF\n\nSECRETARY-TREASURER\n\nThis is the fourteenth annual report of the secretary-treasurer of the Department\nof Lip Reading of the National Education Association. We emphasize the report of\nthe membership chairman, Leone M. Kabat, and her committee, for had it not\nbeen for the zealous work of this committee, the Department might seem to be\nlosing ground; there are twenty-three new members, coming from fifteen states —\nMissouri is banner state, with four new members; California, Iowa, Minnesota,\nNew York, and Wisconsin each gave us two; Illinois, Indiana, Michigan, Nebraska,\nOhio, Pennsylvania, Tennessee, Texas, and Vermont each gave a new member.\nAs we visualize these twenty-three persons, each inspired to work for lip reading\nin the schools of the United States, and for a program benefiting children with\ndefective hearing, we rejoice in the new strength and believe the goal will be\nreached. It has been the pleasure of the secretary-treasurer to visit our national\nheadquarters of the National Education Association and to talk with Miss Winfree,\ndirector of the Division of Records and Accounts. She said that in her division\n\n"}
{"page": 505, "printed_page": null, "text": "Department\n\nof\n\nLip\n\nReading\n\n501\nthere is a staff worker whose hearing is defective, and who has benefited greatly\nthru lip reading. It is just such things that will eventually put lip reading into the\nschools of our country as part of the regular curriculum. Many of the pioneers\nwho founded this Department are still with us; some have neglected to pay their\ndues this year, but we know they are with us yet. Three times dues notices have\nbeen sent out. The Department reports ninety-seven members, which is less than\nlast year. We hope to increase the number in 1940-41.\nThe Lip Reader, edited by Mrs. Eleanor C. Ronnei, has been an essential part of\nthe educational activity of the Department. It is ably edited and has had splendid\ncontributions on work for the hard of hearing child this last year. Many calls for\nextra copies have come to the secretary. We think a campaign in all schools, using\nthe Lip Reader as publicity, would bring results. In several cases, where letters\nconcerning testing of school children and lip reading for hard-of-hearing children\nhave been answered by the secretary, the Lip Reader has been enclosed with the\nreply, and the dollar membership came back by mail. We feel that all the officers\nof the Department, inspired by President Mary E. Van Horn, are very loyal in\ntheir work and that the Department is vigorous and growing.\n\nElizabeth\n\nBrand\n\nSecretary- T reasurer\nThe\n\nreport of the Nominating\n\nCommittee\n\nis as follows: president — Mrs. Eleanor\n\nC. Ronnei, Valhalla, N. Y. ; vicepresident — Margaret E. Allen, Portland, Maine;\nand secretary-treasurer, Louise Padou, Indianapolis, Ind.\n\nMarion C. Clark, chairman\nCaroline F. Kimball\nElizabeth C. Hannegan\nThe\n\nreport of the treasurer is as follows:\nStatement, May 31, 1939 .\nReceipts .\n\n$127.33\n94.00\n\nExpenses for postage, clerical work, stationery, and\nsupplies; publication of the Lip Reader .\n\n$221.33\n\nBalance — May\n\n$81.75\n\n31, 1940 .\n\n$139.58\n\n"}
{"page": 506, "printed_page": null, "text": "-\n\n"}
{"page": 507, "printed_page": null, "text": "-Music Educators\n\nMotional\n\nConference\n\n"}
{"page": 508, "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. In 1940 the Music Educators\nNational Conference became a department <of the National Education\nAssociation, absorbing the former Department of Music Education.\nReorganisation plans were pending for several years. No program of\nthe Department was held during 1938-39.\nThe officers of the Department for the years 1940-42 are: president,F ozvler Smith, 467 West Hancock, Detroit, Mich.; first vicepresident,\nLouis Woodson Curtis, 1205 West Pico Street, Los Angeles, Calif.;\nsecond\n\nvicepresident,\n\nRichard\n\nW.\n\nGrant,\n\nPennsylvania\n\nState\n\nCollege,\n\nState College, Pa.; executive secretary, C. V. Buttelman, 64 East\nJackson Blvd ., Chicago, III.; assistant executive secretary, Vanett\nLawler, 64 Jackson Blvd., Chicago, III.; members-at-large : Frank C.\nBiddle, 216 East 9th Street, Cincinnati, Ohio ; Haydn M. Morgan, New¬\nton Public Schools, Newtonville, Mass.; Lilia Belle Pitts, Teachers Col¬\nlege, Columbia University, New York, N. Y .; Lorrain E. Watters, Des\nMoines Public Schools, 629 Third Street, Des Moines, Iowa.\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\n1888 :6 2 3-6 6 2\n1889 -.665-700\n1890 :8 19-824\n1891 :807-827\n1892 -.507-543\n\n1893:507-524\n\n1894 -.925-956\n1895 :7 65-807\n1896 -.717-753\n1897 :772-791\n1898 :832-855\n1899 -.970-997\n1900 -.531-541\n1901 -.704-720\n1902 -.615-643\n190 3:683-718\n\n1904: 675- 709\n1905: 627- 668\n1906: 70 3- 706\n1907: 849- 876\n1908: 835- 870\n1909: 673- 700\n1910: 789- 832\n1911: 787- 826\n1912 -.1001-1030\n1913: 601- 618\n\n[ 504 ]\n\n1914: 625- 648\n1915: 847- 882\n1916: 575- 612\n1917: 47 3- 490\n1918: 315- 323\n1919: 291- 302\n1920: 309- 310\n1921: 507- 514\n1922 -.1047-1062\n1923: 733- 736\n\n1924:597-612\n1925 :5 04-5 21\n\n1926:529-536\n1927:487-496\n1934:435-440\n19 35:397-402\n1936:283-287\n1937:325-330\n1938 -.485-486\n\n1939:511-512\n\n"}
{"page": 509, "printed_page": null, "text": "MILWAUKEE\nMUSIC\nHOWARD\n\nIN\n\nHANSON,\n\nMEETING\n\nAMERICAN\nDIRECTOR,\n\nLIFE\n\nEASTMAN\n\nROCHESTER,\n\nN.\n\nTODAY\n\nSCHOOL\n\nOF\n\nMUSIC,\n\nY.\n\nIN the fields of music and art in general the place of a developing\n\nculture seems unimportant if we consider such a culture merely as\nsomething quite extraneous, a garment to be put on or taken off. However,\nif we consider the development of an art as something indigenous to the\ncountry in which that development is taking place, as something which\nrather than being extraneous is an expression of a motivating force woven\ndeeply into the spiritual fabric of the nation, such a culture becomes very\nimportant indeed.\nIt has often been said that the job of education is twofold, to teach young\nmen and women how to earn a living and to teach them how to live. This\nis undoubtedly a much too superficial analysis and yet, reduced to elements\nof the greatest simplicity, the statement contains a great deal of basic\ntruth. One of the greatest necessities in the field of music in education is\nan understanding of the relationship of these two points of view.\nThere is one method of dividing music into compartments for the sake\nof discussion. Music is in a sense a three-way art, for it concerns three\nfairly distinctive types of individuals. These may be classified simply as\ncreator, performer, and listener.\nIf the musicality of a nation can be judged by excellence in performance\nwe are undoubtedly the most musical nation on earth. Let us take the field\nof symphonic performance. The three or four greatest orchestras in the\nUnited States are, in every phase of musical performance — accuracy, techni¬\ncal proficiency, and brilliancy — the superior of any orchestras in Europe.\nThe tradition of European supremacy in the arts dies hard, and what I\nhave said finds less ready acceptance in the minds of laymen than in the\nminds of professional musicians. Even where the leadership of performance\nin America is accepted, many laymen attribute this superiority to the\npresence of foreign artists in American orchestras.\nIt is true that the United States owes a great debt of gratitude to its\nforeign teachers, particularly to those who came to this country in the latter\npart of the nineteenth century and laid the foundations for presentdav\nmusical developments. The orchestras today, however, consist in constantly\nincreasing percents of native-born Americans who have come up thru\nthe American public schools and the American professional schools of\nmusic. One finds further proofs of this fact when one leaves the considera¬\ntion of professional symphony orchestras and studies the student orchestras\nof our American music schools. Here again I am speaking from experience\nwhen I say that the student orchestras of our professional schools of music\nset new high standards for technical brilliance and proficiency.\nBut if we are proud of technical superiority in the upper bracket of\nr 505 1\n\n"}
{"page": 510, "printed_page": null, "text": "506\n\nNational\n\nsymphonic\n\nEducation\n\nAssociation\n\nplaying, the most outstanding contribution to this field is yet\n\nto be mentioned — the development of symphony orchestras in the American\nhigh school. Whereas the professional symphony orchestras and the profes¬\nsional music school orchestras have counterparts in Europe, the symphonic\ndevelopment in the American public schools has no equivalent in the old\nworld.\nThe\n\ndevelopment\n\nin choral music is a chapter hardly less thrilling. We\n\nhave become known in recent years as essentially an instrumentally-minded\npeople, and yet the development of a cappella choirs in the high schools of\nthis country has set a new record in choral achievement, a record which, as\nin the instrumental field, far surpasses the achievements of our elders. In\nthis whole development we should present our respects to the supervisors of\nmusic in the American public schools. In these organizations our students\nare not only learning fundamental technics of accuracy, precision, team¬\nwork, and loyalty to an ideal, but that they are experiencing the spiritual\ninfluences of a great art and are experiencing them creatively — not as\npassive listeners but as active participants. They are re-creators — com¬\npanions in the realization of beauty.\nAmerica is at last taking her place not only in the field of performance\nbut in the field of creation. In the building of a national culture a nation\nmust stand or fall in the last analysis by what she herself produces.\nImportations are important as examples, guides, and teachers, but the true\nculture of a nation must be based upon that which grows from her own\nsoil. Here again we see America in this new age beginning to interpret\nherself thru her own creative artists. We have all been thrilled and excited\nrecently over the pronouncements of eminent foreign conductors that in\nthese present days the greatest compositions are coming from the pens of\nAmerican composers. We are not, however, proud of this in any competitive\nsense. We are not proud because we hope that America may be “better”\nthan other nations. We should be happy rather because it means that\nAmerica is at last finding her own creative soul and is expressing her own\nspiritual convictions thru her own sons both for today and for posterity.\nIf self-expression can be had thru performance\n\nit is vitally contributory\n\nto the student’s development. If that experience is also actually creative it is\ndoubly important. Thru the development of the radio the American nation\nhas probably become the world’s greatest musical audience and yet, tho\nI do not minimize for one moment the values which can be derived from\nlistening to great music, I am happy that music education in the public\nschools has been directed at least equally to creative participation.\nAnd it seems to me that in the last analysis this sensitizing of the human\nmind and soul is the most important task of education. We may forget\nfacts, dates may slip from our minds, but the experiences which we have\nhad in being subjected to the thoughts of great men, in whatever their art\nmay be, remain with us forever. And perhaps this spiritual purpose; this\nrendering of the soul sensitive to beauty; this tenderness, compassion, and\nunderstanding which comes from intimate association with beauty is the\nideal goal of American democracy.\n\n"}
{"page": 511, "printed_page": null, "text": "Music\n\nEducators\n\nNational\n\nConference\n507\n\nMUSIC\n\nIN THE\n\nDOROTHY\n\nKELLEY,\n\nELEMENTARY-SCHOOL\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nCURRICULUM\nMILWAUKEE,\n\nWIS.\n\nOne of the first activities in which we engage our children is singing.\nEvery child, unless he is physically handicapped, has a singing voice. It is\nup to the kindergarten and primary teachers to help each child find his own\nsinging voice and to help develop it correctly that it may be thruout life\na source of enjoyment and an escape valve, whether he be in church, at the\nKiwanis Club meeting, or in his own room at home.\nAnother fundamental activity in our music program is the development\nof a rhythmic feeling within each child. Effort becomes easier and less\ntiring when done rhythmically, and rhythms set taut muscles free. The\nrhythmic training in the kindergarten and primary grades enables each\nchild to acquire a certain skill in walking, running, jumping, skipping,\nswinging, hopping, turning hand\n\nsprings, high stepping, leaping, gaining\n\npoise, self-confidence, social graciousness, and consideration of others, as well\nas gaining better posture and a healthier body. Each of these activities calls\nfor different music expressing different moods, giving the child many\nopportunities to learn to discriminate.\nA rhythm band is another medium for expressing rhythm in the primary\ngrades. The playing on percussion instruments, triangles, tambourines,\nand drums has its place but can never take the place of free bodily move¬\nment to music. A child playing a percussion instrument uses the smaller\nmuscles in his body and therefore must have a keener sense of rhythm in\norder to respond well. The development of the larger and smaller muscles\nof the body to respond rhythmically comes thru the various activities just\nmentioned plus thru organized folk dances in the upper grades, and results\nin the ability of the older child to feel and to read quickly the rhythm\nof a composition he may want to play on his instrument. A good strong\nbackground of rhythmic training goes hand in hand with singing in the\nearly school years.\nThere are two more important phases of music carried on in kindergarten\nand primary grades, namely, hearing music and creative expression. Much\ngood music will be heard and used in the rhythm classes. The children\nwill hear folk tunes and art songs played and sung by fine artists. They\nwill hear each other play and sing their favorite tunes and will develop fine\nlistening habits and will learn about concert and radio etiquette. A keener\nsense of music appreciation comes thru these channels.\nMany opportunities for creative expression are given the young children.\nThe abilities and the interests of the children differ so widely that most\ncreative expression must be individual.\nAs we reach the higher levels of the elementary school — Grades III-VI\n— we find that singing continues to be an important activity, for it is during\nthese years that we hear some of the most beautiful singing we shall ever\nhear. The voices have gained in resonance and have become stabilized,\ngiving the children much satisfaction and enjoyment. The children are\nready and have found a need for learning to read music notation. Enough\n\n"}
{"page": 512, "printed_page": null, "text": "508\n\nNational\n\nEducation\n\nAssociation\n\nskill is acquired in reading music to aid the child in helping himself.\nWith guidance and supervision he now writes with the correct nota¬\ntion his own tunes that he has created. He has had ear training which\nenables him to write the notation for favorite tunes which he has heard\nover the radio or which he has heard other children playing and singing.\nHe picks these tunes out on the instrument which he is studying. As the\nability and the interest of the child grow, piano and other instrumental\nstudy are suggested. Many school systems offer this instrumental work and\ntherefore can more closely guide and supervise good progressive teaching\nand link that study up with other music work that each child is doing.\nThe child especially talented and interested in music has other oppor¬\ntunities to keep him busy and happy. Organizations such as choruses, bands,\norchestras, girls’ and boys’ glee clubs, small ensemble groups both instru¬\nmental and vocal, help to solve the problem for the talented and above\naverage students.\nMuch could be said about integration, but when one realizes that music\nplays so large and rich a part in every phase of life, one knows\nsubject is complete without integrating music.\nMUSIC\nHOBART\n\nSOMMERS,\n\nschool;\n\nand\n\nIN\n\nPRINCIPAL,\ndean,\n\nTHE\n\nHIGH\n\nAUSTIN\n\nAustin\n\nSCHOOL\n\nHIGH\n\njunior\n\nthat no\n\nSCHOOL\n\nAND\n\nEVENING\n\ncollege,\n\nChicago,\n\nHIGH\n\nill.\n\nThe high-school band has become a very definite fixture in American\nsecondary education. Instead of the group of wind instruments that met\nafter school on Fridays in the assembly hall under Miss Smith, who was\nappointed to lead them because thirty years previous she was able to play\nthe violin, we now have a well-balanced program\n\nwith junior band, a reserve\n\nband, a concert band, and various instrumental classes, all under a pro¬\nfessional instructor, in rooms designed to meet the needs of those students\nwho are beginning on instruments for the first time. This program has been\nso well integrated with the life of the community that all educators agree\nthat it is a necessity. The success of this part of the music program is depend¬\nent upon just two things: (a) a bandmaster or music teacher sufficiently\ncapable to know his business and develop an organization, and (b) a prin¬\ncipal who will cooperate with the bandmaster or music teacher in program\nmaking and general music promotion.\nThe development of orchestras normally takes more time because of the\nlength of the period necessary to learn to play the string instruments. No\nschool should be without an orchestra altho a band may be built faster\nand perhaps be more flashy and spectacular. A good school orchestra fits\nwell into the integrated program of the senior high school and should be\nencouraged. Places can here be found for players of almost every instrument,\nwith girls and boys alike showing interest for the unusual instruments such\nas viola, oboes, bassoons, and French horns.\nIn the last ten years there has been a movement toward the a cappella\nchoir, which is the process of selecting the best singers and coupling them\n\n"}
{"page": 513, "printed_page": null, "text": "Music\n\nEducators\n\nNational\n\nConference\n\n509\nwith the best director obtainable to make a fine performing unit. Altho we\nlove the excellent and dignified work of the a cappella choirs, I hope that\nthis type of organization will not become so important that the music depart¬\nments and school administrators will lose sight of the fact that in the vocal\nmusic department is our opportunity to work with the great mass of young\npeople who do not and never will have much musical ability. There is no\nreason why at least 50 percent of our high-school body cannot be developed\ninto choruses of some type or other. Boys’ choruses, girls’ choruses, and\nmixed choruses of large numbers can find with ease material suitable for\nperformance. This type of work reaches the highest plane of our school\nendeavor and altho this mass music may not reach the heights of the robed\na cappella choir we\n\nknow\n\nwe\n\nare carrying out our\n\nproud\n\nconception\n\nof\n\neducation for all.\nSmall ensembles, vocal and instrumental, should be considered as impor¬\ntant as the creation of large performing groups. It is always necessary to\nprovide greater opportunities for the student with more ability. Good\nstudents in the string or woodwind sections should be organized into quartets\nand small ensemble groups. Sometimes the converse is true. The poor stu¬\ndents can be encouraged to do more and better work by placing them in\nsmall groups where they will not feel lost in the power of tone produced by\nthe whole orchestra or band.\nAssembly singing should be an enjoyable feature of many programs. The\nassembly hall of our school has become the living room of education where\nwe put forth our best and have our best times. Here our program of educa¬\ntion should be made so pleasing that a series of high-school programs pre¬\nsenting both our own organizations and many from outside the school\nwill give the students who are not taking music a love and understanding\nbased purely on its enjoyment.\nCommunity activities in music are a necessary part of our program. The\nschool operetta is still a feature in many places but elsewhere it has been\nreplaced by the semiannual or annual music festival in which the majority\nof the choruses, orchestras, and bands find a place on the same program. This\ntype of enterprise offers as its main advantage a place for the largest number\nof participants possible.\nMusic has a most important role in the presentation of any motion picture.\nThe understanding of the background and development of this art is a\nclosed book to most students and many teachers. Our film manufacturers\nhave lately become aware of the need of presenting this to the public in such\na way that it will form an important part in the understanding of their\nentertainment. Sound films are on the way from Hollywood which will\nshow us the “how” and the “why” and the “wherefore” of movie music.\nSchool dance bands should be the concern of the music department.\nMozart and Hayden should not form the entire basis for our musical\nstudies. We should also become acquainted for practical social purposes with\nthe music of modern dance bands. Faculty directed dance bands will do\n\nmore to bring the youth closer to the school and the school closer to the\ncommunity than any other type of musical organization.\n\n"}
{"page": 514, "printed_page": null, "text": "510\n\nNational\n\nEducation\n\nAssociation\n\nCONFERENCE\nON ORGANIZATION\nACTIVITIES AND\nRELATIONSHIPS\nIN THE FIELD OF MUSIC\nEDUCATION\n\nHeld\n\nin Connection with the Music Educators National\nence, a Department of Music of the N. E. A.\n\nConfer¬\n\nMilwaukee, Wisconsin, July 1-2, 1940\nThis meeting was called for an informal conference of heads or authorized repre¬\nsentatives of state and auxiliary organizations, the Executive Committee of the\nNorth Central Music Educators Conference, the president, and representatives of\nthe Music Educators National Conference (a) to discuss plans for the North Cen¬\ntral meeting to be held in Des Moines, Iowa, March 16-22, 1941, with President\nEdith Keller and members of the North Central Executive Committee; (b) to hear\nreports from the presidents or representatives of state organizations regarding the\nactivities and achievements of the state organizations in the North Central area;\n(c) to discuss the present status of interstate activities in the North Central area\nas carried on by the Conference and the regional organizations of the National\nSchool Band, Orchestra, and Vocal Associations; (d) to study the revised organiza¬\ntion plan of the Music Educators National Conference and its relationship to the\nNorth Central area and to the state organizations therein; and (e) to discuss any\nmatters of common interest to the members of the group and to the organization\nunits which they represent, and to take such action as may be deemed desirable in\nregard to the development of a program for the advancement of the general interests\nof music education and the groups represented, both in relation to the North Central\narea and the entire national field.\n\nResolutions\n1. Affiliation as a department of the National Education Association — All thought¬\nful persons who are concerned with the music phase of education greet with satis¬\nfaction the affiliation of the Music Educators National Conference with the National\nEducation Association as a department of the N.E.A. This direct relationship to the\nparent educational body is also welcomed by officers and members of state school\nmusic associations and other organization units affiliated or cooperating with the\nMusic Educators National Conference. Thru this medium, distinct advantages in\nusefulness and effectiveness and consequent greater service to the cause of education\nshould accrue to the music educators group; general educational objectives should\nbe more clearly defined; there should be more opportunities for developing broader\nunderstanding and appreciation of common and related problems; the place of\nmusic study and of the various activities which provide musical experience and the\nfunction of the music teachers in the general program of education should be identi¬\nfied and demonstrated by the interrelationships established by the affiliation. We\nbespeak for all our colleagues wholehearted acceptance of the broader opportunities,\nbenefits, and responsibilities which are afforded all individuals and units of the\nMusic Educators National Conference by this union.\n2. New organization plan of the Music Educators National Conference — By the\nadoption of the revised Constitution and Bylaws at the 1940 biennial convention in\nLos Angeles, the Music Educators National Conference took a forward step clearly\nin line with present and anticipated future trends and needs, particularly in respect\nto the greater emphasis placed on state organization units.\nOther important items discussed in this connection include: (a) the development\nof stronger school music programs in rural sections; (b) the logical tendency to\nreduce the areas of interschool music activities and at the same time increase the\nnumber\n\nof schools and pupils benefited, at lower per capita cost and with a minimum\n\nof mileage\n\nand time involved;\n\n(c) the undeniable\n\nimportance\n\nof strong state asso-\n\n"}
{"page": 515, "printed_page": null, "text": "Music\n\nEducators\n\nNational\n\nConference\n\n511\n\nciations representing the music educators’ groups of the respective states in all\nmatters pertaining to their professional and educational interests and activities;\n(d) the opportunities for effective service of such state groups as units or cooperating\naffiliates of the general education associations of their respective states; (e) the\nopportunity made available by the Music Educators National Conference for such\nstate school music associations to function in the organization structure of the\nConference, with already proved mutual benefits to the Conference and the state\nunits; (f) the power for service in behalf of music education and the members of\nthe music education profession which can be developed thru a wise and effective\nunification of our forces. These and other items discussed are supporting factors\nin the farseeing and constructive plan embodied in the provisions of the revised\nConstitution of the national Conference.\nTherefore, it is the sense of this group that this new plan will serve to increase\nthe effectiveness of the various state and auxiliary organizations in that greater\nunification of purpose will be realized, interrelationships will be enhanced, and\ngreater power for each unit and the whole achieved. Simplification of organizational\nstructure in the states in certain instances would contribute to more efficient adminis¬\ntration and greater strength. This is considered desirable to the point at which there\nis the greatest possible participation of music educators and administrators in\nworking out the programs of their respective states and in expanding the services\nof the organized bodies representing music in these states. Proper and satisfactory\nemphasis on local educational interpretation and planning is of course essential.\n3 .To focus our thinking — In the present and increasingly critical situation in\nworld affairs, we should be ready, thru our own efforts as individuals and thru the\norganizations of which we are a part, to make such special contributions as oppor¬\ntunities may afford us. In our own field we should seek means for developing the\nfull power of those wrholesome influences for which music is recognized\nticularly effective in times of stress and social disturbance.\n\nto be par¬\n\nFurther, we should re-examine our philosophy and activities to make sure that\nin our work as individuals and in our organization affairs, we are keeping to the\nline of our purpose. To this end we recommend that our attention be focused on:\n(a) the integration of all educational agencies with music as a part of the' whole\neducational program; (b) the contribution of music to the normal life of every\nindividual, to emotional stability, and to satisfactory social adjustments; (c) the\nnecessity for a broad general education as well as sufficient musical training for\nthose engaged in directing the growth of the child thru music.\n4. Cooperative relationship with teachers in training — It is the opinion of this\ngroup that it is desirable to bring the large number of student teachers into a\npractical and cooperative relationship with the Music Educators National Conference.\nTo this end, recommendation is made to the Executive Committee of the Music\nEducators National Conference that some procedure be developed whereby student\nteachers may become identified with the Conference. This may be accomplished\nthru a suitable membership classification or by representative participation in\nConference affairs, such as student committees. The Music Educators Journal Club\nplan now provided is excellent and should be continued. It is believed that the success\nof the Journal Club plan alone warrants consideration of the suggestion that a\ndefinite participating relationship be set up for teachers in training.\n5. National school music competition festivals — The state and national school\nmusic composition festivals comprise one of the challenging movements in educa¬\ntion. Indeed, the development has been so widespread and rapid that adjustments,\nmajor and minor, have been almost constant, in order to keep pace with the educa¬\ntional advances, higher musical standards, and the increased demands on organiza¬\ntion and administration.\nIt is now apparent that the time is at hand to consider further adjustments,\nincluding possible reallocation of the territorial setup of the national competition\nfestivals, at least in certain areas. Many directors of school music organizations\nconcur in this opinion. In a number of states there is a feeling that the development\n\n"}
{"page": 516, "printed_page": null, "text": "512\n\nNational\n\nEducation\n\nAssociation\n\nof the competition festivals has reached a point where the state finals may well\nserve as the regional finals. Attention is called to the fact that the subdivisions\nof several states are each equal to or larger than many of the more sparsely settled\nstates, both as to number of schools represented and total student entries. Leaders\nin these states believe, in view of the present degree of advancment, that by\nadhering to national rules and with national adjudication, a state final can be\nthe equivalent of an interstate national final, without sacrificing standards, and\nwith obvious advantages in economy and simplification of procedures.\nIt is also felt in some states that greater emphasis should be placed on county\nfestivals, or on other small-area events which will make expert adjudication as\nwell as festival participation available to larger numbers of schools. Various and\ndiffering plans are discussed in accordance with the differing needs and facilities\nin the various sections of the country.\nIn view of the foregoing facts, and in line with the current trends and educa¬\ntional policies emphasized in its two-day discussion, this group, comprised of\npresidents and authorized representatives of state associations in the North Central\narea, the Executive Committee of the North Central Music Educators Conference,\nand the president and representatives of the Music Educators National Conference,\na Department of the National Education Association, offers the following recom¬\nmendations for consideration by the authorities concerned with the various state\nand national (regional) school music competition festivals:\n1. It is recommended that regional boards of control in cooperation with\nadministrators may if advisable recognize state competition festival events\nfor final ratings equivalent to the present regional-national ratings. This\nrecommendation applies particularly to states in which the competition fes¬\ntivals have been intensively developed, with widespread and representative\nparticipation and uniform maintenance of high standards; and in which\nthere are now in operation several divisions as qualifying events.\n2. It is further recommended that states make subdivisions — district, sub¬\ndistrict, or county — which will best serve the interests of the music educa¬\ntion movement in the respective states, these subdivisions to be recognized\nas qualifying units for the state final event.\n3. It is earnestly recommended that, in the event the suggestion in item 1\nis approved, no area less in extent than a state be recognized as equivalent\nto a region in status; therefore, one final event must be provided for the\ndistricts or divisions within the boundaries of a state to qualify such state\nfor recognition as a national final competition.\n4. Certain state competition festivals which are qualified to apply for\nrecognition as national finals may desire to invite adjoining states or portions\nthereof to join with them for festival and competition purposes upon applica¬\ntion made by authorized representatives of the sections desiring such privi¬\nlege and upon approval of the Executive Council. Particularly in cases\nwhere the neighboring states have small school population or where for any\nreason the competition festivals are not highly developed, such procedure\nmay be mutually advantageous, provided, of course, there is no conflict with\nadministrative regulations of the states involved.\n(The foregoing are presented as recommendations only. Authority for changes\nin the various regions, in accordance with these recommendations, is vested in the\nNational Board of Control, which works in cooperation with the regional boards,\nthe state associations, and school administrators. The recommendations do not in\nany respect alter the national organization structure, as the Regional Boards of\nControl will continue as advisory and coordinating agencies, and, with the National\nBoard of Control, will remain unchanged as far as the administrative setup of\nthe competition festivals is concerned until such time as changes shall be legally\nmade in this regard in the Bylaws of the National School Band, Orchestra, and\nVocal Associations.)\n\n"}
{"page": 517, "printed_page": null, "text": "Rational\nT>eans\n\n^Association\nof Women\n\nof\n\n"}
{"page": 518, "printed_page": null, "text": "HISTORICAL\n\nThe\n\nnational\n\nassociation\n\nof\n\ndeans\n\nNOTE\n\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 1940-41 are: president,\nSarah G. Blanding, Dean of W omen , University of Kentucky , Lexington,\nKy.; vicepresident, Edna C. Shumaker, Dean of Girls, McKinley High\nSchool, Canton, Ohio; treasurer, Elizabeth B. Oakes, Dean of W omen,\nState Teachers College, Milwaukee, Wis.; secretary, Catherine E. Reed,\nDean of Women, State College for Teachers, Buffalo, N . Y executive\nsecretary,\n\nKathryn\n\nG. Heath,\n\n1201\n\nton, D. C.\nThe publications of the Department\n\nSixteenth\n\nStreet,\n\nN.\n\nW ., Washing¬\n\nconsist of a quarterly Journal\n\nand\n\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\n1927 -.391-418\n192 8:353-374\n1929 -.369-390\n\n1930 -.309-330\n19 31:393-414\n\n1936:219-230\n\n1932:337-356\n1933-357-376\n193 A 345 -360\n\n1938:619-630\n1939 -.513-524\n\n1935 311-326\n\n[ 514 J\n\n1937 -.245-256\n\n"}
{"page": 519, "printed_page": null, "text": "ST. LOUIS\n\nMEETING\n\nGUIDANCE— A CHALLENGE\nIRMA\n\nAll\n\nE. VOIGHT,\n\nguidance\n\nDEAN\n\nWORK\n\nOF\n\nWOMEN,\n\nis built\n\non\n\nTO\n\nOHIO\n\ncertain\n\nof the individual and on a number\n\nOUR\n\nSCHOOLS\n\nUNIVERSITY,\n\nfundamental\n\nof fundamental\n\nATHENS,\n\nand\n\ninherent\n\nmay\n\nrights\n\npropositions basic to\n\nany technic or approach. Let us consider first the fundamental\nrights of each individual.\nThe right to be well born — We\n\nOHIO\n\nand inherent\n\nat first thought consider this beyond\n\nour sphere of influence to change. But we do come into the picture from\ntwo angles — to modify the conditions existing and to aid in developing with¬\nin the individual an appreciation of this inherent right for future children.\nThe right to discover oneself — It is our privilege to be what\n\nwe\n\nare. This\n\nright is one of the reasons that young people go to college ; it is one of the\nreasons that the United States has established free public education and has\ninsisted that all children go to school up to a certain age. Altho an individual\nmust find himself, another person can help tremendously thru guidance and\ncounseling. What is the excuse and the reason for any of us to counsel and\nadvise youth unless underneath all counsel and guidance procedure is an\nhonest attempt to help youth discover itself? From\n\nbirth on this business\n\nof self-discovery has been going forward. Due in large measure to the or¬\nganization and growth of guidance procedures, self-discovery is now worked\nat more consciously than in former years.\nThe\n\nWe\n\nright of self -development — This\n\nlogically follows\n\nself-discovery.\n\nhave the example of the person who discovers himself and then suddenly\n\nstops short of developing that which he has found. The almost certain re¬\nsult of this is a life which fails to be completely happy in an adult life or\nwork situation.\nThe\n\nright of self-expression — Before\n\nthis right can be fully exercised,\n\nthere must be a foundation of real experience, study, or thinking. Self-ex¬\npression marks a person as an individual. But sometimes a person does not\nwant to be an individual. With individuality there goes social responsibility\nand there are those who prefer not to assume this responsibility. However,\nthe teacher or counselor has a real responsibility to society to bring each\nyoung person with whom he works to a realization of the necessity and\nprivilege of social responsibility.\nWith these inherent rights go two obligations: (a) to make the best\npossible use of all the opportunities that are available, and (b) to refrain\nfrom keeping anyone else from making the most of his opportunities.\nThe second foundation on which all effective guidance work is built is a\nset of principles basic to any technic or approach.\n1. Guidance is a process. It does not begin and end at a specified time but\nrather takes into account the changes of age, environment, and social change\nof society at large and development and experience of the individual.\n\n[ 515 ]\n\n"}
{"page": 520, "printed_page": null, "text": "516\n\nNational\n\nEducation\n\nAssociation\n\n2. Guidance must break with an old notion that it is only or largely for\nmaladjusted individuals. Each individual needs adjustment, for life is a\nseries of adjustments. Guidance\n\ndefinitely must strive to prevent maladjust¬\n\nment just as the physician strives to prevent the spread of a disease. Mal¬\nadjustment is a disease. Therefore, guidance or counseling for adjustment\nmust be for all. True, the large majority learn quickly and adopt promptly\nthe methods of self-adjustment which are the supreme\n\ngoal of all guidance.\n\n3. Since all guidance procedures are integrated and interrelated and de¬\npend for their special emphasis — physical, mental, educational, vocational,\nemotional, social — on the individual’s needs, no set pattern of guidance is\npossible. All factors must be regarded, however.\n4. There\n\nis a growing appreciation by all of us that social factors weigh\n\nheavily in any guidance program — both immediate and remote social factors.\nThere are times when the social situation in a community calls for considera¬\ntion before a decent piece of individual guidance can even be begun.\n5. Guidance procedures must respect the individual’s personality. The\nrelationships involved in counseling must be handled confidentially. The\nethical implications of guidance demand respect among teachers and guid¬\nance workers themselves and support of those public policies which con¬\ntribute to human welfare. Intelligent use of other individuals and public\nagencies requires training, for there is a growing\nwork be well done.\nWith\n\ninsistence that guidance\n\nfull recognition that guidance technics change, that social situa¬\n\ntions change, and that individuals change, the task of the teacher and coun¬\nselor is truly one which can never be routinized. These recognized changes\nin themselves constitute a factor in integrating a guidance program. We\nseem to have integration as the supreme\n\ngoal both as regards the individual\n\nbeing counseled and the person doing the counseling. I claim, therefore,\nthat coordination and integration are two cardinal and dominant\n\nobjectives\n\nof all guidance work.\nLet us turn to a consideration of the results of two studies that have been\nmade, one in the realm of education and one in the realm of industry.\nThe results of a study made of why students fail in college showed\n\nthat :\n\n(a) Students do not apply themselves systematically to their work;\n\nthey\n\nwaste time. In this study over 85 percent of the failures pointed to this\ncause, (b) They fail because of poor physical condition, (c) They get into\nstudies and courses for which they are not fitted. This was not the cause\nof as large a percent of failures as is sometimes believed. As college stu¬\ndents are still growing and maturing, they more frequently than not discover\nthat they have abilities and aptitudes for lines of work\n\nthey do not know\n\nor think they are fitted for upon entrance to college, (d) Students also\nfail because of mental disturbances due to trouble at home. This cause is\ntoo frequently overlooked or passed by too lightly by a counselor, (e) Some\nfail because of lack of preparation, others from lack of endowment and\nability.\n\n"}
{"page": 521, "printed_page": null, "text": "National\n\nAssociation\n\nof\n\nDeans\n\nof\n\nWomen\n\n517\nThis study alone reveals the fact that guidance in work habits, guidance\nin matters pertaining to health and physical adequacy, guidance in making\nprograms of study, guidance in mental hygiene, guidance in budgeting time\nand energy, and guidance in discovering endowment and ability would be\na partial solution to the problems of the great majority of young people.\nThis guidance must be a continuous process and calls for the use of all\nthe available resources in a school system, both elementary and secondary.\nIn a recent study of employment of college students, the following con¬\nditions were listed as chief reasons that have hindered progress and success:\nvocational indecision, wrong major study in college, inadequate training,\nlack of specialized training, inadequate funds, lack of employment contacts,\nuncertain\nhealth.\nWith\n\nemployment,\n\ninadequate\n\npersonality adjustment,\n\nthese two studies before us, we\n\nmust\n\nand\n\nlack of\n\nask ourselves the question,\n\n“Can these handicaps he anticipated and met thru guidance and training?'’\nThe trend today is toward a facing of problems such as these and guidance\nis being regarded more\neducation.\n\nand more\n\nas a necessary foundation for a process of\n\nPersonnel work, at first, occupied the position “of an occasional incident\nin education.” But since it is one of the most expensive services in a school\nprogram and has such widespread importance to the individual’s future, both\ndirect and indirect, it must not be left to incident or accident. However,\na sane and sound guidance program is not nearly as expensive as are the mal¬\nadjusted adults who will be in society later on. President J. Hillis Miller\nof Keuka College expressed this same idea forcefully when he said in the\nopening address of the Guidance\n\nConference\n\nheld at Syracuse University,\n\nJuly 1938: “The public and the schools will pay heavily for failure to\nrealize the implications of guidance. Its implications are found in a program\nof education effective enough to discover and develop the personality of each\nindividual for economic, social, and spiritual adjustment in a contemporary\nsociety.”\nLet us consider a guidance program\n\non the secondary level. It contains\n\nthe following items: school attendance, health facilities to prevent and cor¬\nrect physical disabilities, proper scheduling of courses according to needs\nand aptitudes, guidance in recognizing and relieving emotional strains and\nstresses, discovering vocational aptitudes and interests, relating school ac¬\ntivities, curriculum and incidental, to these vocational interests, assisting in\nplacement both in proper work or in proper college environment, orientation,\nand counseling with a view to self-discovery and self-discipline.\nA similar program on the college level contains the following items:\nselection and admission of students; adequate housing; orientation to a new\nenvironment, educational, social, and personal ; physical and mental health ;\npersonnel and academic records; helping the individual to discover his own\nvocational interests and aptitudes; assisting the individual to find employ¬\nment ; and counseling wisely on all kinds of problems being mindful that the\n\n"}
{"page": 522, "printed_page": null, "text": "National\n\n518\n\nEducation\n\nAssociation\n\ncollege student is closer to mature adulthood than the high-school student,\nand mature adulthood means individual choice and responsibility.\nOne of the pronounced trends today is an honest effort to make so-called\nnonintellectual adjustments an integral part of education. This means that\nthe classroom teacher must be not only a superior teacher in subjectmatter,\nbut must be trained also in guidance methods, mental hygiene, philosophy\nof education, and economic and sociological trends and principles. Intel¬\nlectual growth and emotional maturity should, if possible, keep pace with\neach other. To achieve this goal the individual becomes supreme in im¬\nportance, for each individual is a bundle of emotions different from those\nof every other individual.\nIn the midst of this difference, however, there are some fundamental prin¬\nciples of procedure in guidance because in every case we are striving for\nmaturity — the putting away of childish things. To all guidance, therefore,\nfundamentally the rights of the individual are supreme up to the point\nwhere the expression of his rights interferes with the equally significant rights\nof others. As individuals we must subordinate and harmonize the expression\nof our own\n\nrights for the best interests of the society in which w~e live. This\n\nfundamental principle ties in with the principle that the individual’s interests\nare served best when the interests of the whole group are served. A third\nfundamental principle is that proper attitudes are more than half the remedy\nin meeting and solving any problem. A fourth is that there are certain\nauthorities which cannot be denied or defied — the authority of experience,\nthe authority of natural law, the authority of truth. A fifth, one perhaps less\nfrequently recognized, is that while happiness may be the supreme and ulti¬\nmate goal for each individual, it is a byproduct resulting from living fully\nand adequately according to one’s abilities and opportunities in friendly\nrelationship to one’s total environment.\nWe talk much of proper work habits. Perhaps we ought to stress equally\nthe value of proper adjustment habits. We\nguidance growing\n\ntalk much\n\nout of present day economic\n\nof special adjustment\n\nand social emergencies.\n\nShould we not guard against neglecting guidance technics and guidance pro¬\ncedures for normal living? It is true that what is abnormal today often be¬\ncomes the normal of tomorrow. When this takes place too rapidly, however,\nfundamental values frequently are sacrificed for temporary and superficial\nones. The habit of making one’s own adjustments is as essential to living as\nhaving a job or a profession. Good work habits are no more essential to suc¬\ncess than are good adjustment habits. Guidance technics including tests of all\nkinds — intelligence, vocational, reading, personal^, counseling service, and\nsocial direction — are only some of the more obvious ways to be used in help¬\ning to develop good adjustment habits or in many cases to dissipate and break\ndown bad habits.\nIn the final analysis, the individual must\nability to meet the situations of mature\n\nrise or fall according to his\n\nlife. This is the challenge to our\n\nschools and colleges — we owe our youth an education of the whole self. It\nis costly, but not so costly as the results of our failure to discharge our debt.\n\n"}
{"page": 523, "printed_page": null, "text": "National\n\nTHE\n\nAssociation\n\nPROFESSIONAL\n\nDOROTHY\n\nC. STRATTON,\n\nof\n\nDeans\n\nTRAINING\nOF\nDIRECTORS\nDEAN\n\nOF\n\nWOMEN,\n\nLAFAYETTE,\n\nof\n\nWomen\n\nRESIDENCE\n\nPURDUE\n\n519\nHALL\n\nUNIVERSITY,\n\nIND.\n\nOne major difficulty in planning the training of residence hall directors\nis the lack of any consistent type of organization from college to college\nand of any standardization in the requirements of the position. One can\nfind almost as many types of staff organization as there are colleges in the\ncountry. Three plans of organization, however, are, with variations, found\nrather generally.\nPlan 1 — A social director, usually a member\n\nof the staff of the dean of women\n\nand responsible to her for counseling, group work, and the social program. A foods\nand house manager, coordinate in responsibility with the social director, and usually\nresponsible to a director of housing for the entire college or to the comptroller for the\nhouse and business management.\n\nPlan 2 — A director of housing, usually on the staff of the dean of women, if she\ndirects housing for women only. To her the social directors and the house and foods\nmanager in each housing unit are responsible. Within the unit there still remain the\ncoordinate heads, the social director or head resident and the house and foods\nmanager. This plan has the advantage of permitting the director of housing to live\noutside the residence units and to have some home life aside from her institutional\nresponsibilities.\n\nPlan 3 — A director of residence halls for women\n\nwho lives in the halls and is\n\nresponsible to the dean of women for social direction, group work, and individual\nguidance, and to the comptroller for business management and preparation of the\nbudget. All employees of the buildings, including the supervisor of foods and house¬\nkeeping and her staff, the head residents and their assistants, the office employees,\nstudent staff, and janitors are responsible to her. This plan of organization has one\ndistinct advantage. There is one final authority within the residence units who\nsettles problems as they arise. Both Plan 2 and Plan 3 also permit of at least an\nadequate salary.\n\nIn considering the professional training of residence hall directors, one\nmay assume a bachelor’s degree as a minimum essential. We are concerned\nhere then only with the professional training which should be added to\nthis foundation.\nThere is one point which all three plans of organization just mentioned\nhave in common. It is that the director must have some understanding\nand knowledge of institution management, as well as of personnel work,\nif she is to function effectively. Under Plan 1, in which the social director\nand the foods and house manager are coordinate, each must surely have\nan understanding of the other’s problems or constant friction may result.\nLender Plans 2 and 3, the director will not be able to win the respect of\nthose who are responsible to her unless she can understand their problems.\nObvious as this point appears, it seems to be a “blind spot” in most training\nprograms. Where the training programs are planned by deans of women\nand personnel directors, the emphasis is, quite naturally, placed upon\npersonnel wmrk, a very important phase of the residence hall program.\nIn these training programs\n\nconsiderable attention is given to the counseling\n\n"}
{"page": 524, "printed_page": null, "text": "520\n\nNational\n\nEducation\n\nAssociation\n\nof individuals, to the development of a “personnel point of view,” to various\ntypes of student government organizations, and to the technic of work\nwith student groups. Where the training is largely in the hands of in¬\nstitution management people, the training program emphasizes the mana¬\ngerial aspects of residence hall work, such as budget planning, meal planning\nand preparation, the purchase and care of equipment, and the direction\nof labor. Either thru course work or by observation, or by a combination\nof these methods, a continuous process of “cross education” should he\ncarried on. Even when an institution is using the type of organization in\nwhich the social director and the house manager are coordinate, or perhaps\nparticularly in this type of organization, it is important that the personnel\nstaff have an appreciation of and interest in the problems of house manage¬\nment, and that the foods and house staff understand the problems involved\nin social direction, group work, and individual counseling.\nAny experienced director of housing will admit freely that one of the\nprincipal administrative problems in any large residence unit is to have\none group understand and appreciate the work of the other group. Even\nwhen both groups are friendly, as unfortunately is not always the case,\nthere is still need of understanding of the other person’s job. The institution\nmanagement majors cannot understand what the social directors do. The\nsocial directors seem to have time on their hands when they sit around in\nthe lounges and living room and talk to the students. This looks easy to\nthe institution management people when they are harassed with the details\nof serving lunches to five hundred people at 12:15. The head residents\nand social directors complain that their work is never done, that, after\nall, when dinner is served in the evening and the house and kitchens are\nin order, the institution management majors have finished their work, but\nthat the head residents are just beginning theirs. They think it would be\nan easy job to supervise the foods and maid service and be free in the\nevenings.\nIt is the task of the residence hall director to educate both of these\ngroups while they are on the job, but how can she do this unless she herself\nhas an appreciation of the problems involved in both areas? That this\npoint of view is being recognized by persons now on the job is indicated in\nan unpublished paper by Mrs. Elizabeth Gibbs, manager of the residence\nhalls of Teachers College, Columbia University, entitled “Developing a\nStudent Personnel Point of View in College Residence Halls.” She says:\n“As manager of the residence halls at Teachers College, I find that many\nof the problems that come to me have a decidedly ‘personnel’ aspect.\nFrequently it is hard to determine where my job ends and that of the\nsocial director begins. In fact, they are so intimately and intricately re¬\nlated that an arbitrary division of responsibilities is impossible. Without\na mutual understanding of purposes and intelligent and willing coopera¬\ntion in the interests of the institution and its residents there would in¬\nevitably be petty jealousies, friction, and a lack of harmony which would\npenetrate to staff and residents and thereby violate the very principles of\ncommunity\n\nliving which the residence halls are designed to promote.”\n\n"}
{"page": 525, "printed_page": null, "text": "National\n\nAssociation\n\nof Deans\n\nof Women\n\n521\n\nThe book, A Student Personnel Program for Higher Education, states\nthat it would be a rare individual who could efficiently and capably carry\nout a personnel program in a dormitory and manage the hiring and super¬\nvision of the house staff, the maids, cooks, the planning of the meals, and\npurchasing of equipment. It is perhaps not necessary that the director of the\nresidence halls be a specialist in any area any more than the dean of women\nis a specialist. It is necessary that she have enough of an understanding\nof the problems involved to work intelligently with those responsible for\nthe various phases of the residence hall program.\nIt is the thesis of this paper that the position of director of residence\nhalls is one deserving of much greater recognition than that already given\nit; that in order to do her work effectively she needs some training both in\nthe fields of personnel work and of institution management; and that in\nwhichever field she does her major work, she should either take at least\none or two courses in the other area or gain an understanding of it in some\nother way.\nOne difficulty with this proposal is that courses in personnel work and in\ninstitution management are usually set up for majors; that is, a certain\nsequence is worked out and the individual student is expected to build\ncourse upon course, so that it is extremely difficult to choose a course\neither in institution management or in personnel work which gives an over¬\nview of the field. If a training program of the type here suggested were\nput into effect, it would probably be necessary to create at least one new\ncourse in both the personnel field and the institution management field\ndesigned especially for the person who did not expect to continue with\nwork in that department.\nThe emphasis upon laboratory work during the training period is increas¬\ning and is a most encouraging sign. The person who takes a residence hall\nassignment without actual experience behind her learns “on the job,” a\nhard way both for her and for the job.\nBecause of our great interest in the field of student personnel work\nand the development of each individual student in our institutions, we\nhave, as a group, been somewhat blind to the importance of the institution\nmanagement aspect of the residence halls program. Largely because we\nourselves have had no training in this field and perhaps do not have a great\nappreciation of its problems, we have not insisted that our residence hall\ndirectors understand these problems. We have tended to choose someone\n“in our own image” who understood those fields in which we were directly\ninterested. It behooves us both to inform ourselves concerning this aspect\nof residence hall management and to insist either that our new appoint¬\nments have some training in institution management or recognize that,\nif it is impossible to find this combination, the training must be done on the\njob and that it cannot be left to chance. The\n\ninstitution management\n\nstaff\n\nmust have opportunity to present its problems to the social directors and\nthe social directors to the institution management staff. The central\nproblem in good residence hall management,\nother human\n\nas in the management\n\ninstitution, lies in an easy, pleasant working\n\nof any\n\nrelationship\n\n"}
{"page": 526, "printed_page": null, "text": "522\n\nNational\n\nEducation\n\nAssociation\n\namong members of the staff. When this end is accomplished, each staff\nmember will have the opportunity to use her specialized training to the\ngreatest advantage of the students, for whom all educational institutions\nexist.\nAnother area in which the training offered to directors of residence halls,\nand to deans of women, could be strengthened is that of public relations.\nThere is also the press. So far residence halls have escaped the kind of\nunfavorable publicity given to fraternities and sororities by the “picture”\nmagazines. Directors of residence halls, however, must be constantly alert\nto the publicity material released to news photographers or the press. In\nschools having publicity directors the problem of the residence hall director\nis easier. A course in public relations should not only stress the importance\nof this aspect of residence hall management but should teach specific ways\nand means of reaching these groups of people.\nThis paper does not attempt to deal with specific courses. It presents a\npoint of view, namely, that the position of director of residence halls\ndeserves a better status than it now receives in many institutions, that the\nprofessional training should cut across the field of institution management\nmore freely than it does at present, and that the area of public relations\nshould receive more emphasis than it has in the past.\n\nMILWAUKEE\nTHE\n\nSOCIAL\nEDNA\n\nADJUSTMENT\n\nC. SHUMAKER,\n\nDEAN\n\nOF\n\nMEETING\nTHE\n\nOF GIRLS,\n\nCANTON,\n\nMC\n\nHIGH-SCHOOL\nKINLEY\n\nHIGH\n\nPUPIL\n\nSCHOOL,\n\nOHIO\n\nThe University of Chicago spent quite a sum of money some time ago\nin making a survey to find out what people felt they needed most to know.\nThe results showed matters of health first and next the social amenities.\nA survey made by a committee of high-school and college deans in Ohio,\nanalyzing the problems girls met in going to college, revealed in general\nthat these young people faced a new freedom — a challenged self-reliance\nquite different from the sheltered planned life of many high schools. The\nproblems seemed to be in two large areas — scholastic and social. The girls\nfound themselves ill at ease at social functions because of: (a) insufficient\nexperience with social affairs at home or in high school, (b) lack of knowl¬\nedge of etiquette, (c) difficulty in adjusting themselves to living with so\nmany different personalities, and (d) difficulty in enjoying the social life\nin moderation.\nOne comment which seemed well expressed and full of wisdom was: “I\nwish freshmen would not come to college expecting ‘heaven on earth.’ I wish\nthey could realize that they are going to lead a life at school as they have\nled at home; that they are going to live with people, pleasant and\nunpleasant ; and that even tho they are paying their way, there still is\nauthority in the form of rules and responsibility. I wish that they could\nknow that a college will give them nothing more than they put into it\n\n"}
{"page": 527, "printed_page": null, "text": "National\n\nAssociation\n\nthemselves. I furthermore\n\nof\n\nDeans\n\nwish they could know\n\nthem to be out on their own.”\ninto high school.\n\nof\n\nWomen\n\n523\n\nwhat a challenge it is to\n\nThis is equally true for the girl coming\n\nThe recent study, From School to College, edited by Hugh Hartshorne,\nrevealed certain habit patterns to be fundamental : the purpose pattern, the\ndecision pattern, the sensitivity pattern, and the social pattern. These\nhabit patterns predisposed the individual to certain behavior because of\npast experiences.\nSocial adjustment is the process whereby satisfactory relationships with\nothers are established and maintained. It is a process, not a sudden thing;\nit does not just happen. To be able to help in the social adjustment of the\nhigh-school pupil we, ourselves, need to be well-adjusted socially. We need\nto be genuinely interested in pupils with whom we come in contact, sincere\nin our efforts, and friendly to all.\nIt is a curious fact that no two human beings are exactly alike, yet we\nall want\none. We\n\nto be alike. Or, we expect every pupil to be just like even* other\nneed to allow for individual differences.\n\nYou perhaps are familiar with the book, Learning To Live , by Charles\nM. Crowe. In the chapter on common sense, there is a delightful little\nverse entitled “Sunflowers and Daisies” which brings out the point that\none of the most essential qualities in life is genuineness, and that a neces¬\nsary ingredient is the grand art of just being yourself.\nSocial adjustment for the purposes of this discussion is defined then as\nthat part of the guidance program which is concerned primarily with help¬\ning individuals to become socially pleasing in order to achieve and maintain\nsatisfying relationships with others.\nOur generation, as John Nevin Sayre has expressed it, is a thermometer.\nA thermometer registers but does nothing; a thermostat registers also,\nbut it gets busy and opens or shuts the draft in order to maintain an even\ntemperature. So perhaps we can do more if, instead of being thermometers,\nwe become thermostats.\n\nWe need to scrutinize our social programs to see if they stress the worth\nof character, establish a sound sense of social values, and teach the art\nof living adequately with others; we\n\nneed to see if we have attempted to\n\ncreate a dynamic environment wThich provides opportunity for socially\ndesirable group participation. Perhaps there are some things in our set up\nwhich actually tend to retard the process of establishing and maintaining\nsatisfying relationships with others.\nIn every game\n\nthere are rules. Everyday living is much the same. There\nare certain fundamentals of social usage which, when mastered, do a great\ndeal to make living with others pleasant. These are the abc’s of courtesy,\nsome of which are gentleness, tolerance, sincerity, understanding, considera¬\ntion, kindness, good humor, and unselfishness. Parents should be admon¬\nished to begin early to help children learn just what is expected of them\nin social situations. It is easy for a child to get the idea that he can have\nmore fun and feel more at ease if he learns why and how things should be\ndone. The very essence of true courtesy is to be completely unconscious of\n\n"}
{"page": 528, "printed_page": null, "text": "524\n\nNational\n\nEducation\n\nAssociation\n\nourselves because our thoughts are failed with gracious impulses toward\nother people. So in this matter of social adjustment we must begin early.\nWe must start where the pupil is. Today it is necessary to teach the abc’s\nof courtesy in the schools, since many pupils do not have a chance to learn\nthem at home. It is not just the children from the poor homes who have\nnot learned the fundamentals of getting along with people.\nLet us stop to consider the fundamental needs of an individual. There\nare two kinds: the organic, namely, the need for water, air, and food; and\nthe social, namely, the desire for approval and success and the desire to be\nlike others. The real problem in social adjustment then is to consider ways\nand means of meeting these social needs. A person does not learn to play\nthe piano by looking at one, nor to type by having a typewriter, nor to\nbecome mechanically-minded bv having tools. It is by putting real effort\nand time into learning to use them that one becomes proficient. So it is with\nsocial adjustment. Perhaps it is thru dramatics, working on committees, be¬\nlonging to clubs, taking part in projects, participating in a gymnasium ex¬\nhibition, and thru a number of other activities that these social needs can\nbe met.\nIt is believed that the efficiency of instruction will improve to the degree\nthat the system moves toward more complete adjustment of the individual\nto his social needs. Always the age of the participants and the standards\nof the community are determining factors in forming a social program.\nAmong the factors which help in social adjustment in the high school is\nhappy family life. We know- from experience that many of our problems\nin social adjustment come from the broken homes— broken by divorce or\ndeath. Not only do the children from these homes lack security but they\noften lack self-respect. The child w-ho is poorly adjusted socially often is\nfrom a home w'here there is a lack of social adjustment.\nA second factor in social adjustment is orientation — a process of acquaint¬\ning students as quickly as possible with the school and with its activities,\ncurriculum, and faculty. An adequate orientation program requires long¬\ntime planning and careful preparation. However, it benefits not only the\npeople who are to be oriented but adds much in the social adjustment of\nthose helping with the program, especially if they have had an opportunity\nto help plan it. The high schools feel the need of an orientation program\nand are beginning to realize that orientation is an important factor in\nsocial adjustment.\nA third factor in social adjustment is the homeroom. It can do much to\ngive the pupil a feeling of security, a sense of belonging, and it should\ncontribute to the pupil’s grow-th as a w-hole personality and as a participant\nin society by providing opportunities for the development of desirable ideals,\nhabits, and character. The teacher is an important factor in the success\nof this part of the program.\n\nA fourth factor in social adjustment is co-curriculum activities — all\nactivities of school life outside of classes. Participation in co-curriculum\nactivity develops a democratic attitude and confidence among students.\n\n"}
{"page": 529, "printed_page": null, "text": "Rational\n\n* Association\n\nof\n\nJournalism ^Directors of\nSecondary Schools\n\n"}
{"page": 530, "printed_page": null, "text": "HISTORICAL\nThe\n\nNational\n\nAssociation\n\nNOTE\n\nof Journalism\n\nDirectors,\n\norganized\n\nmore than fifteen years ago, voted to ask department status of the\nNational Education Association at the Detroit meeting in the summer of\n1937 . Accordingly, the petition to the Executive Committee and Repre¬\nsentative Assembly was presented at the New York meeting in 1938,\nwhere it was placed on file to await final action in 1939. At San Francisco,\nthe National Association of Journalism Directors was made a department\nof N.E.A. The steady growth of the Association has continued during the\npast year and its 1940-41 program embraces projects that are planned to\nstrengthen the cause of education, improve English instruction, and equip\nthe child better for life experience.\nThe Department officers for the year 1940-41 are: president, William\nE. Blake, Hartford, Conn.; vicepresident, Olive Allen, Minneapolis,\nMinn.; secretary, Orval C. H listed, Sand Springs, Okla.; treasurer,\nThelma McAndless, Y psilanti, Mich.\nThe National Association of Journalism Directors meets three times\nannually, twice in November and once in June.\nThe Department publishes bulletins and maintains news columns in\nquill\n\nand\n\nscroll\n\nand scholastic\n\neditor. Annual\n\ndues of $1.50 are\n\npayable to the treasurer in the fall. Further details relating to the history\nof the Department may be obtained from the president.\n\n[ 526 ]\n\n"}
{"page": 531, "printed_page": null, "text": "MILWAUKEE\n\nLYLE\n\nMEETING\n\nOPPORTUNITIES\n\nIN\n\nW.\n\nDIRECTOR,\n\nASHBY,\n\nNATIONAL\n\nASSISTANT\nEDUCATION\n\nSCHOOL\n\nJOURNALISM\n\nDIVISION\n\nASSOCIATION,\n\nOF\n\nPUBLICATIONS,\n\nWASHINGTON,\n\nD.\n\nC.\n\nWhat unique opportunities does the school journalism adviser have?\n\nFirst, you teach a subject that is highly creative. Off the shelves\n\nof the printer’s stockroom come clean sheets of paper. Your job is to help\nyoungsters place on those sheets an expression of their activities and their\nlives. The possibilities are limitless. The results can be terrible and some¬\ntimes are; the results can be amazingly good and often are.\nSecond, you teach a subject that is exacting. Words look different in type\nthan in manuscript and a bit more important despite the commendable ef¬\nforts of the propaganda analyzers to persuade us not to be misled by what\nwe read. It provides excellent training for students. Journalism lends itself\nto pragmatic tests. Cold type has a most irritating way of revealing defects.\nIt is truly amazing how many errors will show up like a sore thumb in type\nthat seems to have been thoroly camouflaged in the manuscript. Students\nof journalism usually are called upon to put their study into practice. This\nis motivation par excellence. It likewise tests ability.\nThird, you teach a subject that brings you in close touch with the entire\nrange of school activities. You serve all departments and activities of the\nschool. Your contacts are broad. You know what is going on, not only the\nnews that is printed but much that is not.\nFourth, you supervise an educational project which strengthens the arm\nof the entire school system. The school paper is unquestionably one of the\nbest ways of interpreting the school and its work to the community. Many\nschool papers could be more effective in this way. With funds for education\nincreasingly hard to secure it is especially important that school journalists\nbear this in mind.\nFifth, journalism in general, and school journalism in particular, offers\nunprecedented opportunities for service in the next few years. Who would\nhave dreamed two years ago that the present calamity would befall\nEurope? We face the development of new ways of thought, and social\naction in this country and hemisphere as a result. This nation is probably\ngoing to be more solidly knit than for a long while. The need for clear\nheaded public opinion will be great if civil liberties are to be safeguarded.\nSchool papers can help by setting the pace with a high type journalism and\nwith an appreciation and understanding of good journalism elsewhere.\nThere is the need for development of social conscience. School papers, affect¬\ning youth as they do, can have a great influence upon their attitude toward\nbasic social problems.\nSixth, school journalism is a subject paralleled in life by a vast vocational\nfield. This is significant even tho most of the students will not become\njournalists.\n[ 527 ]\n\n"}
{"page": 532, "printed_page": null, "text": "528\n\nNational\n\nEducation\n\nAssociation\n\nSeventh, school journalism offers an opportunity for community service.\nThere is need for increasing emphasis upon community service. There are\nmany projects in the community which the school paper can foster to the\nadvantage of both school and community.\nJOURNALISM\nJULIAN\n\nT. BENTLEY,\n\nNEWS\n\nEDITOR,\n\nFOR\nPRAIRIE\n\nTHE\n\nEAR\n\nFARMER,\n\nWLS,\n\nCHICAGO,\n\nILL.\n\nThis might be a good time for us to give decent burial, as far as radio\nis concerned, to that ancient institution known as the five W’s. I under¬\nstand that the old five-W rule was at least partly worked out by make-up\neditors and composing room foremen, who wanted to be able, if necessary,\nto cut a story at the end of the first paragraph and still leave a brief state¬\nment of the news event that would support the headline.\nThere are several reasons why this is not necessary nor even desirable in\nradio news writing. In radio we must admit that a news story published\nthru the microphone gives the listener, generally speaking, only one chance\nto grasp the lead. He cannot go back and rehear it as the newspaper reader\ncan go back and reread a story which is complicated or puzzling. That\nis one good reason why it is wise to forget the rule of five W’s.\nMost of us of this generation are still visual-minded. Perhaps children\nnow growing up who will not remember the days of crystal sets will be\nbetter trained listeners. But we know that the great majority of listeners\ntoday got their first news experience from newspapers, and they are con¬\nditioned by that fact. Therefore, we know that we should not try to crowd\ntoo many facts into the lead sentence. If we do we run the risk of giving\nthe listener a vague and hazy impression. If he tries to recall and recapture\nthe sense of the lead he only half listens to the next few sentences. Another\nsimple but important reason is that if we try to crowd all the facts into the\nlead sentence we are apt to run out of breath before reaching the first\ncomma.\nIn radio we speak to large groups. However, these groups are broken up\ninto small numbers of listeners. Therefore we feel that broadcast news\ncopy should be less stilted and formal than typical newspaper\n\ncopy.\n\nThe news gathering organizations which serve radio have been learn¬\ning the technic slowly but have made much progress. However, they have\nmuch yet to learn. We have two radio news services at WLS — the United\nPress radio news wire and Transradio Press. Watching them both and\nediting their copy, I am quite sure their writers seldom read a lead over\naloud to themselves after they have it on paper. If they did they would\navoid the frequent awkward expressions, difficult combinations of words,\nand even series of sibilants.\nAnother thing that may sound unimportant is the matter of bulletins. In\ngeneral, a radio bulletin should have more than one sentence. Otherwise\nit sounds like a flash. A bulletin-precede of one sentence set in bold face\ntype is all right for the newspapers, but put it on the air and it is apt to take\n\n"}
{"page": 533, "printed_page": null, "text": "National\n\nAssociation\n\nof Journalism\n\non a kind of breathless, excited quality which\navoid.\n\nDirectors\n\n529\n\nradio should by all means\n\nThe word ‘‘flash’’ has been abused on the radio. As we all know, the term\noriginally was merely an editor’s advisory so that he could hold an edition\njust at press time and include the bulletin which followed the flash in short\norder on the wire. One of the worst offenders in the abuse of it has been\nthe gossip columnist. One reason we do not like to use the term “flash” is\nthat we want to have some special word in reserve to lend emphasis to really\nworld-shaking news. We also feel a certain responsibility to avoid alarmism.\nWe try not to break in on our regular programs with special bulletins unless\nin our judgment the news really warrants the interruption. In following\nthat policy we hope to build up the idea that on our station the listener will\nhear special bulletins only when they are important.\nIn editing news reports for radio we must keep in mind that all listeners\ndo not hear every broadcast thru a day. Therefore, we must approach each\none as a separate edition of a day’s news and try in the time available to\ngive a balanced picture of world events.\nSpeaking of a balanced news report brings to mind the fact that this is\nan election year. We have found that it is safest not to mention any one\ncandidate in a broadcast without carrying a story concerning his opponent\nin the same broadcast, if that is at all possible. For even tho we may have\nmentioned the opponent in an earlier broadcast we cannot be sure that our\nlisteners all heard that report. A good deal of the alleged bias in news¬\npapers and radio springs from the mind of the listener or reader himself.\nIf he feels strongly on some subject he is quite often incapable of appre¬\nciating that the news report is marching circumspectly down the exact\ncenter of the highway. The voice of the news broadcaster should be ab¬\nsolutely impartial without being colorless. Even a subtle change, perhaps\na subconscious change which creeps into the news broadcaster’s voice, may\nchange the entire sense of the story. Therein lies a fundamental difference\nbetween the media of the voice and of black and white.\nWhen facsimile and television arrive, as they surely will, they will bring\nmany new problems and probably will result in a number of changes in\nnews dissemination by radio. Perhaps this will bring a certain fusing of\nmethods of the fourth and fifth estates in such things as the presentation\nof newsmaps and charts to illustrate stories. At present we must recognize\nthat most of us are a little vague on our geography. In radio we must\nexpend many words trying to locate for listeners the locale of a foreign\nstory and even then we cannot be sure that we have succeeded. But until\nradio develops for general use the visual medium we\nlimitations and adapt our news presentations to them.\n\nmust\n\nrecognize its\n\nRadio news editing and news presentation will develop along certain lines\n. which already may be said to indicate a trend. There will be, we think, more\ntime found in the schedules for background and interpretation. To do this\nrequires not only a research staff but also the time to broadcast the material\nafter it is prepared.\n\n"}
{"page": 534, "printed_page": null, "text": "530\n\nNational\n\nEducation\n\nAssociation\n\nIt would be highly presumptuous of me to advise you on what you should\ngive students as basic training for radio news work. In general, it is the same\nbroad liberal arts foundation which newspaper work requires. It varies\nmerely in certain technics. The student need not worry too much about his\nspelling, until facsimile arrives, but he does need to know his pronunciation,\nsince in most radio stations the newsman or woman will be expected not\nonly to edit the news report but to put it on the air as well.\nWe recommend that the student who aspires to radio news work provide\nhimself with a newspaper, a good dictionary, and a pronouncing gazeteer\nand. practice reading news copy. He also should read aloud the news he\nhimself has written. That will show him quickly many pitfalls to avoid.\nHe should read simply and clearly but with expression. He should remember\nthat microphone speaking is not platform orating. He should try to pro¬\nnounce every syllable distinctly.\nI want to lay particular stress on the importance of languages to the radio\nnews editor and broadcaster. With a foundation of Latin he would do well\nto study at least two modern languages and, if possible, four. He does not\nneed to try to become a fluent conversationalist in any of them ; his aim\nshould be reading ability and the fundamentals of their pronunciation. One\nof the reasons study of foreign pronunciations is important to radio lies\nin the large number of racial strains in our population. Their goodwill is\nimportant and it does no harm\ntempt at correct pronunciation.\n\nto do them the courtesy of at least an at¬\n\nRadio stations will give a warmer welcome to the aspiring young jour¬\nnalist if he has some background training definitely aimed at radio. We can\ntrain him in experience but with the background which teachers can give\nhim, he will progress much more rapidly.\nOBJECTIVES\nHOBART\n\nH.\n\nBELL,\n\nAMERICA;\n\nOF\n\nEDUCATIONAL\n\nPRESIDENT,\n\nAND\n\nEDITOR,\n\nEDUCATIONAL\nOHIO\n\nSCHOOLS,\n\nPUBLICATIONS\nPRESS\n\nASSOCIATION\n\nCOLUMBUS,\n\nOF\n\nOHIO\n\nSuccessful journalistic technics are equally applicable to the public press,\nthe student press, or the teacher press, and joint consideration of these basic\ntechnics benefits all of us, even tho some variations may be required in\nmeeting the more specialized needs or interests of our particular clienteles.\nFor student publications some of the objectives seem to be as follows:\nto provide an effective medium of educational training functional in char¬\nacter; to arouse pupil interest and discover pupil talent; to develop powers\nof expression and good habits of reading; to stimulate interest in the local\nschool program and to serve the various phases of that program ; in some\ncases, to offer vocational training ; to teach citizenship ; and to train pupils\nin intelligent understanding and interpretation of the daily news.\nFor teacher publications, any one or all of the following objectives might\nserve : to provide information relative to trends and achievements in educa¬\ntion ; to acquaint members with and stimulate their interest in the organi¬\nzation programs — state, national, local, or departmental as the case may be;\n\n"}
{"page": 535, "printed_page": null, "text": "National\n\nAssociation\n\nof Journalism\n\nDirectors\n\n531\n\nto provide a medium of suggestion and interchange of ideas or technics\nwhich have proved their worth in the classroom; to provide information\nand discussion on matters directly related to teacher welfare; in general,\nto contribute to professional and educational progress.\nBut what are the objectives which all educational publications have in\ncommon and toward the fulfilment of which they must all direct their\nresources? One would be to encourage excellence and to create an abhor¬\nrence of mediocrity. In both public and private life today, we are cursed\nwith complacency if we are “getting by.” Even the leadership of our day\nhas been weakened by the prevailing attitude, with a consequent loss in\npublic confidence and a confusion which prevents a direct and coordinated\nattack upon our problems.\nEducational publications should be one medium for stirring up dissatis¬\nfaction with anything less than the best. For the pupil, there is the incentive\nof his work being seen and appraised by his fellow students. For the\nteacher, there is the encouragement of professional recognition. Such\ninducements are by no means suggested as sufficient or even primary\nmotivation, but they do indicate possible and realistic stimuli to ‘higher\nstandards of endeavor. Educational publications may well recognize and\nutilize them. As a corollary, we may well be reminded of our common\nresponsibility for constant improvement both in content and appearance\nof the publications which we direct. The urge for improvement, if virulent\nenough, becomes contagious and may be transmitted to those served by our\npublications.\nA second common objective would be to promote interest in public educa¬\ntion and the educative process. If we really believe our traditional concept\nof education as the basis for perpetuation of a democratic society, if we\nthen recognize the charges of many uninformed critics against the public\nschools, and if we further realize the threats to school financing thru\ngrowing demands on public funds from various groups and agencies, we\ncan appreciate the importance of the role of educational publications as a\nmedium of public relations. During a school year, a school newspaper can\nreflect the entire philosophy and procedure of a school. If a school is meet¬\ning the needs of its pupils as “citizens” of a “school community,” the\nchances are pretty good that it is serving well the community at large,\nboth present and future.\nThe third objective would be to serve the ideal of American public\neducation in all its varied phases. First to come to mind would be the\ncontributions to development\n\nof specific skills or general appreciations and\n\nto the consideration of classroom procedures.\n\nHowever,\n\nwithout\n\ndetract¬\n\ning from the importance of these functions with which educational pub¬\nlications are properly concerned, it is inevitable that the national and inter¬\nnational events of today will compel our consideration of the larger goals\nwhich education seeks and the immediate national service which it must\nrender.\nI will read a paragraph\nFunction\n\nof Education\n\nwhich you will recognize from\n\nin American\n\nDemocracy , one\n\nthe Unique\n\nof the publications\n\n"}
{"page": 536, "printed_page": null, "text": "532\n\nNational\n\nEducation\n\nAssociation\n\nof the Educational Policies Commission. “The primary business of\neducation, in effecting the promises of American democracy, is to guard,\ncherish, advance, and make available the funded and growing wisdom,\nknowledge, and aspirations of the race. This involves the dissemination of\nknowledge, the liberation of minds, the development of skills, the promo¬\ntion of free inquiries, the encouragement of the creative or inventive spirit,\nand the establishment of wholesome attitudes toward order and change —\nall useful in the good life for each person, in the practical arts, and in the\nmaintenance and improvement of American society, as our society, in\nthe world of nations.”\nThat second sentence almost sounds as if it has been written especially\nfor school publications. Certainly it sets a goal for education which\npublications can effectively implement. It is an objective of education\nwhich our publications, among other agencies, can accept as their own with\nmutual benefit to themselves and to the general educational program.\nIn her column of June 18, Dorothy Thompson gives four reasons “why\nNazis win.” The fourth is “because they have a vision which is . . . the\nbasis of their communal morale.\" After characterizing the vision of a\nsuperior and all-conquering race as false and one which ultimately will be\nthe basis of Nazi defeat, she adds this: “But one cannot oppose an ignoble\nand untrue vision with no vision at all. . . . We shall not survive this epoch\nunless we can conceive a vision as large as theirs, but truer, and more real.\n“The concept of the union of all peoples in a worldwide scheme of things,\nin a planetary cooperative commonwealth, in which those things are de¬\nnationalized which are not national and those things that are the special\ncultural values of individual races are given the freest expression, was a\nconcept born in the democratic mind ; it has failed only because of the\nfailure of our will, because we have become complacent, provincial, and\ncomfort loving.”\nDemocracy then must compel loyalties to an even greater degree than\ntotalitarianism, and for constructive rather than destructive purposes.\nEducation must measure up to its great potentialities for restoring the vision\nof democracy as a fascinating and dominating idealogy, and as an active\nrather than a passive force. Every educational publication may well keep\nthis objective of education in mind\nmand, make that objective its own.\n\nand, with every resource at its com¬\n\n"}
{"page": 537, "printed_page": null, "text": "Rational\n\n^Association\n\nSecondary- School\n\nof\n\nPrincipals\n\n"}
{"page": 538, "printed_page": null, "text": "HISTORICAL\nThe\n\nNational\n\nAssociation\n\nNOTE\n\nof Secondary-School\n\npartment of the Xational Education\n\nPrincipals,\n\na De¬\n\nAssociation , zvas organized in Topeka ,\n\nKansas , in 1886, under the name of the Department of Secondary Instruc¬\ntion. In 1917 , at Kansas City. Missouri , the organization became known\nas the Xational Association of Secondary-School Principals. In February\n1927, at St. Louis, Missouri, consideration zvas given to the affiliation of\nthe Association with the Xational Education Association as a Department\nof Secondary-School Principals to include the whole field of secondary\neducation, comprising junior high schools, senior high schools, and junior\ncolleges, and at Boston, Massachusetts , it became the Department of\nSecondary-School Principals of the Xational Education Association. In\nFebruary, 1939, at the Cleveland meeting, the name of the Department\nbecame the Xational Association of Secondary-School Principals of the\nXational Education Association, and in July 1940, the central offices\nzeere moved from Chicago to the headquarters building of the Xational\nEducation Association in Washington, with Paul E. Elicker, executive\nsecretary,\n\nand\n\nHarry\n\nI \\ Church,\n\nassociate\n\nsecretary.\n\nThe officers of the Association for the year 1940-41 are: president,\nOscar Granger, Principal, Haverford Township High School, Upper\nDarby, Pa.; first yicepresident, John E. Wellwood, Principal, Central\nHigh School, Flint, Mich.; second vicepresident, Virgil M. Hardin,\nPrincipal, Pipkin and Reed Junior High Schools, Springfield, Mo.; exec¬\nutive\n\nsecretary,\n\nPaul\n\nE. Elicker, 1201\n\nSixteenth\n\nStreet, X.\n\nW ., Wash¬\n\nington, D. C.; associate secretary, H. V. Church , 5835 Kimbark Ave¬\nnue, Chicago, III.; executive committee, K. J. Clark, Principal, Murphy\nHigh School, Mobile, Ala. ; E. R. Jobe, State High-School Superzdsor,\nJackson, Miss.; Truman G. Reed, Principal, Lewis and Clark High\nSchool, Spokane , Wash.; Hugh H. Stewart, Principal, Davis High\nSchool, Mt. Vernon, X. Y.\nThe publications of the Association consist of the Bulletin, issued\neight times a year, including a yearbook;\n\nand Student\n\nLife, an illus¬\n\ntrated magazine of student actiz'ities, issued eight times a year.\nThe annual dues for the Association are S2, payable to the executive\nsecretary. Facts relating to the establishment of this Association and the\nrecord of meetings are found in earlier volumes of Proceedings as\nfollows:\n1887 :393-442\n1888:401-434\n1889 -.497-534\n1890 -.613-656\n1891:615-688\n1892 :333-374\n189 3:177-242\n1894 -.743-794\n189 5:579-635\n1896 :557-619\n1891:644-699\n\n1898:664-700\n1899:601-817\n1900:428-453\n1901 -.565-604\n1902 -.455-492\n190 3:429-486\n1904 :473-536\n190 5:423-480\n1906 :6 33-6 36\n1901:521-710\n1908 -.577-668\n\n1909 -.479-522\n1910:443-534\n1911:555-658\n1912:663-766\n1913 :469-500\n1914 :445-488\n1915 :7 23-7 54\n1916 -.517-574\n1911:253-284\n191 8:177-190\n1919:195-204\n\n[ 534 ]\n\n1920: 209- 230\n1921: 667- 678\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\n19 32:493-524\n19 33:507-530\n1934 :493-512\n1935:461-470\n1936:361-371\n1931:405-424\n1938:551-564\n1939:525-540\n\n"}
{"page": 539, "printed_page": null, "text": "MILWAUKEE\n\nMEETING\n\nPRESENTDAY\nCHALLENGES\nTO GUIDANCE\nSECONDARY\nEDUCATION\nFRANCIS\n\nC. ROSECRANCE.\n\nPROFESSOR\n\nUNIVERSITY.\n\nOF\n\nEDUCATION.\n\nCHICAGO,\n\nIN\n\nNORTHWESTERN\n\nILL.\n\nAlack of reality in the educational world is one of the challenges to\nguidance in education today. Following\n\nare some\n\nof the conclusions\n\nwhich\nbe drawn\nof\nNewcanYork\nState: from the Regents' Inquiry into the status of the schools\nNew\n\nYork\n\nschools\n\nare good, but they are turning\n\nout a vast\n\nnumber\n\nof boys and\n\ngirls each year who are not at all ready for adult life. They have no idea what\nwork means, what opportunities there are, how to look for work, or how to work\nif or when\nand\n\nminds.\n\ngrowth,\n\nany\n\npropaganda,\n\nthey get a job.\nFew\n\nhave\n\nThey\n\ndo not know\n\nimplanted\n\nin them\n\nskill in working\nshallow\n\nwith\n\nprejudice,\n\nhow\n\nany\n\nseeds\n\nothers, or any\n\nor economic\n\nto take care\n\nof their own\n\nof individual\n\nprotection\n\nagainst\n\nbodies\n\ninner\n\nlife and\n\nmob\n\nhysteria,\n\ngold-bricks.\n\nWhat has caused this unreality ? (a) The majority of teachers have had\nlittle or no experience outside educational institutions, (b When teachers\nand other educational workers have resolved to become better acquainted\nwith the real world, they have often been discouraged by parents, boards\nof education, representatives of big and little business, and sometimes by\nlabor itself, (c) This burden of unreality is pushed down upon the teacher\nby a hierarchy of dominations.\nAlready signs are evident that the American public, with all its faith in\nthe benefits of public education, is beginning to question what it is getting\nfor the money it is spending. An article in the May 1940 issue of Fortune\nconcludes that “the basic weakness is obviously an educational system that\ndoes not prepare youth to meet the problems of living in the modern indus¬\ntrial economy of the L nited States.\"\nOne of the vital contributions that guidance has to make\n\nis to bring\n\nan element of reality into the schools. Because the guidance worker has con¬\ntact with employers, he is able to interpret the real demands of the em¬\nploying public to the school. Because he understands the situation outside\nthe school as well as inside, he will not necessarily advocate narrow prepara¬\ntion or excessive vocational specialization. In fact, both vocational and aca¬\ndemic education need to become open-eyed and realistic about their task.\nFurther, since the education of young persons cannot take place wholly\nwithin the four walls of a building, guidance workers encourage teachers\nto take their classes on trips and excursions into the world of real life.\nAdvisement officers help teachers understand the desires and ambitions of\nfathers and mothers. As the coordinator of guidance work in the school,\nthe counselor assists teachers to follow up their students and thus gain an\ninsight into the problems of after-school life.\n[ 555 ]\n\n"}
{"page": 540, "printed_page": null, "text": "536\n\nNational\n\nEducation\n\nAssociation\n\nOne of the greatest challenges to guidance in secondary education today\nis not only to help boys and girls succeed in the curriculum that is now\noffered, but to get that curriculum made into a flexible organ which will\nstimulate their growth and development. Major problems of adult life\ncome not because the schools have failed to teach Latin, geometry, or his¬\ntory. Major breakdowns arise because we spend more time on teaching\nsubjects than on teaching children who live in an on-going world.\nA third force in secondary education which has interfered with the meet¬\ning of the real needs of growing boys and girls has been the departmentaliza¬\ntion, compartmentalization, and the logical organization of subjectmatter.\nThe adolescent study and the Commission on the Secondary School Cur¬\nriculum report that the problems of boys and girls of high-school age can\nbe grouped under four headings: immediate social relationships, wider\nsocial relationships, economic relationships, and personal living. The logical\nor chronological organization of a narrow subjectmatter field interferes\nwith a young person’s obtaining an adequate understanding of these rela¬\ntionships. Furthermore, departmental and subjectmatter lines will need\nto be broken down in order that the boy or girl may gain an integrated\nunderstanding of problems vital to him.\nA fourth point concerns our methods of dealing with children. Tho\nthey preach democracy most teachers and administrators do not live demo¬\ncratically with children. It is the exceptional classroom in which a teacherdominated dictatorship is not to be found. It is the unusual classroom in\nwhich the children determine rules of conduct to govern their behavior\nwith the guidance and help of their teachers. And\n\nyet the only way\n\nto\n\nteach democracy is to live it. Ironically, some of the most democratic, edu¬\ncational activities carried on in most schools are called extracurriculum,\nco-curriculum, or campus activities. It is the exceptional school in which\nthe plans for the running of the school are determined by the teachers jointly\nwith the principal. The teacher should seek to make the child progressively\nmore able to guide himself ; the principal should do likewise with his teach¬\ners, and the superintendent with his principals; and all should join hands\nin the same spirit with the members of the community.\nWhat are the implications for guidance in education? Certain assump¬\ntions have been implicit in the foregoing statements. The first of these is\nthat guidance is a process, not an event ; second, that guidance is needed\nby human beings of all ages whether in educational institutions or out;\nthird, that self-guidance, not prescription, is the goal to be sought.\nEducation should be thought of as a research by the learner; the teacher\nas a guide-center of help for children and a master student of their needs;\nthe school as a place of stimulation, great enrichment, and resources.\nThe task of the school should be to help each person develop himself;\nsince each organism acts as a whole, the teacher should be concerned with\n\nother than mental aspects of human development;\nalso to physical, emotional, and social phases.\n\nhe should give thought\n\nEducation should be a life-long process. Less emphasis should be placed\non preparation for something far away.\n\n"}
{"page": 541, "printed_page": null, "text": "National\n\nAssociation\n\nof\n\nSecondary-School\n\nPrincipals\n\n537\n\nTho we should have subjectmatter, students should make a different\napproach to it. Our processes should suit our purposes. The real problems\nof individuals in their private and social living should bring reality into\neducation.\nMany\n\ntypes of expressive activity should be considered respectable learn¬\n\ning — reading, dramatics, handicraft, writing, painting, sculpture, balladry,\nfolk dancing — whatever creative arts provide a medium in which people\nmay grow. It is possible that this should involve an extension of the co¬\noperative training plan.\nCommunity problems should become\nlems community problems.\n\nschool problems and school prob¬\n\nWhile creative individual growth should be sought, social responsibility\nshould be stressed. Presentday extracurriculum methods should be more suit¬\nable than most of our present curriculum methods. Democracy should not\nbe taught as much as lived.\nUnder such a plan of education, guidance would be the heart of the\nprogram. Principals would help teachers to become more able to guide\nthemselves; teachers and parents would help children to become more socially\nconscious, resourceful, independent, and self-guiding, so that a growing\ndynamic organization would result in which every participant, continually\nmoving toward his maximum growth and development, would achieve\nintelligent, satisfying, and creative living.\nAnd what of the relation of guidance in education to other forces outside\nthe school ? The answer will depend upon the kind of society and the kind\nof educational institution we hope to see in the future and our concept of\nthe function of guidance in it. Dictatorships provide guidance, but it is\nregimentation in the interest of the totalitarian state. In a democracy, guid¬\nance is in the interest of the individual and the larger social group.\nSPEECH\nREXFORD\n\nS. MITCHELL,\n\nIN THE\n\nHIGH\n\nPRESIDENT,\n\nSTATE\n\nLA\n\nWIS.\n\nCROSSE,\n\nSCHOOL\nTEACHERS\n\nCOLLEGE,\n\nThe premise I shall discuss holds that the curriculum of any high school\nshould be determined by the needs and abilities of its students in terms of\nthe solution of problematic situations in the immediate as well as the remote\nenvironment. This principle establishes the place of speech education in the\ncurriculum. Speech is a part of vocational, leisure, citizenship, social, and\nmany other activities.\nBut the premise not only establishes the place of speech education in the\n\ncurriculum ; once accepted, it becomes the guiding principle in the develop¬\nment of a speech program. Each locality and each school must arrange its\nown curriculum to meet its own needs. One of the determining factors is\nthe amount\n\nof speech education provided below the secondary level. The\n\nonly sound program is one which begins in the preschool and progressively\naffords instruction thru the grades. It cannot be assumed that maturation\n\n"}
{"page": 542, "printed_page": null, "text": "538\n\nNational\n\nEducation\n\nAssociation\n\nalone can eliminate a speech deficiency. Rather, thru maturation the habit\nmay become more firmly ingrained.\nWhile the detailed character of the program will vary from school to\nschool, students on a basis of their speech needs will fall into three general\ngroups: (a) those with defective or deficient speech habits: (b) those ade¬\nquate in fundamentals but poor in speaking performance; and (c) those\nnot only adequate in fundamentals but who also evidence skill and talent\nin performance.\nFor the first group corrective work aimed at specific inadequacies is in¬\ndicated. Experience shows that this can best be accomplished in group\nactivity where numbers and other conditions permit grouping those with\nsimilar defects. Where this is not possible the best alternative is individual\ninstruction.\nA careful study of the needs of the second group will give a prominent\nplace to conversation, the most common speech activity of everyday life.\nThere will be emphasis on the various types of group discussion, for coopera¬\ntive thinking and tolerance in the presence of conflicting ideas are essential\nto democratic living. For students who go directly from high school to voca¬\ntions, speech will be made a means to better vocational adjustment. Students\nwill be made aware of the speech situations inherent in job-getting and jobholding and will be helped to develop proficiency and resourcefulness in\nmeeting them. Frequently the speech problem is one of emotional adjust¬\nment rather than development of speech habits. At last, students will be\nmade fully aware of the possibilities, extensiveness, and joys of dramatics\nand oral interpretation as means of enriching an ever increasing leisure time.\nFor those in the third group instruction in the more complicated forms\nof speech activity is indicated. To a large degree this can be provided best\nthru extracurriculum activities.\nWe must always remember that learning activity is most productive when\nit is purposeful. The pupil learns best to meet the speech situations of the\nfuture by meeting the actual speech situations of the present. The teacher's\nfunction is to provide interesting, challenging, and worthwhile speech situa¬\ntions. Preparation for reports, discussions, and other speech activities to\nbe carried out in classes other than speech may well become a part of the\nactivity of a speech workshop. Such a program will succeed only when the\nsocial science, mathematics, and other teachers have a basic understanding\nof fundamentals, encourage high standards of performance, and feel free\nto call on speech teachers to assist in planning, carrying out, and evaluating\nthe program. Student assemblies can be made a fruitful source of purpose¬\nful speech situations. Preparation for talks, readings, plays, reports, and\nother speech activities before school organizations as well as community\ngroups, such as young people's church organizations, can be made\nof the speech class work.\n\na part\n\nIn building the speech program we must seek to keep the units related\nto life, provide release of creative energies, and substitute active participation\nfor passive assimilation.\n\n"}
{"page": 543, "printed_page": null, "text": "National\n\nAssociation\n\nof Secondary-School\n\nPrincipals\n\n539\n\nIf we keep the pupil needs constantly in mind and if we utilize purposeful\nspeech situations, we shall avoid the common pitfall of speech education —\nthat of allowing skills and technics to become ends in themselves rather\nthan the means to better communication, and hence better adjustment.\nResponsive voice, clear enunciation, and proper posture promote better\ncommunication, but we must always remember that communication and\nnot form is the goal to be achieved.\nnot communication.\nLet us build a program\n\nIf we do not, wre have exhibitionism,\n\nwhich grows\n\nout of the needs of the student,\n\nwhich utilizes immediate, purposeful speech situations to promote develop¬\nment, and let us never lose sight of our ultimate goal — an individual integrat¬\ned within himself and with his environment who approaches new speech\nsituations with confidence and meets them with success.\nCONTINUING\nEDWARD\n\nLANDY,\n\nDIRECTOR,\n\nASSOCIATION\n\nEDUCATION\n\nOCCUPATIONAL\nOF\n\nADJUSTMENT\n\nSECONDARY-SCHOOL\n\nSTUDY,\n\nNATIONAL\n\nPRINCIPALS\n\nA few statements concerning the origin and objectives of the Occupational\nAdjustment Study of the National Association of Secondary-School Princi¬\npals are in point here. The ultimate origin of the Study may be found in\nseveral factors: (a) the size of the growth of the secondary-school popula¬\ntion in the past several decades, (b) the nature of this growth, and (c)\nthe changing economic and social conditions thru which the country has\nbeen passing. The problems raised by these factors have been recognized\nand studied before. The Committee on Orientation of the National Associa¬\ntion of Secondary-School Principals focused attention upon these problems\nthru its publication of the two volumes on the Issues and Functions of\nSecondary Education. The inadequacy of the traditional high-school program\nto meet the changing conditions was recognized. The point of view adopted\nby the Committee on Orientation, which is basic to assuming the need for\nsuch a study as ours, was that students should not leave school until the\nschool has done what it can to see that they are ready to take their places in\nlife outside the school. Later that view was expanded by the Association\nto include the idea that the school also aid youth after they have left the\nschool to take their places in life.\nThe Implementation Commission was organized to provide the imple¬\nments whereby the secondary school might carry out its functions as stated\nby the Committee on Orientation. Analysis of a questionnaire sent to highschool principals the country over showed clearly that the task of meeting\nthe needs of this new growth of pupils was one which principals everywhere\nrecognized as their outstanding problem. The nature of the task and its\nrecognition by school people have led the Implementation\nembark\n\nupon a comprehensive\n\nCommission\n\nto\n\nstudy of the general problem, that of aiding\n\nyouth to take their place in life outside the school. The area of occupa¬\ntional adjustment was chosen as a starting point. A subvention was secured\n\n"}
{"page": 544, "printed_page": null, "text": "5+0\n\nNational\n\nEducation\n\nAssociation\n\nfrom the General Education Board to pursue the Study for one year from\nJuly 1, 1939, to July 1, 1940.\nThe following objectiyes were set up: (a) the discovery of leads as to\ntechnics and practices which could he introduced to make more effective\nthe occupational adjustment of pupils whose formal education will cease\nat graduation, if not before; and (b) the development of a relatively simple\nbut valid survey plan which will he of aid to schools in deciding to what\nextent their pupils, who have not gone on further with formal, full-time\nschooling, make satisfactory occupational adjustments.\nIt was recognized at the outset that the achievement of the first objective\ncould be of but a tentative nature due to the limitations of time and\nmoney available. We were able to study only six school-community situa¬\ntions and our sample consisted of only 1000 youth. But it was a carefully\nselected sample and was representative of approximately 5000 school-leavers\nin those six school-community situations. The chief value in attempting\nto achieve the first objective lies in the demonstration that technics, instru¬\nments, and procedures for analyses in handling such a problem could be\nevolved, actually tried out, and demonstrated to have distinct worth.\nIt should be pointed out that the two objectives are related to each other\nin that the accomplishment of the second depended upon carrying out the\nfirst to a successful conclusion. The evolving of technics, instruments, and\nprocedures for analyses for the first objective was a highly complicated and\ndifficult task involving considerable work. The actual technics, instruments,\nand analytic procedures finally evolved can be used in a modified fashion\nfor Objective 2, as I shall attempt to show, without the necessity for under¬\nstanding their technical development. In this sense, the two objectives can\nbe considered as separate.\nAn examination of the distribution of youth by the curriculum pursued\nduring their last two years in school and their present or last regular jobs\nshowed some discrepancies. Of the youth who took the commercial cur¬\nriculum only 46.2 percent were in clerical, sales, and kindred occupations.\nAbout 30 percent of those who had taken the industrial and general arts\ncurriculums were now engaged in clerical, sales, and kindred occupations.\nSimilar discrepancies occurred thruout. A distribution of this kind points the\nway to two possible conclusions.\nFirst, the school needs to pay considerably more attention to the kind\nof occupational training which it provides. Should all youth be permitted\nto take any kind of training they want? Should the school train more pupils\nfor particular occupations than can find jobs in those occupations? And\nit was not a question of the commercial students in non-clerical work not\nwanting clerical work. They did. They attached considerable value to\nthe white-collar occupations far beyond what they should have. We inter¬\nviewed a twenty-two-year-old youth who was employed as a successful\nskilled machinist. He had been employed 92 percent of the time since leav¬\ning school at wages ranging from $8 to $40 per week. His last earnings\nwere $40 per week. His father, a successful machinist, had secured the\ninitial apprenticeship for him.\n\nHe was a graduate of the commercial\n\ncur-\n\n"}
{"page": 545, "printed_page": null, "text": "National\n\nAssociation\n\nof Secondary-School\n\nPrincipals\n\n541\n\nriculum with low marks and was dissatisfied with his occupational adjust¬\nment because he did not have a white-collar job. His dissatisfaction with\nhis occupational adjustment was so intense and disturbed him so much\nemotionally that he required psychiatric treatment and actually was having\nsuch treatment at the time of the interview. This is, of course, an extreme\ncase but there were many others of a lesser degree. For not only is there\nconsiderable economic waste in haphazard occupational training but there\nis considerable danger of subsequent emotional upset. In order for the school\nto be intelligently aware of the occupational opportunities open to and jobs\nheld by its school-leavers, a continuous follow-up study is essential.\nA second conclusion is that in addition to more realistic occupational train¬\ning within the school, it is desirable to provide a post-school counseling serv¬\nice. No matter how carefully and realistically the school may attempt to\nprovide guidance and job training, it can never expect to do a final and\nperfect piece of work in these areas. The imperfections of present or near\nfuture tools and technics not only make it difficult but the very nature of our\neconomic life with its constant change makes it almost impossible to do a\nfinal and perfect job. One must always expect a certain amount of dis¬\ncrepancy between school training and jobs held. Such a discrepancy may\nbe considerably reduced but probably never eliminated completely.\nApproximately 89 percent of the youth had never gone back to the schools\nonce they had left. Of the small group who had returned for visits, over\n64 percent had gone back for reasons directly connected with occupational\nadjustment, altho there was no concerted effort at securing their return\nfor purposes of guidance.\nOf those who\n\nhad not returned, over 45 percent “felt that they did not\n\nneed any help,\" 18 percent had “never thought of it,” and about 16 percent\n“felt that no one there (at the school) could give them the necessary help.\"\nAssuming that the 45 percent who felt they did not need any help would\nconstitute an irreducible minimum (which is unlikely), there still would\nremain over one-half of the school-leavers who could probably be induced\nto return to the school for advice and counsel if the school gave the neces¬\nsary attention to the task. The great majority of the youth we interviewed\nwere pleased at receiving some attention thru the school and many expressed\nthe belief that such ought to have been done before. Our interviewers re¬\nported that the youth were keenly interested in the questions asked and often\nsought advice and counsel from the interviewer. Interest in a post-school\ncounseling service exists among youth. Such interest needs only to be\ncapitalized on.\nWe made distributions of the amount of employment enjoyed by the\nyouth for each succeeding year out of school and found that 69 percent of\nthe youth had at least six months of work during their first year out. For\nthose youth who had been out of school five years, 92.7 percent had at least\nsix months of employment during their fifth year out. During the first year\nout of school, there were 18 percent of the youth who had worked three\nmonths or less, but for those who had been out for their fifth year, there\nwere only about 1 percent who had worked three months or less. The\n\n"}
{"page": 546, "printed_page": null, "text": "542\n\nNational\n\nEducation\n\nAssociation\n\nmean number of months of employment during the first year out was 7.7 ;\nduring the fifth year out was 10.5. To some extent this indicates that\namount of employment increases with time out of school. The general\ntrend is so strong, however, that it is safe to conclude that amount of em¬\nployment definitely increases with time out of school. This does not assume\nthat time out of school is the direct cause for increased employment and\nthat all a youth has to do is to wait long enough and he will secure employ¬\nment. It does indicate, however, that schools cannot be content with oneyear follow-up studies upon which to base conclusions as to the amount and\nkind of employment of their youth and that follow-up periods for approxi¬\nmately five years are necessary if any sound inferences are to be drawn\nwith respect to modifications of the school program.\nOnly about 4 percent of the youth secured their first jobs thru the school\nauthorities. Approximately 34 percent secured their first jobs thru the\nhelp of a friend or relative and 17 percent were actually employed by a\nfriend or relative. Securing a job in this way is not necessarily to be con¬\ndemned. Some of the employers would hire only friends or relatives, or\nfound it easier to secure workers by hiring the friends or relatives of their\nemployees. There were 33.4 percent who secured work thru personal ap¬\nplications. Adding placements thru commercial employment agencies and\nnewspaper advertisement to the personal applications gives us a total of\napproximately 36 percent. At least within this area the schools could have\nbeen more effective than they were. That there is a need for doing more\nis shown by the response of the youth to the question of why they left their\nfirst regular job.\nAbout 22 percent had left their first jobs because of undesirable pay,\nworking conditions, or dislike for the work; about 25 percent had to\nleave their jobs because of slack business conditions or the ending of a\ntemporary job. As compared with this total of 47 percent, we found that\nonly 10 percent had considered such matters as pay, permanency of em¬\nployment, advancement, and interest when taking their first job. More\ncareful attention to this problem of the first job while the youth is still\nin school and greater attention to proper placement at the time of school¬\nleaving would have improved conditions to a significant degree undoubtedly.\nBut an active policy of providing continuous service to the youth once they\nhave left is necessary to supplement any work done while the youth are\nstill in school. A follow-up fact-finding survey of their youth should, also,\nbe carried on to find out some of these things. It would seem that if the\nschool is to do anything at all about occupational adjustment, it should\nmake a serious effort to bridge the gap between school-leaving and eventual\noccupational adjustment thru doing all that it can to see to it that the\nfirst jobs which youth enter upon\nabilities and interests.\n\nare reasonably in harmony\n\nwith their\n\nAbout 12 percent of all the youth liked “nothing” about their jobs. It\nwould seem that such a group needs some help or attention. About one-half\nliked either their entire job or certain duties or aspects of it. The next\nlargest group liked their working conditions. Few mentioned\n\nfuture oppor-\n\n"}
{"page": 547, "printed_page": null, "text": "National\n\nAssociation\n\nof Secondary-School\n\nPrincipals\n\n543\n\ntunities or the independence and responsibility provided by the job. Most\nwere concerned with the immediate and tangible things they had to do and\nwith their working conditions. When we asked the youth what they dis¬\nliked about their present or last regular jobs, about 30 percent of both\nthe employed and unemployed youth answered “nothing.” A large pro¬\nportion, then, of the youth either were or had been perfectly content with\ntheir jobs. Some obviously should be. But it is questionable, in view of\nthe present wages and future opportunities provided by their jobs, whether\nas many should be. The most prominent dislikes were similar to the most\nprominent likes, matters of immediate tasks and working conditions. It\nwould seem desirable for the schools to have their youth be aware of other\nthings to consider than merely the immediate and tangible aspects of a given\njob. Apparently, most of the youth are indifferent to personal relation¬\nships, future opportunities, and wages earned. Some of this may be cor¬\nrected by more attention to the problem while the youth are in school, but\nmuch will remain to be done after the youth have left the school.\nBoth the actual jobs held by the youth and the occupations into which\nthey might reasonably expect to go differ in several significant respects from\ntheir expected eventual occupations. This difference was evident even tho\nwe tried to get the youth to express their occupational choices as realistically\nas possible. There were, of course, individual exceptions. We found that\nalmost half the youth were expecting to enter chosen occupations without\nany realistic consideration as to why they believed so. We found that\nslightly over one-half of the youth either had decided upon their selected\noccupations since leaving the high school or were still undecided. It may\nbe desirable to have a postponement of the decision for many youth until\nafter they have had some work experience. But the fact that such a\nlarge percent exists argues strongly for the provision of some kind of\nfollow-up counseling service to aid youth once they have left the school.\nWhen we asked the youth whether there were any restrictions, legal\nor otherwise, upon entrance into their expected occupations, about one-half\nof those who had chosen professional and semiprofessional vocations either\nanswered “no” or did not know of any. About 50 percent of those who\nhad chosen skilled occupations answered similarly. Only about 9 percent\nmentioned union membership for this group of occupations.\nOne problem which\n\nmay\n\narise and which needs attention is that of the\n\nmobility of youth. Undoubtedly mobility varies at different times and in\ndifferent sections of the country, but we found that less than 5 percent\nhad moved away from the community and beyond our interviewing areas.\nThis area corresponded roughly to all places within commuting distance\nfrom the school. Less than 2 percent of the eligible sample who were\ninterviewed\n\nhad moved\n\nmobility amounted\nUnquestionably,\n\naway\n\nfrom the community.\n\nto about 7 percent.\nthe plan which I am\n\nAll told, the total\n\nabout to describe to you will take\n\ntime and energy. There is no easy, short-cut way out. But we believe that\nthe plan is practicable and that its results will justify its use. Briefly, the\nplan is as follows:\n\n"}
{"page": 548, "printed_page": null, "text": "544\n\nNational\n\nEducation\n\nAssociation\n\n1. The principal should make it his business to he aware of the school¬\nleaving intentions of his pupils. For the graduates, the task is easy. For the\nwithdrawals, there are two methods among others which may be used to\ndetermine this: (a) the principal should ask all students in his school at the\nbeginning of each year just when\n\nthey intend to leave. (This idea has been\n\ncriticized on the ground that it may suggest the notion of school-leaving\nto the youth. There is this possibility but it is doubtful that it is a very\nserious one.) (b) he should ask his homeroom teachers or counselors to esti¬\nmate the possibility early in the fall for each of their pupils leaving school\nduring that school year and to be on the alert for any school-leaving. Those\npupils who are meeting with most difficulty are the ones most likely to\nleave before graduation.\n2. At the time of school-leaving essential factual data should be placed\non follow-up cards which have been developed. .The card is essentially a\ndevice for sorting out different groups of cards by means of a minimum of\nclerical work for any tabulations or group comparisons which are desired.\nWe are suggesting a definite card, but the cards can be modified to suit the\nindividual school if the principal so desires. These follow-up cards are to\nserve in the capacity of speed-sort cards.\n3. We are recommending that a follow-up inventory should be sent out\nat one-, three-, and five-year intervals asking for such information as can\nbe secured thru a written questionnaire and which is important for the\nprincipal to know. Returns can be made as high as 90 percent thru follow¬\nup letters, use of the telephone, and other devices. The inventory which we\nare suggesting be used consists of questions which we believe are sufficiently\nfactual in nature and specific enough to be able to be secured in the first\ninstance and to be secured reliably in the second instance. The categories,\nor code for each question, are those which we have developed as a result\nof this year’s experience. Our experimental evidence indicates that answers\nto the questions can be secured reliably thru the interview technic (both\nfor individuals and for groups) and our judgment is that the questions can\nbe adapted to questionnaire treatment.\n4. The next step is to secure thru the interview technic additional infor¬\nmation which may offer clues to the principal as to the values of given prac¬\ntices now in operation in his school and suggest new ones. The high-school\nprincipal should carefully select from each of the follow-up groups a sample\nwhich is representative of the group. Such a sample could be based upon\nthe curriculums pursued, scholastic standing, intelligence, behavior, and\nhome background of the pupil. It might contain only fifty pupils, but if\nit were truly representative it would be sufficient to get a further picture of\nwhat was happening to the school-leavers. These fifty might constitute only\na small percent of the total group of school-leavers for a large school or\nthe entire group for a small school. If such a representative sample were\ntaken, it would be necessar}r to secure a high percent of the interviews upon\nwhich to base any inferences. Replacements to this group, carefully selected\nin the same way, could be made if necessary.\nThe principal should enclose with each questionnaire (follow-up inven¬\ntory) for the selected sample to be interviewed a request for the youth to\n\n"}
{"page": 549, "printed_page": null, "text": "National\n\nAssociation\n\nof Secondary-School\n\nPrincipals\n\n545\n\nreturn to the school for an interview or to he interviewed at his home.\nAdditional devices will have to be used, such as personal house-to-hou^c\ncanvassing, telephone calls, etc., in order to get a high percent of interviews.\nThe interview schedule which we are recommending for use consists of\nquestions, the answers to which, our experimental evidence indicates, can\nbe secured reliably thru the interview technic. The information thus secured\nwill not be able to be added to the follow-up cards because of two reasons.\nFirst, there will not be sufficient room on the follow-up cards, and second,\nbecause some of the information secured thru an interview cannot be neatly\ncoded for tabulating purposes. The suggested interview blank will, there¬\nfore, have to have some of its information tabulated manually and some\ncombined into descriptive generalizations. The interview schedule is being\nprovided with a ticking device which will facilitate selected sorting and\nmake the manual tabulations easier.\n5. Contained in the original questionnaire to the youth will be a request\nfor the name and address of the employer. It is recommended that a selected\nlist of representative employers be made up and that the employer interview\nschedule provided be used with each of these employers. On the basis of our\nexperience, it seems best that the employers be interviewed. A questionnaire\nwould not be very fruitful of meaningful results. It is also highly desirable\nthat the school establish a direct and personal contact with the employers\nfor possible future placement purposes, to establish and maintain friendly\nrelationships, and to get a real insight into the employer mind.\n6. A counseling service for all out-of-school youth should grow out of\nthese follow-up interviews. The above plan deals with survey procedures for\ndiscovering what to do about the general program of a particular school.\nIt is just as essential that attention be paid to doing something for all youth,\ntreated as individuals, who have left the school.\nThe public needs to be made aware of the necessity for attention to the\nproblem of transition. Data collected thru the follow-up questionnaire\nmay be very useful in convincing the public of the need for doing something\nconstructive about the situation.\nIn the last analysis, the task rests squarely upon the school people —\nthe leadership they can provide in awakening public opinion to the necessity\nfor constructive action and the sacrifices that they are willing to make in\ntime and in effort until additional aid is provided. And unless the individual\nschool is willing to make those sacrifices, the job will not be done.\n\n"}
{"page": 550, "printed_page": null, "text": ""}
{"page": 551, "printed_page": null, "text": "Rational <1Association\nTeachers of Speech\n\nof\n\n"}
{"page": 552, "printed_page": null, "text": "HISTORICAL\nThe\n\nnational\n\nassociation\n\nof teachers\n\nXOTE\nof speech\n\nwas\n\norganized in\n\n1914 by a small group of teachers of speech. In 1939 the Association became a department of the Xational Education Association. The Associa¬\ntion publishes the quarterly journal of speech founded in 1915 ; the\nspeech monograph issued annually since 1954; and the national\nrectory of teachers of speech issued annually since 1955.\n\ndi¬\n\nThe officers of the Department for the year 1940-41 are: president,\nAlan H. Monroe. Chairman of Speech Staff . Purdue University. Lafay¬\nette. Itid.; first vicepresident, Joseph F. Smith. Professor of Speech.\nUniversity of Utah. Salt Lake City. Utah ; second yicepresident, Ruth\nH. Thomas. Teacher of Speech. Passaic High School. Passaic. X. J .:\nexecutive\n\nsecretary.\n\nR. L. Cortright. Professor\n\nof Speech.\n\nIVayne\n\nUniversity. Detroit, Mich.; editor, quarterly, Giles If . Gray. Pro¬\nfessor of Speech. Louisiana State University. University. La.: editor,\nresearch\n\nstudies.\n\nClarence\n\nT. Simon,\n\nzecstern U niversity, Evanston, III.\n\nI 54S I\n\nProfessor\n\nof Speech , Xorth-\n\n"}
{"page": 553, "printed_page": null, "text": "MILWAUKEE\nSPEECH\nGLADYS\n\nL.\n\nBORCHERS,\n\nMEETING\n\nTRAINING\nUNIVERSITY\n\nOF\n\nIN EUROPE\nWISCONSIN,\n\nMADISON,\n\nWIS.\n\nWhile it will not be denied that European speech training was\n\nmeager and limited compared to that found in the United States, there\nwere opportunities for inspiration and suggestion in certain centers of the\ncountries that I visited.\nIn the first place I would again like to visit the Institute de Phonetique\nin Paris to observe the technics of the eminent phonetician. Professor\nTouche, and classes for deficient children under the direction of Madame\nLamarck. I was interested, too, in the reeducation centers, where speech\ndisorders were treated as part of an extensive program.\nThere in the courtyard at the Sorbonne I would like to hear classical\nplays presented in chorus, as French students believed they were inter¬\npreted by the Greeks.\nReports of Miss McAllister of Jordanhill College, Glasgow, convinced\nme that she was too modest in the descriptions of her work there. I dis¬\ncovered that all prospective teachers in that institution were required to\ntake one course in speech training. This change was\n\npartiallv due to\n\nM iss McAllister’s radio program which began with 5000 listeners in 1935\nand closed with 43,000 in 1938. Miss McAllister is the author of a book,\nA Year's Course in Speech Training. This is mainly a collection of exer¬\ncises for voice and diction rather than a text in general speech training, such\nas might be used in a fundamental course in the L nited States.\nIn a picture of speech training in England, the Department\n\nof Phonetics\n\nat the University College, University of London, should be given first con¬\nsideration. An eminent staff, headed by Daniel Jones, directed not only\nthe phonetics of English but also the phonetics of foreign tongues as well\nas courses in spoken English and linguistics.\nMarjorie Gullan and her staff at the Speech Fellowship and Institute\ntrained teachers, many of whom were placed in London schools. Miss\nGullan and her co-workers sponsored frequent speech festivals, edited a\nquarterly journal, and published books on various phases of speech education.\nThe Central School of Speech Training and Dramatic Art. under the\nprincipalship of Elsie Fogerty, established in 1906, was located in Royal\nAlbert Hall in London. A diploma (normally a year s training) from this\nschool was recognized by the University of London, not as an academic\ndegree, but students with this diploma were allowed to take posts as speech\nteachers and therapists.\nIt was agreed that the British Society of Speech Therapists had done\nmuch to raise standards for practitioners in speech correction. The society\ngranted a diploma which was\n\ncoming to be recognized over England\n\nas a\n\nbadge of merit. A quarterly journal. Speech, was published by this society.\nI 549 ]\n\n"}
{"page": 554, "printed_page": null, "text": "550\n\nNational\n\nEducation\n\nAssociation\n\nIn German universities I found professors conducting courses in speech\nin Munich. Leipzig, Gottingen, \\ ienna, Halle. Cologne, Frankfurt am\nMain, and Berlin. Where I had the opportunity to visit, the emphasis was\non voice, diction, interpretation, and persuasion. All courses were quite\nelementary, but as one would expect, carefully organized and thoroly\npresented.\nIn Vienna and Berlin the program was more extensive. Worthy of note\nwas the library of phonograph records in \\ ienna under \\\\ alter Rutt. This\nwas founded in 1899 and was copied after the lirst German collection in\nHamburg. Similar libraries were located in Berlin. Paris, Milan, and\nGeneva. These records were assembled in order to have available the speech\nof inhabitants the world over, as well as the speech of famous persons of\nvarious countries.\nMr. Leyhausen of Berlin, as far as I was able to discover, was the origi¬\nnator of modern choric verse speaking. His interest seemed to be almost\nentirely in the presentation of classical poetry and Greek drama. Miss\nGullan in London had adapted for use with children what she saw used\nin Berlin with adults. Some attention was given to training for effective\nspeech in schools organized for future leaders in the Nazi party.\nThe\n\ncareful training in speech for children who\n\nwere hard of hearing,\n\ncarried on by Ernst Emmerig at his school in Munich, should attract special¬\nists in speech correction. Similar schools in other cities, and the departments\nof speech pathology organized in connection with medical schools in uni¬\nversities. should be a source of interest to persons who work with individuals\nhandicapped in speech.\nIn Denmark the state zave aid to all speech defectives. Bering Liisberg\nwas director of the Danish State Institute for those handicapped in speech.\nSuch individuals were divided into three groups: those having marked de¬\nfects were institutionalized in one of two schools ; those having less difficulty\nwere treated in homes by teachers trained by Mr. Liisberg; and those with\nminor defects were treated in classes in the larger towns.\nOf all the countries that I visited none gave promise of greater fruitful¬\nness for future study than the small republic of Switzerland. The following\nindividuals in speech and related fields were guiding stimulating and sug¬\ngestive work. Mr. Hanzelman and his colleague Mrs. Bebie were giving\ntraining in speech therapy in connection with remedial education at Zurich\nL niversity. Of great interest to me\nhabits thru bodily movement.\n\nwas\n\nthe method\n\nAt Zollikon-Zurich\n\nof changing speech\n\nwas a home\n\nfor speech\n\ndeficient children, where progressive methods of therapy were used. Second¬\nary-school students under Emil Frank were led in creative courses in speech\neducation in one of the public schools of Zurich.\nIn Basel and Bern, teachers of speech for the deaf could have found much\nof interest. H. Wildi of Basel was secretary of an association working thruout the canton to insure aid. without cost if need be. to every hard-of-hearing\nchild.\nIn Basel there is a normal school where speech training was required of\n\n"}
{"page": 555, "printed_page": null, "text": "National\n\nAssociation\n\nof\n\nTeachers\n\nof\n\nSpeech\n\n551\nall prospective teachers. This program\nwho\n\nwas organized\n\nby Christian Winkler,\n\nleft Basel for the L niversity of Gottingen.\n\nIn Geneva,\nexperimental\n\nSwitzerland.\n\nE. J. Junod\n\nhad\n\norganized\n\nphonetics, the first in Switzerland.\n\nTo\n\na laboratory\n\nthis he planned to add\n\na library of victrola records similar to the collections at Vienna,\nParis, Milan,\n\nand Hamburg.\n\nBecause\n\nof the new\n\nvoice training at the E niversity of Geneva,\n\nfor\n\nBerlin.\n\ninterest in phonetics and\n\nthe city schools had established\n\na clinic for speech defectives.\nGeorge\n\nThudichum\n\nhad for many\n\nyears held courses in interpretation\n\nat the E niversity of Geneva.\n\nSPEECH\n\nEDUCATION\n\nWINIFRED\n\nL. WARD.\n\nTHRU\n\nTHE\n\nNORTHWESTERN\n\nCHILDREN’S\n\nUNIVERSITY,\n\n^ ou might be most interested to hear a comparison\nspeech education\n\nwhich\n\nTHEATER\n\nEVANSTON,\n\nbetween\n\nILL.\n\nthe kind of\n\ngoes on in a children s theater with that in creative\n\ndramatics, for they differ rather widely in the opportunities they afford for\nspeech work.\nThe children’s theater, or indeed any play with set speeches, gives strong\nmotivation for improvement in voice and diction. From the days when that\ngifted Frenchwoman. Mme. de Genlis. established her Children’s Educa¬\ntional Theater in eighteenth-century France, for the purpose not only of\ninculcating moral lessons but also of teaching the young actors elegant dic¬\ntion, children have been so eager to take part in plays that they have the\nstrongest kind of incentive to improve\nAnd\n\ntheir speech, at least temporarily.\n\nbecause they so enjoy the experience of the ffrst play, they often become\n\ninterested in speech improvement,\n\nif for nothing else than to be chosen for\n\nfuture productions.\nBecause\n\nthey can see the reason for trying hard to improve, they will take\n\nan interest in doing so. Few\nhabits because when\n\nchildren get excited about correcting bad speech\n\nthey grow\n\nup it will be nice to speak correctly!\n\nOf\n\ncourse, the general attitude toward good speech in this country is not con¬\nducive toward building right attitudes in the children. But they know that\nit is necessary if for no other reason\n\nthan that the audience\n\nunderstand\n\nwhat\n\nthey are saying. From\n\nplay when\n\nthey are set right on pronunciations,\n\nwill need to\n\nthe ffrst reading rehearsal of the\nin their work\n\non the stage\n\nwhen\n\nthey see the need of sufficient projection, and\n\nin the growth\n\nwhich\n\ncomes\n\nfrom daily rehearsals, children learn a good deal about correct speech.\n\nCreative dramatics, being characterized by original dialog given spon¬\ntaneously by the players, gives another kind of speech education. Here it\nis rapid thinking, speaking\n\nextemporaneously,\n\nand\n\ncreating dialog which\n\nwill express character and at the same time further the story.\nV hatever work in voice and diction is done in creative dramatic\nmust be carried on apart from\ntiny dramatizations.\nKnowledge,\n\nwho\n\nFor\n\nthe dramatizations.\n\ninstance, one class made\n\ncalled in the vowel\n\nsounds\n\nV e combine\n\nthe two in\n\nup a play about\n\none by one\n\nclasses\nKing\n\nto justify their\n\n"}
{"page": 556, "printed_page": null, "text": "National\n\n552\n\nEducation\n\nbeing retained in speech. Each one was\nto what\n\nAssociation\n\nstrongly characterized according\n\nthe children thought the sound suggested. “Ah’\" was\n\na languid,\n\nelegant individual, “oo\" was scared, and so on. When King Knowledge\nchallenged their existence, each told why he should not be put out of the\nlanguage.\nWe have to be careful in combining a creative activity like dramatics\nwith the teaching of diction, and I think as a rule it should not be attempted.\nIt requires all the concentration a child is capable of giving to create dialog\non the spur of the moment — dialog which is not in his own character, as in\npublic speaking, but in the character of some person in a story. Further¬\nmore, he never knows what question another character will ask him, and\nhe has to be alert every minute. Spontaneous dialog, difficult as it is to do,\nhas a very strong appeal to children. As far as enjoyment goes, almost all\nchildren prefer it to lines which they do not have to make up. I suppose\nthis is explained at least partly by the fact that it does away with the neces¬\nsity of memorizing. But I find that when children are trying out for a\nplay they prefer to try out playing a scene creatively than by using the lines\neven if they can read them from the book.\nAt best, however, the lines that come forth in the playing of a story are\nfaulty, if not actually bad. The teacher must pass over many mistakes if\nhe is not to destroy the child’s confidence in his creative ability. But he\nhelps him to form correct speech habits by drills and games which are en¬\ntirely separate from the dramatizations. By listing the mistakes made\nagain and again in the class, and by using them in imaginary telephone\nconversations, radio announcements, and other games, he can do much more\nfor his speech than by correcting them as he works out original plays.\nThat children grow in poise, vocabulary, and interpretation of character\nis evident to anyone who observes a creative dramatic class.\nSPEECH\nRONALD\n\nThere\n\nEDUCATION\n\nMITCHELL,\n\nIN\n\nUNIVERSITY\n\nTHE\nOF\n\nADULT\n\nWISCONSIN,\n\nTHEATER\nMADISON,\n\nWIS.\n\nare two sides to ordinary speaking, and most of us are convinced\n\nthat we do more listening than talking. To some people the receiving end\nis the greater strain. However that may be, it is certain that in drama the\naudiences outnumber the performers, that is to say, in successful drama.\nI was recently shown a letter which advocated that only professional\nactors should be the teachers of young people interested in the theater and\nthat academic folk should be discouraged from tampering with the subject.\nI think the writer of the letter had misunderstood our function. How many\nof those we teach expect to become professional actors? And of those,\nhow many actually become actors? Probably one in five hundred.\nIf we, as dramatic educators, were aiming to turn out actors, we should\nsimply be adding to the confusion and despair in the crowds outside the\nproducing agents’ offices. What America needs is not more actors but more\naudiences. And it is audiences that we who teach drama are trying to\n\n"}
{"page": 557, "printed_page": null, "text": "National\n\nturn out, and more\n\nAssociation\n\nof Teachers\n\nof Speech\n\n553\n\nthan that, not just audiences that will fill an auditorium,\n\nhaving paid their money at the box office, but intelligent, appreciative au¬\ndiences who know what plays are about, how they are put on, what the\nactors’ problems are, and with what a director has to cope. An\nof this kind will not only raise the standard of American drama\nalso provide more\n\naudience\nbut will\n\njobs for the professional actors, altho, because\n\nraised standards, the good ones will be in greater demand\n\nof the\n\nthan the bad ones.\n\nA public that has been trained in the writing of plays, the criticizing of\nplays, acting, directing, designing, lighting, and business management\n\nwill\n\nhave a better understanding of the complexities that go to the production\nof a play. The ignorant audience and the rash critic are either too easily\npleased or too ready to condemn. The ignorant have either very low stand¬\nards or very inflexible standards. The trained audience will make demands,\nbut those demands will not be unreasonable, and they will also make allow¬\nances. They will not be easily deceived by theatrical hokum, but they will\nalso appreciate the difficulty of sustaining an illusion and be more\nciative because they understand.\nThat\n\nis our job, as dramatic\n\nactor should\nto hand\n\nsuddenly\n\nappear\n\nhim over for more\n\nappre¬\n\nteachers, to train the audience. If a talented\namong\n\nour students, we\n\nwould\n\nbe the first\n\nspecialized training. But for every actor we\n\nare\n\nlikely to teach we have five hundred people who are never going to be pro¬\nfessional actors. The actors should be grateful if we can convert four\nhundred\n\nof these into an intelligent audience.\nSPEECH\nJON\n\nThe\n\nEDUCATION\n\nEISENSON,\n\npsychology\n\nBROOKLYN\n\nAND\n\nPSYCHOLOGY\n\nCOLLEGE,\n\nof speech is not a new\n\nBROOKLYN,\n\nN. Y.\n\nfield of study. Centuries\n\nago\n\nAristotle, Cicero, and Quintillian developed their philosophy and pedagogy\no { speech on the basis of the psychologies of their times. Today the problem\nof applying psychological principles to speech is somewhat complicated be¬\ncause there are so many schools of psychology, each competing with the\nothers for adherents, and each making claims and counterclaims. Behaviorists and Gestaltists are hardly on speaking terms with one another, and\nboth consider mentalists\n\nand structuralists to be only of historic interest.\n\nBut the psychologist working\nadherent\n\nin speech need not and should not be a strict\n\nto any one school. He\n\nany school of thought\n\nwithout\n\nbecause it has matured.\n\nThe\n\ncan\n\naccept the significant contribution\n\nconsidering\n\na contribution\n\nof\n\nvalueless merely\n\npsychologist in speech today has the advantages\n\nof being able to use the equipment\n\nof experimental\n\nlaboratories and of being\n\nable to apply statistical measures\n\nand procedures\n\nto test the validity of his\n\nideas and findings.\nEvery\n\nteacher of speech, and\n\nin a broad\n\nregardless of his specific subjectmatter,\nhe can be anything\n\nsense every classroom\n\nmust be a speech psychologist before\n\nelse. All teachers are forever concerned\n\nlems of learning, meaning,\n\nemotion,\n\nteacher\n\nimagination,\n\nwith the prob¬\n\nreasoning, belief, under-\n\n"}
{"page": 558, "printed_page": null, "text": "National\n\n554\n\nEducation\n\nstanding, attention, and motivation.\n\nAssociation\n\nAll these are topics which\n\nheadings in texts on general psychology,\n\nare chapter\n\nand all these topics are indexed\n\nin texts on speech regardless of whether the book is one on reading, dramat¬\nics, public speaking, or speech disorders. It would seem then that we who\nare actively engaged in the field of speech are somewhat in the position of\nthe character in the French play who learned that he had been speaking\nprose all his life without\n\nknowing\n\nit. We\n\nhave for many\n\nyears been studying\n\nthe psychology of speech and speaking the psychology of speech. Now that\nwe know what we have been doing, I hope we can be as pleased as the\ncharacter in the French\nSPEECH\nRAY\n\nMr.\n\ndevoted\n\nThe\n\nwhen\n\nhe realized what\n\nEDUCATION\n\nE. HOLCOMBE,\n\nNegus\n\nhis work,\n\nplay was\n\nKENT\n\nSTATE\n\nAND\n\nhe had been doing.\n\nRESEARCH\n\nUNIVERSITY,\n\nKENT,\n\nOHIO\n\nten years to intensive research before he published\n\nMechanism\n\nof the Larynx.\n\nThe\n\nUniversity\n\nof Iowa\n\nhas\n\ncarried on research in voice pitch for twenty-six\n\nyears. For\n\ntwenty\n\nyears\n\nthere have been experimental studies undertaken on voice quality at Wis¬\nconsin, Iowa, and Northwestern. Studies of audience reaction to speech\nhave been made\nand Chicago.\n\nfor the past eight years at Columbia,\n\nStudies in judgment\n\nof emotions\n\nfrom\n\nPurdue,\n\nMinnesota,\n\nfacial expression have\n\nbeen made since 1890. Breathing for speech has been the subject of experi¬\nmental studies for fourteen years at Iowa, Wisconsin, Denver, Michigan,\nand Louisiana. The relationship of speech and personality has been investi¬\ngated for ten years in studies at Wisconsin, Iowa, Columbia, Chicago,\nNorthwestern,\nto experimental\n\nand Denver.\n\nNorthwestern\n\nUniversity has devoted\n\nstudies of stage fright. These\n\nare but a few examples\n\nno attempt is made to include all the institutions at which\nvestigations have been carried on.\nWhat\n\nare some\n\nfive years\n\nof the implications derived from\n\nand\n\nexperimental\n\nthe studies? The\n\nin¬\n\nbody\n\nof research in speech has given us significant answers to some of the con¬\ntroversial questions in speech pedagogy. Basic to all other questions is the\none, “Is there objective evidence that speech can be taught?” The experi¬\nmental studies point conclusively that ability to recognize facial expression\nof emotions\nimproves\n\nimproves\n\nwith training; ability in the control of bodily action\n\nwith training; ability in the control of pitch improves\n\nwith train¬\n\ning; ability in the control of quality, force, time, and variety of voice im¬\nproves with training; ability in the control of breathing improves with\ntraining; and ability in oral composition\n\nimproves\n\nwith training. Thus\n\nmay conclude that there is a considerable\ncontention that speech can be taught.\n\nbody of evidence\n\nsupporting\n\nwe\nthe\n\nThe second question is, “Does our research provide us with implications\nfor methods in teaching?” From our experimental studies of both voice\nand action we have derived the following implications: (a) instruction in\naction should precede that in voice; (b) instruction should\nimportance\n\nof the elements\n\nand interdependence\n\nnot stress the\n\nof voice and\n\naction but rather the interaction\n\nof these elements;\n\n(c) the speaker, reader, actor, or\n\n"}
{"page": 559, "printed_page": null, "text": "National\n\nconversationalist\nin mind,\n\nand\n\nis speaking;\nreference\nspeaker\n\nAssociation\n\nof\n\nTeachers\n\nof\n\nSpeech\n\n555\n\nshould be trained with the specific reactions of his audience\n\nshould\n\nbe trained\n\nto adapt\n\nhimself\n\nto his reactors\n\nas he\n\n(d) since audiences judge the effectiveness of a speaker with\n\nto the total impression\n\nshould\n\naim\n\nat developing\n\nor cumulative\n\neffect, training of the\n\nthose traits or elements\n\nspeaker is already passably proficient rather than at making\na set pattern;\n\n(e) by means\n\nin which\n\nthe\n\nhim conform\n\nto\n\nof exercises in breathing, oral interpretation,\n\ntension and relaxation, and tonal memory, we may make vital use of knowl¬\nedge that the larynx can be trained; (f) improvement in voice quality is\nlimited by the individual’s physiological endowment with reference to the\ndensity, size, and shape of his resonators; (g) exercises may be instituted\nto improve\n\nchest resonance,\n\nreinforce vigor of phonation,\n\nstrengthen\n\nstimulus to emotional “coloring” of the voice, and produce\nbility in force, pitch, and duration.\nSECRETARY’S\n\nthe\n\ngreater varia¬\n\nMINUTES\n\nFirst Session\nJoint Meeting\nFollowing\n\nwith the Department\n\nthe general\n\nmeeting\n\nof Secondary\n\nof the Department\n\nTeachers\n\nof Secondary\n\nTeachers\n\nheld\n\nin Auditorium A of the Milwaukee Vocational School on Monday afternoon, July 1,\na group of interested speech teachers met to hear and to participate in a discussion\nof the problems presented by the speakers at the general meeting. -On the panel were:\nKenneth Dewey, Washington High School, Milwaukee; Francis Drake, Stout Insti¬\ntute, Menomonie ; Ruth Kentzler, Central High School, Madison; and Lorna Seabury, Central High School, Sheboygan. Matilda E. Geil, South Division High School,\nMilwaukee, presided.\nIt was the consensus that speech teachers have an excellent opportunity to do\nsomething to make students conscious of the need for forest conservation thru the\nuse of informal and formal discussion; that speech teachers do and can aid in\nguidance\n\n; and\n\nthat they help the child to feel the pulse and\n\ntempo\n\nof life as it is.\n\nIt was agreed that work must be given which requires research and organization\nand that students must be taught to analyze problems and situations and to support\nand demand support for statements and opinions. The discussion also emphasized\nthat: (a) speech work trains in democratic living and serving thru group partici¬\npation in dramatics, debate, informal discussions and radio work, and thru practice\nof life situations\n\nrequiring\n\nthru radio production,\n\nspeech;\n\n(b) speech work\n\nproductions\n\nfor audiences,\n\nin conversation; and (c) that speech work\ndiscussion of all types does train the student\nand judge and thereby\nleisure more wisely.\nThe\n\ngroup\n\nto become\n\nfelt that it is wise\n\ndevelops\n\ndelivery\n\npower\n\nand\n\nof speeches,\n\nleadership\n\nand practice\n\nthru its study of radio, drama, and\nnot only to perform but also to listen\n\nbetter able to enjoy what\n\nis good\n\nto require\n\nsome\n\nstudents\n\nto do\n\nand\n\nwork\n\nto use his\nthat is not\n\nthe type they would “like” to do and testified that as a rule the student appreciates\nhaving done the harder task once he has exerted the effort and experienced the\nresults.\n\nSecond\nJoint Meeting\nRexford\n\nwith\n\nMitchell, La\n\nthe National Association\nPrincipals\n\nCrosse\n\nState Teachers\n\non the subject, “What\n\nthe Secondary-School\n\nTeacher.”\n\nMr.\n\nFollowing\n\nSession\n\nMitchell,\n\nCollege, La Crosse, Wisconsin,\n\nAdministrator\n\nJeanette\n\nof Secondary-School\n\nRoss,\n\nMay\n\nShorewood\n\nExpect\n\nspoke\n\nof the Speech\n\nHigh-School\n\nSpeech\n\n"}
{"page": 560, "printed_page": null, "text": "556\n\nNational\n\nEducation\n\nAssociation\n\nDepartment, introduced a group of twenty-five students who demonstrated and\nexplained their work in the Shorewood schools. They explained how the philosophy\nof their speech\n\nprogram — that speech\n\nshould\n\nbe a continuous,\n\nindividualized,\n\nevery-\n\npupil program — has been worked out thru required units, elective work, and extra¬\ncurriculum activities. A seventh-grade group reviewed a scene from its unit in the\noral report. An eighth-grade group illustrated simple discussion. The ninth-graders\nwere engaged in a reading rehearsal for a unit in informal dramatics. The tenthgrade pupils were making recordings for analysis of their voices.\nStudents from elective courses told of a background program which they had\nhad for Moliere’s “Make-Believe Gentleman”; of an assembly which had explained\nthe construction and equipment of their auditorium; of work in the evaluation and\npresentation\n\nof radio programs.\n\nstudents execute\nextracurriculum\nClub\n\nstudents\n\nAn\n\ninterview\n\nbetween\n\ntwo\n\nstudents\n\nexplained\n\nhow\n\nand present the assembly programs of the year. Finally, work in\nactivities was illustrated by showing a movie which Dramatic\n\nhad\n\nmade,\n\ncalled “The\n\nMaking\n\nThird\nJoint Meeting\n\nwith the American\n\nof a Play.”\n\nSession\nEducational\n\nTheater\n\nAssociation\n\nH. L. Ewbank of the University of Wisconsin presided over the third session.\nThis meeting might have been called a definition of speech in the broad field of\neducation.\n\nTwelve\n\nspeakers\n\ntalked\n\nbriefly on different\n\naspects\n\nof the speech\n\nfield.\n\nPaul Moore of Northwestern University, who spoke on the subject of “Speech\nEducation in Schools at Home,” stated that he felt three trends to be apparent in\nspeech education today: (a) a definite emphasis is being placed on the usefulness of\nwhat is taught; (b) the general teacher now recognizes and hence emphasizes the\noral aspects of his work as a significant part of it; and (c) teachers are now being\nconcerned over their own speech as a model which students follow.\nJames H. McBurney defined discussion as “reflective deliberation of a face-to-face\ngroup on a problem in the interest of solving it.” He stated that discussion, as a\ntool in the teaching of speech, can contribute in its own right. Some of the results\nwhich give proof of this statement are: (a) that discussion does change attitudes\ntoward social problems; (b) thru discussion the range of attitudes tend to come\ncloser together; and (c) there is evidence that shifts in attitude are in the direction\nof better judgment.\nEugene\n\nEisen\n\nof the New\n\nYork\n\nLife Insurance\n\nCompany\n\nspoke\n\non\n\nthe “Speech\n\nClass in Adult Education.” Mr. Eisen stated that altho the majority of adults had\ncome into their speech classes for help in a particular personal problem many\nremained or went back for a second course for other reasons. Mr. Eisen stressed the\nfact that he thought adult speech classes could do a real service in teaching people\nto analyze carefully the motives and authenticity back of speeches heard over the\nradio or from the lecture platform.\nRonald Mitchell of the University of Wisconsin in speaking on the place of the\nuniversity theater in the field of education told us that on one side is the criticism\nthat those who\n\nhaunt\n\nthe halls of a college theater\n\nare\n\nmerely\n\ndabblers,\n\nwhile\n\non\n\nthe opposite side we hear rosy enthusiastic claims for the development of one’s poise\nand personality. Mr. Mitchell said the truth lies somewhere between the two extremes.\nThe real need in America, however, is the training of an understanding and appre¬\nciative audience; this is the real work of the college and university theater.\n\n"}
{"page": 561, "printed_page": null, "text": "j^ational\n\nCouncil\n\n£ocial\n\nfor\n\nStudies\n\nthe\n\n"}
{"page": 562, "printed_page": null, "text": "HISTORICAL\n\nThe\n\nnational\n\ncouncil\n\nfor\n\nthe\n\nNOTE\n\nsocial\n\nstudies\n\nzvas\n\norganized\n\nin 1921 .\n\nIt was made a Department of the National Education Association by the\nBoard of Directors at the Indianapolis meeting of the Association in 1925.\nIn 1939 it was incorporated under the laws of the state of Illinois. The\nheadquarters office zvas established in the headquarters building of the\nNational Education Association in Washington in June 1940, at which\ntime its first executive secretary assumed his duties.\nPresidents of the National Council for the Social Studies have been:\nA. E. McKinley, 1921: L. C. Marshall, 1922; W. H. Hathaway, 1923;\nT. J. McCormack, 1924; H. C. Hill, 1925; Bessie Pierce, 1926 ; J. M.\nGambrill, 1927 ; A. C. Krey, 1928; A. C. Krey, 1929 ; Edgar Dawson,\n1930; R. M. Tryon, 1931; D. S. Morgan, 1932; W. G. Kimmel, 1933;\nH. E. Wilson, 1934; E. B. Wesley, 1935; R. O. Hughes, 1936; Elmer\nEllis, 1937; C. C. Barnes, 1938; Ruth West, 1939.\nThe officers for the year 1940 are: president, Howard R. Anderson,\nCornell University, Ithaca, N. Y .; first vicepresident, Fremont P.\nWirth, George Peabody College for Teachers, Nashville, Tenn.; second\nvicepresident,\nexecutive\n\nErnest\n\nsecretary,\n\nHorn,\nWilbur\n\nState\n\nUniversity\n\nE. Murra,\n\n1201\n\nof Iozva, Iozva\nSixteenth\n\nCity, Iowa;\n\nStreet,\n\nN.\n\nW .,\n\nWashington, D. C.; editor of social education, Erling M. Hunt,\nColumbia University, Nezv York, N. Y .; elected directors, Ethel M.\nRay, McLean Junior High School, Terre Haute, hid., and I. James\nQuillen, Stanford University, Calif.\nThe official journal of the Council zvas the historical outlook from\n1921 thru 1933 ; the social studies from 1934 thru 1936; and has been\nsocial\n\neducation\n\nsince\n\nJanuary\n\n1937.\n\nFifteen\n\nbulletins,\n\neleven\n\nyear¬\n\nbooks, and one book in a nezv Curriculum Scries have been published to\ndate. Annual dues of $3, payable to the executive secretary, entitle each\nmember to receive the official journal (issued monthly during the school\nyear), the yearbook, and tzvo or more bulletins.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of these proceedings aj follows:\n1925 -.1055- 56\n1926: 653-664\n1927: 679-696\n1928: 651-654\n\n19 33:531-536\n1934:5 1 3-520\n1935:471-482\n1936:373-382\n\n1929 -.633-642\n1930:597-606\n1931:621-632\n1932 -.525-532\n\n[ 558 ]\n\n1931:425-434\n1938:641-646\n1939:541-550\n\n"}
{"page": 563, "printed_page": null, "text": "THE\n\nNATIONAL\n\nCOUNCIL\n\nAND\n\nTHE\n\nSOCIAL\n\nSTUDIES\n\nTEACHER\nRUTH\n\nWEST,\n\nHEAD\n\nOF\n\nSOCIAL\n\nSTUDIES,\n\nSPOKANE,\n\nWfE\n\nsocial\n\nstudies\n\nteachers\n\nand of ourselves.\nclear road ahead ; we\n\nWe\n\nLEWIS\n\nCLARK\n\nHIGH\n\nare asking many\n\ncombined\n\nquestions\n\nbecause we\n\nwith\n\ncannot\n\nthe community\n\nof each other\n\nalways see a\nto set certain\n\ngoals for ourselves so high as to be almost impossible of attainment.\nworried\n\nSCHOOL,\n\nWASH.\n\nare troubled\n\nhave\n\nAND\n\nfor fear the social studies teachers of America\n\nmust\n\nWe\n\nare\n\n“save democ¬\n\nracy.” and feel ourselves unready for the task. We deal largely with in¬\ntangibles. and our methods of evaluation are avowedly imperfect. We crave\nassurance that we are moving forward, and it is often hard to find evi¬\ndence of progress. Can we find any satisfactory answers to these questions?\nIs there any way in which the National Council can help us? And\nwe. who constitute that Council, make it even more effective?\nFirst of all, what\nhow\n\ncan we\n\ncourse know\n\nmust\n\nwe know\n\nfind time to know\n\nhow\n\ncan\n\nto be good social studies teachers?\n\nAnd\n\nit? Like all other teachers, we\n\nmust\n\nof\n\nchildren, their interests and needs; and as generations pass we\n\ndo make a little progress in our knowledge of children. We must also know\nthe world of man about us, its roots in the past, its manifestations in the\npresent, and we must have some vision of its possible future. Toward\nend. it is not too much to ask that teachers of the social studies must\nbe scholars in the social sciences.\n\nI once heard the historian Lavisse tell his\n\nstudents at the L niversity of Paris that to be historians they must know\nmore\n\nthan their own\n\nnarrow\n\nthis\nalso\n\nfield. They\n\nfar\n\nmust, he said, have acquaintance\n\nwith all the things men live by — their loves, their labors, and their play ;\nand, he added, they must also share in those things themselves if they are\ngoing to speak with authority of men\nSome\nown\n\nof us have been so shocked\n\nhouse\n\nthat we\n\nwould\n\nin society.\nat finding ourselves strangers in our\n\ncast everything\n\nonly the picture of the contemporary\n\nelse out the window\n\nworld.\n\nand scan\n\nBut one error is not corrected\n\nby another. We need to preserve our balance, to keep our feet on the ground,\nto orient ourselves in time as well as in space and in relation to our fellows.\nIf, in all our searching, we\ncontinuing\n\nstruggle between\n\nhave gained\n\na vantage\n\ncan find no other constant\nthe forces of progress\n\npoint from\n\nwhich\n\nto view\n\nthan change and the\n\nand\nmore\n\nreaction, we\n\nshall\n\nintelligently the\n\npresentday instances of the struggle and to choose more wisely and coura¬\ngeously the part we will play in it ourselves. Participation in the affairs of\nthe world about us is even more essential for the teacher than for the scholar.\nShall a teacher be any less a citizen than those he teaches ?\nCan the Council be of help to us in this lifelong task of preparing our¬\nselves for social studies teaching? Our tenth yearbook is one answer to this\nquestion, but only one of many.\n\nThe\n\nCouncil\n\ntimely publications ; but it can do even\nmeet\n\nand know\n\ncan help us, and does so, with\n\nmore\n\neach other, to talk over common\nI 559 ]\n\nby giving us opportunities to\nproblems\n\ntogether, to bring\n\n"}
{"page": 564, "printed_page": null, "text": "560\n\nNational\n\nus the best minds\n\nin or out of the profession to counsel us, and to help us\n\nlearn something\n\nEducation\n\nAssociation\n\nof the values and technics of cooperation.\n\nWe worn* about what we ought to teach, and when, and how, and why.\nThere is no point in my doing more than present this problem, for there\nare fifteen exciting answers\n\nto the questions what\n\nand when\n\nin The\n\nof the Social Studies — that special bonus book sent to members\n\nFuture\n\nof the Coun¬\n\ncil this year. And these answers are only a first step. The Council s Com¬\nmittee on Curriculum Study will go on from here, studying suggestions,\nexamining experiments that are in the making, perhaps setting up experi¬\nments of their own. All of us will be looking forward eagerly to their\nreports. Meantime, at every meeting of the past year we have had dis¬\ncussions of the curriculum — at Pittsburgh. Chicago, Cleveland, and San\nFrancisco. Here in Kansas City we are giving two sessions to that discus¬\nsion. We can make all this study and discussion far more effective, and be\nready to reap all possible benefit from\nus studies his own curriculum more\n\nour cooperative venture, if each of\ncritically and with an eye to its\n\nimprovement.\nIn special fields, the Council publications offer us a wide variety of aids.\nWe\n\nhave had yearbooks on the use of community\n\nagainst propaganda.\n\nA\n\ncommittee\n\nfor our use. and a yearbook\nyear. Another\n\ncommittee\n\nresources and on education\n\non civic education\n\non economic\n\nis to work\n\neducation\n\nis planning\n\nmaterial\n\nis nearly ready for next\n\nwith the newly created Commission\n\non\n\nResources and Education. We\nsoned and acceptable statement\n\nshall soon have formulated. I hope, a rea¬\nof policy for teaching the social studies in\n\nwar time, and\nall times.\n\nreligious, racial, and\n\nAs\n\nfor developing\n\nfor special tools and how\n\nto use them, the Council\n\nwith bibliographies ; it has a committee\nand will soon have one\n\ncultural tolerance\n\nworking\n\nat\n\nhas supplied us\n\non the use of the radio,\n\non the use of visual aids. These\n\nare only a few\n\nof the Council's projects. Do we want more? They are ours, if we make\nour wants known. Meantime the columns of Social Education are con¬\nstantly furnishing us with valuable suggestions and pointing us on the way\nto still others.\nThis is not planned\n\nas a promotion\n\ntalk, but to supply much\n\nneeded\n\nin¬\n\nformation of the Council's activities to its members, who are not always\naware of what is going on in their own organization. Unfortunately, all of\nus who\n\nare social studies teachers have been so busy in our classrooms\n\nour communities,\n\nso absorbed\n\nin our individual\n\ntasks, that we, who\n\npeople should have been the first to see the values in working\nbeen slow in applying the lessons of cooperation\nIf we in the past have failed to command\nmay\nments\n\nand in\nof all\n\ntogether, have\n\nto our common\n\nproblems.\n\nthe respect we felt to be our due,\n\nit not have been partly because we had too little pride in the achieve¬\nand ideals of our\n\nown\n\nprofession?\n\nThat\n\nfreedom\n\nof teaching and\n\nlearning which we prize so dearly will be far less likely to suiter if our pro¬\nfessional organization commands respect of laymen and teachers alike.\nFinally, can\nbelieve we\n\nwe\n\nsave democracy?\n\nWe\n\ncannot\n\ndo it alone, altho I do\n\nsocial studies teachers have a crucial part to play in that chal-\n\n"}
{"page": 565, "printed_page": null, "text": "National\n\nlenging\n\ntask.\n\nWe\n\nCouncil\n\ncannot\n\nfor\n\nuse\n\nthe\n\nSocial\n\nauthoritarian\n\nStudies\n\nmethods\n\n561\n\nto inculcate\n\nlip\n\nsendee to democracy and gain our ends, tho that would be fairly easy. It is\na matter requiring all our skill to set out to develop a real appreciation of\nthe values inherent in democracy\n\nas a way\n\nof life. One\n\nthing we know ; we\n\ncannot accomplish our aim by talking about democracy. Wholesome rela¬\ntions between teachers and pupils will help ; freedom of investigation and\ndiscussion will help; and developing attitudes of tolerance will help. Prac¬\ntice in democratic living both in and out of school will be the only way. We\nhave a pioneering task ahead, we\nunknown world of tomorrow.\n\nteaching citizens, with obligations to the\n\nMEETINGS\nSix meetings were held during the past year by the National\nthe Social Studies, as follows:\nNovember\n\n24-25, 1939, at Kansas\n\nCity, the Nineteenth\n\n14; attendance, 750.*\nDecember 2S and 30, 1939, at Washington,\ntion. Sessions, 2 ; attendance. 200.*\nDecember 29, 1939, at Washington, with\ntion. Sessions, 1 ; attendance, 125.*\nFebruary 24, 1940, at St. Louis, with\n\nwith\n\n3; attendance, 175.*\nJuly 1 and 3, 1940, at Milwaukee,\n3 ; attendance,\n\nReports\n\nfor\n\nAnnual\n\nMeeting.\n\nSessions,\n\nthe American\n\nHistorical\n\nAssocia¬\n\nthe American\n\nthe American\n\ntrators. Sessions, 3; attendance. 550.*\nMay 4, 1940, at Omaha, with the Mississippi\n\nCouncil\n\nPolitical\n\nScience\n\nAssocia¬\n\nof School\n\nAdminis¬\n\nAssociation.\n\nSessions,\n\nAssociation.\n\nSessions,\n\nAssociation\n\nValley Historical\n\nwith the National\n\nEducation\n\n225.*\n\nof each of these meetings\n\nand some\n\nof the papers\n\npresented\n\nat\n\nthem are published in Social Education. Here there is space for only a sum¬\nmary of the complete programs and an abstract of the presidential address.\nAfter each address which\n\nhas appeared\n\nreference. Several not so marked\n\nin print is given a bibliographical\n\nwill undoubtedly\n\nSummary\n\nbe published in the future.\n\nof Programs\n\nKansas\n\nCity Meeting,\n\nNovember\n\n24-25, 1939.\n\nGeneral\n\nSession:\n\nR.\n\nchairman;\n\nHoward\n\nAnderson,\n\nGeorge\n\nMelcher,\n\n“Are\n\nWe\n\nTraining for Civic Responsibility?\" Ruth West, presidential address, “The\nNational Council and the Social Studies Teacher” (Social Education 4:S1-S4,\nFebruary 1940 ; Charles H. Cross and R. O. Hughes, “Appraisal of the Tenth\nYearbook of the National\nSocial-Studies Teachers) .\nLuncheon\n\nDiscussion,\n\nConsumer\nleader.\n\nApproach\n\nCouncil\n\nSession\n\nA:\n\nfor the Social Studies\"\n\nJ. Dan\n\nHull,\n\nchairman;\n\n( In-SerEice\nJohn\n\nto the Study of Economics”:\n\nJames\n\nSession\n\nchairman;\n\nPolitics and the Peace of Europe\"; Ruth E. Litchen, discussion leader.\nDiscussion. Session C: Howard C. Hill, chairman; William G. Carr,\nHoward\n\nE. Wilson,\n\n' The attendance\nhere isatthe\nnumber\nteetins.\nnot the ?um figure\nof thegiven\nattendance\nthe estimated\nseveral sessions.\n\nAndrew\n\ndiscussion\n\n“Power\nLuncheon\n\nin a Critical Era\";\n\nGarrett,\n\nE. Mendenhall,\n\n\"The\n\nDiscussion,\n\nEducation\n\nHubert\n\nCassels,\n\nof\n\nLuncheon\n\n“Civic\n\nB:\n\nM.\n\nGrowth\n\ndiscussion\n\nW.\n\nCordier,\n\nleader.\n\nof different persons attending each\n\n"}
{"page": 566, "printed_page": null, "text": "National\n\n562\n\nLuncheon\n\nDiscussion,\n\n“Education against\nLuncheon Discussion,\n“The American\nsion leader.\n\nSession\n\nD:\n\nJohn\n\nHaefner,\n\nFarmer — His Problems\n\nSession: James\n\nMary\n\nG. Kelty, Walter\nSocial\n\nAssociation\n\nchairman;\n\nA. Michener,\nE. Myer,\n\nStudies\n\nand\n\nProspects”;\n\nchairman;\nHarold\n\nO. M.\n\nO. Rugg,\n\nReception\n\nand\n\nW.\n\nOsborn,\n\nDonald\n\nDickerson,\n\nFrancis\n\nR. Alter, discus¬\nErling\n\n\\1. Hunt,\n\nT. Spaulding,\n\nErnest\n\nCurriculum.”\n\nBanquet: Fremont P. Wirth, toastmaster; Music;\nCoast to Coast”; Nelle Bowman, “In the Same\nAnderson, “How I Missed the Boat.”\nGeneral Session:\nan Instrument\n\nWayland\n\nPropaganda”; \\V. Francis English, discussion leader.\nSession E: Robert Keohane, chairman; Raymond Lussenhop,\n\nGeneral\n\nHorn, “The\nExhibit Hour\n\nEducation\n\nEdgar B. Wesley, “At Sea from\nBoat with Wesley”; Howard R.\n\nRuth West, chairman; Judge Florence E. Allen, “The Constitution,\nof Freedom” (Social Education 4:6-9, January 1940).\n\nSocial Hour\n\nGeneral Session: Henry Kronenberg, chairman; subject, “In the Light of the Dis¬\ncussion of Friday Afternoon and of the Present Needs of American Schools, What\nShall\n\nthe National\n\nmental\n\nCourse\n\nCouncil\n\nDo\n\nwith\n\nRespect\n\nof Study in the Social Studies?”\n\nto the Development\nEdgar\n\nB. Wesley,\n\nof an\n\nExperi¬\n\ndiscussion\n\nleader.\n\nSectional Meeting, A: Marion Anderson, chairman; F. L. Hambrick, “Opportunities\nfor Enriching the Social Studies thru the Utilization of Community Resources”;\nMabel Snedaker, “How Community Resources Have Been Used To Develop\nUnderstandings in an Elementary School” (Social Education 4:188-93, March\n1940) ; Katherine Clarke, “Making\n4:111-14, February 1940).\nSectional\n\nMeeting,\n\nB:\n\nNelle\n\nCommunity\n\nE. Bowman,\n\nStudy Effective”\n\nchairman;\n\n(Social Education\n\nD. C. Rucker,\n\n“Utilizing\n\nthe\n\nCommunity as a Laboratory of Understanding Group Life”; Ona Raines, “How\nJunior High-School Pupils May Become Acquainted with the Vocational Oppor¬\ntunities\n\nof\n\na\n\nCommunity”;\n\nSurveys\n\nfor Junior\n\nDouglas\n\nHigh-School\n\nWard,\n\n“Types\n\nof\n\nPractical\n\nCommunity\n\nPupils.”\n\nSectional Meeting, C: Howard Cummings, chairman; S. P. McCutcheon, “A Demon¬\nstration Lesson on the Teaching of a Controversial Topic in the Field of Com¬\nmunity Study.”\nLuncheon and Business\n“High-School\n\nTeachers\n\nWashington\nLuncheon\n\nMeeting:\nand\n\nMeeting,\n\nMeeting:\n\nRuth\n\nRuth\n\nWest,\n\nchairman;\n\nFrancis\n\nT.\n\nSpaulding,\n\nFisher, “The\n\nChildren’s\n\nthe Youth\n\nProblem.”\n\nDecember\n\n28 and\n\n30, 1939.\n\nDorothy\n\nCanfield\n\nWest,\n\nchairman;\n\nCrusade for Children”; Guy Stanton Ford, “The History Teacher in War Time.”\nJoint meeting with the American Historical Association: A. C. Krey, chairman;\nsubject, “The\nHunt,\n\n“The\n\nPlace\n\nof European\n\nChanging\n\nHistory\n\nin the School\n\nStatus of European\n\nHistory”;\n\nof Selection\n\nand\n\nOrganization\n\nof Material”;\n\nAdaptation\n\nand\n\nPresentation”;\n\nIrene\n\nWashington\n\nMeeting,\n\nDecember\n\nCurriculum”;\n\nDonnal\n\nEdwin\n\nW.\n\nRice, “Classroom\n\nErling\n\nM.\n\nV. Smith, “Problems\n\nPahlow,\n\n“Problems\n\nof\n\nProblems.”\n\n29, 1939.\n\nRound-Table Discussion: Phillips Bradley, chairman; Charles A. Beard, William\nG. Carr, Erling M. Hunt, John Haefner, Warner Moss, Max Lerner, Harrison\nC. Thomas,\n\nHoward\n\nWhite,\n\nCharles\n\nMerrifield,\n\nCharles\n\nSchleicher,\n\nLeonard\n\nKen¬\n\nworthy,\neration\n\nMyer Cohen, Robert H. Connery, and Ruth West. “What Forms of Coop¬\nbetween the American Political Science Association and the National\n\nCouncil\n\nfor the Social\n\nand\n\n“To\n\nWhat\n\nExtent\n\nStudies\nHas\n\nMight\n\nOur\n\nBe\n\nAttempt\n\nDeveloped\n\nwith\n\nMutual\n\nat Civic\n\nEducation\n\nBeen\n\nAdvantage?”\na Success?”\n\n"}
{"page": 567, "printed_page": null, "text": "National\n\nSt. Louis\nGeneral\n\nMeeting,\n\nSession:\n\nCouncil\n\nfor\n\nFebruary\n\nHoward\n\nthe\n\nSocial\n\nStudies\n\n563\n\n24, 1940.\n\nE. Wilson,\n\nchairman;\n\nWilliam\n\nG. Carr, “The\n\nEducationai\n\nPolicies Commission’s Study”; Walter E. Myer, “Making Pupils Realize the\nMeaning and Value of Democracy”; Ethel M. De Marsh, “How Extracurriculum\nActivities\n\nW.\n\nTroelstrup,\n\n“Democracy\n\nin the\n\nClassroom” (Curriculum Journal 11:219-22, May\nraphy, Democracy, and Current Problems.”\n\n1940) ; Edwin\n\nH. Reeder,\n\n“Geog¬\n\nLuncheon\nOur\n\nMay\n\nTrain\n\nMeeting:\n\nResources\n\nfor Democracy”;\n\nHoward\n\nfrom\n\nR. Anderson,\n\nthe Standpoint\n\nof Our Resources from\n4:306-310, May 1940).\nGeneral\nTeach\n\nthe\n\nPolitical\n\nC. I. O.?”\n\nOmaha\n\nParties?”\n\nKenneth\n\nM.\n\nMeeting,\n\nStandpoint\n\nJohn\n\nGould,\n\nMay\n\nchairman;\n\nPaul\n\nof the Producer”;\n\nSession: Edgar B. Wesley,\nabout the War in Europe?”\n\nabout\n\nA.\n\nof\n\nthe\n\nR. Hanna,\n\nJohn\n\nM.\n\n“Wise\n\nUse\n\nCassels, “Wise\n\nConsumer”\n\n(Social\n\nof\n\nUse\n\nEducation\n\nchairman; Laura M. Braun, “What Shall We\nMrs. George Gellhorn, “What Shall We Teach\n\nH.\n\nHaefner,\n\n“What\n\nShall\n\n“How\n\nMay\n\nGet\n\nThings\n\nWe\n\nWe\n\nTeach\n\nabout\n\nthe\n\nStraight?”\n\n4, 1940.\n\nBreakfast Meeting: Mary Parker, chairman; Dwight L. Dumond, “Isolationism and\nIntellectual Dishonesty.”\nGeneral Session: Burr W. Phillips, chairman; Millard C. Lefler, “Social Studies\nfrom\n\nthe Functional\n\nLuncheon\n\nMeeting:\n\nPoint\n\nEliza Gamble,\n\nWinfred\n\nchairman;\n\nT. Root, “Living\n\nEdgar\n\nin History.”\n\nB. Wesley,\n\n“Mv\n\nShifting Peda¬\n\nTeachers:\n\nWilbur\n\nFaith.”\n\ngogical\n\nMilwaukee\n\nMeeting,\n\nJoint Meeting\n\nwith\n\nchairman;\n\nJames\n\nthe\n\nLuncheon\n\nMeeting:\n\nStudies\n\nJuly 1 and 3, 1940.\nDepartment\n\nFitzpatrick,\n\nthe Nonacademic”;\n\nForum:\n\nof View”;\n\n“The\n\nH. Reeder,\n\nHoward\n\nR. Anderson,\n\nin Elementary-School\nElementary-School\n\nSocial\n\nSocial\n\n“Geography,\n\nin the Education\n\nConservation,\n\nchairman;\n\nWilliam\n\nF. Murra,\nof\n\nand Democracy.”\n\nE. Young,\n\n“The\n\nSocial\n\nSchool.”\n\nBillings, chairman;\n\nmentary-School\n\nRole of the Social Studies\n\nEdwin\n\nin the Elementary\n\nNeal\n\nof Secondary\n\nMineta\n\nMerton,\n\n“Effective\n\nStudies”;\n\nBernice\n\nE. Leary,\n\nStudies”;\n\nSocial Studies\n\nDwight\n\nL. Arnold,\n\nUse of Visual\n‘‘Reading\n\n“Evaluation\n\nEducation\n\nProblems\n\nin\n\nin the Ele¬\n\nProgram.”\n\nSECRETARY’S\n\nREPORT\n\nThe principal activities of the National Council for the Social Studies in 1939-40,\nas in other years, have been meetings and publications. The six meetings held\nbetween\n\nNovember\n\n1939\n\nthe pages\n\nimmediately\n\n1940\n\nThe\n\nNo. 6, revised\n\nBulletin\n\nNo. 14 (May\n\nStudies, bv John\nBulletin\n\nNo.\n\nHaefner\n\n15 (September\n\nSkills, by Horace\n\nsecond\n\nT. Morse\n\nsummarized\n\nthe past year have\n\nGrowth\n\n1939)\n\nprinting\n\nA. Michener,\n\nedition (April\n1940)\n\nduring\n\nand\n\nThe\n\nof Social\n\nFuture\n\nin\n\nbeen:\nStudies\n\nof the Social\n\neditor\n\nOne,\n\nHistory, by H. R. Anderson,\n\ndescribed\n\nIn-Service\n\n(November\n\nA. Michener,\n\nSeries Number\n\nbeen\n\npublications\n\nOne\n\nof the Social Studies, James\nBulletin\n\nhave\n\n(November 1939)\nW. Phillips, editor\n\nSeries Number\n\nStudies, James\nCurriculum\n\nJuly\n\npreceding.\n\nTenth Yearbook\nTeachers, Burr\nCurriculum\n\nand\n\nand\n\n1940)\n\nThe\n\nFuture\n\neditor\n\n1940) Selected\n\nE. F. Lindquist,\n\nHousing\n\n(March\n\nAmerica:\n\nand\nA\n\nTest Items\n\nin American\n\nH. D. Berg\nSource\n\nUnit for the Social\n\nothers\n\n1940)\nand\n\nSelected\n\nItems\n\nG. H. McCune.\n\nfor the Testing\n\nof Study\n\n"}
{"page": 568, "printed_page": null, "text": "564\n\nNational\n\nThe\n\nofficial journal,\n\nSocial\n\nEducation\n\nEducation,\n\nto eight issues per year, dropping\n\nchanged\n\nBook\n\nand\n\nfor the Social\n\nCouncil\n\nbut not the ownership,\nSocial Education\n\nCompany\n\nof the National\n\nExecutive\n\nBoard\n\nduring\n\nthe September\n\nsince 1937 by the American\nthe National\n\nAssociation\n\nthe past year\n\nissue. This\n\nmagazine,\n\nfor the American\nStudies, passed\n\nCouncil\n\nassumed\n\nHistorical\n\nnine\n\npublished\nAssociation\n\ninto the effective control,\n\non January\n\noffice with\n\nfrom\n\n1, 1940, when\n\na majority\n\na new\n\nof its membership\n\nconsisting of persons elected at the Council’s annual business meeting.\nBusiness meetings of the membership were held at the Kansas City, Washington,\nand\n\nSt. Louis\n\ntimes.\n\nThe\n\nmeetings.\nmost\n\nMeetings\n\nimportant\n\nof the Board\n\nbusiness\n\nof Directors\n\ntransacted\n\nwere\n\nheld\n\nat the same\n\nat these sessions\n\nwas\n\nthe revision\n\nof the Constitution. The two major revisions consisted of (a) changing the member¬\nship of the Board of Directors by enlarging from two to six the number of elected\ndirectors\n\nand\n\nreducing\n\nto five the number\n\nofficio, and\n\n(b) creating\n\nofficer. The\n\nfirst of these two\n\nsecond\n\nthe office of executive\n\ntook effect on June\n\nCoincident\nNational\n\nwith\n\nCouncil\n\nof past\n\nrevisions\n\npresidents\n\nsecretary\n\nentitled to serve\n\nex\n\nto be filled by a salaried\n\nwill go into effect on January\n\n1, 1941;\n\nthe\n\n1, 1940.\n\nthe establishment\n\nof the office of executive\n\noffice was\n\nfor the first time\n\nopened\n\nAssociation building in Washington.\nall the activities of the Council.\n\nThis\n\nsecretary\n\nin June,\n\nin the National\n\noffice is the general\n\na\n\nEducation\n\nheadquarters\n\nfor\n\nMembership continued to increase steadily and to be widely representative of\nvarious interests in social studies instruction. The total membership on November\n1, 1939, was\n\n2137 ; on January\n\n1, 1940, it was\n\n2369 ; and on August\n\nAt the general business meeting at Kansas\ning officers were elected: president, Howard\nvicepresident,\n\nFremont\n\nP. Wirth,\n\nGeorge\n\n1, 1940, it was\n\n2v03.\n\nCity on November 25, 1939, the follow¬\nR. Anderson, Cornell University; first\nPeabody\n\nCollege\n\nfor Teachers;\n\nsecond\n\nvicepresident, Ernest\nF. Murra, Harvard\n\nHorn, State University of Iowa; secretary-treasurer, Wilbur\nUniversity; directors, Ethel M. Ray, McLean Junior High\n\nSchool, Terre\n\nInd., and\n\nHaute,\n\nI. James\n\nQuillen,\n\nStanford\n\nUniversity;\n\nrepresenta¬\n\ntives on the Executive Board of Social Education: Harold Clark, Columbia\nsity; E. H. Reeder, University of Illinois; Ella Hawkinson, State Teachers\nMoorhead,\n\nMinn.;\n\nPaul\n\nR. Hanna,\n\nStanford\n\nUniversity;\n\nE. M.\n\nHunt,\n\nUniver¬\nCollege,\nColumbia\n\nUniversity; E. B. Wesley, University of Minnesota; H. E. Wilson, Harvard Uni¬\nversity; and James A. Michener, Harvard University. By action of the Board under\nthe revised\n\nConstitution\n\nMr.\n\nMurra\n\nwas\n\nnamed\n\nexecutive\n\nsecretary\n\nand\n\ntreasurer\n\nas of June 1, 1940, when the old office of secretary-treasurer ceased to exist.\nCommittee chairmen appointed by the president for 1940 were: Public Relations\nCommittee,\n\nRoy\n\nA. Price, Syracuse\n\nMichener,\n\nHarvard\n\nof Iowa;\n\nCurriculum\n\nUniversity;\n\nUniversity;\n\nResearch\n\nCommittee,\n\nEdgar\n\nPublications\n\nCommittee,\nB. Wesley,\n\nErnest\n\nCommittee,\nHorn,\n\nUniversity\n\nJames\n\nA.\n\nState University\n\nof Minnesota;\n\nCivic\n\nEducation Committee, Leonard Kenworthy, Friends’ Central School, Overbrook, Pa.\n(resigned July 1940), Hilda Watters, Western Illinois State Teachers College (since\nJuly 1940) ; Radio\n\nCommittee,\n\nTracy\n\nTyler,\n\nUniversity\n\nof Minnesota.\n\nThree meetings remain to be held in 1940: November 21-23, at S\\*racuse, the\nTwentieth Annual Meeting; December 27-30, at New York City, with the American\nHistorical Association; December 30, at Chicago, with the American Political Science\nAssociation.\n\n"}
{"page": 569, "printed_page": null, "text": "National\n\nCouncil\n\nREVISED\nAS\n\nADOPTED\n\nAT\n\nTHE\n\nfor\n\nthe\n\nStudies\n\n565\n\nCONSTITUTION\n\nGENERAL\n\nBUSINESS\n\nFEBRUARY\n\nMEETING\n\nAT\n\nST. LOUIS,\n\n24, 1940\n\nArticle\nName\n\nSocial\n\nI\n\nand Purposes\n\nSection\n\n1. This\n\nassociation\n\nshall be known\n\nas the National\n\nCouncil\n\nfor the Social\n\nStudies, and is incorporated under the laws of the state of Illinois. The term “social\nstudies” is used to include history, economics, sociology, civics, geography, and all\nmodifications or combinations of subjects whose content as well as aim is predomi¬\nnantly social.\nSection 2. The purpose of this association shall be to promote\nlems of teaching the social studies; to encourage research,\n\nthe study of the prob¬\nexperimentation, and\n\ninvestigation\n\npersonal\n\nin these fields; to facilitate the professional\n\nof its members;\nof desirable\nwho\n\nhave\n\nto hold public discussions\n\narticles, reports,\n\nand\n\nand programs;\n\nsurveys;\n\nand\n\nto sponsor\n\nto integrate\n\ncooperation\n\nthe publication\n\nthe efforts of all those\n\nsimilar purposes.\n\nArticle\nDues, Meetings,\n\nSection\n\n1. Any\n\nperson\n\nin sympathy\n\nwith the purposes\n\na member\n\nupon\n\nthe payment\n\nof the annual\n\nSection\n\n2. The\n\nuntil otherwise\n\nannual\n\nand\n\nII\n\nMembership,\n\nbecome\n\nand\n\ndues\n\nordered,\n\nPublications\n\nshall be three\n\nCouncil\n\nmay\n\nof Directors;\n\nbut\n\ndues.\n\nshall be determined\n\nthe dues\n\nof the National\n\nby the Board\ndollars\n\na year. The\n\npayment\n\nof\n\nthese dues entitles the member to a year’s subscription to the official magazine, to the\nyearbook, and to such other publications as the Board of Directors shall determine.\nIt also entitles him\n\nto attend\n\nhe may\n\nor elected.\n\nbe appointed\n\nSection\n\n3. The\n\nBoard\n\nofficial periodical\n\nof Directors\n\nfor the National\n\nshall be the official magazine\nSection\nwith\n\n4. The\n\nthe major\n\nDirectors\n\nall meetings,\n\nannual\nannual\n\nto vote, and\n\nshall have\n\nCouncil.\n\nmeeting,\n\nand\nwhich\n\nshall be held in November.\n\nthe power\n\nUntil otherwise\n\nof the National\n\nelection\n\nto hold the offices to which\n\nordered,\n\nSocial Education\n\nCouncil.\n\nbusiness\n\nmeeting\n\nuntil otherwise\nOther\n\nto select or establish the\n\nbusiness\n\npresident after due notice has been given through\ngrams of such meetings. Meetings of the Board\n\nshall be held in connection\ndetermined\n\nmeetings\n\nmay\n\nby the Board\n\nof\n\nbe called by the\n\nthe official magazine or on the pro¬\nof Directors may be called by the\n\npresident upon written notice through the executive secretary’s office.\nSection 5. Meetings shall be held at the direction of the Board of Directors;\n\nand\n\nuntil otherwise\n\nand\n\nthose\n\nheld\n\nAmerican\n\nordered\n\nthese\n\nshall be:\n\nin connection\n\nwith\n\n(2) the American\n\nof School\n\nAdministrators,\n\nAssociation\n\n(1)\n\nthe annual\n\nNovember\n\nHistorical\nand\n\nmeeting,\n\nAssociation,\n\n(4) the National\n\n(3) the\n\nEducation\n\nAssociation. The National Council may also cooperate with other professional organ¬\nizations in the sponsorship of joint meetings providing that such cooperation is\napproved\n\nby the Board\n\nof Directors.\n\nArticle\n\nIII\n\nOrganization\nSection\nannual\n\n1. The\n\nbusiness\n\nshall assume\n\nelective\nmeeting\n\nofficers of the National\n\nand\n\noffice on January\n\nshall include\n1 following\n\nCouncil\n\na president\n\nand\n\nshall be e-hosen\ntwo\n\ntheir election and\n\nvicepresidents.\n\nat the\nThey\n\nshall hold their respec¬\n\ntive offices for the term of one year. There shall also be a secretary of the corpo¬\nration and an executive secretary and treasurer appointed by the Board of Directors.\nSection\nCouncil,\n\n2. The\nand\n\npresident\n\nshall have\n\ngeneral\n\ncharge\n\nby virtue of his office shall be chairman\n\nof the affairs of the National\nof the Board\n\nof Directors.\n\nIt\n\n"}
{"page": 570, "printed_page": null, "text": "566\n\nNational\n\nEducation\n\nAssociation\n\nshall be hi> obligation to promote in all suitable ways the best interests of the Na¬\ntional Council. He shall be responsible for the programs of the meetings during hi*\nterm of office, and\nNational Council.\nSection\n\nhas the power\n\n3. The\n\nto appoint\n\nfirst vicepresident\n\nand\n\ncommittees\n\nsecond\n\nduties as the president\n\nor Board\n\nof Directors\n\nthe office of president\n\nthe first vicepresident\n\nsecretary\n\nof the corporation\n\non the work\n\nvicepresident\n\nshall\n\nshall become\nthen\n\npresident;\n\nthe second\n\nshall maintain\n\nof the\n\nassume\n\nshall specify. If a vacancy\n\noccurs in the office of the first vicepresident,\nbecome first vicepresident.\nSection 4. The\n\nto carry\n\nsuch\n\noccurs\n\nin\n\nif a vacancy\n\nvicepresident\n\nshall\n\nan office in the state of\n\nIllinois, shall receive legal notices sent to or served upon the National Council in it*\ncapacity as a corporation, and shall make the annual report to the secretary of\nstate of Illinois as required\n\nby law.\n\nSection 5. The executive secretary and treasurer shall be responsible\nout policies formulated by the Board of Directors, and as treasurer\nfinancial agent\n\nof the National\n\nCouncil\n\nfor the Social Studies. He\n\nwritten reports to the Board of Directors.\nbilities shall be determined by the Board.\n\nHis salary, tenure,\n\nand\n\nfor carrying\nshall be the\n\nshall make\n\nannual\n\nspecific responsi¬\n\nSection 6. The Board of Directors shall consist of the president and two vicepres¬\nidents; the editor of the official magazine: six elected directors, two of whom shall\nbe elected each year for a term of three years; and the five most recent past pres¬\nidents. The Board shall have the power to appropriate funds from the treasury, to\nreview the actions of officers and committees, to select the place for the annual\nmeeting,\nNational\nSection\n\nand to exercise\nCouncil.\n7. The\n\nof the National\nmined\n\nall powers\n\nnot herein\n\nassigned\n\nto other\n\nofficers or to the\n\nas the Department\n\nof Social Studies\n\nstatus of the National\n\nCouncil\n\nEducation\n\nshall be continued\n\nby the Board\n\nAssociation\n\nunless\n\notherwise\n\ndeter¬\n\nof Directors.\nArticle\n\nIV\n\nA mcndmcnis\nThis Constitution may be amended at the annual business meeting by a two-thirds\nmajority of the members present, provided that notice of such proposed amendment\nshall have been given by the Board of Directors at a previous business meeting,\nand\n\nprovided\n\nthat the Board\n\nof Directors\n\nshall submit\n\nfor consideration\n\nany\n\npro¬\n\nposal for which twenty-five members of the National Council for the Social Studies\nhave petitioned. Notice of proposed amendments shall be given at least four months\nin advance of the meeting at which action is to be taken.\n\n"}
{"page": 571, "printed_page": null, "text": "JA Rational Council of\ni Administrative Women /a\n8 ducat\n\nion\n\n"}
{"page": 572, "printed_page": null, "text": "HISTORICAL\nThe\n\nnational\n\ncouncil\n\nof\n\nNOTH\n\nadministrative\n\nwomen\n\nin\n\neducation,\n\na Department of the National Education Association, teas organ iced 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 tvomen in educa¬\ntional work and to maintain high professional standards among them.\nSince its organisation the Council has held two meetings a year, one\nin February and one during the annual meeting of the Association in the\nsummer. At the Atlantic City meeting of the National Education Asso¬\nciation, application icas 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 years 1939-41 are: president,\nMrs. Inez Johnson Lends, State Superintendent of Public Instruction,\nDenver, Colo.; vicepresident, Lucy Mason Holt, Principal, Ocean View\nSchool, Norfolk, Va.; secretary, Mrs. Margaret Mendenhall Smith,\nPrincipal, Ebert Platoon School, Denver, Colo.; treasurer, Margaret\nC. Mackintosh,\n\nPrincipal, Public School\n\nATo. 14C, 1224 Ditmas\n\nAve.,\n\nBrooklyn, N. Y.; auditor, Mary Elisabeth O'Connor, Supervisor,\nElementary School, Arlington, Mass.; directors : Sue M. Powers, Super¬\nintendent, Shelby County Schools, State House, Memphis, Tcnn. (term\nexpires 1941); Caroline S. Woodruff, Secretary, Vermont Education\nAssociation, Castleton, Vt. (term expires 1941); Louise W. Meat’s,\nProfessor of Geography, Milwaukee State Teachers College, Milwaukee,\nWis. (term expires 1941) ; Bess Goodykoontc, Assistant Commissioner,\nFederal Security Agency, Washington, D. C. (term expires 1942) ; Agnes\nSamuelson, Executive Secretary, Iowa State Teachers Association, Dcs\nMoines, Iozoa (term expires 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 follozvs:\n1932:261-262\n1933:269-274\n\n1934:265-272\n1933:251-254\n\n1936:157-160\n1931:173-176\n\nf 568 1\n\n19 38:631-640\n1939:551-560\n\n"}
{"page": 573, "printed_page": null, "text": "ST. LOUIS\nDEMOCRACY\nDOROTHY\nTP^o\n\nyou\n\ntake\n\nthemselves?\n\nIS BROTHERHOOD\n\nCANFIELD\n\nFISHER,\n\nit for granted,\n\nsuperior women,\nDo\n\nMEETING\n\nAUTHOR,\n\nwhen\n\nI say\n\nthat the people who\n\nyou see me\n\nIN\n\nACTION\n\nARLINGTON,\n\nI was\n\nVT.\nto\n\nrespect\n\ndid the bringing up were\n\nwomen\n\nin your imagination,\n\nbrought\n\nup\n\na little girl in a house¬\n\nhold of strong-minded women? Not at all. This tradition in which I was\nso rigorously brought up, comes from more than a century of men, strong\nthemselves,\n\nwho\n\neagerly and\n\nsometimes\n\nimpatiently\n\nwanted\n\nthe strength\n\nin women developed and matured by training and experience. My grand¬\nfather, a great scholar himself, one of those early nineteenth century clerics\nsoaked in Hebrew and Greek, was inordinately proud of having an intel¬\nlectual wife who knew a good many modern languages, made translations,\nand even wrote\n\nan occasional book. She died long before I was\n\nmy\n\ngrandfather\n\nlived on, and when\n\nme\n\nto live up to my\n\ngrandmother.\n\nborn, but\n\nI was\n\na child he was\n\nalways exhorting\n\nAnd\n\nthere was\n\nfather, my\n\nmy\n\ndear\n\nN. E. A. father, who would have been so much at home in all these gather¬\nings that I almost feel I stand in his shoes. If you were some twenty or\nthirty years older, you would\ncharging\n\nthe stonewall\n\nhave some\n\nprejudices which\n\npersonal memories\nshut women\n\nof my\n\noff from\n\nfather\n\ntheir fair\n\nshare of what every human being wants, visor down, shield up, his power¬\nful lance aimed straight at the notion that women were somehow more\nattractive if they were\n\nweak\n\nand\n\nfoolish. “Attractive\n\nonly to weak\n\nand\n\nfoolish men!” was my father’s battle cry as he went into the fight for\nhigher education for women, for open doors before them in any direction\nto which\n\ntheir innate capacities would\n\nlead them, especially for positions\n\nof responsibility and authority for the stronger among\ntheir characters would ripen and\nnoble burdens of usefulness.\nMy\n\nbrother was brought\n\nthis confident\n\nexpectation\nHe\n\nstrengthen\n\nwith\n\nup in this atmosphere\nthat women\n\nthem\n\nin fields where\n\nthe carrying\n\nas much\n\nshould grow\n\ngrew\n\nolder.\n\nwas\n\nthat, unless a fair proportion\n\nof women\n\nshould\n\nshirking their share of the burdens\n\nof modern\n\nlife.\n\nof these\n\nas I, soaked in\n\nin strength as they\n\nhad a particular personal slant on the problem.\nso grow,\n\nHis idea\nthey were\n\nI regret to say that I was not active in the woman’s suffrage campaign —\nnot of course that I was opposed to votes for women. But during those\nyears I was\n\npassionately absorbed\n\nand homemaker.\ngether with\n\nThe\n\nproblem\n\nin my\n\ncomplicated\n\ndouble\n\nlife of author\n\nof literary style and plot construction,\n\nboiling the babies’ bottles and\n\nmanaging\n\nto¬\n\nthe house, seemed\n\nto take all my energy. My brother often reproached me for this. “You’re\njust malingering,” he used to tell me, “You’re not doing your share!”\nConsider for a moment what the facts are, as to the position of women.\nIn a century\n\nand a half, which\n\nis, as far as emotional\n\ngoes, no longer than the snap of a finger, the work\n1 569 ]\n\nadjustment\n\nto change\n\nwas\n\nwomen’s\n\nwhich\n\n"}
{"page": 574, "printed_page": null, "text": "National\n\n570\n\ncontribution\n\nEducation\n\nto society has been drained\n\nAssociation\n\nout from\n\nthe home\n\nby the irresist¬\n\nible suction of a machine-using, industrial society, and scattered abroad to\nbe done in places for which, a century and a half ago, there were not even\nnames\n\nin any language,\n\nsuch as steam\n\nlaundries, factories, public schools,\n\nhomes\n\nfor the aged, insane asylums, and hospital schools for trained nurses.\n\nDuring the first rushing phases of this change, the women of the wage¬\nearning classes kept their moral and physical health as it always had been\nbecause they did not have enough\nThe\n\nmore\n\nwell-to-do women,\n\nmoney\n\nwhose\n\nto take up the new\n\nlife work\n\nways\n\nof living.\n\nas educator, nurse, manufac¬\n\nturer, laundress, cook, protector of infancy and old age, had been whirled out\nof their hands by the hurricane\nations, stunned, upon\n\nof change, collapsed for a couple of gener¬\n\nthe mid-Victorian\n\nnervous invalid s sofa. It was in the\n\nseventies and 'eighties that their daughters and granddaughters began to\nlearn their way out from their emptied homes to take up their old work\nwhere it was to be found.\nFor women,\n\nwith a dramatic\n\nhave in the modern\n\nworld\n\nunanimity\n\nhome\n\nwork\n\nwhich\n\nhad women\n\nthey needed\n\nvery small family? The\n\nmust have been instinctive,\n\nonly sought out and taken on again the work\n\nhave always done since the beginning\nWhat\n\nwhich\n\nalways\nnow\n\nthey\n\nof time.\n\ndone\n\nfor the large families inside the\n\nto seek outside the modern\n\ncare of the sick was\n\nhome\n\none important,\n\nwith\n\nnever\n\nits\n\nending\n\npart of the world's work which all preindustrial women expected to do.\nIn the big patriarchal family somebody was always sick enough to need\nnursing. Those\nwomen\n\nsomewhere\n\nfared out into the wide world\n\nAnother\ntheir own\nwas\n\npeople are now\n\nkind of work\n\nwhich\n\nfamilies was making\n\ntaken out of the home,\n\nSince the prenineteenth\n\nto find where\n\nwomen\n\nnursing had gone.\n\nWhen\n\nsoon streamed\n\ncentury, home\n\nafter it into the factory.\n\nalways\n\nmeager,\n\nsince the schooling given them\n\nthe women\n\nin those homes\n\nup and teaching the children around\nshould have recognized\npations as old work\nIn the same\nmethod\n\nway\n\nwere\n\nhad\n\nchildren\n\nin it, not\n\nand nieces and young\n\noutside the home\n\nperpetually occupied\n\nthem.\n\nIt was\n\nschool teaching among\n\nfor\n\nthis kind of manufacturing\n\nonly those of the mistress of the house but nephews\ncousins, and\n\nthey are sick, so\n\nhad always done in their homes\n\ngarments.\n\nwomen\n\nelse when\n\nwas\n\nin bringing\n\ninevitable that women\n\nthe first of the new\n\nof theirs being done in a new\n\nvery\n\noccu¬\n\nplace.\n\nthey found in organized social welfare work\n\nto continue that help \"‘to poor folks,\" which\n\nfashion had always been an accepted part of women's\n\nthe modern\n\nin neighbor-to-neighbor\nwork. Who\n\ninvented,\n\norganized, carried on, and still carry on the help to the poor called ‘‘settlement\n\nhouses\"?\n\nNot\n\nmen. Not\n\nin any case in this country.\n\nNo break in women’s traditions was the long, steady, and finally success¬\nful fight for the vote and for full citizenship in their own country. It was\nonly a change\nFrom\n\nin the manner\n\nin which\n\nthe days of the Germanic\n\nan old one\n\ntribes and\n\nhave had a fair share of say-so about how\n\nwas\n\ncarried forward.\n\nthe Iroquois councils women\n\nthe life of the group\n\nwas\n\nto be\n\n"}
{"page": 575, "printed_page": null, "text": "National\n\nCouncil\n\nof Administrative\n\nWomen\n\nin Education\n\n571\n\nconducted, how the money should be spent, and how the members of the\nfamily should be treated. The fight for suffrage was no more than an\nattempt to go on carrying their share of responsibility for the efficient run¬\nning of the life of their group.\nWhat has not been so clear is that this instinctive unanimity of women\nhas been negative as well as positive. Not only have women fought to go\non doing the work they have always done but they have also kept out of\nwork not formerly done by women in the home. Yet this kind of work has\nalways been open to them without any opposition, since the beginning of\ncapitalism. I refer to the enormous\nmaking.\n\nnumbers\n\nof occupations based on profit-\n\nIt was against prodigious opposition that women made their way into\nschools, colleges, hospitals, or any institution where they could get the\ntraining they needed to carry on. Historians of the nineteenth century have\nwonderingly praised the courage of those daughters and granddaughters\nof the sofa woman. Whence did those first girls seeking to be trained nurses\ndraw the passion of determination which made them triumph over the\noften ignoble and sometimes obscene opposition they encountered ? They\ndeserve no more praise for courage than do the men and women in the\nCalcutta Black Hole, passionately straining for air to keep them alive.\nThose girls were also fighting their way to the only air they had ever\nbreathed.\nObserve that all during that period the wide field of profit-making in\ntrading, manufacturing, and finance lay open to anybody with money, as\nit always has. And it is well known that by inheritance women in this\ncountry have been increasingly possessed of money.\n\nThere\n\nare no boards\n\nof examiners or trustees who pass on the qualifications\" of a person with\ncash enough to buy a furniture factory that is for sale. And as for the\nVictorian feeling that business was not suitable for women of good family,\nthat was a pale, thin, almost impalpable obstacle compared with the Vic¬\ntorian horror at the idea that decent girls should stand by the bed of strange\nmen and take care of them in sickness.\nEven now, find women who are owners and directors of factories, de¬\npartment stores, great hotels, transportation systems, or finance corporations.\nYet the providing of clothing is proverbially women’s work. It is, we see,\nonly as long as the profit motive is not its basis. Even in work like the\nwashing of clothes, which is women’s work by the most unbroken tradition,\nthe instant it becomes a business done for profit, women appear in it only\nin their old roles of doers of the service.\nNow of this transition so successfully managed by mere instinct — from\nthe old kind of full usefulness and power for women to the new kind — the\nmost important part not to women but to the whole of society was the\nsafeguarding of the roads to real authority and power for those personal¬\nities capable of wise use of authority and power. It could have been very\neasy, as in a sort of unimaginably big contradance our population shifted\nfrom the old economic order to industrialism, to have women lose the way\n\n"}
{"page": 576, "printed_page": null, "text": "572\n\nNational\n\nEducation\n\nAssociation\n\nto their share of the exercise of authority, especially since the nineteenth\nexaggerated\n\ncentury laid such an outrageously\nto make\n\nlow enough\nwomen\n\nnotably have\n\npower\n\nneed\n\nemphasis\n\non skill in buying\n\na profit in selling, a skill for which, as we have seen,\ninnate\n\nno gift or tradition. \\ et personalities with\n\nthe opportunity\n\nthat gift or\n\nto develop and usefully employ\n\nthey will become warped and twisted, and what might have been a wellspring of sweet and strong waters of life will become stagnant and soured.\nThis is as true for the few among women with innate power as for the\nfew among\n\nmen.\n\nIn the business world\n\nthey are by nature\n\nof things always\n\nsubordinates and never rise to commanding positions in which their per¬\nsonalities can develop the best that is in them. But in the social welfare\nagencies we\n\nnow\n\nsee women\n\nhead of a great banking\n\nrising to the top. There\n\nsystem, but there are women\n\nis no woman\n\nat the\n\nat the head of great\n\nprisons. No president of a trust corporation or manufacturer’s association\nis a woman, but many immense hospitals have women superintendents.\nAlso, women\n\nmonopolize\n\nthe position of heads of social settlement\n\nIt is in the field of education\n\nthat women\n\nhave emerged\n\nwho\n\nhouses.\n\nhave kept\n\nopen this all-important road to authority and power. They were the pioneers\nwho first advanced along that road, defending themselves from sniping\nand from\n\nattacks from ambush,\n\nand did it. They\n\nare now\n\nmost\n\naccepted. The\n\ncompletely\n\nresources\nwomen.\n\neven as they learned how\n\nthe most\n\nnumerous\n\nof women\n\nto do their work\nin power\n\npioneers have settled down\n\nof the country, have begun\n\nand the\n\nto develop the\n\nto be citizens of the new\n\nworld\n\nfor\n\nSince you all know what the Children’s Crusade factually is, and since\nI am sure that no woman in education will fail to rise to this opportunity\nto serve childhood’s deepest needs — material needs in the case of the exiled\nhomeless children of the world, spiritual needs for our own American\nchildren, safe under the protection of our flag — I will not take your time\nto beg or try to persuade you to do what I feel you will do anyhow. You\nwill be interested to know\n\nthat newspaper\n\nhave been instantly and warmly\nwalks of life. The\n\nmen,\n\nexception,\n\ncooperative, as people have been from\n\ntwofold goal of the Crusade\n\nscale for the hundreds\n\nso far without\n\nof thousands\n\nall\n\nis (a) to get help on a large\n\nof the exiled children\n\nof the world,\n\nwherever they are — in barbed-wire concentration camps, fleeing over the\nsnows of Finland, crowded in misery and hopelessness in improvised Chinese\nrefugee shelters, trying desperately without\nlearn how\nfrom\n\nto become\n\nthe Argentine\n\nmoney\n\nuseful citizens in strange\nup thru our hemisphere\n\nour cherished American\n\nchildren, who\n\nnew\n\nand\n\ncountries\n\nto Alaska;\n\nso seldom\n\nwithout\nand\n\nhelp to\n\nand\n\ncities,\n\n(b) to give\n\nhave a real opportunity\n\nhelp others, some of that “education of the heart” of which women\ncators understand the importance with no need for explanation.\n\nto\n\nedu¬\n\nFrom the reaction of the public to the Children’s Crusade, it looks as\nif the tradition of American idealism is not dead or dying, but liveth ever.\n\n"}
{"page": 577, "printed_page": null, "text": "National\n\nCouncil\n\nof Administrative\n\nSECRETARY’S\n\nWomen\n\nin Education\n\n573\n\nMINUTES\n\nSt. Louis, Missouri\n\nFebruary 25, 1940\nMeeting called to order by the president, Mrs. Inez Johnson Lewis. Those present\nwere: Inez Johnson Lewis, Colo.; Margaret M. Smith, Colo.; Sue Powers, Tenn.;\nCaroline Woodruff, Vt. ; Elizabeth O’Connor, Mass.; Louise Mears, Wis. ; Agnes\nSamuelson, Iowa; and Lucy Elliot, local chairman.\nMinutes of summer meetings were approved.\nThe discussion of the luncheon scheduled for February 28 followed.\nMi ss Elliot presented report of progress on both luncheon and program and was\nvoted an expression of appreciation for the work she had done under serious\nhandicap.\nInformal discussion of possible Administrative Women in Education membership\nmaterial resulted in naming Mrs. Matilda Geeks, assistant superintendent of St. Louis\nschools; Mrs. L. R. Ernst, principal, high school, St. Louis; and Miss Hoos, head\nof elementary principals group — all of whom\nA. W. in E. Council in St. Louis.\n\nwould\n\nbe helpful in organizing\n\nan\n\nInformal discussion of report by Mary Elizabeth O’Connor on the “Status of\nWomen in Administrative Positions in Education” resulted in a motion to have this\nvaluable report presented at the business meeting on Wednesday, February 28.\nMotion carried.\nPamphlet on “Protecting the Employment Status of Women”\nwas mentioned in connection with the report.\n\npublished by N. E. A.\n\nSuggestion that some teacher’s college be asked to prepare a code of ethics for\nwomen in administrative fields in education and submit same to this Board for\nconsideration.\nAnother suggestion to the effect that the Committee on Status of Women be author¬\nized to take measures to acquaint the N. E. A. groups — especially the men — with the\ntrend to ignore women in making appointments in the administrative field. Motion\nwas made by Mrs. Smith, seconded by Miss Powers.\nMoved that Miss Woodruff, thru her institution, make a study of a code of ethics\nfor administrative women in education, formulate this code, and submit it to the\nExecutive Committee for consideration at the summer meeting in Milwaukee, if\npossible. Motion carried.\nMiss Mears brought a message of greeting to the Board from Mrs. Mary D.\nBradford, Kenosha, Wisconsin.\nPresident Lewis appointed a Nominating Committee\ntors to be elected at business meeting Wednesday.\n\nto present names\nMembers were:\n\nof two direc¬\nMiss Mears,\n\nchairman ; Miss Woodruff, and Miss O’Connor.\nThe meeting was adjourned.\n\nBusiness Meeting, February 28, 1940\nThe meeting was called to order by President Lewis who asked for Miss O’Con¬\nnor’s report on “Status of Women in Administrative Positions in Education.” The\nreport showed that Miss O’Connor had done much research on the subject. Motion\nmade by Mrs. Heineman, seconded by Mrs. Porter, that the committee be continued\nand that further recommendations be made at Milwaukee meeting. Motion carried.\nIt was suggested that Mrs. Heineman of San Francisco be called upon for helpful\ninformation and that Chari Williams be asked to contribute.\nMotion was made by Mrs. Elizabeth McCormick that the chair appoint a con¬\ntinuing committee to study the new appointments of men and women to executive\n\n"}
{"page": 578, "printed_page": null, "text": "574\n\nNational\n\nEducation\n\nAssociation\n\nschool positions for the purpose of determining the relative trend, and to prepare\nresolutions pertaining to their findings for presentation at the Milwaukee meeting\nin June. Motion carried. Committee to be named by the president. They are: Irma\nGreenawalt, chairman, Denver, Colo.; Mary Meade, High School Principal, New\nYork, N. Y. ; Louise Mears, Milwaukee, Wis. ; Agnes Samuelson, Des Moines, Iowa;\nJewel\n\nCox, Fort Worth,\n\nMiss\n\nWoodruff\nThe\n\nTexas.\n\noffered two\n\nNational\n\nresolutions\n\nCouncil\n\nboth of which\n\nof Administrative\n\nwere\n\nWomen\n\npassed:\nin Education\n\nexpresses\n\nunqualified interest in and support of the movement for aiding refugee chil¬\ndren thru the efforts of the children in the American schools — the movement\ncalled “The Children’s Crusade” — believing that having an actual part in this\nwork themselves will give American children a consciousness of the conditions\nand\n\nneed\n\nof the unfortunate\n\n. an appreciation\n\nof what\n\nchildren\n\nit means\n\nin other lands, and\n\nto live in America,\n\nwill also give them\n\na country\n\nnot torn by war.\n\nThe National Council of Administrative Women in Education gives hearty\nendorsement of the work being carried on in the various states under the\nleadership of Chari Ormond Williams, field secretary of the National Educa¬\ntion Association, for putting conscious emphasis upon the professionalization\nof teaching,\nwhich\n\nand\n\ntouches\n\noffers support\n\nin furthering\n\nevery field of education\n\nin reality stand side by side with\nards to be attained.\nThe\n\nNominating\n\nFor directors\n\nCommittee,\n\nto serve\n\nof Administrative\nIowa\n\nin hastening\n\nMears,\n\nchairman,\n\nin Education:\n\nAssociation,\n\nDes\n\nmade\n\nMoines,\n\nIowa;\n\nspoke\n\non\n\na practice\n\nthe “recognition medal” — a custom\nand offered the motion as follows:\n\nBess\n\nwaived\n\nthe following\n\ncan\n\nreport:\n\nof the National\n\nCouncil\n\nexecutive\n\nsecretary,\n\nGoodykoontz,\n\nassistant\n\nWashington,\n\nof the Department\n\nteaching\n\nvery definite stand¬\n\nSamuelson,\n\ncommissioner of education, Federal Security Agency,\nadopted and the two directors unanimously elected.\nMi ss Woodruff\n\nwith\n\nof Directors\n\nAgnes\n\nsignificant movement\n\nthe day when\n\nother professions,\n\nuntil 1942 on the Board\n\nWomen\n\nState Teachers\n\nMiss\n\nthis most\n\nD.\n\nC. Report\n\nrelating to the award\n\nby necessity during\n\ndepression\n\nof\n\nyears —\n\nI move the restoration of that program of procedure — with the appointment\nby the president of five women representing as many geographical areas who\n\nThe\n\nshall have the selection of the recipient of the Ella Flagg\nawarded at Milwaukee this coming session.\n\nYoung\n\nmembers\n\none\n\n1940, one for two\n\nof the Committee\nyears\n\nshall be appointed\n\nto 1941, and\n\nto serve\n\nMedal — to be\n\nfor one\n\nyear\n\nto\n\none for three years to 1942, one for four years\n\nto 1943, and one for five years to 194-1 — thereafter one appointed each year for five\nyears. The members of the Committee are: Caroline S. Woodruff, chairman , secre¬\ntary, Vermont Education Association, Castleton, Vt., 1 year; Mrs. Irene T. Heineman, assistant state commissioner, Los Angeles, Calif., 5 years; Anna Laura Force,\nprincipal,\n\nLake\n\nJunior\n\nassistant\n\ncommissioner\n\n3 years;\n\nSue Powers,\n\nThis\n\ncommittee\n\nMeeting\n\nHigh\n\nSchool,\n\nof education,\ncounty\n\nDenver,\nFederal\n\nsuperintendent\n\nColo., 4 years;\nSecurity\n\nAgency,\n\nof schools, Memphis,\n\nwill report to the Executive\n\nBoard\n\non Sunday,\n\nGoodykoontz,\n\nWashington,\nTenn.,\n\nD. C.,\n\n2 years.\n\nJune 30, 1940.\n\nadjourned.\n\nLuncheon\n\nand Program\n\nFebruary\n\nMeeting\n\n28, 1940\n\nThe local chairman, Lucy Elliot, had planned the annual\nclubroom, Caprice, of the Coronado Hotel, and a large\nguests met\n\nBess\n\nto renew\n\nold acquaintances\n\nand make\n\nnew\n\nluncheon in the delightful\nnumber of members and\n\ncontacts.\n\n"}
{"page": 579, "printed_page": null, "text": "National\n\nThe\n\nCouncil\n\npresident, Mrs.\n\nM iss Hinrichs,\n\nof\n\nAdministrative\n\nLewis,\n\npresident\n\npresented\n\nFisher\n\nmade\n\nthe luncheon,\n\nMrs.\n\na stirring address,\n\nin\n\nthe guests at the head\n\nof N. E. A., for a word\n\nGeeks, assistant superintendent of St. Louis\ntive Women in Education to St. Louis.\nFollowing\n\nWomen\n\nLewis\n\nof greeting,\n\nschools, who\n\npresented\n\nEducation\n\ntable and\nand\n\nthe program.\n\nusing for her theme\n\n“Democracy\n\ncalled upon\n\nintroduced\n\nwelcomed\n\n575\n\nMiss\n\nthe Administra¬\nDorothy\n\nCanfield\n\nIs Brotherhood\n\nin\n\nAction.” Mrs. Thyrsa W. Amos, scheduled to speak on “How Weary, Stale, Flat,\nand Unprofitable!” had been called away by death in the family.\nMrs. Fisher asked permission to present the matter of Children’s Crusade for Chil¬\ndren. Her plea received the unanimous endorsement of the group and members\nagreed to carry her message home.\nMrs. Lewis acknowledged the debt of the Administrative Women in Education to\nthe local chairman,\nsuccess.\nFollowing\nmeeting.\n\nLucy\n\nElliot, w'hose\n\nuntiring\n\nefforts had\n\nadjournment\n\nthe members\n\nreassembled\n\nimmediately\n\nMargaret\n\nMilwaukee,\nBusiness\n\nthe luncheon\n\na\n\nfor the business\n\nMendenhall\n\nSmith,\nSecretary.\n\nWisconsin\n\nMeeting,\n\nThe Executive Board met on Sunday,\nInez Johnson Lewis presiding.\n\nmade\n\nJune\n\nJune\n\n30, 1940\n\n30, 1940, at 10:00 A.M., with\n\nThe treasurer, Margaret Mackintosh, New York,\nMendenhall Smith, were absent because of illness.\n\nand\n\nthe secretary,\n\nPresident\nMargaret\n\nMary Elizabeth O’Connor was named acting secretary for all Milwaukee meetings.\nMrs. Margaret Hutton Abels, local chairman, made a complete report on plans relat¬\ning to the luncheon and program to be held on Wednesday, July 3.\nReports\n\nto be presented\n\nuntil the annual\nMeeting\n\nmeeting\n\nat this time were\nin February\n\nincomplete.\n\nAction\n\non them\n\nwas\n\ndeferred\n\n1941.\n\nadjourned.\n\nMary\n\nLuncheon\n\nand Program\n\nElizabeth O’Connor,\nActing Secretary.\n\nMeeting\n\nJuly 3, 1940\nIn the Green\n\nRoom\n\nof the Schroeder\n\nguests — seventy-five in number — to the\nWomen in Education.\n\nHotel, the president\nsummer\n\nprogram\n\ncalled\n\nof the\n\nthe luncheon\n\nAdministrative\n\nChari Williams responded to the president’s request for a message with an admoni¬\ntion to women in education to live up to their mission. Women in every crisis have\nplayed\n\ntheir part;\n\n80 percent\n\nof the teachers\n\nare women.\n\nWe\n\nmust\n\nnot fail in our\n\npart of the task.\nOlive Jones reviewed briefly the early history of the organization,\nto Ella Flagg Young, one of the founders.\n\npaying\n\ntribute\n\nMrs. Rood of Milwaukee, state president of the Administrative Women in Educa¬\ntion, brought a message from the Wisconsin groups.\nEdna Hood brought greetings from Mrs. Mary D. Bradford and presented Mrs.\nLewis\n\nwith\n\na copy\n\nof her memoirs.\n\nThe speaker of the hour, Alice Bartlett of the Milwaukee Young Women’s Chris¬\ntian Association, gave the address on “Equivalents.” She spoke out of a rich experi¬\nence with young women and their needs.\nFollowing the talk, President Lewis called upon Miss Woodruff, chairman of the\nCommittee\n\non Awards,\n\nfor a report. The\n\nrecipient of the recognition\n\naward\n\nnamed\n\n"}
{"page": 580, "printed_page": null, "text": "576\n\nNational\n\nby the Committee\n\nwas\n\nDorothy\n\nEducation\n\nCanfield\n\nAssociation\n\nFisher, author, lecturer, and philanthropist.\n\nMiss Woodruff, after reading Mrs. Fisher’s reply, talked briefly on “Education\nand World Relationships,” giving an account of the origin and scope of the World\nFederation of Education Associations.\nIn this connection, Miss Woodruff paid tribute to Mr. Thomas who\nresponsible for the beginning and the growth of the World Federation.\nThe\n\nAdministrative\n\nWomen\n\nin Education\n\nterest in and endorsement of a permanent\nthe plan proposed by Dorothy Canfield\ncountries.\nThe\n\nmeeting\n\nwas\n\nvoted\n\nannual\nFisher\n\nto go on record\n\nwas\n\nlargely\n\nas approving\n\nin¬\n\nChildren’s Crusade for Children —\nfor helping children in war-torn\n\nadjourned.\nMary\n\nElizabeth\n\nO’Connor,\n\nActing Secretary.\n\n"}
{"page": 581, "printed_page": null, "text": "'Department\n\nof ‘IWral\n\nEducation\n\n"}
{"page": 582, "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 1940-41 are: president,\nPrank IP. Cyr, Associate Professor of Education, Teachers College,\nColumbia University , N. Y.: vicepresident, Mrs. Daisy E. Howard,\nGenesee Comity School Commissioner. Elint, Mich.; recording secre¬\ntary, Lois M . Clark. Adznser, Early Childhood and Elementary Educa¬\ntion, Department of Public Instruction, Harrisburg, Pa.; executive\nsecretary, Howard A. Dawson, Director of Rural Serz’ice, 1201 Six¬\nteenth Street, N. II .. IVashington. D. C. (Members of the Executive\nCommittee are listed on page 714.)\nThe Department meets twice 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\nEducation 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 arc\nfound in earlier volumes of proceedings as follozvs:\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\n\n1916:\n1917:\n1918:\n1919:\n1920:\n\n613599271281271-\n\n636\n614\n294\n288\n307\n\n1921: 523- 616\n19 22:1099-1222\n1923: 745- 841\n1924: 651- 714\n1925: 522- 576\n1926: 537- 600\n1927: 497- 560\n\nI 57S ]\n\n19 28:453-544\n1919:463-542\n1930:401-500\n1931:495-540\n1931:423-454\n\n19 33:445-462\n1934 .441-460\n\n19 35:403-428\n1936:289-320\n1937:331-356\n1938:487-526\n1939:561-606\n\n"}
{"page": 583, "printed_page": null, "text": "MILWAUKEE\nA\n\nPROGRAM\n\nOF\n\nMEETING\n\nPUBLIC\n\nRELATIONS\n\nIN\n\nRURAL\n\nEDUCATION\nOTIS\n\nKEELER,\n\nASSISTANT\n\nSTATE\nTION,\n\nSUPERINTENDENT\n\nSPRINGFIELD,\n\nOF\n\nPUBLIC\n\nINSTRUC¬\n\nILL.\n\nON may 20, 1939, the superintendent of public instruction called to¬\n\ngether thirty-five people of our state, representing thirteen different\norganizations having an interest in rural education. The personnel of the\nCommittee\n\nwas\n\nas follows : three people from\n\nthe department\n\nof public\n\ninstruction; five county superintendents of schools representing five different\nsections of the state; the five directors of rural education at the five state\nteacher colleges; three rural school directors of one-room\n\nschools; one high-\n\nschool principal of a rural high school; two members of the Illinois Agri¬\ncultural Association; one member from the Illinois Federation of Home\nBureaus;\n\nthe secretary of the Illinois Education\n\ndirector of radio station WLS\nCongress\n\nof Parents\n\nAssociation; the educational\n\n; the rural service chairman\n\nand Teachers;\n\nof the Illinois\n\na rural sociologist from the University\n\nof Illinois; the school librarian of the Illinois State Library; and five rural\nteachers. There\nrepresenting\n\nwere later added\n\nother groups\n\nhave been two\n\nto this group four or five more\n\nindividuals\n\nthat had an interest in rural education.\n\nsubsequent\n\nmeetings\n\nof this group,\n\none\n\nThere\n\non November\n\n18,\n\n1939, and one on April 6, 1940.\nYou\n\nperhaps would\n\nimmediately\n\ninquire the reason for such an organi¬\n\nzation as this statewide Committee on Rural Education. During the fouryear period preceding the calling together of this group, we had attempted\nvarious improvements in the rural schools. The first one of these was to\nput rural schools on a “recognized\" basis similar to practices which had\nbeen going on in the high schools of our state over a period of forty or fifty\nyears. Certain standards for such recognition were set up. Since this recogni¬\ntion program was extralegal and had nothing whatever to do with the\nlegal status of the school or with its receiving of state school funds, we had\nto depend\n\nentirely upon\n\ngoodwill\n\nand\n\nrural people. If these rural people were\nin having their school become\n\nnot so inclined there was\n\nThey\n\ntime 1 may\n\nsay the recognition of all elementary\n\nSeptember\n\n1941\n\nsuperintendent\nAnother\n\nwith\n\nthe part of the\n\nschool by the state department\n\nwhatsoever.\n\nbeen legalized, and\n\non\n\non\n\nso inclined, they might be interested\n\na recognized\n\nof public instruction, but if they were\nwent\n\nunderstanding\n\ntheir work\n\nno penalty\n\nas they pleased. Since that\nschools in our state has\n\nno special state aid is to be received by schools after\n\nunless such\n\nschools are recognized\n\nby the office of the\n\nof public instruction.\n\nimprovement\n\nschool curriculum.\n\nVery\n\nwhich\n\nhad been started was\n\nlittle interest was\n\nof a lack of understanding\n\nin the field of rural\n\ntaken in this, primarily because\n\non the part of our twelve thousand\n\nschoolboards\n\nin Illinois and of the lay public in general. These people are more\n[ 579 ]\n\ninterested\n\n"}
{"page": 584, "printed_page": null, "text": "580\n\nNational\n\nEducation\n\nAssociation\n\nin holding to the old traditional type of teaching; consequently\nhas been made.\n\nOur\n\nthat we\n\na better public relations program\n\nneeded\n\npublic with some\n\nsuperintendent\n\nthat would\nway\n\nthem\n\nhe decided\n\nthe public, we\n\nopportunity\n\na committee\n\nto educate\n\nwas\n\nfor the improvement\nspending\n\nshould sit down\n\nus. These\n\nshould be set up\n\nand that this was the democratic\n\ninstead of educators\n\nfelt that we\n\nin order to acquaint the\n\nthat a program\n\nin setting up a program\n\nschools. In other words,\n\nthe idea\n\nespecially in regard to curriculum\n\nmeet the approval of this group\n\nof proceeding\n\neducate\n\nof public instruction conceived\n\nof these improvements,\n\nand recognition. Furthermore,\n\nlittle progress\n\nof rural\n\ntime attempting\n\nwith them\n\nto\n\nand allow\n\nare a few of the reasons why\n\nsuch\n\norganized.\n\nAt the first meeting\n\nin May,\n\neach member\n\nof the group\n\nwas\n\nasked to\n\ntell in his own words what he felt was the greatest problem in rural edu¬\ncation in our state. A stenographic report was made of these various opinions.\nA\n\ncopy\n\nwas\n\nsent to the members\n\ninterested people. The\neffect that what\n\nof the Committee\n\ntrend in a good many\n\nof these reports was\n\nwe needed most in rural education\n\nwas\n\nand better trained leadership but a better informed\nproblem\n\nseemed\n\nto center around\n\nlay public as to what\n\nNovember\n\nwas\n\nbe meetings\n\nchief\n\non the part of the\n\nto solve these problems.\n\nThis\n\nvery interesting. Schoolboard\nP.T.A.\n\nof our group, the chairman\n\nreport at the next meeting\n\nin each county\n\neach year. The\n\nfollowership. The\n\nwas best in rural education.\n\nasked that each member\nbe done\n\nto the\n\nnot necessarily more\n\na better understanding\n\nIn view of the report of the different members\nmight\n\nas well as to other\n\non what\n\nmeeting\n\nwhich\n\nhe thought\nwas\n\nheld in\n\nmembers\n\nfelt that there should\n\nof all rural schoolboards\n\nat least once or twice\n\nmember\n\nfelt that there should be organized\n\nin each\n\ncounty a rural parent-teacher council composed of officers of the various\nP.T.A. units in each county. One rural teacher said that rural teachers\nshould be closely banded together in an organization that had as its pri¬\nmary interest the improvement of rural education, and that instead of\ncounty institutes and district meetings where\non education\n\nin general that smaller discussion groups\n\nand center attention on the primary\nvery seldom\n\ninspirational talks were\n\ntouched\n\nproblems\n\ngiven\n\nshould be organized\n\nof rural education, a subject\n\nupon in a general lecture. The\n\nteachers college repre¬\n\nsentatives felt that one solution would be the setting up of key demonstra¬\ntion schools. Teachers could visit these schools and become better informed\nas to the procedures\n\nin a good rural school. The\n\ncounty\n\nsuperintendents\n\nthought that we needed a different type of county teacher institute, some¬\nwhat in line with what the rural teachers felt. The Illinois Agricultural\nAssociation\n\nhad a firm belief that there should\n\nbe a definite place allotted\n\nto the rural schools in the various agricultural publications and farm meet¬\nings. The discussion in such publications and meetings on the proper rearing\nof rural boys and girls was\n\nat least of as much\n\nimportance\n\nas the rearing\n\nof good livestock and the raising of hybrid corn.\nOther\n\nmembers\n\nof the group\n\ndecided at the second\n\nmeeting\n\nmade\n\nvaluable\n\ncontributions\n\nof the Illinois Rural\n\nEducation\n\nand\n\nit was\n\nCommittee\n\n"}
{"page": 585, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n581\n\nthat a third meeting be devoted to the question, \"What has your organi¬\nzation done to carry out some of the ideas expressed at this second meeting? ’\nThe third meeting was held on April 6 of this year and here are some of the\nactual doings of our Illinois Committee on Rural Education.\n1. Thru the assistance of the National Committee on Rural Education\ncomposed\n\nof Roscoe Pulliam, chairman; Agnes Samuelson;\n\nMabel\n\nCarney;\n\nFloyd Reeves; Maurice F. Seay; Leo M. Favrot; Lowry Nelson; Mrs. Ray¬\nmond Sayre ; J. F. Waddell ; and Iman Schatzman, executive secretary,\none five-year project has been set up for establishing key schools in one\ncounty of the state. This is in McDonough County, in which the Western\nIllinois State Teachers College is located. This is a three-way project under\nthe leadership of the county superintendent of schools, the teachers college,\nand the farm foundation. Union County, in the vicinity of the Southern\nIllinois Teachers College, the past year set up three “key demonstration”\nschools financed by the teachers college and directed primarily by Helen\nStenson, a member of the college faculty. In two other counties in north¬\nern Illinois six key schools were set up under the direction of Miss New¬\nbury. These were financed by the county superintendents of schools. Hence\nthe setting up of key schools is getting a foothold in our state, primarily\nthru the direction and leadership of the Illinois Rural Education Commit¬\ntee in cooperation with the various other agencies.\n2. Several of the members of our Committee attended the Midwest\nConference\n\non Rural Education\n\nsoon as the national committee\n\nat Kirksville, Missouri, last March.\n\nAs\n\ndecided to hold a similar conference in Illi¬\n\nnois next year, our Committee on Rural Education immediately asked per¬\nmission to sponsor such a meeting. All members have thrown themselves\nwholeheartedly into this movement and have already organized our state\nin a very effective manner to carry on such a conference. We are hoping\nthat various other states of the Middlewest may take part in a similar way\nand that we may have an outstanding rural conference in ChampaignUrbana no next March 27, 28, and 29. I will gave you just a brief\noutline as to the organization work which we have done in our state up to\nthe present time thru the work of our Illinois Rural Education Committee.\nWe\n\nhave appointed a General\n\nArrangements\n\nCommittee\n\ncomposed\n\nof\n\nseven members. This Committee will have charge of all general arrange¬\nments and the appointment of several subcommittees. Another committee\nwhich has been appointed has been the Publicity Committee. On this we\nhave nine members, each of whom has either direct or indirect access to a\nstatewide publication or a statewide radio station. One member, for ex¬\nample, is from Prairie Farmer, a farm paper with a midwest circulation of\none-third of a million. Another member is the rural service chairman of the\nIllinois Congress of Parents and Teachers, an organization with 175,000\nmembers; another member (who is now chairman of publicity) is on the\nfarm extension staff of the University of Illinois; another is from the Illi¬\nnois Agricultural Association with its membership of 90,000 farmers in our\nstate. This committee\n\nhas had one meeting and appointed one member\n\nas\n\n"}
{"page": 586, "printed_page": null, "text": "582\nchairman\n\nNational\n\nEducation\n\nAssociation\n\nof publicity. They\n\nwill become\n\nactive as soon as school begins\n\nin the fall by giving publicity thru their several farm papers, teacher jour¬\nnals, and local county newspapers.\nA third important state committee which has been appointed thru our\nIllinois Rural Education Committee is the Program Committee. This\nprogram group has had one meeting and made some tentative plans for\ngeneral arrangement of the program. They did not wish to go too far\nuntil their tentative plans were approved by the national committee at a\nrecent meeting in Milwaukee. Further details call for the appointment\nin each county of a county chairman on publicity and program. The state\nchairman will work in contact with the local county chairman. We hope\nto further break down the organization by townships whereby interest\nmay be aroused in these smaller areas. This will be attempted thru home\nbureau units, farm bureau units, rural teacher units, rural school director\nunits, and rural P.T.A. units. I go into this in detail to show how the\nIllinois Rural Education Committee has become interested in this whole\nmatter of rural education.\n3. And\n\nnow\n\nfor a third work\n\nof our larger state committee. We\n\nare\n\nsetting up in each county a county rural education council composed of\nrepresentatives from the various organizations of the county interested\nprimarily in rural education. Some of these have already been organized\nand are functioning. In one of these groups I found members of our state\nRural Education Committee, four rural school directors, three rural minis¬\nters, two rural P.T.A. presidents, one district director of P.T.A., two\nfarm bureau members, two home bureau members, and four rural teach¬\ners, as well as others from the rural areas. This may prove to be one key\nto the improvement in rural education. By such county councils we will\ncome into close contact with the lay public.\n4. A\n\nfourth accomplishment\n\nof our state committee\n\nhas been helping\n\nto organize rural parent-teacher councils. There are fourteen such county\ncouncils now organized. One now has forty-two members representing\nforty-two different P.T.A. units of the county. Of course, this was not\nstarted by our Committee but we are cooperating with the Illinois Congress\nof Parents and Teachers in trying to further such work.\n5. A fifth task which we have undertaken is to define what we mean\nby a good rural school. A committee was appointed in November to deter¬\nmine this and made its report at our April meeting. The report of this\ncommittee was a brief but very carefully prepared statement of the subject.\nA copy of this report was distributed to various members of the Committee\nand is now being used by the various groups in attempting to crystallize\ntheir thinking on some of the phases of a good rural school. The matter\nof teacher training and curriculum is being quite freely discussed by various\nlay groups and I feel that this is quite wholesome.\n6. A sixth undertaking has been the actual visitation of good rural schools\nby members\n\nof our state Rural\n\nEducation\n\nCommittee\n\nphotographs. These are enlarged and tinted. They\n\nand the taking of\n\nare then used with lay\n\n"}
{"page": 587, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n583\n\ngroups to explain some of the essentials of a good school. A movie is to be\nmade this next year and used in the same way.\n7. Utilizing the radio is not being overlooked. At one time during the\npast two years there were seventeen different weekly programs being carried\nover as many different stations. These were being given for the most part\nby the rural people themselves and had to do with explaining some features\nof good schools. Some programs are in progress most of the time (except\nduring the summer months), fifteen minutes per week. Over station YV ROK\nat Rockford the president of the Rural P.T.A. Council has been conduct¬\ning weekly broadcasts for the past two years. Similar programs are being\ngiven over many other stations, including WLS, Chicago.\nAnother more or less side issue has been that the Illinois Congress of\nParents and Teachers is taking as one plank in its state program, \"Every\nSchool in Illinois a Recognized School.” While this did not come partic¬\nularly from the Rural Education Committee, it fits in very nicely with\nthe work.\nWhat is the future of this group and what are some of the possibilities\nfor work centering around a state Committee on Rural Education?\nOur attention, of course, will be given for the next few months to work¬\ning toward a successful program for the midwest conference next spring.\nLeading up to this we are arranging a series of district conferences for\nOctober and November. There will be a one-day conference at the Eastern\nIllinois State Teachers College on October 21, one at the Southern Illinois\nState Teachers College on October 22, one at the Western Illinois State\nTeachers College on October 23, one at the Northern Illinois State Teach¬\ners College on October 30, and one at the Illinois State Normal Univer¬\nsity on November 13. Then there will be a statewide one-day conference\nat Champaign-Urbana on January 7. The program for all these one-day\nconferences will center around the theme, ‘‘What Constitutes a Good\n\nRural\n\nSchool?’’ The Illinois Rural Education Committee is sponsoring these oneday conferences and is centering much activity around them. We are at¬\ntempting to get a delegate representative from each township of the state at\nsome of these meetings. These delegates will then go back to their respective\ntownships or small groups and carry the message of some of the lessons which\nthey have learned at the central conference. In theory, at least, such an\norganization in the state might well lead to a coordination of all the forces\nworking for the benefit of rural education. As a matter of fact this is the\nunderiving philosophv of our group. It is not primarilv an ‘‘action” group.\nWe make very few motions and pass very few resolutions but we do give\neach member an understanding of the other fellow’s viewpoint. For example,\nhere is what one rural school director, living on a farm, had to say at our\nfirst meeting: ‘‘I feel that a teacher properly trained (and I do think he\nshould be trained for rural school teaching the same as a high-school teacher\nis trained for high-school teaching) should be one of the community leaders.\nOne reason we have this rural situation today is a lack of leadership among\nthese people. I am convinced that one of the first things that must be done\nin our rural communities is to make the people of the community conscious\n\n"}
{"page": 588, "printed_page": null, "text": "584\n\nNational\n\nEducation\n\nAssociation\n\nof their environment and opportunities in their own communities, and this\ncan best be done by putting in properly trained rural teachers and letting\nthem assume leadership.” This statement of a farmer who has had no\nparticular training in a college or university carries with it a tremendous\ninfluence among his fellow farmers. The same statement made by an edu¬\ncator to the farmers would have very little effect. And this is the under¬\nlying philosophy of this public relations program. We hope to get the lay\npeople of our state talking the same language as the educators and indicating\nwhat should be done in the rural schools. It will be much more effective\nthan if the same statements were made by the school people. We already\nhave had instances where lay groups are publicizing in their newspapers\nand magazines their own convictions pertaining to teacher training and\nthe curriculum. For example, here is what one farmer’s wife, a home bureau\nmember, published in the statewide Illinois Agriculture Record, a monthly\npublication going into 75,000 rural homes in Illinois. She says in part:\n“Once again we find that cooperation will probably prove to be the key¬\nnote to success in th is commendable effort to provide better education for\nour children. The superintendent of public instruction raises the require¬\nment standards of our teachers, and the colleges and universities come to\ntheir assistance by providing the means by which the teachers can earn the\nneeded credits while regularly employed. And we, as parents, can do our\nshare by giving to all our loyal support.”\nAnother member of our Committee takes it upon herself to study and\nreport upon the American Library Association ratings of all reference sets\nbeing sold to our rural schools. A copy of the Elementary Schools Rating\nScale may now be found adorning the reading tables of many of our farm\nhomes.\nI have taken considerable time to explain what our Illinois Rural Edu¬\ncation Committee is doing, not so much what we have already accom¬\nplished but what we feel we have reason to expect will be accomplished\nduring the coming few years. The attendance at all our meetings has been\nalmost 100 percent and the interest is growing. For the first time the farm\npeople feel that they are a part of the educational system. The American\npeople delight in doing things but in all too many cases resent being told\nthat they must do something. It is with this underlying philosophy that we\nhave undertaken the public relations work in our state. Progress in edu¬\ncation should be measured not by what the educators feel is sound and\nshould be done but by what is actually being accomplished. The effective¬\nness of a curriculum program in any state cannot in any sense be measured\nby the publicity which is given thru the educational agencies of that state.\nRather, it must be measured by the results obtained in educational move¬\nments within the state. Of course, there is a need for planning and outlining\nof work, but we need more to put into effect some of this sound philosophy.\nAs far as the actual improvement in the curriculum and teacher training\nof our state is concerned, we are making no particular claims as yet. As a\nmatter of fact, our actual programs in curriculum\n\nand teacher training do\n\nnot rank with some other states. This we hope to bring about by setting up\n\n"}
{"page": 589, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n585\n\nthe proper machinery for bringing about improvement. We feel now that\nsince the recognition of elementary schools is legalized in our state for the\nfirst time in its history, we have some backing from which to work.\nThe attendance at the teachers colleges this summer term would indicate\nthat such improvement will be brought about. In some cases there is as\nmuch as a 25 percent increase in enrolment over last year. Also, extension\nclasses during the regular school year are being conducted in practically\nevery community of any size in the state. The training of teachers has been\nour essential weakness thruout the past years. We have been unable to cor¬\nrect this thru the certification laws. We have been unable to get our legis¬\nlature to enact any such certification law for the past several years. Conse¬\nquently, improvement in teacher training must be brought about by other\nmeans. This it seems now\n\nis being accomplished thru our recognition pro¬\n\ngram.\nOne outstanding possibility of our Committee, it seems to me, will be in\nthe help which it will be able to give in shaping legislation for rural\nschools. Recommendations coming from organizations such as are repre¬\nsented in our group will have much weight with our legislators.\nA MODERN\n\nC. E. RAGSDALE,\n\nCURRICULUM\nFOR\nHIGH SCHOOL\n\nASSOCIATE\n\nPROFESSOR\n\nWISCONSIN,\n\nThe\n\nCommittee\n\nOF\n\nEDUCATION,\n\nMADISON,\n\non Rural Community\n\nTHE\n\nRURAL\n\nUNIVERSITY\n\nOF\n\nWIS.\n\nHigh Schools is cooperating with\n\nseven typical Wisconsin communities for a five-year period in an effort to\nmake important improvements in rural education. The Committee is offer¬\ning extensive consultation service without cost to the local schools. The\nwork will begin with the cooperating high schools and be extended to include\nall the surrounding\n\ncountry schools that send pupils to the high schools.\n\nEventually all rural education in the state should be influenced.\nThe\n\ncooperating communities\n\nare: Cambridge,\n\nJohnson\n\nCreek, Camp-\n\nbellsport, Winneconne, Hancock, Wonewoc, and Blair. An eighth com¬\nmunity will be added within a year.\nIn these communities the schoolboards, principals, teachers, and county\nsuperintendents have expressed a desire to cooperate with the Committee\nin an intensive five-year effort. The purpose is to develop an educational\nprogram adapted to each individual community as good as the leadership\nin the state can produce.\nIn these communities school costs are now in the middle range for schools\nof their size. It is the intention to keep costs at a normal figure and at the\nsame time work out a superior educational program. All schools in Wis¬\nconsin may be expected to profit by the experience of these seven cooperating\ncommunities.\nThe\n\nCommittee\n\non Rural\n\nCommunity\n\nHigh\n\nSchools was formed\n\nyears ago under the auspices of State Superintendent Callihan.\n\nfive\n\nDuring this\n\n"}
{"page": 590, "printed_page": null, "text": "586\n\nNational\n\nEducation\n\nAssociation\n\ntime it has studied the problems of the small high school and the rural com¬\nmunity and is now ready to cooperate with a few schools in an intensive\neffort to improve education. The Committee is a voluntary organization\nwhose members serve without compensation. Travel expenses are financed\nat present by the Committee on Rural Education of the Farm Foundation,\nbut more financial aid is seriously needed.\nThe\n\nCommittee\n\nis representative of the state of Wisconsin\n\nas a whole,\n\nits forty-five members being drawn from many institutions. It includes a\ngreat variety of leaders in education and rural life.\nThe problems that particularly need solution are as follows:\n1. H igh schools must be made to better fit local conditions and the future\nneeds of pupils. It is especially necessary to take care of those young people\nwho will not go on to college.\n2. The relations between the school and the community need to be im¬\nproved. Often the community does not understand the school ; the school\nhas not found its proper place as a community institution, and does not make\ngood use of community resources, especially in business and social education.\nThe school must do more in developing community recreational activities.\n3. The small high school is the center of an educational area much larger\nthan the small city in which it is located. Usually two-thirds of the pupils\ncome from surrounding country schools. Many come from parochial schools.\nClose cooperation with independent school districts and with parochial\nschools is needed so that the whole twelve years of the pupil’s education may\nbe properly coordinated. Plans must be developed for educational areas\nrather than for school districts.\n4. The training, selection, and retention of teachers present many prob¬\nlems. In the past, training has been too specialized and not sufficiently re¬\nlated to living in a small community. Teachers now in service must be\nhelped in self-improvement, and teacher-training institutions must be shown\nhow to change their training programs. Salaries and living conditions must\nbe made sufficiently attractive to hold more of the superior teachers in com¬\npetition with the larger schools.\n5. The small school must learn to take full advantage of its strong points,\nespecially the possibility of close acquaintance between teacher and pupil\nand the keen social consciousness that may be found in a small unified\ncommunity.\nA\n\nCURRICULUM\n\nCHARLES\n\nC. STADTMAN,\nSTATE\n\nFOR\n\nRURAL\n\nCOORDINATOR\n\nDEPARTMENT\n\nOF\n\nELEMENTARY\nOF\n\nDEPARTMENT\n\nEDUCATION,\n\nOF\n\nSPRINGFIELD,\n\nSCHOOLS\nSUPERVISION,\nILL.\n\nIn considering the curriculum for the rural schools, it is very important\nthat one consider certain elements of the philosophy underlying the program\nin the light of world conditions as they exist today with particular reference\nto conditions as they might develop in the United States. In doing this it\nis necessary to evaluate particularly the goals which have been established\n\n"}
{"page": 591, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n587\n\nfor education and the methods of instruction which have been developed for\nthe purpose of obtaining these goals.\nThe necessity of this evaluation is brought home to us particularly be¬\ncause of the international situation. At the present time, democracies have\nfallen prey to the totalitarian interests. It appears that the principles of\ndemocracy, which are the fundamental\nare in danger of being destroyed.\n\nbasis of the American\n\nway\n\nof life,\n\nWhile to some it might seem that the United States is not involved in\nthis situation, a careful study of world conditions and the conditions here\nin our own country leads us to a realization that the American way of life,\nas far as the government is concerned, is in jeopardy.\nThe question is, “What are the chances for dictatorship to supplant repre¬\nsentative government in the United States?” To answer this question, it\nis necessary to observe certain situations which exist at the present time and\nrelate them to the educational program.\nThere is no question but that there are large groups of aliens, as well as\nthousands of naturalized foreign-born, who are inclined toward the\ntotalitarian idea. Added to this is a large group of individual citizens who\nbelieve in efficiency in government on a basis comparable to the efficiency\nwhich has been developed in the large commercial institutions of the nation.\nIf we add to these that large percent of the American population which has\nbeen schooled to the idea of a job with sufficient monetary returns to main¬\ntain the high standard of living which has been developed in this country,\nwe have a very sizeable group of individuals which might reasonably be\nexpected to consider any system of government giving promise of satisfaction.\nFor the attitude of the foreign-born and the alien population the public\nschool cannot be charged, but the educational system must assume certain\nresponsibilities for the attitude of that large group of individuals which\nbelieves in efficiency at all costs as has been portrayed by the Nazi war ma¬\nchine, and also that large part of the population which has been schooled\nto the idea that a certain standard of living must be maintained at all costs.\nIn view of this situation, let us look at one of the goals of our educational\nprogram.\nFor almost a half-century it has been a slogan of the public schools to\nprepare individuals for jobs. Efficiency in making a living with monetary\nreturns which will enable the individual to gain power and conveniences\nhas been one of the chief goals of American education. Vocational education\nhas been the watchword of recent times in education. It has permeated the\nrural schools.\nFrom\n\nan educational standpoint this procedure has undoubtedly\n\nbeen a\n\nsound one. Certainly it is a fundamental principle of education in a demo¬\ncratic state to prepare the individual in a way which will make him selfsufficient and, for that reason, not a dependent on society. Vocational educa¬\ntion has in it many of the characteristics of a sound educational element. In\nthe first place, it appeals to the interests of the individual pupil. In the sec¬\nond place, it provides an activity, the results of which can be measured. In\nthe third place, it offers every possible inducement for cooperative action\n\n"}
{"page": 592, "printed_page": null, "text": "588\n\nNational\n\nEducation\n\nAssociation\n\non the part of pupils which not only makes the work interesting but enables,\nthru cooperative effort, an individual to make a contribution to group\nachievement. These elements cannot be overlooked.\nPossibly the thing which has been overlooked in the entire program has\nbeen the necessity of instructing children in the schools so that they will\nunderstand the significance of creating jobs for themselves, as wrell as gaining\nthe ability to handle the job when it is once secured. As a result, the public\nschools have continued to prepare pupils to take jobs without providing for\nthem the means of satisfying their desires to utilize their abilities in a job.\nPupils capable of working graduate from institutions but are unable to find\npositions. Their ideals have been the ideals of a job leading to power, indus¬\ntrially and commercially. When these individuals find their desires unful¬\nfilled and their opportunities for industrial activity lacking, it is quite\nnatural that they will set up within themselves an attitude that these things\nmust be attained at any cost and, for that reason, they are susceptible to\npromising propaganda. Certainly in our educational scheme something\nmust be developed which will establish an idea in the pupil that he is as\nresponsible for creating wTork as he is for doing it when it is once created.\nThe second point in our philosophy, which has a bearing on the curriculum\nof the rural school, is the method of developing ideals wffiich has been used\nfor a century and a half. No one will deny that one of the reasons educators\nhave not been satisfied with the results of the educational program is the\nfact that influences outside the schools are contrary to the influences within\nthe schools. The question is often asked, uWhv are pupils taught high ideals\nof conduct and business ethics in the school only to revert to lowT ideals when\nthey get out into business life?” Apparently the ideals which have been\nfostered in the youth have not carried with them convictions sufficient to\ndrive the individual to the carrying out of these ideals.\nPossibly the answer is to be found in the method in w-hich the ideals have\nbeen taught. Can ideals be taught with conviction ? Can they be learned by\npreachment or even by reading so that they will carry with them a convic¬\ntion that they must be carried out at all costs? I do not believe they can.\nIt is true that an ideal can be learned, that is, the knowledge of wffiat con¬\nstitutes an ideal can be gained thru teaching, preachment, and reading. It\nis also quite probable that an attitude toward these ideals might be de¬\nveloped in this way, but there is a serious question of whether an ideal so\nlearned will carry with it a conviction that the individual must fight, and\neven die, for the survival of that ideal.\nIf then it is essential that ideals of conduct be so developed that the\nindividual will be committed to a course of action at serious costs when it\nis necessary, is it not important that the elementary school give considera¬\ntion to proper procedure for the development of these ideals? I mentioned\nthat ideals cannot be taught with conviction. What then is the solution ?\nIt is the opinion of a great many that the only way an ideal can be\ndeveloped in an individual is thru offering him an opportunity to develop\nthe ideal for himself thru exercise in the important elements of our civili¬\nzation, by handling these various elements, comparing one attitude with\n\n"}
{"page": 593, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n589\n\nanother and by rubbing shoulders with other individuals. By discussion,\nargumentation, and physical contact, an individual develops his ideals, and\nwhen they are developed in this manner he considers them as belonging to\nhim and as his own creation. They become more or less sacred to him and\nhe will see them thru at all costs.\nAn illustration taken from actual experience is apropos. Not long ago\nthe father of a boy who had become interested in model airplanes decided\nto aid him in this worthwhile interest. One day in Chicago the father ob¬\nserved a beautiful airplane model which he purchased and gave to his young\nson. The boy was delighted. After being wound up the model airplane took\noff as a regular airplane would. It soared and it landed properly. The boy\nenjoyed it, showed it to his friends, and was thoroly appreciative of the gift\nwhich the father had made to him. One day, inadvertently, he laid it on\nthe davenport and his sister without looking sat down upon it, rendering it\nincapable of further service. The boy was aggravated with his sister, harsh\nwords were spoken, but in a day or so the incident was forgotten.\nLater on the boy became interested in building airplane models, and after\nsome trial and error he succeeded in building a model which performed as\nwell as the one given him by his father. He was proud of this because it\nwas of his own creation. One day, inadvertently, he laid the model airplane\nwhich he had constructed on the same davenport on which he had laid the\nmodel given him by his father, and the same sister carelessly sat down upon\nthis one also. Now there was no comparison between the way in which the\nboy treated his sister when she had ruined the model given him by his father\nand the way in which he treated her when she had broken the model which\nhe had developed for himself. While in the first instance there were harsh\nwords spoken, in the second place he was almost ready to devastate his\nsister. It was an incident not easily forgotten by the boy. Apparently a child\nwill fight for material things which are truly his. Is it too much to expect\nhim to do likewise in the case of ideals and attitudes he has created ?\nThese things have great significance in the development of a curriculum\nfor the rural schools. In the first place, attention must be given to the\nnecessity of so developing the youth that they will feel as truly responsible\nfor the creation of things they need as for the manipulation of things\ncreated by others. In the second place, it is vitally necessary that conditions\nbe so developed in the school that the child shall create his own ideals of\nconduct instead of accepting the ideals of others. This is sound psychology.\nAll of us admit that no two individuals are alike, yet for centuries we have\nbeen attempting to implant the ideals of others upon the ideals of pupils,\nforgetting the fact that in the last analysis the ideals of no two individuals\nin regard to the same thing are alike.\nThe question of how to arrange a program for the proper development of\nideals is a vital one. Possibly all procedures must be centered upon the one\nidea of providing in the school opportunities for children to practice in the\nformulation of ideals. This involves three major items: First, the school\nmust afford an environment which will enable the individual pupil to exer¬\ncise himself in the important elements of our civilization. Opportunities\n\n"}
{"page": 594, "printed_page": null, "text": "590\n\nNational\n\nEducation\n\nAssociation\n\nfor exercise, in the field of science both inside and outside the school, oppor¬\ntunities for the use of the English language in conveying ideas, opportuni¬\nties for practice and exercise in social institutions of the community, oppor¬\ntunities to manipulate numbers as a language for the expression of the\nnumber relationships necessary to the lives of the individual pupils, and\nopportunities for creative expression in the held of fine and applied arts\nare necessary. These opportunities must all be afforded thru an environment\nprovided in the public schools.\nSecond, children must be allowed greater freedom in order that they\nmay exercise themselves in the environment which the school and com¬\nmunity provide. Since children develop ideals by contacts with one another,\nthe restrictions placed upon freedom of action, freedom of thought, and\nfreedom of communication are detrimental to the results we should expect\nin the rural school. This statement must not be taken as an expression of\nthe idea that children should become disorderly, nor can it be assumed that\nthere is any implication that children be allowed to do only those things\nthey want to do. It carries with it the idea that there should be more freedom\nwithout jeopardizing the interests of all and that there must be more em¬\nphasis placed upon leading children to want to do the things experience\nand conditions teach us should be done.\nThird, it is essential in the curriculum of the rural schools to eliminate\ncertain limitations which have become a tradition in public education. The\nmajor limitations are: (a) the necessity of breaking down the artificial\nfences we have built between what we call grades of achievement, (b) the\nelimination of classes in unrelated subjects, and (c) a reduction of emphasis\non the logical and chronological methods of presenting material.\nThe arrangement of the school program into Grades from I-VIII has\nits basis upon subject achievement rather than upon pupil development.\nSuch grade limitations prevent, to a great extent, the freedom of children\nto learn from each other.\nIt has always been the philosophy that the school must become somewhat\nsimilar to the home, but in the home the major portion of education of the\nsmall child is gained by his contacts with his older brother or sister and\nmuch of the development of the older child is gained thru caring for the\nyounger associates in the home. The grade limitations prevent, to a large\nextent, contacts which will enable the less developed child to learn from\nthe more developed.\nIn our rural program the division of the essentials of our civilization\ninto various subjectmatter courses provides a serious hindrance to child\ngrowth. This division has, to a large extent, prevented the teaching of one\nelement of our civilization in its relationship to another, a factor which is\nessential to a pupil’s development of his own ideals of conduct and under¬\nstanding. Geography is best learned when the pupil sees it from the view¬\npoint of its effect upon the lives of people. History becomes significant\nwhen the pupil conceives it as man’s efforts to solve the social, economical,\nand governmental problems. Mathematics is understood when the child has\nan opportunity to use it in interpreting the other elements of our civiliza-\n\n"}
{"page": 595, "printed_page": null, "text": "Department\n\ntion in which\nuse to convey\nindividual.\n\nof\n\nRural\n\nEducation\n\n591\n\nhe lives. It must become a language which the pupil can\nnumerical relationships of all areas of learning to another\n\nThe tendency to present all materials in a logical or chronological manner\nhinders a child in the development of attitudes and ideals. In all pro¬\ncedures in the rural school, if the basis for this discussion is sound, the\nchild must be introduced to the various elements of our civilization at a\nplace where these elements are significant to him. For instance, a study of\nother peoples becomes significant to the individual only as far as he has\nhad opportunities to observe other people in his daily life. If he has had an\nopportunity to observe differences in language, habits, and appearances, he\nlikely is ready to consider other peoples. To throw him into a study of\nforeign lives and customs simply because the textbook or course of study\ncalls for such procedure is educationally unsound. Even a study of early\nculture as a background for a consideration of modern civilization is ques¬\ntionable in elementary education. For that reason, it is suggested that the\nlogical and chronological method of presenting content should be displaced\nas far as possible by what we are now calling unit procedures.\nYou will observe that many of the points of this discussion are already\nbeing considered by the various states in their curriculum programs. In the\nstate of Illinois the curriculum program is based upon four fundamental\nprinciples :\n1. That curriculum construction begins with the rural school, expands\nelementary school, and from there extends into the secondary school.\n2. Provision is made for breaking down artificial grade\nso great a part in our educational procedures in the past.\n3. Content\n\nsubjects\n\nare\n\nconsolidated\n\ninto related\n\nareas\n\ninto the city\n\nlevels w'hich have\nin order\n\nenvironment in which a child may develop his ideals of conduct\nrelationships of one element of our civilization to other elements.\n\nplayed\n\nto provide\nthru\n\nseeing\n\nan\nthe\n\n4. Unit procedures, wherever possible, are advocated because such procedures\nenable children to exercise themselves in an environment which is significant to them.\n\nPossibly some statements must be made\nprogram\n\nin regard to how\n\na curriculum\n\non a statewide basis, or even a local basis, should be carried out.\n\nAs we all know, there are two important ideas relative to curriculum con¬\nstruction. One is the idea that the curriculum should be developed by the\nexpert ; the other is that the curriculum program should be prepared by\nteachers in service. The Illinois program is based on the belief that neither\nprocedure alone is sound.\n\nA program developed by the expert loses touch with the child as he lives\nin the school because the expert is not dealing daily with children. The\nteacher-prepared curriculum\n\nfalls down for two reasons: (a) the teacher\nis too busy and too fatigued to take the initiative in creating and originating\ncurriculum materials; and (b) a majority of our elementary teachers do\nnot have backgrounds of information broad enough to enable them to\nselect judiciously the elements of our civilization which should form an\nenvironment in which the children work and act.\nThe\n\nIllinois program\n\nis based upon\n\nthe theory that those experts who\n\n"}
{"page": 596, "printed_page": null, "text": "National\n\n592\n\nEducation\n\nAssociation\n\nare dealing with teachers and pupils should prepare the initial outlines of\ncontent and procedures as suggestive only, and that the teachers should\nbe given an opportunity to study and criticize by eliminating any unusable\nmaterial and adding content and practices wdiich they find to be workable\nin dealing with the youth in our schools. Such a procedure is being followed\nin the Illinois curriculum program which, because of necessity, is slow\nbut apparently growing soundly.\nPROPER\nDAVID\n\nUTILIZATION\n\nJ. HEFFERNAN,\n\nOF\n\nRADIO\n\nIN\n\nASSISTANT\n\nSUPERINTENDENT\n\nSCHOOLS,\n\nCHICAGO,\n\nEDUCATION\nOF\n\nCOOK\n\nCOUNTY\n\nILL.\n\nI suppose there is no supplementary aid in education which has been so\nclouded with an air of mysticism as that surrounding radio in education.\nThere seems to be a feeling that the radio is a magic box out of which\ncomes material requiring a superintellect to interpret it to a class. As far\nas I can see there is not a great deal of difference between using radio as\na supplementary aid and using textbooks, movies, slides, and other appur¬\ntenances so much a part of every good school. Radio is simply a vitalizing\nstimulant. It is something to which we listen for fifteen minutes and then\nspend hours in follow-up work. If we read a book we can go back over pages\nfor their sheer beauty, or because they stimulated us to thinking, or threw\nout some challenging questions. But with a radio presentation we listen\nto as much of it as we can and then it is gone. Radio education, as far as\nthe teacher is concerned, is part of education itself. We utilize radio as\nwe utilize our educational knowledge. After we become familiar with the\nbest of thought in the field, we then interpret it to our classes in the light\nof our own personality and experiences.\nThe words “proper utilization” in the title of this paper should not\ndeceive anyone into thinking I purport to be an authority on radio because\nthis is in direct antithesis to everything which I hold, educationally. There\nis no one authority or professor who holds the answTer, educationally. And\nin this we are fortunate, for it is from diverse opinions that we draw our\nsources of information and make our own conclusions. When we become\ndogmatic about our own feelings or opinions we cease to be effective. I want\nto make this clear from the start, for it is especially true of radio in educa¬\ntion. Everyone active in it today is pioneering.\nNow we can talk of “utilization.” At the present time we have a choice\non the air, during school hours, of music appreciation programs, dramatiza¬\ntion in all fields, factual happenings of moment to the world, and in some\nplaces direct teaching methods. In Cook County we have been primarily\ninterested in all phases of broadcasting outside the direct teaching method.\nWe feel that broadcasts used with discrimination can be fitted into the\nwhole educational pattern. By that I mean that an alert teacher listening\nto a literature program not only takes out of it what literary merit he\nmay find but also other qualities which will help in the entire day’s program.\n\n"}
{"page": 597, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n593\n\nI am thinking of an instance in a literature program where the children\nthemselves, after the program was over, ignored the literary possibilities\nand found themselves stimulated instead to a controversy on social issues.\nThey\n\nran the gamut\n\nfrom the health of the poor to their housing, their\n\neducation, and the whole economic structure of a great part of our popula¬\ntion. In any discussion of educational methods much depends on the in¬\ndividual teacher using his imagination and ingenuity. After all, the tech¬\nnics for discussion in the preparation for this particular broadcast were\nall aimed at its literary possibilities. The program was listed under a weekly\nliterature series. Now an average teacher might have used the program and\ninsisted on adhering to the literary merits, for everything was primed and\npointed to this end, but fortunately this particular teacher sensed that in\nthis class at the moment he could bring to them lessons in social conscious¬\nness more vital and more important to them than a mere discussion on\nwhether or not the playwright had written a good play. A teacher should\nshow discrimination in the use of radio programs, for as a stimulant it\nmust not be overdone. It can be of a great help to an end, but in itself\nit cannot attain an end. The procedure we have found most effective in the\nutilization of radio is an explanatory period preceding the broadcast and a\ndiscussion period following the broadcast. There must, of necessity, be quiet\nin the room during the broadcast if we are to get the utmost in the way of\nconcentration out of a group. The teacher must be as vitally interested and\nas intent on listening as the children. It is not a time for the teacher to catch\nup on reading papers or planning future work, for unless he is interested\nand conscious of the possibilities in a broadcast much will be missed in\nthe way of an educational contribution. However, I do not necessarily\nmean that in this period there cannot be some activity. For example, at a\nhistorical dramatization I watched a teacher very effectively take his ruler\nand follow the paths of the armies across the map during the broadcast.\nThis certainly did not disturb the students but assisted them in their\nappreciation of the drama itself. It is obvious that there are no hard and\nfast rules for the utilization of radio, any more than there are for the\nutilization of other tools in education. We must have common sense and\nwe must use it if we are to be good teachers.\nThere is a feeling among a great many people that our responsibility\nis simply in the direction of radio listening in the schoolroom. Since the\nsuccess or failure of education in general in the country is attributed to\nus, I do not see how we can afford to neglect outside listening which has\nbecome one of the most potent forces in the lives of our children. We\n\ndecry\n\ntheir listening to a great number of the children’s programs and a great\nnumber of the serials being broadcast, but we do nothing about directing\ntheir listening. The answer is that they do not like to endorse commercially\nsponsored programs. If you are familiar with children listening, you well\nknow that the commercials do not affect them to a great extent unless they\nare promised a whistle or a magic lamp which comes with box tops. Sponsors\nw ho are intelligent enough to promote\n\ngood educational programs\n\nare not\n\n"}
{"page": 598, "printed_page": null, "text": "National\n\n594\n\nEducation\n\nAssociation\n\nthe ones guilty of bad advertising. I was struck by a utilization of a com¬\nmercial program which impressed me as much as anything I have seen\naccomplished in classroom utilization. I sat with a little girl thru a\ndramatization of the life of Robert E. Lee. In school this little girl’s\nhistory lessons had taken her up to the breaking thru of the pioneers in the\nWest. Her knowledge of the Civil War, its problems and historical partici¬\npants, was very meager. After the broadcast, Robert E. Lee became to her\na living person and she was stimulated to an interest in the time in which\nhe lived. From a half-hour program were staged long evenings in conver¬\nsation and in reading on the Civil War; we traced the causes, the historical\ncharacters that played a part in it, and the effects it has had on our history.\nHistory became interesting when it was properly motivated.\nCan anyone say that because this program was commercially sponsored\nit should be criticized, and can anyone say that this young lady did not get\neducation about as well as we could hope to give it? But forgetting spon¬\nsored programs we should be familiar with the excellent sustaining pro¬\ngrams put on by the NBC, CBS, and MBS. I believe teachers should\nacquaint themselves with the broadcasts on the air both in and out of school\ntime. They\n\nshould recommend\n\nout-of-school broadcasts for family use.\n\nThey can have follow-up discussions in the class where these out-of -school\nbroadcasts have material which fits into the day’s program.\nA question keeps arising as to where we can go for a knowledge of the\nprograms now on the air. If you will write to NBC, CBS, and MBS, their\neducational departments will be happy to furnish you with monthly listings\nof their educational programs. The Illinois state department in most in¬\nstances today is equipped with a radio department willing and anxious to\nlet you know of the broadcasts and to assist you in your radio programs.\nThe federal radio educational department in the office of the L nited\nStates Commissioner of Education will furnish scripts and materials and\nhas available some\nfederal Radio\n\nrecordings. Ohio University, which\n\nEducation\n\nCommittee\n\nprogram,\n\nis in charge of the\n\nwill cooperate with you\n\nin experiments which you may want to carry out. Local stations thruout\nthe country are broadcasting educational programs designed to meet specific\nneeds in their communities. They too will cooperate.\nIn this discussion of radio some mention should be made of the national\nconferences which have been held on the subject. Ohio University’s Radio\nInstitute is held the latter part of April each year at Columbus, Ohio. In\nChicago the first week in December, a date which is tentative, the annual\nschool broadcast conference, sponsored by the Chicago Board of Education\nin cooperation with our office and the state department of education, will\nbe held. The location at this particular moment is not definite but in¬\nformation on this conference can be secured from the Radio Council of\nthe Chicago Board of Education, 228 N. LaSalle Street, Chicago, Illinois.\nThis latter conference is primarily a conference based on the utilization\nof radio in education with school children, with the teacher demonstrating\nthe entire procedure.\n\n"}
{"page": 599, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n59 5\n\nEducation\n\nThe best way to utilize a radio program is to listen to what is considered\nto be an educational program and, as you listen, think of the many uses\nwhich you could make of it in furthering the education of your children.\nIf you do this you will find that radio in education today has grown\nand is definitely worthy of a permanent place in your curriculum setup.\n\nCOUNTYWIDE\nWILLIAM\n\nAUDIO-VISUAL\n\nJ. HAMILTON,\n\nSUPERINTENDENT\n\nEDUCATION\nOF\n\nSCHOOLS,\n\nup\n\nPROGRAM\nOAK\n\nPARK,\n\nILL.\n\nThe subject of audio-visual education has received frequent mention in\neducational circles during recent years. Educational magazines carry many\narticles presenting views upon the subject; many books have been written\ndiscussing the findings of research workers in the field of instruction and\nfrom experimental work in the laboratories.\nAs a result of these reports and discussions, educational practitioners\nare inclined to look upon audio-visual education as something quite new\nand highly technical — too technical to be considered unless in the hands\nof highly trained specialists.\nWhen we analyze the situation, we come to the conclusion that audio¬\nvisual education is in fact the oldest of all learning and teaching technics and\nantedates the school and the classroom. The eye and the ear are the major\navenues thru which we become aware of the various elements that consti¬\ntute our environment and by which we solve our problems of orientation\nin our adjustment to the world in which we live.\nMost of the studies and discussions in the field of visual education have\ndealt with teaching devices and equipment. A few studies have dealt with\nattempts to measure the results obtained by the use of visual aids. There\nhas been well-organized commercial promotion which has awakened interest\nand extended the use of visual aids. These are valuable contributions and\nexcellent results have followed. This is the status of audio-visual education\ntoday.\nIt is our purpose to direct our thinking to a neglected phase of the audio¬\nvisual education — that of implementation thru the program of the school\nand the classroom. In order to attain the purpose in mind we need to think\nof audio-visual education as a correlated program involving all the learning\nexperiences provided in the school, home, and community.\nAudio-visual education should be made a definite part of a carefully\nplanned curriculum and correlated with the several courses of the cur¬\nriculum. Too frequently visual education is an extracurriculum activity\npresented upon an entertainment level. Motion pictures and illustrated\ntalks are presented in auditorium situations often with little or no correla¬\ntion with the work presented in the classrooms.\nThe first step in planning a countywide program of audio-visual educa¬\ntion is to make it purposeful — to make it supplement and vitalize learning\nexperiences of the pupils. With this point in mind, all audio-visual aids\nmust be selected with care.\n\n"}
{"page": 600, "printed_page": null, "text": "596\n\nNational\n\nEducation\n\nAssociation\n\nThe first step in an administrative procedure for the systematic use of\nvisual aids in any school system, whether it be large or small, is a careful\ninventory of the visual aids available. It is surprising to note the materials\nthat may be found hidden away in supply rooms, attics, and laboratories\nof schoolbuildings when a thoro and searching investigation is made for\nmaps, charts, globes, lantern slides, and other materials used in the visual\neducation program. These inventories should be continuous and the in¬\nstructional equipment listed and relisted each year.\nThe second step in an administrative program centering around the use\nof visual aids is an evaluation of the equipment and materials. Some of\nthem will be found to be obsolete and worn out. This will account for their\ndisuse. Visual materials, like textbooks, must\n\ngive accurate information\n\nand must be kept up to date. Wrong impressions and inaccurate statements\nmay do harm from an educational standpoint and should be carefully\nchecked by the supervisory as well as the teaching staff. Worn out projectors\nare dangerous to handle and may produce eye strain.\nIn listing visual aids it must be remembered that we include not only\nlantern slides and motion picture projectors, but bulletin boards, illustrations\nin textbooks, photographs, stereographs, maps, charts, globes, museum speci¬\nmens, and film strips. Nearly everything available for objective teaching\nshould be listed under the head of visual aids. The audio-visual equipment\nwill include sound film, radio receiving sets, and phonograph equipment.\nMention is made of these items because too often we think of the motion\npicture as the only equipment needed in an audio-visual education program.\nViewing the program in the large it is seen that visual aids of one kind\nor another may be made available to pupils in the most remote rural areas or\nin city schools having limited financial resources.\nThe next logical step in the development of an audio-visual education pro¬\ngram upon a countywide basis will be found in the establishment of a pro¬\ngram of in-service training for teachers in classroom work. Too often we find\nexcellent equipment for visual education seldom used because of the lack\nof interest upon the part of teachers or a lack of technic in the operation of\nprojection instruments. Teacher training in the use of visual aids must be\nmade a definite part of the administrative program. Teacher participation\nin the selection of visual aids and the articulation of the same with the\ncourses of the curriculum should be encouraged as one means\nwider and more intelligent use of visual aids in the classroom.\n\nof securing\n\nIn recent years, teacher-training institutions have been offering special\ncourses designed to acquaint teachers with the use of audio-visual aids in\nclassroom work. During the current summer sessions in schools of educa¬\ntion, some 163 courses are being presented in the field of audio-visual\neducation in 128 schools of education in the United States and Canada.\nLocal, district, and county institutes should be held from time to time in\nwhich the whole program may be devoted to a discussion and demonstration\nof technics in audio-visual education.\nThe third factor in the development of a local program designed to en¬\ncourage the use of visual aids is concerned with the distribution and\n\n"}
{"page": 601, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n597\n\navailability of teaching equipment. Visual aids must be made available in a\nconvenient location as the average teacher will not give much extra time\nand attention to searching for the necessary apparatus and equipment for\na special showing of materials of instruction. Many schools are now fully\nequipped with projection rooms which are complete laboratories containing\nnot only instruments used in the projection of motion pictures and lantern\nslides but in all other visual education as well.\nClosely related to the accessibility of visual aids within the schoolbuilding\nis the development of an administrative program which will provide ways\nand means for the distribution of sets of stereographs, photographs, lantern\nslides, and both silent and sound motion picture films to insure their\nmaximum\n\nuse. This may be accomplished by at least four different methods.\n\nIn schools with large enrolments it may be possible to provide a completely\nequipped laboratory for visual aids. Only the largest schools can afford\nthis complete equipment as only the largest schools can utilize the equipment\nto full capacity.\nA second method\n\nfor providing equipment\n\ndistrict organization which\nmore\n\nfor visual education is by the\n\nis usually citvwide or by the union of two or\n\ndistricts pooling their resources. Homogeneous\n\ncontiguous territory\n\nmay employ this organization in a satisfactory manner and economical use\nof the visual equipment may be assured.\nA third method for the distribution of materials for visual instruction is\nfound in distribution thru the county unit. In many situations this is the\nideal and most economical type of service from all standpoints.\nThe\n\nfourth method\n\nof administering the distribution of visual aids is\n\nfound in the statewide unit. Many of the early and most successful pro¬\ngrams for the distribution of lantern slides and motion picture films were\nupon the state plan. A comprehensive comparison of the administrative\nmethods employed by the various cities of the United States in the use\nand distribution of visual aids has been reported by Alex Jardine, director\nof audio-visual education in Evansville, Indiana, in the May\nDelta\n\nKappan.\n\nMethods\n\nof booking, maintenance,\n\n1940 Phi\n\ndistribution, and\n\ncosts\n\nhave been analyzed in this study.\n\nThe methods employed in the administration of a program of audio¬\nvisual education will vary to some extent in different localities. A plan\nwhich may work successfully in one community may not be successful in\nanother. It is therefore necessary that we define our plan and purpose\nin terms of (a) the use we are to make of visual aids, (b) articulation\nwith the curriculum at the various levels of instruction, (c) the sources\nof materials to be used in the program, and (d) the methods to be emploved in distribution of teaching aids. With these administrative problems\nin mind the Audio-Visual Council of Suburban Cook County, Illinois,\nwas organized.\nAt a conference called by Nobel J. Puffer, superintendent of the public\nschools of Cook County, Illinois, on March 21, 1936, a special committee\nof three school administrators was appointed for the purpose of making\n\n"}
{"page": 602, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\na study of methods to be employed in the organization of a jointly-owned\ncounty bureau of audio-visual education.\nThe committee made a survey of the field and filed a preliminary report\non July 1, 1936. It was\n\nrecommended\n\nthat the county should be used as\n\nthe basic unit for the organization of a program in audio-visual education,\nthis conclusion having been reached after careful investigation of systems\nin operation in various parts of the Middlewest. In defining the purpose\nof the Council, emphasis was placed upon imparting information as to the\nimportance of visual aids in education and providing in-service training\nfor classroom teachers in the use of visual aids in teaching situations.\nIn addition to a countywide program\nditional objectives were recommended:\n\nof in-service training, five ad¬\n\n1. To collect and distribute definite information concerning the availability of\nvisual aids and the technic of their use in class work. This is designed to keep the\nteachers\naids.\n2. To\n\nabreast\n\nof the times as to the current\n\nstimulate\n\nand\n\nsponsor\n\nbest practices in the use of audio-visual\n\nthe production\n\nof visual\n\naids in educational\n\nwork.\n\nMany schools have profited from the resourcefulness and originality of teachers in\nthe development of visual aids as part of an activity program. The increasing use\nof the camera and various kinds of projection apparatus has made a definite con¬\ntribution to the field of visual education. Visual materials developed by pupils and\nteachers\n\nas a part of an activity program\n\nhave\n\nan enhanced\n\nvalue.\n\n3. To promote the cooperation of the agencies interested in the use and distribu¬\ntion of visual aids for educational purposes. It is the purpose of the Council to select\nand evaluate materials to be made available to teachers. It was further recom¬\nmended\n\nthat a library of visual\n\naids with\n\ndistribution\n\nservice\n\nbe developed\n\nunder\n\nthe direction of the county superintendent of schools upon a countywide basis.\n4. A fourth objective was the encouragement of practical research studies of the\nuse of visual aids in teaching situations, thereby\ntechnics and the selection of materials.\n5. The\n\nfifth objective\n\nwas\n\ndesigned\n\nof audio-visual teaching materials\nCounty outside the city of Chicago.\n\nto promote\n\nin elementary\n\nseeking\n\nto improve\n\na countywide\nand\n\nprogram\n\nsecondary\n\ninstructional\nfor the use\n\nschools\n\nof Cook\n\nSeveral months were required in order to secure adequate financial sup¬\nport. Funds were raised by the sale of memberships upon a semester basis.\nSuperintendent Puffer provided substantial financial support making it\npossible to purchase sound and silent motion picture films together with\nsets of lantern slides. Individual schools were encouraged to purchase other\nforms of visual aids. The schools were expected to furnish their own\nprojection apparatus.\nWhile the Council operates as a cooperative enterprise with all sub¬\nscribing schools owning the film and slide library in common, it has been\nfound that adequate and efficient management is essential to the satisfactory\nfunctioning of the plan upon a countywide circulation basis. With this\nneed in mind, Kirby Ambler, a man of experience in the publishing business\nand wide acquaintance with the school administrators of the county, was\nemployed on part time as the executive secretary and manager of the\nbooking and circulation service. From our experience since January 1937,\nwe are of the opinion that the services of a competent director are of first\nimportance in the success of an audio-visual education program\nbasis of operation — district, city, county, or state.\n\nupon\n\nany\n\n"}
{"page": 603, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n599\n\nThe film and slide library of the Council has been developed gradually\nout of the experience and the expressed desires of classroom teachers. At\nthe present time there are available for schoolroom use between 40 and 50\nsets of lantern slides, 81 silent films, and approximately 100 sound films\ncovering work from the primary grades thru the high school. All visual\naids are circulated in units consisting of (a) three silent films, (b) two\nsilent films and a set of lantern slides, or (c) two sound films, the sub¬\nscribers having a choice of subject combinations. The minimum sub¬\nscription is for 15 units at $3 per unit; transportation and delivery charges\nare paid by the subscriber. Each unit may be retained by a member school\nfor one week.\nDuring the school year ending in June there were approximately 50\nschool systems in suburban Cook County using the service. During this\ninterval of time, sound films were booked 994 times, silent films 1137\ntimes, and sets of lantern slides 388 times. It is not possible to report on\nthe increase in the use of other audio-visual aids by teachers in Cook County\nschools, but there are reasons to believe that the resources of museums,\nnature trails, and zoological parks, as well as maps, globes, charts, stereo¬\ngraphs, and pictures of all kinds, have greatly increased because of the\ndevelopment of an orderly program\nof instruction.\n\nfor the use of audio-visual materials\n\nTo date the Council has not touched upon the teaching resources to be\nfound in the use of radio instruction, largely because of the difficulty in\nprogramming with the teaching schedules of the schools. The phonograph\nhas definitely come back to meet demands in teaching situations.\nIn summarizing this report on the implementation of a program of audio¬\nvisual education upon a countywide basis, it is our desire to place emphasis\nupon the following observations based upon experience in the field :\n1. Audio-visual education is not a new technic; it has been\nteaching procedure, and it is not a passing fad.\n2. A\n\nprogram\n\ncorrelated\n\nwith\n\nof audio-visual\n\neducation\n\na well-planned\n\ncurriculum.\n\ncan function\n\naccepted\n\nas a standard\n\nto the best advantage\n\nwhen\n\n3. Audio-visual aids in education consist of a wide range of materials, for ex¬\nample, pictures, bulletin boards, stereographs, charts, maps, globes, and phonographs,\nand are not confined to motion pictures and projection apparatus.\n4. Teachers\n\nmust\n\nbe trained\n\n5. Visual\n\naids must\n\norganization\n\nwithin\n\nchase\n\nand\n\nvenient\n\nthe school\n\ncirculation\n\ntion reported,\nand\n\nwe\n\nbe made\n\nin the technics of using visual aids in classroom\nconveniently\nsystem\n\nof audio-visual\n\nare\n\neconomical\n\nrecommending\nin operation\n\navailable\n\nThis\n\ncalls for an\n\nas well as a larger organization\n\nfor the pur¬\n\nteaching\n\nto teachers.\n\nwork.\n\nmaterials.\n\nIn the program\n\nof distribu¬\n\nthe cooperative\n\ncounty\n\nunit as the most\n\ncon¬\n\nwhen\n\nvisual\n\naids for teaching\n\npur¬\n\npresenting\n\nposes.\n6. Expert management is essential to a smoothly working\nand money spent for this purpose is a good investment.\n\nvisual-education\n\nservice\n\nAs previously stated, a program that may work successfully in one situa¬\ntion will not be adapted to another. With the growing knowledge of the\nvalues to be found in systematic visual education, the program has become\nessential in the work of the modern school.\n\n"}
{"page": 604, "printed_page": null, "text": "National\n\n600\n\nEducation\n\nSECRETARY’S\n\nAssociation\n\nMINUTES\n\nSt. Louis, Missouri\nBusiness\nThe\n\nannual\n\nbusiness\n\nMeeting,\n\nmeeting\n\nFebruary\n\n27, 1940\n\nof the Department\n\nof Rural\n\nEducation\n\nwas\n\nheld\n\nimmediately following the Tuesday afternoon session in Committee Room 4-C, Mu¬\nnicipal Auditorium, St. Louis, Missouri. Norman Frost, president of the Department,\npresided.\nAction on the report of the Committee on Program and Policy, which had been pre¬\nsented before the general session of the Department by its chairman, Frank W. Cyr,\nwas called for. Motion was made, seconded, and carried that the report be accepted\nas a guide for discussion\n\nbasic to the development\n\nReport of the Committee on Publications\nKate V. Wofford, chairman. Miss Wofford\nmeeting\n\nof the Committee\n\n1. Yearbook\n\non February\n\nof state and\n\nlocal policies.\n\nand Constructive Studies was made by\nreported 100 percent attendance at the\n\n25, and outlined\n\nthe following\n\nplans:\n\npublication\n\na. The 1940 yearbook, “The Education of Teachers for Small Rural\nSchools,” will be released in the late spring\nb. Plans for a series of three additional yearbooks have been projected\nas follows:\n\n2. Special issues of magazines\nMagazines\n\nof special interests\n\nthat they sponsor\nof Design\n\nare being\n\napproached\n\nwith\n\nsingle issues relating to rural education.\n\nwill be of this type and\n\nit is hoped\n\nthe request\n\nThe\n\nMay\n\nissue\n\nthat other magazines\n\nwill\n\ncooperate.\nA. F. Elsea, chairman,\n\nreported\n\nfor the Committee\n\non Regional\n\nConference.\n\nA con¬\n\nference for a five-state area — Kansas, Nebraska, Iowa, Missouri, Illinois — will be\nheld at Kirksville, Missouri, in cooperation with the Northeastern Missouri Rural\nLife Conference on March 14, 15, 16. Several institutions and groups have cooper¬\nated in furnishing speakers and other services. The Division of Rural Service of the\n\n19\n\n43\n\nN. E. A. has financed\n\na meeting\n\nof the Committee\n\n(A. F. Elsea, Missouri;\n\nChloe\n\nC.\n\nBaldridge,\nNebraska; Otis Keeler, Illinois; Barton Morgan, Iowa; E. E. Stonecipher,\nSo\nm\ne\nKansas;\nHoward A. Dawson, N. E. A. headquarters staff) and guaranteed expenses\nph\na\nof four sspeakers.\ne\nof\nWm. McKinley\nRobinson, chairman, reported for the Committee on Membership,\nco\nns\nof which E. A. eDuke,\nBarton Morgan, and J. F. Waddel were members. Because the\nrv\nat\nExecutive\nCommittee\nhad\nadjourned too early on February 25 to receive this report,\nio\n1941\nn.\n“Th\nit had been\ne Tpresented only to the president and secretary. The Committee recom¬\nool\nmended :\nSubj\nects\nin t\n1942\nhe O\n1.A That\nthe\npresent\nmembership\nprivilege without payment of fee be discon¬\nnebull\nT\ne\ne\nt\na\nin that\ntinued;\nfee be made one dollar ($1) and\nche\non a the sustaining membership\nr S\nrt i\nc\nh\nool”\nn ruprivileges of the present\ncarry with it the\nsustaining membership, as far\nral\nlife\nand\nas possible.\nth\nrura\n2. That rural education sections or e divisions\nl sc be encouraged as integral parts\nhool\nof state education associations in those states\nwhere such organizations\nhave not been affected.\n3. That\ngroup\n\nto meet\n\nthe needs\n\nor organizational\n\nof many\n\nconsideration\n\nmembership.\n\nThis\n\nbe given\n\nto the inclusion\n\nto be granted\n\nin the name\n\nof\nof\n\none of its officers and carry such privileges as are enjoyed by regular sus¬\ntaining members, plus such additional releases and reprints as might be\nfurnished the individuals in the group.\n\n"}
{"page": 605, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n601\n\n4. That\n\nthe National\n\nEducation\n\nAssociation\n\nbe requested\n\nto consider\n\nthe pos¬\n\nsibility of an inclusive membership card indicating the affiliated depart¬\nmental organizations, as well as the parent organization.\nDiscussion\nteachers\n\nfollowed\n\nhave\n\nin which\n\nMr.\n\nDawson\n\naffiliated as nonpaying\n\nstated that approximately\n\nmembers,\n\nreceiving\n\na few\n\nfour hundred\n\nmaterials\n\nthree or\n\nfour times a year. Motion wTas then made by Mr. Fischer, seconded by Mr. Turner,\nthat the Committee be continued and that the matters presented be given further\nconsideration by the Committee. After discussion the motion was withdrawn. Motion\nwas made by Dwight Bailey, seconded by Mr. Turner, that the Committee report\nbe accepted. Motion was carried and the report was declared adopted.\nMotion was made that the Committee be discontinued. Not seconded.\nMotion\n\nwas\n\nmade\n\nthat the Committee\n\nbe continued\n\nto study\n\nthe situation\n\nand\n\nreport another year. Motion carried. The chair stated that the Committee was au¬\nthorized to make proper constitutional changes. Mr. Dawson stated that, the current\nyear\n\nhaving\n\nProposed\n\nbeen\n\nstarted, new\n\nconstitutional\n\nmemberships\n\namendments\n\nshould\n\nwere\n\nbegin\n\npresented\n\nwith\n\nthe next fiscal year.\n\nby the secretary.\n\nThese\n\nhad\n\nbeen authorized at the meeting of the Executive Committee on February 28, 1939,\nand presented and accepted by the Executive Committee at its meeting on February\n25, 1940. Proposed\n\nchanges\n\nwere\n\nas follows:\n\nArticle IV, Section 1, of the Constitution to be amended to read: ‘‘The officers of\nthis Department shall be a president, a vicepresident, a recording secretary, an\nexecutive\n\nsecretary,\n\nand\n\nan Executive\n\nCommittee.”\n\nArticle IV, Section 4, of the Constitution to be amended to read: “The recording\nsecretary and the executive secretary shall be appointed annually by the Executive\nCommittee. The executive secretary shall be a member of the headquarters staff\nof the National\n\nEducation\n\nAssociation.”\n\nArticle II, Section 3, of the Bylaws to be amended to read : “The recording secre¬\ntary and the executive secretary, as executive officers of the Department, shall attend\nall meetings of the Executive Committee, shall present such reports and recommenda¬\ntions as shall be requested\n\nbut shall not vote, nor\n\nleges of discussion,\n\nto present,\n\nshall have\n\nall privi¬\n\nshall their presence\n\nbe counted\n\nin deter¬\n\nbe desirable\n\nor as may\n\nmining 'whether a quorum is present. They shall cooperate with the president in\narranging meetings of the Department. They shall be directly responsible to the\nExecutive Committee and may receive such compensation as the Executive Committee\nshall authorize.\n“The recording secretary shall keep copies of the programs of all meetings of the\nDepartment, shall keep minutes of business transacted by the Department or the\nExecutive Committee, shall keep a record of the officers of the Department and of\nall committees of the Department, shall receive and file all the minutes\nof departmental committees, and shall perform such other duties as may\nby the Executive\n\nand reports\nbe assigned\n\nCommittee.\n\n“The executive secretary shall keep a list of the members of the Department, col¬\nlect and keep a record of all dues, transfer all funds to the headquarters office of\nthe National Education Association, be responsible for the disbursement of funds on\nauthorization\n\nof the president, make\n\nand\n\nsuch\n\nfurnish\n\nserve\n\ninformation\n\nas may\n\nas a liaison officer between\n\nBylaws\n\nbe changed\n\nreport\n\nbe requested.\n\nthe Department\n\nNational Education Association.”\nMotion was made and seconded\nand\n\nan annual\n\nof receipts and\nThe\n\nand\n\nthat the report be accepted\n\nas indicated.\n\nDiscussion\n\nreport of the Committee\n\nFoote. Acceptance of the report\nbe found on page 602.)\nThe\nman,\n\nreport\n\non Resolutions\n\nfollowed,\n\nwas\n\nof the Nominating\n\nas follows:\n\npresident — Frank\n\nvicepresident — Mrs.\n\nDaisy\n\nmoved,\n\nCommittee\nW.\n\nHoward,\n\nwas\n\nwas\n\ncounty\n\nthe Constitution\n\nquestion\n\nraised\n\nas\n\nof stating specifically\n\nvoted. (This\n\nbv Francis\n\nJohn\n\nM.\n\nreport\n\nwill\n\nL. Bailey, chair¬\n\nCollege, Columbia\n\ncommissioner,\n\nshall\n\nstaff of the\n\nby the chairman,\n\nand\n\ngiven\n\nand\n\nwith\n\nand\n\ngiven\n\nseconded,\n\nCyr, Teachers\n\nsecretary\n\nthe headquarters\n\nto the desirability of having two types of secretaries,\nthe duties to be performed. Motion carried.\nThe\n\nexecutive\n\nexpenditures,\n\nGenesee\n\nUniversity:\n\nCounty.\n\nFlint.\n\n"}
{"page": 606, "printed_page": null, "text": "602\n\nNational\n\nEducation\n\nAssociation\n\nMich.; members of the Executive Committee for five-year terms — Dwight L. Bailey,\nMacomb, Ill., Chloe C. Baldridge, Lincoln, Nebr. ; member of the National Council\nof Education for a six-year term — Roscoe Pulliam, Carbondale,\nthe Committee was accepted and the nominees declared elected.\n\nRESOLUTIONS\n\nOF\n\nTHE DEPARTMENT\nEDUCATION\n\nAdopted\n1. We\n\ncommend\n\nFebruary\n\nto the rural teachers\n\nIll. The\n\nOF\n\nreport\n\nof\n\nRURAL\n\n27, 1940\n\nof America\n\nthe teaching\n\nof the fundamental\n\nvirtues of genuine democracy, real citizenship, personal integrity, and self-reliance\nand maintain that the rural school is a splendid place in which to instil these virtues\ninto the hearts of our youth.\n2. We\n\ndeploxe\n\ngovernment\n\nthe growing\n\nas the magic\n\ntendency\n\nagency\n\nof great\n\nmasses\n\nof people\n\nfor solving all social and economic\n\nto depend\n\nupon\n\nills. The\n\npeople\n\nshould support the government rather than the government support the people. The\nrural school should emphasize and clarify social and economic independence.\n3. We again emphasize the need for improving the social and economic status of\nthe rural teacher thru better salaries and teacher tenure and retirement laws.\n4. We\n\nrecognize\n\nwith proper\n\nthat education\n\nbalance\n\nis the function\n\nof responsibility\n\ncommend special state aid to poorer\ntion fund.\n5. The\n\nrural school should\n\nbetween\n\nof both the state and\n\nthe two\n\nfor control\n\nlocal units thru the medium\n\nthe local unit\n\nand\n\nsupport. We\n\nof a state equaliza¬\n\nteach the best of the existing social and economic\n\norder,\n\nits history and heritage, and use it as a foundation for improving the quality of\nwhat we have and what we are. Accept the best of American life as the cornerstone\nupon which to build a better quality of American life rather\ntainties of a new or different social and economic order.\n\nthan\n\nattempt\n\nthe uncer¬\n\n6. We deplore the attitude of any governing body which holds that teachers em¬\nployed in rural schools may have lesser qualifications than those employed in urban\ncenters. We reassert the need\ners in the rural field.\n7. We\n\nmake\n\nknown\n\nfor higher\n\nstandards\n\nand more\n\nthoro training of teach¬\n\nour intention to teach intelligently and vigorously\n\nthe American\n\nideals of freedom of speech, of worship, and of assembly, and we call upon teachers\nand leaders in the field of rural education to include these ideals in their school\nprograms.\n8. We view\n\nwith\n\nmuch\n\nwhich\n\nis out of school\n\nreceive\n\nconsideration\n\nand\n\nconcern\n\nthe plight of that part of our\n\nwithout\n\nemployment\n\nby educational\n\nand\n\nand\n\ncommunity\n\nrecommend\n\nAmerican\n\nyouth\n\nthat this problem\n\nagencies.\n\n9. We reaffirm our conviction that equality of educational opportunity among\nstates can best be realized thru some form of federal aid, provided that such\nis strictly limited\ntoday.\n10. We\n\ncommend\n\nmore particularly\nto rural teachers\nto make every\ncommunities.\n11. We\n\nto tax-supported\nthe programs\n\npublic schools\n\nas they are commonly\n\nand published\n\nmaterials\n\nthe\naid\n\nunderstood\n\nof this Department,\n\nand\n\nthe yearbooks and report of the Committee on Program and Policy,\nand leaders of the entire country. We especially urge all present\n\neffort to spread\n\ncommend\n\nthe use of these valuable\n\nthe president\n\nmaterials\n\nin their respective\n\nand other officers and committees\n\nfor the splendid\n\nprograms presented at this meeting and for all local arrangements so well executed.\nWe also express appreciation to the rural teachers and pupils for their splendid\ncontributions.\nJohn M. Foote, Chairman\nD. L. Bailey\nFred\n\nFischer\n\n"}
{"page": 607, "printed_page": null, "text": "■ Department\n\nof\n\nScience\n\nInstruction\n\n"}
{"page": 608, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nscience\n\nNOTE\n\ninstruction\n\nis an\n\noutgrowth\n\nof a State\n\nDepartment of Natural Science Teachers which was organized at a meet¬\ning oj the Colorado State Teachers Association in 1894. It was first\nknown as the Department of Natural Science Instruction.\nThe officers of the Department for the year 1940-41 are: president,\nJack Hudspeth, Box 16, Austin, Texas; regional vicepresidents,\nPhilip G. Johnson, Cornell University, Ithaca, N. Y.; George Skewes,\nState Teachers College, Mayvills, N. Dak.; Greta Oppe, Ball High\nSchool, Galveston , Texas; Mrs. Gladys Potter, Supervisor of Elemen¬\ntary Education, Public Schools , Long Beach, Calif.; secretary, Helen\nM. Strong, Soil Conservation Service, Washington, D. C.; treasurer,\nAelfric James, 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 volumes\nlows:\n1895:\n1896:\n1897:\n1898:\n\n951937916959-\n\n958\n967\n958\n984\n\n1899:1097-1 1 17\n\n1900:\n1901:\n1902:\n1903:\n\n592771759847-\n\n608\n802\n789\n896\n\n896\n826\n720\n958\n998\n828\n968\n992\n\n191 3:695- 716\n1914:727- 772\n\n1912:1153-1194\n\n1904:\n1905:\n1906:\n1907:\n1908:\n1909:\n1910:\n1911:\n\n843781719951965789949939-\n\nof proceedings\n\n1922:1239-1266\n\n1915:995-1028\n1916:699- 750\n1917:535- 556\n1918:295- 296\n1919:289- 290\n\n1923:\n1924:\n1925:\n1926:\n1927:\n1928:\n\n1920 :305- 308\n\n1929: 559- 578\n\n1921:663- 666\n\n1930: 529- 542\n\n\\ 604 1\n\n843753598625583569-\n\n860\n774\n608\n636\n598\n590\n\nas fol¬\n\n1931:561-576\n1932:467-480\n19 33:477-488\n1934:469-480\n1935:439-448\n1936:333-346\n1937:375-386\n19 38:527-538\n1939:607-618\n\n"}
{"page": 609, "printed_page": null, "text": "MILWAUKEE\nHOW\n\nMEETING\n\nSCIENCE CONTRIBUTES\nTO PERSONAL\nCOMMUNITY\nWELFARE\n\nWILLIAM\n\nH.\n\nJOHNSON,\n\nQCIENCE\n\nand\n\nits ever\n\nSUPERINTENDENT\n\nenlarging\n\nresults\n\nare\n\nOF\n\nSCHOOLS,\n\nthe\n\nbasis of our\n\nAND\n\nCHICAGO,\n\nILL.\n\ncivilization.\n\n^ Science is primarily a social function. It stands firmly on its respect\nfor tested truth and the method by which truth is revealed. We believe\nthat honesty is our great need in guiding a democratic nation. This honesty\nand respect for truth is probably more rigidly sought after and spread by\nscientists than by any other single group of people. We must hold fast\nto this scientific attitude of tested truth to counteract and neutralize un¬\nfounded prejudice and ignorant superstition, still prevalent in our present\nsocial order.\nThe\n\ngoal toward\n\nwhich\n\nfor every individual. Each\nmake. The\n\nscience is striving is a richer and fuller life\nfield of science has its own\n\nresults of the combined\n\ncontributions to\n\ncontributions from the different scien¬\n\ntific fields are so overwhelming in their social significance that it is difficult\neven to remotely vision a world without them. The ability to select and\napply the scientific knowledge that we possess affects the lives of all of us.\nThis must be realized by our young people who are studying science in our\nschools today. By understanding a few of the larger implications of science\nin their own lives, thev will more readilv attack the detailed problems of\nscience in the classroom.\nIf we take just one phase of the effects of science on the individual, for\nexample, in the home, the volume of pertinent facts is so vast that we can\nonly scratch the surface. The comfort of his home — its heating, lighting, and\nventilation ; the beauty of his home — its planning, decoration, furnishing,\nand garden ; the radio and victrola, all are dependent on scientific knowledge\nand result in an increase in his own comfort and happiness.\nFrom a knowledge of the material things and the social relationships\nthat add to the comfort and happiness of the home should evolve new and\nenlarged conceptions of the place of science outside the\nIt should result in a greater freedom from the dreads\nthe product of ignorance and superstition. A modified\nwhole world of ours and a more stabilized, sounder, and\n\nhome.\nand fears that are\nconception of this\nhappier philosophy\n\nof life are the results of scientific knowledge carried to its logical conclusion.\nA method of attacking problems that present themselves should be one\nof the aids of science, both to the individual and to the community. This\nscientific method and attitude includes a firm belief and realization of cause\nand effect. It calls for open-mindedness and a spirit of inquiry. A knowledge\nof the methods and principles of science to the point of use in ordinary life\nhelps the young person to solve his problems and interpret the world in which\nhe lives.\n1 605 ]\n\n"}
{"page": 610, "printed_page": null, "text": "606\n\nNational\n\nEducation\n\nAssociation\n\nScience opens up fascinating fields for leisure-time hobbies. Even\n\nthe\n\nyoung child enjoys his scientific collections — stones, leaves, bugs, or wild\nflowers. The charm and beauty of the great out-of-doors is brought home to\nthe older child because his eyes have been trained to see and his ears to hear\nand his heart to understand the beauty and fascination of the world about\nhim. These are some of the things that our school science classes must em¬\nphasize. Science is serving the community when a six-year-old appreciates the\ndifference between a vacant lot and a garden and when he appreciates the\ngardens of others because of his pride in his own garden.\nThe older child gains a knowledge and understanding of nature thru\nconsistent activities provided him during his earlier school years. He ac¬\nquires a knowledge of the trees and shrubs in his community in addition to\nhis general knowledge of trees. He develops an understanding of their im¬\nportance to the community. This leads to an understanding of the importance\nof conservation and reforestation. He must understand, eventually, how\nnatural resources affect economic production and how social and economic\nconditions depend on their use and control. Social responsibility for the con¬\nservation of natural resources is developed in our school science classes.\nWhile it is true that we are using our natural resources at a speed that\npredicts an inevitable shortage, it is also undoubtedly true that science will\nfind a way\n\nto supply new\n\nmaterials and forms of energy to augment\n\nour\n\npresent supply. The increasing efficiency of fuel-burning engines tends to\nconserve our coal and oil somewhat ; still, as long as we have labor-saving\nmachines we must have power to run them. Perhaps it will remain for the\npresent generation of young people to evolve a practical solution of harness¬\ning the sun’s rays to man’s machines. Science is one field where our young\npeople cannot complain of lack of opportunity. Tho it is almost as old as\nman himself it has been only in the last fifty years that it has borne the\nmagic fruit of which we are privileged to make use. The earth and the\natmosphere have increased their contribution to the welfare of the indi¬\nvidual and the community — perhaps the sun and the sea will see even\ngreater service to man.\nScientific discoveries and inventions have been so closely linked to the\nrise and decline of nations and events in history that one wonders why\nhistories have not been written with all the generals left out and the im¬\nportant scientists and inventors put in their places. The far-flung social\neffects of these people have certainly been greater.\nJust as science has served man so has it brought about much of our\nsocial and economic maladjustment. We need social and economic ad¬\njustments that are not out of tune with the age in which we live. Even as\nscience has brought about many of our problems it must be called upon to\nsolve them. A glance at the science curriculum in many of our progressive\nschool systems will show that our schools are sincerely attempting to bring\nabout this social adjustment.\nThe courses in the physical sciences in our schools stress those facts that\nare essential to good citizenship and to an understanding of life situations.\n\"These understandings must contribute to the principles set up to guide our\n\n"}
{"page": 611, "printed_page": null, "text": "Department\n\nof\n\nScience\n\nInstruction\n\n607\n\nyoung people in their human relationships. They should result in a better\nunderstanding of good health and how it may be achieved.\nThe natural sciences, too, offer constructive and practical knowledge\nnecessary to the well-rounded, educated individual. Our young people should\nrealize that man made no great progress in this world until he stopped\nguessing and learned how to measure. Our knowledge of natural phenomena,\nas well as our control of nature, is based to a large extent on accurate\nmeasurement. The success of presentday science and its application in\nindustry depend largely on the fact that conclusions are based upon accurate\nmeasurements. When a student is able to grasp the larger implications of\nscience in the world of which he is a part, science loses many of the terrors\nthat it sometimes holds for him. The study of a lens may be difficult and\nuninteresting but the application of that knowledge may take him far out\nthru space to look into distant worlds, or it may make visible to him the\nminute forms of life that cause disease and even death. Not only an under¬\nstanding of the visible but the invisible world, that infinitely larger and\noften so terribly important world, makes up the knowledge of the educated\nindividual today.\nThe invisible world may be thought of as a world of thoughts and ideas\nas well as one of matter not visible to the human eye. It is with these\nthoughts and ideas that we make progress and that we make history. Science\nis our long-range tool that can be used to bring about real progress, an\nenrichment of human life.\n\nPERSONALITY\nDAVID\n\nW.\n\nRUSSELL,\n\nDEVELOPMENT\n\nNATIONAL\n\nCOLLEGE\n\nOF\n\nTHRU\nEDUCATION,\n\nSCIENCE\nEVANSTON,\n\nILL.\n\nThru elementary science activities many of the traits of a good person¬\nality can be utilized as well as help meet the important frustrations of\nteachers and provide continuance of the cherished pleasures in teaching.\nTraits of a democratic personality that lend themselves directly to school\nexperiences in science can be easily analyzed and applied and will be con¬\nsidered separately.\nThe first of these traits is the use of intelligence which is directly re¬\nflected in all the activities of children and is a very important item in their\ndevelopment.\n\nIntelligence must be handled\n\naccording to its capacity, and\n\nthe broader the range of intellectual activities a subject can offer, the more\nadaptable it will be to personality development.\n\nElementary\n\nscience, with\n\nits unlimited scope, can meet a wide range of intelligence levels. Its great\nout-of-doors laboratory is often a proving ground for the borderline as\nwell as for the gifted child. It can provide happy experiences, which are\nthe essence of a well-adjusted personality.\nThe second of these character traits which contributes to personality is\nself-confidence or security. Any child can overestimate his importance,\nunderevaluate himself, or just be normal. V hen introspection becomes too\nstrong in children, personality adjustment may become a real problem.\n\n"}
{"page": 612, "printed_page": null, "text": "bOS\n\nOne\n\nNational\n\nEducation\n\nAssociation\n\nof the difficult situations to control is over self-confidence. In\n\nscience, the know-it-all youngster can learn his lesson too, for science\ncannot be bullied. Results are dependable according to scientific laws.\nScience has no favorites. There\n\nis little bluffing, but there is plenty of\n\nopportunity for all. It is not strange to find in elementary science classes\nthat the inferiority and superiority manifestations are forgotten, for the\nlure of simple science tends to put these introspective tendencies in the\nbackground, at least for the time being.\nScience is its own safety valve, even for the aggressive personality. The\nfirst indication of its effect on the aggressive child is his willingness to ask\nquestions. It is a fundamental rule that when guidance is requested, guid¬\nance is respected. Respected guidance is one of the best tonics for the\noverly aggressive youngster. The\n\npassive child is not so easily interested,\n\nbut if anything can awaken him, science will have a good chance. His\nrelease from hibernation will often be indicated by questions or a shy\nrecognition of science equipment.\nIn the simple science laboratory or out-of-doors, dependable activities\nare demanded of the young scientist. When he comes to a realization of\nthe underlying theme in all science, the interdependence of living things,\nhis activities may reflect the same idea. The thousands of living plants\ndepend on the atmosphere, the soil, water, minerals, insects, sometimes\nanimals, and even man for their very existence. The same is true of animals.\n7Tey depend on plants for their food, the air, water, and other natural\nelements. Then man himself relies on plants and animals. The reason\nany of these living things do not become superabundant is the great rule\nof the balance of nature. Dependability and interdependence in nature\nand its control by man are the very essence of science and everyday living.\nThe quality of cooperation is not inherited. It may develop as the youth\nmatures. In elementary science experiences, unusual opportunities prevail\nfor cooperation where there is a keen interest in searching, investigating,\nand adventuring. A group of children planning a nature excursion perhaps\nwants to explore for water life. Many plans must be made and cooperation,\nthru mutual interest, is incidental and unavoidable.\nThe out-of-door science laboratory is often an opening for the sensitive\nchild. There is no criticism from nature; its beauty and enrichment are\ndesigned for all.\nIt is evident that guiding and developing personality is a difficult task.\nThe new educational philosophy has made character development its\nprimary purpose. Utilization of intelligence, self-confidence, aggressiveness,\ndependableness, cooperativeness, and sensitiveness must be welded together\nto make the child a person of emotional unity, an individualist but one\nwilling to conform\n\nto the group. The\n\nchild must\n\nface reality squarely.\n\nScience can help him learn to do so, but it is not a cure-all for all personality\nailments, or the only road to adjustment.\n\n"}
{"page": 613, "printed_page": null, "text": "Department\n\nTHE\n\nCOMMUNITY\n\nW.\n\nA.\n\nBETTS,\n\nof\n\nScience\n\nInstruction\n\nAS THE CORE\nORGANIZATION\n\nUNIVERSITY\n\nHIGH\n\nOF\n\nSCHOOL,\n\n609\n\nSCIENCE\n\nAUSTIN,\n\nUNIT\n\nTEXAS\n\nThe resources and problems of the community offer a vast amount of\nvaluable and important teaching materials relating to public school science.\nThe present community exploration movement is the result of teachers’\nsystematic attempts to make extensive use of the community environment\nof children in their curriculum making.\nIn a study of community problems and resources, the learner has an\nopportunity to apply the theoretical study from the classroom. The premises\nof city dwellers present as striking problems of soil erosion as do farms and\nforest lands. The conservation unit that does not urge the learner to check\nerosion in his own yard is a functionless unit.\nThe school excursion has social utility value and finds support in\nrealistic businessmen who frequently deride the impractical “book learning”\nthat students often receive.\nThe study of community science problems and resources is not an easy\nway to teach science. It demands greater effort on the part of the teacher\nand learner than textbook teaching. It is once again pedagogically correct\nto expect the child in school to learn something.\n\nSOCIALIZING\nPHILIP\n\nG. JOHNSON,\n\nGENERAL\n\nCORNELL\n\nSCIENCE\n\nUNIVERSITY,\n\nITHACA,\n\nN.\n\nY.\n\nThe most stimulating examples of efforts to socialize general science\nare those which involve the pupils in making the plans for learning as\nwell as in achieving the goals. Some real problems to be solved by socialized\nprocedures are : How should pupils be assigned to seats in the general science\nclass? How can pupils assume responsibility for the routine matters which\nare necessary? How can pupils undertake and solve cooperatively a task\nwhich is much too great for the pupils to solve as individuals?\nA teacher can set a situation favorable to group work by directing learning\nby individualized instruction just preceding the time planned for group\nwork; by calling attention to local, state, and international examples of\ncooperation ; and by setting before the pupils a worthwhile task too large in\nscope for them to solve as individuals. Groups may be formed according\nto seating by teacher selection and by pupils’ selection. The latter offers\nthe most in socialization, but the plan should be adapted to the development\nof the pupils. The organization and direction of each group should be left\nto the pupils.\nWork for the groups may be divided so that each group studies one phase\nof a unit or so that each group studies all phases but in limited area. Specific\nsuggestions for each group will help to avoid misunderstandings and prob¬\nlems of cooperation. When pupils see a plan clearly they are usually eager\nto cooperate. This can be achieved by mimeographed suggestions.\n\n"}
{"page": 614, "printed_page": null, "text": "National\n\n610\n\nEducation\n\nAssociation\n\nReporting by groups may be directed by the leaders of each group or the\nteacher may enlist cooperation whenever a particular contribution will\ncount for the most in terms of the values to the groups who are observing\nbut not participating in the reporting. The latter plan appears to be of\ngreater value in achieving understanding of the ideas under consideration.\nThe completed reports as written, illustrated, and enriched by pupils\nare helpful in exhibits, school fairs, and as a stimulation to other groups.\nMany pupils like group work. They usually admit that they learned\nless but that depends upon the goals which the teacher tried to achieve.\nMAKING\nJACK\n\nTHE\n\nHUDSPETH,\n\nPHYSICAL\nCOORDINATOR\n\nSCIENCES\nOF\n\nMORE\n\nSCIENCE,\n\nAUSTIN,\n\nUSEFUL\nTEXAS\n\nIn spite of the scientific nature of presentday living, enrolment in highschool chemistry and physics is decreasing. To offset this, some schools are\nmaking their courses easier; others are offering an easy, advanced general\nscience course without laboratory work. But such remedies are not solutions\nto the problem because they do not strike at the basic cause of the enrolment\ndecrease. The content of traditional high-school chemistry and physics is\ntoo remote from the lives of pupils to interest or appear worthwhile to them.\nThe organization of a high-school science course should be based on\nthe needs, interests, environment, common experiences, and problems of\nhigh-school students. This framework, which is stimulating, interesting,\nand obviously worthwhile to pupils, should be supported and explained by\nthe necessary scientific facts and laws. Student dislike of scientific principles\ndisappears when they are presented in such a supporting role. The “pure”\nscience needed in such a remodeled course is about the same in quantity\nand nature as the science in a traditional high-school science course in\nwhich the organization is based on pure science that is taught for its own\nsake (with a few applications added on).\n\nBENJAMIN\n\nSOCIAL\n\nIMPLICATIONS\n\nJ. ROHAN,\n\nSUPERINTENDENT\n\nOF\nOF\n\nSCIENCE\n\nSCHOOLS,\n\nAPPLETON,\n\nWIS.\n\nWestern civilization is, in no small measure, what science has made it.\nThe application of its finding has resulted in numberless conveniences and\ncomforts. However, these improvements and advancements have been ac¬\ncompanied by dangers to which we have given so little attention that they\nnow amount to threatening problems. Yet this same science recognizes that\nsound social and economic procedure is based upon and is in conformity\nwith natural law. Therefore, this science which has had no small part in\nbringing problems to us offers society a safe guide by providing the means\nthru which more of our efforts can be put in tune with nature’s laws. This\nscience says that: (a) plants tell us that life is purchased thru serving;\n(b) insects, birds, and mammals tell us that cooperation is as big, if not a\nbigger, factor in survival than is competition; (c) conservation tells us\n\n"}
{"page": 615, "printed_page": null, "text": "Department\n\nof\n\nScience\n\nInstruction\n\n611\n\nthat we are not the owners of the earth ; that, rather, we are the trustees,\nand that to treat our natural resources in any other way than that of a\ntrust is to be untrue to those people who come after us; and (d) natural\nscience tells us that we cannot get something for nothing; that lasting\nresults are had only thru work and intelligently applied effort.\nScience, like music, can be a national as well as an international language\nand as such holds great possibilities of good for the human race. Its principles\nand laws have the same meaning in every language and in all nations.\nBecause of this commonality,\n\nit holds the possibility of bringing about a\n\ncommon understanding which offers a sound foundation for general con¬\nfidence and procedure. If the science teachers of Europe and the Americas\nwould\n\nwork\n\ntoward\n\nhelping the people within their respective countries,\n\nas well as their nations as a whole, and learn that insomuch\npractice service, cooperation, trusteeship, and work\n\nas they\n\nthat they are putting\n\nthemselves in tune with natural law, they would be working pointedly\ntoward helping the western world earn the right to live. Thus the social\nimplications of science imploringly hold before the science teachers of the\nworld\n\nthe social challenge to look up from their laboratory tables for a\n\nwhile and to spend some time in helping befuddled people find the road to\npeace and plenty.\n\nSOIL\n\nCONSERVATION:\n\nMARJORIE\n\nHAINES\n\nA\n\nCAMPBELL,\n\nNEIGHBORHOOD\nTEACHER,\n\nWASHINGTON,\n\nPROBLEM\n\nELEMENTARY\n\nSCIENCE,\n\nD. C.\n\nFor the last few years several of the elementary schools in the District\nof Columbia have been carrying on interesting studies of the soil and its con¬\nservation. These units have progressed as building projects, with all grades\nparticipating.\nThe study of the soils of the various communities has been the base for\nthe work and has led to interest in and better understanding of the soil\nconservation problems of the country.\nThe work has correlated very closely with all phases of the curriculum\nand has led to many varied, rich activities. While this study has enriched\nand made meaningful other units of work, it has been the science work and\nactivities which have given real meaning to the study of soil. Thru the\nmany experiments performed in this work, the great amount of data\nthat had to be collected, recorded, studied, and evaluated, the children had\nmany opportunities for exercising critical thinking and developing technics\nof working.\nIn reviewing these units of work — the general progress as well as the\nmany phases and activities and the records of understandings and overt\nbehavior — it is evident that thru the study of soil the children have acquired\na large fund of knowledge, have progressed in social growth and control,\nand are developing a feeling of civic and national responsibility.\n\n"}
{"page": 616, "printed_page": null, "text": "National\n\n612\n\nELEMENTARY\nGLADYS\n\nFORLER,\n\nEducation\n\nSCIENCE\nSCIENCE\n\nAssociation\n\nENRICHES\n\nDEPARTMENT,\n\nSHOREWOOD,\n\nCURRICULUM\nATWATER\n\nSCHOOL,\n\nWIS.\n\nThe schoolroom is the center but not the circumference of a child’s\nscience learning environment. The schoolroom is a workshop where children\nare stimulated to create and to discover.\nThe schoolyard gives unlimited opportunities for bringing children into\nthe presence of things. Every school has a unique setting which furnishes\nopportunities for discoveries.\nMost community resources include, among other things, such instruc¬\ntional possibilities as a museum, zoo, botanical gardens, florist shop, weather\nbureau, and well-planned home gardens. The environment can be brought\ninto the schoolroom by inviting the parents to share their knowledge and\nexperiences with the children.\nUnlimited opportunities for conscious adjusting are found in a cur¬\nriculum with science as a starting point. Learning takes place when a\nchild is actively dealing with real situations.\n\nSOIL\nHELEN\n\nCONSERVATION\nM.\n\nSTRONG,\n\nThe teacher who\n\nSOIL\n\nis aware\n\nIN\n\nTHE\n\nCONSERVATION\n\nJUNIOR\nSERVICE,\n\nHIGH\n\nSCHOOL\n\nWASHINGTON,\n\nof the intimate connection between\n\nD. C.\n\nall human\n\nlife in the United States and this thin, few inches of topsoil will discover\nmany relations thru numerous channels between pupil and community\ninterests.\nTo the junior high-school boy or girl in the country this connection\nmay or may not be obvious. Even the farmer, who is losing many tons of\ntopsoil per acre each year from his land, may not realize his loss. Emphasis\nhas been on loss of fertility, bringing back fertility, and improvement of\nbreeds of seed and stock. The fact that declining fertility was due not to\nsomething gone from the soil but to loss of the topsoil itself was\nlooked in a large measure for years.\n\nover¬\n\nFarm\n\nboys and girls can be taught in terms of their own community.\nThey may discuss the meaning of soil that is washed over a road or that is\nfilling a roadside ditch. Wind-drifted soil on roads or fences may not be\ntaken for granted, but, instead, its cause explored and remedies sought.\nSoil itself may be tested and its composition discussed in terms of community\nyields and crops. The State Teachers College at Mayville, North Dakota,\nthru cooperation between President Grace and its subjectmatter and edu¬\ncation faculty, has evolved science teaching from the community interests of\ncooperating rural practice schools.\nFor the city boy and girl the approach likewise is in terms of things he\nknows and in which he is interested. A factory may arouse questions such as\nthese: What raw materials are used in the factory? Where are products\nof the factory sold? If the raw\n\nmaterials are iron-ore or petroleum, the\n\n"}
{"page": 617, "printed_page": null, "text": "Department\n\nof\n\nScience\n\n613\n\nInstruction\n\nfinished product may depend upon a farm market. Agricultural machinery\nand electrical appliances for home and barn cannot be purchased by a\nfarmer whose topsoil is gone or nearly gone. Steel rails, locomotives, and new\ncars cannot be bought when a railroad loses its income, a large part of which\ncomes from freight which is agricultural produce.\nBoys and girls might study the list of manufactured products in the\nUnited States Census of Manufactures to find those using agricultural\nraw materials. They might then trace the relations between commerce,\nmanufacturing, and banking and the soil.\nA reservoir may provide water for domestic use or power. Pupils could\ninvestigate their community’s reservoir for silting and find out the source\nof wash into the reservoir. Such a study might lead one way into drinking\nwater and factory power, the other way into taxes and the pocketbooks of\nthose who pay them, revealing how hard-earned money is used to build a\nreservoir that is filling with rich topsoil. Immediately each city dweller and\nfarmer has a common interest.\nMany city boys like to fish and camp. A washed and muddied camp site\nor a cloudy stream with few fish may bring the city boy face to face with\nup- and down-hill ploughing and with soil and water losses.\nThe advance of settlement across the United States and the use of the\nland and its effect upon the people are fraught with as much drama as\nare any political or military campaigns. In fact, the use of the land is even\nmore basic, for out of it come the necessities and the vital well-being of\nevery man and woman and boy and girl in the country.\nThis kind of teaching calls for community study, first by the teacher,\nand then by both pupil and teacher. It depends in large measure upon\nthe teacher’s awareness of the realities and ramifications of life into land\nand land into life so that these may be translated into classroom activities\nand into field studies on the land itself.\nREPORT\n\nOF\n\nTHE\n\nSECRETARY\n\nThe Department of Science Instruction met on July 5, 1940, in Science Hall, Mar¬\nquette University, Milwaukee, Wisconsin, for its annual business meeting and election\nof officers. Mildred Fahv, president of the Department, presided.\nThe\n\nNominating\n\nby the president:\n\nCommittee,\nW.\n\ncomposed\n\nD. Bracken,\n\nLouis, Mo.; M. J. Phillips, West\nVeva McAtee, Hammond, Ind.\n\nof the following\n\nSt. Joseph,\n\nMo.,\n\nmembers,\n\nchairman;\n\nAllis, Wis. ; S. A. Thom.\n\nwas\n\nNorman\n\nMilwaukee,\n\nappointed\nJones,\n\nSt.\n\nWis. ; and\n\nThe following were nominated: president — Jack Hudspeth, Austin, Texas; vicepresidents — eastern area, Philip G. Johnson, Cornell University, Ithaca, N. Y. ;\nsouthern area, Greta Oppe, Ball High School, Galveston, Texas; north central area.\nGeorge Skewes, State Teachers\nPotter, board of education, Long\n\nCollege, Mayville, N. Dak.; 'western area, Gladys\nBeach, Calif. (Glen Cline asked to be released from\n\nhis position as vicepresident of this area) ; secretary — Helen M. Strong, Soil Con¬\nservation Service, Washington, D. C. ; treasurer — Aelfric James, Sr., Easton, Pa.\nIt was moved that the report of the Nominating Committee be accepted. The election\nwas unanimous.\nA motion was made and carried unanimously to extend the thanks of the Depart¬\nment to Mildred Fahy, the retiring president, for the splendid services rendered the\nDepartment during her three years as president.\n\n"}
{"page": 618, "printed_page": null, "text": "614\n\nNational\n\nJack Hudspeth\n\nEducation\n\nread a report from\n\nAssociation\n\nthe National\n\nCommittee\n\non Science Teaching\n\nof\n\nthe N. E. A. recommending that the Department of Science Instruction expand\nfunctions to form a National Council on Science Teaching which would have\n\nits\nan\n\nexecutive secretary in the N. E. A. building in Washington and would endeavor to\nissue a magazine of real value to science teachers. A motion was made and seconded\nto accept this report\n\nand, after some\n\ndiscussion, it was\n\npassed\n\nunanimously.\n\nA motion was made, seconded, and passed to ask Mr. Hudspeth, the incoming pres¬\nident, and Miss Fahy, the outgoing president, to discuss the question of expanding\ninto a National Council on Science Teaching with Mr. Givens, executive secretary\nof the N. E. A., and to appoint\nInstruction\n\nto do the work\n\nMiss\n\nappointed\n\nFahy\n\nto this Executive\nDavis,\n\nW.\n\nan executive\n\nof getting the National\n\nthe members\n\nCommittee\n\nC. Croxton,\n\ncommittee\n\nMrs.\n\nCouncil\n\nof the National\n\non the Formation\nGladys\n\non Science\n\nTeaching,\n\nand\n\norganized\n\nCommittee\n\nof a National\n\nPotter, C. E. Preston,\n\nW. R. Teeters. It was agreed that the Department’s\nwould also serve on this Executive Committee. *\nPhilip Johnson read a tentative draft for a proposed\nCouncil\n\nfor the Department\n\na motion\n\nwas\n\nnew\n\nand\n\nfinanced.\n\non Science\n\nTeaching\n\nCouncil.\n\nThey\n\nS. Ralph\n\nseconded,\n\nare: Ira\n\nPowers,\n\nofficers and\n\nConstitution\n\nmade,\n\nof Science\n\nMiss\n\nand\nFahy\n\nfor the National\nand\n\npassed\n\nthat\n\nthis document be given to the Department’s Executive Committee on the Formation\nof a National Council with the understanding that it should be considered as a body\nof recommendations.\nIt was\nshould\n\nmoved,\n\ncontinue\n\nseconded,\nto function\n\nand\n\npassed\n\nduring\n\nthat the Department\n\nthe year 1940-41\n\nof Science\n\nInstruction\n\nas it has functioned\n\nin the past,\n\nregardless of the work under way to organize the National Council on Science Teach¬\ning. It was agreed that the National Council would not come into being officially\nuntil after the 1941 meeting in Boston (June\nA motion to adjourn was made and passed.\n\n30 and\n\nJuly 1-2).\n\nHelen\n\nM. Strong,\nSecretary.\n\n"}
{"page": 619, "printed_page": null, "text": "Department\n\nof Secondary\n\nTeachers\n\n"}
{"page": 620, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nsecondary\n\nNOTE\n\nteachers\n\nIt lapsed temporarily in 1924. In 1931 it was\n\nwas\n\nestablished\n\nin\n\n1886.\n\nrevived by the Delegate\n\nAssembly of the National Education Association at its annual conzrention\nin Los Angeles. At the San Francisco meeting in 1939 the name of the\nDepartment zvas changed from the Department of Secondary Education\nto the Department of Secondary Teachers.\nThe officers of the Department\n\nfor the year 1940-41\n\nare: president,\n\nGeorge R. Rankin, Teacher, Boys’ Technical High School, Milwaukee,\nWis.; vicepresident, E. B. Hargrave, Vice principal, George Washington\nHigh School, Indianapolis, Ind.; secretary, Edith V . Titcomb, Woodrozv\nWilson Junior High School, San Jose, Calif.; executive secretary,\nErnest D. Lewis, Hotel St. James, 109-113 W . 45th St., New York,\nN. Y .; treasurer, Hardy R. Finch, Teacher, Greenzvich High School,\nGreenzvich, Conn.\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\n18 88:401-434\n1889 -.497-534\n1890 -.613-656\n1891 -.615-688\n1892 -.333-374\n189 3:177-242\n1894 -.743-794\n1895:579-635\n\n1906 :633-636\n\n1916 :517-574\n\n1901:521-710\n\n1911:253-284\n1918:177-190\n1919:195-204\n\n1896 -.557-619\n1897 :644-699\n1898 -.664-700\n\n1908 :577-668\n\n1899:601-817\n\n1909:479-522\n\n1900 -.428-453\n190 1:565-604\n1902 :45 5-492\n\n1910 :443-534\n\n1903:429-486\n1904:473-5361\n1905:423-480\n\n1913:469-500\n\n1911:555-658\n\n1912 -.663-766\n1914 :445-488\n1915 :723-754\n\nf 616 1\n\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\n\n1935 -.449-460\n1936:347-360\n1931:387-404\n19 38:539-550\n1939:619-631\n\n"}
{"page": 621, "printed_page": null, "text": "MILWAUKEE\nFOREST\n\nH.\n\nN.\n\nMEETING\n\nCONSERVATION:\nITS IMPORTANCE\nTO\nAND ITS PLACE IN THE CURRICULUM\n\nWHEELER,\n\nFORESTRY\n\nLECTURER,\n\nUNITED\n\nWASHINGTON,\n\nD. C.\n\nSTATES\n\nFOREST\n\nYOUTH\n\nSERVICE,\n\nNatural resources are the source of all raw materials and the necessi¬\n\nties of life. Directly or indirectly they are the source of all employ¬\nment and income. Most of the wars of history have been fought for the\ncontrol of natural resources, the present holocaust not excepted. Americans\nare fortunate indeed for their vast heritage of these vital necessities — mil¬\nlions of acres of rich agricultural land for cultivation, millions more of\nthe finest timber and grazing areas; fish, birds, fur bearers, and other wild\nanimals in profusion ; coal, oil, and minerals — all here waiting for us when\nthe country was settled. These natural resources and our democratic form\nof government, encouraging free enterprise, have made ours the foremost\ncounty of the world. A liberal government turned these resources over to\nprivate interests without reservation or control, and altho they have been\nused in the upbuilding of our country, serious inroads have been made\nand there has been much waste.\nThe forests of the United States occupy one-third our total land area.\nThey make enormous contributions to employment and income, furnish\nproducts, and render services that must not be jeopardized if we are to\ncontinue as a prosperous and self-sufficient nation. We now consume half\nthe lumber, more than half the paper, or two-fifths of the wood in all forms\nconsumed in the world. But after a short national existence only one-fourth\nof our original virgin saw-timber stand remains.\nThe watershed services of forests are indispensable. Often they are of\ngreater value than the timber, indeed there may be but little or no timber,\nonly brush. In general, such lands are poorly protected and after fire the\nrain falls upon bare earth, unimpeded by branches and forest litter. It\nrushes down hill, digs gullies, carries away the best soil, causes flood con¬\nditions in streams and rivers and fills reservoirs and harbors with silt. In\nthe flat plains region, where trees never grew before and where shelterbelts\nhave recently been planted, wind velocity is retarded, soil is prevented\nfrom blowing away, evaporation of soil moisture is reduced and crops flour¬\nish where formerly they could not be grown.\nThe value of forests for recreation is coming to be realized. Increasing\nmillions of people now take advantage of the low cost vacation opportunities\nin forest land, and spend hundreds of millions of dollars upon which local\npopulations are heavily dependent.\nthis line remain to be developed.\n\nBut vastly greater possibilities along\n\nWild-life is another resource of forest lands. Our country was once\nstocked with unbelievable numbers of birds and animals of all kinds, but\nindustrious Americans have destroyed their habitat, hunted them for food,\nI 617 1\n\n"}
{"page": 622, "printed_page": null, "text": "618\n\nNational\n\nfur, and sport until numbers\n\nEducation\n\ndwindled\n\nAssociation\n\nand species vanished. Only during\n\nthe last few decades has a depleted wild-life been started back.\nForest range lands make a substantial contribution to our national meat,\nwool, and leather supply and bolster up the economy of a large part of\nthe population. But because of overstocking and serious droughts, range\nlands are depleted. Depletion means fewer number of stock, less income,\nand soil erosion. But forage is a crop. It responds to management, and the\nproductivity of our western range lands could be increased by one-half.\nThe whole problem of proper forest land use is bound up in the title to\nthese lands. About two-thirds of the total is owned by approximately\n4,500,000 private owners, large and small ; one-third is in public owner¬\nship, mainly in national forests, some in state forests. So it is clear that\nany effort to rebuild our forests and make them contribute the maximum\nof wealth and opportunity that they can and should must be directed upon\nboth private and public lands.\nOn private lands fire is still the great menace. During the last fiscal\nyear, 144,000,000 acres of state and private forest land were unprotected\nand 20 percent was burned over. On another 269,000,000 acres upon\nwhich cooperative federal, state, and private control was effective, losses\nwere held to less than 1 percent. The job can be done when funds and\nfacilities are available and there is a determination to stop this terrible\ndestruction.\nInsects play havoc with timber. During the four years, 1931-34, in\nOregon and Washington, beetles killed nearly as much ponderosa pine as\nwas cut. This was fifteen times the amount destroyed by fire. Disease has\npractically wiped out the chestnut. Blister rust now threatens the white\nand sugar pines. Forests are never entirely free from insects and disease\nbut epidemics cause national disasters. Yet we have no organization to\ndiscover incipient attacks and check them while small.\nFifty-eight million acres of burned and denuded private land must be\nplanted to restore productivity, but it is a seventy-three-year job to com¬\nplete at the present rate of progress, and new areas in this category are\nbeing added every year.\nOne hundred and thirty-nine million acres of commercial forest land\nare part and parcel of farms. They are in need of scientific management for\nthe best interests of the land owners\n\nthemselves, as well as for the com¬\n\nmunity and country at large. The owners\n\nare handicapped by lack of knowl¬\n\nedge of how to do a better job. They do not know the value of their grow¬\ning stock nor where to find the best markets. They do not have credit nor\nthe facilities to manufacture and to get the most for their product. Con¬\nsumers likewise do not keep abreast of new and improved uses for wood and\nhow\n\nto get the best possible service from it.\n\nForestry extension, utilization extension, forest credits, and the establish¬\nment of small owner cooperatives would fill these needs and further the\nadoption of good practices on millions of acres, but they remain the most\nneglected public efforts in forestry.\n\n"}
{"page": 623, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nTeachers\n\n619\n\nThese are some of the private forest land problems which now prevent\nprogress. Mere enumeration of them suggests the form of remedial action\nrequired. These are not things that can be done by the private owner alone,\nneither are they a job for the public merely because the public has an inter¬\nest in private forest lands. A joint action is required and equitable. But\neven if we had public-private cooperation on an adequate scale, there would\nstill remain uncared for vast areas of submarginal land for private owner¬\nship.\nIt appears that public acquisition of problem areas is in the picture —\nacquisition of about 130,000,000 acres by the counties and states to the\nextent that they are willing and able with reasonable federal assistance to\ninitiate and stimulate their efforts, and by the federal government. Also\nin the picture are reasonable public controls to safeguard public investments\nin cooperative undertakings and to insure against the loss of public values\nin all forest lands regardless of ownership.\nWith 460,000,000 acres of land east of the Great Plains neither used\nfor raising farm crops nor as improved pasture land and suited only for\ntimber production, and the western part of the country to be brought back\nto a full production of timber and grass, there is plenty of frontier to occupy\nmany of our unemployed and offer a future for our youth and strength and\nsecurity for our country. Here is a real challenge to young and old.\nThe conservation and upbuilding of natural resources is prerequisite to\nthe welfare and defense of our country. The public has an interest and\nresponsibility in these forests as well as the owners, and in order to do its\npart intelligently it must be informed.\n\nBOOKS\nEDWARD\n\nIN\n\nTHE\n\nA. FITZPATRICK,\n\nMAKING\n\nPRESIDENT,\n\nMILWAUKEE,\n\nOF\n\nMEN\n\nMOUNT\n\nMARY\n\nCOLLEGE,\n\nWIS.\n\nIf we look at the machinery, equipment, or paraphernalia of education\nit would seem that the great instruments of education are books, and the\ngreatest preoccupation of education or teaching is with books. If the making\nof men and women is the education objective, then books are the principal\nmeans.\nTo put the problem before you in a striking manner, I go to what must\nseem to you, for the moment\n\nat least, a strange choice — Kipling’s “Tomlin¬\n\nson.” Tomlinson (you or I) gave up the ghost in Berkeley Square. A spirit\ngrips him by the hair and, passing thru the Milky Way, he reaches the\n“Gate within the wall where Peter holds the keys.” To the question, “What\ngood have ye done to the sons of men?” Tomlinson gives an unsatisfactory\nanswer, and Peter tells him to “get hence to the Lord of Wrong.” The\nSpirit again grips Tomlinson by the hair and, passing thru the cold inter¬\nplanetary spaces, reaches Hell’s gate and greets the light and warmth of\nhell-fire as “his own hearthstone.” Tomlinson hastens to enter but he is\nstopped, for even Hell must be deserved, until he answers the question :\n\n"}
{"page": 624, "printed_page": null, "text": "National\n\n620\n\nEducation\n\nAssociation\n\n“The harm ye did to the sons of men, or ever you come to die.” The answer\nis again unsatisfactory, and Satan tells him, “Go back to Earth with a lip\nunsealed — go back with an open eye, And carry my word to the Sons of\nMen or ever ye come to die : That the sin they do by two and two they\nmust pay for one by one — And\n\n. . . The God\n\nthat you took from a printed\n\nbook be with you, Tomlinson!”\nOur problem appears in the nature of the unsatisfactory answers given\nto the most important and summarizing questions regarding the service\nand meaning of life which are asked by Peter and Satan. Now what is the\nnature of Tomlinson’s answer to St. Peter? Tomlinson’s\nsomeone answer for him is refused. This is his answer :\n“This I have read in a book,”\nthat was told me,\n\nhe said, “and\n\nAnd\n\nanother\n\nthis I have\nof a Prince\n\n“And\n\nthought\n\nthat\n\nman\n\ndesire to have\n\nthought\n\nin Muscovy.”\n\nthis they wrote\n\nthat another\n\nman\n\nwrote\n\nof a\n\ncarl in Norroway.”\n\nAnd he is told that “none may reach by hired speech of neighbor, priest,\nand kin” and so he is sent to the Lord of Wrong. And the same thing hap¬\npens in answer to Satan’s question as to the “harm ye did to the Sons of\nMen,” but this time he got it “from a Belgian book on the word of a dead\nFrench lord.” To Tomlinson’s acknowledgment of a deadly sin, the Devil\nasks, “Did ye read of that sin in a book?” said he, and Tomlinson said\n“Aye.”\nThe Devil has his assistants “winnow him out ’twixt star and star, and\nsieve his proper worth.” This they do and this is the report as they bring\nback the tattered thing:\nThe\n\nsoul that he got from\nclean away.\n\nWe\n\nhave threshed a stock of print and book, and\nwinnowed a chattering wind\n\nAnd\n\nmany\ncannot\n\na soul where\nfind :\n\nGod\n\nfrom\n\nhe has bartered\n\nhe stole, but his we\n\nWe\n\nhave handled him, we have dandled him, we\nseared him to the bone,\nAnd sure if tooth and nail show truth he has no\nsoul of his own.\n\nhave\n\nWhat is the educational significance of Tomlinson ? Is it not that educa¬\ntion is making Tomlinsons? Is there in all educational writing any more\ndevastating criticism of education ? Let us see the nature of the criticism.\nBooks can help make men or can make Tomlinsons. Man loses his soul\nin the educational process and becomes encumbered or cluttered with print\nor, as in Tomlinson’s case, he has no soul of his own. Translate this into the\nmore familiar educational terms. Education is merely academic, it is bookish,\nit is just “words, words, words.” It is education by rote.\nIf we listen to President Hutchins, as we should, the worst form of this\nmerely academic study is the study of textbooks.\n\nIn our secondary schools,\n\n"}
{"page": 625, "printed_page": null, "text": "Department\n\nof Secondary\n\nTeachers\n\n621\n\nin colleges, and even in graduate schools, all the students come away from\nschool with the ivords of the textbooks, not even the anemic ideas of these\ntextbooks. What is President Hutchins’ complaint? Our knowledge is\nsecond-rate or worse. Its emphasis is on information or facts. The mind\nis cluttered up, not formed. Thought is made impossible or unnecessary.\nAnd\n\nit is thought that is important.\n\nThe\n\nresult is a knowledge\n\nof text¬\n\nbooks, and, says President Hutchins, “Textbooks have probably done as\nmuch to degrade the American intelligence as any single force.’’ This\nis undoubtedly true where textbooks are the sole or principal educational\ndiet. Says Norman Foerster in the same vein : “More and more of the text¬\nbooks used in our colleges are the work of undisciplined minds, loose, nerve¬\nless, sometimes' all but illiterate, especially in such fields as economics,\nsociology, psychology, and education.”\nAnd yet I think books are the most important instrument in education\nwhen\n\nrightly used. What\n\nis a book? Milton\n\nrather eloquently or grandilo¬\n\nquently put it correctly, “A good book is the precious lifeblood of a master\nspirit embalmed and treasured up on purpose to a life beyond life.” Text¬\nbook writers are not ordinarily master spirits, tho occasionally they may be.\nA master spirit is, to use a phrase of Matthew Arnold, one who sees life\nsteadily and sees it whole. His book is his insight into the meaning and\nsignificance of life. It is the quintessence of his insight. Emerson, in describ¬\ning the book, says of the author that his experience goes into him life, and\ncomes out of him truth, and for the reader of the book, his experience as\nreader should go into him truth and come out of him in the richer life — the\nlife of insight.\nAnd this reveals to us why textbooks are so deadly and sterile. They have\nlittle insight. They are preoccupied with facts. They classify facts into a\nform supposedly easily regurgitated at the end of a semester for the required\ncredits. There is no thinking and there is no learning tho there may be much\n“teaching.” Lecturing is even more deadly, because persons even less\nprepared than textbook writers rehash textbooks and present their notes and\ncompilations for students to make even more meaningless “notes,” for credits\nand to be included in books called “Boners.’’\nIf, as Herbert Spencer says, we could live as old as Methusaleh we would\nhave time to learn from experience, if we indeed could learn from experi¬\nence. But we must select. The individual’s narrow experience must be\nsupplemented, broadened, and enriched. To each individual should come\nhis social, intellectual, and spiritual inheritance. For the modern man it\nmust come largely from books, not the words of books merely, but the ideas\nand meanings of books.\nBooks are, as Dewey says, “harmful as a substitute for experience but all\nimportant in expanding and enriching experience.” That is the place of the\nbook in education. For the sensitive and imaginative soul the narrow experi¬\nence of any individual is not equal to the possibilities of the human nature\nwhich he shares. The meaning and significance of the life of the individual\ncan be seen fully only in the lives of all men and this is not possible without\nbooks. But, as already indicated, books may clutter up the soul, may even,\n\n"}
{"page": 626, "printed_page": null, "text": "622\n\nNational\n\nEducation\n\nAssociation\n\nas in Tomlinson’s case, be a substitute for a soul and too often that is the\nresult of our academic lecturing, our talking at students, our memorizing\nof a textbook, and our regurgitation on examinations. The book must be\nrelated to our experience and find, thru the medium of the imagination\nas well as of the reason, the meaning and significance of this vicarious experi¬\nence of other men. The books that must be read must be books of thought\nand power and not merely ones of information and facts. Books of informa¬\ntion and facts must be merely incidental in the educational process and books\ndirectly significant only to the degree that they lead to thought and the\nordering of thought.\nBooks are a great spiritual adventure. They are the means of that rational\nenjoyment of leisure of which Aristotle spoke. They will add to the richness\nof life in school and in that longer life after school. Let Emily Dickinson\nphrase the parting thought :\nHe ate and drank the precious words,\nHis spirit grew robust;\nHe knew no more that he was poor,\nNor that his frame was dust.\nHe danced along the dingy days,\nAnd this bequest of wings\nWas but a book. What liberty\nA loosened spirit brings!\n\nW.\n\nW.\n\nWHAT\n\nYOUTH\n\nTHEISEN,\n\nASSISTANT\n\nGUIDANCE,\n\nEXPECTS\n\nOF\n\nSUPERINTENDENT\n\nPUBLIC\n\nSCHOOLS,\n\nEDUCATION\nOF\n\nSCHOOLS;\n\nMILWAUKEE,\n\nDIRECTOR\n\nOF\n\nWIS.\n\nOur studies of high-school graduates indicate that approximately onethird go to college or some other educational institution. Nearly 50 percent\nmore boys than girls among recent graduates are able to go to college.\nMarked variations, however, are found between schools in different localities.\nAs far as studies of graduates indicate, youth’s major concern is for an\neducation which will improve its own economic position. The “bread and\nbutter” values of education are prized above all others. Regardless of the\neducator’s scale of educational values youth is saying to the educator, “Give\nme an education that has practical value, one that will better enable me to\nhold my own in this highly competitive world. Give me an education that\nwill help me in getting a job, one which is practical, one which will develop\nmy ability to think, one that will enable me to make the necessary social\nadjustments in order that I may succeed in getting along with others.”\nSuggestions made by graduates for improving the curriculum called for\nincreased emphasis upon practical values ; more opportunities for specializa¬\ntion ; additional courses, such as those in advertising, creative writing, child\ncare, human relations, how to study effectively, and psychology; provisions\nfor personality development ; and greater emphasis upon extracurriculum ac¬\ntivities. Other points emphasized by graduates were the need for a broader\ngeneral foundation of education, greater leeway in the choice of individual\nprograms on the part of students, and more intimate personal counseling\nby teachers so that the student may be better enabled to find himself.\n\n"}
{"page": 627, "printed_page": null, "text": "Department\n\nPROBLEMS\nFREDERICK\n\nThe\n\nmodern\n\nof\n\nIN DIRECTING\n\nHOUK\n\nLAW,\n\nworld\n\nSecondary\n\nREADING\n\nSTUYVESANT\n\nin numerous\n\nTeachers\n\nHIGH\n\nways\n\nIN HIGH\n\nSCHOOL,\n\nNEW\n\n623\n\nSCHOOL\nYORK,\n\nN. Y.\n\nentices pupils from reading, the\n\nradio taking the place once held by minstrels and story-tellers; motion\npictures thrilling the mind with material far more exciting than Nick Carter\nand Old Sleuth; picture tabloids making modern persons pictographic\ninstead of lettered ; baseball, football, and other sports stimulating imagina¬\ntion and emotion, thus taking away desire for living in the world of dreams\ncreated by books.\nWhy not meet the situation boldly and turn strong attention to the best\nin radio, motion pictures, picture publications, and in sports, showing\npupils how to gain the most out of what they find close at hand and\nfascinating? Is it not possible for the teachers of the United States to lead\nto really good, interesting radio stories, fully as exciting as Treasure Island\nand in as good taste? Can the teachers lead the motion picture makers to\nproduce motion pictures that turn upon the interests of boys and girls just\nas strongly as did the books for boys and girls of fifty years ago, the Huckle¬\nberry Finns,\n\nTom\n\nBrown\n\ns, Robinson\n\nCrusoe's, or even\n\nas good\n\nas the\n\nHoratio Alger’s and Henty’s of the past? Those books for young people did\nnot turn about sex or adult triangles. If they had, the young people would\nnot have read them. Today the motion pictures force upon boys and girls\nof all ages material and interests that are beyond their years. Is it possible\nto lead to the making of picture publications that will appeal to the healthful\ninterests of boys and girls rather than to the abnormalities of crime and the\noverstimulation of sex? Is there not room for pulp magazines that will be\ninnocuous even if not literary? How can teachers make use of the over¬\nwhelming interest in sports, which in the United States provide peaceful\ncontests and friendly rivalries that take the place of the adventure of war?\nWe must take life as it is and not try to force pupils to live in the atmos¬\nphere of midvictorianism and of England. Is it wise to give them books that\ndeal exclusively with the English scene, as in Silas Marner, or the English\nhistory, as in Ivanhoe, or English problems, as in the works of the great\nessayists and orators? Are there not American writers who produce works\nthat appeal more intimately to boys and girls in America?\nShall we make reading a matter of compulsion, and then, on top of the\nschool requirement, demand so-called supplementary reading that we our¬\nselves lay down, and then expect pupils to enjoy reading, and to wish to\ncontinue it ? Shall we question minutely on content, insisting that every pupil\nmust be able to tell every detail of every book? Shall we impose a particular\ntype of literature at one and the same time upon all ?\nWhat are we to do with those who read slowly and laboriously, almost\nspelling out the words? With those who skim everything with a hop and a\njump? With those who read pulp magazines, tabloids, vulgar books, violent\nmelodrama, or pure propaganda? With those who read certain modern books\nfilled with matter that once would have been impossible to print? With\nthose who read only in one limited field of thought?\n\n"}
{"page": 628, "printed_page": null, "text": "624\n\nIf young\n\nNational\n\nEducation\n\nAssociation\n\npeople wish to learn certain facts they must go to works\n\nof\n\nreference, or must study books on some special lines of personal interest — but\nwhat will tempt young people today to read for pleasure? Is not the answer\nfound in making books attractive? In using in school texts a great number\nof excellent illustrations, in using color in those pictures, and also on the\ncovers? Is not the answer to be found in making books interesting instead\nof compulsory? Why should we expect the boys and girls of this scientific,\nmechanical age to be interested in reading about English social life a hundred\nyears ago ? And why, if we wish to lead young people to love books, should\nwe compel reading? Why not invite it, tempt it, lead to it? Would it not be\na good plan to try the experiment of passing every pupil, as far as reading\nbooks is concerned, marking progress solely on ability to speak and to write\nwith approximate correctness? Then it would be possible to give advanced\ncredit to those who show the keenest interest in books. That would mean\nthat every pupil in a class in English might read a different book, or all\nmight read the same. Then the aim of the teacher might be to present lists\nof books, or the books themselves, chosen only with the thought that they\nreally and truly would appeal to the young, not that they would teach\nknowledge of the English classics, or of literary types.\nPerhaps teachers have tried to make pupils interested too quickly in books\nfar beyond their mental ages. Why not make increased use of some form\nof the old school readers, with varied and extremely short selections, or at\nleast of compilations? For the pupils who lack vocabulary or good reading\nability, why not increase the use of simple texts about simple events, and\nslowly create vocabulary and reading ability?\nIn other words, why not multiply our use of the emotion in teaching\npupils how to read and how to love books? Why not be glad to see pupils\nadvance step by step toward interest in the higher types of books ? Why not\nleave the field of the intellectual and the ultraliterary, and come down to\nmeet the pupils’ needs and wishes? Why not drop all insistence upon memory\nof content ? Who of adult readers would wish to be questioned on every\ndetail of Gone With the Wind or of any other book read for pleasure?\nPerhaps, if teachers permit student interests to aid in the selection of books,\nmaking reading books an individual and personal matter, something for\nwhich to be praised rather than to be marked, the result might be an increase\nin the reading of what is good. If the movies, radio, and picture magazines\nknow how to cater to young interests, teachers should know also, and\nshould lead slowly, step by step, from the low toward the high.\n\nSECRETARY’S\n\nMilwaukee,\nFirst Session, Monday\n\nMINUTES\n\nWisconsin\nAfternoon,\n\nJuly 1, 1940\n\n“American Youth in Today’s Democracy” was the theme of this first session\nwhich consisted of a general meeting and seventeen conferences of the Department\nof Secondary Teachers with various subject groups.\nThe general meeting and\nwaukee Vocational School.\n\nmost of the joint conferences were held in the Mil¬\nExcellent papers were read at the general meeting\n\n"}
{"page": 629, "printed_page": null, "text": "Department\n\nbv L. A. Pechstein,\nOhio,\n\non\n\nService,\nand\n\nthe\n\ndean,\n\nIts Place\n\nEducation\n\nTeachers\n\ntopic “Youth\n\nWashington,\n\nof\n\nD.\n\nLooks\n\nC., on\n\nHealth,\n\nNew\n\nCollege,\n\n“Forest\n\nUniversity\n\nYork\n\nof Cincinnati,\n\nH.\n\nN.\n\nConservation:\n\nJay B. Nash,\nUniversity,\n\n625\n\nTeachers\n\nat Education”;\n\nin the Curriculum”;\n\nand\n\nSecondary\n\nWheeler,\n\nU.\n\nS. Forest\n\nIts Importance\n\nto Youth\n\nchairman,\nNew\n\nDepartment\n\nYork,\n\nN.\n\ndepartments\n\nand\n\nassociations.\n\nMuch\n\nof the\n\nof Physical\n\nY., “The\n\ntions for Teachers in Youth’s Program of Health and Recreation.”\nFollowing the general meeting the theme was further discussed\ncooperating\n\nCincinnati,\n\nsuccess\n\nby\n\nImplica¬\ngroups\n\nof\n\nof this session\n\nwas due to these groups. Among them may be mentioned: American Classical\nLeague; Department of Art Education; National Council of Teachers of English;\nDepartment of Garden Education; National Council of Geography Teachers;\nNational Vocational Guidance Association; American Association for Health,\nPhysical\n\nEducation,\n\nand\n\nRecreation;\n\nDepartment\n\nof\n\nHome\n\nEconomics;\n\nNational\n\nAssociation of Journalism Directors; N. E. A. — A. L. A. Joint Committee of School\nLibraries; National Council of Teachers of Mathematics, National Federation of\nModern Language Teachers; National Congress of Parents and Teachers; Na¬\ntional Council for the Social Studies; National Association of Teachers of Speech;\nDepartment\nSome\n\nof Visual\n\nInstruction;\n\nof the valuable\n\npapers\n\nand\n\nread\n\nDepartment\n\nof Vocational\n\nat this session\n\nwill appear\n\n1940 and succeeding issues of Secondary\npartment of Secondary Teachers.\n\nSecond\nThis\n\nsession\n\nwas\n\na\n\nThe\n\nattendance\n\nSession, Tuesday\n\nluncheon\n\nschool librarians. Ernest\ntary of the Department,\n\nconference\n\nat this luncheon\n\nActivities\n\nas\n\nthe official organ\n\nNoon,\n\nheld\n\nof the De¬\n\nJuly 2\n\nin cooperation\n\nwith\n\nsecondary\n\nD. Lewis of Evander Childs High School, executive secre¬\npresided. The luncheon was held at the Wisconsin Club.\n\nof the speakers were unusually\nGrace M. Anderson, Grover\n“Pupil\n\nEducation,\n\nEducation.\nin the September\n\nconference\n\nwas\n\nvaluable ones.\nCleveland High\n\na Training\n\nfor\n\nvery\n\nlarge\n\nSchool, New\n\nCitizenship”;\n\nand\n\nthe\n\nYork\n\nFrederic\n\nH.\n\naddresses\n\nCity, spoke\n\nLaw,\n\non\n\nStuyvesant\n\nHigh School, New York City, on “Problems in Directing Reading in High School”;\nand President Edward A. Fitzpatrick, Mount Mary College, Milwaukee, on\n“Books and the Man.”\nAn interesting feature\n\nof the luncheon\n\nthe South\n\nHigh\n\nSchool\n\nInstrumental\n\nItalian\n\ndances\n\nand\n\nsongs\n\nshowing\n\nthe\n\ncontributions\n\nand\nA\n\nDivision\n\nPolish\n\nand\n\nspecial\n\nexhibit\n\nheld arranged\nWashington\n\nby a committee\n\nHigh\n\nSchool\n\nconference\nEnsemble\n\nthe music\n\ndirected\n\nby pupils from\n\nof Milwaukee\n\nas chairman,\n\nwas\n\nof the\n\nby Esther\n\nMilwaukee\nlibrary\n\nlibrarians, with\n\nwas\n\na valuable\n\nfurnished\n\naddition\n\nLehmann,\n\nhigh schools.\n\nin the\n\nNorma\n\nby\n\nsecondary\n\nZartner\n\nof the\n\nto the conference.\n\nMimeographed booklets were distributed at the booth dealing with bibliographi¬\ncal materials on the following subjects: What Youth Expects of Education, Forest\nConservation: Its Importance to Youth, Reading for Youth in Youth’s\nHealth, Youth Hostels, and Opportunities for Youth in Radio.\nBy\n\nspecial arrangement\n\nwith\n\nthe Garrison\n\nFilms\n\nof New\n\nYork\n\nProgram\n\nof\n\nCity the motion\n\npicture “Men and Dust” was shown immediately following the luncheon. After\nadjournment to the lounge of the Wisconsin Club, of those especially interested in\nMotion Pictures,\ndiscussion.\n\nthere\n\nThird\n\nwas\n\na\n\nshowing\n\nof two\n\nSession, Wednesday\n\nother\n\nAfternoon,\n\nThe discussion of “American Youth in Today’s\nfrom the first session of the afternoon, July 1.\nInteresting\n\naddresses\n\nwere\n\ndelivered\n\n“I have\n\nFaith\n\nin American\n\npublic\n\nschools\n\nWisconsin\n\non\n\nguidance,\n\nMilwaukee\n\non\n\nby\n\npictures\n\nFrank\n\n“What\n\nHolt\n\nW.\n\nYouth\n\nan\n\ninformal\n\nJuly 3\n\nDemocracy”\n\nO.\n\nYouth”;\n\nand\n\nW.\n\nwas\n\ncontinued\n\nof the University\n\nof\n\nTheisen,\n\nof\n\nExpects\n\nof\n\ndirector\n\nEducation”;\n\nJulian T. Bentley, news editor, WLS Prairie Farmer, Chicago, on the “Opportunities\nfor Youth in Radio”; Mary F. Farnsworth, assistant principal of the Cooley High\n\n"}
{"page": 630, "printed_page": null, "text": "626\n\nNational\n\nEducation\n\nAssociation\n\nSchool, Detroit, on the topic “Following Thru”; and Walter E. Myer, director,\nCivic Education Service, on “The Preservation of American Democracy — A\nResponsibility of American Youth.”\n\nBusiness\n\nMeeting\n\nThe annual business meeting of the Department of Secondary Teachers fol¬\nlowed immediately after the third session, Wednesday afternoon. George R.\nRankin, president of the Department, presided. The meeting was held in the\nauditorium of the Milwaukee Vocational School. Corda Peck of the Collingwood\nHigh School, Cleveland, Ohio, was named secretary pro tern in the absence of\nEdith Titcomb, secretary.\nThe minutes of the 1939 annual meeting were accepted as printed in the N. E. A.\nProceedings. It was suggested that there should be included an account of the con¬\nferences held at St. Louis at the annual convention of the Association of School\nAdministrators.\nErnest D. Lewis, executive secretary, presented a statement of the finances of the\nDepartment, and led a discusssion as to the means of securing greater financial\nsupport and making more rigid economies in the expenditures of the Department\nin order that the budget of the Department may be kept balanced.\nAt the suggestion of the president, the executive secretary reported on the activi¬\nties of the school year 1939-40. He especially stressed the work of the various com¬\nmittees including the following: Committee on International Relations, Committee\non Consumer Education, Committee on the Use of the Radio in Secondary Educa¬\ntion, Committee on Motion Pictures, Committee on Integration and Correlation,\nCommittee on Methods of Instruction, and the Committee on the Evaluation of\nthe Junior High School.\nHe also mentioned the effort being made to bring about a closer cooperation of\nthe subject groups in the secondary field. He called attention to the meeting held\nSunday, June 30, which proposed to establish a general policies committee to\nbring about such cooperation. Attention was also called to the support given by\nthe Department of Secondary Teachers to the nationwide program for Citizenship\nRecognition Day. The election of officers followed. In addition to those elected, Mr.\nLewis, the executive secretary and editor of Secondary Education , was reappointed.\n\n"}
{"page": 631, "printed_page": null, "text": ":Department of Special Education\n\n"}
{"page": 632, "printed_page": null, "text": "HISTORICAL\n\nNOTE\n\nApplication for the establishment of a Department of Special Edu¬\ncation was made at the Atlanta convention in 1929. A petition hearing\nmore than 250 names was presented at that time. The creation of the\nDepartment was authorised a year later at the convention in Columbus.\nIn Los Angeles the group of teachers and administrators interested in\nspecial education met on July 2, 1931, and final plans for the creation of\nthe Department were made and a constitution was adopted.\nThe officers of the Department for the year 1940-41 are: president,\nJessie A. Tritt, Director, Education for Exceptional Children, 1299\nCloverdale, Los Angeles, Calif.; vicepresident, Rosemarie Dacey, Critic\nTeacher, Oakman School, Detroit, Mich.; secretary-treasurer, Frank\nV. Powell, Director, Bureau for Handicapped, Department of Public\nInstruction, Madison, Wis.\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\n1932:533-542\n19 33:537-550\n\n1931:521-534\n1935:483-498\n1936:383-398\n\n[ 628 ]\n\n1931:435-446\n19 38:565-578\n1939:633-646\n\n"}
{"page": 633, "printed_page": null, "text": "MILWAUKEE\nTHE\n\nWISCONSIN\n\nFRANK\n\nV.\n\nhe\n\nPOWELL,\n\nMEETING\n\nPROGRAM\nFOR EDUCATING\nTIONAL\nCHILDREN\n\nASSISTANT\n\nBUREAU\n\nFOR\n\nWisconsin\n\nprogram\n\nSTATE\n\nHANDICAPPED\n\nSUPERINTENDENT;\nCHILDREN,\n\nfor exceptional\n\nAND\n\nMADISON,\n\nchildren\n\nEXCEP¬\n\nDIRECTOR,\n\nWIS.\n\nis based\n\nupon\n\na faith\n\nin the correctness of the objectives of American public education.\nIn our American democracy we have created a system of public education\nnot to make all equal but to assist every one to achieve as much as his\ncapacity, effort, and character will permit. We believe that the strength\nof our democracy and the worthwhileness of our program depends upon\nthe integrity of the individuals who comprise our society. This implies\na belief in the education of all and in a respect for the personality of\neach child.\nRespect\n\nfor personality and\n\nequality of opportunity\n\nto achieve to\n\ncapacity and desire call for an educational program so adjusted in organ¬\nization, equipment, procedures, curriculums, hooks, laboratories, pupil\nactivities, and in other school elements that each child may have his\nopportunity to grow physically, to enjoy emotionally, and to learn mentally\nin such a manner that he may find a niche in the social, political, and\neconomic life of adults when he reaches that stage.\nThe\n\nWisconsin\n\nprogram\n\nfor handicapped\n\nchildren is being based upon\n\nthe foregoing philosophy. It is one which implies that respect for per¬\nsonality and equality of opportunity applies with equal force to the educa¬\ntion of those who by unfortunate circumstances of birth or misfortune\nsince birth deviate from the so-called normal in some respects. Their\ndeviation may present unique and difficult problems but neither their\nuniqueness nor their difficultness should be used to deny to these children\na measure of opportunity for appropriate self-realization. It is society’s\nduty to remove artificial barriers which confront its children.\nIf these statements he accepted as basic principles for a program, then it\nmust necessarily follow that the program of education for handicapped\nchildren should be considered as an integral part of the program for all\nchildren. It cannot be something apart; it cannot have objectives unlike\nthose for all children, and it in turn must make a contribution to the whole\nprogram of education. I fail to visualize a state program of education\nwhich does not provide for all children. The more closely interrelated\nand interlocked the different branches of education are the better. This\nis no hour for disunity in any phase of our democratic organization. We\nneed more interest and support of education as such, rather than more\ninterest and support of a specific item in an educational program. We\nhe actively concerned\n\nmust\n\nthat each child shall have an opportunity to develop\n\nso that he may he socially and vocationally efficient.\n[ 629 ]\n\n"}
{"page": 634, "printed_page": null, "text": "630\n\nNational\n\nEducation\n\nAssociation\n\nIn keeping with this line of thought the legislatures of Wisconsin for\nmore than half a century have seen to it that those whose primary activity\nis the field of handicapped children be members of the department of\npublic instruction. This is both a vital and significant attitude and one\nwhich has been perhaps more pronounced in our legislative than in our\nschool halls.\nIf the program for handicapped children is to be a part of the state’s\nprogram for all children, then it must include all types of deviated chil¬\ndren. We must not have a program for only a few types. By law, our\nprogram includes: children who are crippled, blind, partially seeing, deaf,\nhard of hearing, defective in speech, cardiopathic, malnourished, mentally\nsubstandard, or otherwise physically handicapped. The law provides that\nthe state schools for the blind and the deaf shall be under the supervision\nof the state superintendent. Our legislation does not provide for children\nwho have been socially malnourished, the delinquent, or the child with\nhigh-powered mental capacity. In our state no one is specifically charged\nwith two of these groups and the third, the delinquent, has been assigned\nto the welfare department. I am not concerned with who has charge of\nthe physical administration of the delinquent but I am convinced that\ntheir re-education should be directed as an integral part of the staters\ntotal educational program.\nAs the Wisconsin program provides that its educational services shall be\na part of the state’s general services to all children within its borders,\nso it conceives of the local program as a part of the total program of a\ncommunity. Hence, the state’s program provides for supervisors and funds\nto assist the local communities. Wisconsin laws are permissive rather than\nmandatory and the responsibility for the local program\nadministrators.\n\nrests on local\n\nThis implies that the state’s program recognizes the need for local\nadaptations to meet community needs and resources. The problem in all\ncommunities is the same, that is, to remove barriers before children and\nto assist them to achieve, but the way in which this may be done varies\nfrom a rural to an urban community and from urban to urban community.\nYou will find within our state types of segregation, semisegregation, and\nindividualized or small groups for instructional purposes. We believe the\nfunction of the state is to assist the communities to make their programs\nbetter and to keep them informed\n\non trends and progress. It is more\n\nthan\n\nseventy-five years ago that Superintendent Harris of St. Louis forcefully\ncalled the attention of schools to the need of better provisions for the\ndeviated child and from that time there have been many “systems” pub¬\nlicized such as the Pueblo, Batavia, and Winnetka. We are not concerned\nas to what system a community may feel best suited for its resources,\nphilosophy, and administration ; to segregate or not to segregate is not\nthe issue. The issue is to educate and to remove the handicaps which are\nobstacles to education. We may have our individual notions as to the best\nmeans of arriving at certain desirable goals, but a state’s program should\nbe based upon a more stable foundation than the sand-chain of a notion.\n\n"}
{"page": 635, "printed_page": null, "text": "Department\n\nMany\n\nof\n\nSpecial\n\nEducation\n\n631\n\nof our cities have evolved their plans evidently from some\n\nof the\n\nwell-known plans but no county as yet, as far as we know, has anything\nwhich might be called even an embryo plan.\nA state plan must also provide machinery for the transportation of\nchildren when necessary, for boarding homes and their supervision, for\nadmission to and exclusion from school, for a census of the handicapped,\nfor the attendance of nonresident children, for medical care, for teacher\ntraining and certification for curriculum adaptations, for state and federal\nsubsidies, for supervision, and for cooperation with other agencies. The\nWisconsin legislation does provide to a degree for each of the above items,\nsome more fully than others.\nA most important segment in a state program for handicapped children\nis one of liquidation. Every worker in the area of the handicapped should\nstrive for that millennium when his services will no longer be needed.\nTeachers in this area are rendering a most useful service when they work\nthemselves out of a job. We\n\nmust exercise ever increasing care about enter¬\n\ning into long-time programs of instruction for handicapped children or\nof buildings to house them. State educational institutions for large assem¬\nblage of delinquent or blind children, as examples of my point, can and\nshould be challenged most critically. If the number of delinquent or blind\nchildren leaving your community for state institutions does not show\nnormal decrease in the past twenty-five years, you may\nwrong with your social and educational program.\n\nwell ask what\n\nis\n\nNo one group possesses the wisdom necessary to guide our educational\nwork. It is only when the wisdom used to solve our problems or to lay\nthe foundations of solution comes out of many backgrounds and from many\nspecialized types of knowledge we are able to go forward efficiently. Today\nwe are here concerned with the problem as to the best way to make it\npossible for handicapped children to partake of the best that we can offer\nthem and how to prevent other children from having to bear similar\nburdens. In special education there are many people with specialized\nknowledge, with many points of view, with many backgrounds, people\nwith a great variety of expert knowledge on the problems of children.\nWe should expect much from them in the effort to make a democracy\na fit place for children to grow in their formative stage. And this will\nresult as we pool this knowledge, unite the varying efforts, and learn\nto submerge our special interests for the good of all.\nINTEGRATION\nHARRY\n\nJ.\n\nBAKER,\n\nOF\n\nCHARACTER\n\nDIRECTOR,\n\nPSYCHOLOGICAL\nDETROIT,\n\nAND\n\nPERSONALITY\n\nCLINIC,\n\nPUBLIC\n\nSCHOOLS,\n\nMICH.\n\nThe understanding of character and personality has always been dif¬\nficult and challenging. People generally wish to understand and interpret\nthe character and personality of others. A correct interpretation is not\nonly a source of satisfaction but it also leads to one’s personal advancement.\n\n"}
{"page": 636, "printed_page": null, "text": "632\n\nNational\n\nEducation\n\nAssociation\n\nPattern of traits — A pattern of traits which contributes to the under¬\nstanding of character and personality will be presented in Diagram I. A\ndescription of these terms and their relationship to each other is designed\nto be helpful in understanding character and personality.\nThere are three kinds of basic traits or factors which form the basis\nof personality patterns. They are instinctive drives, sensations, and abilities.\nAll three of these factors or traits are quite fundamental and are embedded\ndeeply in every person. In instinctive drives and impulses is included\nhunger, thirst, pain, fear, rivalry, cooperation, desire for approval, and\nsimilar characteristics. These are known as natural or unlearned behavior.\nFirst, it should be stated that instinctive drives exist and influence our\nlives more than is ordinarily supposed. In modern everyday living, when\nmany of our wants and desires are easily satisfied, instincts seem to play\na minor role. As we reach adulthood we gradually forget the influences\nwhich these drives had upon us in childhood.\nDIAGRAM\nInstinctive\nDrives\n\nI\nSensations\n\nAbilities\n\nAppearance\nFeelings\n\nJ\nAptitudes\n\nY\n\nTime\n\nand\n\nEmotions\n\nExperience\nf\n\nTemperament\n\nA\nX\n\nMorality\nWill\nY\n\nCharacter\n\n_\n\nj\n\nPersonality\n\nIt should also be stated that many of these drives continue to remain in the\nimmediate background of life and quickly become active again in case of\ndanger, famine, or any calamity. Our pioneer forefathers found them to\nbe a big part of their daily dangers and hardships.\nA second point is the need to realize that in children instinctive drives\nstill continue to play a great role in guiding actions and conduct. In order\nto understand the behavior of children, parents and other adults should\nattempt to recall some of their own childhood experiences. After doing\nso they may treat the fears and attitudes of children with greater insight\nand consideration.\nThe\n\nthird point is that individuals differ from each other in the amount\n\nand intensity of their drives and impulses. Some children are very sus¬\nceptible and easily disturbed by instincts, others are very calm and un¬\nruffled in the face of trouble and excitement.\nSensations — Sensations are derived chiefly from the five senses — vision,\nhearing, smelling, tasting, and touch or feeling. When these sensations\nall function naturally and without strain, they contribute in harmonious\nways\n\nto character and personality. Whenever\n\nthey are imperfect, such\n\n"}
{"page": 637, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\nEducation\n\n633\n\nas being hard of hearing or poor eyesight, they tend to block or impede\nhealthy development of the personality. There are some individuals in\nwhom sensations are usually delicate and responsive. Lighting conditions\nwhich seem comfortable for most people are altogether too strong for\nsome. Sounds and noises which are of average loudness to many people\nare unbearable to those with extremely sensitive hearing. Some individuals\nwho are thought to be unstable and unlikeable personalities frequently\nhave disturbances of the sensations as the chief key or foundation of their\npersonality difficulties.\nAppearance includes such traits as looks and physical build or stature.\nIf it could be more clearly realized how sensations and appearance naturally\ncause deviations in the character and personality another milestone in\nunderstanding would be reached.\nAbilities — Abilities play a very large part in the development of charac¬\nter and personality. These include musical, artistic, manual, mechanical,\nsocial, and general learning abilities or aptitudes. It is a fact that abilities\ndiffer among individuals. It is important to know the various abilities\nof people and what effects different degrees of ability have upon character\nand personality. There are many possible combinations of abilities, sen¬\nsations, and instincts and in these different unions are many keys to under¬\nstanding. It becomes evident here why many people are misunderstood.\nIn considering the total picture of character and personality these three\nbasic traits of a more or less permanent nature are constantly in the back¬\nground of all thought, feeling, and action.\nInfluence of time and contacts — Before proceeding with the other traits\nof this pattern, such as the feelings and emotions, it will be helpful to\nthink of the total personality pattern as influenced by time, conditions,\nexperiences, and social contacts. An illustration from a different field may\nmake this idea clearer. A heavily loaded auto truck or trailer ready to start\non a journey with its cargo stands at rest safely and firmly. This load at\nrest may be compared to an individual’s instincts, sensations, and abilities\nbefore the journey starts. After the truck gets on its way certain dangers\nand problems arise from motion and the conditions of the road. It may\nget stalled on a steep grade or its driver lose control going down a hill.\nIt may topple into a ditch on a curve which is taken too rapidly or may\ncrash thru an unsafe bridge. In short, when the load is traveling so that\ntime and conditions are additional factors, the load takes on different\ncharacteristics than it had before it started the journey. In the same\nmanner the human load of impulses, sensations, and abilities undergo\nchanges and experiences from time and daily living. Sensations meet new\nsituations, abilities are challenged, and impulses are stirred. In considering\nthe remaining phases of this pattern it is necessary and helpful to think\nof the human cargo or load in a state of motion or action.\nFeelings — Feelings are very temporary in terms of time. They tend\nto flit by rather rapidly as experiences move along. Feelings are described\nchiefly in terms of pleasantness or unpleasantness. They often exist for\nperiods of time in rather neutral and colorless states. Feelings are tern-\n\n"}
{"page": 638, "printed_page": null, "text": "National\n\n634\n\nEducation\n\nAssociation\n\nporary states which are influenced by the small jolts in the journey of\nlife and acting upon the three fundamental traits of drives or impulses,\nsensations, and abilities. For example, a bright light brings an unpleasant\nfeeling of strain upon our eyes. When people are complimented for some\nkind or noble deed they have pleasant feelings; scolding brings unpleasant¬\nness. Feelings may be conveniently considered as temporary states suscep¬\ntible to rapid change and variation. They are little bumps or jolts in the\njourney of life.\nEmotions — At times one's feelings may continue for a much longer time\nthan usual. It is impossible to avoid the bright light or the loud sound.\nFeelings become disturbed. When feelings reach the stage of lasting over\nseveral minutes or hours they produce more profound effects. These longer\neffects are called emotion. Emotion may be compared to the traveling\nload which has shifted to one side on account of a sloping road for several\nmiles.\nEmotions have more profound effects than feelings. They grip the\nentire person in a more intensive way. They are often accompanied by\nthe quickening of the pulse rate and faster breathing. Digestion and sleep\nare disturbed by them. A long continued state of feelings or emotions\nleads on into longer states of a more permanent\nment, will, and morality.\n\nnature known\n\nas tempera¬\n\nTemperament — Temperament is somewhat affected by the influence of\ntime and experience, operating over longer periods. Feelings and emotions\nare then merged into temperaments. In fact, temperaments are often\nrather permanent states. They characterize one individual from another.\nVarious attempts have been made by different investigators and psychologists\nto classify temperaments. One such outline is shown in Diagram II.\nDIAGRAM\nPlan\n\nII\n\nof Temperaments\n\nRate and mood\n\nSlow and deliberate\n\nQuick and impulsive\n\nOptimistic\n\n(a) Phlegmatic\n\n(b) Sanguine\n\nPessimistic\n\n(c) Melancholic\n\n(d) Choleric\n\nThere are four types of temperaments in this classification, (a) Phleg¬\nmatic persons tend to be slow and deliberate, yet optimistic. Such people\nare not easily disturbed, (b) The sanguine are also optimistic, but are\nquick and impulsive rather than slow and deliberate. They are usually\nvery likeable persons, (c) The melancholic are inclined to be pessimistic,\nbut slow and deliberate. Persons with melancholic temperament are prob¬\nably naturally that way rather as a result of extremely sad and unfortunate\nexperiences, (d) Choleric persons are pessimistic but are also quick and\nimpulsive. They are often very efficient. When the choleric are pessimistic\nthey are difficult to understand and to enjoy as associates or friends.\n\n"}
{"page": 639, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\nEducation\n\n635\n\nThis fourfold plan of temperaments is designed to be helpful in under¬\nstanding certain extreme kinds of temperaments. Occasionally one meets\na person or sees a famous movie actor who represents one of these four\ntemperaments in exaggerated form. Characters in plays or movies are\noften required to overemphasize one of these temperaments for stage effect.\nThere are limitations to this outline of temperaments. Many people rep¬\nresent a moderate mixture of two or more of the four temperaments. It\nis useless and rather futile to try to classify the great majority of citizens\ndefinitely as only phlegmatic, sanguine, melancholic, or choleric. However,\nsuch an outline is of some value in thinking more clearly about tempera¬\nments. Temperaments may change slowly but they are more permanent\nthan emotions.\nWill — At the same level of permanency is the will. Will is defined\nchiefly in terms of weak or strong will. Everyone has met strong-willed\nor weak-willed persons. Many have moderate wills, neither weak nor\nstrong. Strong or weak wills are often so characteristic of a person that\nthey naturally belong under the category of long-time traits.\nThose who are considered weak-willed are not usually happy or well\nadjusted. They never make decisions for themselves or take any decisive\nactions. If they are willing to accept judgments and regulations given them\nby others they seem happy and satisfied. In a general way, the person of\nstrong will is more greatly admired. He seems to get more accomplished.\nThere are cases in which a very strong will is probably detrimental rather\nthan beneficial. Such a person may make a strong resolve to do some\nparticular task. He attempts to see it thru to a finish no matter how ill\nhe may be or how needless the task has become on account of changed\nconditions. This is carrying strong will to absurd and impractical limits.\nA person of strong will should wisely weigh the odds and realize when\nit is time to change.\nMorals — A\n\nthird quality in the personality make-up\n\nabout equal to\n\ntemperament and will in permanence is one’s morals. Under morals are\nclassified such traits as honesty, truthfulness, right and wrong, and the\nother elements of good conduct. The experiences of life, arising from im¬\npulses, sensations, and abilities and working thru the feelings and emotions\ndevelop or undermine morals. Favorable influences, excellent homes, and\nfine playmates help to develop a good set of morals. The\ntions tend to tear them down.\n\nopposite condi¬\n\nIt is a puzzling question just how much effect training and example have\nupon morals. Some people are known to have poor morals altho they were\ncarefully reared and educated in fine moral atmospheres. Others who\nhave been reared in very undesirable atmospheres sometimes have excellent\nmorals. In these cases the training or environment does not seem to have\nmuch\n\ninfluence. As a general thing, however, it is believed that long and\n\npatient training for morals is the best and safest policy. People with high\nmorals are generally admired and those with low ones tend to be despised.\nThere are times when it seems that whole communities or even nations\nhave variations or fluctuations in their standard of morals. At certain\n\n"}
{"page": 640, "printed_page": null, "text": "636\n\nNational\n\nEducation\n\nAssociation\n\ntimes morals reach a very low ebb. Churches find it difficult to attract\nand hold their members and a general laxity prevails everywhere. After\nthe close of long wars and periods of financial depression these lowcycles are more likely to occur. Gradually the laxness of standards begins\nto affect general business standards and the quality of manufactured prod¬\nucts. Many then get alarmed and disgusted. A better standard is demanded.\nThis improvement appears to operate in the realm of morals as wrell as\nin material things.\nIndividuals also tend to go in cycles with respect to strict or lax moral\nstandards. Disagreeable incidents come to their attention, such as examples\nof downright\n\ndishonesty which go unpunished. They\n\nmay\n\nalso adopt the\n\nattitude of “What’s the use?” and permit their own standard to lapse.\nSooner or later other influences of a more helpful nature bring an upturn.\nUnfortunately it is apparently easier to travel downhill than uphill in\nmorals, and hence the need of always keeping the morals on the highest\npossible plane.\nCharacter — Character is the next term to be considered in the outline\nshown in Diagram I. It begins to become inclusive of all the earlier factors.\nIt includes the three basic groups of impulses, sensations, and abilities\noperating thru time and resulting in feelings and emotions. All these\nfactors, in turn, are merged into longer-time units under the headings of\ntemperament, will, and morals. Character is the sum or total of all these\nfactors -which operate partly independent of each other but also affecting\neach other.\nA better understanding of character would result from a knowledge\nof instinctive drives, sensations, or abilities. Any unusual conditions in\nthese three fields often produce unusual manifestations of character. For\nexample, the sparkle and wit of the keen intellect is admired, the fumbling\nof the blind stimulates sorrow, we pity those who hunger. Character is\nlargely influenced by these three fundamental\n\nelements of the total pattern.\n\nAt times people are not very charitable toward unusual variations in\nfeelings or emotions of others. Those with unusually good control of their\nown feelings and emotions may look with impatience and disdain upon\nthe person who has less control. Others may have the opposite attitude\nof toleration. He who showTs great feeling and emotion often believes that\nthose who have firm control are stern, exasperatingly cool, and unkind.\nIn short, both extremes are apt to be quite intolerant of each other. With¬\nout admitting that they can change their own feelings and emotions they\nexpect others to control theirs. It should be realized that feelings and\nemotions are fundamental\n\nqualities of human\n\nnature and less susceptible\n\nto change or control than is usually assumed. Character may be understood\nbetter by a more workable knowledge of feelings and emotions.\nIt is possible to move closer to the field of character by considering the\nthree qualities of temperament, will, and morals. Here further problems\nof misunderstanding are frequently found. If temperament is bad it is\noften laid to poor training of the feelings and\n\nemotions\n\nover\n\na long\n\n"}
{"page": 641, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\nEducation\n\n637\n\nperiod of time. This may not be the case. While one may excuse outbursts\nof feelings or emotions there seems to be less excuse for outbreaks in tem¬\nperament. Long-time traits such as temperament, will, and morals ought\nlogically to have had long periods of good development and hence our\nimpatience\n\nwhen\n\nthey develop negative and\n\nundesirable\n\ntrends.\n\nThe\n\nperson who has a poor code of morals after many years of training\nlogically seems to bear the label of poor in character or without force of\ncharacter. This is also true of will and temperament. Many individuals\nwho have exerted themselves to build good character may seem to have\nfailed. It is a constant struggle in the same way that health must be\ncarefully guarded.\nIn order to improve character extensive studies by the best practices\nof psychology should be made upon cases of unfortunate character. In that\nmanner it will be possible to learn how much character and its contributing\nfactors may be improved. Until then people are mostly in the dark as to\nthe kind and amount of changes which can be made in character.\nPersons of fine character, high ideals, pleasant temperaments, and good\nemotional control are generally admired. Their fine character is not only\nthe effort of the moment but also is known to be the result of long and\npatient training. The uplifting effects of such characters upon\none of the brighter sides of character.\n\nothers are\n\nCharacter may then be summarized as the grand total of his patterncontributing traits. Good character may be summarized as a high moral\ncode, fine ideals of honesty, good will power, splendid balance of tem¬\nperament, and control of the emotions. With this picture of character in\nmind, it is now\n\ntime to consider the last factor in this total pattern, namely,\n\nthe personality.\nPersonality — A person of rather ideal character has just been described.\nHe should now be considered from the standpoint of personality. Altho\nmeeting this ideal character is eagerly anticipated, when\n\nit occurs we\n\nthen exclaim, “What a disappointing personality!” There\nsome difference between character and personality.\n\nmay\n\nis apparently\n\nThere are at least two causes of difference between character and per¬\nsonality. The first is in the degree of his pleasantness or unpleasantness,\nhis looks or his bearing. In the case of the good character, just cited above,\nhe was small and unimpressive in his appearance. He may be similar in\nappearance\n\nto someone\n\nwhom\n\nunfavorable\n\nin personality.\n\nwe dislike. As a result he is considered as\n\nA second cause of disagreement between personality and character is the\ncontrast between his personality and ours. He may he looked upon with\nintolerance if his character is known to be poorer than ours and with\njealousy if it seems to be better. All these things are charged against his\npersonality. We admire personalities similar to ours if we admire our own.\nOn the other hand, personalities similar to ours may\ndislike ours.\n\nbe despised if we\n\n"}
{"page": 642, "printed_page": null, "text": "638\n\nNational\n\nEducation\n\nAssociation\n\nPersonality represents the individual’s character and all its accompany¬\ning traits exposed to meeting with and reacting to all other people. Char¬\nacter now becomes the cargo or load on the life's truck, traveling along\nthe highway of life. Personality is the result of character acting and influ¬\nencing other people over a period of time and thru many experiences.\nIts changes are due to differing judgments of personality. Some individuals\njudge one’s personality to be good today and bad tomorrow.\nPersonality tends to confuse the judgment of character. Many\n\ntimes\n\none’s first impressions of personality are unfavorable, but upon better ac¬\nquaintance the desirable character traits become better known and slowly\nhave more influence in judging the personality. The opposite condition\nis often true. The person of pleasing or agreeable personality becomes less\npopular if his character traits prove to be unfavorable and disappointing.\nPeople of this type suffer many discouraging experiences when the first\nwarmth of their personality influences fades into indifference on account of\nundesirable character traits. Those of unfortunate personality but with\ndesirable character find it difficult to establish friendships, altho they have\nthe satisfaction of seeing them grow and deepen with time.\nMeaning of total pattern — Our readers are now advised to return to\nDiagram I. It is recommended to consider the whole pattern in the relation¬\nships of all parts to the whole. All parts contribute to the total pattern\nwhich culminates in character and personality. Thru the organization of this\ndiagram it is hoped that each of its parts, such as emotions, may now be\nunderstood with respect to the total pattern.\nWhenever all these traits operate together harmoniously, and with fine\nbalance, such a person is described as having a well-balanced or a wellintegrated character and personality. Frequently one of these traits stands\nout in very great dominance over all the others. It not only tends to\ndominate the whole picture of the personality pattern, but it warps and\nthrows all the other traits out of their proper, normal balance. In many\nof the most disagreeable persons, in degenerates, and in criminals such a\nlack of proper balance or integration is usually found.\nIt is important that young people and parents should understand the\nnature of this pattern. They should use all possible means to keep their\nown personality pattern in proper balance, and to develop it in their children.\nFrom this pattern or diagram it may be realized how difficult it really is to\ndefine character or personality. They are made up of many basic factors\noperating over periods of time, in many environments, with the influence of\nmany people. By noting the various elements of the total pattern and their\nrelationships it is hoped that character and personality may be better\nunderstood.\n\n"}
{"page": 643, "printed_page": null, "text": "Department\n\nTHE\n\nPROGRAM\n\nDOROTHY\n\nFOR\n\nE. NORRIS,\n\nof\n\nSpecial\n\nGIFTED\n\nASSISTANT\n\nEducation\n\nCHILDREN\n\nSUPERVISOR,\n\nCLEVELAND,\n\nIN\n\nMAJOR\n\n639\n\nCLEVELAND\nWORK\n\nCLASSES,\n\nOHIO\n\nCleveland’s interest in the education of gifted children dates back to\nOctober 1920. The first special class of this kind was started at Denison\nSchool. That class numbered\n\ntwenty-six pupils chosen from Grades I V, V, and\n\nVI. Simultaneous with the opening of this class a group of civic-minded women\nof the Women’s City Club began a study of gifted children and their education.\nThe layman unfamiliar with the Major Work classes does not know\nthat a great part of the enriched course of study is only possible because\nof maximum curriculum equipment. Each room has its maps, globes, en¬\ncyclopedias, sets of the newest and best books, typewriters, curtains, rugs,\naquariums, ferneries, beautiful pictures, and bit of potter}'.\nAt the present time there are eighteen Major Work classes in the ele¬\nmentary schools. Enrolled in these classes are 567 children. The greatest\nnumber of classes housed in any one school is three and the classes range\nfrom Grade I thru VI. Four junior high schools have organized special\nclasses to provide for pupils of Major Work groups leaving the elementary\nschools and also for any other pupils who have the ability' to perform at\nthe Major Work class level, but for one reason or another were not members\nof these elementary groups. A total of 659 pupils attended Major Work\nclasses in the junior high schools during the last semester.\nThere are three senior high schools at the present time, which have kept\nMajor Work pupils together, the attendance in these classes being approxi¬\nmately 550 last semester. This makes a total of 1776 pupils now being cared\nfor in Major Work classes in Cleveland.\nThe principles governing the selection of gifted children are determined\nby the type of organization set up by the school system. Each semester in the\nCleveland public schools there are a series of classification tests given to all\npupils in the kindergarten and in Grades I A, IIIA.and VI A. These test results\nfurnish a probable learning rate for every pupil. The term “probable learning\nrate” is synonymous with the IQ derived from a group intelligence test.\nIt is generally recognized that emotions, reactions, special traits of\ncharacter, physical health, teacher’s attitude, and a multitude of other con¬\nditions may influence a pupil’s test results. When a pupil, in a favorable\natmosphere, not over-age for the grade in which he is working, makes a\nprobable learning rate of 125 or more, he should be referred to the psycho¬\nlogical clinic for an individual Binet Test. If the resulting IQ is 125 or\nmore, he is considered eligible as a candidate for a Major Work class. His\ncase is then referred for conference to the principal of the school he has\nbeen attending and his teacher. If they feel the pupil's IQ is a fair indica¬\ntion of the child's ability as they have come to know him, the parent is called\nin and told that the child has indicated ability which would permit him to\ncarry a greater curriculum than the one offered in the average elementaryschool class. If the parent wishes, the child may become a member of a\nMajor Work class where the work would be better fitted to his ability.\n\n"}
{"page": 644, "printed_page": null, "text": "640\n\nNational\n\nEducation\n\nAssociation\n\nIf the school is the place where the powers of superior children should\nbe loosed and used to their fullest extent, then the curriculum, both in\ncontent and administration, must be sufficiently flexible, varied, and chal¬\nlenging to care for the diverse needs of the various members of a given\ngroup. In common with all children, the mentally superior child possesses\nsome unevenness in his abilities. When the pupils of superior ability have\nbeen located, the problem resolves itself into providing room for them to\ngrow and freedom to develop their powers to the full, and into furnishing\nan incentive to make constructive use of their creative ability “for the good\nalike of themselves and of society.”\nThe fundamentals of education are the first consideration. The facts of\nschool life — a minimum\n\nof common,\n\nessential facts as exemplified by the\n\ntime-honored three R’s — are expected to be mastered by all pupils enrolled\nin the Cleveland public schools. Compliance with the conventions of spell¬\ning, punctuation, grammar, and basic mathematical processes is expected of\nall adults who are to function in the community. To this end the Cleveland\ncourse of study is set up, and to its ultimate goal all children are being guided.\nThe second consideration concerns history, geography, civics, and science.\nIt is understood that each Major Work class will cover the year’s work\nin the academic branches of the usual curriculum for the particular grade.\nAdministration and enrichment are the individual teacher’s problem, a\nflexible situation at once fraught with much joy and responsibility and\nproviding the necessary room for teacher and pupil growth. This results in\na wide range of activities, following the interests and needs of the groups\nas far as possible, but at no time anticipating the work of the next grade.\nArithmetic, admittedly a tool subject, is greatly enriched and vitalized by\nstressing its application in meaningful activities and situations. The social\nstudies are coordinated with topics which help the pupils to become familiar\nwith the history and evolution of civilized man. One hour a day is devoted\nto French taught by a special instructor. Particular emphasis is placed upon\nthe conversational side of the language. Acquaintance with the best the\nworld has to offer in literature suitable for the young motivates the liter¬\nature periods. Almost all bright children are omnivorous readers and for\nthat reason need tactful guidance in the selection of worthwhile and appro¬\npriate books.\nActive pupil participation and contribution arc highly desirable, and\ntheir achievement is a definite factor in the technic of administration of\nMajor Work classes. Group discussions around a table with a class member\nacting as leader, comparable to the seminar method of the college, prove\nsuccessful with these pupils. Trips are an integral part of the curriculum.\nCivic activities of the community are investigated. Close cooperation is\nmaintained with the museums. The children attend suitable performances\nin theaters, as well as concerts, lectures, and exhibits. In every way the\nteacher seizes upon each opportunity to enrich the superior pupil’s experi¬\nences with an abundance of worthwhile, stimulating, and challenging\nmaterials. Probably the most important single factor in the success or failure\nof classes for gifted pupils lies in the choice of the teacher.\n\n"}
{"page": 645, "printed_page": null, "text": "‘■Department\nSupervisors\n\nand\n\nof\nDirectors\n\nof Instruction\n\n"}
{"page": 646, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nsupervisors\n\nand\n\nNOTE\ndirectors\n\nof\n\ninstruction\n\nin its\n\ninception was an independent society called the National Conference on\nEducational Method, organized in February 1921. The first number of\nits publication , the journal of educational method, was published\nin September of the same year. In July 1929 the organization was ac¬\ncepted as a department of the N.E.A. The Department publishes a year¬\nbook, and a journal, now called educational method. Membership in\nthe Department is open to anyone interested in better teaching. Its func¬\ntion is to contribute to teacher growth in furtherance of the fundamental\npurposes of education thru professional leadership. Its immediate object\nis, as stated in its Constitution, “ the improvement of supervision and\nteachings The officers and members of the Department are working to¬\ngether in a program designed to offer the type of educational leadership\nthat will secure growth and improvement in teaching on all levels, ele¬\nmentary, secondary, and college. This group is aware of the fact that the\nquality of instruction found in a school system is directly related to the\nquality of the supervision provided by that system. The membership of\nthe organization is composed of leaders in all fields whose job it is to\nimprove instruction. The Department is keenly interested in the progress\nof both in-service and pre-service training of teachers. Annual dues, $4,\nare payable to the executive secretary. National meetings are held twice\na year, in connection with the conventions of the N.E.A. and of the Amer¬\nican Association of School Administrators. Local, state, and regional\nmeetings are held periodically.\nThe officers for the year 1940-41 are: president, Julia L. Hahn,\nThird Division Supervising Principal, Washington, D. C.; first vicepresident,\n\nHelen\n\nHeffernan,\n\nChief,\n\nand Rural Schools, State Department\nsecond\n\nvicepresidext,\n\nPrudence\n\nDivision\n\nof Elementary\n\nEducation\n\nof Education, Sacramento,\n\nCutright,\n\nAssistant\n\nCalif.;\n\nSuperintendent,\n\nMinneapolis, Minn.; field secretary, James F. Hosic, Professor Emeri¬\ntus of Education, 50 Rockland Avenue, Yonkers, N. Y .; executive\nsecretary,\n\nRuth\n\nCunningham,\n\n1201\n\nSixteenth\n\nStreet,\n\nN.\n\nW ., Wash¬\n\nington, D. C.; executive committee: Edith M. Bader, Assistant Su¬\nperintendent, Ann Arbor, Mich, (term expires 1942) ; Hollis L. Caswell,\nTeachers College, Columbia University, New York, N. Y. (term ex¬\npires 1941) ; Rudolph D. Lindquist, Director, Cranbrook School, Bloom¬\nfield Hills, Mich, (term expires 1942); and the officers of the Depart¬\nment, ex officio.\nFacts relating to the establishment of this Department and the record\n\nof its meetings\n\nmay\n\nbe found\n\nin earlier volumes\n\nof proceedings\n\nfollows:\n192 8:831-832\n1929 -.803-826\n1930 -.773-800\n1931:801-824\n\n1932 :679-694\n19 33:681-696\n1934:67 3-692\n19 35:627-644\n\n[ 642 ]\n\n1936 :5 23-541\n1937 :5 67-590\n1938:579-597\n1939:647-664\n\nas\n\n"}
{"page": 647, "printed_page": null, "text": "ST.\nKINDS\n\nJOHN\n\nOF\n\nLOUIS\n\nEXPERIENCES\nTHRU\n\nA. HOCKETT,\n\nLECTURER\n\nMEETING\n\nWHICH\nSHOULD\nSUPERVISION\nIN\n\nEDUCATION,\n\nBERKELEY,\n\nBE\n\nUNIVERSITY\n\nFOSTERED\n\nOF\n\nCALIFORNIA,\n\nCALIF.\n\nIN specify\nthe Commonwealth\nTeachers Training Study, Charters and Waples\n1001 types of activities that teachers do or should perform. Sev¬\neral thousand specific activities are included in these more general types. It\nis conceivable that these thousands of activities should be fostered thru an\nall-inclusive program of supervision. I venture to predict, however, that\nsuch an attempt would be ineffective, if not impossible. There is abundant\nevidence that emphasis on certain types of experiences is critically needed in\nsupervision at the present time.\nI am going to assume that you, like the great majority of educational\nleaders today, subscribe to an educational program based upon the principles\nof a modern organismic psychology of learning, an experimentalist philosophy\nof life, and a democratic conception of social values. Such a program stresses\nthe maintenance\n\nof conditions that continually further the wholesome\n\ndevel¬\n\nopment, adjustment, and integration of boys and girls. It is primarily con¬\ncerned with the vitality, the breadth, and the depth of children’s experiences.\nIt insists that vital experience involves purposeful planning, cooperative\naction, and critical evaluation on the part of all who participate in the edu¬\ncative program.\nAs teachers seek to carry out such a program in their classrooms, we find\nthem guiding their pupils in a series of related, significant experiences which\nare commonly termed a unit of work or an area of experience. Here and\nthere we see a teacher providing this guidance with such insight and skill\nthat the achievement of educative values approaches the ideal. Much more\ncommonly, however, the teachers we observe are groping their way uncer¬\ntainly, sure neither of their goals nor of their methods. Some are sincerely\nseeking new light as they study critically the effects of their labors. Many\nare confused trying to meet the divergent demands of child development\nand rigid subjectmatter prescriptions. The great majority, trained in the\ntechnics of imposing fixed subjectmatter and skills on reluctant or docile\npupils, are misinterpreting the newer dynamic conception of guided\ndevelopment as merely some new-fangled scheme of imposed “instruction. ’\nTeachers can hardly be blamed for such lack of understanding when the\nneed for reorganization in thought and practice is so basic and inclusive.\nHerein, however, lies the great challenge to supervision in our time.\n\nTeachers must learn to evaluate units of work — The urgent need of teach¬\ners is for specific, tangible, sympathetic help in choosing a unit of work or\narea of experience, in planning for its initiation and development, in guiding\nthe pupils in the various activities that should be included in setting up a\nsatisfactory organization of the class, in securing books and materials, and\n[ 643 ]\n\n"}
{"page": 648, "printed_page": null, "text": "644\n\nNational\n\nEducation\n\nAssociation\n\nin evaluating the success of the enterprise and the progress of each child.\nLet us consider some of the uncensored questions teachers always ask when\ngiven the opportunity: “How do you specifically work out, organize, and\nplan a unit?” “Does a unit of work have to start with a ‘felt need’ of the\nchildren?” “Should the whole day’s wrork center around the unit of work,\nor should certain time be given to teaching of the tool subjects?” “What\n\nis\n\nthe first thing to do in starting a unit?” “How can we prevent many of the\nactivities that are going on in our schools from being superficial ?”\nI know that teachers need inspiration. They also need recognition,\nappreciation, and encouragement. They need a broader conception of\neducational aims and a revised sense of educational values. But these things\ncan be achieved as functioning realities only as teachers learn how to live\nwith their pupils more democratically and guide their experiences more\nwisely. Many of us have propagandized, some with evangelical zeal, for the\n“new” education. Have we not by this time exhausted the possibilities of\npropaganda, and must we not now settle down to the more difficult and\nless spectacular task of achieving in the classroom what we profess in our\ncreeds ?\nI shall try to present some of the specific types of experiences that most\nneed to be fostered thru supervision. To save time and avoid the tiresome\nrepetition of such qualifications as “I think” and “it seems to me,” I shall\nemploy a positive method of statement.\nFirst, teachers need much help in the wise selection of a unit of work or\narea of experience. We must patiently help them to think thru the various\npossibilities for experiencing in a proposed area. With our assistance, they\nshould list the opportunities for firsthand contacts, for trips to study things\nin actual operation, for contact with people who can explain, interpret, and\nanswer questions. They must visualize the possibilities for group work,\ncooperative planning, sharing of ideas, interests, materials, and achievements.\nThey must evaluate these and other possibilities in relation to the needs for\ngrowth of the particular boys and girls who will explore the area. Each\nteacher should consider his own fitness to be a guide in a particular area.\nOf course, we should encourage all teachers to strengthen and enrich their\nbackgrounds whenever possible. But it is equally important to help them\ncapitalize on their present abilities and enthusiasms.\nMany teachers have not had the experience of seeing thru a unit of work\nin terms of the possibilities it possesses for experiencing on the part of\nchildren. Having thought chiefly of the subjectmatter content, they do not\nrealize that the provision of a rich program of experiences will lead to the\nuse of a great deal more subjectmatter and to its acquisition in response to\nneed and use, a vastly more educative procedure. Much more could and\nshould be said about the selection of a suitable unit of work.\nOrganization of the school as a way of life — In establishing a dynamic\nprogram of child development, the teacher must skilfully aid his pupils in\norganizing themselves into a smoothly functioning, effective group. The\nclassroom must be organized to exemplify a way of life, the democratic,\nthe educative way. Teachers who have practiced only the ways of the auto-\n\n"}
{"page": 649, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n645\n\ncrat, even tho they have been the most benevolent of autocrats, need much\nhelp in understanding what it means to live democratically with their pupils.\nThis organization of group life normally evolves as the various experiences\nconnected with the exploration of an area get under way. As the work\nproceeds, the teacher functions continuously as guide and counselor.\nTeacher guidance of children’s experiences — The teacher helps children\nsense the many possibilities for activities and experiences that continually\nopen up before them, and aids them in making a wise choice of those they\nwill pursue. From his wider background, he is able to suggest possibilities\nthat do not occur to the children. He encourages the consideration of rela¬\ntive values ; whether, for example, it will be more fruitful to portray certain\nnew insights thru dramatic or rhythmic interpretation, thru painting, written\nstory, or poem, or thru construction. He counsels deliberation when important\ndecisions are being made hastily, but stresses responsibility for finishing\nsatisfactorily obligations that have been undertaken. He observes the quality\nof thinking exhibited by the children, in order to encourage greater openmindedness, more critical use of information, and more valid conclusions.\nHe frequently raises questions relating to the activities and problems of\nthe pupils, not primarily to test information but to stimulate thought. He\nraises questions to stimulate pupils to discover more effective ways of using\ntools, paints and brushes, or words, or any medium\n\nof expression.\n\nWhen selfish or unsocial tendencies interfere with the progress of the\nwork, the teacher encourages such consideration of the problem as will\npromote effective and harmonious achievement, and simultaneously preserve\nor increase the self-respect of each individual involved. He is sensitive to\nthe peculiar needs of each child. He leads the timid child ahead by easy steps\nuntil he gains courage to stride forth more boldly. He restrains the overaggressive one whose tendency is to dominate or bully others. Each child\nmeets many problems in establishing himself as a person and in adjusting\nto the numerous situations in which he is placed. Teachers must be sensitive\nto those problems.\nThe place of suhjectmatter and skills — In the development of a unit of\nwork dealing with the life of a people, for instance, many questions will\narise concerning the ways in which things are done, made, or used. The\nwise teacher recognizes these needs for accurate, authentic information, and\nspares no efforts to secure books and other materials which children can\nread and which will supply satisfying answers to the questions. Without\nteacher guidance, pupils may be willing to accept superficial and inaccurate\nanswers. Whether the experience is to be rich in content depends upon the\nteacher’s ability to instil ideals of sound scholarship. His need for a generous\nsupply of just the right books is one that supervisors can and should meet.\nThe\n\ncommon\n\npractice of schools in providing a program\n\nof work\n\nin the\n\nskill subjects simultaneously with, but independent of, their so-called activity\nprogram is evidence that teachers do not generally sense the innumerable\nopportunities that present themselves, in every unit of work, for purposeful\nuse of the various skills.\n\n"}
{"page": 650, "printed_page": null, "text": "646\n\nNational\n\nEducation\n\nAssociation\n\nTeachers must contact the real world — The teacher plays a varied role\nin guiding boys and girls thru the activities involved in an area of experi¬\nence. As opportunities for firsthand contact of pupils with the realities\nof nature and of social life are multiplied, the teacher’s need for something\nmore than a bookish knowledge of the world is increased. Supervision must\nsomehow provide that teachers have personal contact with farms, dairies,\nfactories, museums, aquariums, zoos, civic institutions, docks, stores, and the\nnumerous other economic, political, and cultural institutions and resources\nof their communities.\nTeachers must learn new forms of expression — Firsthand contact with\nplants, animals, people, and institutions, however, is only one aspect of the\nlearning process. Expression must follow impression, if children’s developing\nconcepts and ideas are to be clarified and integrated with their growing\nselves. Hence the need in the modern school for use of every feasible avenue\nof expression : dramatic play and more sophisticated types of dramatization,\nrhythmic interpretation, construction with wood and other materials, model¬\ning, painting, sketching, singing, dancing, and expression thru spoken and\nwritten language. Here again the traditional teacher is handicapped. Not\nonly is he unable to help children express themselves more adequately in\nthese various media but he is embarrassed to reveal his own inadequacies.\nI see no alternative to the provision of workshop sessions for teachers, so they\nmay discover the joys and values of expression in other ways than the use\nof the vocal organs. Supervision can encourage teachers to master the technics\nof the industrial arts, and can also provide necessary tools, work benches,\nsaw horses, easels, paints, and various other types of equipment and materials\nessential to an effective program.\nTeachers' evaluations of supervision — I should like to present an evalua¬\ntion of supervision recently made by sixty teachers, representing a great\nvariety of situations and communities. They were asked, “In what ways\nhas your principal been especially helpful to you in furthering your efforts\nto provide a modern program of maximum educational value to your\npupils?” Their responses included the following: cooperates in planning the\nunits of work; helps plan construction periods and excursions; helps locate\nneeded information; secures pictures, stories, visual aids, and other helps;\nsecures adequate supplies for activities without hesitation ; orders films that\nreally correlate with units of work; lists radio programs that will be\nespecially helpful ; provides mimeographed materials ; organizes pupil par¬\nticipation in school management; interprets the school program to parents;\nsuggests current literature for professional growth; provides good teachers’\nmeetings; gives suggestions to guide in securing pupil adjustment; counsels\nin the placement of pupils ; helps plan remedial work.\nThe same group of teachers was also asked, “In what ways does your\nprincipal fail to provide the leadership and practical assistance necessary\nto you in carrying out a modern program of maximum value to your pupils?”\nAmong their replies were the following : expects the teachers to carry on a\nprogressive program, but at the same time to maintain arbitrary scholastic\nstandards to fit traditional schools; insists upon rigid discipline and has no\n\n"}
{"page": 651, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n647\n\npatience for “busy noise’’, is meddlesome and overcritical ; is unprogressive\nand traditionally-minded, insisting upon regimentation ; does not give prac¬\ntical suggestions for daily, weekly, or monthly programs ; does not call meet¬\nings of the staff so that teachers can plan and coordinate activities; has no\npatience with children’s desire for construction activities; does not help orient\nnew teachers in the philosophy and methods of procedure of the system.\nSummary — I have suggested that the kinds of experiences which\n\nespecially\n\nneed to be fostered thru supervision are those cooperative activities that make\nteachers more competent in choosing, initiating, and guiding the develop¬\nment of, and evaluation of the various, interrelated, consecutive series of\nphysical and mental activities that are commonly called a unit of work. I\nam confident that the great majority of teachers do not now have an adequate\nbackground of experience, a sufficiently sound educational philosophy, and\ncommand of the professional skills and technics to provide the high type of\nguidance needed in such a program. Actually to help teachers to put into\npractice our current ideals of education will demand\nvision can give for the next several decades.\nTHE\nDALE\n\nROLE\n\nZELLER,\n\nOF\n\nTHE\n\nTEACHER\n\nthe best that super¬\n\nIN SUPERVISION\n\nASSOCIATE\n\nPROFESSOR\n\nOF\n\nEDUCATION,\n\nTEACHERS\n\nCOLLEGE,\n\nEMPORIA,\n\nKANSAS\n\nSTATE\n\nKANS.\n\nWhat should be the role of the teacher in the supervising process? Before\nthat question can be answered satisfactorily, another question must be asked\nand answered : What is the role of the teacher in the educational process\nas carried on in schools? Regardless of one’s convictions about what the\nrole should be or one’s heaviness of heart about what the role is, there is but\none answer to the question. The teacher makes the curriculum when he\nmeets in the classroom with children ; willy-nilly, wise or unwise, desirable\nor undesirable, the teacher makes the curriculum when he meets in the\nclassroom with children; with or without supervision, with or without\ncourses of study, with or without\nis his role.\n\ntraining or desirable personality, this\n\nOut of this role, which he is destined to play by the very nature of the\neducational process, comes the function of administration and supervision :\nto help the teacher develop the most desirable curriculum possible when he\nmeets in the classroom with children. It is to achieve this end that administra¬\ntion is organized and supervision is provided. In the none too remote past\ncertain assumptions were made about the best way to help him play the role,\ngrudgingly acknowledged to be his. In keeping with authoritarian practice,\ntextbooks were written which he was to teach page by page in the way the\nauthor had organized them ; or experts wrote courses of study which he\nwas to follow, if not day by day at least month by month, so all children of a\ngiven grade should be on an identical page in the textbook or at a particular\nplace in the course of study at stated times. Some more liberal systems freed\ntheir teachers from slavish following of textbook or course of study and\n\n"}
{"page": 652, "printed_page": null, "text": "648\n\nNational\n\nEducation\n\nAssociation\n\nset up subjectmatter goals or skills and technics to be attained by all children\nin a particular grade at a given semester or year.\nIn 1902, John Dewey recognized the role the teacher played and the\nlimitations set upon his playing it most effectively when he said, “As long\nas the teacher, who is after all the only real educator in the school system,\nhas no definite and authoritative position in shaping the course of study,\nthat (course of study) is likely to remain an external thing and unapplied.\n. . . The\n\nreality of education is found in the personal face-to-face contact\n\nof teacher and child.” He stated further: “It is folly to suppose that we can\ncarry on the education of the child apart from the education of the teacher.”\nIn late years an attempt has been made to assure a well-educated teacher\nfor the child by requiring the teacher to spend a number of years in college\nprior to his teaching experience. But the most adequate and comprehensive\npre-service training it is possible to give a teacher does not give him the power\nto develop a desirable curriculum for a given group of children in a given\ncommunity. A desirable curriculum for a given group of children at a par¬\nticular time and place is governed by the understanding the teacher has of\nwhat possible contributions the school under his guidance can make to the\ngrowth of these children in desirable directions as a part of a total ongoing\nprocess. The curriculum consists of all the experiences the child has under\nthe guidance of the school, and some of these are determined by home con¬\nditions, some by community conditions, and some by administrative policies\nand decrees. No matter how well he understands children in general, to\nunderstand the particular needs of a particular group of children, he must\nknow what kind of experiences they have had under the guidance of previous\nteachers and what\nand do and be.\n\nthe next year’s teacher will expect them\n\nto know\n\nIf it is accepted that the curriculum is made when the teachers meet in\nthe classrooms with children, if it is accepted that the curriculum consists\nof all the experiences children have under the guidance of the school, if\nit is accepted that a course of study which a teacher has had no part in\ndeveloping remains something external and unapplied, and if it is accepted\nthat there is no education for the child apart from the education of the\nteacher, then the conclusion follows that the teachers in a school system\nmust participate in developing cooperatively with supervisors, administra¬\ntors, laymen, and children the program for the improvement of instruction\nwhich underlies all efficient supervision.\nThe teacher must play a participative role in a cooperative undertaking\nto establish principles on which a total program of action can be built. He\nmust participate in erecting the framework for all the experiences a child\nhas as he progresses yearly thru the school if he is to direct the experiences\nof the particular group under his guidance in day-by-day living to common\nends. The total design cannot be developed by others and given to him\neither dogmatically or paternally. All the teachers thru whom the design\nmust function must participate in developing the whole, and each must\nsee his part and the contribution it makes to the whole. He cannot develop\nit alone any more than it can be given to him. The total cannot be acquired\n\n"}
{"page": 653, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n649\n\nby adding together the well-meant efforts of one teacher to those of another\nuntil the whole becomes the sum total of the parts. Each understands his\ncontribution to the whole in terms of the design for the whole which he\ncontinually participates in evolving, for the design of the curriculum is not\never finished; it is constantly emerging; it is never planned; it is the result\nof continuous planning. If you accept that this is his role — participation in\nthe continuous planning of an ever emerging design of the curriculum, par¬\nticipation in a cooperative undertaking — you will want to know how this\ncan be done, how he can best play this role. The setting involved in aiding\nhim is as important as the concept of the role itself ; for participation in\ndeveloping the total design demands certain provisions.\nThe first thing needed, if the teacher is to participate in making plans\nand policies for the curriculum, is the opportunity to develop insight into\neducational problems by a democratic, cooperative attack upon those\nproblems. The supervisor and administrator provide this opportunity for\nhim. Because so many uncooperative things are done under the name of\ncooperation, and because so many undemocratic procedures are carried on\nin the name of democratic practice, these terms as used here need to be\nclarified, for all curriculum programs have claimed cooperative develop¬\nment. Cooperatively as used here does not mean willingness on the part\nof the teacher to assist in carrying out plans and policies that he has had no\npart in making. Cooperative, democratic procedure means that administra¬\ntors, laymen, and teachers attempt to solve educational problems which\nconcern them and with which the curriculum is concerned by the democratic\nmethod of group discussion and action based on group decision. If the\nteacher and supervisor are to educate the children under their guidance in\nthe democratic way of living, they themselves must use the democratic method\nof solving their problems and grow in the ability to develop group purposes\nand to plan together for the realization of these purposes.\nAs stated before, teacher participation in formulating educational plans\nand policies is not desirable unless teachers have understanding and insight\nthat make their participation a contribution to the plans and policies formu¬\nlated. Two questions the group needs to face squarely in developing a\nprogram of action are: What is the role of education in a democracy? Is it\nto teach facts or to improve living?\nProblems are studied only if and when there are enough teachers who\nwant to study them so that only the interested need participate. Materials\nneed to be prepared for study, meetings planned, and discussions led. These\nare done by the group’s trying to find possible answers to its problems in\nthe democratic way. In this process of arriving at conclusions thru group\ndiscussion about educational issues on which policies and programs of action\nof a school system can be built, teachers and supervisor assume\nmentary roles.\n\ncomple¬\n\nA summary of teacher opinion in answer to these and similar questions\nindicates the extent to which the participating teachers are ready to begin\nfundamental changes in practice. Teachers working with supervisors with\nor without more technical aid prepare materials and make suggestions for\n\n"}
{"page": 654, "printed_page": null, "text": "650\n\nNational\n\nEducation\n\nAssociation\n\nexploratory efforts in taking steps to improve instruction in the areas agreed\nupon. The amount and extent of attempted modification is entirely individual\nand voluntary.\nEach teacher modifies his practice according to his understanding. But\nthe modification he makes becomes the foundation on which each new step\nis built. No two teachers will be doing the same thing in the same way at\nthe same time, for the needs and interests of children as well as the under¬\nstanding of the teacher vary with each group. But all the efforts for change\nare being made in the same direction and with the same goals in view until\nthru the slow process of group decision based on group .discussion of\nproblems and exploratory attempts to solve them there is built in the minds\nof each and every teacher and in the minds of each and every administrator\nand supervisor an understanding of the total framework of experiences a\nchild should have under the guidance of the school as he proceeds from\ngrade to grade. At the same time each teacher attains a clear concept of the\npart he contributes to the whole by the kind of experiences his particular\ngroup of children have while they are under his guidance. Courses of study\nbecome guidance materials to help the teacher take the steps his study of\nthe problem has convinced him should be taken. They incorporate group\nthinking and the results of exploratory attempts to solve the problems. They\ncease to be a “course of study, an external thing and unapplied,” for they\nhave come from his participation in purposing and planning. They are his.\nThe supervisor plays the part of the superteacher who participates in\nthe group planning and whose services are continually at the disposal of the\nteacher in stimulating him to face problems, in providing channels for\ngroup solution, and in helping him do more intelligently the task both have\nagreed should be done. Not only is the supervisor a superteacher but he is\nalso a superservant whose success is measured by the growth of the teacher in\ndesirable directions, even as the teacher’s success is measured\nof the pupils.\n\nby the growth\n\nWhile the teacher plays an important role in instruction as presented\nhere, the effectiveness of his role, his growth of insight into policies and\ncommon directions develops only as administration is planned to further this\ngrowth thru broad programs of continuous curriculum development. In\nthis broad program of curriculum development supervisors and supervisory\nservices are imperative. They are needed as leaders and participants in the\nprocess of evolving the total program. They cannot come into the picture\nas persons separate and apart, for the possibilities of the services they may\ngive grow from the common\ncerning the common task.\nThese complementary\n\nunderstanding\n\ndeveloped with teachers con¬\n\nroles of teacher and supervisor are most noticeable\n\nin a changed concept of evaluation. Lender a more formal concept of evalua¬\ntion, the supervisor was the final judge of teacher accomplishment. In the\nmost liberal concept of teacher freedom, the supervisor had little part in\nevaluation. In neither situation was evaluation used to determine the success\nboth of the learning in the day-by-day living in school and the success of\nthe total design of the curriculum. In a program of curriculum development\n\n"}
{"page": 655, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nin which supervisors and teachers play complementary\n\nInstruction\n\n651\n\nroles in a democratic\n\nundertaking, evaluation is an integral part of the entire process.\nThe\n\ngroup judges the effectiveness of its endeavor\n\nto attain common\n\npurposes, and in similar fashion the individual teacher evaluates his accom¬\nplishments with a group of children in terms of purposes he has set for\nhimself out of his understanding of the total task to be done. The supervisor\nparticipates in evaluating only as he becomes a part of the total process and\nmakes his major contribution as a participative member of the group by\nhelping it evaluate clearly its own efforts to attain purposes he and they\nhave set for themselves. Evaluating becomes an integral continuous part of\nthe entire process.\nBriefly in summary, the role of the teacher in supervision is to evolve the\ncurriculum in the classroom. Upon his growth and development depend the\nprogress of curriculum development which is at the heart of all improve¬\nment of instruction. He must participate in formulating plans and policies\nbut his participation must grow out of insight into the problems of educa¬\ntion. Means for his participation must be provided by a supervisory program\nthat offers opportunity for action based on group discussion and decision in\nwhich teachers and supervisors are mutually concerned. Evaluation becomes\nan integral part of the effort to act on decisions so arrived at. The\n\nbest\n\nsupervisor becomes the person who can provide the most desirable oppor¬\ntunities for teacher participation in the total program of curriculum develop¬\nment, and his success is measured in terms of the kind of curriculum being\nbuilt in the minds of teachers under his direction.\nCURRICULUM\n\nHENRY\n\nHARAP,\n\nSTUDIES,\n\nMATERIALS\nSUITED\nSUPERVISION\n\nASSOCIATE\n\nGEORGE\n\nPEABODY\n\nDIRECTOR,\nCOLLEGE\n\nDIVISION\n\nFOR\n\nTO\n\nOF\n\nTEACHERS,\n\nCREATIVE\n\nSURVEYS\n\nAND\n\nNASHVILLE,\n\nFIELD\n\nTENN.\n\nFrom the beginning of the contemporary curriculum-making movement,\nit has been my impression that cooperative efforts to improve the curriculum\nhave been one of the most effective means\n\nof creative supervision. In this\n\nprocess, groups not only use but prepare curriculum materials. It is the pur¬\npose of this discussion to inquire into the kinds and uses of materials that\nfurther the process of creative supervision. I shall begin with a definition\nof terms.\nThe\n\nneed for curriculum\n\nis a leader who\n\nmaterials — Who\n\nhas a good understanding\n\nis a creative supervisor?\n\nof democracy\n\nHe\n\nand practices it in\n\nrelation to his teachers. He respects his co-workers, stimulates them to\ngrow, and entourages free discussion and cooperative effort. He is\ntolerant of beginning difficulties and gives continuous encouragement to\nreal effort. He has an inquiring mind and imparts something of his en¬\nthusiasm for learning to his fellow workers. He does not hamper the life\nof the school with excessive mechanics and regulations which divert the\nefforts of teachers from the main business of teaching children. Creative\n\n"}
{"page": 656, "printed_page": null, "text": "652\n\nNational\n\nEducation\n\nAssociation\n\nsupervision helps to develop a cooperating group having a common purpose\nand motivated by a common ideal. The teachers develop the disposition to\nwelcome criticism ; they experiment with promising and new practices ; they\nkeep in touch with good schools; they have an alert and growing atti¬\ntude; and they collect a variety of good materials related to their work\nand use them intelligently.\nIt is obvious that curriculum materials such as teachers’ guides, units of\nwork, and study aids do not take the place of supervision ; nor do they take\nthe place of any cooperative program of school improvement. Curriculum\nmaterials are merely one of many means to improve learning in the class¬\nroom. It should be clear that it is not the main business of the supervisor\nto prepare such materials. On the contrary, the most effective materials are\nthe products of cooperative efforts of intelligently guided teachers. It is\ntrue that at one time the number of pages of a curriculum bulletin\nproduced by a supervisor was a measure\ntrue today.\n\nof his success, but this is hardly\n\nViewed in proper perspective, curriculum materials have a useful pur¬\npose in supervision. To dispense with printed materials amounts to say¬\ning that we can dispense with the invention of printing or shun the use\nof the printed word as a means of communication.\nSome leaders in the field of supervision have little use for printed\nmaterials because, they contend, they may be a hindrance to a dynamic\ncurriculum. They assume that every teachers’ guide, because it is printed\nand circulated, is rigid, restrictive, and final. The teachers’ guide should be\na product of the cooperative effort of teachers working together in a free\nand creative spirit for their own growth and that of their pupils. The\nteachers’ guide is an aid to be used voluntarily by teachers, not a pre¬\nscribed course of study to be followed rigidly.\nObjection is frequently made that accounts of newer practices are soon\nformalized and tend to crush originality. When these objections come\nfrom unfriendly critics, they can be ignored. When they come from theorists\nwho do not work with teachers, they should be discounted. But when\nthey come from those who have close contact with teachers, their judgment\nneeds to be respected. Originality does not thrive in a vacuum. The creative\nworker depends upon the recorded experiences of others to touch off his\nimagination, if not for more direct uses. Mildred Biddick, of the Denver\npublic schools, who recently spent eight months studying how teachers use\nmaterials, points out that even experienced teachers look for printed helps\nonce their interest has been aroused, but she goes on to say “they are very\nsuspicious of old ideas dressed up in new phrases and parading as new\n'\nideas.”\nThe average teacher is eager to have helps of many\n\nkinds when\n\nhe is\n\ntrying out a new procedure, especially where supervision is practically non¬\nexistent. There are thousands of teachers over the country who do not\nhave the benefit of supervision. They must depend upon printed and\nmimeographed helps. They could profit, too, from audio-visual materials\nwhere films and projectors are available.\n\n"}
{"page": 657, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n653\n\nFurthermore, for many teachers the early stages of a new way of doing\nthings are as difficult and as slow as learning to walk or to swim. Their\nearly attempts to reproduce the creative teachers’ learning enterprises are\njustifiable. Only as they begin to feel at home with new procedures\ndoes a feeling of freedom, understanding, and security dawn upon them.\nIt should be remembered, too, that the reproduction of another’s experience\nis not as formal and mechanical as it appears to the onlooker. To the\nbeginner it is a new and original adventure in which his authorship and\nthat of the original creator are imperceptibly fused.\nSuggestions\n\nfor the preparation\n\nand use of curriculum\n\nmaterials — Teach¬\n\ners should have a part in planning materials. The standards for participa¬\ntion in cooperative production of curriculum materials should be no lower\nthan those which we set up for our children. The teachers in any situation\nshould have a part in determining the problem to be studied and in plan¬\nning the procedures in solving the problem. Participation should be wide¬\nspread on a voluntary basis and in accordance with individual interests.\nAt various stages all the participants should be given an opportunity to\nevaluate the process and the product.\nThe work of the teachers should grow out of real problems. The work\nof all the individuals should be treated with respect and the proposals\ndeveloped by the participants should be put into operation. All the workers\nshould have a feeling of security and should be entirely at ease in their\nrelations with administrative co-workers.\nProduction of curriculum materials should be voluntary. In many\nschool systems administrative pressure forces teachers to produce units\nof work for inclusion in mimeographed or printed courses of study or for\nlocal distribution. Teachers search desperately for ready materials and\nreproduce them uncritically. The net result is a purely academic exercise,\nan increase in nervous tension, and very little, if any. improvement in\nthe classroom experiences of children. The developing and reportine of\nnew units of work follow naturally when the inquiring spirit of teachers\nis aroused. Teachers who do have interesting experiences to report will be\ninclined to write them without too much pressure. A word of encourage¬\nment or deserving recognition is all that is necessary to induce most of\nus to contribute a manuscript which will be put to some useful purpose.\nIn the cooperative preparation of teaching guides, the motivation of the\nindividuals has much to do with the quality and nature of the product.\nTeachers who are pressed to produce frequently submit materials that\nare correct in form but lacking in reality, consistency, and genuineness.\nTeachers whose work is free, creative, and voluntary write honest and usable\nmaterials.\nMany publications are too mechanical in form. The outlines are planned\nby theorists who, for want of specific firsthand information, substitute an\nelaborate and involved form. They carry the plan of a publication to the\nlast logical subdivision, which makes a good academic manuscript but a\nwhite elephant in the hands of the teacher. They break up a simple, con¬\ntinuously developing experience into a dozen theoretically component parts.\n\n"}
{"page": 658, "printed_page": null, "text": "654\n\nNational\n\nEducation\n\nAssociation\n\nThis is particularly true of units of work which are sometimes pre¬\nsented schematically and formally and, consequently, have as much warmth\nand imagination as the blueprint of an electric turbine. This same tendency\nputs a premium on the outline which furnishes a good pretext for incomplete\nand inexact thought. It also has the disastrous effect of relieving the reporter\nof the responsibility of making the parts fit together into any coherent,\nultimately realizable whole.\nThe language should be concrete and graphic. As far as possible, the\nwords used in publications should be chosen because of their exact commonly\naccepted meanings. The most serious language offenses are committed by\nan excessive use of abstractions, like “integration,” which have a different\nmeaning for each reader. This is particularly offensive when introduced as\na catch word or shibboleth to give the work a kind of seal of professional\napproval. This impresses the superficial reader but it antagonizes the careful\nteacher.\nParts should be consistent. The several parts within curriculum materials\nshould be consistent ; they should make a coherent whole. In the cooperative\nproduction of a manuscript it is important that the participants shall have\nhad an opportunity to develop a common point of view, at least governing\nthe specific project on which they are working. The most common complaint\nagainst publications for teachers is that the suggested detailed practices do\nnot apply the basic principles usually stated in the beginning.\nFor guidance in their daily work teachers should not limit themselves to\nthe bulletins prepared locally. Unfortunately, in many cases helps for teach¬\ners are scarce and teachers are obliged to depend too much upon their own\npublications. There are many superior books rich in suggestions for the\nimprovement of children’s learning experiences. These\navailable in the individual school.\nConclusion — I have tried to show\n\nshould be made\n\nthat the use of curriculum\n\nmaterials\n\nneed not hinder the creative process of supervision. On the contrary, it is\ninconceivable that the best result of supervision can be secured without the\nhelp of varied materials. I have described some of the more common\ncurriculum materials that are now in use, emphasizing those schools in which\noriginality and creative activity are encouraged. Finally, I made several\nsuggestions for the preparation and use of materials, based on the democratic\nideal of respect for the individual teacher and cooperation for the improve¬\nment of life in school and community.\n\n"}
{"page": 659, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nSECRETARY’S\n\nDirectors\n\nof\n\nInstruction\n\n655\n\nMINUTES\n\nSt. Louis, Missouri\nBusiness\n\nSession, Tuesday,\n\nFebruary\n\n26, 1940\n\nThe annual business meeting of the Department of Supervisors and Directors of\nInstruction was held on Tuesday, February 26, President Julia Hahn presiding.\nGilbert Willey, acting chairman of the Nominating Committee, announced the elec¬\ntion by the Board of Directors of the Executive Committee for 1940. (For list of offi¬\ncers and Executive Committee see Historical Note page 642.) Mr. Willey presented\nthe report of the Nominating Committee for members of the Board of Directors to\nfill vacancies of the five retiring members and to serve for a term of three years. The\nfollowing names were presented: Gladys Potter, supervisor of elementary education,\nLong Beach, Calif.; J. G. Umstattd, Department of Curriculum and Instruction, Uni¬\nversity of Texas, Austin, Texas; Maycie Southall, professor of education, George\nPeabody College for Teachers, Nashville, Tenn.; Dale Zeller, associate professor of\neducation, Kansas State Teachers College, Emporia, Kans. ; and Marion Jordan, ele¬\nmentary supervisor, Cicero, Ill. It was moved and seconded that the secretary cast\na ballot for the slate as presented.\nNames of continuing members of the Board of Directors and term of office were\nread as follows: Prudence Cutright, assistant superintendent of schools, Minneapolis,\nMinn. (1942) ; Blanche E. Fuqua, director of instruction, Terre Haute, Ind. (1942) ;\nWilma L. Garnett, associate professor of English, Kent State University, Kent, Ohio\n(1941) ; Helen Heffernan, chief, Division of Elementary Education and Rural\nSchools, State Department of Education, Sacramento, Calif. (1942) ; Helen Hay\nHeyl, chief, Bureau of Curriculum Development, State Education Department,\nAlbany, N. Y. (1941); Helen K. Mackintosh, senior specialist in elementary educa¬\ntion, United States Office of Education, Washington, D. C. (1941) ; William T.\nMelchior, professor of education, Syracuse University, Syracuse, N. Y. (1942) ; Paul\nT. Rankin, supervising director of research and informational service, Detroit, Mich.\n(1942) ; L. S. Tireman, head, Department of Elementary Education, University of\nNew Mexico, Albuquerque, N. Mex. (1941) ; and Gilbert S. Willey, director of in¬\nstruction, Denver public schools, Denver, Colo. (1941).\nIt was moved and seconded that the membership send a telegram to James Hosic,\nfounder of the Department of Supervisors and Directors of Instruction, stating that\nhis absence from the convention was noted with regret by his many friends, and\nthat the group wished to express its appreciation for his services in initiating and\ncarrying forward the organization. The motion was seconded and passed by a\nunanimous vote.\nThe\n\nmeeting wras adjourned.\n\n"}
{"page": 660, "printed_page": null, "text": ".\n\n"}
{"page": 661, "printed_page": null, "text": "‘Department\n\nof Visual\n\nInstruction\n\n"}
{"page": 662, "printed_page": null, "text": "HISTORICAL\nThe\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 1940-41 are: president,\nPaul Reed, Director of Visual Instruction, Public Schools, Rochester,\nN. Y\nfirst vicepresident, Gayle Starnes, Director of Visual Instruc¬\ntion, University of Kentucky, Lexington, Ky.; second vicepresident\n(To Be Appointed) ; executive committee: Charles Milner, Uni¬\nversity of North Carolina, Chapel Hill, N. C. (term expires 1943);\nU. S. Burt, Oregon State Teachers College, Corvallis, Ore. (term ex¬\npires 1943); Pdgar Dale, College of Education, Ohio State University,\nColumbus,\ntional\n\nOhio (term expires 1941); Nelson\n\nscreen,\n\nE. Winifred\n\n64 E. Lake\n\nCrawford,\n\nStreet, Chicago,\n\nDirector\n\nGreene, Editor, educa¬\nIII. (term\n\nof Visual Education,\n\nexpires\n\n1941);\n\nPublic Schools,\n\nMontclair, N. Y. (term expires 1942) ; F. D. McClusky, Director, Scar¬\nborough Schools, Scarborough, N. Y . (term expires 1942) ; J. E. Hansen,\nChief, Bureau of Visual Instruction, University of Wisconsin, Madison,\nWis. (term expires 1941 ).\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\nas follows:\n1923: 8 5- A\n1924 :963-986\n1925:864-871\n\n1928:949-970\n1929:937-944\n1930:911-930\n\n1926 -.949-964\n\n1931 -.947-964\n\n1932:787-800\n19 33:779-796\n1934:777-788\n1935:719-726\n\n1921:951-970\n\n[ 658 ]\n\n1936:619-620\n1931:659-668\n\n19 38:599-607\n\n1939:665-674\n\n"}
{"page": 663, "printed_page": null, "text": "THE\n\nINDIVIDUAL\n\nR. B. WOODWORTH,\n\nPRINCIPAL,\nFOND\n\nSCHOOL\nROOSEVELT\nDU\n\nLAC,\n\nPROGRAM\nJUNIOR\n\nHIGH\n\n1\nSCHOOL,\n\nWTS.\n\nVisual\naids toto assume\nlearning\nas American\nold as education\nWhilein some\nit is\nfairly safe\nthat are\nevery\nschool itself.\nuses them\nform or another, it is equally safe to assume\n\nthat very few schools make\n\noptimum use of this most effective adjunct to the learning process. No school\nadministrator who is acquainted with recent educational literature will\nquestion the efficacy or desirability of visual aids to learning. Yet in spite of\nwhat appears to be convincing evidence, visual education programs have\nfailed to get the enthusiastic or intelligent support they deserve from school\nadministrators in general.\nFreeman of Chicago, in 1924, defined visual education in substance as a\n“grouping of educational materials . . . based not upon subjectmatter, but\nupon a method of presentation. This method has as its essential feature the\nfact that it belongs to one of the senses. Such a situation is without parallel.\nWe\n\ndo not have a department of auditory education, of tactual, kinesthetic,\n\ngustatory, or olfactory education.”\nIn setting up a department wffiose materials, equipment, and devices cut\nacross and enter into the functioning of practically all other departments,\nwe are violating an old, established principle of school administration. If a\nnew’ department is not set up, how* then shall visual aids be administered?\nCan a visual education program be introduced without a director? Should\nthe director have time off from teaching? Who will decide on the specific\naids to be used — director, teachers, or others? Who will keep the mechanical\nequipment in wmrking order? Shall each building have its own equipment or\nshall visual aids operate thru a citywide department? Where is the money\ncoming from to establish this service ? Shall all departments share equally in\nthe budgetary provision for visual aids or how7 shall it be done ? Shall a film\nand slide library be established or shall they be rented ? These and many\nother problems confront the administrator at the start.\nMany administrators have envisaged such conflicts ahead and have grace¬\nfully backed away from visual education because of them. Schoolmen wdiose\nprincipal interest is a smooth running system will be inclined to wrait until\nthe more progressive schools have solved most of these problems. Even now\nthere are timid principals and superintendents wTho are still hesitating after\nten or fifteen years exposure to the impact of the more modern types of\nvisual education.\nBefore a school starts to build its visual aids program\n\nit should bear in\n\nmind that the field of visual aids really includes the following: field trips\nand excursions; museum specimens; models, replicas, dioramas; opaque pic¬\ntures ; maps, globes, charts, graphs, etc. ; stereographs ; lantern slides ; strip\nfilms; motion pictures (silent and sound).\ni This paper was printed in the March 1940 issue of Educational Screen.\n[ 659 ]\n\n"}
{"page": 664, "printed_page": null, "text": "660\n\nNational\n\nEducation\n\nAssociation\n\nThese materials may be classified for convenience' under five headings:\nfield trips, museum materials, graphic materials, still pictures, and motion\npictures. The last classification, motion pictures, is the only one that can lay\nany claim to being new in education.\n\nField trips and excursions rank high in value because of their extremely\nobjective nature. This is the most concrete aid to learning of them all, tho\ncircumstances often prevent its most effective use. Problems of pupil trans¬\nportation, allotment of time, size of classes, and rigidity of teaching sched¬\nules sometimes add up to a total which outweighs the advantages and\nrenders the whole project impractical. In spite of such handicaps the school\nwith which I am connected undertakes occasional visits to the state capitol,\nthe state penitentiary, the circuit court, and the local library and museum.\nExcursions planned for early morning or late afternoon permit part of the\ntrip to be taken out of the pupils’ own time. We have operated “Know Your\nCity Clubs” successfully for four years, using the school activity period,\nand some of the pupils’ own early morning time for weekly field trips. These\ntrips into factories and industrial plants have been the means of establishing\nthe most cordial relations between school and local enterprise.\nSchools so situated as to be able to use the facilities of a large city museum\nare indeed fortunate. Many of the larger museums have loan collections\nwhich are sent out to schools. Any school without facilities of this type\nshould start a small museum of its own. Any enthusiastic teacher can induce\nhis pupils to start collecting specimens. Inexpensive display trays made in the\nManual Arts Department or low pasteboard boxes with glass or cellophane\ncovers will serve most purposes. Pupils themselves should be encouraged to\nlabel and arrange their own exhibits wherever possible. Collections of moths,\nbutterflies, leaves, plants, weeds, rocks, minerals, and shells lend themselves\nto this type of activit5L An aquarium makes an excellent room or class\nproject and pupils are often willing to contribute everything necessary to\nestablish one. Glass-sided cases are preferable but not an essential part of\nsuch a project. In a like manner a vivarium may be established with pupils\nfurnishing the small animals and plants.\nUnder graphic materials could be included maps, charts, globes, diagrams,\ngraphs, posters, drawings, and cartoons. It is the writer’s conviction that a\ncollection of graphic materials should be accumulated by every teacher.\nAny alert teacher will find much usable material that can be cut from daily\npapers, Sunday supplements, magazines, advertising folders, and trade or pro¬\nfessional journals. Such material should be mounted and filed away so that it\nmay be available at a moment’s notice. Departmental teachers may find it\nadvantageous to have a central file for their department. This material is\neasy to collect and is most inexpensive. With a balopticon and screen the\nsmaller materials may be shown so that the whole class may see them at the\nsame time.\nStill pictures will include all opaque pictures, textbook prints, stereoscopic\nviews, lantern slides, and certain of the micro-projection slides. Textbook1-'\non the elementary- and high-school level do not offer nearly enough material\n\n"}
{"page": 665, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\n661\n\nInstruction\n\nto furnish the desired motivation or end results — learning. Like graphic\nmaterials opaque pictures may be gathered from innumerable sources at\nsmall expense. Every classroom should be equipped with adequate bulletin\nboard space to accommodate large blocks of these easily obtainable materials.\nThe modern trend, if I interpret it correctly, is for less blackboard and\nmore bulletin or exhibit board.\nLantern slide materials introduce certain additional and desirable features,\ndifficult or impossible to accomplish in other ways. First, showing a series\nof slides to the whole group at once saves a great deal of class time; second,\nthe resulting class discussion can take place during or just after the showing\nwhen pupils will be most eager to give their contributions; third, the\nresources of slide rental agencies are usually much greater than the teacher’s\nfor procuring authentic materials; fourth, lantern slides are easy to procure\non a rental basis and fairly easy to manufacture at home if something special\nis desired. The cost of a good portable stereopticon is about $70 and the\nrental cost of slides is quite low. A combination balopticon and stereopticon\nenables one to project opaque pictures of postcard size as well as lantern\nslides. A standard model of this type lists for about $120.\nMicro-projection is quite new and is especially valuable in the sciences of\nbotany, biology, physiology, and bacteriology where it is desirable to show\nstill or live microscopic phenomenon. Standard units in this field range\nfrom $50 to $150 depending upon the power\n\nof the unit. Attachments\n\nbe purchased for about $25 which will change an ordinary compound\n\nmay\n\nmicro¬\n\nscope into a micro-projector which is very adequate for classroom purposes.\nA decade of experience in the use of motion pictures has convinced the\nwriter that there are certain distinctive contributions made by motion pic¬\ntures. The motion picture is the most realistic of the picture aids. It affords\nus an almost perfect illusion of reality thru action, color, and sound.\nWhile motion is not essential in depicting many things it becomes very essen¬\ntial in understanding such a complex thing as the beating of a human heart.\nMotion pictures for diagrammatic instruction, or wherever action of any\nkind is involved, are invaluable. Whether it be the illustrating of the diges¬\ntion of food, the circulation of blood, the action of a gasoline engine, or the\ntrek of our early pioneers across the prairies, no teaching device has demon¬\nstrated its effectiveness quite as well as the motion pictures. They have an\nurgency of appeal to most pupils which textbooks do not have; they arouse\ninterest quickly and if they are wisely administered provoke discussion, think¬\ning, and learning. Many of us have felt, and recent experiments have\nconfirmed the hypothesis, that pupils can acquire certain types of informa¬\ntion more quickly and more thoroly and retain it longer thru motion pictures.\nThis is particularly true of low ability groups who\nthe verbalism of textbooks.\n\nbog down\n\neasily under\n\nBefore an adequate visual education program can be established for the\nindividual school, certain practical aspects of the problem must be considered.\nThe writer will attempt to point out some of the problems and offer sug¬\ngestions as to how they may be solved, or at least circumvented.\n\n"}
{"page": 666, "printed_page": null, "text": "662\n\nWho\n\nNational\n\nEducation\n\nshall head up the program\n\nAssociation\n\nof visual aids in the individual buildings ?\n\n— This will, of course, depend upon the size of the building. In a small school\nthe principal or any interested teacher could do everything necessary. In\nlarge schools I find no uniform procedure. It is usually a person who has\nmore than the ordinary amount of interest in visual aids; often he is an\nenthusiast. Heads of science departments, principals, viceprincipals, and\nscience teachers are most often mentioned. Such leaders should be given some\ntime on the schedule to accomplish these additional duties.\nWho shall start the program ?— Inspiration for better visual aids is very\nfrequently provided by a classroom teacher or a principal who has become\naware of the advantages long before the superintendent. By starting out\nwith the least expensive aids, such as field trips, still pictures, graphic or\nmuseum materials, the attention of other teachers and of those in authority\nwill soon become focused on your program.\nHow to keep it going — If the program stalemates at the point of buying\nequipment, try inducing your principal to conduct some sort of a benefit for\nyour visual aids program. Enlist the aid of the parent-teacher group or the\nMother’s Club in your project. Offer to raise half the amount necessary\nfor your first piece of equipment if the board of education will appropriate\nthe other half. Select the less expensive types of equipment first and defer\nthe more expensive types, such as motion pictures and sound equipment, until\nlater. Exhibit your equipment and methods by showing a model class before\nyour parent-teacher group. Invite your superintendent and members of the\nschoolboard to attend. Keep showing your interest and it is more than\nprobable that others will see the advantages of the program.\nDarkening of classrooms — Modest beginnings will likewise prove ad¬\nvantageous here if the program must progress slowly. Start out with one\nroom, a vacant one if possible. Curtains made of blue denim designed to\ndraw from the center and to cover the entire block of windows are ade¬\nquate and inexpensive, about $13 for the average classroom windows. By\na rotating schedule or the exchange of rooms a surprising number of\npupils can participate. As the need develops ask that more rooms be\nequipped for darkening.\nThe projection screen — Daylight screens are rather expensive and not\nalways satisfactory. In darkened rooms an ordinary white window shade\nmay be mounted on a narrow board and suspended above the blackboard\nby eyelets and hooks. This makes a satisfactory screen for most every\nclassroom purpose and is easily taken from room to room. If only one room\nis to be used for projection it would\nment and fixtures.\n\nbe wise to use somewhat\n\nbetter equip¬\n\nTeachers should have a prominent part in the shaping of the building\nprogram of visual aids. Any scheme superimposed from above should be\navoided. Unless teachers themselves are convinced that the aids are desirable\nand worth the effort, unless they are allowed to synchronize the film offer¬\nings with their courses of study, little will be accomplished that is worth¬\nwhile.\n\n"}
{"page": 667, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\nInstruction\n\n663\n\n. A partial study in Wisconsin indicates that the science departments\nmake the most use of motion pictures. In planning a visual aids storeroom\nit is well to locate it near the science department or near whatever depart¬\nment is likely to use the most equipment. The more accessible the aids, the\nmore they will be used.\nThe operation of mechanical equipment need offer no serious drawbacks.\nIn buying equipment it is easy to insist on a demonstration\n\nor that the visual\n\naids chairman or director be instructed in the operation of every machine.\nThis person can, in turn, instruct teachers. In one Wisconsin high school\nthe director of visual aids sponsors a student Projection Club. The members\nlearn to operate the machines during club time and act as operators during\nvacant periods. It is wise to have one person responsible for the oiling,\nchecking, and minor repairing of mechanical equipment. Complete over¬\nhauling of moving picture machines had best be done at the factory.\nSound equipment for classroom instruction is making considerable head¬\nway. Many of the larger schools are already using it extensively and\nscores of others plan to install it. This is considerably more expensive\nthan the silent equipment and much more heavy and cumbersome to move.\nA good silent projector for classroom purposes lists around $120 while a\ncomparable portable sound projector will list at about $300. Sound films\ncost more to purchase and carry a higher rental.\nIt is often said that sound film makes it possible to bring the master\nteacher into every classroom. While this may be true, seeing and hearing are\nonly part of the learning process. Learning is the result of thinking, feeling,\nand doing. The disadvantage of much sound film produced in the past is\nthat while the subject might be appropriate, the accompanying\n\ntalk has not\n\nbeen suited to the understanding of the listener, being too elementary or\ndifficult. Only careful adjustment to the grade level of pupils by film\nmakers or by the teacher can correct this error. Recently film makers have\nattacked this problem with considerable success. Sound film excels where •\nsound is an essential factor to the understanding of a particular film sub¬\nject, for example, the battle of Gettysburg.\nA recent trend among film makers is to make many of the new subjects\nfor sound only. This trend, if continued, will influence many schools to\npurchase some sound equipment since sound films cannot be run on the\nsilent-film projectors. It is, however, possible to change over a silent-film\nprojector so it can run sound film. Such alteration includes the addition of\nsound sprockets, the replacement of the aperture plate, shuttle, shuttle\ncam, and the film gate mechanism.\n\nWhile\n\nthese alterations look formidable\n\nthey have been expertly done at the factory at the cost of only $25. This\nenables one to use both silent and sound films successfully on the same\nmachine\n\nif one is willing to forego the sound effects. This is not proposed\n\nas a general policy but rather as a stopgap arrangement\nof late releases of sound film.\n\nto take advantage\n\nLarge city schools may find it profitable to own their own libraries. Small\nsystems and individual schools find it advantageous to use such free films as\n\n"}
{"page": 668, "printed_page": null, "text": "National\n\n664\n\nEducation\n\nAssociation\n\nmeasure up to their standards and rent the balance. Many states subsidize\nan educational film service. Where this is procurable it will usually be found\nto be the best and most economical rental agency. Such service is frequently\nsupplemented by films from commercial sources.\nSmall schools may find it profitable to investigate cooperative visual aids\nbureaus, especially if they operate in nearby territory. The cooperative system\noperating in St. Louis County, Missouri, is said to be efficient and successful.\nThe Audio-Visual Council is another such cooperative which is operated\nby school people on a nonprofit basis in Cook County, Illinois.\nOne of the big problems, as I see it, is to get teachers to make full and\nintelligent use of visual aids after the system has been set up.\nIn our own city we have attempted to solve this problem:\n1. By acquainting\n\nteachers with the best visual offerings obtainable, twice a year.\n\n2. By allowing\n\nteachers\n\nto have\n\na major\n\n3. By having\n\na record\n\nkept of every\n\npart in the choice of films.\n\nnew\n\ntitle, source, cost, time required for showing,\n\nfilm shown\n\nlisting such things as\n\nand most important of all an “evalua¬\n\ntion” by each teacher. This is an invaluable aid in making up the lists of films for\nthe next year.\n4. By carefully synchronizing each film to the course of study. This is perhaps\nthe most difficult part but one which brings maximum returns.\n5. By ordering films, etc., far enough in advance to assure having the film on\na particular day or in a particular week, making it easy to arrange showings.\n6. By setting up a Visual Aids Bulletin Board 3' x 6', in the general office where\nall teachers will see it from two to four times each day.\n7. By listing the visual aid offerings for at least one week in advance. Plate I\nshows a typical week’s offering of film. The serial numbers at the left are assigned\nby the rental bureau.\nS. By listing each piece of available mechanical equipment on separate labels\nacross the top of the bulletin board. Under each of these is placed mimeograph\nschedule sheets to be filled in by the teachers as desired. Plate II necessarily shows\nonly a portion of the equipment and schedule sheets.\n9. Plate III shows the same schedule sheet enlarged to show detail. This illus¬\ntrates how teachers have completed their list of requirements for the week.\n10. In this way the teacher can reserve the time for his showing of visual aids,\nreserve the particular equipment\naccordingly.\n\nand\n\nroom\n\nhe wants,\n\nand plan his week’s\n\nwork\n\nThis scheme in a fifty-teacher school has proved very advantageous. It has\nmade the use of visual aids so easy and so convenient that there is no longer\nany excuse for not taking advantage of them.\n\nPLATE\nVisual\nJanuary\n\nI\n\nAids\n\n15-January\n\n19, 1940\n\n504 Hot Air Heating\n559 Bituminous Coal\n109$ Anthracite Coal\n\n16 mm.\n16 mm.\n16 mm.\n\nSilent\nSilent\nSilent\n\n106S Digestion\n6S*1 Foods and Growth\n\n16 mm.\n16 mm.\n\nSilent\nSilent\n\n"}
{"page": 669, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\nPLATE\n\n2\n\n3\n\n4\n\n5\n\n1\n\n6\n\n2\n\n665\n\nII\nBell & Howell\nModel S. T.\n\nEastman\nModel K\n\nStereopticon\nReflectroscope\n1\n\nInstruction\n\n4\n\n3\n\n1\n\n6\n\n5\n\nM\n\nM\n\nM\n\nT\n\nT\n\nT\n\nW\n\nW\n\nW\n\nTH\n\nTh\n\nTh\n\nF\n\nF\n\nF\n\nPLATE\n\nIII\n\nSchedule\n\nSheet\n\n3\n\n4\n\n5\n\n6\n\nTeachers: Write below your name and the film or slides you wish to use\non the above machine. List room if not your oivn.\nWeek\n\n15 to January\n\n19\n\nPeriod III\n\nPeriod IV\n\nPeriod V\n\nPeriod VI\n\nGores\n\nFord\n\nGores\n\nSullivan\n\n559\n1098\n\n504\n\nSullivan\n1068\n\nPeriod I\n\nMonday\n\nof January\n\nPeriod II\n\n559\n1098\n\n1068\n680\n\n680\nTuesday\n\nWednesday\n\nNelson\n1068\n680\n\nFord\n\nNuss\n504\n\nGores\n\nNuss\n\nNuss\n\n559\n1098\n\n504\n\n504\nRoom 135\n\nThursday\n\n504\n\nNelson\n1068\n\nFord\n\n680\n\n504\n\nCooper\n1043\n987\n\nCooper\n1043\n987\nRoom\n\nFriday\n\nKerr\n1043\n987\n\n231\n\nKerr\n1043\n987\n\n"}
{"page": 670, "printed_page": null, "text": "666\n\nNational\n\nEducation\n\nSECRETARY’S\n\nAssociation\n\nMINUTES\n\nThe business meeting was called to order by the president, J. E. Hansen, at\n7:00 P.M., July 2, 1940, in the Gold Room of the Hotel Wisconsin. In the absence\nof the secretary, Mrs. Best, Ella Marquardt was elected secretary of the meeting.\nThe minutes of last year’s meeting were approved.\nunder the heading of old and unfinished business.\n\nThe\n\nmeeting\n\nwas\n\nthen opened\n\nThe reports of committees were given. Since no member of the Resolutions Com¬\nmittee was present, no resolutions were submitted. A resolution was submitted by\nC. A. Lindstrom to investigate the possibility of securing better parcel post service\non films. Upon a motion by W. T. Powell, the resolution was approved as read.\nIn the absence of the chairman of the Nominating Committee, Mr. Hansen read\nthe report as submitted\ning Committee. It was\nmotion carried.\n\nby Gayle Starnes. Mr. Hansen read a report of the Audit¬\nmoved by Mr. Maddock that the report be accepted. The\n\nThe next was a report from Mr. Lindstrom, chairman of the Committee on\nInternational Relations appointed at a previous meeting. Since members of the\nEditorial and Yearbook Committees were not present, no reports were available.\nMr. Hansen brought up the question of closer affiliation with the N.E.A. After\nhearing remarks from members of the meeting it was decided informally to post¬\npone action upon this question until a later date. It was moved by Mr. Lindstrom\nthat the Department give $50 to the secretary-treasurer and $50 to the president\nto pay expenses to and from conventions and for other expenses incurred for the year\njust closing. The motion carried.\nIt was stated by Mr. Hansen that because of an agreement made by H. A. Allan\nof the N.E.A. with the operator’s union in Milwaukee to employ nothing but union\noperators for all projection purposes that the Department would no doubt receive\na bill from Mr. Allan covering these expenses.\nNelson Greene presented the zonal plan for organization. He stated that the\nfundamental idea of the zone plan is to achieve closer contacts, to offer a chance\nfor unity and collaboration in our relationship, to give teachers more reason for\njoining the Department, to make possible attendance in at least one meeting a year,\nto bring people together in thought and activity in the whole country, and to make\nmembership campaigns more effective because more will be offered. He recom¬\nmended ten zones with two to six states each, which would put each teacher and\nschool administrator within a small radius of each meeting. He said that it would\nbe important that each zone contain at least one state that was progressive in\nvisual education, that each zone should have a president, secretary, and editor,\nand that the zone president and secretary handle meetings and campaigns.\nBecause of the lateness of the hour, the business meeting was adjourned until\n12:00 NOON, July 3, to act on the proposal submitted by Mr. Green. W. T. Powell\nmoved that the president appoint a committee to make the necessary changes in\nthe Constitution to provide for the zonal idea and report at 12:00 NOON the follow¬\ning day. The motion was carried. It was moved that the meeting be adjourned\nuntil NOON the following day, July 3.\nThe meeting was called to order at 12:00 noon by President J. E. Hansen.\nA proposal was then submitted by the committee. It was moved by Mr. Greene\nthat the report be accepted for final action at the annual business meeting next\nyear. The motion was carried. The meeting was adjourned.\n\n"}
{"page": 671, "printed_page": null, "text": "‘ Department\n\nVocational\n\nof\n\nEducation\n\n"}
{"page": 672, "printed_page": null, "text": "HISTORICAL\nThe\n\ndepartment\n\nof\n\nNOTE\n\nvocational\n\neducation\n\nwas\n\norganized\n\ndustrial section at Minneapolis,\n\nMinnesota,\n\n1875. See\n\nas\n\nthe in¬\n\nproceedings,\n\n1875:100. The name was changed in 1890 to the Department of Indus¬\ntrial and Manual Training. See proceedings, 1890:758. In 1899 the\nname\n\nwas changed to the Department\n\nings,\n\n1899:556.\n\nIn\n\n1914\n\nthe\n\nname\n\nof Manual\nwas\n\nchanged\n\nTraining. See proceed¬\nto the\n\nDepartment\n\nof\n\nVocational Training and Practical Arts. Since 1919 it has been known as\nthe Department of Vocational Education. This Department cooperates\nwith the National Vocational Guidance Association and with the National\nSociety for Vocational Education.\nThe officers of the Department for the year 1940-41 are: president,\nHarry Belman, Director, Vocational and Adult Education, West Allis,\nWis.; secretary, Paul Thomas, Dean of Men, Central Trade School,\nOakland , Calif.\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\n187 6:237-291\n1877:218-252\n1879:203-223\n1880:222-234\n1881 -.239-251\n1882:129-172\n1883 : xiv-xvi\n1884 -.293-333\n1885 :248-274\n188 6:479-498\n1887:539-550\n18 88:545-590\n\n1889:615-636\n1890:757-808\n1891 :741-758\n1892:435-474\n189 3:588-614\n1894 :87 1-892\n1895 -.718-764\n1896 :7 54-790\n1897 :7 36-7 54\n1898 -.757-786\n1899:904-931\n1900:491-504\n1901 -.646-682\n\n1902:549-579\n190 3:595-664\n1904 :5 93-630\n1905 :5 57-590\n1907 :7 59-820\n1908 -.739-798\n1909:597-644\n1910:595-788\n1911:709-786\n1912:897-1000\n191 3:553-600\n1914:565-624\n1915 :8 15-846\n\n[ 668 ]\n\n1916:461-516\n1917:431-472\n191 8:249-270\n1919:271-280\n1920 :269-270\n1921:851-858\n1922:1465-1480\n192 3:1025:1050\n1924 :987-1014\n1925:872-912\n192 6:965-996\n1927 :97 1-1006\n1928:97 1-1004\n\n1929:945-972\n1930:931-954\n1931:965-994\n1932 :801-816\n19 33:797-806\n1934:789-798\n1935 :727-734\n1936:621-628\n1937:669-676\n193 8:609-618\n1939:675-687\n\n"}
{"page": 673, "printed_page": null, "text": "MILWAUKEE\nTHE\nORIN\n\nW.\n\nPROBLEMS\n\nKAYE,\n\nSTATE\n\nOF\n\nDIRECTOR,\n\nMEETING\n\nUNEMPLOYED\nNATIONAL\n\nLANSING,\n\nYOUTH\n\nYOUTH\nADMINISTRATION,\n\nMICH.\n\nas\nis theand same\nof youth\nthe problem\nthatproblem\nto the andconclusion\nhave ofcome\nI that\nthe adult,\nthe adult\nnow, in\nthe past,\nin the\nfuture will continue to be that of making a living.\nIn 1930 I made a study of the dole system in England and I met young\nEnglish boys and girls of twenty, twenty-one, and twenty-two years of\nage who told me that not only had they never known what it was to\nhave a job, but never recalled the day when their parents had had a job.\nThat is a significant situation which still persists in England\nnot sure that it persists in America, but it conceivably may.\nWith\n\nthis picture as a background,\n\nthe National Youth\n\ntoday. I am\n\nAdministration\n\nis trying to do something about the problem of making a living as it con¬\ncerns youth. It is taking young people between the ages of eighteen and\ntwenty-five, the country over, and giving them jobs. Ninety percent of\nthese young people have never had a job and have never known what it\nwas to be regularly employed. The National Youth Administration is\ndesigned to do something which\n\nwill make\n\nthese unemployed\n\nAmerican\n\nyouth — 110,000 of them in the state of Michigan — more employable, and\ngive them some type of work experience which will make it easier for\nthem to find a place in private industry. In getting a job there are some\npreliminary steps necessary. These\n\nsteps every young\n\nperson has to take.\n\nTo their question, “What am I fitted to do?” the National Youth Admin¬\nistration is trying desperately to offer some solution.\nIn the regular Michigan state employment offices there is now at least\none person designated to act as a youth counselor or junior placement\nofficer. This is the first step being taken by the National Youth Admin¬\nistration in the whole problem of counseling young people, by means of\nwhich we are attempting to ascertain and help them determine what par¬\nticular type of job they would be best fitted to fill. After they have deter¬\nmined that, the next thing to do is to find them an initial job. We have\nin Michigan about 10,000 of these young people from eighteen to twentyfour years of age, inclusive, who are working on noncompetitive projects\nwhich we call National Youth Administration work projects. On these\nwe have boys and girls doing everything people ordinarily do in our indus¬\ntrial life, and thru these jobs a real effort is being made to give these\nyoung people something which they may take to an employer and say, “I\nhave this to sell.” We believe that the fundamental thing which they will\nhave to sell is good work habits.\nLast year in Chicago a survey was made and it was found that 5000\nsemiskilled and skilled people lost their jobs over a period of six months.\n[ 669 ]\n\n"}
{"page": 674, "printed_page": null, "text": "670\n\nNational\n\nEducation\n\nAssociation\n\nThat survey also revealed that 93 percent of these people lost their jobs\nbut not because they could not do them; they lost their jobs because they\nnever learned to be prompt in arriving on the job ; because they could\nnot get along with the boss and could not take orders; and because they\ncould not get along with the people working with them. So there again,\nusing that as a guide line, the National Youth Administration has con¬\nceived the idea that it is one of its important functions to set these projects\nup in such a fashion that when a youth gets the work experience, he also\nbecomes inculcated with some of the ideas and habits necessary to make\na success on the job as well as acquiring the technics of specific job operations.\nWe are attempting to do that for 10,000 young citizens in Michigan.\nTaking the country over, we are trying to do it with more than a quarter\nof a million young people. The success of this is demonstrated by certain\nindustrial organizations in the East which are now recruiting their new\nemployees from the rolls of the National Youth Administration. There\nare several concerns in Philadelphia and New York City where we are\nthe sole agency to provide new recruits for those organizations because\nthey believe that these youths have had the type of experience which makes\nthem better equipped to tackle a job, and I think the big reason is the\nfact that on our projects emphasis is constantly being placed on developing\ngood, sound work habits — teaching the youth workers to earn and appre¬\nciate the dollar which they are earning.\nThere are some other aspects of the National Youth Administration\nprogram besides this out-of-school work program. In addition, we have\n25,000 young people who are gaining some assistance from jobs which\nthey perform while in school, about 7000 in college and 18,000 in high\nschool. These programs are operated and administered entirely by the\nschool officials.\nMany times a young man or girl over sixteen years of age may want\nto go to high school. Now, we have no illusions. We know many of\nthem could continue to go to high school but are often financially handi¬\ncapped. So this program provides for 18,000 of these people in Michigan,\nchosen by high-school officials, to have jobs where they may earn up to\n$6 per month to help defray their school expenses. In the college program\nwe have about 7000 who may earn an average of $15 per month. These\npeople, likewise, are selected by the college officials, the work\n\nprogram\n\nis organized by the colleges, and is also administered by the college au¬\nthorities. The record recited here constitutes some of the efforts that are\nbeing made by the National Youth Administration to do something which\nwill have an immediate and a potentially advantageous social effect on\nthe youth of this country.\nAmerican youth want to live in a world built by Americans and I\nthink they are going to insist on living in that kind of world. To the\npeople who are alarmed about youth in this country becoming “red” and\nagitators, my only response is this: Study the development of these com¬\nmunistic movements wherever they have started, and in what kind of\ngovernment\n\nthey always start. They\n\nstart in the reactionary, conservative\n\n"}
{"page": 675, "printed_page": null, "text": "Department\n\nof Vocational\n\nEducation\n\n671\n\ntype of government. That is the kind of thing which builds communism.\nYou never saw communism developed in a liberal government, and you\nwill never see it developed in the United States as long as it remains a\nliberal government. Naturally, unemployment and general insecurity tend\nto get people wrought up, but in a liberal government we always find\nremedies for what I call “social cancers.”\nAnother group thinks we are training people to become militaristic,\nthat it is a design to carry on war, that this whole thing is a subterfuge.\nI have heard adults say it would be a grand thing for American industry\nand employment if we could only get into this war eventually, or if\nthe war could continue, and again I say nonsense! We have not outlived\nthe headaches of the last one, and if we ever get into this one we will\nnever live long enough to outlive its headaches. It might take five million\npeople off the streets, but to what purpose? We know from experience that\nthat relief could only be temporary and the inevitable depression would\ndestroy any good that might be derived from that temporary respite.\nSuppose we do obtain most of the gold supply of the w’orld. We have\nthree-fifths of it now. There is no definite assurance that it will do us\nany good when the war is over. After the great period of reconstruction\nwhich must follow any war, the other nations may say, “Gold, why, we\ndon’t want that stuff.” People say that is preposterous; but already other\nnations have told us they are not interested in gold. Suppose the other\nnations say: “We are not going to use gold as a medium of exchange.\nWe are going back to old-fashioned barter.” And then where are we?\nI want to organize the youth of this country for war, a certain type of\nwar. I would like to see every man, woman, and child in America equipped\nwith the most modern paraphernalia for carrying on this war. I have only\none reservation. I want to select the enemies.\nMy first enemy would be disease. We are sixteenth from the top in the\nUnited States among the nations of the world in the matter of public\nhealth. Up to this year, Michigan has had a program for crippled children.\nWe have had a remedial program whereby crippled children could be\ntaken to the hospital and given a chance to become normal, but somewhere\nand somehow, some leader conceived the idea that that was extravagance,\nand they cut that fund from three million dollars to six hundred thousand\ndollars, and they call it economy; but I am inclined to think that in the\nlong run we will pay ten times as much as we are saving on that type of\nprogram. So I say we need to do something to inspire the youth of the\ncountry and wage a definite war against all disease.\nWe need to do something even more drastic to inspire the youth of the\ncountry to wage definite war against ignorance, just plain garden variety\nignorance. Japan was known as a heathen oriental country seventy years\nago, but Japan today has a lower rate of illiteracy than we have in America.\nA few years ago, a state legislature in the Dakotas passed a bill which\ncreated a new state officer to be known as the state poolroom inspector at\na salary of $350 per month, but at the same time, the same legislature\n\n"}
{"page": 676, "printed_page": null, "text": "672\n\nNational\n\nput a limit of $65 per month\n\nEducation\n\nAssociation\n\non salaries of rural school teachers. That\n\nis\n\nanother illustration of the thing I am talking about.\nI would like to fight poverty. Here we are the richest country in the\nworld, and 40 percent of our families have a total income of less than\n$1000\n\nper year, 60 percent of our families have an income\n\nof less than\n\n$2000 per year. We use the term “hunger” without really appreciating\nwhat it means. We have great poverty in this country. We have thousands\nand thousands of families living in shacks with no sanitation. This is\nparticularly true thruout the South. I will enumerate and present to you\nmore forcefully the lack of distribution and purchasing power in this\ncountry.\nIf you took all the people and considered them\n\nas one hundred, and\n\ntook the actual wealth of the country and considered it as $100, and then\ndivided it among\nthis: You would\n\nthese people you would have a picture something like\nhave one person with $59; another with $9; another\n\ngroup of 22 with $1.22 apiece, but you would have 76 people with 6.7\ncents apiece. From these figures tell me how you can ever have American\nprosperity, how you can put people to work within that limited purchasing\ncapacity. Can you tell me that this is not a great problem to solve in this\ncountry? I want to continue to live in a country where the government\nis not afraid to experiment, because it is thru that type of experimentation\nthis problem may be solved. And it is America’s great problem, and our\nyouth’s great challenge.\nThe final enemy I would select is the old common one of selfishness.\nI have a young\n\nson who\n\nhas been in Europe\n\nfor the past year and a half.\n\nA year ago he wrote me: “I have decided that selfishness in an individual\nis a terrible thing. Selfishness in a nation is terrifying, and that is what\nis happening. Over here we are seeing selfishness at its peak.”\nCan you and I do anything to excite the imagination of the next gen¬\neration? We are not going to solve these problems. They will be solved\nby the next generation. Can you and I do anything to help them solve\nthe problem? If we can, it is high time that individually we begin to\ndedicate our lives to that kind of program.\n\nVOCATIONAL\nHARRY\n\nO. EIKEN,\n\nDIRECTOR,\nEDUCATION,\n\nEDUCATION\n\nSCHOOL\nGREEN\n\nOF\n\nVOCATIONAL\n\nBAY,\n\nAND\n\nADULT\n\nWIS.\n\nThe title of this paper implies that industrial arts and vocational edu¬\ncation are specific fields of activities and that there is some relationship\nbetween the two. This is not always the case. They are often discussed,\nspoken of, and written about as synonymous. Even now laymen and educa¬\ntors in some instances indicate that the high school is or should be the voca¬\ntional training agency of the community and that the high-school program\nshould be sufficiently flexible to provide for both a broad academic back-\n\n"}
{"page": 677, "printed_page": null, "text": "Department\n\nof\n\nVocational\n\nEducation\n\n673\n\nground and at the same time afford necessary training in occupational skills\nto afford ready induction to employment at graduation. That there is need\nfor both, there is no question, but that the two can be efficiently and effec¬\ntively combined as a part and parcel of the four-year high-school program is\nhighly questionable. Those who subscribe to the philosophy that they can be\ncombined are overlooking some important factors :\n1. The entrance age requirements\ntinue to be raised.\n\nto employment\n\nhave\n\nbeen raised and still con¬\n\n2. Every community has a group of youths who for one reason or another drop\nout of the full-time school from the seventh grade on.\n3. Competence requirements and standards for employment induction are being\nraised not only from the standpoint of vocational competence but also from the\nstandpoint of general background.\n4. To train effectively in the field for vocational placement, teachers are required\nwho themselves are competent thru practical experience in the field for which they\nare training.\n\nPrior to the depression we were experiencing a situation where help was\nat a premium. During that period the drawing power of available jobs was\nstronger than the holding power of our school system. In our own com¬\nmunity, a city of some 37,000 population at that time, this drawing power\nof the job had attracted some 800 youths between the ages of fourteen to\neighteen into employment of one kind and another. The annual payroll of\nthis group, which under the Wisconsin statutes was required to attend\nvocational schools for a minimum of eight hours per week, was $300,000.\nThis group specifically needs vocational training because of their limited\nschool background. Very few states or communities make any attempt to\nserve them thru their secondary program of education because they lack a\nsetup that will provide effectively for their care. Not only do they need\ntraining during their initial induction into employment, but in a great many\ncases they are in need of special and adjustment training as they seek new\njobs or receive new assignments in their employment field. I know of few\nstates which under those circumstances provide even a minimum of instruc¬\ntion for these people where vocational training is a part of the regular\nhigh-school program.\nSince that time the employment\nin our community,\n\nnow\n\npicture has changed, and we know that\nwith a population of some 46,000, there are more\n\nthan 800 youths, most of whom are high-school graduates between the ages\nof eighteen and twenty-five, who are out of work.\nIn a sampling survey that was made of this group, the youth replied that\nin seeking employment they were told that they were too young or that they\nlacked necessary skills. We also found that 25 percent of the total age group\n\nare voluntarily enrolled in our vocational\nobjectives. Naturally this group, largely\ncomposed of high-school graduates, has realized its lack of competence and\nthe necessity for more vocational training.\nAlso from the same survey we know that approximately 65 percent of the\n\nbetween eighteen and twenty-one\nschool with specific employment\n\nentire enrolment in the vocational day classes are high-school graduates.\nUnder the circumstances, even if we grant that the high-school program of\n\n"}
{"page": 678, "printed_page": null, "text": "674\n\nNational\n\nEducation\n\nAssociation\n\nindustrial arts and vocational education should train for occupational com¬\npetence, it must be realized that the time devoted to such training must\nbe increased, the content made\n\nmore\n\npractical, and the teachers be better\n\nqualified. Finally, if the present trend continues, which for a large group of\nhigh-school graduates requires a waiting period before it can be absorbed\ninto employment, it will be seen that youths’ interest might better be\nserved by devoting more time to broad training in the general fields and\nproviding more adequate opportunities for industrial arts training in the\nsecondary schools.\nThe American Youth Commission calls attention to this problem in its\npamphlet\n\non “The\n\nOccupational\n\nAdjustment\n\nof Youth”\n\nin these words:\n\n“Each year in the United States about 1,750,000 young men and women\noffer their services as beginning workers. In the country as a whole about\n40 percent have dropped out of school without going beyond the second\nyear of high school. In a few states as many\n\nas half have dropped out without\n\ngoing beyond the elementary school.” Being interested in this problem\nlocally, we have also delved into the numbers and the reasons for these\ndrop-outs. So far we have finished only the compilation for the boys.\nWe found that 143 boys had dropped out. The reason for their dropping\nout were not such as to be readily overcome in the existing setup for second¬\nary education. They were : 50 indicated that their help was required either\nat home or thru working and assisting to support the home; 31 indicated as\ntheir reason failure in work, the necessity for repeating a grade, and dislike\nfor the school ; 1 8 indicated that illness was the cause of their difficulty in\nschool ; 24 indicated that illness in the home was the cause of some of their\nschool difficulties; 15 indicated that death in the home was the cause of\ntheir being unable to continue; and 9 indicated that divorce and separation\nwere the causes of their dropping.\nWhether the problems of this group can adequately be served vocationally\nby the secondary school as currently constituted is highly problematical,\nparticularly when 127 of the group indicated that their immediate objective\nwas vocational placement at the earliest possible date. Theirs is a problem,\nhowever, that needs to be met by every community.\nWe realize that along with technological improvements\n\nand advance\n\nthere comes an ever increasing demand for ability and skill. Just prior to\nour entrance in the last World War we had a million and a half unemployed\nin the United States, and industry, represented by employers and manu¬\nfacturers, appealed to Congress to let down the immigration bars so that\nskilled men could be brought into the country. New machines and methods\nare constantly eliminating workers from jobs and demand additional com¬\npetence and skill on the part of workers if they are to be retained in new\nassignments. Roger Babson\n\ncalled attention to this in 1929 when\n\nhe said:\n\n“This is more than a question of labor welfare. It will vitally affect the\ncontinuance of the business and financial prosperity of this country. The\nfoundation on which good business and strong security markets now rests is\nthe higher purchasing power of the workers. If we make no organized effort\n\n"}
{"page": 679, "printed_page": null, "text": "Department\n\nof\n\nVocational\n\n675\n\nEducation\n\nto train and adjust men to new jobs when they lose their old ones thru\nmachinery, we are jeopardizing this purchasing power and inviting future\nbusiness depression. The question is, Are we prepared to adjust the increas¬\ning number of machine-made jobless into new jobs mostly in new industries\nwith our present limited equipment of vocational schools and employment\nagencies?”\nDuring the depression we found that the first to feel its effect were the\nso-called job operators and those with a background so limited as to preclude\nthe possibility of their being adjusted from one job to another. Now we find\nourselves on the verge of another national emergency and again confronted\nwith the realization that there is a tremendous scarcity of workers in the\nskilled trades and occupations. Men and women, who both by background\nand specific competence are available for assignment and reassignment as\nchanging conditions require variations in duties and responsibilities, are\nneeded. Many of the problems of the maladjusted adult worker date back\nto their lack of broad general training and vocational competence. Realizing\nthen that job induction is coming at a later age and that employment re¬\nquirements demand growth and adaptability on the job, it is apparent that\nthe high school is not adapted to increasing both the broad training in general\nbackground and combining therewith an effective program of vocational\ntraining.\nIn checking on these factors locally, a survey has been made\n\ntriannuallv\n\nduring the last nine years with the intent of finding some of the employer\nreactions to these propositions. This survey has borne out the fact that\npreference is being given in employment to those who are high-school\ngraduates and have in addition vocational training. Even in the craft fields\nwhere apprentices are indentured, it is now an unusual situation where a\nboy is accepted by an employer for an apprenticeship unless he has completed\nhigh school.\nIn regard to governing the necessity for more competent teachers in the\nhigh school, it is not my intention to discredit teachers of industrial arts or\nvocational fields in the high school. However, if we are to train for voca¬\ntional competence, then it must be assumed that those who are going to\nteach vocations must themselves have had broad training and practical\nexperience in the field for which they are training. It is impossible to assume\nthat because a teacher has had semester courses in a number of trade fields\nhe is competent to train others for successful entry and continued employ¬\nment success in those fields.\nWe in the vocational school employ no teachers in vocational courses\nwho have not themselves had occupational experience in the field in which\nthey are teaching. In the trade fields we require a background\n\nof apprentice¬\n\nship and at least three years on a journeyman’s level. We then superimpose\non this background professional training that will fit them for successful\nteaching in the field in which they are by experience competent.\nIn terms of what has been said, what is the field of industrial arts,\nwhat is the field of vocational education, and what relationship is there\nbetween industrial arts and vocational education? Answering this from the\n\n"}
{"page": 680, "printed_page": null, "text": "676\n\nNational\n\nvocational viewpoint, it would\n\nEducation\n\nAssociation\n\nseem to me that both have their place and\n\nthat they are engaged in a common problem on different levels. The prob¬\nlems which confront youth today would indicate the necessity of an expand¬\ning program of industrial arts in the secondary schools. Certainly there is\nneed for more adequate opportunity for exploratory training and guidance\non the junior and senior high-school level. The pamphlet of the American\nYouth Commission calls attention to this when it says: “The curriculum\nof most secondary schools should be drastically reorganized. Among other\nchanges the amount of occupational information and training which is in¬\ncluded should be greatly enlarged. . . . Beginning at about the seventh\ngrade and continuing as long as they remain in school, all pupils need some\nindividual advice in regard to their probable future occupation and to\ndesirable courses of study as preparation/’\nThen too, since employers are requiring broader general training, the\nindustrial arts program of the secondary school should be utilized to an\never increasing extent in motivating practical interest in such courses as\nmathematics, English, and science which today are important for vocational\nsuccess. There is need for more education in the industrial arts program to\ninculcate proper work habits, attitudes, and interests. A functioning in¬\ndustrial arts program can do much to improve the holding power of the\nschool on those students who chafe at the regular academic program. It can\nassist materially in the selective process of determining interests, aptitudes,\nand probable success of students in terms of their vocational objectives.\nThis was indicated in a survey sampling of graduating seniors from the\ntwo high schools in our community, and it was found that a large number\nhad not as yet come to any decision as to what their employment objective\nwas. Some two hundred indicated an interest in attending the vocational\nschool for vocational training if the training desired was available. A large\nnumber of these were more interested in obtaining any kind of blind-alley\njob rather than in training for some vocation that would provide for stability\nand afford opportunity for promotion. It would seem to me that an adequate\nprogram of industrial arts should and could assist in the solution of the\nproblems of a great many of these students.\nVocational education on the other hand must more and more become\nterminal training for older youths and high-school graduates. W e may as\nwell realize that for a long time to come entrance to employment is going\nto be delayed for some time beyond the period of high-school graduation,\nand that every community must provide broad opportunities for vocational\ntraining for those who will not or cannot continue their education in higher\ninstitutions of learning. Thus the vocational program must provide for a\nlarge degree of flexibility both in courses and content. It must be ready to\ntake those who for one reason or another are dropping out of the full-time\nschool, as well as the high-school graduates, and provide preemployment\ntraining with definite vocational objectives. It must keep abreast of both\ntrends and opportunities for placement of youth and carry on where the\nsecondary schools have stopped in the field of counsel, training, placement,\nand follow-up.\n\n"}
{"page": 681, "printed_page": null, "text": "World\n\nFederation of Education\nAssociations\n\n"}
{"page": 682, "printed_page": null, "text": "HISTORICAL\nThe\n\nworld\n\nfederation\n\nof\n\neducation\n\nNOTE\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. In lieu of the eighth conference to have been held\nin Rio de Janeiro which had to be postponed, sectional meetings were held\non board the cruise ship and at the University of Puerto Rico.\nThe officers for the year 1940-41 are: president, Paul Monroe,\nGarrison-on-Hudson, N. Y .; secretary-general, Uel 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 : 27 2-27 4\n1925 :9 13-927\n1926 -.997-1004\n\n1927 :1007-1016\n1928 -.1005-1012\n\n1929:975 -988\n1931 :985\n\n-994\n\n1955:807 -814\n1934 :799\n\n[ 678 ]\n\n-800\n\n1955:735-742\n1956:629-630\n1937:677-678\n1938:647-650\n1939:689-694\n\n"}
{"page": 683, "printed_page": null, "text": "Associational\nAND\n\nT{ecords\n\nInformation\n\n"}
{"page": 684, "printed_page": null, "text": "-\n\n*\n\n"}
{"page": 685, "printed_page": null, "text": "Charter\n\n1857—1870\nThe\n\nNational\n\nOrganized\n\nTeachers\n\nAugust\n\nPurpose — To\n\nAssociation\n\n26, 1857, at Philadelphia, Pennsylvania.\n\nelevate\n\nthe character\n\nfession of teaching and to promote\nUnited States.\n\nThe name\n\nand\n\nadvance\n\nthe interests of the pro¬\n\nthe cause of popular education\n\nin the\n\nof the Association was changed at Cleveland, Ohio, on August\n\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,\n\nFebruary 24,\n\n1886, under the name, “National Education Association,” which was\nchanged to “National Educational Association,” by certificate filed\nNovember 6, 1886.\n\nNational\n\nEducation\n\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\nAN\n\nACT\n\nTO INCORPORATE\n\nTHE\n\nOF\n\nINCORPORATION\n\nNATIONAL\nUNITED\n\nEDUCATION\n\nASSOCIATION\n\nOF THE\n\nSTATES\n\nBe it enacted by the Senate and House of Representatives of the United States of\nAmerica in Congress assembled:\nSection 1. That the following-named\ntors and trustees of the National\n\npersons, who\n\nEducational\n\nare now\n\nofficers and direc¬\n\nAssociation, a corporation\n\norganized\n\nin the year eighteen hundred and eightv-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[681]\n\n"}
{"page": 686, "printed_page": null, "text": "682\n\nNational\n\nEducation\n\nAssociation\n\nLouisiana; John S. Locke, of Maine; M. Bates Stephens, of Maryland; Charles W.\nEliot, Mary H. Hunt, Henry T. Bailey, of Massachusetts; Hugh A. Graham,\nCharles G. White, William H. Elson, of Michigan; William F. Phelps, 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\n\ncorporate\n\nof the District of Co¬\n\nlumbia by the name of the “National Education Association of the United States,”\nand by that name shall be known and have a perpetual succession with the powers,\nlimitations, and restrictions herein contained.\nSec. 2. That\n\nthe purpose\n\nand\n\nobjects of the said corporation\n\nshall be to elevate\n\nthe character and advance the interests of the profession of teaching and to pro¬\nmote the cause of education in the United States. This corporation shall include\nthe National\n\nPurpose and\nDepartments\n\nCouncil\n\nof Education\n\nand\n\nthe following\n\ndepart-\n\nments, and such others as may hereafter be created by organization or consolidation, to wit: The Departments, first, of Su¬\n\nperintendence; second, of Normal Schools; third, of Elemen¬\ntary Education; fourth, of Higher Education; fifth, of Manual Training; sixth, of\nArt Education; seventh, of Kindergarten Education; eighth, of Music Education;\nninth, of Secondary Education; tenth, of Business Education; eleventh, of Child\nStudy; twelfth, of Physical Education; thirteenth, of Natural Science Instruction;\nfourteenth, of School Administration; fifteenth, the Library Department; sixteenth,\nof Special Education; seventeenth, of Indian Education; the powers and duties\nand the numbers and names of these departments and of the National Council\nof Education may be changed or abolished at the pleasure of the corporation, as\nprovided in its bylaws.\nSec. 3. That\n\nthe said corporation\n\nshall further\n\nhave\n\npower\n\nto have\n\nand\n\nto use\n\na common seal, and to alter and change the same at its pleasure; to sue or to be\nsued in any court of the United States, or other court of competent jurisdiction;\nto make bylaws not inconsistent with the provisions of this act\n\nPowers of\nCorporation\n\nor of the Constitution of the United States; to take or receive,\nwhether by gift, grant, devise, bequest, or purchase, any real\n\nor personal estate, and to hold, grant, convey, hire, or lease\nthe same for the purpose of its incorporation; and to accept and administer\nany trust of real or personal estate for any educational purpose within the objects\nof the corporation.\nSec. 4. That\n\nwhich\n\nall real property\n\nof the corporation\n\nwithin\n\nshall be used by the corporation for the educational\n\ncorporation\n\nas aforesaid other than the purposes\n\nthe District of Columbia\n\nor other purposes\n\nof producing\n\nincome\n\nof the\n\nand all per-\n\n"}
{"page": 687, "printed_page": null, "text": "Charter,\n\nBylaws,\n\nand\n\nStanding\n\n683\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\n•apply to any property of the corporation which shall not be used for, or the\nincome of which shall not be applied to, the educational purposes of the corpora¬\ntion; and, provided further, That the corporation shall annually file, with the\nCommissioner of Education of the United States, a report in writing, stating in\ndetail the property, real and personal, held by the corporation, and the expenditure\nor other use or disposition of the same, or the income thereof, during the preceding\nyear.\n\nSec. 5. The qualifications, classifications, rights, and obliga¬\ntions of members of said corporation\nbylaws of the corporation.\n\nSec. 6. (a)\n\nThe\n\nshall be prescribed in the\n\nMembers\n\nofficers of the corporation shall be a President, one or more\n\nVicepresidents, a Secretary, a Treasurer, a Board of Directors,\nan Executive Committee, a Board of Trustees and such boards,\ncouncils, committees, and other officers as shall be prescribed\nin the bylaws.\n(b)\n\nExcept\n\nas limited by this Act, as amended,\n\nthe bylaws\n\nof the corporation shall prescribe the powrers, 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.\n\nSec. 7. (a)\n\nOfficers\n\nAdditional\nBoards,\n\nThe Board of Trustees shall 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": 688, "printed_page": null, "text": "684\n\nNational\n\nthe principal\n\nThat\n\nCorporation\n\nshall be in the city of\n\nthat its business may be transacted, and an office or offices may\n\nbe maintained, elsewhere, within\nin accordance with the bylaws.\n\nbe determined\nThat\n\nAssociation\n\noffice of the said corporation\n\nWashington, D. C.; provided, That the meetings of the corporation, its officers, committees, and departments, may be held, and\n\nOffice of\n\nSec. 9.\n\nAssociation\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\nElection of\nSecretary\n\nSec. 8.\n\nEducation\n\nthe charter,\n\nshall continue\n\nconstitution,\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\n\nofficers, directors, or trustees of the corporation\n\nhereby created. Pro¬\n\nvided, That a verified certificate executed by the presiding officer and secretary of\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\nRights of\nto become due, or any claim or demand, in any manner, or for\nCreditors\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\n"}
{"page": 689, "printed_page": null, "text": "Charter,\n\nSec. 11.\n\nThat\n\nCongress\n\nBylaws,\n\nmay\n\nfrom\n\nand\n\ntime\n\nStanding\n\nto time\n\nalter, repeal,\n\nor modify this act of incorporation, but no contract or individual\nright made or acquired shall thereby be divested or impaired.\nSec. 12.\n\nThat\n\nsaid corporation\n\nmay\n\n685\n\nRules\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\nAmendments\nto Charter\nto its bylaws, that\n\nCreation\n\nof\n\nRepresentative\nAssembly\n\nSections 1-11 were passed by Congress and approved by the President, June 30,\n1906. They were accepted and adopted as the constitution of the National Educa¬\ntion Association of the United States by the active members of the National Educa¬\ntional Association in annual session at Los Angeles, California, July 10, 1907.\nSection 12 was passed by Congress and approved by the President of the United\nStates, May 13, 1920, as an amendment to the original act of incorporation. It was\naccepted and adopted as an amendment to the constitution of the National Education\nAssociation of the United States by the active members thereof in annual session at\nSalt Lake City, Utah, July 9, 1920.\nSections 5-8 were amended by Congress and approved by the President of the\nUnited States, June 14, 1937. These amendments were accepted as amendments to\nthe charter and adopted as amendments to the constitution by the Representative\nAssembly of the National Education Association of the United States at Detroit,\nMichigan, June 29, 1937.\n\n"}
{"page": 690, "printed_page": null, "text": "686\n\nNational\n\nEducation\n\nAssociation\n\nBylaws\nAs Amended\n\nat the Annual\n\nBusiness Meeting of the Representative\nMilwaukee, July 1940\n\nARTICLE\nSection\n\nMembership\nDefined\nSec. 2.\n\n1.\n\nI— MEMBERSHIP\n\nThe\n\nmembership\n\nActive\n\nThe\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.\nmembers\n\nof the Association\n\nshall be those\n\nthe profession of teaching or other educational\nSec. 3.\n\nAssembly,\n\ndues\n\nLife Membership.\nObligations\nand\n\nPrivileges\n\nof an\n\nactive member\n\nactively\n\nengaged\n\nin\n\nwork.\n\nshall be $2 or $5 annually\n\nor $100 for a\n\nActive 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\npay annual dues of $2 shall be entitled to receive the Journal.\nThose who pay annual dues of $5 shall be entitled to receive,\nin addition to the Journal, the Research Bulletins and the volume\n\nof Proceedings. Those who pay $100 become members for life without payment of\nadditional dues and are entitled to receive the Journal, the Research Bulletins, and\nthe volume of Proceedings.\nSec. 4.\n\nLife\nDirectors\n\nSec. 5.\n\nAll Life Directors\n\nleges of active members\n\nwithout\n\nand shall receive free without\nlications of the Association.\nAssociate\n\nmembers\n\nshall have\n\nof the Association\n\nall the rights and privi¬\n\nthe payment\n\nof annual\n\ndues,\n\napplication or condition the pub¬\n\nshall be persons\n\nwho\n\nare\n\nnot ac¬\n\ntively engaged in the profession of teaching or other educational work, but who are otherwise interested in the promotion\nof education. The annual dues of an associate member shall\nbe the same as the dues of an active member and he shall have\n\nAssociate\nMembers\n\nthe same rights and privileges, except the right to vote, to serve\nin the Representative Assembly, and to hold office.\nSec. 6.\n\nEminent\n\neducators\n\nnot\n\nresiding\n\nas a delegate\n\nin America\n\nmay\n\nbe\n\nCorresponding\nMembers\n\nelected by the Board of Directors as corresponding members.\nThe number of corresponding members shall not at any time\nexceed fifty. They shall pay no dues and may receive free\nthe publications of the Association.\nSec. 7.\n\nInstitutional\n\nMembership\n\nin the Association\n\nmay\n\nbe held only by libraries\n\nin normal\n\nschools, teachers colleges, liberal arts colleges, and universities, and by\npublic libraries. The annual dues for the regular Institutional\nInstitutional Membership shall be $5, which shall entitle the institution to\nMembers\nreceive the Journal, the Research Bulletins, and the volume of\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\nRight\n\nTo\n\nVote\n\nright to vote and to hold office in the National\nare Pa^*of The\nCouncil\nEducation shall be limited to the membership of the\nsaid Council whose dues are paid in the National Education\nAssociation.\n\n"}
{"page": 691, "printed_page": null, "text": "Charter,\n\nBylaws,\n\nand\n\nSec. 9. The\n\nRepresentative\n\nAssembly\n\nVicepresidents,\n\nthe Executive\n\nSecretary, and\n\nStanding\n\nshall be composed\n\nTreasurer\n\nof the President,\n\nSection\n\n1. (a)\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 as provided in the bylaws.\nARTICLE\n\n687\n\nRules\n\nRepresentative\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) The Board of Directors shall consist of the President, the First Vicepresi¬\ndent, the Treasurer, the Chairman of the Board of Trustees,\nand one additional member from each state, territory, or district Officers, Directo be elected by the Representative Assembly for the term of tors, Trustees,\nthree years or until their successors are chosen, and of all Life and Committees\nDirectors of the National 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,\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\n(e) The Board of Trustees shall consist of four members elected by the Board\nof Directors for a term of four years and the President of the Association who shall\nbe a member ex officio during his term of office. (See Act of Incorporation, section 7,\nfirst paragraph, first sentence.)\n(f) The election of officers and transaction of business at the annual business\nmeeting shall be by a Representative Assembly composed of delegates apportioned,\nelected, and governed as hereinafter provided.\nSec. 2.\n\nThe\n\nState Teachers\n\nAssociation\n\nor Educational\n\nAssociation\n\nof a state,\n\nterritory, or district, may become affiliated with the National Education Associa¬\ntion and shall be designated an Affiliated State Association. Each Affiliated State\nAssociation shall be a state unit in the organization of the\nNational Education Association and as such shall be entitled Affiliated State\nto representation in the Representative Assembly as hereinafter provided. The annual dues of an Affiliated State Asso-\n\nAssociations\n\n"}
{"page": 692, "printed_page": null, "text": "688\n\nNational\n\nEdl'catiox\n\nciation shall be $10. Said Association\n\nAssociation\n\nshall receive without\n\napplication, or other\n\ncondition, all regular publications of the National Education Association, includ¬\ning the volume of Proceedings, reports of committees, and all special bulletins and\nannouncements when issued.\n\nSec. 3.\n\nA Local Educational\n\nOrganization\n\nor Teachers\n\nAssociation\n\na state,\n\nwithin\n\nterritory, or district, may affiliate with the National Education Association and\nshall be designated an Affiliated Local Association. Each Affiliated Local Asso¬\nciation shall be a local unit in the organization of the National\n\nEducation Association and as such shall be entitled to representation in the Representative Assembly as hereinafter pro¬\n\nAffiliated Local\nAssociations\n\ndues of an Affiliated Local Association shall\nbe $5, which shall entitle said Association to receive without application, or other\ncondition, all regular publications of the National Education Association, including\nvided. The\n\nannual\n\nthe volume of Proceedings , reports of committees,\nments when issued.\n\nSec. 4.\n\nEach\n\nAffiliated\n\nAssociation,\n\nboth\n\nand all bulletins and\n\nstate\n\nand\n\nlocal, shall\n\nannounce¬\n\nbe\n\nfurnished\n\na certificate of membership.\n\nSec. 5.\n\nand\n\none\n\nmembers,\n\nEach\n\nAffiliated\n\nState Association\n\nalternate to the Representative\n\nshall be entitled to elect one\n\nAssembly\n\ndelegate\n\nfor each one hundred\n\nof its\n\nor major\n\nfraction thereof, who are active members of the National Edu¬\ncation Association, up to five hundred such active members, and\n\nState Delegates\n\nthereafter one delegate and one alternate for each five hundred\n\nof its members, or major fraction thereof, who are active mem¬\nbers of the National Education Association. Such delegates shall be designated\nState Delegates.\n\nSec. 6.\n\nEach\n\nAffiliated\n\ngate\n\nLocal\nDelegates\n\nLocal\n\nand\n\none\n\nAssociation\n\nalternate\n\nshall be\n\nto elect one\n\nto the Representative\n\ndele¬\n\nAssembly\n\nfor\n\neach one hundred of its members, or major fraction thereof,\nwho are active members of the National Education Association.\nSuch delegates shall be designated\n\nSec. 7.\n\nentitled\n\nOnly\n\nactive\n\nmembers\n\nof the National\n\nLocal Delegates.\n\nEducation\n\nAssociation\n\nshall be\n\neligible to be delegates to the Representative Assembly, and to vote in the elec¬\ntion of delegates in a State or Local Affiliated Association. An active member\nshall be permitted\n\nSelection of\nDelegates\n\nto vote for the election of delegates in but\n\none Affiliated Local Association. For determining the apportionment of delegates, an active member may be counted in two\n\nAffiliated Associations, and no more;\nthe State Association.\n\nSec. 8.\n\nThe\n\nPresident,\n\nthe Twelve\n\nTreasurer\n\nEx-Officio\nDelegates\n\nSec. 9.\n\nVicepresidents,\n\nof the National\n\nand one of these shall be\n\nthe Executive\n\nEducation\n\nSecretary,\n\nand\n\nAssociation, and the United\n\nStates Commissioner of Education, shall be ex-officio delegates to\nthe Representative Assembly.\n\nDelegates\n\nshall file their credentials\n\nwith\n\nthe Executive\n\nSecretary\n\nof the\n\nAssociation on blanks furnished by him for that purpose not later than ten days be¬\nfore the beginning of the annual meeting. The Executive Secretary shall turn over\n\n"}
{"page": 693, "printed_page": null, "text": "Charter,\n\nBylaws,\n\nand\n\nStanding\n\n689\n\nRules\n\nsuch credentials to the Credentials Committee, when appointed,\nwith such information thereon as may be obtained from the\nrecords of the Association. The Representative Assembly shall be\nthe final judge of the qualifications of delegates. The delegates\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\nDelegates ;\nVoting; ;\nCredentials\nFreedom\n\nof\n\nFloor\n\nthe Assembly on subjects pertaining to the Association. The Representative As¬\nsembly shall adopt rules of procedure which shall not conflict with the charter\nand bylaws of the Association. It shall recommend an equitable plan for pay¬\ning some part of the expenses of delegates to the annual business meeting of the\nAssociation.\nARTICLE\n\nSection 1. The\nshall perform\n\nIII— DUTIES\n\nOF\n\nOFFICERS\n\nPresident shall preside at all meetings of the Association and\n\nthe duties prescribed by the Act of Incorporation,\n\nthese bylaws, and\n\nstanding rules, and in addition such duties as usually devolve upon the Chief Execu¬\ntive of such an Association. In the absence of the President, the\nDuties of the\nranking Vicepresident who is present shall preside and in the\nabsence of the President and all Vicepresidents a Chairman pro\nPresident\ntempore shall be elected under the direction of the Executive Sec¬\nretary of the Association. The President shall prepare the program for the general\nsessions of the annual meeting of the Association and shall have power to confer with\nthe President of the Council and the heads of the several Departments and to\nmake such recommendations in regard to the program of the Council and the\nseveral Departments as will, in his opinion, promote the interest of the annual\nmeeting. The President shall be a member ex officio of the Board of Trustees and\nChairman of the Board of Directors and of the Executive Committee. He shall\nsign all bills approved for payment by the Board of Directors and all bills ap¬\nproved or authorized by the Executive Committee acting for and under the in¬\nstruction of the Board of Directors. On the expiration of his term of office as\nPresident, he shall become First Vicepresident for the ensuing year.\n\nSec. 2. The\n\nVicepresidents of the Association shall serve as\n\nAssistants to the President\nof them.\n\nfor such services as may\n\nbe required\n\nDuties\n\nof\n\nVicepresidents\n\nSec. 3. The Executive Secretary shall keep a full and accurate record of the pro¬\nceedings of the general meetings of the Association\n\nand all meetings of the Board\n\nof\n\nDirectors and of the Executive Committee, shall conduct the business of the As¬\nsociation as provided in the Act of Incorporation and these\nbylaws and, in all matters not definitely prescribed therein, Duties of the\nshall be under the direction of the Board of Directors or of the\nExecutive\nExecutive Committee acting for the Board 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 by the Act of 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\n\nSec. 5. (a) The Board of Directors when in session shall have power to fill all\nvacancies in their own body and shall have in charge the general interests of the\ncorporation, excepting those entrusted to the Board of Trustees. (See paragraph (e)\nof this section.)\n(b) At the first meeting of the Board of Directors, held during the annual\nmeeting of the Association at which they were elected, they shall elect one Trustee\n\n"}
{"page": 694, "printed_page": null, "text": "690\n\nNational\n\nEducation\n\nAssociation\n\nfor the term of four years. All vacancies occurring in said Board of Trustees,\nwhether by resignation or otherwise, shall be filled by the Board of Directors for\nthe unexpired term; and the absence of a Trustee from two successive annual meet¬\nings of the Board shall forfeit his membership. Only members who have the qualifi¬\ncations required of Directors shall be elected Trustees. (See Act of Incorporation,\nsection 7, first paragraph, last two sentences.)\n\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 maintained in the United States other than its principal place of\nbusiness in Washington, D. C., and where the meetings of the corporation, its\nofficers, committees, and departments may be held, and what business other than\nprovided by the Act of Incorporation, these bylaws, and standing rules may be trans¬\nacted at such office or offices and meetings. (See Act of Incorporation, section 8.)\n\n(c)\nprescrTh\nbyarth\nAct of Incorporatio\nan by these bylaws; shall elect correspond¬\nibeed Bo\nd e of\nDirectors shall n ta d\ning members as prescribed in Section 6 ke\nof Ar\nI on\nof th\nThe Board of\nsuti\nchcleacti\ne by\nwies\nth\nrela\nspws\nec.t to\nPer¬the\nDirectors shall approve all bills incurred by itself th\nore by\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\n\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\n(d Association; shall make a full report of the financial condition of the Association\n)\nThe\nard reports\nof Direct\nincluding Bothe\noforthe\nthe Treasurer, and the Board\ns maExecutive\ny determinSecretary,\ne what office\nor offibusiness\nof Trustees to the Representative Assembly at its\nannual\nces of themeeting,\nAssocia¬ and\nshall do all in its power to make the Association a useful and honorable institution.\n\nthe Represe\nAssembl\nand may meet in connect\nion with the annual meet¬\nnt\ny\ning of the Amaetriivcea\nAssocia,t\nof School Adminis\nand at such other times\ntrators\nn\nion\nand places as may be determi\nby the Presiden\nor request\nin writing by a\ned\nned\nt\nmajority of the elective members of the Board of Director\ns.\nSec. 6. (a) The\n\nExecutive\n\nCommittee\n\nshall have\n\nauthority to represent\n\nand\n\nto act\n\nfor the Board of Directors in the intervals between the meetings of that body,\nto\nthe extent of carrying out the legislation adopted by the Board of Directors under\ne\n)\nTh\ne Bodirections\nard of Direas may be given by said Board.\ngeneral\nctors shall\nhave such p\nowers and\nperf\nsuch duties\n(b) The Executive Committee may recommend to theormRepresentative\nas Assembly\nare\nat the annual business meeting the appointment of special committees for investi¬\ngation or research, the subjects for which may have been suggested by the National\nCouncil or by the active members of the National Education\nDuties of\nAssociation or by any of its Departments; it shall recommend\nExecutive\nthe amount of money to be appropriated for such investigations.\nCommittee\nWhen such special committees are provided for and duly au¬\nthorized by the Representative Assembly and appropriations for them have been\nauthorized by the Board of Directors, the Executive Committee shall, under the\ninstructions of the Board of Directors, have general supervision of them. The Ex¬\necutive Committee shall receive and consider all reports made by the special\ncommittees and shall print these reports and present them, together with the\nreports of the Executive Secretary, the Treasurer, and the Board of Trustees, and\nthe recommendations of the Executive Committee thereon, to the Board of Direc¬\ntors, which shall transmit the same with recommendations to the Representative As-\n\n(\n\n"}
{"page": 695, "printed_page": null, "text": "Charter,\n\nBylaws,\n\nand\n\nStanding\n\nRules\n\n691\n\nsembly at its annual business meeting. All such special committees\npointed by the President of the Association.\n(c) The\n\nExecutive\n\nCommittee\n\nshall fill all vacancies\n\noccurring\n\nshall be ap¬\n\nin the body ot\n\nofficers of the Association, except as otherwise provided for in the Act of Incorpora¬\ntion or in these bylaws. Except as otherwise provided, the Executive Committee\nshall determine the rank of the Vicepresidents for the purpose of determining the\norder of succession to the presidency should a vacancy occur.\nSec. 7. (a) The\n\nBoard\n\nof Trustees\n\nshall have\n\nsuch\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\nreport of the finances of the Association to the Executive Com- Further Duties\nmittee not later than ten days prior to the annual meeting of the\nof Trustees\nAssociation, which report shall be transmitted by the Executive\nCommittee to the Board of Directors at the first regular meeting of the Board\nheld in connection with the annual meeting of the Association. It shall annually\nchoose its own chairman and secretary.\n(b) The Board of Trustees shall have charge of the Permanent Fund and shall\nprovide for the safekeeping and investing of such Fund and of all other funds\nwhich the corporation may receive by donation, bequest, or devise. It shall also\nbe the duty of the Board of Trustees to issue orders on the Treasurer for the pay¬\nment of all bills approved by the Board of Directors, or by the President and\nExecutive Secretary of the Association acting under the authority of the Board of\nDirectors. When practicable, the Board of Trustees shall invest, as part of the\nPermanent Fund, all surplus funds exceeding $500 that shall remain in the hands\nof the Treasurer after paying the expenses of the Association for the previous\nyear, and providing for the fixed expenses and for all appropriations made by the\nBoard of Directors for the ensuing year. (See Act of Incorporation, section 7.)\n(c) The Board of Trustees shall elect the Executive Secretary of the Association,\nwho shall be Secretary of the Executive Committee, and shall fix the compensation\nand the term of his office for a period not to exceed four years. (See Act of\nIncorporation, section 7.)\nARTICLE\nSection\n\n1.\n\nThe\n\nIV— THE\n\nNATIONAL\n\nNational\n\nCouncil\n\ntions of public and\nfrom\n\nprofessional\n\nCOUNCIL\n\nof Education\n\nOF\n\nEDUCATION\n\nshall discuss\n\ninterest; propose\n\neducational\n\nto the Executive\n\ntime to time, suitable subjects for investigation\n\nand\n\nques¬\n\nCommittee,\n\nre¬\n\nsearch; have a report made at its annual meeting on “EduFunction of\ncational Progress during the Past Year”; and in other ways\nNational\nuse its best efforts to further the objects of the Association and\nCouncil\nto promote the cause of education in general.\nSec. 2.\n\nThe\n\nNational\n\nless than 120, nor more\nvided by its bylaws.\nSec. 3.\n\nThe\n\ning the week\nSec. 4. The\n\nof the Council\n\nannual\n\nCouncil\n\nthan 200, members\n\nmeeting\n\nof the annual\nabsence\n\nof Education\n\nto be selected as pro-\n\nof the Council\n\nmeeting\n\nof a regular\n\nshall be considered\n\nshall consist of not\n\nMembership\n\nTime of\nMeeting\n\nshall be held dur¬\n\nof the Association.\nmember\n\nfrom\n\nequivalent\n\ntwo\n\nsuccessive\n\nto his resignation\n\nannual\n\nmeetings\n\nof membership.\n\nPersons whose regular membership in the Council has expired shall be denomi¬\nnated honorary members of the Council during the time of\ntheir active membership in the Association with the privilege\nLoss of\nof attending the regular sessions of the Council and partici- Membership\npating in its discussions. A member who discontinues or forfeits\nhis active membership in the Association forfeits his membership in the Council.\n\n"}
{"page": 696, "printed_page": null, "text": "692\n\nNational\n\nSec. 5.\n\nThe\n\nEducation\n\nofficers of the Council\n\nshall consist of a President,\n\na Secretary, and such standing committees\nof whom\n\nCouncil\nOfficers\n\nAssociation\n\nas may\n\na Vicepresident,\n\nbe prescribed by its bylaws, all\n\nshall be regular members\n\nof the Council. The\n\nSecre-\n\ntary of the Council shall, in addition to performing the duties\npertaining to his office, furnish the Executive Secretary of the\nAssociation\n\na\n\ncopy\n\nof the proceedings\n\nof the\n\nCouncil\n\nfor\n\npublication.\nSec. 6. The\n\nNational Council of Education is hereby authorized to adopt by¬\nlaws for its government not inconsistent with the act of incor¬\nporation or the bylaws of the Association; provided, That such\nbylaws be submitted to, and approved by the Board of Directors\nof the Association before they shall become operative.\n\nBylaws and\nPowers of\nCouncil\nSec. 7. The\n\npowers\n\nand\n\nduties of the Council\n\nmay\n\nbe changed\n\nor the Council\n\nabolished upon a two-thirds vote of the Representative Assembly taken at the\nannual meeting of the Association; provided, That notice of the proposed action\nhas been given at the preceding annual business meeting of the Association.\nARTICLE\nSection\n\n1. The\n\nDepartments,\n\nfollowing\n\nV— DEPARTMENTS\n\nDepartments\n\nfirst, of American\n\nare\n\nAssociation\n\nnow\n\n(1940)\n\nin existence, to wit: The\n\nof School Administrators;\n\nsecond, of\n\nVocational Education; third, of Kindergarten-Primary Education; fourth, of Music\nEducators National Conference; fifth, of Secondary Teachers; sixth, of Business\nEducation; seventh, of American Association for Health, Physical Education, and\nRecreation; eighth, of Science Instruction; ninth, of Rural Education; tenth, of\nClassroom Teachers; eleventh, of Deans of Women; twelfth, of Adult Education;\nthirteenth, of Elementary School Principals; fourteenth, of Visual Instruction;\nfifteenth, of Social Studies; sixteenth, of Teachers Colleges; seventh, of Lip Reading;\neighteenth, of Secondary-School Principals; nineteenth, of Supervisors and Directors\nof Instruction; twentieth, of Educational Research; twenty-first, of Special Educa¬\ntion; twenty-second, of Home Economics; twenty-third, of Administrative Women in\nEducation; twenty-fourth, of Art Education; twenty-fifth, of Teachers of Speech;\ntwenty-sixth, Garden Education; twenty-seventh, of Journalism Directors. There\nis also the National Council of Education.\nSec. 2.\n\nmembers\n\nMembers\n\nEach\n\nDepartment\n\nfor the purpose\n\nof\n\nDepartments\n\nshall have\n\nthe\n\nright to fix the qualifications\n\nof electing officers and\n\ntransacting\n\nof its\n\nthe other business\n\nof the Department; provided, Active members of the Associa¬\ntion, and no others shall be eligible to such Department mem¬\nbership; and provided also, That all active members of the\nAssociation shall be permitted to attend the professional pro¬\ngrams and discussions of any Department.\n\nSec. 3. Each\n\nDepartment\nMeetings\n\nSec. 4. The\n\nDepartment shall hold an annual meeting at the time and place\nof the meeting of the Association except as otherwise provided\nin these bylaws and standing rules or as directed by the Board\nof Directors, or by the Executive Committee\neral instructions of the Board of Directors.\nobject of the meetings\n\nof the Departments\n\nacting under the gen¬\n\nshall be the discussion\n\nof questions pertaining to their respective fields of educational work. The pro¬\ngrams of these meetings shall be prepared by the respective\npresidents under the general direction of the President of the\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\n"}
{"page": 697, "printed_page": null, "text": "Charter,\n\nSec. 5. The\n\nBylaws,\n\nofficers of each\n\nand\n\nStanding\n\nDepartment\n\nshall consist\n\n693\n\nRules\n\nof a President,\n\na Vice-\n\npresident, a Secretary, and such other officers as may be deemed necessary by the\nDepartment, who shall be elected at the last formal session of the Department\nto serve for the term of office specified in the regulations of the\nDepartment and until their successors are duly elected; and who\nOfficers of\nshall at the time of their election, be active members of the AssoDepartments\nciation. Each Department shall provide for the creation of an\nExecutive Committee, and assign to it any duties consistent with the purposes of the\nDepartment and the Act of Incorporation and bylaws of the Association. In case\nthere is a vacancy in the office of President of any Department, it shall be filled by\nappointment made by the Executive Committee of the Department. Any other\nDepartmental vacancy shall be filled by appointment made by the President of the\nDepartment.\nSec. 6. The\n\nSecretary\n\nof each\n\nDepartment\n\nshall, in addition\n\nto performing\n\nduties usually pertaining to his office, furnish to the Executive\nAssociation a copy of the proceedings of the meetings of the\nDepartment for publication. No Department shall establish an\noffice outside of the general headquarters of the Association without the consent of the Board of Directors.\nSec. 7. All\n\nDepartments\n\nshall have\n\nequal\n\nrights and\n\nSec. 8.\n\nUpon\n\nfrom the list when\n\nof the Board\n\nof Directors\n\nwith\n\nthe\n\nRights of\nDepartments\n\ndiscontinued.\n\nthe recommendation\n\nof the\n\nDepartment\nHeadquarters\n\nprivileges,\n\nception stated in section 3 of this Article. They shall be named in\nsection 1 of this Article in the order of their establishment and\nshall be dropped\n\nSecretary\n\nthe\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\nbusiness meeting, may\n\nby a two-thirds\n\nlevy a membership\n\nvote\n\nof those\n\nvoting\n\nfee to supplement\n\nof the delegates\n\nat any\n\nregular\n\nits allowance\n\nfrom\n\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\npartment’s allowance from the Association and shall be used for\nDepartment\nthe work of said Department only, and shall be disbursed upon\nMembers\nthe recommendation of the executive officers of the Department\nin the same manner as other funds of the Association are\ndisbursed.\nSec. 10. Each\n\nDepartment\n\nis hereby\n\nauthorized\n\nment not inconsistent with the Act of Incorporation\n\nto adopt\n\nbylaws\n\nfor its govern¬\n\nor the bylaws of the Association;\n\nprovided, That such bylaws be submitted to, and approved\nof the Association before they shall become operative.\n\nby, the Board\n\nof Directors\n\nex-\n\n"}
{"page": 698, "printed_page": null, "text": "694\n\nNational\n\nEducation\n\nARTICLE\nSection\n\n1. There\n\nAssociation\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\nBylaws and\nserve for five years. In July 1936, and in each July thereafter,\nRules\nthe President shall appoint one member to serve for five years.\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\nSec. 2.\n\nIn all committees,\n\nboards,\n\nor councils\n\nin which\n\nthe entire personnel\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\nARTICLE\nSection\n\nMeetings\nBe Held\nAnnually\n\nTo\n\nis\n\nIn all\n\nVII— MEETINGS\n\n1. Stated\n\nmeeting\n\nof the Association,\n\nof the National\n\nCouncil of Education, and of all Departments, except as other¬\nwise provided, shall be held at such time and place as shall be\ndetermined by the Board of Directors or by the Executive Com¬\nmittee acting under the instructions of the Board of Directors.\n\nARTICLE\nSection\n\n1. The\n\nPublication\n\nof\n\nProceedings\n\nProceedings\n\nVIII— PROCEEDINGS\n\nof the Association,\n\nof the Council,\n\nof the Depart¬\n\nments, and of all commissions and committees, shall be published\nat the discretion of and under the direction of the Executive\nCommittee; provided, That such publication has been approved\nand the money therefor appropriated by the Board of Directors.\n\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\nAbsence\n\nof\n\nAuthor\n\nPresident of the Association, or of the President of the Department interested; nor shall any such paper, lecture, or address be\npublished in the Proceedings\ntive Committee.\n\nARTICLE\n\nFormation\n\nof\n\nIX— QUORUM\n\nSection\n\n1. Elected\n\nstitute a quorum\n\nAND\n\nwithout the approval\n\nRULES\n\ndirectors\n\nof the Board\n\nfrom\n\nOF\n\nof the Execu¬\n\nORDER\n\ntwenty-five\n\nstates shall con¬\n\nof Directors. A majority\n\nof all\n\nQuorum\n\nthe accredited delegates, representatives of not less than twentyfive states, shall constitute a quorum of the Representative Assembly.\n\nSec. 2. Robert’s\n\nRules of Order\n\nRevised\n\nshall be the authority governing\n\nall matters\n\nof procedure not otherwise covered in the Act of Incorporation and in these bylaws,\nstanding rules, and in the rules of procedure adopted by the Representative Assembly.\n\n"}
{"page": 699, "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\nFUND\n\nas the “Permanent\n\nFund\n\nEducational Association,” when transferred to the corporation\nbe held by such corporation as a Permanent Fund.\n\nSec. 2. The\n\nPermanent\n\nFund\n\nshall be in charge\n\nshall provide for the safekeeping\nwhich\n\nthe corporation\n\nmay\n\nsection 6, second paragraph,\n\nand investment\n\n695\n\nRules\n\nof the National\n\nhereby created, shall\n\nof the Board\n\nof Trustees,\n\nof such fund, and of all other funds\n\nreceive by donation, bequest, or devise. (Article III,\nfirst sentence.)\n\nSec. 3. No part of the principal\n\nof such Permanent\n\nFund\n\nor its accretions\n\nexpended, except by a two-thirds vote of the Representative Assembly\nrecommendation of the Board of Trustees, after such recommendation\napproved\n\nby vote of the Board\n\nexpenditure\n\nhas been mailed\n\nother requirements\n\nSec. 4. The\n\nmaintaining\n\nto all active members\n\nof Proceedings,\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\nunless the terms of the donation, bequest, or devise shall otherwise\n\nspecify, or the Board\n\nof Directors shall otherwise\n\nARTICLE\n\nSection\n\nupon the\nhas been\n\nof the Association, and after all\n\nand the Act of Incorporation\n\nof the Permanent\n\nthe organization\n\nshall be\n\nof Directors and after printed notice of the proposed\n\nof the bylaws\n\nincome\n\nwho\n\n1. These\n\nbylaws\n\nmay\n\norder.\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\n\naction shall have\n\nat which\n\naction is\n\nbeen made\n\nin the\n\nofficial publication of the Association.\n\nSec. 2.\n\nIn all voting on 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": 700, "printed_page": null, "text": "National\n\n696\n\nEducation\n\nStanding\n\nAssociation\n\nRules\n\nMEMBERSHIP\n\nMembership\nYear\n\nRule\n\nTime and\nPlace of\nPayment\nDues\n\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\nof\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\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,\n\nMembership\nCard\n\nand as such entitled to all the rights and privileges granted by\nthe charter and bylaws of the Association. Arrangements may\nbe made\n\nwith\n\nLocal\n\nissuance of a coinclusive membership\nOFFICERS,\n\nand\n\nState Affiliated Associations\n\nfor the\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\n\nNominations\n\nfor the following offices shall be made: President, Vicepresidents,\n\nTreasurer, and the three members of the Executive Committee\nto be elected by the delegates. Candidates for said offices shall be nominated from\nthe floor 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 United States in which the term of office\nexpires shall nominate one person for member of the Board of Directors, except any\nState which has 20,000 or more paid members of the National Education Association\nas of May 31 preceding the annual meeting shall be entitled to a second director,\nand the name of such person or persons shall be reported to the\n\nQualifications\nof Directors\n\nRepresentative Assembly at the first business meeting upon roll\ncall of the states. Any person to qualify to serve as Director\nshall have been an active member\n\nwith dues paid in the National\n\nEducation Association and in a State, or District, or Territory, and a Local Associa¬\ntion, if organized, for a three-year period immediately preceding the election, pro¬\nvided, however, That the requirement of membership in a state association for a\ncandidate for Director from a city having 10,000 or more National Education\nAssociation members as of May 31 may be waived by a majority vote of the delegates\npresent from that State. Only delegates who are active members of the National\nEducation Association and whose dues have been paid in a State, or District, or\nTerritory, or a Local Association, if organized, respectively, shall have the right to\nvote 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 8 a. m. to 6 p. m., at such\nplace or places as the President of the Association shall designate.\nElection\nThe candidates for President, Treasurer, member of Board of\nof\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\n\n"}
{"page": 701, "printed_page": null, "text": "Charter,\n\ncomplete\n\nall arrangements\n\nBylaws,\n\nand\n\nStanding\n\nRules\n\nfor carrying out the election. The\n\n697\n\nresults of the election\n\nherein provided shall be announced at the final business session of the Representa¬\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.\nRule 5. Each\n\nAffiliated Association\n\nshall be entitled to the active assistance and\n\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, with 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\nwhen approved by said Committee, these accounts shall be transof the\nmitted 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\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.\n\n"}
{"page": 702, "printed_page": null, "text": "National\n\n698\n\nEducation\n\nAssociation\n\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\n\nBudget Committee shall have authority to secure the support of\nthe Auditing Committee in preparing this budget.\n\nCommittee\n\nRule 9. Not later than five months before the end of the fiscal year, the President\nshall appoint an Auditing Committee, consisting of three active members of the\nAssociation, no one of whom shall be either a Trustee or a\nAuditing\nDirector; to this Committee shall be referred the report and\nCommittee\naudit of the expert accountant or accountants, together with the\nvided in Rule\nDirectors.\n\ncommunication of the President transmitting the same as pro¬\n14; and the Committee shall report its findings to the Board of\n\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 Assembly from each state shall elect one member and one alternate\nwho are active members of the Association for each of the\nfollowing committees, to serve for the ensuing year: Credentials,\nResolutions, and Necrology.\n\nDelegates Meet\nby States\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": 703, "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\n699\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": 704, "printed_page": null, "text": "National\n\n700\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\n1907.\n\nhereunto\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.\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.\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": 705, "printed_page": null, "text": "—\n\nCalendar\n\nof\n\nMeetings\n\nOF\n\nMEETINGS\n\n701\n\n1\n8\n\nCALENDAR\n\n6\n\n1\n\n5\n\nNATIONAL\n\n8\n8\n8\n\nTEACHERS\n\nASSOCIATION,\n\n1857-1870\n\n—\n\n6\n\n8\n\nJames\n\nL. Enos,\n\nChairman\n\nS. S. Greene,\n\n6\n6\nW. E. 6\nSheldon, Secretary\nHAR\n\n85\n\n4\n6\n7\n\n8\n\nJ. W.\n\nBuckley,\n\nRIS\nBUR\nJ. P.\nWickersham,\nPresident\nG\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\nIND\nTreasurer\nnJames Cruickshank,\n.\n\nPresident\n\nZ. Richards,\nSecretary\n—\n7\nPHI—\nLAD\nO.ELC.\nWight,\nTreasurer\nPHIA,\nPA. (O\n1861, 1862 — No session\nrganized\n)\n\n—\nCIN\nCIN\n\n—\nAS\nHI\nN\n\nI,\n\nO.\nOHIC. Wight,\nO\n\nSH\n\nTreasurer\n\nW. H. Wells, President\nDavid\n\nN. Camp,\n\nSecretary\n\nZ. Richards, Treasurer\n\nGT\n\nON\n,\nD.\n5\nC.\n\nN.\n\nL. Van Bokkelen, President\nW.\nE. Crosby, Secretary\nVI\nLL A. L. Barber, Treasurer\nE,\nTE\nTR\nNN B. Hagar, President\nDaniel\n.\nEN\nTO\nA. P. Marble, Secretary\nN, W. E. Crosby, Treasurer\nN.\nJ.\nNA\n\nJohn D. Phllbrick, President\nJames Cruickshank, Secretary\n\n—\n—\n—\n\nNAT\n\nCL\n\nEV\n\nEL\n\nNATIONAL\n\nY.\n\nAN\n\nD\n\n,O\nTION,\nASSOCIA\nH\n\nEDUCATIONAL\n\nIO\n\nThomas\n\nJohn\n\nHancock,\n\nTreasurer\n\nDI\nIS\nNW,\n\nTreasurer\n\nHancock,\n\n.\n\nB. G. Northrup, President\nS. H. White, Secretary\n\nJohn\n\nTreasurer\n\nTreasurer\n\nNG\n\nS,\nN.\n\nW. F. Phelps, President\nW. D. Henkle, Secretary\nA. P. Marble, Treasurer\n\nN\nFR\n\nAN\n\nN. INF..\nT,.\nEN, ,IN\nONO\nT\nL\nLTL ULMOCA, ON\nVI .PA C OR\nSH ST CIS T\n\nNA\n\nM. A. New all, President\nW. D. Henkle, Secretary\nJ. Ormond Wilson, Treasurer\nJohn\n\nHancock,\n\nPresident\n\nSecretary\n\nJ. Ormond\n\nWilson,\n\nTreasurer\n\nJ. Ormond Wilson, President\nW. D. Henkle, Secretary\nE. T. Tapp an. Treasurer\nJames\n\nH. Sm.art, President\n\nL.,\nO\nAIGL\n\nIC\n\nCH\n\nW. D. Henkle, Secretary\nE. T. Tappan, Treasurer\n\nTO\nRA\nSA\n\nG. J. Orr, President\nW. E. Sheldon, Secretary\nH. S. Tarbell, Treasurer\n\nA.\n\nCalkins,\n\nN. A. Calkins, President\nW. E. Sheldon, Secretary\nE. C. Hewett, Treasurer\n\nAaron\n\nGove, President\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)\n.Albert 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\n.O.\nCEORL\nNV\nDE\n.\n\n. KN..J\n,.RY AYR\nGSNUP\nINSB\nRA\nGSAP\n\nE. T. Tappan, President\nW. E. Sheldon, Secretary\nN. A. Calkins, Treasurer\n\nTreasurer\n\nJ. H. Canfield, Secretary\nE. C. Hewett, Treasurer\n\nRI\n\nTreasurer\n\nW. D. Henkle,\n\n.\n\nA. P. Marble,\n\nGA\nSP\n\nL.\nIOL,\nAG\n\nTO\n\nW. T. Harris, President\nM. R. Abbott, Secretary\n\nIC\n\nRA\n\nCH\n\nSA\n\nNS\nK,A\nKA\n\nHancock,\n\nPresident\n\nW. E. Sheldon, President\nJ. H. Canfield, Secretary\nE. C. Hewett, Treasurer\n\nPE\n\nS. H. White, President\nA. P. Marble, Secretary\n\nJohn\n\nN.\n\nSO\n\nHancock,\n\nBicknell,\n\nF. Louis Soldan, President\nW. E. Sheldon, Secretary\n\nMA\n\nE. E. White, President\nS. H. White, Secretary\nJohn\n\nW.\n\n1871-1907\n\nH. S. Tarbell, Secretary\nN. A. Calkins. Treasurer\n\nSA\n\n—\n\n—\n\n—\n—\n—\n—\n—\n\nJ. L. Pickard, President\n—\nW. E. Crosby, Secretary\n\nTO\n\n3—\n1\n0\n5\n9\n\n9\n9\n9\n8\n9\n4\n\n8\n8\n\n—\nZ. Richards, President\n8\nW.\nBuckley, Secretary\n7 J. 9\nA. J. Rickoff, Treasurer\n—\nA. J. Rickoff, President\n—\nJ. W. Buckley,\nSecretary\n0\nC. S. Pennell, Treasurer\n\nPresident\n\nW. E. Sheldon, Secretary\nZ. Richards, Treasurer\n\nTreasurer\n\nNicholas Murray Butler,\nIrwin Shepard, Secretary\n\nI. C. McNeill,\n\nTreasurer\n\nPresident\n\n"}
{"page": 706, "printed_page": null, "text": "—\n1\n1\n702\n1\n9\n9\n0\n9 0 2\n\n0 3\n\n8\n\nNational\n\nEducation\n\n—\n\n6\n\n4\nI. C. McNeill,\n\n—\n\nIS,\n\nFACharles\nLO,\nIrwin\nShepard,\n. Y\nI. C. NMcNeill,\n.\n\nSecretary\n\nTreasurer\n\nJ. M. Greenwood, President\nIrwin Shepard, Secretary\n\nI. C. McNeill, Treasurer\nAU\nK\nE.EEOram\nLyte, President\n7\n,\nIS.\nIrwin WShepard,\nSecretary\nI. C. McNeill, Treasurer\n—\n\n—\n\nLO\n\nIrwin\n\nS\n\nAN\n\nShepard,\n\nLOU\nIS,\n1905— ASBURY\nPARK and\nGROVE,\nMO. N. J.\n\nJames\n\n06\n\nAR\nLE\n3\nDE\nST\nTR\nON\n,S\nOI\n.\nT,\nC.\nMI\nCH\n.\n\nLO\n\nS\n\nNathan\n\nGE\n\nNATIONAL\n\nS,\n\nDE\n\nMO\n\n—\n\nKL\n\nCI\n\nDI\n\nPO\n\n.,\nGA\n.\nNT\nI,O\n,N\nUHS\nISN\nO\nLMI\nMB\nLU\n\nEA\n\nLA\n\nAT\n\nNN\n\nCO\n\nPresident\n\nN\nSA\n\nLO\nPres.\n\nGE\n\nPreston,\n\nLA\n\nJ.\nN,.\nCTY\nCII\nNT\n\nL.,\nO\nAIGL\nIC.\nC,LHIF\nCSA\nLE\n\nAT\n\nSecretary\nTreasurer\n\nAN\n\nIN\n\nMI\n\n.\n\nNN\n\nPresident\n\nSecretary\nTreasurer\n\nCorliss\n\nSA\n\nC.\n.\n,\n,\nD\nND.\nN\n., .\nO\nIIS\nIAASH\nT\nHPW\n,\nG\nOL\nEA\nN\nLP\nTL\nAP\nI\nH\nDE\nAT\nAN\nA\nSE\nIL\nPH\n\nS\nA\nW\n\nDavid Starr Jordan, President\nDurand W. Springer, Secretary\nGrace M. Shepherd, Treasurer\n\nJ. W. Crabtree,\nA. J. Matthews,\n\nD-\n\nN\nFR\n\nJoseph Swain, President\nDurand W. Springer, Secretary\nGrace M. Shepherd, Treasurer\n\nJosephine\n\nCharl\n\nOrmond\n\nJ. W.\n\nCrabtree,\n\nTreasurer\n\nWilliams,\n\nPres.\n\nSecretary\n\nS. Adair,\n\nTreasurer\n\nOlive\n\nM.\n\nJones,\n\nPresident\n\nJ. W.\n\nCrabtree,\n\nSecretary\n\nS. Adair,\n\nTreasurer\n\nJesse\n\nH. Newlon,\n\nPresident\n\nJ. W.\n\nCrabtree,\n\nSecretary\n\nCornelia\n\nAN\n\nRobert J. Aley, President\nDurand W. Springer, Secretary\nThomas E. Finegan, Treasurer\n\nS. Adair,\n\n,I William B. Owen, President\nOW J. W. Crabtree, Secretary\nACornelia S. Adair, Treasurer\n,M\nAS\nS.\n\nOA\n\nEdward T. Fairchild, President\nDurand W. Springer, Secretary\nGrace M. Shepherd, Treasurer\n\nSecretary\nTreasurer\n\nPresident\n\nSecretary\n\nCornelia\n\nCarroll G. Pearse, President\nIrwin Shepard, Secretary\nKatherine D. Blake, Treasurer\n\nJ. W. Crabtree,\nA. J. Matthews,\n\nHunter,\n\nCrabtree,\n\nON\n\nElla Flagg Young, President\nIrwin Shepard, Secretary\nDurand W. Springer, Treasurer\n\nD. Strayer,\n\nM.\n\nES\n\nST\n\nJames Y. Joyner, President\nIrwin Shepard, Secretary\nArthur H. Chamberlain, Treas.\n\nGeorge\n\nFred\n\nCornelia\n\nIN\n\nBO\n\nTHE\n\nJ. W.\n\nCornelia\n\nS\n\nOF\n\n1908 —\n\nEdwin G. Cooley, President\nIrwin Shepard, Secretary\nArthur H. Chamberlain, Treas.\n\nC. C. Bradford,\n\nC\n\n.\n\nSTATES,\n\nLorenzo D. Harvey, President\nIrwin Shepard, Secretary\nArthur H. Chamberlain, Treas.\n\nPresident\n\nLE\n\n—\n\nMary\n\nTreasurer\n\nC. Schaeffer,\n\nAL\nASSOCIATION\nIF\n\nEDUCATION\nUNITED\n\nJ. W. Crabtree,\nA. J. Matthews,\n\nCrabtree,\n\nses Irwin Shepard, Secretary\nsio\nJ.n N. Wilkinson, Treasurer\n\nAN\n\nIF.\n\nDavid B. Johnson, President\nDurand W. Springer, Secretary\nGrace M. Shepherd, Treasurer\n\n.\n\nNo\n\nSecretary\n\nCAL\n\nCH\n\nW.\n\n19\n\nLE\n\nS,\n\nOCEAN\n\nWilliam H. Maxwell, President\nIrwin Shepard, Secretary\n\nL. C. Greenlee, Treasurer\n—\n—\n\nGE\n\nTreasurer\n\nJohn W. Cook, President\nIrwin Shepard, Secretary\nMcHenry\nRhodes, Treasurer\n\nST.\n\nLW\n\n—\n—\n—\n—\n—\n—\n—\n\n2\n\n3\n\n9\n—\n7\n—\n3\n4\n0\nO\n5\n6\n,I\nDH O.\n.\nNO L\nA CO,\nSS\n,\nA\nL ER\nN\nM\n8\nL.,\nO\nO\nEV\nVN\nAIGL\nST\nEE\n2\nIC\nBO\nLD\nCH\nC\n1\n2\n3\n2\n2\n3\n2\n2\n\n9\n9\n9\n\nTW.\nON,M. Davidson,\nMAS\nS.\n\nOscar T. Corson, President\nWA\nSH\nIrwin Shepard, Secretary\n2\nI\n1\nNG Carroll G. Pearse, Treasurer\nTO\nN,\nD.\nC. Green, President\nJames M.\n\n9\n\nMINN.\n\nCharles W. Eliot, President\nIrwin Shepard, Secretary\n\nBOS\n\nMI\n\n2\n2\n8\n—\n\n9\n\n—\n—\n2\n\nTreasurer\n\n—\nR. Skinner,\nPresident\n\nBUF\n\n9\n89\n9\n9\n7\n—\n0\n\nIF\n\nWilliam M. Beardshear, President\nIrwin Shepard, Secretary\nMINN\nEAPO\nCharles\nL H. Keyes, Treasurer\n\nNewton C. Dougherty, President\n—\nIrwin Shepard,\nSecretary\n\n9\n\nOC\n,A\nL\n\nAssociation\n\nS. Adair,\n\nTreasurer\nPresident\n\nMary\n\nMcSkimmon,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nSecretary\n\nSmith,\n\nTreasurer\n\nSC\n\nOFrancis G. Blair, President\nJ. W. Crabtree, Secretary\nHenry\n\nLester\n\nCornelia\n\nSmith,\n\nS. Adair,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nUel\n\nW.\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\n\nLester\n\nPresident\nSecretary\n\nSmith,\n\nWillis\n\nA. Sutton,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nFlorence\n\nTreasurer\n\nPresident\n\nSecretary\n\nSmith,\n\nHale,\n\nTreasurer\n\nTreasurer\n\nPresident\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nSmith,\n\nJoseph\n\nRosier,\n\nPresident\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nSecretary\nTreasurer\n\nSecretary\n\nSmith,\n\nTreasurer\n\n"}
{"page": 707, "printed_page": null, "text": "1\n\nOfficers\n\n9\n\n1\n\n7\n—\n\n9\n\nOrville\nWillard\n\n3\nJessie Gray, President\nJ. W. Crabtree,\nSecretary\n8\nHenry\n\nLester\n\nSmith,\n\nHenry\n\nLester\n\nSmith,\n\nTreasurer\n\nPresident\n\nR,\n\nAmy H.\nWillard\n\nCOL\n\nO.\n\n,\n\nWIS.\n\nHinrichs, S President\nA\nE. Givens, N\nExecutive\nFR\n\nSecretary\n\nA C\nJ. W. Crabtree, Secretary NEmeritus\nISC\nO,\nB. F. Stanton, Treasurer\nCAL\nIF.\n\nNATIONAL\nND\n\nJ. W. Crabtree, Secretary Emeritus\nB. F. Stanton, Treasurer\n\n1940— MILWAUKEE,\n\nVE\n\nLA\n\nJ. W. Crabtree, Secretary Emeritus\nNEW R. E. Offenhauer, Treasurer\nYOR\nK,\nReuben\nN.T. Shaw, President\nY.\nWillard E. Givens,\nExecutive Secretary\n\nWillard E. Givens, Executive Secretary\nJ. W. Crabtree, Secretary Emeritus\nR. E. Offenhauer, Treasurer\n\n—\nDE\nN\n\nSecretary\n\nCaroline S. Woodruff, President\nWillard E. Givens, Executive Secretary\n\n9\nWillard E. Givens, Executive Secretary\n93\nJ. W. Crabtree, Secretary Emeritus\n4—3\nWASH R. E. Offenhauer, Treasurer\nINGT\nON\n, D.\n9\nC.\nAgnes Samuelson, President\n—\n\n5\n\nC. Pratt, President\nE. Givens, Executive\n\nDETR\nJ.OIW.\nT, Crabtree, Secretary Emeritus\nMICH\nR. E. Offenhauer,\nTreasurer\n.\n\n—\n\n—\nPO\nRT\n\n703\n\n3\n\nEDUCATION\nUNITED\n\nASSOCIATION\nSTATES\n\nOF THE\n\nOR\n\nE.\n\nOFFICERS— 1939-40\n\nAmy H. Hinrichs .\nWillard E. Givens .\nJ. W. Crabtree .\nB. F. Stanton .\n\nPresident .\nPrincipal, Audubon School, New Orleans, La.\nExecutive Secretary .\n1201 16th St., N. W., Washington, D. C.\nSecretary Emeritus .\n1201 16th St., N. W., Washington, D. C.\nTreasurer .\nSuperintendent of Schools, Alliance, Ohio\n\nHonorary\nJohn\n\nDewey .\n\nMrs. Susan\n\nM. Dorsey .\n\nPresidents\n\nProfessor Emeritus of Philosophy .\nNew York, N. Y.\n1506 Arapahoe St., Los Angeles, Calif.\n\nExecutive\n\nColumbia\n\nUniversity,\n\nCommittee\n\nAmy H. Hinrichs .\nReuben T. Shaw .\n\nPresident .\nPrincipal, Audubon School, New Orleans, La.\nFirst Vicepresident .\n1329 Real Estate Trust Bldg.,\nPhiladelphia, Pa.\nJoseph H. Saunders .\nChairman, Board of Trustees .\nSuperintendent of Schools,\nNewport News, Va.\nB. F. Stanton .\nTreasurer .\nSuperintendent of Schools, Alliance, Ohio\nHelen T. Collins .\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 W. Thalman .\nSuperintendent Township Secondary Schools, Waukegan, Ill.\n\nBoard\nJoseph H. Saunders\nAmy H. Hinrichs . .\nEdgar G. Doudna. .\nFlorence Hale ...\nThomas\n\nJ. Walker\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\nVicepresidents\nReuben\nHarry\n\nT.\n\nShaw .\n\nClark .\n\nFirst Vicepresident .... 1329\nSuperintendent\n\nof Schools,\n\nReal\n\nEstate\n\nKnoxville,\n\nTrust\n\nBldg., Philadelphia,\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, York,\n\nCollege of Agriculture and Mechanic\n\nRalph\n\nSuperintendent\n\nof Schools,\n\nSuperintendent\n\nof Schools, Hamtramck,\n\nM.\n\nJenkins .\n\nA. Kopka .\n\nBox 303, Gresham, Ore.\nLincoln High School, Lincoln,\n\nLester\n\nSupervising\n\nA.\n\nRodes .\n\nB. C. B. Tighe .\n\nPrincipal\n\nArts, State College, N. M.\n\nEnglewood,\n\nBirdine Merrill .\nSarah T. Muir .\n\nColo.\n\nMich.\n\nNebr.\n\nof Schools,\n\n5, Phoenix, Ariz.\n\nPa.\n\nR. L. Hunt .\nB.\n\nPa.\n\nTenn.\n\nSouth\n\nRiver, N. J.\n\nPrincipal, Senior High School, Fargo, N. D.\n\n"}
{"page": 708, "printed_page": null, "text": "National\n\n704\n\nEducation\n\nBoard\nAmy\n\nAssociation\n\nof Directors\n\nH.\n\nHinrichs,\n\nPresident .\n\nNew\n\nOrleans,\n\nLa.\n\nReuben\n\nT. Shaw,\n\nVicepresident .\n\n.Philadelphia,\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\n\nEducation .\nState\n\nTeachers\n\nTeachers\n\nAssociation .\n\nInstitute .\n\nNashville,\n\nTenn.\n\nSpringfield,\n\nIll.\n\nPhiladelphia,\n\nPa.\n\nState Directors\nAlabama .\nAlaska .\n\nArizona .\nArkansas .\nCalifornia .\nColorado .\nConnecticut\n\n.\n\nDelaware . . i .\nDistrict of Columbia\nFlorida .\nGeorgia\nHawaii\n\n.\n.\n\nIdaho .\nIllinois .\nIndiana\n\n.\n\nIowa .\nKansas .\nKentucky .\nLouisiana\nMaine\n\n.\n\n.\n\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\n.\n\nRhode Island .\nSouth Carolina ....\nSouth Dakota .\nTennessee .\nTexas .\nUtah .\nVermont .\n\n.L. Frazer Banks, Assistant Superintendent of Schools . . Birmingham\n.Everett R. Erickson, Assistant Professor, University of\nAlaska .\nCollege\n.Harold W. Smith, Superintendent of Schools .\nGlendale\n.W. E. Phipps, P. 0. Box 13 .\nNorth Little Rock\nHelen Holt, Teacher, 1543 B Santa Clara Ave .\nAlameda\n.W. B. Mooney, Executive Secretary, Colorado Education\nAssociation .\nDenver\n.Helen T. Collins, Principal, Lovell School .\nNew Haven\n. H. V. Holloway, State Superintendent of Public 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\nEarl L. McTaggart, Executive Secretary, Hawaii Education\nAssociation .\nHonolulu\n.W. D. Vincent, Superintendent of Schools .\nBoise\n.John W. Thalman, Superintendent, Township Secondary\nSchools .\nWaukegan\n. Charles O. Williams, Secretary, Indiana State Teachers\nAssociation .\nIndianapolis\n.Fred D. Cram, Professor, Iowa State Teachers College ... Cedar Falls\n. F. L. Schlagle, Superintendent of Schools .\nKansas City\n.William S. Taylor, Dean, School of Education, University of\nKentucky .\nLexington\n. J. N. Poche, Teacher, Samuel J. Peters High School of\nCommerce .\nNew Orleans\n.William B. Jack, Superintendent of Schools .\nPortland\n.Eugene W. Pruitt, County Superintendent of Schools .\nFrederick\n.Annie C. Woodward, Teacher, 78 Highland Ave .\nSomerville\n. Grover Stout, Principal, Wingert School .\nDetroit\nDaisy Brown, Teacher, 407 South 6th St .\nStillwater\nH. 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\nAlice Robinson, Dean of Women, State Teachers College .... Kearney\n• J- R. Warren, Teacher, Billinghurst Junior High School .\nReno\nLyle Wilson Ewing, Head, English Department .\nClaremont\n.Sarah O. 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\n.L. Wr. Reese, Superintendent of Schools .\nWashington Court House\n.Kate Frank, Teacher, Central High School .\nMuskogee\n.C. R. Bowman, County Superintendent of Schools .\nMedford\n.Harvey E. Gayman, Assistant Executive Secretary, Pennsylvania\nState Education Association .\nHarrisburg\n. Francisco Rodriguez-Lopez, Supervisor, Urban Elementary\nSchools .\nSan juan\nJames F. Rockett, State Director of Education .\nProvidence\nA. C. Flora, Superintendent of Schools .\nColumbia\n. S. B. Nissen, Editor, South Dakota Education Association\nJournal .\n.\nSioux Falls\n.S. L. Ragsdale, Principal, Humes High School .\nMemphis\n. Rush M. Caldwell, Teacher, WToodrow Wrilson High School Dallas\n.N. Howard Jensen, Principal, Central School .\nTooele\n.Joseph A. Wiggin, Principal, High School .\nBrattleboro\n\n"}
{"page": 709, "printed_page": null, "text": "705\n\nOfficers\n\nVirginia .\nWashington .\nWest Virginia .\nWisconsin .\nWyoming\n\nMrs. Edith B. Joynes, Principal, Gatewood School .\nNorfolk\nCora Oleson, Teacher, Ridpath Hotel .\nSpokane\nW. W. Trent, State Superintendent of Schools .\nCharleston\nAmanda H. Schuette, Director of Commercial Education,\n220 South Van Buren Street .\nGreen Bay\nH. H. Moyer, Principal, High School .\nRawlins\n\n.\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nEDUCATION\n\nPresident — L. A. Pechstein, Dean, Teachers College, University of Cincinnati, Cincinnati, Ohio.\nVicepresident — Edgar G. Doudna, Secretary, Board of Normal School Regents, Madison, Wis.\nSecretary — Margaret Kiely, Dean of Women, Queens College, Flushing, N. Y.\nExecutive Committee — A. L. Threlkeld, Superintendent of Schools, Montclair, N. J. ; Mrs. Edith\nB. Joynes, Principal, Washington-Gatewood Schools, Norfolk, Va. ; H. V. Holloway, State\nSuperintendent of Public Instruction, Dover, Del.\n\nOFFICERS\n\nOF\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\nfor Health,\n\nSchool,\n\nPhysical\n\nDirector, Department\n\nPresident-elect — Hiram A. Jones, Director, Division\ntion Department, Albany, N. Y.\nPast-President — Frederick\nLos Angeles, Calif.\n\nW.\n\nCozens,\n\nDean\n\nDenver,\n\nEducation,\n\nof Physical\nof Health\n\nof Applied\n\nColo.\n\nEducation,\n\nand\n\nRecreation\n\nUniversity\n\nof Michigan,\n\nand Physical Education,\n\nState Educa¬\n\nArts\n\nCollege, University\n\nof California,\n\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\nRouge, La.\n\nAmerican\n\nof Technology,\n\nAssociation\n\nCambridge,\n\nof School\n\nMass.;\n\nJess\n\nHair,\n\nState Department\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, South 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\n"}
{"page": 710, "printed_page": null, "text": "706\n\nNational\n\nAmerican\n\nEducation\n\nEducational\n\nAssociation\n\nResearch\n\nAssociation\n\nPresident — Bess Goodykoontz, Assistant Commissioner of Education, U. S. Office of Education, Wash¬\nington, D. C.\nVicepresident — Carter V. Good, Professor of Education, Teachers College, University of Cincinnati,\nCincinnati, Ohio.\nSecretary-Treasurer — William G. Carr, Director, Research Division, National Education Association,\nWashington, D. C.\nExecutive Committee — Douglas E. Scales, 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\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 Art, 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\nStuart,\n\nHigh\n\nSchool,\n\nDepartment\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\nHigh\n\nSchool,\n\nC.\n\n(1940);\n\nEducation\nof Commercial\n\nEducation,\n\nWestern\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.\nMary\n\nM.\n\nGreeley, Colo.\n\n(1940);\n\nHadley\n\nNew\n\nMargaret\n\nVocational\n\nLondon,\n\nN.\n\nClassroom\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\nSenior\n\n(1941);\n\nS. Smith,\n\nRuth\n\nFordson\n\nJ. Plimpton,\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\nMich.— Paul\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\nDirector\n\nGardens,\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\n"}
{"page": 711, "printed_page": null, "text": "Officers\n\nHome\n\n707\n\nEconomics\n\nPresident — Freda G. Winning, School of Education, New York University, New York, N. Y.\nVicepresident — Edna Wapl.es, Supervisor of Home Economics, Public Schools, Portland, Ore.\nSecretary — Dorothy Jones, Supervisor of Home Economics, Public Schools, Cleveland, Ohio.\nTreasurer — Nell M. W Addington, Supervisor of Home Economics, Public Schools, Wichita, Kans.\n\nKindergarten — Primary\n\nEducation\n\nPresident — Ethel yn L. Mitchell, 5535 Kenmore Ave., Chicago, Ill.\nVicepresident — Ruth O. Ferguson, 8 North Ninth Avenue, Mount Yemon, 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 E. Van Horn, New York League for Hard of Hearinz, 480 Lexington Ave., New\nYork, N. Y.\nVicepresident — Leone M. Rabat, 2806 S. E. 75th Ave., Portland, Ore.\nSecretary-Treasurer — Elizabeth Brand, Washington, D. C. League for Hard of Hearing, 1116\nVermont Avenue, Washington, D. C.\n\nMusic\nNational\n\nEducation\n\nAssociation\n\nof Deans\n\nof Women\n\nPresident — Sarah G. Blanding, Dean of Women, L'niversity 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\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, HI.\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 G. 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. Grw, Professor of Speech, Louisiana State L~niversity, Baton Rouge. La.\nEditor of Research Studies — Clarence T. Simon, Professor of Speech, Northwestern University.\nEvanston, Ill.\n\n"}
{"page": 712, "printed_page": null, "text": "National\n\n708\n\nNational\n\nEducation\n\nCouncil\n\nAssociation\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. Wirth, 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\nof History,\n\nUniversity\n\nof Wisconsin,\n\nMadison,\n\nWomen\n\nin Education\n\nWis.;\n\nand the ex-presidents and officers.\n\nNational\n\nCouncil\n\nof Administrative\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 — Mary Elizabeth O’Connor, Supervisor of Elementary Education, Public Schools, Arlington,\nMass.\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\nSarah A. Whitlock,\n\nof Geography, Milwaukee State Teachers College, Milwaukee, Wis. (1940);\nPrincipal, Lincoln School, New Brunswick, N. J. (1941); Agnes Samuelson,\n\nSecretary, Iowa State Teachers\n\nAssociation, Des Moines,\n\nRural\n\nIowa\n\n(1941).\n\nEducation\n\nPresident — Norman Frost, George Peabody College for Teachers, Nashville, Tenn.\nVicepresident — Mrs. Gladys L. Potter, Assistant Chief, Division of Elementary Education and\nRural Schools, State Department of Education, Sacramento, Calif.\nSecretary— Lois M. Clark, Early Childhood and Elementary Division, State Department of Education,\nHarrisburg, Pa.\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\nL'niversity, 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,\nU. S. Office of Education, Washington, D. C. (1940); and the president and vicepresident,\nex officio.\n\nScience\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.\nVicepresident — 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.\nVicepresident — 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\n"}
{"page": 713, "printed_page": null, "text": "Officers\n\nSupervisors\n\n709\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\nVisual\n\nInstruction\n\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 Tern — 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\nand\n\nIndustrial Teacher\n\nPrincipal, Soldiers’ Orphan\n\nSchool, Scotland, Pa.\n\nEDUCATION\nUNITED\n\nASSOCIATION\nSTATES\n\nNATIONAL\n\nTraining,\n\nOF\n\nUniversity\n\nTHE\n\nOFFICERS— 1940-41\nDonald\nWillard\nJ. W.\n\nDuShane .\nE. Givens .\n\nCrabtree .\n\nB. F. Stanton .\n\nPresident .\nExecutive Secretary .\n\nSuperintendent of Schools, Columbus. Ind.\n1201 Sixteenth St., N. W., Washington, D. C.\n\nSecretary\n\n1201\n\nEmeritus .\n\nTreasurer .\n\nHonorary\nJohn\n\nDewey .\n\nProfessor\n\nMrs.\n\nSusan\n\n1506\n\nM.\n\nDorsey .\n\nAmy\n\nDuShane\n\nH.\n\nJoseph\n\n.\n\nHinrichs\nH.\n\n.\n\nSaunders .\n\nof\n\nSt., Los\n\nExecutive\nDonald\n\nAngeles,\n\nPresident .\nBoard\n\nColumbia University,\nNew York, N. Y.\n\nPhilosophy....\nCalif.\n\nSuperintendent\nPrincipal,\n\nof Schools,\n\nAudubon\n\nof Trustees .\n\nSchool,\n\nHelen T. Collins .\nFred D. Cram .\nMrs. Myrtle Hooper Dahl.\n\nPrincipal, Lovell School, New Haven, Conn.\nIowa State Teachers College, Cedar Falls, Iowa\n.Teacher, R. F. D. No. 1, Mound, Minn.\n\nAlbert\n\nTeacher,\n\nShaw .\nThalman\n\n.\n\nBox\n\n2885,\n\nSuperintendent,\n\nSuperintendent\n\nTerminal\n\nTownship\n\nAnnex,\n\nSecondary\n\nOrleans,\n\nLos\n\nInd.\nLa.\n\nof Schools,\n\nNewport News, Va.\nof Schools, Alliance, Ohio\n\nTreasurer .\n\nW.\n\nColumbus,\n\nNew\n\nSuperintendent\n\nB. F. Stanton .\n\nJohn\n\nD. C.\n\nof Schools, Alliance, Ohio\n\nCommittee\n\nFirst Vicepresident .\nChairman,\n\nSt., N. W., Washington,\n\nPresidents\n\nEmeritus\n\nArapahoe\n\nSixteenth\n\nSuperintendent\n\nAngeles,\n\nSchools,\n\nCalif.\n\nWaukegan,\n\nIll.\n\nBoard of Trustees\nJoseph\nDonald\n\nH. Saunders\nDuShane . . .\n\nEdgar G.\nFlorence\nThomas\n\nDoudna. . .\nHale .\nJ. Wtalker\n\n.\n\nChairman .\nSuperintendent of Schools, Newport News, Va.\nPresident .\nSuperintendent of Schools, Columbus, Ind.\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\n"}
{"page": 714, "printed_page": null, "text": "National\n\n710\n\nEducation\n\nAssociation\n\nVicepresidents\nAmy\n\nH.\n\nHinrichs .\n\nWlLHELMINA\n\nHelen\n\nF.\n\nBERTSCH\n\nBradley .\n\nJohn W. Condie .\nJ. Carl Conner .......\nT. E. Dale .\nSara H. Fahey .\nR. L. Hunt .\nSara T. Muir .\nLester A. Rodes .\nB.\n\nC.\n\nB.\n\nTighe .\n\nN.\n\nElliot\n\nWillis .\n\nFirst Vicepresident .\nPrincipal, Audubon School, New Orleans, La.\nTeacher, 1181 Clay, Topeka, Kans.\nPrincipal, 2349 Ashland Ave., Cincinnati, Ohio\nState Superintendent of Public Instruction, Boise, Idaho\nPrincipal, Wilson School, Oklahoma City, Okla.\nSuperintendent of Schools, St. Joseph, Mo.\nTeacher, 185 Berkeley PI., Brooklyn, N. Y.\nCollege of Agriculture and Mechanic Arts, State College, N. Mex.\nTeacher, Lincoln High School, Lincoln, Nebr.\nSupervising Principal of Schools, South River, N. Y.\nPrincipal, Senior High School, Fargo, N. Dak.\nPrincipal, Junior High School, Winthrop, Mass.\n\nBoard of Directors\nDonald\n\nDuShane,\n\nPresident .\n\nAmy\n\nHinrichs,\n\nVicepresident .\n\nH.\n\nB. F. Stanton,\nJoseph\n\nColumbus,\nNew\n\nTreasurer .\n\nH. Saunders,\n\nChairman,\n\nBoard\n\nof Trustees .\n\nOrleans,\n\nInd.\nLa.\n\nAlliance, Ohio\nNewport\n\nNews,\n\nVa.\n\nLife Directors\nBoard of Education .\nIllinois Education Association .\nTeachers Institute .\n\nNashville, Tenn.\nSpringfield, Ill.\nPhiladelphia, Pa.\n\nState Directors\nAlabama .\nAlaska .\nArizona .\nArkansas .\nCalifornia .\n\n.\n.\n.\n.\n.\n\nL. Frazer Banks, Assistant Superintendent of Schools .... Birmingham\nEverett R. Erickson, Professor, University of Alaska .\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\n\nColorado\n\n.\n\nW.\n\n.\n\nConnecticut\nDelaware\n\n.\n\n.\n\n.\n\n.\n\nDistrict of Columbia .\nFlorida .\n.\nGeorgia\nHawaii\n\n.\n.\n\n.\n.\n\nIdaho .\nIllinois .\n\n.\n.\n\nIndiana .\nIowa .\nKansas .\nKentucky .\n\n.\n.\n.\n.\n\nLouisiana\n\n.\n\n.\n\nMaine .\nMaryland .\nMassachusetts .\nMichigan .\nMinnesota .\nMississippi .\nMissouri .\n\n.\n.\n.\n.\n.\n.\n.\n\nMontana\n\n.\n\n.\n\nNebraska .\nNevada .\nNew Hampshire\n\n.\n.\n. . . .\n\nB. Mooney, Executive Secretary, Colorado\nAssociation .\n\nEducation\nDenver\n\nDaisy Lord, Teacher, Public Schools, 1027 West Main\nSt .\n.\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\nG. A. Zernott, Professor of Education, Southwestern\nLouisiana Institute .\nLafayette\nWilliam B. Jack, Superintendent of Schools .\nPortland\nEugene W. Pruitt, County Superintendent of Schools .\nFrederick\nEverett J. McIntosh, Teacher, 62 Front St .\nWeymouth\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\nPearl Donoho, Teacher, 3518 Burt St .\nOmaha\nJ. R. Warren, Teacher, Billinghurst Junior High School .\nReno\nLyle Wilson Ewing, Head, English Department, Stephens\nHigh School .\nClaremont\n\n"}
{"page": 715, "printed_page": null, "text": "Officers\n\nNew\nNew\n\nJersey . .\nMexico .\n\nNew\n\nYork\n\n711\n\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 .\nWashington 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, 30 Vallejo St .\nRio Piedras\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\n\n. . . .\n\nNorth Carolina\nNorth Dakota\nOhio .\nOklahoma . . . .\nOregon .\nPennsylvania .\n\nPuerto Rico . .\nRhode Island .\nSouth Carolina\nSouth Dakota\nTennessee . . . .\nTexas .\n\nHarry Clark, Superintendent of Schools .\nRush M. Caldwell, Teacher, Woodrow Wilson High\nSchool .\n\nUtah .\nVermont .\nVirginia .\nWashington . .\nWest Virginia .\nWisconsin\nWyoming\n\nKnoxville\nDallas\n\nN. Howard Jensen, Principal, Central School .\nJoseph A. Wiggin, Principal, High School .\nMrs. Edith B. Joynes, Principal, Gatewood School .\nJohn Rushing, Teacher, 600 East 77th St .\nW. W. Trent, State Superintendent of Schools .\nCharlotte Kohn, Principal, 424 N. Pinckney St .\nH. H. Moyer, Principal, High School .\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nTooele\nBrattleboro\nNorfolk\nSeattle\nCharleston\nMadison\nRawlins\n\nEDUCATION\n\nPresident — L. A. Pechstein, Dean, Teachers College, University of Cincinnati, Cincinnati, Ohio.\nVicepresident — Edgar G. Doudna, Secretary, Board of Normal School Regents, Madison, Wis.\nSecretary — -Margaret Kiely, Dean of Women, Queens College, 65-30 Kissena Boulevard, Flush¬\ning, N. Y.\nExecutive Committee — A. L. Threlkeld, Superintendent of Schools, Montclair, N. J. (1941); Mrs.\nEdith B. Joynes, Principal, Gatewood School, Norfolk, Va. (1942); H. V. Holloway, State\nSuperintendent of Public Instruction, Dover, Del. (1940).\n\nOFFICERS\n\nOF\n\nDEPARTMENTS— 1940-41\n\nAdult\nPresident — M. S. Robertson,\nRouge, La.\n\nDirector, Adult\n\nVicepresident — Caroline A. Whipple,\nDepartment, Albany N. Y.\nSecretary — Helen Gregory,\nSt., Cincinnati, Ohio.\n\nEducation\n\nActing\n\nDirector, Adult\n\nEducation,\n\nState Department\n\nChief, Bureau\n\nEducation\n\nof Adult\n\nCouncil, Public\n\nof Education,\n\nEducation,\nLibrary\n\nBaton\n\nState Education\n\nBuilding, 629\n\nVine\n\nAssistant Treasurer— Mrs. Louise Bruner, Principal, Excelsior Union Evening High School, Norwalk,\nCalif., P. O. Box 644, Huntington Park, Calif.\nEditor, Bulletin — Paul Sheats, Assistant Professor of Education, Madison, Wis.\nRegional Vicepresidents — John J. McGrath, Director, Bureau of Adult Education, Board of Educa¬\ntion, Hartford, Conn.; Malcolm S. MacLean, President, Hampton Institute, Hampton, Va.;\nBen Cherrington, Director, Foundation for the Advancement of the Social Sciences, University\nof Denver, Denver, Colo.; Harvey M. Genskow, Director, Shorewood Opportunity School,\nN. Oakland Avenue and E. Capitol Drive, Shorewood, Wis.; C. W. Huser, State Supervisor of\nEducation, WPA, San Antonio, Texas.\n\nAmerican\n\nAssociation\n\nfor Health,\n\nPresident — Hiram A. Jones, Director, Division\nDepartment, Albany, N. Y.\nPresident-Elect — Anne\nDenton, Texas.\n\nS. Duggan,\n\nPhysical\nof Health\n\nDirector, Physical\n\nand\n\nEducation,\n\nand\n\nPhysical Education,\n\nEducation,\n\nTexas\n\nRecreation\nState Education\n\nState College for Women,\n\nPast-President — Margaret Bell, Director, Department of Physical Education, University of Michi¬\ngan, Ann Arbor, Mich.\nVicepresidents — Ethel Mealey, Director, Division of Maternal and Child Welfare, State Depart¬\nment of Health, Portland, Ore.; Paul Washke, Director, Intramural Athletics, University of\nOregon, Eugene, Ore.; Vern Hernlund, Supervisor of Physical Activities, Chicago Park District,\n425 East 14th Street, Chicago, Ill.\nExecutive Secretary-Treasurer — Neils P. Neilson, 1201 Sixteenth St., N. W., Washington, D. C.\nEditor — Elmer D. Mitchell, Professor and Director of Physical Education and Director, Intramural\nAthletics, University of Michigan, Ann Arbor, Mich.\nMembers at Large, Executive Committee — C. E. Turner, Massachusetts Institute of Technology,\nCambridge, Mass. (1941); Jess Hair, Louisiana Department of Education, Baton Rouge, La.\n(1942); Jay B. Nash, New York University, New York, N. Y. (1943).\n\n"}
{"page": 716, "printed_page": null, "text": "712\n\nNational\n\nAmerican\n\nEducation\n\nAssociation\n\nAssociation\n\nof School\n\nAdministrators\n\nPresident — Carroll R. Rfed, Superintendent of Schools. Minneapolis, Minn.\nFirst Vieepresident — Ben G. Graham, Superintendent of Schools. Pittsburgh, Pa.\nSecond Vieepresident — Hobart M. Corning, Superintendent of Schools, Omaha, Nebr.\n$\n\nExecutive\n\nShkrwoop\n\nCommittee — Jesse\n\nRamsey,\n\nSuperintendent\n\nD.\n\nH.\n\nS h an k i \\np.\n\nMason,\n\n1201\n\nSixteenth\n\nSuperintendent\n\nof Schools,\n\nFort\n\nSmith.\n\nSt., N.\n\nW.,\n\nWashington,\n\nof Schools, Canton,\n\nArk.\n\n(1942);\n\nWilliam\n\nOhio\n\nD.\n\nC.\n\n(1941);\n\nJ. W.\n\nJ. Hamilton,\n\nSuper¬\n\nintendent of Schools. Oak Park. 111. (1043); Homer W. Anderson, Superintendent of Schools,\nSt. Louis. Mo. U944); and the president, first vieepresident, and second vieepresident, ex officio.\n\nAmerican\nPresident W.\nVieepresident\n\nSe\n\nAssociation\n\nof Teachers\n\nColleges\n\nA. Brandenburg, President. Kansas State Teachers College, Pittsburg, Kans.\nW. W. Parker, President. State Teachers College. Cape Girardeau, Mo.\n\na\n\nCharles W. Hunt, Principal, State Normal School, Oneonta, N. V.\n\nExecutive Committee — Frank E. Baker, President. State Teachers College, Milwaukee, Wis. (1941);\nH. L. Donovan, President. State Teachers College. Richmond, Kv. (1942); W. J. McConnell,\nPresident, North Texas State Teachers College. Denton, Texas (1943).\n\nAmerican\nPresident — Carter V.\nCincinnati. Ohio.\n\nGoon,\n\nEducational\n\nProfessor\n\nResearch\n\nof Education,\n\nAssociation\n\nTeachers\n\nCollege, University\n\nof Cincinnati,\n\nVieepresident — T. R. McConnell. Professor of Education. University of Minnesota, Minneapolis, Minn.\nSecretary-Treasurer — Helen M. Walker, Associate Professor of Education, Teachers College, Colum¬\nbia University. New York. N. Y.\nExecutive Committee — Douglas E. Scales. Associate Professor of Education. Duke University, College\nStation. Durham. N. C.: Bess Goody koontz. Assistant Commissioner of Education, U. S. Office\nof Education. Federal Security Agency. Washington. I). C.; and the officers of the Department,\nex officio.\n\nDepartment\n\nof Art\n\nEducation\n\nPresident — Olive S. DeLuce, Chairman. Department of Fine and Industrial Arts, Northwest Missouri\nState Teachers College. Maryville. Mo.\nVieepresident — Ray Faulkner, Head. Department of Fine and Industrial Arts, Teachers College,\nColumbia University. New York. N. Y.\nSecretary — Shirley Poore. Supervisor of Art. Public Schools. 715 Locust St., Long Beach, Calif.\n*Treasurcr — Eugene E. Myers. Director, Art Department, State Teachers College. Mavville, N. Dak.\nDirectors — Marion E. Miller. Director of Art. Public Schools, 414 Fourteenth St., Denver, Colo.;\nMrs.\n\nDora\n\nB. Hatfield.\n\nDirector\n\nof Art. Lindbergh\n\nJunior\n\nHigh\n\nSchool.\n\nS Chapel\n\nRoad,\n\nKen-\n\nCollege, Muncie,\n\nInd.\n\nmore. N. Y. ; C. Dean Chipman, Director of Art, Elgin Academy and Sears Academy of Fine\nArts. Elgin. III.; John J. Hatch. Director of Fine and Industrial Arts, State Teachers College,\nNewark. N. J.; Clara MacGowan, Associate Professor of Art, Northwestern University, Evans¬\nton. Ill.\n\nDepartment\nPresident — Vernal\n\nH. Carmichael.\n\nof Business\n\nEducation\n\nProfessor of Commerce.\n\nBall State Teachers\n\nFirst \\' ice president — Hollis P. Guy. University of Kentucky, Lexington, Ky.\nSeeond Vieepresident — Mildred E. Taft. Colby Junior High School, New London. N. H.\nSecretary-Treasurer — Harold T. Hamlen, Head, Department of Business Education, Morristown\nHigh School. Morristown. N. J.\nExecutive Committee — Hamden L. Forkner, Professor, Business and Vocational Education, Teachers\nCollege. Columbia University. New York, N. Y. (1943); Icie B. Johnson. Head. Commercial\nDepartment. Mass.\nAmarillo\nHigh E.\nSchool.\nAmarillo, Texas\nMildred\nJ. St.\nO’Leary,\nSchool,\nSwampscott,\n(1943);\nW. Alexander.\nHadley(1°43);\nVocational\nSchool,\nLouis, High\nMo. (1941);\nLenys\n\nAnn\n\nLaughton.\n\n(1941);\n\nRuth\n\nSmith,\n\nFordson\n\nHead,\n\nJ. Plimpton.\nHigh\n\nSchool,\n\nCommercial\n\nDepartment.\n\nVocational\n\nSchool,\n\nMilwaukee,\n\nFullerton Junior College. Fullerton, Calif. (1942);\nDearborn,\n\nDepartment\n\nMich.\n\n(1942);\n\nand\n\nof Classroom\n\nthe past-president\n\nWis.\n\nStanley\n\nS.\n\nex officio.\n\nTeachers\n\nPresident — Mrs. Mary D. Barnes. Teacher. Continental School. 223 Summit Road, Elizabeth, N. J.\nVieepresident — Margery Alexander. Teacher. Box 64. Charlotte. N. C.\nSecretary — Mrs. Eleanor F. Edmiston. 292S Thirty-Third St.. San Diego. Calif.\nDirector, Ex Omcio — Elphe K. Smith. Teacher, Capitol Hill School, Portland. Ore.\nRegional Directors — Northeastern. Mabel Studebaker. 426 East 10th St.. Erie, Pa. (1943); South¬\neastern.' Katy V. Anthony. Binford Junior High School. 1903 Hanover, Richmond, Va. (1941);\nNorth Central. Harold H. Blanchard, Central High School. 411 Citizens Bank Building, South\nBend, Ind. (1942): South Central. Florence B. Reynolds, Minne Lusa School, 6820 North\n24th St., Omaha. Nebr. (1941): Northwestern. Mary E. Bond. Whatcom Junior High School,\nPurnell Apartments. No. 102. Bellingham. Wash. (1942); Southwestern, Wilbur W. Raisner,\nPresidio Junior High School. 419 Munich St.. San Francisco, Calif. (1943).\n* Address for 1940-41 will be: Instructor\nUniversity, New York, N. Y.\n\nin Fine and\n\nIndustrial Arts, Teachers\n\nCollege, Columbia\n\n"}
{"page": 717, "printed_page": null, "text": "713\n\nOfficers\n\nDepartment\n\nof Elementary-School\n\nPrincipals\n\nPresident — Isabel Tucker, Festus J. Wade School, St. Louis, Mo.\nFirst Vicepresident — Irvin A. Wilson, 437 S. Stone Ave., La Grange, Ill.\nSecond Vicepresident — Marjorie Walters, Principal, Harrison School, Cedar Rapids, Iowa.\nThird Vicepresident — Lester J. Nielson, 724 Windsor St., Salt Lake City, Utah.\nFourth Vicepresident — Laura E. Kellar, Atwater School, Shorewood, Milwaukee, Wis.\nFifth Vicepresident — Florine H. Howes, Central School, Mamaroneck, N. Y.\nExecutive Secretary — Eva G. Pinkston, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee — Sarah L. Young, Parker School, Oakland, Calif. (1942); Arnold Gregory,\nPrincipal, Raupp School, Lincoln Park, Mich. (1941); Robert H. Edgar, Bedford School,\nPittsburgh, Pa. (1944); Elizabeth R. Malcolm, Principal, Truman Street School, New Haven,\nConn. (1943).\nCertification Division — Cassie F. Roys, 2609 Bristol St., Omaha, Nebr.\nLife Membership Division — Herbert C. Hansen, 1045 N. Lockwood Ave., Chicago, Ill.\nProfessional Relations Division— Mason A. Stratton, Principal, Brighton Avenue School, Atlantic\nCity, N. J.\n\nDepartment\n\nof Garden\n\nEducation\n\nPresident — -Frances M. Miner, Instructor, Brooklyn Botanic Garden, 1000 Washington Ave., Brook¬\nlyn, N. Y.\nVicepresident — Paul R. Young, School Garden Supervisor, Cleveland Public Schools, 1380 East 6th\nSt., Cleveland, Ohio.\nSecretary-Treasurer — Clayton F. Palmer, Assistant Supervisor, Nature Study and Gardening, 935\nEast 42nd Place, Los Angeles, Calif.\nEditor — Paul H. Jones, Fordson Public Schools, Dearborn, Mich.\n\nDepartment\n\nof Home\n\nEconomics\n\nPresident — Clara Lee Cone, Supervisor, Home Economics, Atlanta, Ga.\nVicepresident — Edna Waples, Supervisor, Home Economics, Public Schools, 631 N. E. Clackamas,\nPortland, Ore.\nSecretary— Dorothy Jones, Supervisor, Home Economics, Public Schools, Cleveland, Ohio.\nTreasurer — -Nell M. Waddington, Supervisor, Home Economics, Wichita Public Schools, Wichita,\nKans.\n\nDepartment\n\nof Kindergarten-Primary\n\nEducation\n\nPresident — Ruth O. Ferguson, First Grade Teacher, 8 North 9th St., Mt. Vernon, N. Y.\nVicepresident— Mrs. Frederica B. Ross, Kindergarten Teacher, 6707 Eighth Ave., Los Angeles, Calif.\nSecretary — Laura T. Owens, 418 West 5th St., Plainfield, N. J.\nExecutive Committee — Olga Karsbreck, Moorhead, Minn. (1944); Grace L. Phelps, 120 Seward\nAve., Detroit, Mich. (1941); Helen S. Baldwin, 325 Beverly Ave., San Leandro, Calif. (1942);\nAmy\n\nE. Emery,\n\n45 Auburn\n\nSt., Brookline,\n\nDepartment\n\nMass.\n\n(1943).\n\nof Lip Reading\n\nPresident — Mrs. Eleanor C. Ronnei, Senior Education Supervisor, New York\nEducation, Albany, N. Y.\nVicepresident — Margaret Allen, 5 Crescent St., Portland, Maine.\nSecretary-Treasurer — Louise Padon, 150 North Meridian St., Indianapolis, Ind.\n\nMusic\n\nEducators\n\nNational\n\nState Department\n\nof\n\nConference\n\nPresident — Fowler Smith, Director of Music Education, Detroit Public Schools, 467 West Hancock,\nDetroit, Mich.\nFirst Vic.epresident — Louis Woodson Curtis, 1205 West Pico St., Los Angeles, Calif.\nSecond Vicepresident — Richard W. Grant, Pennsylvania State College, State College, Pa.\nExecutive Secretary — C. V. Buttelman, 64 East Jackson Blvd., Chicago, Ill.\nAssistant Executive Secretary — -Vanett Lawler, 64 East Jackson Blvd., Chicago, Ill.\nMembers- At-Large — Frank C. Biddle, 216 East 9th St.. Cincinnati, Ohio (1942); Haydn M. Morgan,\nNewton Public Schools, Newtonville, Mass. (1942); Lilla Belle Pitts, Teachers College,\nColumbia University, New York, N. Y. (1942); Lorrain E. Waters, Des Moines Public\nSchools, 629 Third St., Des Moines, Iowa (1942).\n\nNational\n\nAssociation\n\nof Deans\n\nof Women\n\nPresident — Sarah G. Blanding, Dean of Women, University of Kentucky, Lexington, Ky.\nVicepresident — Edna Shumaker, Dean of Girls, McKinley High School, Canton, Ohio.\nTreasurer — Elizabeth B. Oaices, Dean of Women, State Teachers College, Milwaukee, Wis.\nSecretary — Catherine E. Reed, Dean of Women, State College for Teachers, Buffalo, N. Y\nExecutive Secretary — Kathryn G. Heath, 1201 Sixteenth St., N. W., Washington, D. C.\n\nNational\n\nAssociation\n\nof Journalism\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 — -Thelma McAndless, State Normal School, Ypsilanti, Mich.\n\n"}
{"page": 718, "printed_page": null, "text": "714\n\nNational\n\nNational\n\nEducation\n\nAssociation\n\nAssociation\n\nof Secondary-School\n\nPrincipals\n\nPresident — Oscar Granger, Principal, Haverford Township High School, Upper Darby, Pa.\nFirst Vicepresident — John E. Wellwood, Principal, Central High School, Flint, Mich.\nSecond Vicepresident — Virgil M. Hardin, Principal, Pipkin and Reed Junior High School, Springfield, Mo.\nExecutive Secretary — Paul E. Elicker, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee — K. J. Clark, Principal, Murphy High School, Mobile, Ala. (1941); Truman\nG. Reed, Principal, Lewis and Clark High School, Spokane, Wash. (1941); Hugh H. Stewart,\nPrincipal, Davis High School, Mount Vernon, N. Y. (1942); E. R. Jobe, State Supervisor of\nHigh Schools, Jackson, Miss. (1943).\n\nNational\n\nAssociation\n\nof Teachers\n\nof Speech\n\nPresident — Alan H. Monroe, Chairman of Speech Staff, Purdue University, Lafayette, Ind.\nFirst Vicepresident — Joseph F. Smith, Professor of Speech, University of Utah, Salt Lake City, Utah.\nSecond Vicepresident — Ruth H. Thomas, Teacher of Speech, Passaic High School, Passaic, N. J.\nExecutive Secretary — R. L. Cortright, Professor of Speech, Wayne University, Detroit, Mich.\nEditor, Quarterly — Giles W. Gray, Professor of Speech, Louisiana State University, University, La.\nEditor, Research Studies — Clarence T. Simon, Professor of Speech, Northwestern University,\nEvanston, Ill.\n\nNational\n\nCouncil\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, Twenty-Third and\nGlenarm Place, Denver, Colo.\nTreasurer — Margaret C. Mackintosh, Principal, Public School No. 140, 343 Sixtieth St., Brooklyn,\nN. Y.\nAuditor — Mary Elizabeth O’Connor, Supervisor of Elementary Education, Arlington Public Schools,\nArlington, Mass.\nDirectors— Sue M. Powers, Superintendent, Shelby County Schools, Memphis, Tenn. (1941); Caro¬\nline\n\nS. Woodruff,\n\nSecretary,\n\nVermont\n\nEducation\n\nMears, Professor of Geography, State Teachers\nkoontz, Assistant Commissioner of Education,\n\n(1942); Agnes Samuelson,\nDes Moines, Iowa (1942).\n\nNational\n\nSecretary, Iowa\n\nCouncil\n\nAssociation,\n\nCastleton,\n\nVt. (1941);\n\nLouise\n\nW.\n\nCollege, Milwaukee, Wis. (1941); Bess GoodyU. S. Office of Education, Washington, D. C.\n\nState Teachers\n\nAssociation, 415\n\nShops\n\nBuilding,\n\nfor the Social Studies\n\nPresident — Howard R. Anderson, Department of Education, Cornell University, Ithaca, N. Y.\nFirst Vicepresident — Freemont P. Wirth, George Peabody College for Teachers, Nashville, Tenn.\nSecond Vicepresident — Ernest Horn, Department of Education, State University of Iowa, Iowa City,\nIowa\nSecretary-Treasurer — Wilbur F. Murra, 1201 Sixteenth St. N. W., Washington, D. C.\nExecutive Committee — Erling M. Hunt, Professor of Education, Columbia University, New York,\nN. Y. (1940); R. 0. Hughes, Director of Citizenship and Social Studies, 5517 Beverly Place,\nPittsburgh, Pa. (1940); and the ex-presidents and officers, ex officio.\n\nDepartment\n\nof Rural\n\nEducation\n\nPresident — Frank W. Cyr, Associate Professor of Education, Teachers College, Columbia University,\nNew York, N. Y.\nVicepresident — Mrs. Daisy E. Howard, Genesee County School Commissioner, Flint, Mich.\nSecretary — Lois M. Clark, Early Childhood and Elementary Division, State Department of Public\nInstruction, Harrisburg, Pa.\nExecutive Committee — May Trumper, Head, Department of Rural Education, State Normal School,\nGeneseo, N. Y. (1941); R. D. Baldwin, Professor of Education, West Virginia University, Mor¬\ngantown, W. Va. (1941); L. P. Terrebonne, Superintendent, Iberville Parish Schools, Plaquemine, La. (1942); S. T. Burns, Indiana University, Bloomington, Ind. (1942); A. F. Elsea,\nDirector, Rural Education, State Department of Education, Jefferson City, Mo. (1943); Edwin\nR. Embree, President, Julius Rosenwald Fund, 4901 Ellis Ave., Chicago, Ill. (1943); Lois M.\nClark,\n\nEarly\n\nChildhood\n\nand\n\nElementary\n\nDivision,\n\nState Department\n\nof Public\n\nInstruction,\n\nHarris¬\n\nburg, Pa. (1944); Frank Ransdell, Superintendent, Hardin County Schools, Kenton, Ohio\n(1944); Chloe C. Baldridge, Director of Rural Education, State Department of Public Instruc¬\ntion, Lincoln, Nebr. (1945); Dwight L. Bailey, Director, Rural Education, Western Illinois\nState Teachers College, Macomb, Ill. (1945); Norman Frost, Professor of Rural Education,\nGeorge Peabody College for Teachers, Nashville, Tenn. (ex officio) (1941); and the president,\nvicepresident, and retiring president ex officio.\nRepresentative, National Council of Education— -Roscoe Pulliam, President, Southern Illinois State\nNormal University, Carbondale, Ill. (1946).\n\nDepartment\n\nof Science\n\nInstruction\n\nPresident — Jack Hudspeth, Educational Director to the Steck Company, Box 16, Austin, Texas.\nVicepresidents — North Central, George Skewes, State Teachers College, Mayville, N. Dak.;\nSouthern, Greta Oppe, Ball High School, Galveston, Texas; Western, Gladys Potter, Board of\nEducation, Long Beach, Calif.; Eastern, Philip G. Johnson, Cornell University, Ithaca, N. Y.\nSecretary — Helen M. Strong, 2331 Cathedral Ave. N. W., Washington, D. C.\nTreasurer — Aelfric James, Sr., 801 Spring Garden St., Easton, Pa.\n\n"}
{"page": 719, "printed_page": null, "text": "715\n\nOfficers\n\nDepartment\n\nof Secondary\n\nTeachers\n\nPresident — George R. Rankin, Boys Technical High School, 3746 W. Fredericka Place, Milwaukee, Wis\nVicepresident — E. B. Hargrave, Teacher, George Washington High School, Indianapolis, Ind.\nSecretary — Edith V. Titcomb, Woodrow Wilson Junior High School, San Jose, Calif.\nExecutive Secretary — Ernest D. Lewis, Hotel St. James, 109-113 W. 45th St., New York, N. Y.\nTreasurer — Hardy R. Finch, Teacher, Greenwich High School., Greenwich, Conn.\n\nDepartment\n\nof Special Education\n\nPresident — Jessie A. Tritt, Director, Education for Exceptional Children, 1299 Cloverdale, Los\nAngeles, Calif.\nVicepresident — Rosemarie Dacey, Critic Teacher, Oakman School, Detroit, Mich.\nSecretary-Treasurer — Frank V. Powell, Director, Bureau for Handicapped, Department of Public\nInstruction, Madison, Wis.\n\nDepartment\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\nPresident — Julia L. Hahn, Division of Supervising Principals, Public Schools, Raymond Building,\nWashington, 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, 305 City Hall,\nMinneapolis, Minn.\nField Secretary — James F. Hosic, 50 Rockland Ave., Yonkers, N. Y.\nExecutive Secretary — Ruth Cunningham, 1201 Sixteenth St., N. W., Washington, D. C.\nExecutive Committee — Hollis L. Caswell, Professor of Education, Teachers College, Columbia Uni¬\nversity, New York, N. Y. (1941); Edith M. Bader, Assistant Superintendent of Schools, Ann\nArbor, Mich. (1942); Rudolph D. Lindquist, Director, Cranbrook School, Bloomfield Hills,\nMich. (1943); and the officers of the Department, ex officio.\n\nDepartment\n\nof Visual\n\nInstruction\n\nPresident — Paul Reed, Director, Visual Instruction, Public Schools, Rochester, N. Y.\nFirst Vicepresident — Gayle Starnes, Director, Visual Instruction, University of Kentucky, Lexing¬\nton, Ky.\nSecond Vicepresident — Camilla Best, Director, Visual Instruction, Orleans Parish Schoolboard, New\nOrleans, La.\nSecretary-Treasurer — Ward C. Bowen, Chief, Bureau of Visual and Radio Aids, State Education\nDepartment, Albany, N. Y.\nExecutive Committee — Charles Milner, University of North Carolina, Chapel Hill, N. C. (1943);\nU. S. Burt, Oregon State Teachers College, Corvallis, Ore. (1943); Edgar Dale, College of\nEducation, Ohio State University, Columbus, Ohio (1941); Nelson Greene, Editor, Educational\nScreen, 64 E. Lake St., Chicago, Ill. (1941); E. Winifred Crawford, Director, Visual Educa¬\ntion, Public Schools, Montclair, N. J. (1942); F. D. McClusky, Director, Scarborough School,\nScarborough, N. Y. (1942); J. E. Hansen, Chief, Bureau of Visual Instruction, University of\nWisconsin, Madison, Wis. (1941).\n\nDepartment\n\nof Vocational\n\nEducation\n\nPresident — Harry Belman, Director, Vocational and Adult Education, West Allis, Wis.\nSecretary — Paul Thomas, Dean of Men, Central Trade School, Oakland, Calif.\n\n"}
{"page": 720, "printed_page": null, "text": "716\n\nNational\n\nEducation\n\nAssociation\n\nHEADQUARTERS\n\nSTAFF\n\n1201 Sixteenth Street, Northwest,\nWillard\n\nE. Givens,\n\nWilliam\nJ. W.\n\nWashington,\n\nExecutive\n\nSecretary\n\nG. Carr, Associate\nCrabtree,\n\nSecretary\n\nD. C.\n\nSecretary\nEmeritus\n\nDirectors of Divisions\nAccounts and Records\n.\nBusiness\n. Affiliated Associations\n.\nField Service\n.\nMembership\n.\nPublications\n\nMary J. Winfree .\nHarold A. Allan .\nAgnes Winn .\nCharl Ormond Williams\nT. D. Martin .\nJoy Elmer Morgan .\nFrank W. Hubbard .\nHoward A. Dawson .\nHarriett M. Chase .\n\n.\n.\n.\n\nSecretaries of Departments\nN. P. Neilson .\nS. D. Shanicland .\n\nSecretary’s Office\n\nat Headquarters\n\nAmerican Association for Health,\nPhysical Education, and Recreation\nAmerican Association of School Adminis¬\ntrators and Administrative Service\n\nEva G. Pinkston .\n.\nKathryn G. Heath .\nPaul E. Elicker .\nWilbur F. Murra .\nRuth Cunningham .\n\nResearch\nRural Service\n\n. .\nNational\nNational\n\nElementary School Principals\nAssociation of Deans of Women\n\nAssociation of Secondary-School Principals\nNational Council for the Social Studies\nSupervisors and Directors of Instruction\n\n"}
{"page": 721, "printed_page": null, "text": "Committee\n\nCOMMITTEES,\nOF THE\n\nCOMMISSIONS, AND COUNCILS\nNATIONAL EDUCATION\n\nASSOCIATION,\nCOMMITTEE\n(Authorized\n\nON\nby\n\nON\n\nRepresentative\n\nMembers\n\nAcevedo, Heiminia, Assistant Professor,\nUniversity of Puerto Rico, San Juan,\nP. R.\nAlbertson, Marguerite, Sapulpa, Okla.\nArcher, Clifford P., University of Min¬\nnesota, Minneapolis, Minn.\nBaptist, Eleanor, 308 Oakland Ave.,\nCouncil Bluffs. Iowa.\nBaskin, Mrs. Sadie H., Principal, Baton\nRouge Junior High School, Baton\nRouge, La.\nBehm, Joseph P., Supervisor, Depart¬\nment of Latin, Board of Education,\n232 McLennan St., Syracuse, N. Y.\nBeyer, Louise, Hotel Durant, Berkeley,\nCalif.\nBlackwelder, D. L., Superintendent of\nSchools, McComb, Pike County, Miss.\nBraun, Laura M., 4909 Sciota Street,\nPittsburgh, Pa.\nBrisbin, Mrs. Raymond R., 3745 Lindell\nBlvd., St. Louis, Mo.\nBryan, John E., County Superintendent\nof Schools, 4361 Cliff Road, Birming¬\nham, Ala.\nBuckler, J. Bruce, Principal, Casey\nTownship High School, Casey, Ill.\nCanfield, D. R,, Route No. 3, Yakima.\nWash.\nCochran, Clyde, Executive Secretary,\nWest Virginia State Classroom Teach¬\ners Association, 1816 Washington St.,\nCharleston, W. Va.\nCollier, Marguerite, 1043 Cowker St.,\nPalo Alto, Calif.\nCook, R. C., Director, University High\nSchool, Oxford, Miss.\nCorey, Arthur, Public Relations Di¬\nrector, California Teachers Associa¬\ntion, 408 South Spring, Los Angeles,\nCalif.\nCosgrove, Mrs. Alice, 517 South Fourth\nSt., Pocatello, Idaho.\nCupp, Ora M., Head of English, San\nDiego Senior High School, San Diego,\nCalif.\nDale, Tracy, Superintendent of Schools,\nSt. Joseph, Mo.\n\nFREEDOM\n\nAssembly)\n\nRockwell, Rena, 364 W. Clinton, El¬\nmira, N. Y.\nShields, Edith, 1111 Boren Ave., Seat¬\ntle, Wash.\nWest, Ruth, Lewis and Clark High\nSchool, Spokane, Wash.\n\nAFFILIATED\n\nShaw, R. T., Chairman. 834 Real Estate\nTrust Building, Philadelphia, Pa.\nAllison, Junius, Law\nBuilding, Ashe¬\nville, N. C.\nBerns, Karl, Ohio Education Associa¬\ntion, 21 East State St., Columbus,\nOhio.\nMerchant, Mrs. Pauline, Garden Grove,\nCalif.\nTarbell, Emily, 235 Glenwood Ave.,\nSyracuse, N. Y.\n\nAdvisory\n\n1939-40\n\nACADEMIC\n\nTaylor, William S., Chairman; Dean,\nSchool of Education, University of\nKentucky, Lexington, Ky.\nKilpatrick, William H., 106 Morningside Drive, New York, N. Y.\n\nCOMMITTEE\n\n717\n\nMembers\n\nASSOCIATIONS\n\nDial, Willis A., 395 N. Fourth, Logan,\nUtah.\nDickson, Mrs. Amelia, Kaiulani School,\nHonolulu, T. H.\nDowling, H. G., Superintendent of\nSchools, Tuscaloosa, Ala.\nEarley, Albert, Supervisor of Schools,\nSussex County Court House Annex,\nGeorgetown, Del.\nFahey, Mary, 168 Broad St., Norwich,\nConn.\nFahey, Sara H., 405 Coram Ave., Shel¬\nton, Conn.\nGanoung, R. A., Tucson Senior High\nSchool, Tucson, Ariz.\nGardner, Mrs. Guy, Principal, Junior\nHigh School, Russellville, Ark.\nGray, Eric, John Burroughs Junior High\nSchool, Burbank, Calif.\nGriffo, Mrs. Celia M., Acting Superin¬\ntendent of Schools, San Juan, P. R.\nHartley, Paul, 1003 W. Washington St.,\nMuncie, Ind.\nHaugen,\nMinn.\n\nC. G., 345\n\nE.\n\nConan\n\nSt., Ely,\n\nHenry, C. I., Principal, Madisonville\nHigh School, Madisonville, Ky.\nHoel, Lesta, 10709 N. E. Prescott St.,\nPortland, Ore.\nHumann, Julius, 4860 Lowell St., Lin¬\ncoln, Nebr.\nHunt, M. G., Principal, Portales High\nSchool, Portales, N. M.\nHunter, Eula, 3000 Avenue K, Fort\nWorth, Texas.\nHurt, Mary, Humes High School, Mem¬\nphis, Tenn.\nJacobi, Erna C., 215 S. Monroe Ave.,\nGreen Bay, Wis.\nJohnson, Hilda, Principal, John W.\nHorton School, Cranston, R. I.\nKelley, Mrs. Viola, 1700 Golden Gate\nAve., San Francisco, Calif.\nLaMar, Austin A., Sandy Spring, Md.\nMarr, Ruth D., Gray Gables, Buzzards\nBay, Mass.\nMathews, Norman L., Principal, Waterville Senior High School, Waterville,\nMaine.\nMayberry, L. W., Superintendent of\nSchools. Wichita, Kans.\nMears, W. Howard, Sandston, Va.\nMiller, C. M., Director of Vocational\nEducation, State House, Topeka,\nKans.\nMiller, Fletcher, Superintendent of\nSchools, Lakewood, Colo.\nMiller, Ruby, Principal, Grade School,\nChoteau, Mont.\nMolinary, Samuel, District Supervisor\nin Vocational Agriculture, Arecibo,\nP. R.\n\n"}
{"page": 722, "printed_page": null, "text": "718\n\nNational\n\nEducation\n\nMurphy, Rita, Bismarck, N. Dak.\nObye, Katherine, Rockford Senior High\nSchool, Rockford, Ill.\nOliver, T. W., Superintendent of Schools,\nPikeville, Ky.\nPatton, M.\nG., Superintendent of\nSchools, St. George, S. C.\nPickles, Fanny E., 1310 E. River St.,\nEl Paso, Texas.\nPope, Charlotte, 813 Lake Drive, Grand\nRapids, Mich.\nReavis, Fern, 3834 Mersington St.,\nKansas City, Mo.\nRidings, Marie, Box 1554, Anchorage,\nAlaska.\n\nSpangler, Lillie Mae,\ning, Dallas, Texas.\nSparks, Mary, Dreher\nlumbia, S. C.\nStephenson,\nCheyenne,\n\nby\n\nSenior\n\nSchool,\n\nHigh\n\nCo¬\n\nSchool,\n\nSt.,\nW.\n\nWildman, Rose K., Noyes School, Wash¬\nington, D. C.\nWilliams, Ina, Principal, Mcllhenny\nSchool, Columbus, Ga.\nWoods,\nWalter, Superintendent\nSchools, Whitewater, Kans.\n\nof\n\nCOMMITTEE\n\nRepresentative\n\nShaw, Albert M., Chairman; Box 2885,\nTerminal Annex, Los Angeles, Calif.\n(1940)\nArmitage, Edith E., 28 Howard\nSt.,\nAuburn, N. Y. (1941)\nBenjamin, Harold R., Dean, School of\nEducation, University of Maryland,\nCollege Park, Md. (1941)\nBroderick, Lillian, 216 Park Ave., Yon¬\nkers, N. Y. (1940)\n\nON\n\nHigh\n\nBuild¬\n\nUpwall, Sylvia, Box 1284, Elko, Nev.\nWaltz, George, McKinley High School,\nWashington, D. C.\nWaring, W. W., Principal, Salina High\nSchool, Salina, Kans.\nWarner, Harold E., Principal, Hine\nJunior High School, Seventh and C\nStreets, S. E., Washington, D. C.\n\nSan Francisco\n\nCOMMITTEE\n\nKirby\n\nThornton, Ernest E., 170 Simpson\nElkhart, Ind.\nTownsend, Mrs. Gladys, 321J4\nCharles St., Muncie, Ind.\n\nSeitz, M. F., 806 East Vine St., Lima,\nOhio.\nSmith, Ivan W., 24 Eighth Ave., S. W.,\nAberdeen, S. Dak.\nSmith, Mrs. Maude E., 1326 Walnut\nSt., Wilmington, Del.\n\n(Authorized\n\nEva,\nWyo.\n\n715\n\nTew,\nN. J.Derwood J., Supervisor of Sec¬\nondary Schools, City Hall, Camden,\n\nRushing, John, 600 E. Seventy-Seventh\nSt., Seattle, Wash.\nSalgado, S. Morales, Superintendent of\nSchools, San German, P. R.\nSantiago, Isaac, Superintendent of\nSchools, Humacao, P. R.\nSchoppe,\nRolfe W., 5 East St., Orleans,\nVt.\n\nAPPRAISAL\n\nAssociation\n\nAssembly)\n\nConvention\nClark, Harry, Superintendent\nKnoxville, Tenn. (1942)\n\nLord, Daisy, 1027 W. Main St., Waterbury, Conn. (1940)\nMuir, Sarah T., Lincoln High School,\nLincoln, Nebr. (1942)\nRaines, Ona C., 1 63 i E. Fourth St.,\nTulsa, Okla. (1941)\nWillis, N. Elliot, Principal, Junior High\nSchool, Winthrop, Mass. (1942)\n\nBYLAWS\n\n(Authorized\n\nof Schools,\n\nby\n\nAND\n\nRULES\n\nBylaws)\n\nAdair, Cornelia S., Chairman; 3208\nHawthorne Ave., Richmond, Va. (1944)\n\nRead, Faye, 131\nColo. (1942)\n\nHendrix, H. E., Superintendent of Pub¬\nlic Instruction, Phoenix, Ariz. (1940)\n\nSohl, Charles E., Principal, GlensideWeldon Junior High School, Glenside,\nPa. (1943)\n\nCOMMITTEE\n\nON\n\nCODE\n\nOF\n\nVernon\n\nAve.,\n\nPueblo,\n\nETHICS\n\nCommittee)\n(Special\nKing, W. P., Chairman; Executive Sec¬\nretary, Kentucky Education Associa¬\ntion, 1422-23 Heyburn Bldg., Louis¬\nville, Ky.\nHardy, H. Claude, Superintendent of\nSchools, White Plains, N. Y.\nReeder, Ward\nG., Ohio State Uni¬\nversity, Columbus, Ohio.\nRemy, Kathora, 216 Primera Drive, San\nAntonio, Texas.\nSanford, Mrs. Autie Curry, Superin¬\ntendent, Rusk County Schools, Lady¬\nsmith, Wis.\n\nAdvisory\n\nMembers\n\nAlvey, Edward, Dean, Mary Washing¬\nton College, Fredericksburg, Va.\n\nArledge, Mrs. Ellen,\nAlbuquerque, N. M.\n\n121\n\nSouth\n\nNinth.\n\nBerg, Sue, 2740 N. E. Thirty-Second\nAve., Portland, Ore.\nBostrom, Roy O., Superintendent of\nSchools, Harvey, N. Dak.\nBoyd, Eldon F., Principal, Prosser\nJunior High School, Prosser, Wash.\nBrannan, Eda L., 318 Birch St., Denver,\nColo.\nBrooks, Mrs. Lillian, No. 40 School, 409\nLa Grange St., Rochester, N. Y.\nBuck, L. Talbert, Bosse High School,\nEvansville, Ind.\nCase, Mrs. Emma\nY., Dean, Eastern\nTeachers College, Richmond, Ky.\nClegg, Lula F., 2119 Conniston PI.,\nCharlotte, N. C.\n\n"}
{"page": 723, "printed_page": null, "text": "Committee\n\nCongleton, Eunice, High School Bldg.,\nPocatello, Idaho.\nCrowe, Sue, 1284 Corona, Denver, Colo.\nCunningham, Mrs. Percy, 2300 Morrow\nSt., Waco, Texas.\nDixon, Newell, 1508 E. Roma, Albu¬\nquerque, N. Mex.\nEnzor, Frankie (Miss), 1724 Ave. G.,\nEnsley, Birmingham, Ala.\nFarley, C. H., County Superintendent of\nSchools, Pikeville, Ky.\nField, W. J., Principal, Central High\nSchool, Columbia, Tenn.\nFox, Richard E., Castleton Normal\nSchool, Fair Haven, Vt.\nFrazier, Maude,\nSuperintendent of\nSchools, Las Vegas, Nev. '\nFuller, Robert J., Superintendent of\nSchools, 8 Ridge St., Hanover, N. H.\nGibson, A. J., State Supervisor of High\nSchools, Department of Education,\nCharleston, W. Va.\nGilliland, Wilbur, P. O. Box\n152,\nKohala, Hawaii, T. H.\nGould, Arthur L., Superintendent of\nSchools, Boston, Mass.\nHall, Frank, Department of Education,\nFairmont State Teachers College,\nFairmont, W. Va.\nHammond,\nL. Daisy, Principal, John\nH. Patterson School, Dayton, Ohio.\nHardie, Leonard R. H., 745 Termino\nAve., Long Beach, Calif.\nHill, Joe, President, West Texas State\nTeachers College, Canyon, Texas.\nHolcombe, Helen, 92 N. Union St.,\nLambertville, N. J.\nJohnston, R. C., Principal, South High¬\nland School, 2030 Magnolia Ave.,\nBirmingham, Ala.\nJordan, Mary S., Sydney Apartment C5,\nSioux City, Iowa.\nKing, Thomas S., Bristol, Va.\nKnepper, Ruth, 1236 South Cheyenne,\nTulsa, Okla.\nKoonce, R. J., Superintendent of Schools,\nYazoo City, Miss.\nLehan, Adelaide, 59 State St., Portland,\nMaine.\nLewis, Brunette, Amite, La.\nLindsay, R.\nV., Superintendent of\nSchools, Galesburg, Ill.\nMcKemy,\nH. M., Superintendent of\nSchools, Tempe, Ariz.\nMacKean, M. Helen, County Superin¬\ntendent of Schools, Grand Forks, N.\nDak.\nMiller, Grace Helene. Room 1828, Hotel\nCommodore, New York, N. Y.\nMoore, R. H., Superintendent of City\nSchools, Jonesboro, Ark.\nNoreluis, Elsie, Sheridan High School,\nSheridan, Wyo.\n\nCOMMITTEE\n\nTO\n\nNorth, Mrs. Frances Doub, Department\nof Commercial Education, Western\nHigh School, Baltimore, Md.\nO’Connor, Mary Elizabeth, Commercial\nHigh School, 203 Mansfield St., New\nHaven, Conn.\nOgden, Grace, 216 W. Ave. N., La\nCrosse, Wis.\nOldham, Mrs. Anita, Vicepresident, In¬\ndiana State Teachers Association,\nKnightstown, Ind.\nPangburn, Jessie M., Black Hills Teach¬\ners College, Spearfish, S. Dak.\nPottorf, J. L. G., Principal, McKinley\nHigh School, Canton, Ohio.\nRandall, Laura, Dee School, Ogden,\nUtah.\nReeves, Cynthia M., 319 Mclver St.,\nGreensboro, N. C.\nRood, Mrs. Alice, 1320 Spring St.,\nMadison, Wis.\nRowland, Sydney V., Superintendent of\nSchools, Wayne, Pa.\nSanberg, G. W., Superintendent of\nSchools, Rochester, Minn.\nSchwegler, R. A., Dean, School of Edu¬\ncation, University of Kansas, Law¬\nrence, Kans.\nScott, W. M., Superintendent of Schools,\nEasley, S. C.\nShank, Spencer, Director, Bureau of\nSchool Research, 216 E. Ninth St.,\nCincinnati, Ohio.\nSolomon, Margaret, Principal, Formwalt\nSchool, 405 Cooper St. S. W., Atlanta,\nGa.\nStaninger, Ruth, Principal, Washington\nSchool, Vincennes, Ind.\nStreett, Margaret, Abbot Vocational\nSchool, Seventh and O Sts. N. W.,\nWashington, D. C.\nTaylor, Olivia, Eastern High School,\nWashington, D. C.\nThompson, Vera, 657 S. Jennings St.,\nFt. Worth, Texas.\nTitus, Harold H., 1038 Elizabeth St.,\nPasadena, Calif.\nTracy, Elsie, 619 Madison St. S. E.,\nGrand Rapids, Mich.\nVarner, Calla E., Principal, Central\nHigh School, St. Joseph, Mo.\nVeeder, H.\nA., Superintendent of\nSchools, Bigfork, Mont.\nWhiteside, H. C., Superintendent of\nSchools, New Castle, Del.\nWilson, Helen, President, Pittsburgh\nTeachers Association, 1020 Bessemer\nBldg., Pittsburgh, Pa.\nWinsor, Tillie, St. George, Utah.\nWood, Edna, 494 Church St., Long\nBranch, N. J.\nYoung, Lloyd, President, State\nCollege, Keene, N. H.\n\nCOOPERATE\nWITH\nLEGION\n\n(Authorized\n\nby\n\nRepresentative\n\nRepresenting\nDienst, Charles F., Chairman, Deputy\nState Superintendent of Public In¬\nstruction, Lincoln, Nebr.\nCram, Fred D., Professor of Education,\nIowa State Teachers College, Cedar\nFalls, Iowa.\n\nRepresenting\nSchwartz, William D., Jr., Chairman,\nP. O. Box 922, Charleston, S. C.\nAllen, C. Richard, 528 Cooper St., Cam¬\nden, N. J.\nEstabrook, Frank, Dewey-Scales Bldg.,\nNampa, Idaho\n\n719\n\nMembers\n\nTHE\n\nTeachers\n\nAMERICAN\n\nAssembly)\n\nN.E.A.\n\nFaust, J. Frank, Principal, High School,\nChambersburg, Pa.\nPoche, J. N., Samuel J. Peters High\nSchool of Commerce, New Orleans, La.\nRichmond, James H., President, Murray\nState Teachers College, Murray, Ky.\n\nAmerican\n\nLegion\n\nSullivan, Frank T., 809 Indiana St., Law¬\nrence, Kans.\nTwomey,\nJ. J., Court House, Lawrence,\nMass.\n\n"}
{"page": 724, "printed_page": null, "text": "720\n\nNational\n\nCOMMITTEE\n\nEducation\n\nAssociation\n\nTO COOPERATE\nWITH\nTHE\nTEACHERS\nASSOCIATION\n(Authorized\n\nby\n\nRepresentative\n\nAMERICAN\n\nAssembly)\n\nSmith, S. L., Chairman; George Peabody\nCollege for Teachers, Nashville, Tenn.\nBabcock, Mildred, 501 Cathedral Pkwy.,\nNew York, N. Y.\nNewbold, N. C., State Director of Negro\nEducation, State Department of Edu¬\ncation, Raleigh, N. C.\nWilkinson, Garnet C., First Assistant\nSuperintendent of Schools, Franklin\nAdministration Bldg., Washington,\nD. C.\n\nEdgerton, R. O., Principal, Thomas Jef¬\nferson School, Portsmouth, Va.\nFavrot, Leo M., 895 Lake Park, Baton\nRouge, La.\nFelton, J. B., State Agent for Negro\nSchools, Department of Education, Co¬\nlumbia, S. C.\n\nWilliams, Fannie C., Principal,\nC. Jones Normal and Practice\nNew Orleans, La.\n\nHale, W. J., President, Tennessee Agri¬\ncultural and Industrial State College,\nNashville, Tenn.\nHarris, Ethel O., Lincoln School, New\nRochelle, N. Y.\nHenderson, L. E., Principal, Senior High\nSchool, Beatrice, Nebr.\nHill, Leslie P., President, Cheyney Train¬\ning School for Teachers, State Teach¬\ners College, Cheyney, Pa.\nHodge, J. A., Principal, Sumner High\nSchool, Kansas City, Kans.\nHolbrook, Sara, Assistant Professor of\nEducation, University of Vermont,\nBurlington, Vt.\nHolmes, Mabel G., Continental School,\nSouth N.\nSeventh\nand Second Ave., Eliza¬\nbeth,\nJ.\n\nAdvisory\n\nValena\nSchool,\n\nMembers\n\nAddington, Luther F., Principal, Wise\nHigh School, Wise, Va.\nBaer, H. K., Supervisor of Elementary\nSchools, State Department of Educa¬\ntion, Charleston, W. Va.\nBanks, W. R., Principal, Prairie View\nState Normal and Industrial College,\nPrairie View, Texas.\nBarnes, W. H., 48 Campus Drive, Mor¬\ngantown, W. Va.\nBarney, Don, Principal, Pingree School,\nOgden, Utah.\nBenner, Josephine, Arlington School,\nSpokane, Wash.\nBirr, O. A., Principal, N. Ninth Street\nSchool, Milwaukee, Wis.\nBixler, H. H., Director of Guidance, City\nHall, Atlanta, Ga.\nBradford, Lula, 1412 N. Thirty-second\nSt., Birmingham, Ala.\nBurns, Chas., Principal, Miller High\nSchool, 2322 Dubois St., Detroit, Mich.\nBush, Norris, 1224 South Gilpin St.,\nDenver, Colo.\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, Teachers College, Colum¬\nbia University, New York, N. Y.\nChester, Paul, Principal, Humboldt\nCounty High School, Winnemucca,\nNev.\nCritzer, Frank J., Superintendent. Pu¬\nlaski County Schools, Pulaski, Va.\nCrocker, Lawrence D., Principal, Hoff¬\nman School, New Orleans, La.\nCrosson, Wilhelmina M., 195 West\nSpringfield St., Boston. Mass.\nDickison, Clarence A., Principal, Thomas\nJefferson High School, 1319 E. Fortyfirst St., Los Angeles, Calif.\nDillon, Ruby, Bellingham High School,\n2411 G St., Bellingham, Wash.\nDixon, J. C., Director, Rural Education,\nJulius Rosenwald fund, Chicago, Ill.\nDoe, Chester W., Superintendent of\nSchools, Northwood, N. H.\nDuckrey, Tanner G., Paul Lawrence\nDunbar School, Twelfth St., North of\nColumbia Ave., Philadelphia, Pa.\nDuke, E. A., Director, Rural School Di¬\nvision and State Agent, State Depart¬\nment of Public Instruction, Oklahoma\nCity, Oklahoma.\nEasom, P. H., State Agent for Negro\nSchools, State Department of Educa¬\ntion, Jackson, Miss.\n\nGallup, Ruth, 1833 Emerson St.. Denver,\nColo.\nGrossley, R. S., President, State College\nfor Colored Students, Dover, Del.\n\nHuffington, J. Walter, Supervisor of Col¬\nored Schools, Department of Educa¬\ntion, Lexington and Liberty Sts., Balti¬\nmore, Md.\nHunt, R. L., Superintendent\nSchools, Louise, Mo.\n\nof\n\nCity\n\nJohnson, Charles S., Director, Depart¬\nment of Social Science, Fisk Univer¬\nsity, Nashville, Tenn.\nJohnson, George A., Principal, Howard\nHigh School, Wilmington, Del.\nKlein, Arthur J., Department\ntion, Ohio State University,\nOhio.\nKriege,\nSioux\n\nCaroline, Central\nCity, Iowa.\n\nof Educa¬\nColumbus,\n\nHigh\n\nSchool.\n\nLee, J. R. E., President, The Florida\nAgricultural and Mechanical College,\nTallahassee, Fla.\nLee, Jessie M., 3122 Michigan\nLouis, Mo.\nLee, Mina, Supervisor, P. O.\nSanta Cruz, Calif.\n\nAve.,\n\nSt.\n\nBox\n\n296,\n\nA., Principal, Phoenix Union\nHigh School, Phoenix, Ariz.\nLester, L. M., Associate Director. Divi¬\nsion of Negro Education, State Depart¬\nment of Education, Atlanta, Ga.\nLewis, A. C., State Agent for Negro\nSchools, Department of Education,\nBaton Rouge, La.\n\nLee, Roy\nColored\n\nLiveright, Alice K., Principal. Logan\nDemonstration School, Seventeenth\nand Lindley Sts., Philadelphia, Pa.\nLyda, John Wesly, Booker Washington\nSchool, Terre Haute, Ind.\nMcCall, Olalee, Principal, Douglass High\nSchool, El Paso, Texas.\nMcCuistion, E. M., Supervisor of Negro\nSchools, State Department of Educa¬\ntion, Little Rock, Ark.\nMcGehee, E. G., Jr., State Supervisor of\nNegro Education, State Department of\nEducation, Montgomery, Ala.\nMarshall, Clifton N., Principal,\nfield School, Montclair, N. J.\n\nGlen-\n\nMartin, William H., Assistant Superin¬\ntendent of Schools, Mt. Vernon, N. Y.\n\n"}
{"page": 725, "printed_page": null, "text": "Committee\n\nMorton-Finney, J., Head, Department of\nLanguages, Crispus Attucks High\nSchool, Indianapolis, Ind.\nNelson, Olga, 609 Schoenbar Ave., Ketch¬\nikan, Alaska.\nNeville, James H., Superintendent of\nSchools, Kirksville, Mo.\nNickell, V. L., Superintendent of Schools,\nChampaign, Ill.\nNoble, Stuart G., H. Sophie Newcomb\nMemorial College, Tulane University,\nNew Orleans, La.\nOberholtzer, E. E., Superintendent of\nSchools, Houston, Texas.\nPeregoy, C. G., Principal, Woodrow Wil¬\nson High School, Beckley, W. Va.\nPhillips, C. T., Principal, Waughtown\nSchool, Winston-Salem, N. C.\nPhillips, H. T., Northwest Missouri\nState Teachers College, Maryville, Mo.\nPorter, P. G., Principal, Lincoln Junior\nHigh School, Atchison, Kans.\nRhodes, Ida M., 2835 Ashland Ave., Cin¬\ncinnati, Ohio.\nRichardson, H. R., Principal, Jefferson\nSchool, Alexandria, Va.\nRichardson, Thomas\nF., New\nHaven\nHigh School, New Haven, Conn.\nSartain, Auxford S., State Teachers Col¬\nlege, Troy, Ala.\nSeabrook, J. W., President, State Teach¬\ners College, Fayetteville, N. C.\nShepard, James E„ President. North\nCarolina College for Negroes, Dur¬\nham, N. C.\nSoule, Clara L., 180 High St., Portland,\nMaine.\n\nCOMMITTEE\n(Authorized\n\nby\n\nON\n\nMembers\n\nAhlering, Inez, Head, Commercial De¬\npartment, Francis Joseph Reitz High\nSchool, Evansville, Ind.\nAmlin, Charles, 2026 Camden Parkway,\nSouth Pasadena, Calif.\nAnderson, Clara Belle, 202 Twin Oaks\nRd., Apt. 12J4, Akron, Ohio.\nAnnable, Charles W., Hope High School,\nProvidence, R. I.\nBainbridge, Mrs. Jennie S., Box 204,\nHamilton Square, N. J.\nBeach, Agnes, 2328 S. W. Eighteenth\nSt., Portland, Ore.\nBoyd, Jack, East High School, Denver,\nColo.\nBriggs, Pearl, 1718 Senaca St., Buffalo,\nN. Y.\nBrown, Bess, 906 St. Lewis, Pocatello,\nIdaho.\nButterfield, E. E., Principal, John Adams\nHigh School, E. 116th St. and Corlett\nAve., Cleveland, Ohio.\n\n721\n\nStauterman, Eda B., President, Elmira\nWomen\nClassroom Teachers Associa¬\ntion, Elmira, N. Y.\nSterling, Mrs. K., Pershing County High\nSchool, Lovelock, Nev.\nTaylor, D. B., Special Supervisor, State\nDepartment of Education, Austin,\nTexas.\nTaylor, L. N., Supervisor. State Depart¬\nment of Education, Frankfort, Ky.\nTurner, W. E., Director of Education,\nDepartment of Education, Nashville,\nTenn.\nVaughn, E. Norman, Superintendent of\nBarrock County Schools, Pocatello,\nIdaho.\nVawter, E. R., County Superintendent\nof Schools, Fayetteville, W. Va.\nWalker, Mrs. Hazel M., Principal,\nRutherford B.\nHayes\nElementary\nSchool, 2300 East Fortieth St., Cleve¬\nland, Ohio.\nWeakley, G. A., Principal, Central Union\nHigh School and Junior College, El\nCentro, Calif.\nWeatherford, Mrs. L. R., Wilson Junior\nHigh School, Tulsa, Okla.\nWilliams, W. T. B., Vicepresident, Tuskegee Normal and Industrial Institute,\nTuskegee Institute, Ala.\n\nWood, Helen, 422 N. Seventh St., Poca¬\ntello, Idaho.\nWright, Arthur D., President, Southern\nEducation Foundation, Inc., 726 Jackson Place, N. W., Washington, D. C.\n\nCOOPERATIVES\n\nRepresentative\n\nLull, Herbert G., Chairman; Head, De¬\npartment of Education and Director of\nTeacher Training, State Teachers Col¬\nlege, Emporia, Kans.\nClark, Harold F., Professor of Education,\nTeachers College, Columbia Univer¬\nsity, New York, N. Y.\nLafferty, Oma\nClare, Central High\nSchool, Charlotte, N. C.\nMcAndrew, Mary B., Superintendent of\nSchools, Carbondale, Pa.\nMitchell, Morris, State Teachers College,\nFlorence, Ala.\n\nAdvisory\n\nMembers\n\nAssembly)\n\nCarlson, Clement J., James Monroe\nJunior High School, Eighteenth Ave.\nN. W. and W. Sixty-Fifth St., Seattle,\nWash.\nCharter, Lena M., State Supervisor,\nHome Economics, Charleston, W. Va.\nChipman, R. S., Supervisor, Emory\nCounty School District, Board of Edu¬\ncation, Huntington, Utah.\nChristoffel, Thomas, Roosevelt Junior\nHigh School, St. Paul, Minn.\nCordero, Rafael de J., University of\nPuerto Rico, Rio Piedras, P. R.\nCummins,\nJohn\nF., Superintendent,\nGrant County Schools, Silver City,\nN. Mex.\nDahl, Arlie L., Principal, Craig Public\nSchool, Craig, Alaska.\nDolan, John T., Battle Mountain Gram¬\nmar School, Battle Mountain, Nev.\nDouglas, L. V., Head, Department of\nCommercial Education, Iowa State\nTeachers College, Cedar Falls, Iowa.\nDuBois, Mrs. Ruth, Route 1, Box 263,\nClackamas, Ore.\nDyer, George W., Royal Oak High\nSchool, Royal Oak, Mich.\nEddy, Ralph L., Head, Department of\nScience, Eveleth Public Schools, Eveleth, Minn.\nEvans, William A., Rothenberg Junior\nHigh School, Main St. and Clifton\nAve., Cincinnati, Ohio.\nEwing, Sara, 5461 Pleasant Run Park¬\nway, South Drive, Indianapolis, Ind.\nFrack, George H., 210 W. Lima St.,\nFindlay, Ohio.\nFreeman, Mrs. Philip, Stony Creek, Va.\nGraves, Elizabeth, High School, Mason\nCity, Iowa.\n\n"}
{"page": 726, "printed_page": null, "text": "722\n\nNational\n\nEducation\n\nGuenther, J. J., Central High School,\nTwentieth and Dodge Sts., Omaha,\nNebr.\nHamill, Robert M., 11013 S. E. Powell\nBlvd., Portland, Ore.\nHammer, Nina G., 903 Broadway, Pekin,\nIll.\nHarap, Henry, Associate Director, Divi¬\nsion of Surveys and Field Studies,\nGeorge Peabody College for Teachers,\nNashville, Tenn.\nHays, Arthur H., Boise High School,\nBoise, Idaho.\nHolley, Ella J., M-220, Delaware Trust\nBuilding, Wilmington, Del.\nHolzwarth, Charles, West High School,\n501 Genesee St., Rochester, N. Y.\nHughes, Mrs. Mabel Williams, Chair¬\nman, Tennessee Congress of Parents\nand Teachers, Inc., Memphis, Tenn.\nHult, Selma A., Principal, Whittier\nJunior High School, Lincoln, Nebr.\nIhlenfeldt, R. S., Supervisor, State De¬\npartment of Public Instruction, Cap¬\nitol Building, Madison, Wis.\nJenks, Mildred B., 320 Union St., Springfield, Mass.\nKeane, David F., Dorset High School,\nDorset, Ohio.\nKimball, Philip H., Principal, Wash¬\nington State Normal School, Machias,\nMaine.\nKline, Aaron, 11331 Eggleston Ave.,\nChicago, Ill.\nLee, A. Keakealani, Washington Inter¬\nmediate School, Honolulu, T. H.\nLehmann, William G., 622 N. Eighth St.,\nValley City, N. Dak.\nLinehan, Lenore R., President, St. Paul\nDivision, MEA, Roosevelt Junior High\nSchool, St. Paul, Minn.\nLivingston, K. E., Principal, Junior\nHigh School, Portales, N. Mex.\nLund, M. A., Superintendent, School\nDistrict No. 18, Valier, Mont.\nLussenhop, Ray, 729 N. Harvey Ave.,\nOak Park, Ill.\nLytle, Nelson, Route No. 2, Box 409,\nBremerton, Wash.\nMcMullen, William, Superintendent of\nSchools, Phillipsburg, Kans.\nMartin, Wesley, Superintendent, Yerington Union Schools, Yerington, Nev.\nMayo, Vera, William James Junior\nHigh School, Fort Worth, Texas.\nMeadows, A. R., Supervisor, Research\nand Surveys, Department of Educa¬\ntion, Montgomery, Ala.\nMehus, O.\nMyking, Winona\nState\nTeachers College, Winona, Minn.\nMoe, O. Kay, 530 South Dakota, Dillon,\nMont.\nO’Reilly, Violett, Principal, Rabouin\nSchool, New Orleans, La.\nParkinson, Robert O., Washington High\nSchool, Sioux Falls, S. Dak.\nPerkins, Ernest M., 68 Church St., New¬\nport, N. H.\nPittman, Marvin S., President, South\nGeorgia Teachers College, Collegeboro, Ga.\n\nSUBCOMMITTEE\nMilwaukee\nHargrave, E. B., Chairman, Viceprinci¬\npal, George Washington High School,\nIndianapolis, Ind.\nJohnson, Alice, Juneau, Alaska.\nWalls, E. M„ Hogg\nHouston, Texas.\n\nAssociation\n\nPorter, Louise, North Little Rock Senior\nHigh School, North Little Rock, Ark.\nResh, Mrs. Mary S., Abbot Vocational\nSchool, Washington, D. C.\nRice, H. P., Principal, Glenwood School,\nAda, Okla.\nRobertson, C. L., Superintendent of\nSchools, Jamestown, N. Dak.\nRollo,\nAriz. Clint, 730 N. Norton, Tucson,\nRugg, H. O., Teachers College, Colum¬\nbia University, New York, N. Y.\nRussell, L. H., 1235 South Main, Elk¬\nhart, Ind.\nShaw, Albert, Terminal Annex, Box 2885,\nLos Angeles, Calif.\nSherman, Ruth, Laboratory School, Flor¬\nida Southern College, Lakeland, Fla.\nSmith, Lena May, 3200 E. Thirtieth,\nKansas City, Mo.\nSpikes, L. E., Superintendent of Schools,\nBurlington, N. C.\nStevens, Carl, Portland High School,\nPortland, Maine.\nStoddard, J. A., Professor of Secondary\nEducation, University of South Caro¬\nlina, Columbia, S. C.\nTapp,\nHambleton,\n1812 Norris Place,\nLouisville,\nKy.\nTaylor, Elizabeth, Caddo Parish School\nBoard, Shreveport, La.\nThomas, M. Ray, Superintendent of\nSchools, St. Anthony, Idaho.\nThomas, Wesley E., Director of Field\nService, Michigan Education Associa¬\ntion, Lansing, Mich.\nThompson,\nnomics,\nOkla.\n\nJames O., Professor of Eco¬\nJunior College, Tonkawa,\n\nTownsend, George L., Assistant Prin¬\ncipal, Public Service Institute, Har¬\nrisburg, Pa.\nTurrentine, Richard J., Drawer E, Texas\nState College for Women,\nDenton,\nTexas.\nUnzicker,\nSchool,\n\nWilliam\nMobile,\n\nL., Jr., Murphy\nAla.\n\nHigh\n\nWard, W. H., Director, Extension Serv¬\nice, University of South Carolina, Co¬\nlumbia, S. C.\nWatkins, Rhoda, McKinley High School,\nSecond and T Sts., N. E., Washing¬\nton, D. C.\nWeiting, C. Maurice, 512 W. 122nd St.,\nNew York, N. Y.\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,\nTopeka, Kans.\nWrinkle, H.\nE., Superintendent of\nSchools, Bartlesville, Okla.\nYarbrough, R. M., County Superin¬\ntendent of Schools, Indianola, Miss.\n\nON\n\nCREDENTIALS\n\nConvention\nMcAlister, William, Hilo Intermediate\nSchool, Hilo, Hawaii.\nMerrill, E. D., Assistant Principal,\nMachias, Maine.\nJunior High School,\n\n"}
{"page": 727, "printed_page": null, "text": "Committee\n\nCOMMITTEE\n(Authorized\n\nby\n\nON\n\n723\n\nMembers\n\nCREDIT\n\nRepresentative\n\nUNIONS\nAssembly)\n\nMoran, James E., Chairman; National\nDirector, Connecticut Credit Union\nLeague, Box 1121, Waterbury, Conn.\nDixon, Florence E., P. A. Capdau School,\n3821 Franklin Ave., New Orleans, La.\nHowell, J. C., General Manager, Detroit\n\nErnest, Robert B., Superintendent, Macon\nCounty Schools, Decatur, Ill.\nEulenstein, Margaret, Bosse High School,\nEvansville, Ind.\nFinck, Ed. Jordan Vocational High\nSchool, Columbus, Ga.\n\nTeachers’ Credit Union, 1735 Calvert\nSt., Detroit, Mich.\nPinkney, Leslie A., Business Manager,\n\nForbes, Mrs. Margaret\nAve., Richmond, Va.\n\nTeachers’ Credit Union, 340 S. Lawn\nSt., Kansas City, Mo.\nSherrard, John P., Principal, Elementary\nSchool No. 44, Buffalo, N. Y.\n\nAdvisory\n\nMembers\n\nAllen, Sherman A., 18 North Parkway,\nWorcester, Mass.\nBailey, P. L., Manager, Jackson County\nTeachers Credit Union, 535 Wildwood\nAve., Jackson, Mich.\nBarnhill, Otis J., 130 W. Exchange St.,\nAkron, Ohio.\nBarrick, D. L., President, Muskogee\nTeachers Credit Union, Muskogee,\nOkla.\nBernes, A. L., Principal, Hawthorne\nSchool, Hawthorne, Nev.\nBlair, Tom, Principal, Roosevelt Junior\nHigh School, Fargo, N. Dak.\nBooth, John M., Superintendent of\nSchools, Kellogg, Idaho.\nBoyd, Paul P., Dean, University of Ken¬\ntucky, Lexington, Ky.\nBracken, W. D., 615 Robidoux, St. Joseph,\nMo.\nBradford, Guy, 1616 Metropolitan Ave.,\nKansas City, Kans.\nBroome, Edwin\nW.,\nSuperintendent,\nMontgomery County Schools, Rock¬\nville, Md.\nBrown, W. S., Technical High School,\nAtlanta, Ga.\nBrown, William J., 5012 Maunalani Cir¬\ncle, Honolulu, T. H.\nBrundrett, N. R., Secretary-Treasurer,\nCredit Union, 2015 Seventh Ave. N.,\nBirmingham. Ala.\nBubbers, William, Washington High\nSchool, Sioux Falls, S. Dak.\nBuck, Mrs. Sarah A. K., President, Maui\nTeachers Association, Wailulku, Maui,\nT. H.\nCocanower, C. D., Phoenix Junior Col¬\nlege, 902 East Culver, Phoenix, Ariz.\nCoffey, L. C., 458 N. Sycamore St., Al¬\nbuquerque, N. Mex.\nCowperthwait, Elizabeth R., Principal,\nMedford Public School, Medford, N. J.\nCoxe, Charles, Hawthorne Elementary\nSchool, Englewood, Colo.\nCunningham, Frank Price, 310 E. Cin¬\ncinnati Ave., San Antonio, Texas.\nDonahue, John C., Principal, Blodgett\nVocational High School, Syracuse,\nN. Y.\nDoughton, Sam B., Berkeley 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 Ash\nSt., San Diego, Calif.\nDunn, Mrs. M. U., Emery School, Wash¬\nington, D. C.\nEllis, Emmett, 201 East Market, Warrensburg, Mo.\n\nH., 2504-A\n\nGrove\n\nFranklin, E. E., State Deputy Superin¬\ntendent of Public Instruction, Elko,\nNev.\nFrazier, Alex, Phoenix Union High\nSchool, Phoenix, Ariz.\nFrench, Daisy B., 619 Seventh St., Hunt¬\nington, W. Va.\nGepson, E. D., 4246 Grant St., Omaha,\nNebr.\nGibbs, Edna, 1117 Twenty-Fifth St., Des\nMoines, Iowa.\nGoodhue, Horace R., P. O. Box 303,\nMoorhead, Minn,\nGudmundson, G. G., Treasurer, Union\nCounty Teachers Federation Credit\nUnion, 160J. Lincoln Ave. East, Roselle\nParkf\nHall, Charles, Principal,\nDenver, Colo.\n\n179 S. Pearl\n\nSt.,\n\nHampton, Mrs. Florence K., SecretarvTreasurer, Los Angeles Teachers Credit\nUnion, 302 Trinity Auditorium Build¬\ning, Los Angeles, Calif.\nHathorn, S. B., Mississippi State Col¬\nlege, Starkville, Miss.\nHelmke, Wealthy, 837 St. Maurice, New\nOrleans, La.\nHerr, Marguerite M., 301 Watts St.,\nDurham, N. C.\nHickman, J. H., 1816 Washington St.,\nCharleston, W. Va.\nHitner, John W., 4677 Adams\nAve.,\nPhiladelphia, Pa.\nHobbs, Lucy, Central High School, Sioux\nCity, Iowa.\nHoward, Marie R., President, Providence\nTeachers Credit Union, Providence,\nR. I.\nHunt, Donnell H., Boise Junior High\nSchool, Boise, Idaho\nHyde, Parke S., 5934 Great Oak Circle,\nLos Angeles, Calif.\nJackson, Archie C., McKinley High\nSchool, Honolulu, T. H.\nKeller, Fred, Superintendent of Schools,\nTarkio, Mo.\nKienbaum,\nFerndale,\n\nErvin,\nMich.\n\n740\n\nW.\n\nCambourne,\n\nKilburn, H. Parley, Snow College, Eph¬\nraim, Utah.\nKincaid, William A., Superintendent of\nSchools, Montpelier, Vt.\nLarson, J. A., Principal, Senior High\nSchool, Little Rock, Ark.\nLindell, George E.^ Cheyenne High\nSchool, Cheyenne, Wyo.\nLindhorst, Genevieve, 3037 N. Sixteenth\nSt., Kansas City, Kans.\nLocke, John F., Department of Com¬\nmunity Relations, Cincinnati Public\nSchools, Cincinnati, Ohio.\nLute, Rose, Holmes School, Spokane,\nWash.\nLyon, Harley W., Principal, 95 N. Sierra\nBonita Ave., Pasadena, Calif.\nLyon, Laura, Tunnelton High School,\nTunnelton, W. Va.\nMcCall, J. Arthur, Principal, Gregory\nSchool,\n202 W. Columbia, Champaign,\nIll.\n\n"}
{"page": 728, "printed_page": null, "text": "724\n\nNational\n\nEducation\n\nMcDonald, O. W., Berrett School, Wash¬\nington, D. C.\nMcKean, E. J., Chairman, Wisconsin\nTeachers Credit Union, Superintendent\nof Schools, Tomah, Wis.\nMcKee, W. T., Principal, Capitol Heights\nJunior High School, Montgomery, Ala.\nMcLaughlin, Mrs. Ruth G., Roy, N. M.\nMcLeland, Albert, 1430 S. Jennings Ave.,\nFort Worth, Texas.\nMaass, Harry, Principal, Nokomis Junior\nHigh School, Minneapolis, Minn.\nMackenthun, Reba, 306 W. Lincoln St.,\nFindlay, Ohio.\nMaehling, Hilda, 1357 Third Ave., Terre\nHaute, Ind.\nMichiner, John M., Wichita High School\nEast, Wichita, Kans.\nMiller, Guy D., Executive Secretary,\nSpringfield Teachers Economic Asso¬\nciation, High School of Commerce,\nSpringfield, Mass.\nMoe, Floyd B., Dean, Junior College,\nVirginia, Minn.\nMontgomery, Mrs. Mary M., West Innes\nSt., Salisbury, N. C.\nMoynihan, Laura, President, Teachers\nCredit Union, 626 S. Kenilworth Ave.,\nOak Park, Ill.\nMulrooney, Thomas W., Principal, Wil¬\nliam P. Bancroft School, Eighth and\nLombard Sts., Wilmington, Del.\nNielson, Clara F., Ferndale, Wash.\nNoblitt, Dewey I., 431 W. Fifteenth St.,\nOlympia, Wash.\nO’Gara, Edward J., Cheney Ave., Peter¬\nborough, N. H.\nOlney, Elbert Y., Treasurer, District of\nColumbia Teachers Federal Credit\nUnion, Anacostia Junior-Senior High\nSchool, Sixteenth and R Sts., S. E.,\nWashington, D. C.\nOrtiz, Julio B., Dean, College of Busi¬\nness Administration, University of\nPuerto Rico, Rio Piedras, P. R.\nPerkins, Ethel W., 1719 Napoleon Ave.,\nNew Orleans, La.\nPetersen, C. William, 482 Baxter Blvd.,\nPortland, Maine.\nPfanmiller, Evan R., 2918 Douglas Ave.,\nRacine, Wis.\nPike, W. A., Secretary-Treasurer, Vir¬\nginia Education Association Credit\nUnion, 507 Seventh St. S., Virginia,\nMinn.\nPritchard, Joyce, Administration Bldg.,\nRoss Ave., Tampa, Fla.\nPugh, T. B., Principal, Independence\nHigh School, Independence, La.\nRamsey, J. W.,\nSuperintendent of\nSchools, Fort Smith, Ark.\nRoberts, Gertrude, Huntington High\nSchool, Huntington, W. Va.\nRoecker, W. F., 3319 N. Fourteenth St.,\nMilwaukee, Wis.\nRead, Faye, 131 Vernon Ave., Pueblo,\nColo.\n\nEDUCATIONAL\n(A Joint\n\nCommission\n\nRupp, R. G., Treasurer, Hammond Teach¬\ners Credit Union, Hammond, Ind.\nSchwartz, Helen, 829 Seminary Ave.,\nVincennes, Ind.\nScott, Burton F., Morton\nCicero, Ill.\nScott, Katherine K., 106\nRichmond, Va.\n\nMembers\n\nAdair, Cornelia S., Principal,\nSchool, Richmond, Va.\n\nFranklin\n\nN.\n\nSchool,\n\nPlum\n\nSt.,\n\nStephenson, Moselle, 928 N. West Blvd.,\nWinston-Salem, N. C.\nStone, Frederick L., 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.\nTeach, Charles E., Superintendent of\nSchools, San Luis Obispo, Calif.\nThompson,\nEdmund, Principal,\nSchool, Seventeenth\nand TaskerChild’s\nSts.,\nPhiladelphia, Pa.\nThurston, Paul, Superintendent of\nSchools, District No. 1, Overton, Nev.\nTurner, L. C., Executive Assistant, Adult\nEducation, 70 N. Broadway, Akron,\nOhio.\nWalton, Thomas A., San Diego High\nSchool, San Diego, Calif.\nWard, J. C., George Washington Junior\nHigh School, New Castle, Pa.\nWarmbold, Lottie K., 2843 Thirty-Sixth\nAve. S., Minneapolis, Minn.\nWelch, Mrs. Marguerite S., 165 Searlwyn Rd., Syracuse, N. Y.\nWhite, Mrs. Claire T., 2905 Fulton St.,\nLittle Rock, Ark.\nWilliams, J. D., Principal, Avondale\nSchool, Birmingham, Ala.\nWilliams, John R., 609 Elm St., Em¬\nporia, Kans.\nWilson, Linnie B., Business Manager,\nTulsa Teachers Credit Union, Masonic\nTemple Bldg., Tulsa, Okla.\nWipperman, E. G., Superintendent of\nSchools, Columbus, Wis.\nYates, H. B., President, Dallas Teachers\nCredit Union, 715 Kirby Building,\nDallas, Texas.\nYoung, Ralph, Deering High School,\nPortland, Maine.\nYoungs, Olga, Eleanor McMain\nHigh\nSchool, 5712 South Claiborne Ave.,\nNew Orleans, La.\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\nHigh\n\nShane, Mrs. Ada, Failing School, Port¬\nland, Ore.\nSheafer, Harley F., Treasurer, Cleveland\nTeachers Credit Union, Inc., 13826\nWest Ave., Cleveland, Ohio.\nStack, Frank O., Treasurer, Portland\nTeachers Credit Union, Deering High\nSchool, Portland, Maine.\nStanfield, Mrs. Effie, Director of McAlester Teachers Credit Union, McAlester,\nOkla.\n\nPOLICIES\n\nStoddard, Alexander J., Chairman; Su¬\nperintendent of Schools, Philadelphia,\nPa.\n\nAppointed\n\nAssociation\n\nand\n\nthe American\n\nCoffman, Lotus D., President, University\nof Minnesota, Minneapolis, Minn. (De¬\nceased, 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,\ncation, University of\nArbor, Mich.\n\nSchool of Edu¬\nMichigan, Ann\n\n"}
{"page": 729, "printed_page": null, "text": "725\nCommittee\n\nHunter, Frederick M., Chancellor, Ore¬\ngon System of Higher Education,\nEugene, Ore.\nNorton, John K., Professor of Education,\nTeachers College, Columbia University,\nNew 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.\nStrayer, George D., Professor of Educa¬\ntion, Teachers College, Columbia Uni¬\nversity, New York, N. Y.\nSutton, Willis A., Superintendent of\nSchools, Atlanta, Ga.\n\nCOMMITTEE\n(Authorized\n\nON\nby\n\nTarbell, Emily, Classroom Teacher,\nGlenwood Ave., Syracuse, N. Y.\n\nHinrichs, Amy H., Pres., N.E.A., Princi¬\npal, Audubon School, New Orleans, La.\nReed, Carroll R., Pres., A. A. S. A., Supt.\nof Schools, Minneapolis, Minn.\nSmith, Elphe K., Pres., Dept, of Class¬\nroom Teachers, N.E.A., Route 1, Box\n22, Tigard, Ore.\n\nAdvisory\n\nAdams, Mrs. A. Virginia, Principal, Dr.\nGeorge Cunningham School, East Lan¬\ndis Ave., Vineland, N. J.\nAlexander, Bessmarie, 2412 Broadway,\nBellingham, Wash.\nAlexander, Howard, Washington Ele¬\nmentary School, Evansville, Ind.\nAllen, Ella Vollstedt, 5116 Crenshaw\nBlvd., Los Angeles, Calif.\nAllison, Corrine, 307 S. Twelfth St., St.\nJoseph, Mo.\nAmos, Esther L., Estee Junior High\nSchool, Gloversville, N. Y.\nBachelor, A., Superintendent, Pershing\nCounty Schools, Lovelock, Nev.\nBaker, Harold V., Principal, Daniel\nWebster School, New Rochelle, N. Y.\nBarnes, Floyd C., Superintendent of\nSchools, Drew, Miss.\nBarnes, Lorine, 1618 S. Eleventh Ave.,\nApt. 3, Birmingham, Ala.\nBateman, E. Allen, Superintendent of\nSchools, Logan, Utah.\nBates, Mrs. Vivian M., 16 Center St.,\nEssex Junction, Vt.\nBattle, L. H., Superintendent of Schools,\nDouglas, Ga.\nBell, Josephine, Northeast High School,\nOklahoma City, Okla.\nBenjamin, Edith, 6414 Wayne Ave., Chi¬\ncago, Ill..\nBillingsley, James, Principal, Senior\nHigh School, Tucson, Ariz.\nBloder, Mary, Palouse, Wash.\nBogan, Gertrude L., Thomson School,\nWashington, D. C.\nBrandenberger, W. S., 825 Bayland St.,\nHouston, Texas.\nBrellt Mrs. Mary C., 1725 Fleming Rd.,\nMiddletown, Ohio.\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\nOPPORTUNITY\n\nRepresentative\n\nMembers\n\n235\n\nEx-Officio Members\n\nEQUAL\n\nMorris, Mary E., Chairman; Principal,\nGove Junior High School, Denver,\nColo.\nBamberger, Florence E., College for\nTeachers, Johns Hopkins University,\nBaltimore, Md.\nBradley, Helen, 2349 Ashland Ave., Cin¬\ncinnati, Ohio\nHunt, R. L ., New Mexico College of\nAgriculture and Mechanic Arts, State\nCollege, N. Mex.\nKroner, Mrs. Frances W., 19 William\nSt., Mount Vernon, N. Y.\n\nAdvisory\n\nMembers\n\nAssembly)\n\nBrislawn, M. J., 620 Twenty-Second St.,\nLongview, Wash.\nBrooker, John W., Director, State Super¬\nintendent of Public Instruction, Frank¬\nfort, Ky.\nBrown, Mrs. Josephine, Oakwood School,\nKnoxville, Tenn.\nBrowne, A. T., Superintendent of Acadia\nParish Schools, Crowley, La.\nBruner, T. A., Superintendent of Schools,\nHarlem, Mont.\nBryce,\nPa.\n\nMarion,\n\n821\n\nChestnut\n\nSt., Erie,\n\nBuker, Lou, Elementary Supervisor, De¬\npartment of Public Schools, Augusta,\nMaine.\nBurke, Gertrude M., 400 Graves St.,\nSyracuse, N. Y.\nBush, M. P., President, Junior College,\nEllisville, Miss.\nCarson, Mrs. Louise, Beaufort City\nSchools, Beaufort, S. C.\nChamberlain, Mrs. D. Edna, 2233 N.\nDenver Blvd., Tulsa, Okla.\nClarke, M. J.. Superintendent of Schools,\nEly, Nev.\nClough, G. O., Southern Methodist Uni¬\nversity, Dallas, Texas.\nCoberly, E. L., Director of Research and\nStatistics, State Department of Public\nInstruction, Springfield, Ill.\nCockerille, Clara, Grade Supervisor, Pub¬\nlic Schools, Altoona, Pa.\nCoffeen, Carl, County Superintendent of\nSchools, Akron, Ohio.\nCook, H. A., Supervisor of Attendance,\n810 Dexter Ave., Seattle, Wash.\nCourt, Grace, Principal, Adams School,\nPhoenix, Ariz.\nCraver, Mrs. Anna B., 32 Judson St.,\nBinghamton, N. Y.\nCulpeper, Marian, Hamilton School, Kan¬\nsas City, Mo.\nDel.\nCummings,\nC. W., Box 276, Newport,\nDalthorpe, Charles J., Superintendent of\nSchools, Aberdeen, S. Dak.\nDavenport, Mrs. Minnie, Superintendent\nof Canyon County Schools, Caldwell,\nIdaho.\nDilks, Elizabeth\nton, N. J.\n\nR., 14 Broad\n\nSt., Clay¬\n\nDoherty, Helen F., Junior High School,\nPortsmouth, N. H.\nDoolittle, Howard C., 431 Club Drive,\nSan Antonio, Texas.\nDoremus, Mattie S., 365 Twelfth Ave.,\nPaterson, N. J.\n\n"}
{"page": 730, "printed_page": null, "text": "726\n\nNational\n\nEducation\n\nDungan, Carrie, 1816 Buena Vista Rd.,\nWinston-Salem, N. C.\nDunlavy, Lena, 3426 Meadowbrook Drive,\nFort Worth, Texas.\nEarly, J. J., Superintendent of Schools,\nSheridan, Wyo.\nEdington, Mrs. Agnes, County School\nSuperintendent, Lordsburg, N. Mex.\nElarth, Vivian, Principal, Sheridan,\nWyo.\nFaison, Elizabeth O., 4523 Columbia St.,\nPortsmouth, Va.\nFoster, Blanche, Tilden Junior High\nSchool, Philadelphia, Pa.\nFullaway, Emma, Beals School, Omaha,\nNebr.\nGary, John, Superintendent of Schools,\nWest Linn, Ore.\nGavin, Mary F., 2042 Glencoe St., Den¬\nver, Colo.\nGnau, Mrs. Beatrice B., 1702 S. Smithville Rd., Dayton, Ohio.\nGrubbs, Mrs. Ethel C. Harris, President,\nColumbian Educational Association,\nBerret School, Fourteenth and Q Sts.,\nWashington, D. C.\nHall, T. O., Superintendent of Schools,\nGreenville, Ky.\nHamilton, Bryan, Superintendent, Ran¬\ndolph County Schools, Elkins, W. Va.\nHanley, James L., Superintendent of\nSchools, Providence, R. I.\nHarvey, Clara W., Jennings Ave. Junior\nHigh School, Fort Worth, Texas.\nHayes, Mrs. Estelle Pope, Carlsbad Pub¬\nlic Schools, Carlsbad, N. Mex.\nHelms, Roy, Principal, Amelia, Va.\nHill, Gertrude, Decatur High School,\nDecatur, Ill.\nHolland, Mary, Principal, Trombly\nSchool, Detroit, Mich.\nHoller, J. C., Superintendent, Anderson\nCounty Schools, County Court House,\nAnderson, S. C.\nHorn, Carl, State Department of Edu¬\ncation, Lansing, Mich.\nHunt, Mrs. Emma\nAlbers, 214 Scenic\nDrive, Knoxville, Tenn.\nHurst, Jamest Division Superintendent,\nNorfolk County Public Schools, 51-5257 Nusbaum Bldg., Norfolk, Va.\nJarrard, Hon. H. G., 1073 E. Spring,\nGainesville, Ga.\nJudge, Florence, Woodrow Wilson High\nSchool, Washington, D. C.\nKaufman, Mrs. Dorothy, 123 Worcester\nPlace, Detroit, Mich.\nKenney, Don. Richfield High School,\nRichfield, Utah,\nKimbler, N. O., County Superintendent\nof Schools, Henderson, Ky.\nKoch, Hazel E., 1541 E. State St., Rock¬\nford, Ill.\nKohn, Charlotte, President, Madison\nEducation Association, 424 N. Pinck¬\nney St., Madison, Wis.\nLangston, Mrs. Margaret, 6809 Welling¬\nton St., Tampa, Fla.\nLatham, R. H., Superintendent of\nSchools, Asheville, N. C.\nLeavitt, Francis H., Principal, Moapa\nValley High School, Overton, Nev.\nLewis, James A., 504 Telegraph St.,\nDowagiac, Mich.\nMcCarthy, Alice, Junior High School,\nWinona, Minn.\nMcConnell, Mrs. Ella F., 172 Madison\nSt., Wilkes-Barre, Pa.\nMcCrystle, Lenore, Yerington, Nev.\nMcTaggart, Earl L., Executive Secre¬\ntary, Hawaii Education Association,\nRoom\n1, Schuman Bldg., Honolulu,\nT. H.\n\nAssociation\n\nMack, F. M.,\nN. Dak.\n\n1220\n\nTenth\n\nSt. S., Fargo,\n\nMacLennan, Mrs. Myrtle C., Stewart\nJunior High School, Tacoma, Wash.\nMallory, Gertrude, 1518 Ardendale Ave.,\nSan Gabriel, Calif.\nMarch, Lucile, Woodrow Wilson School,\nSioux City, Iowa.\nMasterson, Anna J., 14 Oakland St.,\nLowell, Mass.\nMelville, Milton A., Fillmore, Utah.\nMidlen, Lillie Huntington, 4524 Regent\nSt., Philadelphia, Pa.\nMoore, J. Layton, Superintendent of\nSchools, Ridley Park, Pa.\nMorneweck, Carl D., Chief, Child Ac¬\ncounting and Research, Department of\nPublic instruction, Harrisburg, Pa.\nNewell, Jessie, Dean of Women, Sam\nHouston\nState Teachers College,\nHuntsville, Texas.\nNine, E. Grant, Principal, Arthurdale,\nW. Va.\nOates, Anne J., 272 Prospect St., Willimantic. Conn.\nOrr, Ethel M., Supervisor of Junior\nHigh Schools, Administration Bldg.,\nMontclair, N. J.\nOwsley, Ruthetta, Atchison High School,\nAtchison, Kans.\nParks, Lillian L., 238 Colonial Ave.,\nCharlotte, N. C.\nPearson, I. T., Supervisor of Instruction,\nDade County, School Administration\nBldg., Miami, Fla.\nPenland, L. B., 888 West Seventeenth\nSt., Casper, Wyo.\nPenn, Mrs. Ella M., 439 Clinton Heights\nAve., Columbus. Ohio.\nPeters, Mrs. L. W., Box 1253, Baton\nRouge, La.\nPetersen, Christine, Superintendent, Ply¬\nmouth County Schools, LeMars, Iowa.\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.\nRagland, Mrs. Geneva F., 514 S. Fif¬\nteenth St., La Crosse, Wis.\nRaines, Ona C., 1631 East Fourth St.,\nTulsa, Okla.\nRankin, Mrs. Vivian S., 2551 N. Dela¬\nware St., Indianapolis, Ind.\nRarick, C. E., Fort Hays Kansas State\nCollege, Hays, Kans.\nReed, Lula B., County Superintendent\nof Schools, Red Oak, Iowa.\nRoberts, Norman, 306 S. Twelfth, Poca¬\ntello, Idaho.\nRobinson, Gertrude M., 1211 N. Wash¬\nington St., Lexington, Nebr.\nRobinson, Orlo, Principal, Copernicus\nJunior High School, Hamtramck. Mich.\nRosenfeld, Harriett, 440 S. Third Ave.,\nTucson, Ariz.\nRundell, Mrs. Ruth Butler. 907 E. Park\nSquare, Prospect Park, Pa.\nRyam, Margaret M., 315 E. Sixteenth\nSt., Tucson, Ariz.\nSavage, Ethel, 130 N. Second St., Elk¬\nhart, Ind.\nSchulz, Mary C., 19185 Bretton Drive,\nDetroit, Mich.\nScudder, Marjorie, High School, Mari¬\nnette, Wis.\nShaw, S. S., Superintendent of Schools,\nLenox, S. Dak.\nSheldon, Kenneth, University of Ver¬\nmont, Burlington, Vt.\nSmith, Gerald, Principal. Alexis Com¬\nmunity High School. Alexis, Ill.\nSmith, Katherine L., Woodbury, N. J.\n\n"}
{"page": 731, "printed_page": null, "text": "Committee\n\n727\n\nMembers\n\nSnell, Mrs. Bertha A., 170 Maskwonicut\nSt., Sharon, Mass.\nSouthard, Elizabeth, 115 N. College,\nTulsa, Okla.\nSpivey, Mrs. O. W., Assistant Principal,\nArmstrong High School, First and O\nSts. N. W., Washington, D. C.\nStringer, S. L., High School, Crosby,\nMiss.\n\nVincenty, Nestor I., Department of Ed¬\nucation, San Juan, Puerto Rico.\nWallin, J. E. W., Director, Division of\nSpecial Education and Mental Hy¬\ngiene, State Department of Public In¬\nstruction, Wilmington, Del.\nWarren, J. Ralph, Principal, B. D.\nBillinghurst Junior High\nSchool,\nReno, Nev.\n\nStroh, M. Margaret, Professor of Eng¬\nlish, Wilson Teachers College, Wash¬\nington, D. C.\nSweeney, Margaret, High School, Jeffer¬\nsonville, Ind.\nTait, Arthur, Rochester School, Roches¬\nter, Minn.\nTalbot, R. L., Principal, P. S. duPont\nHigh School, Wilmington, Del.\nThomas, Hazel, County Superintendent\nof Schools, Court House, Mason City,\nIowa.\n\nWeaver, Ruth A., R. F. D. No. 6, Kal¬\namazoo, Mich.\nWebb, Mrs. Ruth K., Administrative\nPrincipal, Addison Curtis and Hyde\nSchools, Washington, D. C.\nWessels, Harry, Principal, Nathan Hale\nJunior High School, New\nBritain,\nConn.\nWest, J. H., Principal, Sixteenth Street\nSchool, Columbus, Ga.\nWhite, J. B., Superintendent of Schools,\nKingstree, S. C.\nWilcox, George G., Texas A. and M.\nCollege, College Station, Texas.\nWinkler, Mrs. Lucy Rice, 927 S. Ogden\nDrive, Los Angeles, Calif.\nWomack,\nMary B., 5716 Cates, St. Louis,\nMo.\n\nThompson, Olive, 1044 Armstrong, Kan¬\nsas City, Kans.\nThornton, J. W., Provo, Utah.\nTidwell, R. E., Director of Extension,\nUniversity of Alabama, University,\nAla.\n\nUnger, John, Superintendent of Schools,\nBrighton, Colo.\nValdez, Albert, Rural Supervisor, Mora\nCounty Schools, Mora, N. Mex.\nVan Cleve, M. R., Principal, Robinson\nSchool, Toledo, Ohio.\nVan Horn, Mary, 618 Adams Ave., Evans¬\nville, Ind.\nVaughn, Loren, Principal, Balsy School,\nPhoenix, Ariz.\n\nJOINT\n\nWorlton, James T., Assistant Superin¬\ntendent of Schools, Salt Lake City,\nUtah.\nYap, Mrs. Mollie M., Central Inter¬\nmediate School, Honolulu, Hawaii.\nZimmerman, C. A., Principal, New Al¬\nInd. Junior High School, New Albany,\nbany\nZiska, Agnes L., 3344 Meadowbrook\nBlvd., Cleveland Heights, Ohio.\n\nCOMMITTEE\nON HEALTH\nEDUCATION\n(Authorized\n\nby\n\nRepresentative\n\nRepresenting\n\nIN\n\nAssembly)\n\nN.E.A.\n\nShaw, Fannie B., Director of Health\nEducation, Georgia State Department\nof Health, Atlanta, Ga. (1942).\nStoddard, George D., Director, Iowa\nChild Welfare Research Station, State\nUniversity of Iowa, Iowa City, Iowa\n(1943).\nWhitney, Anne, 134 Adams St., Milton,\nMass. (1940).\n\nWilson, Charles C., Chairman; Director,\nPhysical and Health Education, Hart¬\nford Public Schools, 249 High St.,\nHartford, Conn. (1944).\nNeilson, N. P., Executive Secretary,\nAmerican Association for Health,\nPhysical Education and Recreation,\n1201 Sixteenth St., N. W., Washing¬\nton, D. C. (1941).\n\nRepresenting\n\nPROBLEMS\n\nAmerican\n\nMedical\n\nAssociation\n\nAbt, Isaac A., 1045 S. Michigan Ave.,\nChicago, Ill.\nBauer, W.\nW., Director, Bureau of\nHealth Education, American Medical\nAssn., 535 N. Dearborn St., Chicago,\nIll.\n\nChesley, Arthur J., Minnesota Depart¬\nment of Health, St. Paul, Minn.\nJackson, Edward, Republic Bldg., Den¬\nver, Colo.\nRice, Thurman B., 3167 N. Delaware\nSt., Indianapolis, Ind.\n\nCOMMITTEE\n\nGUIDANCE\n\nON\n\nINDIVIDUAL\n\n(Special\nStolz, Herbert R., Chairman; Assistant\nSuperintendent of Schools, Oakland\nPublic Schools, Oakland, Calif.\nBiddick, Mildred, 1561 S. Emerson St.,\nDenver, Colo.\nGriffith, P. H., Director of Extension,\nLouisiana State University, University,\nLa.\nLee, Edwin\nTeachers\nsity, New\n\nA., Professor of Education,\nCollege, Columbia Univer¬\nYork, N. Y.\n\nCommittee)\nWoods, Elizabeth L., Supervisor of Edu¬\ncational Research and Guidance, Board\nof Education, Los Angeles, Calif.\n\nAdvisory\n\nCommittee\n\nAaron, Sadie, 1500 Louisiana St., Hous¬\nton, Texas.\nAbbett, M. J., Superintendent of Schools,\nFort Wayne, Ind.\n\n"}
{"page": 732, "printed_page": null, "text": "728\n\nNational\n\nEducation\n\nAdams, Karl L., President, Northern\nIllinois State Teachers College, DeKalb, Ill.\nAllen, Richard D., 20 Summer\nSt.,\nProvidence, R. I.\nAllyn, Harriett M., Academic Dean,\nMt. Holyoke College, South Hadley,\nMass.\nBachman, Ross W., Principal, Maui\nHigh School, Hamakuapoko, Maui,\nT. H.\nBalch, Mary, Catalina Foothills Es¬\ntates, Tucson, Ariz.\nBallenger, Harry Leigh, Director of\nPersonnel, New Mexico Normal Uni¬\nversity, Las Vegas, N. Mex.\nBarthold, Louise, 502 N. Twenty-Sixth\nSt., St. Joseph, Mo.\nBeasley, William, West Side Junior\nHigh School, Little Rock, Ark.\nBeers, Mrs. Maude\nO., Principal,\nKapiolani School, Hilo, Hawaii.\nBelknap, Mrs. Stella. Washington In¬\ntermediate School, Honolulu, T. H.\nBennett, H. K., Regional Supervisor,\nDepartment of Public Instruction,\nState House, Des Moines, Iowa.\nBible, B. A., Guidance Department,\nKnoxville High School, Knoxville,\nTenn.\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 Teachers Association, School\nNo. 11, Elizabeth, N. J.\nBoehringer, C. Louise, Director of Ele¬\nmentary Education, State Department\nof Public Instruction, State House,\nPhoenix, Ariz.\nBosshart, John H., Superintendent of\nSchools. South Orange, N. J.\nBowen, Edith, Supervisor, Elementary\nTraining, School of Education, Utah\nState Agriculture College, Logan,\nUtah.\nBrockmann, L. O., President, North Cen¬\ntral District, Montana Education As¬\nsociation, Lewistown, Mont.\nBurkhart, Mrs. Nellie K., R. F. D.\nNo. 3, Lebanon, Ohio.\nCanaipi, Mario P., Head, Guidance De¬\npartment, Classical High School, Prov¬\nidence, R. I.\nCarpenter, Agnes\nG., Junior High\nSchool, Highland Park, Mich.\nCarson, C. A., Principal, Tucson High\nSchool, Tucson, Ariz.\nChappelear, C. S., Superintendent of\nSchools, Macomb, Ill.\nChristy, Erma B., Supervisor of Guid¬\nance, Muncie City Schools, Muncie,\nInd.\nClark, K. J., Principal, Murphy High\nSchool, Mobile, Ala.\nCooley, Emma\nPritchard, Director of\nVocational\nGuidance,'\nOrleansSt.,Parish\nSchool Board,\n703 Carondelet\nNew\nOrleans, La.\nCrane, L. D., Supervisor, Vocational\nEducation, Cheyenne Public Schools,\nCheyenne, Wyo.\nCrawford, A, B., Principal, Lafayette\nHigh School, Lexington, Ky.\nCrisman, Gladys, 6457 S. Campbell Ave.,\nChicago, Ill.\nCross, A. J. Foy, Director of Instruction,\nOmaha Public Schools, Omaha, Nebr.\nDacey, Rosemarie, 9374 Wildemere St.,\nDetroit, Mich.\nDarling, Millard S., 14 Colebrook St.,\nHartford, Conn.\ndel Toro, Jose E., Supervisor of High\nSchools, Department of Education,\nSan Juan, P. R.\n\nAssociation\n\nDike, Donald,\nMass.\n\nAthol\n\nHigh\n\nSchool,\n\nAthol,\n\nDixson, Mary L., 566 Colfax Ave., Ben¬\nton Harbor, Mich.\nDobson, Gladys, Supervisor, Visiting\nTeacher Department and Child Guid¬\nance Clinic, Portland Public Schools,\nPortland, Ore.\nDudley, L. Leland, Superintendent of\nSchools, Amherst, Mass.\nDunn, Rena J., 35 E. Locust St., Vin¬\ncennes, Ind.\nDunsmore, Clarence C., Director of Guid¬\nance, Department of Education, New\nRochelle, N. Y.\nEarle, Mrs. Louise, Assistant Superin¬\ntendent of Schools, Sumter, S. C.\nEastburn, L. A., Director of Research\nand Guidance, Phoenix Union High\nSchools and Junior College, Phoenix,\nAriz.\nEdwards, J. W., Superintendent of\nSchools, Administrative Bldg., Port¬\nland, Ore.\nElmott, Mrs. Charlotte D., Director of\nGuidance, Santa Barbara City Schools,\nSanta Barbara, Calif.\nEversman, Carl, Principal, Harrison\nSchool, Lorain, Ohio.\nFeldman, Estelle, Fair Haven Junior\nHigh School, New Haven, Conn.\nFletcher, Alma, 3506 Hawthorne Blvd.,\nSt. Louis, Mo.\nFowler, Fred M., Coordinator. 130 South\nTwelfth East, Salt Lake City, Utah.\nFowler,\nRoy, 2307 Oxford St., Rockford,\nHI.\nFrazier, Jesse M., Principal, Greens¬\nboro Township Schools, Kennard. Ind.\nFreeh, J. L., Superintendent of Schools.\nSardinia, Ohio.\nGamble, Mrs. Leo May, 3838 S. Hobart\nAve., Los Angeles, Calif.\nGivens, H. C., Director, Natchitoches\nTrade School, Natchitoches, La.\nGross, Mrs. Vivian, Robert E. Lee\nJunior High School, 3100 N. W. Fifth\nAve., Miami, Fla.\nHanna, Paul R., Professor of Education,\nStanford University, Stanford Universitj', Calif.\nHanthorn, J. N., Principal, Chrisman\nHigh School, Independence, Mo.\nHardy, Rosa M., Principal, High School,\nBlytheville, Ark.\nHarless, William H., Arizona State\nTeachers College, Flagstaff, Ariz.\nHayes, Fanny B., Technical High School,\nOmaha, Nebr.\nHeaton, Kenneth L., Cooperative Bureau\nfor Educational Research, 507 Mutual\nBldg., Lansing, Mich.\nHenderson, Leon, 5408 Cherokee Ave.,\nTampa, Fla.\nHier, Ruth, James Ford Rhodes High\nSchool,\n5100 Biddulph Ave., Cleveland,\nOhio.\nHintgen, Josephine, Supervisor of Edu¬\ncational Guidance, La Crosse Public\nSchools, La Crosse, Wis.\nHoneycutt, A. W.. Superintendent of\nSchools, Chapel Hill, N. C.\nHubbard, Charlotte, Augusta Lewis\nTroup Junior High School, Edgewood\nAve., New Haven, Conn.\nHunter, Clarence (Miss), 316 Joselin\nAve., Cincinnati, Ohio.\nJaggers, C. H., Western Teachers Col¬\nlege, Bowling Green, Ky.\nJames, Virginia White, Principal, Wil¬\nson Dam\nSchool, Sheffield, Ala.\nJohnson, A. W., Principal, Junior High\nSchool, Minot, N. Dak.\nJohnson. H. D., Principal, Cleveland\nJunior-Senior\nHigh School, Seattle,\nWash.\n\n"}
{"page": 733, "printed_page": null, "text": "Committee\n\nJohnson, Theodore S., Dearing High\nSchool, Portland. Maine.\nJones, Walter B., Chief, Industrial Edu¬\ncation, Department of Public Instruc¬\ntion, Harrisburg, Pa.\nKeller, J. A., President, State Teachers\nCollege, Florence, Ala.\nKelley, Otela, 210 West Ridgewood, San\nAntonio, Texas.\nKelly, George A., Director, Psychological\nClinic, Fort Hays Kansas State Col¬\nlege. Hays, Kans.\nKendall, Raymond F., High School, Ma¬\ndera, Calif.\nKeys, Alma, State Supervisor, Home\nEconomics Education, Department of\nEducation, Division of Vocational Edu¬\ncation, Little Rock, Ark.\nKilpack, John G., Board of Education,\n631 N. E. Clackamas St., Portland,\nOre.\nKite, L. R., Senior High School, Chey¬\nenne, Wyo.\nKroetch, Gertrude M., E. 1013 Mission\nAve., Spokane, Wash.\nLeeds, Albert M., Supervising Principal,\nFranklinville, N. J.\nLemon, Goldie, Central High School and\nJunior College, Muskogee, Okla.\nLiller, Chester, Kingwood, W. Va.\nLudlum, Blanche, 527 E. First St., Long\nBeach, Calif.\nLyseth, Harrison C., Director of Second¬\nary Education, Department of Educa¬\ntion, Augusta, Maine.\nMcAdam, Nina E., Dean of Girls, Miami\nSenior High School, 2450 S. W. First\nSt., Miami, Fla.\nMcCracken,\nGeorge\nE., Principal,\nChurchill County High School, Fallon,\nNev.\nMcCaw, Elizabeth, Grant High School,\n2245 N. E. Thirty-Sixth Ave., Portland,\nOre.\nMcKechnie, Anne E., Dean of Girls,\nDeering High School, Portland, Maine.\nMcKenney, Marjorie E., Henley School,\nSouth Portland, Maine.\nMacklin, George T., Principal, Bridgeville, Del.\nManuel, H. T., Department of Educa¬\ntional Psychology, University of Texas,\nAustin, Texas.\nMarkham, W. T., State Supervisor of\nVocational Information and Guidance,\nState House, Topeka, Kans.\nMarshall, R. E., Principal, High School,\nClovis, N. Mex.\nMassey, Annie V., Columbus High\nSchool, Columbus, Ga.\nMatthews, Marie, Principal, Hawthorne\nSchool, Omaha, Nebr.\nMayo, Frank Willard, Principal, Rutland\nHigh School, Rutland, Vt.\nMeline, Virginia, Presidio Junior High\nSchool. San Francisco, Calif.\nMoody, Dwight L., Director, New Hamp¬\nton Summer\nTutoring School, New\nHampton, N. H.\nMorris, Glyn L., Director, Pine Moun¬\ntain Settlement School, Pine Mountain,\nKy.\nMottley, Bessie M., Educational and Vo¬\ncational Advisor, Thomas\nJefferson\nHigh School, Richmond, Va.\nMowry, Florence P., Principal, Junior\nHigh School, Woonsocket, R. I.\nNewman, Sallie B., Director of Instruc¬\ntion, Elementary Schools, Jackson,\nMiss.\nNiedermeyer, Carrie, Supervisor, Ele¬\nmentary Education, Primary Depart¬\nment, Omaha Public Schools, Omaha,\nNebr.\n\n729\n\nMembers\n\nNilsen, Wm.\nO., Superintendent of\nSchools, Spring Grove, Minn.\nNylen, Donald, Supervisor, Secondary\nSchool Guidance, Administration Bldg.,\nSeattle, Wash.\nObenchain, I. R., Director of Curricu¬\nlum, Birmingham\nPublic Schools,\nBirmingham, Ala.\nO’Toole,\nClairton,Anna,\nPa.\n\nClairton\n\nHigh\n\nSchool,\n\nPalmerton, L. R-, Student Counselor,\nSouth Dakota State School of Mines,\nRapid City, S. Dak.\nPearson, Fredricka, 2837 Parkwood, Kan¬\nsas City, Kan.\nPercy, Mrs. Mildred S., Teacher, Henry\nSchool, Washington, D. C.\nPerkins, Ella H., Primary Supervisor,\nEducation District No. 1, Overton,\nNev.\nPeters, Pauline, Teachers College, Willimantic, Conn.\nPetry, D. A. Principal, Felton Schools,\nFelton, Del.\nPhelps, Edson E., Springfield High\nSchool, Springfield, Vt.\nPowers, J. L., Supervisor, 1032 N. E.\nEleventh St., Oklahoma City, Okla.\nProbst, Ella M., 4836 S. Lyndale Ave.,\nMinneapolis, Minn.\nRayne, Eleanor W., North Texas State\nTeachers College, Denton, Texas.\nReam, Mrs. Glenn, Albuquerque High\nSchool, Albuquerque, N. Mex.\nReed, Catherine E., Dean of Women,\nState Teachers College, Buffalo, N. Y.\nReeder, Julia E., Dean of Girls, Huntington High School, Huntington, Long\nIsland, N. Y.\nRoberson, Avis K., Treasurer, Texas\nClassroom Teachers Association, 2224\nWeatherbee St., Fort Worth, Texas.\nRoot, F. S., Superintendent of Schools,\nFayetteville, Ark.\nRodriguez-Bou, Ismael, Polytechnic In¬\nstitute of Puerto Rico, San German,\nP. R.\nSamuel, Helen E., Principal, Western\nNight High School, Washington, D. C.\nSanger, Lina E., Spotsylvania, Va.\nSchmidt, John F., 2035 S. Palmetto St.,\nSioux City, Iowa.\nSchrader, Katharine, 1275 Franklin St.,\nDenver, Colo.\nSechriest, E. E., Principal, Ensley High\nSchool, Birmingham, Ala.\nSkiff, Mrs. Josephine M., 2115 Erie St.,\nT? 1\n\nP S3 Q O\n\nHP pY\n\n3 5\n\nSmith, John Allan, 3831 S. Hill St., Los\nAngeles, Calif.\nSmith, Leo, Assistant Principal, Great\nFalls High School, Great Falls, Mont.\nSorensen, Ray R., Superintendent, Tracy,\nMinn.\nSouthall, Maycie, Professor of Elemen¬\ntary Education, George Peabody Col¬\nlege for Teachers, Nashville, Tenn.\nSprester, Olive, 945 St. Lewis, Pocatello,\nIdaho.\nStarr, Anna S., Psychological Clinic,\nWinants Hall, Rutgers University,\nNew Brunswick, N. J.\nStevens, Paul, Superintendent of Schools,\nWheatridge, Colo.\nStevens, Roland E., Principal, Lincoln\nJunior High School, Portland, Maine.\nStout, A. J., Superintendent of Schools,\nAdministration Bldg., Topeka, Kans.\nThomas, Melba, Public Schools, Jerome,\nAriz.\nTownsend, W. B., Teachers College, Co¬\nlumbia University, New York, N. Y.\nTrabue, M. R., Dean. School of Educa¬\ntion, Pennsylvania State College, State\nCollege, Pa.\n\n"}
{"page": 734, "printed_page": null, "text": "730\n\nNational\n\nEducation\n\nWagner, M. Channing, Assistant Super¬\nintendent of Schools, Wilmington, Del.\nWahlquist, John T., Director, William\nM. Stewart School, University of Utah,\nSalt Lake City, Utah.\nWalker, Mrs. Stephen, Franklin Admin¬\nistration Bldg., Washington, D. C.\nWannamaker, George W., Superintendent\nof Schools, Brunswick, Ga.\nWaterstreet, E. F., West High School,\nGreen Bay, Wis.\nWhite, Mrs. W. J., 206 N. James St.,\nGoldsboro, N. C.\nWilliams, W.\nC., Superintendent of\nSchools, Greenwood, Miss.\n\nCOMMITTEE\n\nON\n\nBonar, Hugh S., Chairman; Superinten¬\ndent of Schools, Manitowoc, Wis.\nBatdorf, Lucile, 470 Chetwood St., Oak¬\nland, Calif.\nLindlof, Mrs. Johanna M., 500 Park Ave.,\nNew York, N. Y.\nPratt, Orville C., Superintendent of\nSchools, Spokane, Wash.\nVan Buskirk, D. A., Superintendent of\nSchools, Hastings, Mich,\n\nAdvisory\n\nWilmoth, Stark A.,\nJunior High School,\n\nMembers\n\nAger, H. W., 7635 S. E. Hawthorne Blvd.,\nPortland, Ore.\nArnold, G. A., Principal, Hugh Morson\nHigh School, Raleigh, N. C.\nAshworth, E. M., Assistant Superinten¬\ndent, Raleigh County Schools, Beckley, W. Va.\nBecher, E. T., Rogers High School, Spo¬\nkane, Wash.\nBiernacki, Stanley R., Assistant Super¬\nintendent of Schools, Hamtramck,\nMich.\nBrownfield, Harry J., Superintendent,\nFayette County Schools, Fairchance,\nPa.\nBurkhard, George J., 1321 Bayview PI.,\nBerkeley, Calif.\nBurnett, Marguerite, Director of Adult\nEducation and Curriculum, Administratipn Building, Wilmington, Del.\nCampbell, Ernest, Assistant Superinten¬\ndent of Schools, Seattle, Wash.\nCollins, M. D., State Superintendent of\nSchools, Atlanta, Ga.\nConboy, Irene, Sterling, Colo.\nCroninger, Fred H., Principal, Central\nHigh School, Ft. Wayne, Ind.\nCutright, Prudence, Assistant Superin¬\ntendent of Schools, Minneapolis, Minn.\nDriggs, Joseph B., 1241 South State, Salt\nLake City, Utah.\nDungan, Dorothy, Superintendent, Park\nCounty Schools, Cody, Wyo.\nEssert, Paul, Principal, Emily Griffith\nOpportunity School, Denver, Colo.\nGentry, Frank,\nSuperintendent of\nSchools, Erwin, Tenn.\nGorman, Mrs. Pauline C., Principal, Lee\nSchool, Alexandria. Va.\nGraff, Willard, Superintendent of\nSchools, Marshall, Mo.\nGreen, C. C., Superintendent of Schools,\nNew Castle, Pa.\nGuyton, Mary L., Alien Education Spe¬\ncialist, State Department of Educa¬\ntion, Boston, Mass.\nHamilton, William J., Superintendent of\nSchools, Oak Park, Ill.\n\nPrincipal,\nElkins, W.\n\nElkins\nVa.\n\nWilson, Edgar Ellen (Miss), State Di¬\nrector, Elementary Education, Dept, of\nEducation, Austin, Texas.\nWilson, Elsie\nton, Va.\n\nE., 110 Apple\n\nAve., Hamp¬\n\nWright, Barbara H., 305 City Hall, Min¬\nneapolis, Minn.\nWright, Juliette Dodd, 2438 Dudley Ave.,\nParkersburg, W. Va.\nYoung,\nChase\n\nINDUCTION\n(Special\n\nAssociation\n\nDorothy O., Bethesda-Chevy\nHigh School, Bethesda, Md.\n\nINTO\n\nCITIZENSHIP\n\nCommittee)\nHenry, Beryl (Miss), Superintendent of\nSchools, Hope, Ark.\nHite, Mary Eva, Supervisor, Colleton\nCounty Elementary Schools, Waiterboro, S. C.\nHoward, J. A., Principal, High School,\nWest Linn, Ore.\nHutchinson, J. L., Principal, Senior\nHigh School, Pittsburg, Kans.\nJamison, O. G., Principal, Laboratory\nSchool, Indiana State Teachers Col¬\nlege, Terre Haute, Ind.\nJones, W. B., Principal, High School,\nSomerset, Ky.\nLarkin, J. L., Superintendent of Schools,\nTulorosa, N. Mex.\nLarson, Jordan L., Superintendent of\nSchools, Ames, Iowa.\nLewis, Ernest D., Room 1901, 130 West\n42nd St., New York, N. Y.\nLowrey, Harvey H., Superintendent of\nSchools, Fordson, Mich.\nMacDonald, S. A., Principal, Junior High\nSchool, Norfolk, Va.\nMadsen, Donald H., 314 Garcia Ave., San\nLeandro, Calif.\nMalcolm, Elizabeth R., Principal, Tru¬\nman Street School, New Haven. Conn.\nMcHugh, Thomas F., Supervisor, Depart¬\nment of Adult Education and Evening\nSchools,\nark,\nN. J.Wilson Avenue School, New¬\nMeyer, Laura V., West High School,\nMuskogee, Okla.\nMitchell, A. J., Superintendent of\nSchools, Nogales, Ariz.\nMurphy,\nForest, Superintendent of\nSchools, Greenville, Mass.\nNeilson, Lester J., 724 Windsor St., Salt\nLake City, Utah.\nNelson, N. J., Principal, Woodrow Wil¬\nson High School, Washington, D. C.\nNelson, Stacy, Principal, Central High\nSchool, Chattanooga, Tenn.\nPullen, Thomas G., Assistant Superin¬\ntendent in Administration, State De¬\npartment of Education, Baltimore, Md.\nRingdahl, Robert, Principal, Corcoran\nSchool, Minneapolis, Minn.\nRoberts, J. V., Field Secretary, West\nVirginia\nEducation\nAssociation,\nCharleston, W. Va.\nRobertson, M. S., State Director, WPA\nEducation, New Orleans, La.\nRyan, A. A., Superintendent of Schools,\nNome, Alaska.\nSalisbury, R. K., Principal, Greenhills\nSchool, Greenhills, Cincinnati. Ohio.\nSchwatka, John H., Principal, Southern\nHigh School, Baltimore, Md.\nShannon, Elizabeth, North High School.\nBinghamton, N. Y.\nShulkey, Bruce, 409 E. Weatherford, Fort\nWorth, Texas.\n\n"}
{"page": 735, "printed_page": null, "text": "Committee\n\nMembers\n\n731\nSkewes, George, State Teachers College,\nMayville, N. D.\nSorum, Marie, County Superintendent of\nSchools, Estherville, Iowa.\nStegner, W.\nE., Superintendent of\nSchools, Miles City, Mont.\nTaft, Mildred E., Colby Junior College,\nNew London, N. H.\nTejera, Carmen Gomez, Supervisor, De¬\npartment of Education, San Juan, P. R.\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nWiemers, L. A., Superintendent of\nSchools, Hemingford, Nebr.\nWiese, Mildred J., 400 South Front St.,\nColumbus, Ohio.\n\nINTERNATIONAL\nby\n\nRepresentative\n\nCherrington, Ben M., Chairman; Chief,\nDivision of Cultural Relations, Depart¬\nment of State, Washington, D. C.\nAnderson, Rachel Evans, Andrew Jackson High School, St. Albans, Long\nIsland, N. Y.\nKoerner, Grace, Hotel East Orange, East\nOrange, N. J.\nMessenger, Helen R., Professor of Edu¬\ncation, Northern Illinois State Teach¬\ners College, DeKalb, Ill.\nWoodward, Annie, 78 Highland Ave.,\nSomerville, Mass.\n\nAdvisory\n\nTodd, Glenn W., Superintendent of\nSchools, Lewiston, Idaho.\nVanderveer, Lonnie, County Superinten¬\ndent of Schools, Cordell, Okla.\nWarden, Della, High School, Emporia,\nKans.\n\nMembers\n\nAiken, Georgia Whelan, Hotel Alms,\nWalnut Hills, Cincinnati, Ohio.\nAllingham, Jennie C., State Department\nof Education, Rutland, Vt.\nBailey, Dorothy Dee, 212 Pierce, San\nAntonio, Texas.\nBeck, Mildred, Senior High School,\nCheyenne, Wyo.\nBennion, Milton, Dean, School of Educa¬\ntion, University of Utah, Salt Lake\nCity, Utah.\nBerman, Samuel, Principal, James R.\nLudlow School, Philadelphia, Pa.\nBlaisdell, Helen E., South High School,\nMinneapolis, Minn.\nBlack, E. H., Superintendent of Schools,\nBristow, Okla.\nBlake, Katherine D., Chairman, Com¬\nmittee on International Relations, New\nYork City Federation of Women’s\nClubs, 353 W. Fifty-Seventh St., New\nYork, N. Y.\nBowlus, E. S., Superintendent of Schools,\nBrookhaven, Miss.\nBoyce, Mrs. Kate L., 35 Lorenz Ave.,\nDayton, Ohio.\nBoyd, Margaret, President, Steubenville\nEducation Association, Steubenville,\nOhio.\nBradford, Mrs. Mary D., 6028 Third Ave.,\nKenosha, Wis.\nBrier, Adelia M., 3490 E. Fall Creek\nBlvd., Indianapolis, Ind.\nBrixey, Helen, Park Junior High School,\nKnoxville, Tenn.\nBrookfield, Elsa, South Side High\nSchool, Elmira, N. Y.\nBurke, J. L., Jr., Superintendent of\nSchool, 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.\nCampbell, Mary A., Supervisor of Ele¬\nmental Schools, Walnut Hill School,\nNew Britain, Conn.\nChamplin, Carroll D., Professor of Edu¬\ncation, Pennsylvania State College,\nState College, Pa.\nChurch, E. E., President, Potomac State\nSchool, Keyser, W. Va.\n\nRELATIONS\n\nAssembly)\n\nClark, Mrs. Frances E., 6445 Green St.,\nGermantown, Pa.\nClaxton, P. P., President, Austin Peay\nNormal School, Clarksville, Tenn.\nCloud, Roy W., Secretary, California\nTeachers Association, 155 Sansome St.,\nSan Francisco, Calif.\nCooke, Helen Hope, Virginia Court\nApartments, Greenwich, Conn.\nCoyne, Marie, S. 210 Adams St., Spokane,\nWash.\nCulner, J. R., Superintendent of Schools,\nStanford, Mont.\nDaniel,\nRoland B., Box 908, Columbus,\nGa.\nDonovan, H. L., President, Eastern Ken¬\ntucky\nState Teachers College, Rich¬\nmond, Ky.\nDoody, Stephen A., Headmaster, Stevens\nHigh School, Claremont, N. H.\nDouglas, H. G., 1199 Dolores St., San\nFrancisco, Calif.\nDowling, Evaline, Girls’ Viceprincipal,\nTheodore Roosevelt High School, Los\nAngeles, Calif.\nEckman, Hensel, 720 Washington Ave.,\nPulaski, Va.\nEisner, Miriam D., Alamo School, San\nFrancisco, Calif.\nElder, Robert, University of Chicago,\nChicago, Ill.\nEllis, Mabel R., Principal, George Pea¬\nbody School, San Francisco, Calif.\nEllis, Roy, President, Southwest Missouri\nMo.\nState\nTeachers College, Springfield,\nEmery, Julia, 255 N. Grove, Wichita,\nKans.\nErickson, Everett R., University of\nAlaska, College, Alaska.\nFitz-Gerald, John D., University of Ari¬\nzona, Tucson, Ariz.\nFord, Thomas\nH., Superintendent of\nSchools, Reading, Pa.\nFrench, B. D., Superintendent of Schools,\nDistrict of Bristol, Va.\nGamble, Mrs. Leo May, 3838 S. Hobard\nBlvd., Los Angeles, Calif.\nGardner, Ethel M., Principal, Andrew\nJackson School, Milwaukee, Wis.\nGarrison, Jessie R., State Department of\nEducation, Montgomery, Ala.\nGaumner, Clay F., Buck Eye Park Farm,\nAlvin Ill.\nGrigsby, Sara G., 2508 McKinney Ave.,\nIDsIIhs Tex\nGuhin, M. M., President, Hub\nCity\nSchool Co., Inc., Aberdeen, S. Dak.\nHackman, A. Kimbrough, High School,\nEnglewood, Colo.\nHaver, Jennie M., Hunterdon County\nSchools, Clinton, N. J.\nHayes, Maude, 1901 Broadway, Little\nRock, Ark.\nHelbig, Esther, 1033 Melrose Terrace,\nDubuque, Iowa.\nHibner, D.\nM., Superintendent of\nSchools, Ray, Ariz.\n\n"}
{"page": 736, "printed_page": null, "text": "732\n\nNational\n\nEducation\n\nHolmes, W.\nH., Superintendent of\nSchools, Mount Vernon, N. Y.\nHolt, Lucy Mason, Principal, Ocean\nView School, Norfolk, Va.\nHood, Edna E., Supervisor, Household\nand Fine Arts, Kenosha Public Schools,\nKenosha, Wis.\nHood, Elizabeth, Supervisor, Department\nof Household Arts, Racine Public\nSchools, Racine, Wis.\nHouston, Gabriel, Principal, Oakhurst\nSchool, Clarksdale, Miss.\nHull, Harry C., Superintendent of\nSchools, Saco, Maine.\nHuplits, Woodman E., Jr., 1911 E. Alle¬\ngheny Ave., Philadelphia, Pa.\nHutchins, A. J., Superintendent of\nSchools, Canton, N. C.\nIngvaldson, E. C., Superintendent of\nSchools, Ellendale, N. Dak.\nJacobsen, Christine A., 1320 W. FortyFirst Place, Los Angeles, Calif.\nJames, William Alonzo, Principal, Ball\nHigh School, Galveston, Texas.\nKane, Margaret, Wilmington Senior High\nSchool, Wilmington, Del.\nKelly, D. J., Superintendent of Schools,\nBinghamton, N. Y.\nKnee, Pauline, Eastern High School,\nWashington, D. C.\nLamkin, Uel W., President, Northwest\nMissouri Teachers College, Maryville,\nMo.\nLausted, Alice, 205 N. Twenty-Sixth St.,\nBillings, Mont.\nLommen, Georgina, Director of Training,\nMoorhead\nState Teachers College,\nMoorhead, Minn.\nLong, Oren E., Superintendent of Public\nInstruction, Honolulu, T. H.\nMcAlister, H.\nL., President, State\nTeachers College, Conway, Ark.\nMcCardle, May R., Fresno High School,\nFresno, Calif.\nMcCormick, Elizabeth, Principal, Timo¬\nthy O. Howe School, Superior, Wis.\nMacdonald, Flora Jane, Ashland High\nSchool, Ashland, Wis.\nMann, Mrs. Margaret, County Superin¬\ntendent of Schools. Primghar, Iowa.\nMansfield, Emma\nKate, Jordan Voca¬\ntional High School, Columbus, Ga.\nMarsh, Daniel L., President, Boston Uni¬\nversity, Boston, Mass.\nMears, Louise W., State Teachers Col¬\nlege, Milwaukee, Wis.\nMiller, J. Cloyd, Superintendent of\nSchools, Lordsburg, N. Mex.\nMitchell, Dwight E., 1320 N. Fifth St.,\nBoise, Idaho.\nMonroe, Paul, Garrison-on-Hudson, N. Y.\nMoore, Bruce K., Reno High School,\nReno, Nev.\nMoore, Myrtle E., 706 Quackenbos St.,\nN. W., Washington, D. C.\nMurdock, Mrs. Myrtle, Kingwood, W.\nVa.\nNelson, Mary F., King Edward Apart¬\nments, Pittsburgh, Pa.\nNewby, Jessie D., Central State Teachers\nCollege, Edmond, Okla.\nNielson, Minnie J., 901 Fifth Ave., Val¬\nley City, N. Dak.\nNixon, Mary H., Board of Education,\nCleveland, Ohio.\nNorman, J. W., Dean of Education, Uni¬\nversity of Florida, Gainesville, Fla.\nNuttall, L. John, Jr., Superintendent of\nSchools, Salt Lake City, Utah.\nOsuna, J. J., Dean, College of Educa¬\ntion, University of Puerto Rico, Rio\nPiedro, P. R.\nParkinson, Ethel M., Head, English De¬\npartment, Decatur, Ill.\nParks, Laura Jane, Lincoln High School,\nVincennes, Ind.\n\nAssociation\n\nPatt. Hermann G., Principal, John Clarke\nSchool, Newport, R. I.\nPence, Edith E., Director of Curriculum.\nCivic Auditorium, San Francisco, Calif.\nPerry, Mary Agnes, Box 106, Belling¬\nham, Wash.\nPyrtle, E. Ruth, Principal, Bancroft\nSchool, Lincoln, Nebr.\nQuigley, Georgia, 928 Thirtieth St., Des\nMoines, Iowa.\nRaines, Ona C., 1631 East Fourth St.,\nTulsa, Okla.\nRiddle, Anna, 2 Summit Place, St.\nJoseph, Mo.\nRideout, Walter J., Superintendent of\nSchools, Livermore Falls, Maine.\nRoach, Mary Margaret, Principal, Roach\nSchool, Decatur, Ill.\nRushton, E. W., Superintendent of\nSchools, Batesburg, S. C.\nShaw, Reuben T., 834 Real Estate Bldg.,\nPhiladelphia, Pa.\nShepherd, Grace M., 803 N. Mulberry\nSt., Maryville, Mo.\nShover, Esther Fay, 2057^4 Broadway,\nIndianapolis, Ind.\nSiders, Walter R., Sixth Floor, City Hall,\nOmaha, Nebr.\nSimmons, Louise, 1216 S. Knoxville,\nTulsa, Okla.\nSmart, Mary L., 3058 Van Alstyne,\nWyandotte, Mich.\nSmith, Henry Lester, Dean, School of\nEducation, Indiana University, Bloom¬\nington, Ind.\nSmith, Mrs. Margaret M., Principal,\nEbert School, Denver, Colo.\nSmith, T. Lynn,\nogy, Louisiana\nversity, La.\n\nDepartment of Sociol¬\nState University, Uni¬\n\nSobers, Boyd, Roundhead,\nStarn,\nNebr. Bertha, 1023 Lincoln\n\nOhio.\nSt., Beatrice,\n\nStoker, Spencer, Department of Philos¬\nophy and Education, Texas State Col¬\nlege for Women, Denton, Tex.\nStratton, Mason A., Principal, Brighton\nAvenue School, Atlantic City, N. J.\nSutton, Willis, Superintendent of\nSchools, Atlanta, Ga.\nThomas, Alma, Midland, Texas.\nThompson, Anna M., Northeast High\nSchool, Kansas City, Mo.\nThompson, Laurence O., Superintendent\nof Schools, Keene, N. H.\nTrent, Adelaide R., Teacher in Charge,\nDuPont Circle School for Children,\nWashington, D. C.\nTurk, Genevieve, Principal, Scarritt\nSchool, Kansas City, Mo.\nTurney Ella May, State Teachers Col¬\nlege, Shepherdstown, W. Va.\nvon Kleinsmid, Rufus B., President, Uni¬\nversity of Southern California, Los\nAngeles, Calif.\nWarner,\nHattie, Superintendent of\nSchools, Nicholasville, Ky.\nWellemeyer, J. Fletcher, Dean, Junior\nCollege, Kansas City, Kans.\nWeymouth, Blanche, 127 Court St., La¬\nconia, N. H.\nWhitener, Ann E., 2331 Cathedral Ave.,\nWashington, D. C.\nWilferth, J. W., Superintendent of\nSchools, Springer, N. Mex.\nWillis, Charles F., Assistant Superin¬\ntendent of Schools, Baltimore, Md.\nWilson, Mrs. Alice, Director, Student\nForum\non International Relations,\nRoom 521, Phelan Building, San Fran¬\ncisco, Calif.\nWinningham, Mrs. Edythe, 503 Simpson\nSt., Greensboro, N. C.\n\n"}
{"page": 737, "printed_page": null, "text": "Committee\n\nWirt, Lula E., State Teachers College,\nKearney, Nebr.\nWoodruff, Caroline S., Principal, State\nNormal School, Castleton, Vt.\n\nJOINT\n\nCOMMISSION\n\nON\n\nRepresenting\n\nWright, Edith D., 415 Westmoreland\nAve., Houston, Tex.\nYoshida, Shigeo, 1908 Algaroba St.,\nHonolulu, T. H.\n\nEDUCATION\n\n(Special\n\nAND\n\nRESOURCES\n\nCommittee)\n\nNational Education\n\nGivens, Willard E., Executive Secretary,\nNational Education Association, 1201\nSixteenth Street, N. W., Washington,\nD. C.\nOdum, Howard, University of North\nCarolina, Chapel Hill, N. C.\n\nRepresenting\n\n733\n\nMembers\n\nAssociation\n\nWest, Ruth, Lewis and\nSchool, Spokane, Wash.\n\nClark\n\nHigh\n\nWilbur, Ray Lyman, President, Stanford\nUniversity, Stanford University, Calif.\n\nEducation\n\nProgressive\n\nAssociation\n\nMumford, Lewis, 243 Cumberland St.,\nBrooklyn, N. Y.\nRedefer, Frederick, Executive Secretary,\nProgressive Education Association, 221\nW. 57th St., New York, N. Y.\n\nHanna, Paul R., Chairman; Stanford\nUniversity, Stanford University, Calif.\nCushman. C. L., American Council on\nEducation, 744 Jackson PL, Washing¬\nton, D. C.\n\nJoint Appointees\nHand, Harold, University of Maryland,\nCollege Park, Md.\n\nStudebaker,\nmissioner\nD. C.\n\nJ. W., United\nof Education,\n\nJOINT COMMITTEE\nOF THE NATIONAL\nASSOCIATION AND THE AMERICAN\nASSOCIATION\n(Special\n\nLathrop, Edith A, Chairman; Associate\nSpecialist in School Libraries, United\nStates Office of Education, Wash¬\nington, D. C.\nBaldridge, Chloe C., Director, Rural\nand Elementary Education, State De¬\npartment of Education, Lincoln, Nebr.\n\nBoard\n\nMcPherson, Oscar H.. John Dixon Li¬\nbrary, Lawrenceville School, Lawrenceville, N. J.\n\nN.E.A.\n\nBristow, William H„\nAssistant Di¬\nrector, Bureau of Reference, Research,\nand Statistics, Board of Education,\n110 Livingston St., New York, N. Y.\nJohnson, B. Lamar, Librarian and Dean\nof Instruction, Stephens College, Co¬\nlumbia, Mo.\nRatcliffe, Betty, Broadway Apts. No. 33,\nMuskogee, Okla.\n\nAmerican\n\nDickinson, Charles W., Jr., State\nof Education, Richmond, Va.\n\nEDUCATION\nLIBRARY\n\nCommittee)\n\nRepresenting\n\nRepresenting\n\nStates CornWashington,\n\nLibrary Association\nParks, Martha Manier, State Department\nof Education, Nashville, Tenn.\nPotter, Hope L., Senior High School\nLibrary, South Pasadena, Calif.\nRoos, Jean Carolyn, Cleveland Public\nLibrary, Cleveland, Ohio.\n\nJOINT COMMITTEE\nOF THE NATIONAL EDUCATION\nASSOCIATION AND THE NATIONAL CONGRESS\nOF PARENTS AND TEACHERS\n(Authorized\n\nby\n\nRepresentative\n\nRepresenting\nIrons, Ralph, Superintendent of Schools,\nEvansville, Ind. (1940)\nJanvier. Carmelite. 703 Carondelet St.,\nNew Orleans, La. (1941)\n\nAssembly)\n\nN.E.A.\n\nSamuelson, Agnes, Executive Secretary,\nIowa State Teachers (1942) Associa¬\ntion. Des Moines, Iowa.\n\n"}
{"page": 738, "printed_page": null, "text": "National\n\n734\n\nEducation\n\nRepresenting\nPettengill, Mrs. J. K.. Chairman; Past\nPresident, National Congress of Par¬\nents and Teachers, Eddystone Hotel,\nDetroit, Mich.\n\nLEGISLATIVE\n(Authorized\n\nby\n\nN.C.P.T\nMabrey, Mrs. Warren L., 421a North\nFrederick St., Cape Girardeau, Mo.\nRaymond, Mrs. Fred M., 641 Prospect\nAve., S. E., Grand Rapids, Mich.\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\nAssociation\n\nMembers\n\nAde, Lester K., President, State Teachers\nCollege. Mansfield, 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., President. Montana Edu¬\ncation Association. Montana\nState\nUniversity. Missoula, Mont.\nAnderson, Esther L.. State Superin¬\ntendent of Public Instruction, Chey¬\nenne, Wyo.\nAnderson, Harry D.. Principal. Town¬\nship High School, Secretary, Board of\nEducation, Ottawa, Ill.\nAnderson, Homer W.. Superintendent of\nSchools, 601 City Hall, Omaha, Nebr.\nAnderson. Walter W.. Principal, White\nPine County Mining School, P. O.\nBox 88, Ely. Nev.\nAndrews, W. J., Superintendent, Stevens\nCounty Schools, Toccoa, Ga.\nApplegate, Mrs. Stella S., 307 StacyTrent Hotel. Trenton, N. J.\nArcher, C. P., President, Minnesota\nEducation Association, Assistant Pro¬\nfessor of Psychology. University of\nMinnesota. Minneapolis, Minn.\nAshbaugh. E. G.. Dean of Education,\nMiami University, Oxford. Ohio.\nAtwood, Stanley F., State Superintend¬\nent of Public Instruction, Olympia,\nWash.\nAvery, Andrew L.. Superintendent of\nDecatur County Schools, Bainbridge,\nGa.\nBabcock, Earl H.. Superintendent of\nSchools, Grand Haven, Mich.\nBaldwin. R. D., Professor of Educa¬\ntion, West Virginia University, Mor¬\ngantown. W. Va.\nBailev, Fred C.. 1947 Lafayette St.,\nS. E., Grand Rapids, Mich.\nBailey, Francis L.. Commissioner of\nEducation, Montpelier, Vt.\nBallou, Frank W., Sunerintendent of\nSchools. Washington. D. C.\nBanks. L. Frazier. Assistant Superin¬\ntendent of Schools. Birmingham. Ala.\nBarnes. Mrs. Gladys D., President,\nWashington Education Association, P.\n0- Box 1884, Spokane, Wash.\n\nAssembly)\n\nBass, W. A., Superintendent of Schools,\nNashville, Tenn.\nBassett, Raymond E., Secretary, Ver¬\nmont\nEducation Association, God¬\ndard College, Plainfield, Vt.\nBateman, E. Allen, President, Utah\nEducation Association, Superintendent\nof Schools, Logan, Utah.\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,\nUrbana, Ill.\nBennison, Olive W., Secretary-Treas¬\nurer, Department of Classroom Teach¬\ners,\nWash.W. 1409 Fourth Ave., Spokane,\nBiester, Fred L., Principal, Glenbard\nTownship\nHigh School, Glen Ellyn,\nIll.\nBlackwell, J. D., President, State Teach¬\ners College, Salisbury, Md.\nBlaisdell, Joseph E., President, Maine\nTeachers Association, Principal, Rock¬\nland High School. Rockland, Maine.\nBliss, Walton B., Executive Secretary,\nOhio Education Association, 21 E.\nState St., Columbus, Ohio.\nBowman,\nLeonard L., Viceprincipal,\nSanta Barbara High School, Santa\nBarbara, Calif.\nBrady, John F., Chief Deputy Superin¬\ntendent of Schools, Civic Auditorium,\nSan Francisco, Calif.\nBraun, Laura M., President, Pennsyl¬\nvania State Education Association,\n4909 Sciota St., Pittsburgh, Pa.\nBray. Mildred, State Superintendent of\nPublic Instruction, Carson City, Nev.\nBreckner, Elmer L., Director of Re¬\nsearch, Washington State Planning\nCouncil, 400 Old Capitol Bldg., Olym¬\npia, Wash.\nBrisker,\nMrs. Sarah F., 726 Shepherd\nSt., N. W., Washington, D. C.\nBrister, R. H., Superintendent of Schools,\nWaco. 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.\nBrooker. John W., State Superintendent\nof Public Instruction, Frankfort. Ky.\nBrowe, Herman, Assistant Superinten¬\ndent of Schools, Detroit, Mich.\nBrown, B. Frank, Superintendent of\nSchools, Gulfport, Miss.\nBrown. Daisy, 630 State Office Bldg.,\nSt. Paul, Minn.\nBryan, J. E., Superintendent, Jefferson\nCounty Schools, Birmingham, Ala.\nBugg, John J., Superintendent, Pinal\nCounty Schools. Florence, Ariz.\nBurnham. Archer L., Secretary, Nebraska\nState Teachers Association, 605 S.\nFourteenth St., Lincoln, Nebr.\n\n"}
{"page": 739, "printed_page": null, "text": "Committee\n\nBurkhard, Russell V., Principal, Frank\nA. Day Junior High School, Newtonville, Mass.\nBurkholder, E. Paul, Rural Supervisor,\nState Department of Public Instruc¬\ntion, Dover, 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, Ernest W., Superintendent\nof Schools, Bloomfield, Conn.\nByrnes, Mary R., 3741 First Ave. S.,\nMinneapolis, Minn.\nCaldwell, Rush M., 2527 Ross Ave.,\nDallas, Texas.\nCampbell, Arthur, Superintendent of\nSchools, Anderson, Ind.\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.\nCary, Miles E., Principal, McKinley\nHigh School, Honolulu, T. H.\nChase, Francis, Secretary, Virginia Edu¬\ncation Association, 401 N. Ninth St.,\nRichmond, Va.\nClark, Harry, Superintendent of Schools,\nKnoxville, Tenn.\nClark, J. J., Superintendent, Roosevelt\nSchool, District No. 66, Phoenix, Ariz.\nCloud, Roy W., Secretary, California\nTeachers Association, 155 Sansome\nSt., San Francisco, Calif.\nCoats, J. P., Secretary, South Carolina\nEducation Association, University\nHigh School, Columbia, S. C.\nCobb, B. B., Secretary, Texas State\nTeachers Association, 410 E. Weather¬\nford St., Fort Worth, Texas.\nCollins, Albert H., State Superintendent\nof Education, Montgomery, Ala.\nCollins, Helen T., Principal, Lovell\nSchool, New Haven, Conn.\nCollins, M. D., State Superintendent of\nSchools. Atlanta, Ga.\nColvin, W.\nL., Principal, Jeanerette\nHigh School, Jeanerette, La.\nCondie, John W., State Superintendent\nof Public Instruction, Boise, Idaho.\nCondon, John W., Secretary, New Hamp¬\nshire State Teachers Association, 465\nMaple St., Manchester, N. H.\nConner, J. Carl, 2215 N. Walker Ave.,\nOklahoma City, Okla.\nConrad, Jennie M., State Teachers Col¬\nlege, Kearney, Nebr.\nCooper, H. V., Superintendent of Schools,\nVicksburg, Miss.\nCorrigan, Mrs. Grace J., State Superin¬\ntendent of Public Instruction, Santa\nFe, N. Mex.\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 High\nSchool, Columbia, S. C.\nCulp, V. H., Director, Rural Educa¬\ntion, Northern Normal and Industrial\nSchool, Aberdeen, S. Dak.\nDahl, Mrs. Myrtle Hooper, R. F. D.\nNo. 1, Mound, Minn.\nDavis, Walter H., Secretary, Maryland\nState Teachers Association, Havre de\nGrace High School, Havre de Grace,\nMd.\nDexter, Walter F., State Superintendent\nof Public Instruction, Sacramento,\nCalif.\n\n735\n\nMembers\n\nDietrich, E. N., State Director of Edu¬\ncation, Columbus, Ohio.\nDietrich, H.\nO., Superintendent of\nSchools, Norristown, Pa.\nDick, Nellie O., President, West Vir¬\nginia Education Association, Charles¬\ntown, W. Va.\nDickison, P. E., Representative, 78th\nDistrict, Texas House of Representa¬\ntives, Court House, San Antonio,\nTexas.\nDilts, Dwight F., Secretary, Nevada\nState Education Association, 402 W.\nMusser St., Carson City, Nev.\nDoudna, Edgar G., Secretary, Board of\nNormal School Regents, Madison, Wis.\nDowney, Walter F., State Commissioner\nof Education, Boston, Mass.\nDuggan, B. O., State Commissioner of\nEducation, Nashville, Tenn.\nDunn, D. Y., County Superintendent of\nSchools, Lexington, Ky.\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.\nEldred, Arvie, Secretary, New\nYork\nState Teachers Association, 152 Wash¬\nington Ave., Albany, N. Y.\nEikenberry, V. L., Superintendent of\nSchools, Vincennes, Ind.\nElcan, E. G., Superintendent of Schools,\nBainbridge, Ga.\nElliott, Charles H., Commissioner\nEducation, Trenton, N. J.\n\nof\n\nElliott, Eugene B., State Superintend¬\nent of Public Instruction, Lansing,\nMich.\nEnglish,\nPublic\n\nColin, State Superintendent of\nInstruction, Tallahassee, Fla.\n\nEnglund, Walter E., Secretary, Min¬\nnesota Education Association, 2429\nUniversity Ave., St. Paul, Minn.\nErickson, Everett R., Assistant Pro¬\nfessor of Education, University of\nAlaska, College, Alaska.\nErwin, Clyde A., State Superintendent\nof Public Instruction, Raleigh, N. C.\nEwing, Lyle Wilson, Bible Hill, Clare¬\nmont, N. 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.\nFife, Ray, Professor, Department of Ag¬\nriculture Education, Ohio State Uni¬\nversity, 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.\nFlora, A. C., Superintendent of Schools.\nColumbia, S. C.\nFoote, Leon R., Professor of Education,\nEastern Montana Normal School, Bill¬\nings, Mont.\nForce, Anna\nLaura, Principal, Lake\nJunior High School, Denver, Colo.\nFowler, Wade C., Chief Clerk, Depart¬\nment\nof 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, An¬\nnapolis, Md.\n\n"}
{"page": 740, "printed_page": null, "text": "736\n\nNational\n\nEducation\n\nFrank, Kate, Central High School, Mus¬\nkogee, Okla.\nFrazar, L. E. Southwestern Louisiana\nInstitute, Lafayette, La.\nFrench, Will, Teachers College, Colum¬\nbia University, New York, N. Y.\nGaddy, Claude F., Superintendent of\nSchools, Raleigh, N. C.\nGaiser, P. F., Superintendent of Schools,\nVancouver, Wash.\nGalbraith, C. Layton, Superintendent of\nSchools, McGill, Nev.\nGallagher, Edith, 50154 S. Fifteenth St.,\nSt. Joseph, Mo.\nGallardo, Jose M., Commissioner of Edu¬\ncation, San Juan, P. R.\nGaringer, Elmer H., Principal, Central\nHigh School, Charlotte, N. C.\nGates, C. Ray, Superintendent of Schools,\nGrand Island, Nebr.\nGayman, H. E., Executive Secretary,\nPennsylvania State Education Asso¬\nciation, 400 N. Third St., Harris¬\nburg, Pa.\nGibson, Joseph E., Professor of Educa¬\ntion, Tulane University, New Orleans,\nLa.\nGinorio, Jose Gonzales, President, Puerto\nRico Teachers Association, Box 1166,\nSan Juan, P. R.\nGlenn, Charles B., Superintendent of\nSchools, Birmingham, Ala.\nGoins, Jesse L., Superintendent of\nSchools, Cheyenne, Wyo.\nGoodall, Elizabeth, Assistant Superin¬\ntendent, Kanawha County Schools,\nCharleston, W. Va.\nGrace, Alonzo G., State Commissioner of\nEducation, Hartford, Conn.\nGray, C. H., Superintendent, Gadsden\nCounty, Quincy, Fla.\nGray, Jessie, Stevens School, Philadel¬\nphia, Pa.\nGriffey, Annie G., Assistant Superin¬\ntendent of Schools, Eighth and Louisi¬\nana Sts., Little Rock, Ark.\nGriffith, P. H., Director of General Ex¬\ntension, Louisiana State University,\nBaton Rouge, La.\nGrigg, Claude, Superintendent of Schools,\nAlbemarle, N. C.\nGrosvenor, Edith Louise, The Iowa\nApartments, Washington, D. C.\nGunn, Henry M., Principal, Lincoln\nHigh School, Portland, Ore.\nGunn, Thomas J., Principal, Central\nHigh School, 2425 Tuxedo Ave., De¬\ntroit, Mich.\nGyger, John T., Superintendent of\nSchools, Falmouth High School, Port¬\nland, Maine.\nHaas, Francis B., State Superintendent\nof Public Instruction, Harrisburg, Pa.\nHale, Florence, P. O. Box 345, Darien,\nConn.\nHall, W. F., State Department of Edu¬\ncation, Little Rock, Ark.\nHanna, George W., Superintendent of\nSchools, Valley City, N. Dak.\nHarman, A. F., President, Alabama Col¬\nlege for Women, Montevallo, Ala.\nHarrington, Francis E., A. J. Nystrom\nCo., Hartford, Conn.\nHarris, T. H., State Superintendent of\nEducation, Baton Rouge, La.\nHarrison, A. E., President, Iowa State\nTeachers Association, Superintendent,\nBuena Vista County Schools, Storm\nLake, Iowa.\nHarvill, Halbert, Dean, Austin Peay\nNormal School, Clarksville, Tenn.\nHawfield, S. G., Principal, Penderlea\nHigh School, Willard, N. C.\n\nAssociation\n\nHealy, Joseph E., Superintendent, Deaf\nand Blind School, Staunton, Va.\nHelms, W. T., City Superintendent of\nSchools, Richmond, Calif.\nHendrix, H. E., State Superintendent of\nPublic 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 Public Instruction, Ra\nleigh, 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.\nHirst, Claude M., Director of Indian\nAffairs, Juneau, Alaska.\nHolliday, Leonore, 2805 Stratford Ave.,\nCincinnati, Ohio.\nHollis, L. P., Superintendent, Parker\nSchool District, Greenville, S. C.\nHollister, Mrs. Neva W., 1646 San Pablo\nAve., Fresno, Calif.\nHolloway, Harry V., State Superin¬\ntendent\nof Public Instruction, Dover,\nDel.\nHolmes, Harley W., Superintendent of\nSchools, Marshall, Mich.\nHolt, A. D., Secretary-Treasurer, Ten¬\nnessee Education Association, 601602 Cotton States Bldg., Nashville,\nTenn.\nHolt, Harry L., President, Alaska Edu¬\ncation Association, Superintendent of\nSchools, Seward, Alaska.\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, Marie A., President, Rhode\nIsland Institute of Instruction, 29\nModena Ave., Providence, R. I.\nHowell, C. M., Secretary, Oklahoma\nEducation Association, 326 Key Build¬\ning, Oklahoma City, Okla.\nHuff, Raymond, Superintendent of\nSchools, Clayton, N. Mex.\nHughes, Rees H., Superintendent of\nSchools, Parsons, Kans.\nHughey, A. H., Superintendent of\nSchools, El Paso, Texas.\nHulme, George W., President, Alabama\nEducation Association, Superintendent\nof Schools, Fort Payne, Ala.\nHumphrey, G. D., President, State Col¬\nlege, State College, Miss.\nHunt, Homer E., Superintendent of\nSchools, St. Albans, Vt.\nHunt, R. L., New Mexico College of\nAgriculture and Mechanic Arts, State\nCollege, N. Mex.\nJack, William B., Superintendent of\nSchools, Portland, Maine.\nJacob, Walter, Principal, Public School\nNo. 3, Bright St. and Jersey Ave.,\nJersey City, N. J.\nJacobsen, E. W., Superintendent of\nSchools, Oakland, Calif.\nJames, W. A., Principal, Ball High\nSchool, Galveston, Texas.\nJeffords, H. Morton, Superintendent of\nSchools, Wallingford, Conn.\nJenkins, Ralph D., Superindendent of\nSchools, Englewood, Colo.\nJensen, N. Howard, Principal, Central\nSchool, Tooele, Utah.\nJerde, O. J., Department of Social\nScience, State Teachers College, St.\nCloud, Minn.\n\n"}
{"page": 741, "printed_page": null, "text": "Committee\n\nJohnson, Homer L., Superintendent of\nSchools, Payson, Ill.\nJohnson, Laurence B., Managing Editor,\nNew Jersey Educational Review, 605\nBroad St., Trenton, N. J.\nJoynes, Mrs. Edith B., Principal, Gatewood School, Berkeley, Norfolk, Va.\nJulian, Roy B., Superintendent of\nSchools, Valparaiso, Ind.\nKarnes, Anthony E., Commissioner of\nEducation, Juneau, Alaska.\nKeith, Everett. Assistant Secretary, Mis¬\nsouri State Teachers Association, Co¬\nlumbia, Mo.\nKenehan, Grace, 5700 Montview Blvd.,\nDenver, Colo.\nKerney, O. C., Secretary, Wyoming\nEducation Association, Newcastle,\nWyo.\nKersey, Vierling, Superintendent of\nSchools, Los Angeles, Calif.\nKidder, Gordon E., Superintendent of\nSchools, Ronan, Mont.\nKilgore, L. L., Superintendent, Jeffer¬\nson Davis Parish School Board, Jen¬\nnings, La.\nKimball, V. E., Assistant State Superin¬\ntendent 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, Paris\nPublic Schools, Paris, Ky.\nKnox, J. H., Superintendent of Schools,\nSalisbury, N. C.\nKnox, William F., Central Missouri\nState Teachers College, Warrensburg,\nMo.\nKopka, M. A., Superintendent of Schools,\nHamtramck, Mich.\nKopp, Charles L., Superintendent of\nSchools, Allegany County, Cumber¬\nland, Md.\nKulp, Claude L., Superintendent of\nSchools, Ithaca, N. Y.\nKuns, Ford B., President, Wyoming\nEducation Association, County Super¬\nintendent of Schools, Lusk, Wyo.\nLafferty, Oma Clare, 1960 Crescent Ave.,\nCharlotte, N. C.\nLaing, Earl R., Principal, Burt School,\n20710 Pilgrim Ave., Detroit, Mich.\nLamb, L. H., Superintendent of Schools,\nFlint, Mich.\nLangworthy, Harry W., Superintendent\nof Schools, Gloversville, N. Y.\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. M., Superintendent of Schools,\nWooster, Ohio.\nLebron, Francisco, Box 1166, San Juan,\nP. R.\nLee, Charles A., Professor of Education,\nWashington University, St. Louis, Mo.\nLefler, Millard C., Superintendent of\nSchools. Lincoln, Nebr.\nLessing, Marie A., 605 Columbia Bldg.,\nPortland, Ore.\nLewis, Mrs. Inez Johnson, State Super¬\nintendent of Public Instruction, Den¬\nver, Colo.\nLiebendorfer, A. F., President, Nebraska\nState Teachers Association, Superin¬\ntendent of Schools, Sidney, Nebr.\nLind, A. Grace, Supervising Principal,\nEmery School, Washington, D. C.\nLindsey, John C., Superintendent of\nSchools, Mitchell, S. Dak.\n\nMembers\n\n737\n\nLittlefield, B. E., Superintendent of\nSchools, Fairmont, N. C.\nLivingston, Esther, 104 N. W. Third\nSt., Homestead, Fla.\nLoggins, W. F., President, South Caro¬\nlina Education Association, Superin¬\ntendent of Schools, Greenville, S. C.\nLong, Oren E., Superintendent of Public\nInstruction, Box No. 2360, Honolulu,\nT. H.\nLongfellow, J. T., Superintendent of\nSchools, Oregon City, Ore.\nLoper, John D., Superintendent of\nSchools, Phoenix, Ariz.\nLopez, Francisco Rodrigues, 30 Vallejo\nSt., Rio Piedras, P. R.\nLord, Charles E., Superintendent, School\nUnion Number 69, Camden, Maine.\nLord, Daisy, 1027 W. Main St., Waterbury, Conn.\nLowe, Barrett, Superintendent of Schools,\nWessington Springs, S. Dak.\nLuiz, John C., Principal, Waialae School,\nHonolulu, T. H.\nMcAlister, Sam B., North Texas State\nTeachers College, Denton, Texas.\nMcBride, E. A., Talladega, Ala.\nMcClenny, George L., State Superin¬\ntendent of Public Instruction, 1614\nCentral Park Ave., Topeka, Kans.\nMcClure, Worth, Superintendent of\nSchools, Seattle, Wash.\nMcCombs, N. D., Assistant Superin¬\ntendent of Schools, 629 Third St., Des\nMoines, Iowa.\nMcCowen, E. O., Superintendent, Sciota\nCounty Schools, 305 Court House,\nPortsmouth, Ohio.\nMcCurdy, M. E., Secretary, North Da¬\nkota Education Association, 300 de\nLendrecie Bldg., Fargo, N. Dak.\nMcIntosh, E. J., 62 Front St., Wey¬\nmouth, Mass.\nMcLure, John R., University of Ala¬\nbama, University, Ala.\nMcMurray, Floyd I., State Superintend¬\nent of Public Instruction, Indianap¬\nolis, Ind.\nMcTaggart, Earl L., Executive Secre¬\ntary, Hawaii Education Association,\nHonolulu, T. H.\nMacGregor, Effie, Principal, John Bur¬\nroughs School. 2003 Aldrich Ave., S.,\nMinneapolis, Minn.\nMacKay, Donald, President, Eastern\nNew Mexico Junior College, Portales,\nN. Mex.\nMahoney, J. R., Professor of Economics,\nUniversity of Utah, Salt Lake City,\nUtah.\nManning, C. G., Superintendent of\nSchools, District No. One, Junior\nHigh Bldg., Lewistown, Mont.\nMarkham, W. T., State Department of\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.\nVa.\nMaryott, Alfred J., Principal, Senior\nHigh School, Pawtucket, R. I.\nMason, Jesse H., Superintendent of\nSchools, Canton, Ohio.\nMattoon, A. L., Findlay Education As¬\nsociation, Findlay, Ohio.\nMaxwell, Charles F., County Superin¬\ntendent of Schools, Westmoreland\nCounty, Greensburg, Pa.\nMaxwell, Helen, 2411 Highland Ave.,\nNew Castle, Pa.\nMay, Ernest A., 3924 N. Cramer St.,\nMilwaukee, Wis.\n\n"}
{"page": 742, "printed_page": null, "text": "738\n\nNational\n\nEducation\n\nMelcher, George, Superintendent of\nSchools, Kansas City, Mo.\nMerrill, Birdine, Box 303, Gresham, Ore.\nMessner, Jacob C., Superintendent, Har¬\nrington Special School District, Har¬\nrington, Del.\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 Public\nSchool System, Front Royal, Va.\nMobley, M. D., State Director of Vo¬\ncational Education, State Department\nof Education, Atlanta, Ga.\nMoe, Martin P., Executive Secretary,\nMontana Education Association, 403405 Power Block, Helena, Mont.\nMooney. W. B., Executive Secretary,\nColorado Education Association, 230\nCoronado Bldg., Denver. Colo.\nMoore. Robert C., 312 N. High St.,\nCarlinville, Ill.\nMorgan, Barton, Head, Department of\nVocational Education, Iowa State Col¬\nlege, Ames, Iowa.\nMorgan, DeWitt S., Superintendent of\nSchools, Indianapolis. Ind.\nMorrison, Ed, President, Panhandle\nAgricultural and Mechanical College,\nGoodwell, Okla.\nMorrison, Howard D., Superintendent of\nSchools. Department of Public In¬\nstruction,\nMercer County, Trenton,\nN. J.\nMosby, H. G., Field Secretary, South\nDakota Education Association, Sioux\nFalls, S. Dak.\nMounce, Charles R., Maui High School,\nHamakuapoko, Maui, T. H.\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 E. Marcy\nSt., Santa Fe. N. Mex.\nMunroe, P. 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. College of Education,\nUniversity of Minnesota, Minneapolis,\nMinn.\nNeulen, Leon N., Superintendent of\nSchools, Camden, N. J.\nNissen, S. B., Secretary, South Dakota\nEducation Association, Sioux Falls,\nS. Dak.\nNixon, Hugh, Secretary, Massachusetts\nTeachers Federation, 15 Ashburton\nPlace, Boston. Mass.\nNorton, Elbert B., Superintendent, Cov¬\nington County Schools, Andalusia, Ala,\nNorton, John K., Professor of Education,\nTeachers College, Columbia University,\nNew York, N. Y.\nOates, Anne J., President, Connecticut\nState Teachers Association, Willimantic State Teachers College, Willimantic. Conn.\nOleson, Cora. Vicepresident, Washing¬\nton Education Association, Ridpath\nHotel, Spokane, Wash.\nOwen, Ralph D., Professor of Educa¬\ntional Administration, Temple Uni¬\nversity, Philadelphia, Pa.\nPage, John S., President, Michigan Edu¬\ncation Association, Superintendent of\nSchools, Howell, Mich.\n\nAssociation\n\nPage, William C., Superintendent, Pa¬\nrental School, 5300 N. St. Louis Ave.,\nChicago, Ill.\nParker, Jessie M., State Superintendent\nof Public Instruction, Des Moines,\nIowa.\nPatrick, W. Burton, Superintendent of\nSchools, Orange, N. J.\nPearson, Irving F., Secretary, Illinois\nEducation Association, 100 E. Edwards\nSt., Springfield, Ill.\nPhillips, A. J., Executive Secretary,\nMichigan Education Association, 935\nWashington Ave., Lansing, Mich.\nPhillips, L. V., Principal, Lincoln\nSchool, Vincennes, Ind.\nPhillips, Spencer, Louisiana Tax Com¬\nmission, State Department of Educa¬\ntion, Baton Rouge, La.\nPhipps, W.\nE., Superintendent of\nSchools, Russellville, Ark.\nPillsbury, W. H., Superintendent of\nSchools, Schenectady, N. Y.\nPipkin, John G., Business Manager,\nLittle Rock Public Schools, Eighth and\nLouisiana Sts., Little Rock, Ark.\nPitcher, William, Superintendent, St.\nTammany Parish School Board, Cov¬\nington, La.\nPlenzke, O. H., Secretary, Wisconsin\nEducation Association, 404 Insurance\nBldg., Madison, Wis.\nPoche, J. N., Instructor of Public\nSpeaking, Samuel J. Peters High\nSchool of Commerce, New Orleans, La.\nPope, D. N., 711 W. Fifth St., Roswell,\nN. Mex.\nPotwin, R. W., President, Kansas State\nTeachers Association, Superintendent\nof Schools, McPherson, Kans.\nPowers, J. Orin. 822 Emerson St., N. W.,\nWashington, D. C.\nPringle, James N., Commissioner of\nEducation, Concord, N. H.\nPrizer, R. M., Secretary, Alaska Educa¬\ntion Association, Anchorage Public\nSchool. Anchorage, Alaska.\nPruitt, E. W., Superintendent, Frederick\nCounty Schools,\nBoard of Education,\nFrederick,\nMd.\nPrunty, Merle, Director of Personnel\nand Extra-Curricular Division, Ste¬\nphens 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., State Department of\nEducation, Little Rock, Ark.\nRagsdale, S. L. (Deceased), L. C. Humes\nHigh School, Memphis, Tenn.\nRamsey, Ralph, L., Secretary, Georgia\nEducation Association, 403-404 Walton\nBldg., Atlanta, Ga.\nRansom, Mrs. R. E., Supervisor, Adult\nEducation, Cleveland County, Kings\nMountain, N. C.\nReardon, Ruth, State Superintendent of\nPublic Instruction, Helena, Mont.\nRedding, William F., Assistant Super¬\nintendent of Schools, Providence, R. I.\nReed, Truman G., Principal, Lewis and\nClark High School, Spokane, Wash.\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, Polytechnic\nInstitute, Ruston, La.\n\n"}
{"page": 743, "printed_page": null, "text": "Committee\n\nRichmond, James H., President, Murray\nState Teachers College, Murray, Ky.\nRickards, James S., Executive Secretary,\nFlorida Education Association, 33\nCentennial Bldg., Tallahassee, Fla.\nRisley, James H., Superintendent of\nSchools, District No. 1, Pueblo, Colo.\nRoberts, Roy W., Associate Professor of\nAgricultural Education, University of\nArkansas, Fayetteville, Ark.\nRobinson, Alice, Dean of Women, State\nTeachers College, Kearney, Nebr.\nRockett, James F., Director of Educa¬\ntion, Department of Education, State\nHouse, Providence, R. I.\nRockwell, John Gundersen, Commis¬\nsioner of Education, St. Paul, Minn.\nRockwell, Rena, 364 W. Clinton, El¬\nmira, N. Y.\nRodes, Lester A., Supervising Prin¬\ncipal of Schools, South River, N. J.\nRoe, Warren A., Principal, Alexander\nStreet School, Newark, N. J.\nRowell, Virginia, 200 W. 107th St., Los\nAngeles, Calif.\nRushing, John, 600 E. Seventy-Seventh\nSt., Seattle, Wash.\nRussell, Charlotte, 448 W. Sixty-Second\nSt., Chicago, Ill.\nRussell, Earle S., Superintendent of\nSchools, Windsor, Conn.\nRyder, H. E., Fremont, Ohio.\nSt. John, C. E., Superintendent of\nSchools, Arkansas City, Kans.\nSamuel, Helen, Gordon Junior High\nSchool, Thirty-Fifth and T Sts., N.\nW., Washington, D. C.\nSamuelson, Agnes, Secretary, Iowa State\nTeachers Association, 415 Shops Bldg.,\nDes Moines, Iowa.\nSaunders, Joseph H., Superintendent\nof Schools, Newport News, Va.\nSaxvik, H. O., Superintendent of Schools,\nBismarck, N. Dak.\nSchlagle, F. L., Superintendent of\nSchools, Kansas City, Kans.\nSchrock, Anna, Wiley School, Salis¬\nbury, N. C.\nScully, Susan, 6410 Woodlawn Ave.,\nChicago, Ill.\nSetzephandt, A. O. H., Principal, Barn¬\nard School, Tulsa, Okla.\nSexson, John A., Superintendent of\nSchools, Pasadena, Calif.\nShafer, Benjamin F., Superintendent of\nSchools, Freeport, Ill.\nShaver, C. N., President, Sam Houston\nState Teachers College, Huntsville,\nTexas.\nShaw, Albert M., Box 2885, Terminal An¬\nnex, Los Angeles, Calif.\nShaw, R. T., 834 Real Estate Trust\nBldg., Philadelphia, Pa.\nSheldon, Donald R., Superintendent of\nSchools, Prescott, Ariz.\nSherrod, C. C., President, State Teach¬\ners College, Johnson City, Tenn.\nShields, Richard A., President, Delaware\nState Education Association, Superin¬\ntendent of Schools, Lewes, Del.\nSkidmore, Charles H., State Superin¬\ntendent of Public Instruction, Salt\nLake City, Utah.\nSmith, B. L., Superintendent of Schools,\nGreensboro, N. C.\nSmith, Bela B., Superintendent of\nSchools, Kinston, Pa.\nSmith, Harold W., Superintendent of\nSchools, Glendale, Ariz.\nSmith, Harry P., School of Education,\nSyracuse University, Syracuse, N. Y.\nSmith, Henry Lester, Dean, School of\nEducation, Indiana University, Bloom¬\nington, Ind.\n\nMembers\n\n739\n\nSmith, Irving Wright, Superintendent of\nSchools, Great Falls, Mont.\nSmith, J. Edward, Superintendent of\nSchools, Okolona, Ark.\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, Del.\nStanton, B. F., Superintendent of\nSchools, Alliance, Ohio.\nStilwell, H. W., Superintendent of\nSchools, Texarkana, Texas.\nStoddard, A. J., Superintendent of\nSchools, Philadelphia, Pa.\nStouffer, Samuel M., Superintendent of\nSchools, Wilmington, Del.\nStout, Grover, Principal, Wingert School,\n1851 W. Grand Boulevard, Detroit,\nMich.\nStraight, J. J., Superintendent of Schools,\nFairmont, W. Va.\nStringer, S. L., President, Mississippi\nEducation Association, Superintendent\nof Schools, Crosby, Miss.\nStrong, S. C., Secretary, New Jersey\nState Teachers Association, 307 StacyTrent Hotel, Trenton, N. J.\nSutton, D. H., Director of School Fi¬\nnance, State Department of Education,\nColumbus, Ohio.\nSutton, Willis A., Superintendent, At¬\nlanta Public Schools, Atlanta, Ga.\nSweeney, Joseph C., Chapel St., Harrisville, R. I.\nSweeney, Margaret, President, Indiana\nState Teachers Association, High\nSchool, Jeffersonville, Ind.\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,\nUtah.\nTaylor, Walter N., Secretary, Missis¬\nsippi Education Association, 219 N.\nPresident St., Jackson, Miss.\nTaylor, William S., College of Educa¬\ntion,\nof Kentucky, Lex¬\nington,University\nKy.\nTemple, D. E., 215 Masonic Temple\nBldg., Tulsa, Okla.\nTerrebonne, L. P., Superintendent, Iber¬\nville Parish Schools, Plaquamine, La.\nThalman, John W., Superintendent,\nWaukegan Township High School,\nWaukegan, Ill.\nThompson, Arthur E., State Superin¬\ntendent of Public Instruction, Bis¬\nmarck, N. Dak.\nThrasher, Mrs. Anne N., Secretary. Edu¬\ncation Association of the District of\nColumbia. Woodrow Wilson High\nSchool, Washington, D. C.\nThurston, F. L., Executive Secretary,\nCalifornia Teachers Association, South¬\nern Section, 200 Continental Bldg.,\n408 S. Spring St., Los Angeles, Calif.\nTighe, B. C. B., Principal, Senior High\nSchool, Fargo, N. Dak.\nTownsend, W. B., Teachers College,\nColumbia University, New York, N. Y.\nTraner, Fred W., University Station,\nReno, Nev.\nTrent. W. W., State Superintendent of\nFree Schools, Charleston, W. Va.\nTroy, Ann A., Principal, Washington\nSchool, Nutley, N. J.\n\n"}
{"page": 744, "printed_page": null, "text": "740\n\nNational\n\nEducation\n\nTurnbull, L. W., Superintendent, North\nBend Public Schools, North Bend,\nOre.\nTurner, H. L., Director, State Depart¬\nment of Public Instruction, Lansing,\nMich.\nUnderwood, Frank M., Assistant Super¬\nintendent of Schools, Board of Educa¬\ntion, St. Louis, Mo.\nUpton, A. H., Principal, Royal Oak\nHigh School, Royal Oak, Mich.\nVail, Alice L., President, Arizona Edu¬\ncation Association, Tucson, Ariz.\nVan Buskirk, D. A., Superintendent of\nSchools, Hastings, Mich.\nVanderveer, Lonnie, President, Okla¬\nhoma Education Association, Superin¬\ntendent, Washita County Schools, Cor¬\ndell, Okla.\nVandiver, J. S., State Superintendent of\nEducation, Jackson, Miss.\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 Frank, Superintendent of\nSchools, Helena, Ark.\nWalker, Thomas J., Editor, School and\nCommunity, Secretary, Missouri State\nTeachers Association, Columbia, Mo.\nWaller, A. M., Superintendent, Ward\nCounty Schools, Minot, N. Dak.\nWalsh, John E., Superintendent of\nSchools, Nampa, Idaho.\nWarren, J. B., Secretary, North Caro¬\nlina Education Association, Box 350,\nRaleigh, N. C.\nWarren, J. B., Billinghurst Junior High\nSchool, Reno, Nev.\nWarters, Jane, 2450 S. W. First St.,\nMiami, Fla.\nWatson, Bruce M., 509 Woodland Court,\nWayne, Pa.\nWeglein, David E., Superintendent of\nPublic Instruction, School Administra¬\ntion Bldg., 3 E. Twenty-Fifth St.,\nBaltimore, Md.\nWelch, Harold L., 174 Binford St.,\nOgden, Utah.\nWells, Mrs. Elva C., 5425 Connecticut\nAve., Apt. 202, Washington, D. C.\nWells, Guy H., President, Georgia State\nCollege for Women, Milledgeville, Ga.\nWetherington, A. B., Superintendent of\nSchools, Blevins, Ark.\n\nNATIONAL\n(Formed\n\nCOUNCIL\n\nON\n\nAssociation\n\nWhelchel, E. V., 10 Forsyth St. Bldg.,\nAtlanta, Ga.\nWhite, Holman, Superintendent of\nSchools, District No. 7, Simon Muhr\nSchool, Twelfth St. and Allegheny\nAve., Philadelphia, Pa.\nWhite, L. A., Superintendent of Schools,\nMinot, N. Dak.\nWhite, W. H. S., President, State\nTeachers\nCollege, Shepherdstown, W.\nVa.\nWhitlock, Sarah O., Principal, Lincoln\nSchool, New Brunswick, N. J.\nWieland, J. A., State Superintendent of\nPublic Instruction, Springfield, Ill.\nWiggin, Joseph A., Principal, Brattleboro High School, Brattleboro, Vt.\nWilkinson, Garnet, Assistant Superin¬\ntendent of Schools, Franklin Bldg.,\nWashington, D. C.\nWilliams, Ben R., President, Arkansas\nEducation Association, Superintendent\nof Schools, Ashdown, Ark.\nWilliamson, Pearl, Superintendent of\nSchools, DeQueen, Ark.\nWilson, Elmer E., President, Idaho\nEducation Association, Superintend¬\nent of Schools, Mullan, Idaho.\nWilson, J. T., President, Florida Educa¬\ntion Association, Superintendent, Dade\nCounty Schools, 275 N. W. Second St.r\nMiami, Fla.\nWilson, James H., Superintendent of\nSchools, Rocky Ford, Colo.\nWilson, Mrs. Julia S., 3044 Upper\nManoa, Honolulu, Hawaii.\nWitt, Everett, Superintendent, Warren\nCounty Schools, Bowling Green, Ky.\nWoodbury, Mrs. Grace I., 4 Lakecroft\nCourt, Melrose, Mass.\nWoodruff, Caroline S., Principal, State\nNormal School, Castleton, Vt.\nWoods, L. A., State Superntendent of\nPublic Instruction, Austin, Texas.\nWoodward, Annie C., 78 Highland Ave.,\nSomerville, Mass.\nWoodward, H. M., 745 Monadnock Bldg.,\nSan Francisco, Calif.\nWooster, Earl, Principal, Reno High\nSchool, Reno, Nev.\nWright, C. O., Assistant Secretary,\nKansas State Teachers Association,\n315 W. Tenth St., Topeka, Kans.\nWright, H. W., Secretary, Louisiana\nTeachers Association, 418 Florida St.,\nBaton Rouge, La.\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\nTEACHER\n\nRETIREMENT\n\nby the merging of the Committee on Retirement Allowances of the N. E. A.\nand the National Council of Teachers’ Retirement Systems)\n\nTaylor, Louis, Chairman; Secretary,\nNew York City Teachers Retirement\nSystem, Municipal Bldg., N. Y.\nMedinger, Mildred, Vice-Chairman; Sec¬\nretary, Maryland State Teachers Re¬\ntirement System, 2004 Lexington Bldg.,\nBaltimore, Md.\nRoch, Jennie, Secretary-Treasurer; Assist¬\nant Secretary, New Orleans Teacher\nRetirement System, 703 Carondelet St..\nNew Orleans, La.\nBrown, Mortimer, Texas Teachers Re¬\ntirement System, College Station, Aus¬\ntin, Texas.\nClifford, J. M., Secretary, Michigan\nTeachers Retirement Fund, Michigan\nEducation Bldg., Lansing, Mich.\n\nRogers, P. C., Secretary-Treasurer,\nTeachers Retirement System of Lou¬\nisiana,\n418 Florida St., Baton Rouge,\nLa.\nShambach, J. Y., Deputy Secretary, Penn¬\nsylvania Public School Employees Re¬\ntirement Board, 450 Education Bldg.,\nHarrisburg, Pa.\n\nAdvisory\n\nMembers\n\n*Aiken, Georgia W.. Hotel Alms, Walnut\nHills, Cincinnati, Ohio.\n*Allen,\nCatherine,\n1532 Fourth Ave., Co¬\nlumbus,\nGa.\n\n"}
{"page": 745, "printed_page": null, "text": "Committee\n\nMembers\n\nKershner, W. E., Secretary, Ohio State\nTeachers Retirement System, Ohio\nState Savings Bldg., Columbus, Ohio.\n*Knutson, K. J., 810 Dexter Ave.,\nSeattle, Wash.\nLane, Edward M., Secretary, Detroit\nTeachers Retirement Fund Board, 1354\nBroadway, Detroit, Mich.\nLillywhite, Ray L., Secretary, Utah\nTeachers Retirement Board, 331 State\nCapitol, Salt Lake City, Utah.\nLoining, Carl, Secretary, Duluth Teach¬\ners Retirement Fund Association,\nBoard of Education, Administration\nBldg., Duluth, Minn.\n*McCollum, J. R., Principal, Lew Wal¬\nlace School, 1126 East Silver Ave.,\nAlbuquerque, N. M.\n*McQuilkin, D. E., Superintendent of\nSchools, Roanoke, Va.\n*Morse, Marguerite, Clearwater High\nSchool, Clearwater, Fla.\nMurphy, Sherwood R., Secretary, Balti¬\nmore Employees Retirement System,\nCity Hall, Baltimore, Md.\n*Phinney, R. V., Superintendent of\nSchools, Lamed, Kans.\n^Richards, R. H., Department of Educa¬\ntion, Ohio State University, Columbus,\nOhio.\n\n*Allen, Charles F., 206 Thayer, Little\nRock, Ark.\n*Allison, Laura L., 1807 East Ave., Aus¬\ntin, Texas.\n*Atkinson, Ella May, 231 Woodrow St.,\nColumbia, S. C.\nBaish, H. H., Secretary, Pennsylvania\nState School Employees Retirement\nBoard, Education Bldg., Harrisburg,\nPa.\n*Boyle, Dona C., President, Classroom\nTeachers Association, Highland Park\nSchools, Highland Park, Mich.\n*Brown, Daisy, State Teachers Retire¬\nment Fund, 630 State Office Bldg., St.\nPaul, Minn.\n*Brown, Mrs. Nina, 311 North D St.,\nIndianola, Iowa.\nBurrus, L. D., Secretary Manager, State\nof Washington Teachers Retirement\nFund, Box 748, Olympia, Wash.\nCole, Elva E., Executive Secretary,\nWashington Teachers Retirement\nFund, Box 748, Olympia, Wash.\nCongdon, Randolph T., Executive Secre¬\ntary, New York State Teachers Retire¬\nment Board, 152 Washington Ave.,\nAlbany, N. Y.\n*Cook, J. H., Womans College, Greens¬\nboro, N. C.\n*Cowles, LeRoy, Dean, the Lower Divi¬\nsion, University of Utah, Salt Lake\nCity, Utah.\nDilts, Dwight F., Nevada Public School\nTeachers Retirement Salary Fund\nBoard, Carson City, Nev.\nDutton, Mary E., Recording Secretary,\nChicago Public School Teachers Pen¬\nsion and Retirement Board, 228 North\nLa Salle St., Chicago, Ill.\n*English, Mrs. M. A., 1546 South Man¬\nhattan PL, Los Angeles, Calif.\n*Goodier, Floyd, Normal University,\nNormal, Ill.\nGrant, Gilbert, Executive Secretary,\nState Teachers Retirement System of\nArkansas, State Capitol, Little Rock,\nArk.\n*Hoff, Arthur G., 2140 Cass St., La\nCrosse, Wis.\n*Hood, R. E., Oxford, Ind.\nHougham, Robert H., Executive Secre¬\ntary, Indiana State Teachers Associa¬\ntion Retirement Fund Board, 334 State\nHouse, Indianapolis, Ind.\n*Housman, Ida, 1025 Garden St., Hoboken N J •\n*Hurst, M. E., Will Rogers High School,\nTulsa, Okla.\nKarraker, O. M., Secretary, Illinois State\nTeachers Pension and Retirement\nFund, Centennial Bldg., Springfield,\nIll.\n\n*Scott, Clara A., 315 Richey Ave., Pitts¬\nburgh, Pa.\nShafer, Paul F., Member, Retirement\nBoard of the Los Angeles City Schools.\n845 Chamber of Commerce Bldg., Los\nAngeles, Calif.\nShanley, Dorothy M., Secretary, Connec¬\nticut State Teachers Retirement Board,\nState Capitol, Hartford, Conn.\n*Slade,\nA. A..\nSuperintendent of Schools,\nLaramie,\nWyo.\nSmith. Dee, Secretary-Treasurer, Minne¬\napolis Retirement Fund Board, 742\nMetropolitan Bank Bldg., Minneapolis,\nMinn.\nStretcher, E. T., Secretary, Portland\nTeachers Retirement Fund Associa¬\ntion, 621 Northeast Clackamus St.,\nPortland, Ore.\nTete, A. J., Secretary-Treasurer, Board\nof Trustees, Teachers Retirement Fund\nof New Orleans, 703 Carondelet St.,\nNew Orleans, La.\nTrathen, Albert, Director of Investments,\nState of Wisconsin Annuity and In¬\nvestment Board, State Capitol, Madi¬\nson, Wis.\nWhite, H. E., Executive Secretary, Min¬\nnesota State Teachers Retirement\nFund, St. Paul, Minn.\nWood, John A. Ill, Secretary, New\nJersey State Teachers Pension and\nAnnuity Fund, Box 550, Trenton, N. J.\n* Young, George P., Superintendent of\nSchools, Alamosa, Colo.\n\n* N. E. A. appointee.\n\nCOMMITTEE\n\nON\n\n(Authorized\nWise, H. A., Chairman: State Teachers\nCollege, Springfield, Mo.\nAmmerman, K. V., 4830 Park Avenue,\nIndianapolis, Ind.\nAnthony, Katy V., 1903 Hanover Ave¬\nnue, Richmond, Va.\nBoehringer, C. Louise, P. O. Box 1008,\nPhoenix, Ariz.\nBruner, T. A., Superintendent of Schools,\nHarlem, Mont.\nBurgoon, A. L., Superintendent of\nSchools, Diamondville, Wyo.\nBush, Norris, 1208 Elizabeth Street, Den¬\nver, Colo.\n\n741\n\nNECROLOGY\n\nby Bylaws)\nCampbell, J. M., Superintendent of\nSchools. Selah. Wash.\nMd.\nChaplin,\nMrs. Virginia B., Glen Burnie,\nConner, A. B., Principal of School, Ft.\nPierce, Fla.\nCrosby, Otis, 18618 Santa Barbara Drive,\nDetroit, Mich.\nDraeger, Mrs. Edith, 2800 13th St.,\nN. W., Washington, D. C.\nErickson, Everett R., Assistant Profes¬\nsor of Education, University of Alaska,\nCollege, Alaska.\nEwing, Lyle, Head, English Department.\nStevens High School, Claremont, N. H.\n\n"}
{"page": 746, "printed_page": null, "text": "742\n\nNational\n\nEducation\n\nFord, Edith, Richmond, Ky.\nGallardo, Jose M., Commissioner of Edu¬\ncation, Department of Education, San\nJuan, P. R.\nGnuse, H. H., Principal, South Side High\nSchool, Memphis, Tenn.\nGoodwin, Florence A., Lincoln Jr. High\nSchool, Portland, Maine.\nHannum, Dorothy, 209 Summer Street,\nBristol. Conn.\nHansen, G. G„ Superintendent of Schools,\nBattle Creek. Nebr.\nHayes, Mrs. Estelle, Carlsbad, N. Mex.\nHouston, (Miss) Gabriel, Principal, Ele¬\nmentary School, Clarksdale, Miss.\nHowell, Clyde M.. Secretary, Oklahoma\nEducation Association, 326 Key Build¬\ning. Oklahoma City, Okla.\nJohnson, Walter D., Superintendent of\nSchools, Eureka. Nev.\nJones, Elizabeth M., 710 Franklin Street,\nWilmington, Del.\nKelley, J. Maclay, 321 W. Main Street,\nMechanicsburg, Pa.\nLayde, J. B.. Superintendent of Schools,\nWest DePere, Wis.\nLichtenberger, James, Principal, Windom School, Minneapolis, Minn.\nLong. Howard, Superintendent of\nSchools, Gaston, Ore.\nLong, Marion F., McFee School, Woon¬\nsocket, R. I.\nMcCurdy. M. E., Secretary, North Da¬\nkota Education Association, Fargo,\nN. Dak.\nMcKee, M. G., Supervisor of Instruction,\nHomer, La.\nNorton, E. B.. Superintendent, Coving¬\nton County Schools, Andalusia, Ala.\n\nCOMMITTEE\n\nON\n\n(Authorized\nBradley, Helen, Chairman; 2349 Ashland\nAvenue, Cincinnati, Ohio.\nSkewes, George, Vice-Chairman; Pro¬\nfessor of Education, State Teachers\nCollege, Mayville. N. Dak.\nClarke. M. J., Secretary; Superintendent\nof Schools, Ely, Nevada (mailing ad¬\ndress — University of Kentucky, Lex¬\nington, Ky.),\n\nAdvisory\n\nMembers\n\nAndrews. W. J., County Superintendent\nof Schools. Toccoa, Ga.\nBertsch, Wilhelmina F., 1181 Clay, To¬\npeka, Kans.\nBliss. Norman, 218 Adams St., N. E.,\nWashington. D. C.\nBohenberg, Rebecca, Principal, Hilo,\nHawaii.\nBond, C. H., Director of Elementary\nEducation, 434 South Tenth Street,\nPocatello. Idaho.\nBrainerd, David, 1408 South Race, Den¬\nver, Colo.\nCarter, C. D., Superintendent of Schools.\nTorrington, Wyo.\nChanel, J. C., 7939 26th Ave., Kenosha,\nWis.\nChaplin, Mrs. Virginia B., Glen Burnie,\nMd.\nClark, Harry, Superintendent of Schools,\nKnoxville. Tenn.\nDacey, Cecile, Cooley High School, De¬\ntroit, Mich.\nDaniels. Martin E., Superintendent of\nSchools, Lyndonville, Vt.\nEarly, W. I., Superintendent of City\nSchools, Sioux Falls, S. Dak.\n\nAssociation\n\nPeixotto, Mrs. C., Elementary Principal,\nPublic School 108, Ozone Park, Troy\nIsland, N. Y.\nPhipps, Mrs. W. E., English High\nSchool, Russellville, Ark.\nPrice, Florence H., Roseville Avenue\nSchool, Newark, N. J.\nRasor, Floyd, Assistant County Superin¬\ntendent of Schools, Dayton, Ohio.\nRoberts, C. E., Assistant State Superin¬\ntendent of Public Instruction, Boise,\nIdaho.\nSanborne, Mrs. Hildred, 2007 Round Top\nDrive, Honolulu, Hawaii.\nScarborough, Effie, McMaster School,\nColumbia, S. C.\nSchaper, Mamie E., Principal, South\nWaco School, Waco, Texas.\nShaffer, Harold W., Parsons, W. Va.\nSmith, James M., Superintendent, Town¬\nship High School, Lockport, Ill.\nSweeney, J. D., District Superintendent\nof Schools, Red Bluff, Calif.\nTaylor, Milton B., Executive Secretary,\nUtah Education Association, 316 Bene¬\nficial Life Building, Salt Lake City,\nUtah.\nTempleman, Harold, 420 18th Street,\nNortheast, Cedar Rapids, Iowa.\nTitus, G. O., Deputy State Superinten¬\ndent of Schools, Pierre, S. Dak.\nVoss, Viola, 1432 McVicar Street, To¬\npeka, Kans.\nWade, Dr. Bailey M., Dean of Piedmont\nCollege, Demorest, Ga.\nVt.\nWales,\nMrs. Ethel, 55 Spaulding, Barre,\nWheeler, Miss Gertrude, Technical High\nSchool, Charlotte. N. C.\nWelch, Elizabeth, Somerville, Mass.\n\nRESOLUTIONS\nby Bylaws)\nFlahive, Mary, 4510 Mill Creek, Kansas\nCity, Mo.\nFloyd, G. C., Director of School Finance,\nState Department of Education, Little\nRock, Ark.\nFrancis, Thomas, Superintendent of\nLackawanna\nCounty Schools, Scranton,\nPa.\nGallardo, Jose M., Commissioner of Edu¬\ncation, Department of Education, San\nJuan, Mrs.\nP. R.Marion U., 311 East Hazel,\nGreer,\nPonca City, Okla.\nHarding, Jennie G., Junior-Senior High\nSchool, Stockton Springs. Maine.\nHarman, R. U., Superintendent of\nSchools, Gilbert, S. C.\nHelm, C. P., Laurel, Del.\nHuff, Raymond, Superintendent of\nSchools, Clayton, N. Mex.\nJeffords, H. Morton, Superintendent of\nSchools, Wallingford, Conn.\nKeenan, Robert C., Principal, Bowen\nHigh School, 2710 E. 89th St., Chicago,\nIll.\nKenney, Don E., Richfield, Utah.\nLibbey, Frances Yale, 1212 W. Walnut\nSt., Stockton, Calif.\nLoper, John D., Superintendent of\nSchools, Phoenix, Ariz.\nMaehling, Hilda, 1357 Third Ave., Terre\nHaute, Ind.\nMarsh, J. F., President, Concord State\nTeachers College, Athens, W. Va.\nPeavey, Carroll, Headmaster of High\nSchool, Rochester, N. H.\nPhillips, Spencer, Louisiana\nmission, State Department\ntion, Baton Rouge, La.\n\nTax Com¬\nof Educa¬\n\n"}
{"page": 747, "printed_page": null, "text": "Committee\n\nRidings, Marie, Box 1554, Anchorage,\nAlaska.\nRobb, Olive Jane, Heathman Hotel,\nPortland, Ore.\nRoche, Mrs. Juliet M., Public School\nNo. 34, Jersey City, N. J.\nRockett, James F., State Director of Edu¬\ncation, State House, Providence, R. I.\nRowlett, Mrs. Eleanor P., 4527 Seminary\nAve., Richmond, Va.\nRulian, Esther, Junior High School, Boze¬\nman, Mont.\nRusinko, John, 624 S. E. Erie St., Minne¬\napolis, Minn.\nSalverson, Elidia, 118 West 83rd, Seattle,\nWash.\nScott, Ruth H.,\nRaleigh, N. C.\n\nSt.\n\nMary’s\n\nSchool,\n\nCOMMITTEE\n\nMembers\n\n743\n\nStringer, S. L., Superintendent of\nSchools, Crosby, Miss.\nVidrine, George C., 327 Hot Wells Blvd.,\nSan Antonio, Texas.\nWalker, Morton, 4559 Southern Parkway,\nLouisville, Ky.\nWells, Mrs. Maude, President, Omaha\nTeachers Forum, 4808 Dodge St.,\nOmaha, Nebr.\nWilliams, H. E., County Superintendent\nof Schools, Florence, Ala.\nWillis, N. Elliot, Principal, Junior High\nSchool, Winthrop, Mass.\nWilson, Martin P., 88 Ogden Ave.,\nWhite Plains, N. Y.\nWorley, W. C., 1890 N. W. 35th St.,\nMiami, Fla.\nYoung, Verne M., Principal, Senior High\nSchool, Ames, Iowa.\n\nON\n\nSALARIES\n\n(Special Committee)\nElsbree, Willard, Chairman; Professor\nof Education, Teachers College, Colum¬\nbia University, New York, N. Y.\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.\nJohnson, Lillian M., Principal, Patrick\nHenry School, Norfolk, Va.\n\nAdvisory\n\nMembers\n\nAdams, Mrs. May Landers, Supervisor of\nSchools, Fayette, Ala.\nAlexander, Margery H., Route No. 2,\nBox 64, Derita, N. C.\nAllman, J. I., Supervisor of School Ad¬\nministration, State Department of Edu¬\ncation, Atlanta, Ga.\nAnderson, J. T., President, Nebraska\nState Teachers College, Wayne, Nebr.\nBacon, Willard H., Superintendent of\nSchools, Westerly, R. I.\nBanks, R. G., 320 W. San Fernando\nBlvd., Burbank, Calif.\nBennett, Mrs. Isabel P., 42-35 147th St.,\nFlushing. N. Y.\nBergen, Meta B., Polytechnic High\nSchool, Long Beach, Calif.\nBerning, T. J., Director, State Depart¬\nment of Education. St. Paul, Minn.\nBlack, Mary S., Principal, Grammar\nSchool, Battle Mountain, Nev.\nBlanchard, H. H., Northern Indiana\nTeachers Federation, 404 Citizens Bank\nBldg., South Bend, Ind.\nBloom, W.\nH., Superintendent of\nSchools, Fairbanks, Alaska.\nBooth, R. E., Superintendent of Schools,\nWinslow, Ariz.\nBopp, Earl F., John Adams High School.\nCleveland, Ohio.\nBowles, Gibson, 6006 N. Haight, Port¬\nland, Ore.\nBracken, John L., Superintendent, Town\nSchool District, Clayton, Mo.\nBrandon, Leonie, 272 Lombard St., New\nHaven, Conn.\nBrewbaker, J. J., Principal, James Madi¬\nson School, Norfolk, Va.\nBright, Mrs. George, 920 S. Fifth Ave.,\nSterling, Colo.\n\nBurke, Arvid J., Director of Public In¬\nformation Service. New York State\nTeachers Association, 152 Washington\nAve., Albany, N. Y.\nButler, Edward R., Department of Ad¬\nministrative Research, Board of Edu¬\ncation. Detroit, Mich.\nCampbell, D. S., George Peabody College\nfor Teachers, Nashville, Tenn.\nCannon, Roy E., Superintendent, Mult¬\nnomah County Schools, Portland, Ore.\nClarke, Mrs. W. L., 117 Westover Ave.,\nGhent, Roanoke, Va.\nColeman, C. T., President, Hammond\nTeachers Association, Hammond High\nSchool, Hammond, Ind.\nColton, Albert S., 5936 Chabolyn Terrace,\nOakland, Calif.\nCooper, D. D., Superintendent of Public\nSchools, White Sulphur Springs, Mont.\nCooper, E. Lyle, Superintendent, Blaine\nCounty School District 43, Turner,\nMont.\nCornish, William B., Principal, Julia A.\nStark School, Glenbrook, Conn.\nCrawford,\nEmily, 323 S. Jay St., Tacoma,\nWash.\nDeLong, Vaughn R., Superintendent of\nSchools, Oil City, Pa.\nDietz, Mrs. Edna McNeil, 1901 W. Travis\nStreet, San Antonio, Texas.\nDouglass, E. M., Principal, Montgomery\nBlair Senior High School, Silver\nSpring, Md.\nDouglass, Harl, Head, College of Educa¬\ntion, University of Colorado, Boulder,\nColo.\nDunagan, Maude, Whatcom Junior High\nSchool, Bellingham, Wash.\nEaves, Robert W., Principal, Thomson\nSchool. Washington, D. C.\nEells, Walter C., Executive Secretary,\nAmerican Association of Junior Col¬\nleges, The Junior College Journal, 730\nJackson Place, Washington, D. C.\nEisely, Mrs. A. M., Elementary Super¬\nvisor, Public Schools of Madison Par¬\nish, Tallulah, La.\nEvans, E. E., Superintendent of Schools,\nWinfield, Kans.\nFaulk, J. W., Superintendent, Parish\nSchools, Lafayette, La.\nFeliciano, Lino, Supervisor, Department\nof Education, San Juan, P. R.\nFink, Gertrude M., 1530 Grove St.,\nLafayette, Ind.\nForsyth, Joseph W., Wilson Junior High\nSchool, Philadelphia, Pa.\n\n"}
{"page": 748, "printed_page": null, "text": "744\n\nNational\n\nEducation\n\nGagan, Rose. Principal. Adams School,\nJanesville. Wis.\nGarner, May. 943 South Durbin. Casper,\nWvo.\nGaskill. Sarah. 1711 Stuart. Houston.\nTexas.\nGayman. L. E.. Schaefer Junior High\nSchool, Springfield. Ohio.\nGeiger, A. J., Principal, High School.\nSt. Petersburg. Fla.\nGerhardt, Emma. Box 402, Tucumcari.\nN. Mex.\nGordon, Walton. Principal. Central Inter¬\nmediate School. Honolulu. T. H.\nGraffam. Donald T.. Head. Social Science\nDepartment. Citrus Junior College,\nAzusa-Glendora. Calif.\nGray. Margaret O.. 188 Four Mile Rd.,\nWest Hartford. Conn.\nGreen, J. Hamilton. Ardmore. Okla.\nHaller, Helene. Lewiston State Normal\nSchool, Lewiston. Idaho.\nHamlin. James A., Superintendent of\nSchools. Sanford, Maine.\nHancock. Annie. Principal. Broad Street\nSchool, Salem. Va.\nHaslam. James E.. Coordinator. Dis¬\ntributive and Business Occupations.\nSalt Lake City Public Schools. Salt\nLake City. Utah.\nHills, May A.. Superintendent, Dallas\nCounty Schools. Adel. Iowa.\nHolmes. A.. Principal. Johnston City\nTownship High School. Johnston City,\nIll.\nHorn. Gunnar. Benson High School.\nOmaha. Nebr.\nHulvey, J. H.. Superintendent of Schools,\nSpangle, Wash.\nHumphreys. John S., Principal, Rule\nJunior-Senior High School, Knoxville,\nTenn.\nIrons. Francis S.. Superintendent of\nSchools. Bennington Southwest Dis¬\ntrict. Bennington. Vt.\nIsle. W. W.. 335 Middlefield Rd.. Palo\nAlto, Calif.\nJohnson. G. L. H., Superintendent of\nSchools, Danville. Va.\nJonas. Russell E.. Executive Secretary.\nBoard of Educational Examiners. State\nBoard of Education. State House. Des\nMoines. Iowa.\nKarpen, J. P.. Superintendent of Dakota\nCounty Schools. Hastings. Minn.\nKeller, Mrs. Elizabeth B., No. 18 School,\nRochester, N. Y.\nKellogg. Albert B., Superintendent of\nSchools, Claremont. N. H.\nKelly, Fred L.. Gravmont School, Bir¬\nmingham, Ala.\nKemp, A. F., Superintendent of Berks\nCounty Schools. Reading. Pa.\nKopka, M. A., Superintendent of Schools,\nHamtramck. Mich.\nKrieger, Frida. Peckham Junior High\nSchool, Milwaukee. Wis.\nLaFargue, W. S.. Superintendent, Parish\nSchools, Thibodaux. La.\nLawrence, D. D., 215 Park Ave., Findlay,\nOhio.\nLewis, Frederick J.. District Superinten¬\ndent of Schools. Eldred, N. Y.\nLudwig, G. P., Principal, Hedgesville\nHigh School. Hedgesville. W. Va.\nMcKee. James S., Southwest High\nSchool. Kansas City, Mo.\nMcLaughlin. F. R.. Superintendent of\nSchools, Rossford. Ohio.\nMacLean, Daniel W., Headmaster, High\nSchool, Berlin, N. H.\nMadsen, I. N.. Head, Department of\nPsychology. Lewiston State Normal\nSchool, Lewiston, Idaho.\nManeval, R. V., 1873 E. Seventeenth St..\nTulsa, Okla.\n\nAssociation\n\nMinear. Craig. Superintendent of Schools.\nIdaho Springs, Colo.\nMiner. S. D.. Superintendent of Schools.\nAddison-Rutland District. Orwell. Vt.\nMontgomery. James C., 15 Lincoln PL,\nEast Rutherford. N. J.\nMoore, Harry L., Superintendent of\nSchools. Portsmouth. N. H.\nMousley. Mrs. N. B. B., Principal, Wil¬\nliam Penn Elementary School, New\nCastle. Del.\nMudra, Olive, 1915 E. Sixth St., Tucson.\nAriz.\nMunson. Mrs. Clara D., 971 E. Clinton\nSt., Elmira. N. Y.\nNoe. Sam. Louisville. Ky.\nNorris. Forbes H., Assistant <Superintendent of Schools. Richmond, Va.\nOttman. Angelena, Benjamin Franklin\nSchool. Binghamton. N. Y.\nParkinson. B. L.. President. Mississippi\nState College for Women, Columbus.\nMiss.\nPartridge, John A.. Principal, Caribou\nHigh School, Caribou. Maine.\nPearce. Milton O.. Principal. Alex K.\nMcClure School. Philadelphia. Pa.\nPlunkett. Moss A.. President. School\nTrustees Association of Virginia,\nRoanoke, Va.\nPratt. Bernice, 1509 Park Ave. S. E.,\nCedar Rapids, Iowa.\nRice. Mrs. W. D.. Winthrop College,\nRock Hill. S. C.\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.. Professor of Secondary\nEducation. University of Nebraska.\nLincoln. Nebr.\nRugg. L. S.. Principal. West End Gram¬\nmar School. Alexandria, La.\nRutherford. J. C., Superintendent of\nSchools. Phillips. Wis.\nSand. Harold J.. South High School.\nMinneapolis. Minn.\nScates. Douglas E.. Department of Edu¬\ncation,\nDuke University, Durham.\nN. C.\nScobee. R. T.. Superintendent of Schools.\nJefferson City, Mo.\nScott. C. E., Viceprincipal, Grant High\nSchool. Portland, Ore.\nSenger. Harry L., Editor, C. T. A. Bulle¬\ntin. 347 Warren Ave.. Cincinnati, Ohio.\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., Fort\nWorth. Texas.\nSmith. J. M., President, Tennessee Poly¬\ntechnic Institute. Cookeville. Tenn.\nSmith. T. O., Ogden High School,\nOgden. Utah.\nSnow. Mrs. Mary L., 94 Pleasant Ave.,\nPortland. Maine.\nSparks. Mrs. T. C., President, Amarillo\nTeachers Club. Amarillo, Texas.\nStackpole. George R., Superintendent of\nSchools. Winooski, Vt.\nSteiner, John P., Superintendent of\nSchools. Portales, N. Mex.\nStrome,\nForrest\nC., 1903 White’s Rd.,\nKalamazoo,\nMich.\nSullivan. Julia E., President, Boston\nTeachers Club, 15 Beacon St., Boston,\nMass.\n\n"}
{"page": 749, "printed_page": null, "text": "Committee\n\nSylla, Ben A., Superintendent of Schools,\nCook County, Chicago Heights, Ill.\nTobias, Edna M., Hardin, Mont.\nTomlinson, Mrs. Florence, 3100 Twelfth\nAve. N., Birmingham, Ala.\nTurek, James, North Tarrytown High\nSchool, North Tarrytown, N. Y.\nWagner, Thomas J., Superintendent,\nSecond District Westchester County\nSchools, White Plains, N. Y.\nWalker, Mrs. Sadie A., 701 Tenth St. S.,\nFargo, 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, Little\nRock, Ark.\nWebster, Raymond, Assistant Executive\nSecretary, Pennsylvania State Educa¬\ntion Association, 400 N. Third St.,\nHarrisburg, Pa.\n\nMembers\n\nWerner, J. C., Assistant Superintendent.\nAllegheny County Schools, Pittsburgh,\nPa.\nWerner, John C., Director of Training,\nState Normal School, Albion, Idaho.\nWillis, Benjamin C., Superintendent of\nSchools, Caroline County, Denton, Md.\nWiseman, C. R., Professor of Education,\nSouth Dakota State College, Brookings,\nS. Dak.\nWish, Fred D., Jr., Superintendent of\nSchools, Hartford, Conn.\nWolf, Ollie (Miss), Washington School,\nChicago Heights, Ill.\nWolfe, W. D., Superintendent of Schools,\nAtchison, Kans.\nWoodside, Mrs. Viola C., Nishuane\nSchool, Montclair, N. J.\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 OF TEACHERS\n(Authorized\n\nby Representative\n\nJaggers, R. E., Chairman; Director,\nTeacher Training and Certification,\nState Department of Education, Frank¬\nfort, Ky.\nLively, Mrs. Emery, 2900 Prytania St.,\nNew Orleans, La.\nPowers, J. Orin, Professor of Education,\nUniversity of Maryland, College Park,\nMd.\nRosier, Joseph, President, Fairmont\nState Teachers College, Fairmont, W.\nVa.\nSpargo, John A., Superintendent\nSchools, Nutley, N. J.\n\nAdvisory\n\nof\n\nMembers\n\nAbbott, Pansy Jewett, County Superin¬\ntendent, Redwood City, Calif.\nAbercrombie, John W., Supervisor of\nCertification, Department of Education,\nMontgomery, Ala.\nAdams, F. R., Director, Division of\nTeacher Personnel, Department of Edu¬\ncation, St. Paul, Minn.\nAnderson, C. J., Dean, School of Educa¬\ntion, University of Wisconsin, Madi¬\nson, Wis.\nBarnes, Mrs. Mary D., 223 Summit Road,\nElizabeth, N. J.\nBartlett, Mary Ruth, Beaver High\nSchool, Bluefield, W. Va.\nBateman, Merle S., Credential Secretary,\nState Department of Education, Balti¬\nmore, Md.\nBedv^ell, Robert L., Head, Education\nDepartment, Mississippi State College\nfor Women, Columbus, Miss.\nBlack, Florence A., Castleton Normal\nSchool, Castleton, Vt.\nBond, J. C., President, Teachers College\nof Kansas City, Kansas City, Mo.\nBowman, Grover C., President, State\nTeachers College, North Adams. Mass.\nBullard, Irma, Barton School, Minne¬\napolis, Minn.\nBurk, Margaret M„ Wilson Teachers\nCollege, Washington, D. C.\nByers, Loretta, Director of Training,\nSouthern Branch, University of Idaho,\nPocatello, Idaho.\n\n745\n\nAND\n\nAssembly)\n\nCamp, Cordelia, Western Carolina Teach¬\ners College, Cullowhee, N. C.\nCarr, A. T., Principal, Nathan Hale\nJunior High School, Cleveland, Ohio.\nCarter, Lovie, Nash Elementary School.\nFt. Worth, Tex.\nChandler, H. E., Secretary, Teachers\nAppointment Bureau, University of\nKansas, Lawrence, Kans.\nChristensen, W. W., Superintendent of\nSchools, Idaho Falls, Idaho.\nCompton, Maude, Principal, Saratoga\nSchool, Omaha, Nebr.\nConger, N., Dean of Education, Okla¬\nhoma Agricultural and Mechanical Col¬\nlege, Stillwater, Okla.\nCooper, Herman, Assistant Commis¬\nsioner for Teacher Education, Univer¬\nsity of the State of New York, Albany,\nN. Y.\nDixon, Madeleine, Supervisor of Person¬\nnel, Wilmington Public Schools, 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, Tex.\nElder, Harry E., Registrar, Indiana\nState Teachers College, Terre Haute,\nInd.\nEmens, John R., School of Education,\nWayne University, Detroit, Mich.\nEngle, C. H., Secretary, Illinois State\nExamining Board for Teachers’ Cer¬\ntificates, 403 Centennial Bldg., Springfield, Ill.\nEnglish. Mildred, Georgia State College\nfor Women, Milledgeville, Ga.\nGammage, Grady, President, Arizona\nState Teachers College, Tempe, Ariz.\nGerson, Armand J., Associate Superin¬\ntendent of Schools, Philadelphia, Pa.\nGillentine, Flora Myers, Chairman, Di¬\nvision of Education and Psychology,\nHenderson State Teachers College,\nArkadelphia, Ark.\nGoetch, E. W., Placement Bureau, Iowa\nState Teachers College, Cedar Falls,\nIowa.\n\n"}
{"page": 750, "printed_page": null, "text": "746\n\nNational\n\nEducation\n\nGrise, F. C., Dean, Western Kentucky\nState Teachers College, Bowling\nGreen, Ky.\nHatton, Otis, Assistant Superintendent\nof Schools, Akron, Ohio.\nHaught, D. L., Dean, Concord State\nTeachers College, Athens, W. Va.\nHeidelberg, H. B., Superintendent of\nSchools. Clarksdale, Miss.\nHenke, Frederick, Allegheny College,\nMeadville, Pa.\nHepner, Walter, President, San Diego\nState College, San Diego, Calif.\nHerndon, Mrs. Louise Burgess, Franklin\nSchool, Richmond, Va.\nHillman, James E., Director, Division\nof Professional Service, State Depart¬\nment of Public Instruction, Raleigh,\nN. C.\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, New\nYork, N. Y.\nHolt, Frank O., Dean, Extension Divi¬\nsion, University of Wisconsin, Madi¬\nson, Wis.\nHotz, Henry G., Dean, College of Edu¬\ncation, University of Arkansas, Fay¬\netteville, Ark.\nHoward, C. A., President, Oregon Col¬\nlege of Education, Monmouth, Ore.\nHutchinson, Mrs. Mary, Columbus, Miss.\nIves, C. A., Dean, School of Education,\nLouisiana State University, Univer¬\nsity, La.\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,\nFlushing, 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 Instruction,\nHarrisburg, Pa.\nLaw, Reuben D., Brigham Young Uni¬\nversity, Provo, Utah.\nLeary, Genevieve M., Director of Ele¬\nmentary Instruction, Board of Educa¬\ntion, Hartford, Conn.\nLind, Ida M., Director, Department of\nElementary School Instruction, Frank¬\nlin Administration Bldg., Washington,\nD. C.\nLudeman, W. W., Dean, Southern State\nNormal School, Springfield, S. Dak.\nMcCall, W. Morrison, Director, Division\nof Instruction, State Department of\nEducation, Montgomery, Ala.\nMcClelland, Donald W., Principal, State\nNormal School, Johnson, Vt.\nMcConnell, Robert E., President, Central\nTeachers College, Ellensburg, Wash.\nMcDonnell, Julia M., Principal, High\nSchool, Torrington, Conn.\nMcGrath, Anne, Boyden Street School,\nWoonsocket, R. I.\nMcKee, A. G., Supervisor, Claiborne\nParish Schools, Homer, La.\nMcNamara, Mary, Principal, Benson\nHigh School, Omaha, Nebr.\nMcNutt, Franklin H., Teachers College,\nUniversity of Cincinnati, Cincinnati,\nOhio.\n\nAssociation\n\nMachin, Marie, Dean of Women. Uni¬\nversity of Puerto Rico, Rio Piedras.\nP. R.\nMacQuarrie, Thomas W., President. San\nJose State College, San Jose. Calif.\nMaul, Ray C., Director, Extension Di¬\nvision, Teacher Placement Bureau,\nKansas State Teachers College, Em¬\nporia,. Kans.\nMeadows,\nLeon, President, East Carolina\nTeachers College. Greenville, N. C.\nMilligan, John P., Newark State Teach¬\ners College, Newark, N. J.\nMoore, Harold E.. Director, Bureau of\nTeacher Recommendations, Indiana\nUniversity, Bloomington, Ind.\nMorgan, Kenneth O.. 136 N. E. FortySixth St., Miami, Fla.\nMyers, Alonzo F., Professor of Educa¬\ntion, New York University, New York,\nN. Y.\nNanninga, S. P., Dean, College of Edu¬\ncation, University of New Mexico,\nAlbuquerque, N. Mex.\nNewpher, James A.. Director. Bureau of\nProfessional Licensing. Harrisburg,\nPa.\nParker, W. W., President, State Teach¬\ners College, Cape Girardeau. Mo.\nPartch, Clarence E., Dean, School of\nEducation, Rutgers University, New\nBrunswick, N. J.\nPate. W. R., President, State Teachers\nCollege, Peru, Nebr.\nPatterson, D. R., Director, State Cur¬\nriculum Program, State Department\nof Education, Jackson, Miss.\nPeavey. Carroll W., Headmaster, High\nSchool, Rochester, N. H.\nPeik, W. E.. Dean, College of Educa¬\ntion, University of Minnesota, Minne¬\napolis, Minn.\nPhillips, Guy B., Professor of Education,\nUniversity of North Carolina, Chapel\nHill, N. C.\nPritzkau, P. T., Supervisor of Elemen¬\ntary Instruction, Cheyenne, Wyo.\nPuffer, Rodney A., Assistant to Super¬\nintendent of Schools, Denver, Colo.\nRaasch, Meta M., Washington High\nSchool, Milwaukee, Wis.\nReed, Carroll R., Superintendent of\nSchools. Minneapolis, Minn.\nRobert, E. B., Teachers College, Loui¬\nsiana State University, University, La.\nRobinson, Orrin W., Deputy Superin¬\ntendent of Schools, Department of Pub¬\nlic Instruction, Honolulu, T. H.\nRoderick, E. E., Deputy Commissioner\nof Education, Augusta, Maine.\nRogers, Murphy P., Dean, Louisiana\nState Normal College, Natchitoches,\nLa.\nRoseberry, Dorothy, Pershing County\nHigh School, Lovelock, Nev.\nRunyan, Mrs. Ruth, 146 Woolper Ave.,\nCincinnati, Ohio.\nScarborough, Effie, McMaster School.\nColumbia, S. C.\nSeeds, Corinne A., Principal, University\nElementary School, University of Cali¬\nfornia at Los Angeles, Los Angeles,\nCalif.\nShannon, Ethel, 1723 Cleveland, Kansas\nCity, Kans.\nSmith,\nAla. C. B., 131 Murphree St., Troy,\nStarcher, Genevieve, State Supervisor\nof Certification, State Department of\nEducation, Charleston, W. Va.\nStinnett, T. M., Director, Teachers Edu¬\ncation and Certification, State Depart¬\nment of Education, Little Rock, Ark.\n\n"}
{"page": 751, "printed_page": null, "text": "Committee\n\nStokes, L. D., Research Director, Texas\nState Teachers Association, Ft. Worth,\nTex.\nSuhrie, Ambrose, School of Education,\nNew\nYork University, New\nYork,\nN. Y.\nSwain, C. C., President, State Teachers\nCollege. Minot, N. Dak.\nTaplin, Winn L., District Superinten¬\ndent of Schools, Fair Haven, Vt.\nThomas, Robert Lee, Supervisor, Divi¬\nsion of Elementary Schools, State De¬\npartment of Education, Nashville,\nTenn.\nThompson, M. E., Director, Teacher\nTraining and Certification, State De¬\npartment of Education. Atlanta. Ga.\nUhl, Willis L., University of Washing¬\nton, Seattle, Wash.\nWaddell, Gladys G., Park School, Cas¬\nper, Wyo.\n\nCOMMITTEE\n\nON\n\n(Special\nWilson, Martin, Chairman; 88 Ogden\nAve., White Plains, N. Y.\nDacey, Cecile, Cooley High School, De¬\ntroit, Mich.\nKing, LeRoy A., President, State Teach¬\ners College. Indiana, 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.\nB., Superintendent of\nSchools, Muncie, Ind.\nBardarson, Otto W., Chairman, Financ¬\ning Public Education Commission, Dis¬\ntrict Superintendent of Schools, Car¬\nmel, Calif.\nBell, Leslie H., Superintendent of\nSchools, Junior-Senior High School\nBldg., Lexington, Mo.\nBroderick, Lillian, 216 Park Ave.,\nYonkers, N. Y.\nButler, Vera, Associate Professor of\nEducation, College for Women, New\nLondon, Conn.\nCampbell, Henry L., Superintendent of\nSchools, Ruston, La.\nCheney, Ray\nE., Superintendent of\nSchools, River Forest, Ill.\nClifford, J. M.. Executive Secretary.\nMichigan Teachers Retirement Fund\nBoard, Michigan Education Associa¬\ntion Bldg., Lansing. Mich.\nCook, J. H., State School Supervisor,\nBox 465, Rome, Ga.\nCooper, Lewis B.. Associate Professor.\nDepartment of Education, Texas Tech¬\nnological College. Lubbock. Texas.\nCrakes, C. R.. Principal, Senior High\nSchool, Moline. Ill.\nCroasdale, Dorothy S., 1574 York. Den¬\nver. Colo.\nCromwell, R. Floyd, Supervisor of Edu¬\ncational and Vocational Guidance,\nState Department of Education, Balti¬\nmore, Md.\nCushing, Herbert L.. Nebraska State\nTeachers College. Kearney. Nebr.\nDavis. C. W.. Superintendent of Schools,\nRoanoke Rapids. N. C.\nEngel. Dorothea M.. McMichael Inter¬\nmediate School, 6230 Grand River Ave.,\nDetroit, Mich.\n\nMembers\n\n747\n\nWalker, Kirby P., Superintendent of\nSchools, Jackson, Miss.\nWeis, Mrs. Ruth, 3327 Hawk St., San\nDiego, Calif.\nWilley, W. M., Professor of Education,\nWestern Kentucky State Teachers Col¬\nlege. Bowling Green, Ky.\nWirt, Lula E., State Teachers College,\nKearney, Nebr.\nWist, Benjamin O., Dean, Teachers Col¬\nlege, University of Hawaii, Honolulu,\nT. H.\nWright, Alliene, Division of Certifica¬\ntion, Department of Education, At¬\nlanta, Ga.\nWyland, Mary Jane, Associate Professor\nof Education, Pennsylvania State Col¬\nlege, State College, Pa.\nWyman, H. B., Dean, Phoenix Junior\nCollege, Phoenix, Ariz.\n\nTAX\n\nEDUCATION\n\nCommittee)\nFee. Ira B., Superintendent of Schools,\nMissoula. Mont.\nFerguson, Sara, Memorial Junior High\nSchool, Orlando, Fla.\nFloyd, G. C., Director of Finance, State\nDepartment of Education, Litte Rock,\nArk.\nFray, J. J., Superintendent of Schools,\nRustburg, Va.\nFulmer, Clarence A., Principal, 514 W.\n25th St., Wilmington, Del.\nGardner. George R., Superintendent of\nSchools. Auburn, Maine.\nGeorge, N. L., Superintendent of Schools,\nDuncan, Okla.\nGray, Wayne S., Plymouth, N. H.\nGresham, N. E., Superintendent, Edge¬\ncombe County Schools, Box 529, Tarboro, N. C.\nHart, I. H., Extension Division, Iowa\nState Teachers College, Cedar Falls,\nIowa.\nHaygood, T. F., Department of Eco¬\nnomics, West\nVirginia University,\nMorgantown, W. Va.\nHerrick. John H., Director of Research.\nBoard of Education, Shaker Heights,\nOhio.\nHogrefe, Harry L., 415 S. Yale, Albu¬\nquerque, N. Mex.\nHunt, Lyman\nC., Superintendent of\nSchools, Burlington, Vt.\nKatterle, Zeno B., Superintendent of\nSchools. Toppenish. Wash.\nKinley, F. L.. Superintendent of Schools,\nFindlay. Ohio.\nLarson, Emil, Professor of Education,\nUniversity of Arizona, Tucson. Ariz.\nLefkowitz, Abraham, Principal. Samuel\nJ. Tilden High School, Brooklyn. N. Y.\nLloyd. Daniel B.. Roosevelt High School,\nWashington, D. C.\nLongsdorf, A. J. B., Superintendent of\nSchools. Bluffton. Ohio.\nMcCallister, B. D.. Superintendent of\nSchools. Box 285, West Point, Miss.\nMcFarland. E. W., Wayne University,\nDetroit, Mich.\nMcGlade, Charles A., 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.\nMoore. W. J.. Eastern Teachers College.\nRichmond, Ky.\n\n"}
{"page": 752, "printed_page": null, "text": "74S\n\nNational\n\nEducation\n\nAssociation\n\nPeterson, Leroy, Director of Research,\nWisconsin Education Association, 404\nInsurance Bldg., Madison. Wis.\nRankin. Arthur L., Principal. Red Bank\nHigh School. Chattanooga. Tenn.\nRasmussen. J. J., 433 Kipling St., Apt.\nNo. 2. Palo Alto. Calif.\nReed. J. McLean. Superintendent of\nSchools. Lima. Ohio.\nReusser, W. C.. Professor of Education.\nUniversity of Wyoming.\nLaramie,\nWyo.\nRoca. Pablo. Statistician. Department\nof Education. San Juan. P. R.\nRodgers. Mrs. Lucy E.. Superintendent.\nMorrow County Schools. Heppner, Ore.\nRogers. F. Ray. Superintendent of\nSchools. Carrington. N. Dak.\nRosa. Irvin E.. Superintendent of\nSchools. Owatonna. Minn.\nRyan. James C., University of Alaska,\nCollege. Alaska.\nSaltsman. Edward A.. County Superin¬\ntendent. Court House. Carrollton. Ohio.\n\nShawe, H. B., Principal, High School,\nGardnerville, Nev.\nSheffer, W.\nE., Superintendent of\nSchools, Manhattan, Kans.\n\nSanbome. Paul. Principal. Kalakaua In¬\ntermediate School. Honolulu. T. H.\nSchroeder. Elroy H.. Superintendent of\nSchools. Grand Forks, N. Dak.\n\nWilliams, Martin E.. Superintendent of\nSchools, Winner, S. Dak.\nWueller, Paul H., 34 Glennland Apts.,\nState College, Pa.\n\nCOMMITTEE\n(Authorized\n\nby\n\nShilling. John, Assistant\ntendent in Charge\n\nState Superin¬\nof Secondary\n\nSchools, State Department of Educa¬\ntion, Dover, Del.\nSmith. Edgar B., Principal, High School,\n120 High St., Greenfield, Mass.\nTroxel, O. L., Professor of Education,\nColorado State College of Education,\nGreeley, Colo.\nTwente. J. W.. Department of Education,\nUniversity of Kansas, Lawrence, Kans.\nVaughan, T. E., Associate Secretary,\nMissouri State Teachers Association,\nColumbia, Mo.\nWhatley, J. F., County Superintendent\nof Schools, Greenville, S. C.\nWhite. Winton J., Superintendent of\nSchools,\nof Education, Engle¬\nwood,\nN. Board\nJ.\n\nON\n\nTENURE\n\nRepresentative\n\nAssembly)\n\nDuShane. Donald. Chairman; Superin¬\ntendent of Schools. Columbus, Ind.\nDahl. Mrs. Myrtle Hooper, 312 S. Eighth\nSt., Minneapolis, Minn.\nJelinek. Frances. Room 150. Wisconsin\nHotel. Milwaukee, Wis.\nKeenan. Robert C., Principal. Bowen\nHigh School, 2710 E. Eighty-Ninth St.,\nChicago. Ill.\nKingan, Jean Constance. Royal Oak\nHigh School, Royal Oak. Mich.\n\nBuchanan, C. E., Sparks High School,\nSparks, Nev.\nBurgess, Grace E., 142 W. Cedar Ave.,\nDenver, Colo.\nButterfield, Roy. Principal, Benjamin\nFranklin High\nSchool, Rochester,\nN. Y.\n\nO’Connor. Mary Elizabeth. Supervisor of\nElementary Schools. Arlington. Mass.\n\nChapel, J. C., 7939\nKenosha, Wis.\n\nAdvisory\n\nMembers\n\nAlbergotti. W. M., Superintendent of\nSchools. Greer, S. C.\nAnderson, R. Edward. Rowlesburg, W.\nVa.\nAndrews. Mrs. Flora J.. 2110 E. Lead\nAve.. Albuquerque. N. Mex.\nAnnas. Philip, 34 Waldo Ave., Belfast,\nMaine.\nBagby. R. O.. Roanoke. Va.\nBarr, Mrs. Minerva A.. 21 Meriden St.,\nBuffalo. N. Y.\nBaskerville. Elizabeth. 24 Elliott St..\nOrangeburg. S. C.\nBloom. W. C., Superintendent, Dawson\nCounty Schools. Lexington, Nebr.\nBoehm. Charles H.. Assistant Superin¬\ntendent of Schools. 234 W. Franklin\nAve., Morrisville. Pa.\nBooth. C. L.. Superintendent of Schools,\nPasco, Wash.\nBooth. Jonathan L., 425 E. First St.,\nTucson. Ariz.\nBounds. George L., Ill W. Second St.,\nClarksdale. Miss.\nBoyum.\nMrs. Louise V., Principal,\nWailuku Elementary School, Wailuku.\nMaui, T. H.\nBrooks. L. W.. Principal, Wichita High\nSchool E., Wichita. Kans.\nBrown, Eugenie J., Tudor Arms, Cleve¬\nland, Ohio.\nBrown, Lelia O.. Summer Avenue School,\nNewark. N. J.\n\nCampbell, Beulah, Roseville High\nSchool, Roseville. Mich.\nCarter, Mrs. Helen C., 2444-A Burbank\nRd., Honolulu. T. H.\nTwenty-Sixth\n\nAve.,\n\nClark. Robert Wayne, 615 Upland Ave.,\nJenkintown, Pa.\nCline. Blanche, Principal, Columbia\nSchool,\n903 S. Fourth St., Champaign,\nIll.\nConboy, Irene, 418 Broadway, Sterling,\nColo.\nCook, Katherine. 909 W. Twenty-Third\nSt., Austin, Texas.\nCopeland, S. D., Superintendent of\nSchools, Augusta, Ga.\nCorlett, Robert K., Principal, Horace\nMann Junior High School, Burlington,\nIowa.\nCouch, Edward\nB., Chairman. State\nTenure Committee of California, 1133\nN. Everett St.. Glendale. Calif.\nCowart. Ralph W., Director, Teacher\nPlacement Bureau, University of Ala¬\nbama, University, Ala.\nCoxon, Mrs. Theodora, Rockford High\nSchool, Rockford, Ill.\nCrawford, Will C., Superintendent of\nSchools, San Diego, Calif.\nCumming, George J., Superintendent of\nSchools, Rockland, Maine.\nDavis, Mrs. Genevra P. W., 855 N. Ave¬\nnue 50, Los Angeles, Calif.\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\nSt. Paul, Minn.\n\nHigh\n\nSchool,\n\n"}
{"page": 753, "printed_page": null, "text": "Committee\n\nDrake, Flora E., 2230 Brookside Ave.,\nIndianapolis, Ind.\nDuyck, Leon W., Principal, Griffin\nSchool, Knoxville, Tenn.\nEakin, Myrl I., Schenley High School,\nBigelow Blvd. and Centre Ave., Oak¬\nland, Pittsburgh, Pa.\nEgbert, Freda D., 7529 Alaska Ave.,\nN. W., Washington, D. C.\nEldridge, Raymon W., Principal, Law¬\nrence School, 27 Francis St., Brook¬\nline, Mass.\nEmerson, Ethel, 3210 Michigan, Kansas\nCity, Mo.\nEmig, Dorothy, Houston School, El Paso,\nTexas.\nEubank, L. A., Dean, State Teachers\nCollege, Kirksville, Mo.\nEvans, C. Ray, Superintendent, North\nSummit\nSchool District, Coalville,\nUtah.\nFarris, Frankie Lou, 518 Greenwood Rd.,\nRoanoke, Va.\nFeris, Frances F., Head, English De¬\npartment, Natrona\nCounty\nHigh\nSchool, Casper, Wyo.\nFitzgerald, John R., High School, Withersfield, Conn.\nFrank, Anna, Hotel Tulsa, Tulsa, Okla.\nGarber, L. O., Principal, College High\nSchool, State Teachers College, Man¬\nkato, Minn.\nGaskins, C. E., Assistant Principal,\nLima South High School, Lima, Ohio.\nGibbs, Mrs. Helen B., 377 West First St.,\nDayton, Ohio.\nGreer, H. G., County Superintendent of\nSchools, Monroe County, Monroeville,\nAla.\nGrier, B. M., Superintendent of Schools,\nAthens, Ga.\nHale, Mrs. Gertrude, 58 Lewis St.,\nAthol, Mass.\nHall, Fred P., Jr., 27 Colonial Rd., Port¬\nland, Maine.\nHanson, Virginia, 1414 S. Sixteenth Ave.,\nBirmingham, Ala.\nHargrave, E. B., Viceprincipal, George\nWashington High School, 2215 W.\nWashington St., Indianapolis, Ind.\nHarrington, Mary, 1251 Clarkson, Den¬\nver, Colo.\nHart, Harry T., Principal, Stevens\nSchool, Stamford, Conn.\nHassell, Bluford L., Principal, Clarks¬\nville High School, Clarksville, Tenn.\nHawley, Arja M., 417 Chilton St., Eliz¬\nabeth, N. J.\nHayes, Frieda L., 156 Tremper Ave.,\nKingston, N. Y.\nHeal, Frank M., Principal, Warner\nJunior High School, Wilmington, Del.\nHendricks, Lorene, 711 Union, Boise,\nIdaho.\nHolt, Terrell, 728 Napier Ave., Macon,\nGa.\nHopkins, P. H., Superintendent of\nSchools, Somerset, Ky.\nHowell, Sadie, 107 Sylvia St., West\nLafayette, Ind.\nHumphreys, Pauline A., State Teachers\nCollege, Warrensburg, Mo.\nIreland, E.\nW.,\nSuperintendent of\nSchools, Stratford, Conn.\nIrizarry, Oscar B., Department of Edu¬\ncation, San Juan, P. R.\nJackson, C. W., Principal, Beaver High\nSchool, Bluefield, W. Va.\nJacobs, Clara M., Department of Edu¬\ncational Research, District No. 1,\nPueblo City Schools, Pueblo, Colo.\nJames, Aelfric, Sr., 801 Spring Garden\nSt., Easton, Pa.\nJarman, Lloyd, Carrington High School,\nCarrington, N. Dak.\n\n749\n\nMembers\n\nJenkins, Joseph, 118 S. Twelfth\nSalt Lake City, Utah.\n\nSt., E.,\n\nJohnson, Ina R., Head, English Depart¬\nment,\nFargo High School, Fargo, N.\nDak.\nJohnson, Walter D., Deputy Superintend¬\nent,\nNev. Fourth District Schools, Reno,\nKeesee, Thomas O., Secretary, Newport\nNews Education Association, 122 Maple\nAve., Newport News, Va.\nKeller, Lester E., Principal, Sudlow\nIntermediate School, Davenport, Iowa.\nKirkpatrick, Virginia, Addison Apart¬\nments, Charlotte, N. C.\nLawyer, Mrs. Harriet Rose, 1151 Shattuck Ave., Berkeley, Calif.\nLayman, G. A., Jefferson High School,\nRoanoke, Va.\nLesley, Sarah M., 521 Sterling St.,\nGreensboro, N. C.\nLevenson, Samuel M., Principal, Samuel\nHuntington Junior High School, Ja¬\nmaica, N. Y.\nLewis, R. F., Superintendent of Schools,\nWaukesha, Wis.\nLord, Mary A., West Junior High\nSchool, Sioux City, Iowa.\nLoser, Paul, Superintendent of Schools,\nTrenton, N. J.\nLyman,\nWarren,\nSuperintendent of\nSchools, Stoughton, Mass.\nLyon, Arthur B., President, Janesville\nEducation\nAssociation, Janesville,\nWis.\nMcIntosh, Everett J., 62 Front St., Wey¬\nmouth, Mass.\nMacKay, Jean Armour, 121 Highland\nAve., Highland Park, Mich.\nManuel, Dessa, Superintendent, Polk\nCounty Public Schools, Bolivar, Mo.\nMarshall, R. W., Proviso Township High\nSchool, Maywood, Ill.\nMatthews, Mabel, Christenberry Junior\nHigh School, Knoxville, Tenn.\nMaynard, Mrs. Marion H., 2221 Jones\nSt., Apt. No. 19, Omaha, Nebr.\nMiller, Martin S., High School, Olympia,\nWash.\nMiller, Oscar E., Principal, Horace\nMann Junior High School, San An¬\ntonio, Texas.\nMock, Lula, 1921 Park Ave., Dallas,\nTex.\nMoncla,\nLa.\n\nS. A., 702 S. Market,\n\nOpelousas,\n\nMontgomery,\nEsther, Lincoln High\nSchool, Lincoln, Nebr.\nMontgomery, O. C., 1064 Elmwood PI.,\nColumbus, Ohio.\nMoore, Mrs. Marie, Secondary School\nPrincipal, Osceola, Ark.\nMoser, Karl J., Western High School,\nWashington, D. C.\nNation, R. W., President, Fort Worth\nClassroom Teachers Association, 305\nHaynes St., Fort Worth, Texas.\nNelson, Bertha F., 719 Union St., Apt.\nM-2, Fort Wayne, Ind.\nNelson, T. A., Decatur High School,\nDecatur, Ill.\nNicely, O. W., 3426 Winthrop, Indian¬\napolis, Ind.\nNicodemus, Bess, West High School,\nMuskogee, Okla.\nOldham, Josephine B., Valley Falls,\nKans.\nOlson, Mrs. Clara M., College of Educa¬\ntion, University of Florida, Gaines¬\nville, Fla.\nO’Rourke, Catherine,\nBlvd., Chicago, Ill.\n\n3057\n\nW.\n\nO’Rourke, Pauline, Supervisor,\nCounty Elementary Schools,\nAcademy, Mobile, Ala.\n\nJackson\nMobile\nBarton\n\n"}
{"page": 754, "printed_page": null, "text": "750\n\nNational\n\nEducation\n\nOrr, Conrad O., Principal, Beaverhead\nCounty High School, Dillon, Mont.\nOwens, A. D., Superintendent of Schools,\nNewport, Ky.\nPace, Margaret, 130 N. E. Forty-Fourth\nSt., Miami, Fla.\nParkhurst, Marion C., 29 S. Willard,\nBurlington, Vt.\nPayne, I. D., Director of Training and\nPlacement, Arizona State Teachers\nCollege, Tempe, Ariz.\nPetty, Natalie Anne, 221 Park Ave.,\nPittsburgh, Pa.\nPlenzke, O. H., Executive Secretary,\nWisconsin Education Association, In¬\nsurance Bldg., Madison, Wis.\nPoor, Charles L., 1005 S. Main, Eaton\nRapids, Mich.\nPratt,\nIll. Adah, Elgin High School, Elgin,\nPyle, Thomas W., Principal, BethesdaChevy Chase Senior High School, Bethesda, Md.\nRathbone, Albert J., District Superin¬\ntendent, Washington\nUnion\nHigh\nSchool, Centerville, Calif.\nReid, Louise, Drexel, N. C.\nRemington, Pearl M. T., Assistant Super¬\nintendent of Schools, East Providence,\nR. I.\nRhea, W.\nL., Principal, Oak Street\nJunior High School, Burlington, Iowa.\nRhoades, Mrs. Barbara Snyder, 3920 S.\nE. Belmont St., Portland, Ore.\nRonda, Teckla, 703 Hubbard St., Racine,\nWis.\nRoss, Harry M., Principal, Bryant\nSchool, Helena, Mont.\nRowlett, Mrs. Eleanor P., 4828 W.\nSeminary Ave., Richmond, Va.\nRundle, John, Superintendent of Schools,\nGrenada, Miss.\nSchlagle, F. L., Superintendent of\nSchools, Kansas City, Kans.\nScott, Alice, Miller Public Schools,\nMiller. S. Dak.\nShaw, Mrs. Celia, St. John Avenue\nSchool, Binghamton, N. Y.\nShawkey, M. P., Morris Harvey College,\nCharleston, W. Va.\nSheehan, Mary A., Viceprincipal, Wash¬\nington High School, Rochester, N. Y.\nSmith. Ruth E., 1021 N. Market St.,\nFrederick, Md.\nSnow, E. H., Principal, Ardmore Junior\nHigh School, Ardmore, Pa.\nSnyder. Wayne T.. Principal, Jefferson\nSchool, Kansas City, Mo.\nSpooner, Julia, Principal, Selwood\nSchool, Portland, Ore.\nStaffelbach, Elmer H., San Jose State\nCollege, San Jose, Calif.\nStaley, A. H., Superintendent of Schools,\nHastings, Nebr.\n\nAssociation\n\nStephenson,\nNev.\n\nMary\n\nE., Box\n\n324, Boulder,\n\nStiles, Chester D., Superintendent of\nSchools, Westfield, Mass.\nStrickland, Rose, Principal, Powell\nSchool, Birmingham, Ala.\nStrong, Vera, 1922 Blodgett, Houston,\nTexas.\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.\nTebow, Robert, 1935 W. Forty-First St.,\nTulsa, Okla.\nTempleman, Harold, 420 Eighteenth St.,\nN. E., Cedar Rapids, Iowa.\nTigert, John J., President, University\nof Florida, Gainesville, Fla.\nTracey, Earle T., Superintendent of\nSchools, Nashua, N. H.\nTurner, Anis, 1161 Main St., Grand\nJunction, Colo.\nVachon, Edmond J., Principal, Cabot\nHigh School, Cabot, Vt.\nVan Patten, M. M., Superintendent of\nSchools, Emmett, Idaho.\nVan Tassel, Clyde D., 812 Dunwood\nCourt, Toledo, Ohio.\nWatkins, R. H., Superintendent of\nSchools, Laurel, Miss.\nWeathersby, William H., Education De¬\npartment, State Teachers College,\nHattiesburg, Miss.\nWebster, Raymond C., Assistant Execu¬\ntive Secretary, Field Service, Pennsyl¬\nvania State Education Association,\nHarrisburg, Pa.\nWeeks, Zoraida E., Assistant Editor,\nNew York State Education, 152 Wash¬\nington Ave., Albany, N. Y.\nWhitney, Ruth E., 10 Brockway Rd.,\nHanover, N. H.\nWiley, Tom,\nSuperintendent, County\nSchools. Albuquerque, N. Mex.\nWilson, Claude E., Boulder Public\nSchools, Boulder, Colo.\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.\nZahn, Henry, 440 Plymouth St., Mis¬\nsoula, Mont.\nZimmerman. M. B., Superintendent of\nSchools, Wahpeton, N. Dak.\n\n"}
{"page": 755, "printed_page": null, "text": "Representative\n\nAssembly\n\n751\n\nMINUTES\n\nOF THE\n\nMilwaukee,\n\nTWENTIETH\nASSEMBLY\n\nWisconsin,\n\nREPRESENTATIVE\n\nJune 30-July 4, 1940\n\nFirst Business Session, Tuesday\n\nMorning,\n\nJuly 2, 1940\n\nThe first business session of the Representative Assembly of the National Educa¬\ntion Association, held in the Auditorium, Milwaukee, was called to order at 9:00\nA.M.\n\nby the president\n\nof the Association,\n\nAmy\n\nH.\n\nHinrichs.\n\nPresident Hinrichs: We are ready to open the first business session of the Repre¬\nsentative Assembly of this convention. We shall be led in the opening prayer by the\nReverend John Lewis of the Calvary Presbyterian Church of this city.\n(The invocation was given.)\nPresident Hinrichs: The Salute to the Colors will be led by Samuel A. McKillop,\nwho is also later going to lead us in community singing.\n(Salute to the Colors was followed by community singing.)\nPresident Hinrichs: We are ready for the Report of the Committee on Credentials.\nThis will be given by E. B. Hargrave of Indiana. You are aware of the fact that\nyour delegations yesterday elected the members of the Committee on Credentials\nwith Mr. Hargrave as chairman.\nMr. Hargrave: The Committee on Credentials met in the Milwaukee Auditorium\nat 3:00 p.m. on Monday, July 1, 1940, with thirty-seven members present. Harriett\nM. Chase, in charge of delegate registration, reported that 1139 delegates had regis¬\ntered. The Committee voted that all delegates properly certified be seated and that\nthe registration of delegates close at 8:30 P.M., Wednesday, July 3, 1940.\nThe following subcommittee was elected to make decisions covering any ques¬\ntions that may arise pertaining to the seating of delegates for this convention:\nAlice Johnson, Alaska; E. M. Walls, Texas; William McAlister, Hawaii; E. D.\nMerrill, Maine; and E. B. Hargrave, Indiana, chairman.\nMadam President, I move the adoption of this report.\n(The motion to accept the report of the Credentials\nplaced before the delegate body for vote, and carried.)\n\nCommittee\n\nwas\n\nseconded,\n\nPresident Hinrichs: The next item of business is the adoption of Rules of Pro¬\ncedure for this convention. Cornelia S. Adair, chairman of the Committee on Rules,\nwill read the Rules of Procedure, which you are either to adopt or to amend.\nMiss Adair (Virginia) : You will find the Rules of Procedure in the Official\nManual\n\nfor Delegates, on pages\n\n5 and\n\n6. They\n\nwe were governed at the last business meeting\nciation in San Francisco.\n(Reading of Rules followed.)\nMadam Chairman, I move the adoption\nthe business meetings.\n\nare the same\n\nrules under\n\nof the National\n\nEducation\n\nwhich\nAsso¬\n\nof these as the Rules of Procedure\n\n(The motion was seconded and carried.)\nPresident Hinrichs: The next item is the adoption of the Order\n\nfor\n\nof Business. That\n\nmeans that you, if you will, approve the Order of Business as printed in the\nprogram. Does the Chair hear a motion for the adoption of the Order of Business\nas printed in the program?\n(Motion made by A. C. Gramling of South Carolina, seconded and carried by\nunanimous vote.)\nPresident Hinrichs: The next item is “Minutes of the San Francisco Meeting.”\nAs you know, it is our custom to have the minutes printed in the Volume of Pro¬\nceedings. They are so printed. They might be read; however, it might be wise to\nadopt them as printed in the Proceedings. Does the Chair hear a motion to that\neffect?\n(Motion\n\nby Daisy Lord\n\nof Connecticut\n\nmade,\n\nseconded, and carried.)\n\n"}
{"page": 756, "printed_page": null, "text": "752\n\nNational\n\nPresident\n\nHinrichs:\n\nWe\n\nEducation\n\ncome\n\nAssociation\n\nto amendments\n\nto Bylaws.\n\nCornelia\n\nS. Adair\n\nis\n\nthe chairman of the Committee on Bylaws and Rules and she will give the amend¬\nments as they have been printed in the Journal, for the most part, and when she\ncomes to those that have not been printed in the Journal, she will explain.\nAs we consider them, Mr. Cram, as a representative of the Board of Directors,\nhas a recommendation from the Board of Directors on each amendment. The Board\nof Directors\n\nmet\n\nyesterday\n\namendments. Of course,\nBoard of Directors.\n\nMiss\n\nAdair:\n\nbehalf\nments,\n\nand\n\nin the regular\n\nyou do what\n\norder\n\nyou like with\n\nBefore presenting the amendments\n\nof business\n\nthe report\n\nI want\n\nconsidered\n\nthat comes\n\nto make\n\nthe\n\nfrom\n\nthe\n\na statement\n\non\n\nof the Rules Committee. We arranged for the printing of these amend¬\nbut in no way are we responsible for them. Our job is not a sponsoring\n\njob. All the amendments\n\nto the bylaws\n\nproposed\n\nat the San\n\nFrancisco\n\nconvention\n\nand printed in the Journal may be adopted by a twTo-thirds vote. The amend¬\nments to the rules proposed in San Francisco may be adopted by a majority vote.\nWe\nwork,\n\nwill proceed to the reading of these amendments. In order to facilitate your\nMr. Hendrix or Mr. Sold of the Committee will move the adoption of the\n\namendments.\nor phrases\n\nThat\n\nis in order\n\nto get them\n\nin italics are to be added,\n\nand\n\nbefore\nwords\n\nyou. You\n\nwill note\n\nin brackets\n\nthat words\n\nare to be deleted.\n\nThe first amendment, concerning a second vicepresident, is one of several amend¬\nments carried over from the Reorganization Committee: Article II, Section 1(a),\namend as follows:\nThe\n\nofficers of the said corporation\n\na Second\n\nVicepresident,\n\nand\n\nshall be a president,\n\na First Vicepresident,\n\neleven other Vicepresidents,\n\nan Executive\n\nSecre¬\n\ntary, a Treasurer, a Board of Directors, an Executive Committee, a Board of\nTrustees, and such boards, councils, committees, and other officers as shall be\nprescribed\n\nin the Bylaws.\n\n(See Act of Incorporation,\n\nsection 6, first paragraph.)\n\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. In\ncase of a vacancy in the presidency\nshall succeed to this office.\n\nof the Association, the Second\n\n(Motion\n\nand\n\nby Mr.\n\nHendrix\n\nthat the amendment\n\nof Arizona\n\nbe adopted\n\nas read\n\nseconded\n\nby Mr.\n\nVicepresident\n\nSo hi of Pennsylvania\n\nby the chairman.)\n\nPresident Hinrichs: The motion is open for discussion and the Chair\nMr. Cram as the spokesman for the Board of Directors.\nMr.\n\nCram:\n\nManual,\n\nThe\n\nArticle\n\nthe passing\nsecond\n\nArticle to which\nII, Section\n\nwe\n\nare referring is at the top of page 7 in your\n\nThe\n\nBoard\n\nof Directors\n\nvoted\n\nin opposition\n\nto\n\nof that proposed\n\namendment\n\nhaving\n\nto do\n\nthe\n\n1(a).\n\nof the first part\n\nare you\n\nMr.\n\nHinrichs:\n\nready\n\nIs there any further discussion of this amendment?\nWould\n\nthe gentleman\n\nvoting\n\nagainst\n\nMr.\n\nCram:\n\nI am\n\nin no position to answer\n\nwithout\n\nany\n\nparticular\n\nthat there were\n\ncertain\n\nangles\n\nthat I had\n\nadopt\n\npractically\n\nautomatically\n\nsee that that necessarily\n\nto why\n\nhowever,\n\na majority\n\nPresident\n\nthat question. I might\n\nsay offhand,\n\na feeling in the Board\n\nof Directors\n\nbecome\n\nthat were\n\nthis amendment,\n\na candidate\nfollows.\n\nand\n\nwe\n\nfor myself\n\nof the Board\n\nHinrichs:\n\nalways\n\nhave\n\nand\n\nI have\n\nof Directors\n\nsomewhat\n\nthis second\n\nfor the presidency\nIt might\n\nbut if that is the only opposition\n\nto be that way\n\nspeaking,\n\nfor the Board\n\nof the question\n\npersonally\n\nout to be that way,\n\ntell us the reason\n\nthis amendment?\n\nauthority,\n\nthe feeling that if we\n\nnot need\n\nIf not,\n\nfor the vote?\n\nBailey (Michigan):\n\nof Directors’\n\nam\n\nwith\n\nvicepresident.\n\nPresident\n\nbeing\n\nrecognizes\n\nvicepresident\n\nwill\n\nnext year. I do not\nof the years\n\nto it, I should\n\nauthority\n\nvoted\n\none\n\nin the course\n\nthe thing within\nno\n\ndisturbing,\n\nour\n\nturn\n\nsay that it does\nown\n\ncontrol. I\n\nto give the reasons\n\nas\n\nas they did.\n\nIs there any further discussion of the question? Microphones\n\nare in all the aisles and\n\nthere is no reason\n\nwhy\n\nyou\n\nshould\n\nnot avail yourselves\n\nof\n\n"}
{"page": 757, "printed_page": null, "text": "Representative\n\nthem.\n\nIs there\n\nthe adoption\n\nany further\n\ndiscussion?\n\nof this amendment?\n\nAssembly\n\nIf not, are you\n\n753\n\nready\n\nIt will take a two-thirds\n\nfor the question\n\non\n\nvote.\n\nMr. Bailey: I would like to ask another question. Who could come to the presi¬\ndency in case of the resignation or death of the president of the Association?\nPresident\n\nHinrichs:\n\nin the succession.\n\nAdair\n\nMiss\n\nAdair:\n\noriginal\n\nfirst vicepresident\n\nyou\n\nready\n\nAre\n\namendment, please\nis not adopted.\nMiss\n\nThe\n\nThis\n\nthe second\n\nconcerns\n\nreorganization\n\nThe\n\nfor the question?\n\nsay “aye,” opposed,\n\nwill read\n\nis the officer who\n\n“no.”\n\nThe\n\nproposed\n\nregional\n\nwould\n\nAll in favor\nmotion\n\nbe considered\n\nof adopting\n\nis lost. The\n\nthe\n\namendment\n\namendment.\n\nvicepresidents\n\nand\n\nis also a part\n\nof that\n\nprogram:\n\nofficers of the said corporation\n\nshall be a president,\n\na First Vicepresident,\n\nand twelve Regional Vicepresidents, an Executive Secretary, a Treasurer, a\nBoard of Directors, an Executive Committee, a Board of Trustees, and such\nboards, councils, committees, and other officers as shall be prescribed\nlaws. (See Act of Incorporation, section 6, first paragraph.)\nOn\n\nthe first day of the annual\n\nmeeting\n\nof the Association\n\nin the By¬\n\nthe accredited\n\ndele¬\n\ngates to the Representative Assembly from each state may nominate for Vicepresident one or more members of the Association from their region. The election\nof the Regional\n\nVicepresidents\n\nshall be by the Hare\n\nSystem\n\nof Proportional\n\nRepresentation. Only accredited delegates from a specified region\nmitted to vote for a Vicepresident for that region.\nThe\n\ntwelve\n\nregions of the National\n\n(1) Maine,\nIsland\n(2) New\n\nNew\n\nHampshire,\n\nVermont,\n\nYork, Pennsylvania,\n\n(3) Maryland,\n\nVirginia,\n\nEducation\n\nNew\n\nAssociation\n\nshall be per¬\n\nare as follows:\n\nMassachusetts , Connecticut,\n\nRhode\n\nJersey, Delaware\n\nIVest Virginia, District of Columbia,\n\nNorth\n\nCarolina\n\n(4) Michigan, Illinois, Indiana, Ohio\n(5) Kentucky,\n\nTennessee,\n\nSouth\n\nCarolina,\n\nAlabama,\n\nGeorgia,\n\nFlorida, Puerto\n\nRico, Virgin Islands\n(6) Mississippi,\n(7) Texas,\n\nOklahoma,\n\n(8) Nebraska,\n(9) North\n\nArkansas,\nN ew\n\nKansas,\n\nDakota,\n\nLouisiana,\nMissouri\n\nDakota,\n\n(10) Colorado, Utah, Wyoming\n(11) Washington, Oregon, Idaho,\n(12) Arizona,\nProvided,\nreason\n\nCalifornia,\n\nhowever,\n\napprove\n\nMinnesota,\nMontana,\n\nNevada,\n\nHawaii,\n\nthat the Executive\n\nthe transfer\n\nZone\n\nM exico\n\nIowa,\n\nSouth\n\nCanal\n\nWisconsin\n\nAlaska\nPhilippine\n\nCommittee\n\nof a state from\n\none\n\nmay\n\nIslands.\nfor good\n\nand\n\nsufficient\n\nregion to another.\n\nPresident Hinrichs: I have in my hand a written motion: “I move the adoption\nof this amendment.” It is moved by Reuben T. Shaw of Pennsylvania, seconded by\nWilliam S. Taylor of Kentucky. Mr. Cram will speak for the Board of Directors.\nMr.\n\nCram:\n\nconcerning\n\nWe\n\nare\n\nregional\n\nreferring\n\nvicepresidents.\n\nthe districting of the United\nPresident\n\nnow\n\nHinrichs:\n\nto the lower\n\nThe\n\nBoard\n\nhalf of page\n\nof Directors\n\n7 in the Manual,\n\nvoted\n\nin opposition\n\nto\n\nStates as set out in this amendment.\n\nIs there any further\n\ndiscussion?\n\nMr.\n\nShaw\n\nto state that I signed\n\nthe motion\n\nin order\n\nasks the privilege\n\nof speaking.\nMr.\n\nShaw:\n\nI wish\n\nthe Assembly\n\nin proper\n\nand\n\nlike to comment,\n\nI should\n\nform.\n\nI should\n\nlike now\n\nthat the whole\n\nto move,\nmatter\n\nto bring\n\nit before\n\nor I will state my\n\nbe laid on\n\nmotion\n\nthe table for one\n\nyear.\n(Mr. Bailey seconded the motion.)\nPresident Hinrichs: It has been moved\nlaid on the table for a year. That\n\nmotion\n\nand\n\nseconded\n\nthat the whole\n\nis not debatable.\n\nit on the table will please say “aye,” opposed,\n\n“no.” The\n\nAll in favor\n\n“noes”\n\nmatter\n\nbe\n\nof laying\n\nobviously\n\nhave\n\nit\n\n"}
{"page": 758, "printed_page": null, "text": "National\n\n754\n\nEducation\n\n(Seconded\nMr.\n\nby Mr.\n\nEnglish:\n\nHanna\n\nThere\n\nis one\n\nunnecessary\n\nto prevent\n\nof North\n\nare back\n\nwe\n\nand the motion is not laid on the table. Then\ntion. Is there any discussion on the adoption?\nMr. English (Illinois): In order\npone indefinitely.\n\nAssociation\n\nto the motion\n\nfor adop¬\n\ndelay, I move\n\nto post¬\n\nDakota.)\n\nexpression\n\nhere\n\nwhere\n\nit says, \"The\n\nHare\n\nSystem\n\nof\n\nProportional Representation.” If we are going to adopt it, it should be changed.\nYou cannot have proportional representation where you are electing one person\nby and\n\nfrom\n\na given\n\nregion. You\n\nhave\n\nto have\n\nrepresentation\n\nby more\n\nthan\n\none\n\nperson, but I think it is a possibility the majority did not want to act on it favor¬\nably this year, at least; therefore, I make this preliminary subsidiary motion.\nPresident Hinriehs : Are you ready for the question on postponing indefinitely?\nAll in favor say \"aye,” opposed, “no.” I do not believe\nus have a standing vote. Those in favor of postponing\n\nI can attest that vote. Let\nindefinitely, please rise. A\n\nmost convincing scene, but will you be seated? Will those voting “no” please rise?\nI think there is no question that the motion is carried, that consideration of this\namendment is postponed indefinitely.\nMiss Adair will read the third amendment.\nPage\n\nS, Article\n\nII, Section\n\n1(b)\n\nthe first amendment,\n\nMiss\n\nAdair:\n\nregarding\n\nthe second\n\nvicepresident,\n\n3, amend\n\nas follows:\n\n(This\n\nArticle\n\nII, Section\n\nwas\n\ndefeated\n\nwhen\n\nso we\n\nyou\n\nrejected\n\nwill cross that out.\n\nis an addition\n\nto Article\n\nII.)\n\nA local educational association or teachers organization within a state, terri¬\ntory, or district may affiliate with the National Education Association and shall\nbe designated an affiliated local association.\nWithin\n\na given\n\njurisdiction\n\nor political or administrative\n\nsubdivision\n\nof the\n\nstate, the local education association maintaining an affiliation zeith the state\neducation association shall be the sole local National Education Association\naffiliate ; provided, however, that any existing affiliation of local associations\nshall not be terminated because of the above provision, and provided also that\nthe Executive\n\nCommittee\n\nmay,\n\nafter due\n\nconsideration\n\nand\n\nconsultation\n\nwith\n\nthe\n\nexisting local and state affiliate or affiliates of the National Education Associa¬\ntion, approve for affiliation additional local associations.\nEach affiliated local association shall be a local unit in the organization of the\nNational\n\nEducation\n\nAssociation\n\nand\n\nas such\n\nshall be entitled to representation\n\nin the Representative Assembly as hereinafter provided.\nThe annual dues of an affiliated local association shall be $5, which\nentitle said\nregular\n\nassociation\n\npublications\n\nto receive\n\nwithout\n\nof the National\n\nEducation\n\nof Proceedings , reports of committees,\nissued.\nWhat\n\nthat really means\n\nassociation\nthe state\n\nmay\n\nand\n\nor\n\nAssociation,\n\nwithout\n\nthe national\nspecial\n\nAssociation\n\npermission\n\nother\n\ncondition,\n\nincluding\n\nall bulletins and\n\nis this: If this passes, it means\n\naffiliate with\n\nassociation\n\napplication,\n\nthat hereafter\nit is an\n\nof the Executive\n\nall\n\nthe Volume\n\nannouncements\n\nunless\n\nshall\n\nwhen\n\nno local\n\naffiliate of\n\nCommittee.\n\nIt\n\nwould not affect any associations already affiliated. This was sent in by the Penn¬\nsylvania Education Association and perhaps someone of them would like to speak\non it.\nPresident\n\nHinriehs:\n\namendment,\nHaas\n\nmoved\n\nI have\n\nby ^lilton\n\nof Pennsylvania.\n\nThe\n\nbefore\n\nme\n\na written\n\n0. Pearce\n\nChair\n\nmotion\n\nfor the adoption\n\nof Pennsylvania,\n\nrecognizes\n\nMr.\n\nPearce\n\nseconded\n\nas the mover\n\nof the\n\nby Anna\n\nPike\n\nof the motion.\n\nMr. Pearce: This motion is presented by the Pennsylvania delegation and is sup¬\nported by the delegation because we sincerely believe that it will strengthen the\nlocal organization,\nstrengthening\ngreat. A\nwe\n\nhave\n\nit will\n\nthe national.\n\npamphlet\n\norganizations\n\nthat\n\npublished\n\nneed\nby\n\nthe\n\nstate, and\n\nfor strengthening\n\nthe\n\nthat\n\nit will\n\nresult\n\nthe local association\n\nis very\n\nEducation\n\non\n\nteacher\n\nthat where\n\nwe\n\nhave\n\na strong local organization,\n\nwhere\n\nstate organization,\n\nwe\n\nachieve\n\nbetter\n\nAssociation\n\nin\n\nNational\n\nhas indicated\n\na strong\n\nThe\n\nstrengthen\n\nresults than\n\nwhere\n\neach\n\n"}
{"page": 759, "printed_page": null, "text": "Representative\n\nis working\n\nindependently.\n\nCommissioner\n\n755\n\nAssembly\n\nStudcbaker\n\nhas pointed out the same\n\nthing\n\nin an article called “Freedom To Find Out.” He indicates that a strong local organi¬\nzation, followed by a strong state organization, will eventuate in a strong national\norganization, and we will all be better off because of that very thing. In situations\nwhere there are competing organizations, and there are a good many of those\nthruout the country, we find that this situation arises: An issue will come before\nthe teachers, an issue upon which they should make a statement, and each of the\norganizations will rush to make a statement concerning it and each of them will\nmake a statement shaded just a little differently from the other, and the board\nof education or the legislators to whom the statement is made will begin to ques¬\ntion our unity and will begin to wonder just what we do want.\nIn many cases they have said to us, “Why don’t you teachers get together and\ndecide what you want and then come back to us and we will see if we cannot\ndo something for you.” Unless we do have this line-up of local, state, and national\norganizations, we are going to have difficulty in getting what we want.\nAs I see it, it will work this way: If this amendment is approved, when a state¬\nment is made by local associations, those who are concerned — I mean by those, the\nboards of education, legislators, educators, the lay public — will understand that\nwhen this local group makes a statement it is supported by the national Association\nand is supported by the state association, and any statement wThich can gain the\nsupport of these organizations deserves considerable attention.\nThe plan is democratic, it is American, it provides for any group which wrants to\naffiliate an opportunity to affiliate. It does not bar anyone; it gives the Executive\nCommittee the right to sit as a jury and say wffiether or not the petitioner may be\naccepted or not.\nIt will also bring us in line with other professions. The medical, dental, and\nlegal professions have strong affiliates when they have the local organizations, the\nstate organization, and the national organization.\nAt the present time there is no wray for the National Education Association to\ntactfully reject any organization which asks for an affiliation. There are some\norganizations which exist which are unworthy of affiliation writh an organization\nof this kind, yet if they make application, the Executive Committee has no way\nin which they can tactfully reject them.\nThe amendment does not change the status quo, it is not retroactive, it acts only\nfor the future. I believe that we are facing a difficult situation during the coming\nyear, with the armament program, with the retrenchments of education which were\nnecessary. We are going to have to unite our forces if we are going to prevent\ngreater retrenchment than has already taken place.\nWe have seen it in our own state; we know that it is going to occur again and\nagain. This disintegration which has already started will continue and grow\nstronger unless we do have a strong local association, unless w7e do have\nstate association, unless we do have a strong national Association, and we\n\na strong\nurge the\n\npassage of this amendment because we need the support of these great organiza¬\ntions. I sincerely hope that you will find it possible to accept the amendment.\nPresident\n\nBoard\nMr.\n\nIiinrichs:\n\nThe\n\nChair\n\nrecognizes\n\nCram\n\nas the spokesman\n\nfor the\n\nof Directors.\nCram:\n\nI am\n\nreferring\n\nto the first part of the proposed\n\nII, Section 3, near the top of page 8. The\nto the inclusion of this amendment.\nMr.\n\nMr.\n\nLaw\n\n(New\n\nYork)\n\n: May\n\nBoard\n\namendment\n\nof Directors\n\nI say that this Association\n\ndoes\n\nto Article\n\nvoted in opposition\nnot wish\n\ntactfully\n\nor in any other way to refuse admission to teachers who wish to join them. We\nhave here a great democratic organization and we cannot afford to shut out\nmembership, nor do we desire to do so.\nIt happens that in the City of New York, where there are forty thousand teach¬\ners, there is a happy relationship, a most friendly relationship with the teachers\nin what is known as “upstate,” that is, outside the City of New York, but there\nis no relationship with the New York State Teachers Association, and yet this\n\n"}
{"page": 760, "printed_page": null, "text": "756\n\nNational\n\nEducation\n\nAssociation\n\namendment would permit one association, only one, maintaining the affiliation with\nthe New York State Education Association to be the local national representative.\nThere is no such association in the City of New York. This would shut out all\nthe forty thousand teachers of New York City from representation, but I realize\nthat in the latter part of the amendment there is a provision for a continuance\nof the present relationship wdth the National Education Association and for ap¬\nproval. At the same time, that is not satisfactory. Within the last two or three\nyears we have had two great organizations of teachers formed in the City of New\nYork, numbering over five thousand members each. Shall we shut these out? This\nappeals to us in the State of New York as being thoroly undemocratic and the\nvote of both “upstate” and\nthis amendment.\nPresident\nMr.\n\nHinrichs:\n\nForsyth\n\nNew\n\nIs there\n\n(Pennsylvania)\n\nYork\n\nCity teachers\n\nany further\n: I wish\n\ndiscussion\n\nto speak\n\nwas\n\nunanimous\n\nin opposing\n\non this amendment?\n\nin favor\n\nof this amendment.\n\nI\n\nam chairman of the Membership Committee in Philadelphia and I find it is be¬\ncoming increasingly difficult to get members thru our local association for the\nNational Education Association, where there is a division.\nNew York has just stated that it must join thru the state association. That is not\ntrue because all they have to do is apply to the Executive Committee for recog¬\nnition and I believe the Executive Committee in that question would give them\nrecognition. I also noticed that New York must be having quite a battle, because\nin 1939, according to the Annual Membership Report of the National Education\nAssociation, they had 22,800 members. This year they had 14,000, or a drop of\nsome 8000 members. That indicates that we in Pennsylvania realize what local\nsolidarity means in organization. Evidently New York needs to take a lesson from\nPennsylvania.\nPresident\n\nMr.\n\nHinrichs:\n\nPearce:\n\nMr.\n\nApropos\n\nPearce\n\nrequests\n\nthe privilege\n\nof it being undemocratic,\n\nof making\n\nI should\n\na statement.\n\nlike to point out that\n\nthe National Council of Education permits only one-tenth of 1 percent of the mem¬\nbership of the National Education Association to become members of that group,\nso only twTo hundred\nthat group.\nPresident\nMrs.\n\nmembers\n\nHinrichs:\n\nJohanna\n\nM.\n\nof this great organization\n\nAny\n\nfurther\n\ndiscussion?\n\nLindlof\n\n(New\n\nYork)\n\n: I am\n\nvery\n\nglad\n\ncan become\n\nmembers\n\nat this time\n\nof\n\nto be able\n\nto explain to the gentleman from Pennsylvania the reason for the great drop in\nmembership in the state of New York. I think that the greater part of that drop\noccurred in New York City, as a result of the action of this body at the conven¬\ntion in New York, in refusing to recognize the right of New York City to have a\ndirector. New York City believes that it has a great deal to contribute to the wel¬\nfare of the teachers’of the nation and it would like to be able to do that thru this\norganization. However, because of their resentment, wffiether justly founded or not,\nagainst the action of this body at the New York convention, we did have the great\ndrop in membership.\nWe believe that it is undemocratic to refuse to allow any association to come\ninto this organization from now on, except by having exception made by the\nExecutive Committee. I believe membership in this organization should be free\nto all the teachers of the nation. This organization did have a reputation of being\nexclusive. There are still people wTho believe that certain people are not desired.\nWe must make it known that every person who has the honor of being a teacher\nof children of America should belong to the National Education Association, so\nthat as a united body we may do the things that need to be done for this nation\nin order to preserve democracy.\nPlease do not adopt anything that limits democratic action. I urge the defeat\nof this amendment.\nMr.\n\nWilliam\n\nKesselmann\n\n(Wisconsin)\n\n: Looking\n\nat this amendment\n\nin its broader\n\naspects, it freezes the organization into status quo. Today change is most characteris¬\ntic of life. Are we going to freeze the National Education Association? I hope\n\n"}
{"page": 761, "printed_page": null, "text": "Representative\n\n757\n\nAssembly\n\nthat you will vote against this amendment so that the National\nciation may grow and not become frozen and stale.\n(Question called for.)\nPresident\n\nHinrichs:\n\nThe\n\nmotion\n\nis for the adoption\n\nEducation\n\nAsso¬\n\nof this amendment.\n\nThose\n\nin favor of adopting the amendment, please say “aye,” those opposed,\n“noes” have it and the motion for adoption is lost.\n(Division called for.)\nPresident\n\nHinrichs:\n\nI am\n\nwilling to have\n\n“no.” The\n\nthe division, altho I thought\n\nthere was\n\nno doubt. Those in favor, please rise; those opposed please rise. I am glad my\nhearing was vindicated. The motion for adoption is lost.\nThe chairman calls your attention to the fact that we have taken more than\ntwenty-five minutes on the amendments; she does it not to stop the discussion, but\nthat you may be aware of the status of the program. Miss Adair will give us the\nnext amendment.\nMiss Adair: I will read only the new part, in order to hasten it. This is Article\nII, Section 3, bottom of page 8, and is an amendment introduced at the last business\nmeeting in San Francisco. It provides that Any local association whose member¬\nship is 100 percent in the National Education Association shall be entitled to all\nprivileges of any other affiliated local association without payment\nPresident\n\nHinrichs:\n\nI am\n\nhanded\n\na written\n\nmotion\n\nment, made by Mr. Hendrix of Arizona and\nsylvania. We are now ready for discussion. Mr.\nBoard\nMr.\n\nfor the approval\n\nof the $5 fee.”\nof the amend¬\n\nseconded by Mr. Sohl of Penn¬\nCram, will you please present the\n\nof Directors’ report on this amendment?\nCram:\n\nThe\n\nBoard\n\nof Directors\n\nvoted\n\nin opposition\n\nto the inclusion\n\nof this\n\namendment and I suspect that I will save a little time for the Representative As¬\nsembly if I would state that this is not going to mean anything from a financial\nstandpoint to the affiliated association or to the National Education Association,\nand as an inducement to getting 100 percent membership, it did not appeal to the\nBoard of Directors.\nPresident\nWalton\n\nHinrichs:\n\nAny\n\nfurther\n\nB. Bliss (Ohio):\n\nOhio\n\ndiscussion?\n\nintroduced\n\nthat a year\n\nago\n\nand\n\nit did\n\nit for a\n\nspecific reason. The National Education Association has seen fit to set up a Com¬\nmittee on Affiliated Associations. They are making every possible effort in head¬\nquarters to develop affiliated groups and to increase that number. Here is the\nmeans of making possible greater local interest instead of having the respon¬\nsibility solely in the hands of the superintendent to stimulate and urge and direct\nhis teachers to join. The group itself can find a motive. With a 100 percent enrol¬\nment, they have that sense of kinship, and local associations that are very small\ncannot afford, many times, even the $5 fee.\nFinally, it means much to some of these smaller associations and they will be\nstrengthened and helped if they can be linked in with the National Education Asso¬\nciation thru this automatic granting of that, where there is 100 percent enrolment.\nI hope you\nPresident\n\nwill support\nHinrichs:\n\nthis amendment.\n\nAny\n\nfurther\n\nof the adoption of this amendment,\n\ndiscussion?\n\n(Question\n\nplease signify. Opposed\n\ncalled for.) All in favor\n\nthe same. I am\n\nso sure of my hearing this time. Will the “ayes\" please stand? Opposed?\nis lost.\nWe\n\nshall hear the next proposed\n\nMiss\n\nAdair:\n\nAt the bottom\n\nnot quite\n\nThe\n\nmotion\n\namendment.\n\nof page\n\n8, this is in regard\n\nto the vicepresident.\n\nWe\n\nelect a certain number of vicepresidents every year, but they are not ranked in any\nway. This is a proposal to rank those vicepresidents as second, third, fourth, etc.\nArticle III, Section 6(c), amend as follows:\nThe Executive Committee shall fill all vacancies occurring in the body\nofficers of the Association, except as otherwise provided for in the Act\nIncorporation\nCommittee\n\nor in these Bylaws.\n\nshall determine\n\nExcept\n\nthe rank\n\nas otherwise\n\nprovided,\n\nof the J icepresidents.\n\nof\nof\n\nthe Executive\n\n"}
{"page": 762, "printed_page": null, "text": "758\n\nNational\n\nEducation\n\nAssociation\n\nThe discussion is that at present, if anything happened to our president and first\nvicepresident, we would not know who would be president. We would not like to\ninvite accidents, but that is the purpose of the amendment.\nPresident\nMr.\n\nHinrichs:\n\nCram,\n\nIt has been\n\nthat this amendment\n\nmoved\n\nby Superintendent\n\nbe passed.\n\nThey\n\nHendrix,\n\nalso offer an\n\nseconded\n\namendment\n\nnow\n\nby\nto\n\nthis amendment. The amendment we will vote on first is to add the phrase, “for\nthe purpose of determining the order of succession to the presidency should vacancy\noccur.” Is there any discussion on the addition of that phrase? Are you ready for the\nquestion? (Question called.) Those in favor of amending the proposed amendment\nby the addition\ncarried.\nNow\nMr.\n\nwe vote on the original amendment\n\nCram\n\nMr.\n\nof that phrase, please say “aye,” opposed,\n\nwill speak\n\nCram:\n\nThe\n\nfor the Board\n\nBoard\n\n“no.” The\n\nwith that phrase added. Any\n\nmotion\n\nis\n\ndiscussion?\n\nof Directors.\n\nof Directors\n\nvoted\n\nin approval\n\nof the inclusion\n\nof this\n\namendment.\nPresident\n\nHinrichs:\n\nAny\n\nfurther\n\ndiscussion?\n\n(Question\n\ncalled.) Those\n\nof the adoption of this amendment, please say “aye,” opposed,\nhave it and we have a succession established.\nWe will call on Miss Adair for the next amendment.\nMiss\n\nAdair:\n\nArticle\n\nVI, Section\n\n3, is an\n\naddition.\n\nThose\n\nin favor\n\n“no.” The\n\nof you\n\nwho\n\n“ayes”\n\nwTere in\n\nSan Francisco will remember that the chairman of the Publishing Committee moved\nthat that Committee be done away with. I will read that section: Article VI, Section\n3. Amend by deleting the entire section which now reads:\nThere\n\nshall be a Publishing\n\nCommittee\n\nconsisting of five members\n\nelected by\n\nthe Representative Assembly by the method known as the Hare System of Pro¬\nportional Representation. Nominations shall be made by petitions signed by ten\ndelegates and presented to the Executive Secretary on the second day of the\nannual meeting. The election in 1936 shall be held on Thursday by printed ballot.\nProvision shall be made by the Rules Committee for the nomination and election\nin 1937 to be held on the first day upon which the Representative Assembly\nmeets. This Committee shall be responsible for editing and preparing that por¬\ntion of the minutes of the Representative Assembly which shall be published in\nthe printed Proceedings.\n\nLast year the Committee felt that much valuable\nminutes which might have been spent otherwise.\nPresident\n\nHinrichs:\n\nWe\n\nhave\n\na written\n\nmotion\n\ntime was\n\nspent in reading\n\nfor the adoption\n\nthe\n\nof this amend¬\n\nment. Moved by Superintendent Hendrix, seconded by Mr. Sohl. Reuben T. Shaw\nmoves an amendment, seconded by JFilliam S. Taylor of Kentucky. The amendment\nreads: Amendment to Article VI, Section 3.\nI move\n\nthat the question before the assembly\n\nbe amended\n\nto read as follows:\n\nthat Article VI, Section 3, be amended to read as follows: “There shall be a\nPublishing Committee consisting of five members selected by the Representative\nAssembly by the method known as the Hare System of Proportional Representa¬\ntion. Nominations shall be made by petitions signed by ten delegates and presented\nto the executive secretary on the second day of the annual meeting. This Com¬\nmittee shall be responsible for editing and preparing that portion of the minutes\nof the Representative Assembly which shall be published in the printed Pro¬\nceedings.\n\nWe are now\namendment.\nMr.\n\nShaw:\n\nready\n\nThis\n\nfor discussion\n\nCommittee\n\ncame\n\non the adoption\n\ninto existence\n\nof the amendment\n\nat a suggestion\n\nwhich\n\nwas\n\nto the\nfound\n\nin Robert’s Rules of Order for the existence of such a committee. In view of the\nlarge amount of time required by this Committee working during the convention,\nit seems to me that the matter will be cleared by continuing the Committee, but\nby striking out the portion as indicated by these amendments or the proposed amend-\n\n"}
{"page": 763, "printed_page": null, "text": "Representative\n\n759\n\nAssembly\n\nraent to that amendment, leaving it so that the Committee does not need to do its\nwork until after the convention and then serve only as a cooperating committee with\nthe headquarters staff in determining what is printed. It seems to me that the Com¬\nmittee is desirous of continuing under those circumstances, but not in the form\nunder which it has been working.\nPresident Hinrichs: Mr. Cram, do you wish to speak for the Board of Directors?\nMr. Cram: I have no formal report from the Board of Directors. This matter\nwas referred by the Board of Directors back to the Rules Committee and the parlia¬\nmentarian, and the motion as you now have it has not been presented to the Board.\nPresident Hinrichs: Any discussion on the amendment to the amendment? Miss\nAdair wishes to make a statement.\nMiss Adair: If you will turn to the other proposed amendment, you will find\nthe Executive Committee recommended the continuance of the Rules Committee in\nsome such fashion as the amendment would provide. That was the recommendation\nof the Executive Committee. It would have come up later if this had not come\nup now.\nPresident Hinrichs: Any further discussion after that explanation? Question\ncalled for, to amend the proposed amendment in this way. All in favor please say\n“aye.” Those favoring the amendment please rise. It takes a majority vote. Those\nvoting against the amendment please rise. The amendment is carried.\nMr. Rushing (Washington) : It has been asked that you read the motion now as\namended.\nPresident Hinrichs: It really was an amendment by substitution, so that the Article,\nthe adoption of which we are voting on now, is:\nThere\n\nshall be a Publishing\n\nCommittee\n\nconsisting of five members\n\nelected by\n\nthe Representative Assembly by the method known as the Hare System of Pro¬\nportional Representation. Nominations shall be made by petitions signed by ten\ndelegates and presented to the executive secretary on the second day of the\nannual meeting. This Committee shall be responsible for editing and preparing\nthat portion of the minutes of the Representative\nlished in the printed Proceedings.\nWe are now\ndiscussion ?\n\nvoting\n\non\n\nthe motion\n\nto adopt\n\nAssembly\n\nwhich\n\nthis amendment.\n\nshall be pub¬\n\nAny\n\nfurther\n\nJoseph H. Saunders (Virginia) : I rose to ask a question in regard to the form of\nthe motion on page 9. The motion is to amend by deleting the entire section. Then\nthe substitute motion substituted language for the parts to be deleted. I therefore\nask the question of the parliamentarian whether or not the motion as it now stands\nis to delete the amended section, the adoption of which will take the whole thing\nout of the bylaws. Voting against it would be to put into the bylaws a substitute\nmotion. I want to know if I am correct, Mr. Parliamentarian, in that viewpoint?\nM. J. Horsely (Idaho, Convention Parliamentarian) : The amendment was given\nby way of substitution, which was not deleting all of the Article, but deleting a\nportion of it; it would be permissible as an amendment by way of substitution.\nPresident Hinrichs: We will ask the parliamentarian, with the two papers before\nhim, to tell us exactly where it goes. Mr. Trent of West Virginia asks for the floor.\nIV. JV. Trent: I should like the amendment read as it would obtain should this\namendment be voted.\nof this amendment.\n\nThe\n\nbylaws\n\nread as it would\n\nobtain following the adoption\n\nPresident Hinrichs: The whole amendment is what I read to you, which is the\npart that we adopted by way of substitution. Miss Adair would like to speak on this\nsubstitution.\nMiss Adair: I made a statement that the Executive Board was in favor of con¬\ntinuing a Publishing Committee. That recommendation comes later in this report on\nthe constitution and bylaws. If you vote on this original motion, I would like\nto ask the parliamentarian,\n\nthru the president, whether\n\nyou will have\n\nthe privilege\n\n"}
{"page": 764, "printed_page": null, "text": "760\n\nNational\n\nEducation\n\nAssociation\n\nof voting on this amendment recommended by the Executive\na different way of getting the Publishing Committee.\nMr.\n\nHorsely:\n\nPerhaps,\n\nto clear this up, it would\n\nCommittee\n\nwhich\n\noffers\n\nbe well to read the amendment.\n\nI move that Article VI, Section 3, be amended to read as follows: \"There shall\nbe a Publishing Committee consisting of five members elected by the Representa¬\ntive Assembly by the method known as the Hare System of Proportional Repre¬\nsentation. Nominations shall be made by petitions signed by ten delegates and\npresented to the executive secretary on the second day of the annual meeting.\nThis Committee shall be responsible for editing and preparing that portion of the\nminutes of the Representative Assembly which shall be published in the printed\nProceedings\n\nThe only part that you are deleting is as follows:\n. . . The election in 1936 shall be held on Thursday by printed ballot. Provision\nshall be made by the Rules Committee for the nomination and election in 1937 to\nbe held on the first day upon which the Representative Assembly meets. . . .\nPresident\n\nHinrichs:\n\nThis\n\nis the situation as I get it. The\n\nmatter\n\nof deletion\n\nis out\n\nof the question, because you adopted this substitution for the proposal of deletion,\nand therefore we are voting now on the adoption of this amendment, which if\nadopted becomes\nthe floor.\nMr.\n\nEnglish\n\nArticle VI, Section 3. I shall call now\n(Illinois) : I would\n\nfor the vote. Someone\n\nlike to call the Assembly’s\n\nattention\n\nwants\n\nto the fact\n\nthat there will be no change in procedure necessitated by the adoption of this\namendment. The motion is really to delete two sentences that you should never\nhave put in there in the first place — they were for temporary provisions, a\nprovisional rider that should never have been put in the bylaws. This kind of\naction is simply an illustration of waste of time due to improper writing of the\noriginal proposal.\nPresident\n\nHinrichs:\n\nThe\n\nRush\n\nCaldwell\n\n(Texas)\n\nHinrichs:\n\nThe\n\nM.\n\nthe result be?\nPresident\n\nmotion\n\nwill get those out.\n\n: I want\n\nto ask, If you\n\nparliamentarian\n\nare voting for the Publishing\nif we\nThen\n\nvote “no”?\nwe do not have\n\nGeorge\n\n(North\n\nDakota)\n\nlishing Committee and\nonly difference . . .\nPresident\n\nHinrichs:\n\nme, I did not mean\nMr.\n\nSkewes:\n\nAnd\n\nadvised,\n\nthat if we\n\nvote\n\na Publishing\n\nCommittee.\n\nwill\n\n“yes” we\n\nCommittee.\n\nMr. Caldivell : And\nPresident Hinrichs:\nE. Skczxcs\n\nhas\n\nvote “yes” on that, what\n\n: I believe\n\na vote of “no”\n\nthat a vote\n\nof “yes” keeps\n\nkeeps the Publishing\n\nI will ask the parliamentarian\n\na Pub¬\n\nCommittee,\n\nthat the\n\na statement.\n\nExcuse\n\nto make\n\nto cut you off.\nthe only question before\n\nus is as to whether\n\nthe election in 1936\n\nand 1937 shall stay in there.\nPresident\nMr.\n\nSkczves:\n\nPresident\nMr.\n\nHinrichs:\n\nBut it is already\n\nHinrichs:\n\nSkewes:\n\nNo, they go out.\n\nMay\n\nNo, we\nI have\n\nsubstituted for the motion\nPresident\n\nHinrichs:\n\nThe\n\ndecided\n\nthat we\n\nshall decide\n\nS. Woodruff\n\na Publishing\n\nthat by the adoption\n\nthe ruling of the parliamentarian?\n\nCommittee.\n\nof this amendment.\nWe\n\nhave\n\nme,\n\nbut\n\nalready\n\nas printed.\nparliamentarian\n\nhas\n\nglad to have him advise you publicly.\n(After conferring with the parliamentarian)\nlittle time.\nCaroline\n\ndo have\n\n(Vermont) : There\n\nbeen\n\nThe\n\nadvising\n\nparliamentarian\n\nis still an\n\nuncertainty\n\nI will be\n\nwould\n\nlike a\n\nin the minds\n\nof\n\na great many people here whether in calling for this vote, a “yes” means that we\ndo not have the Publishing Committee or whether a “no” means that we shall not\n\n"}
{"page": 765, "printed_page": null, "text": "Representative\n\nAssembly\n\nretain the Publishing Committee. I think this must\nlanguage, before we put it to a vote.\n\nbe made\n\n761\nclear, in simple\n\nPresident Hinrichs: The parliamentarian has said, if you vote “yes,” we have a\nPublishing Committee; if you vote “no,” we do not have a Publishing Committee.\n(Question called.)\nJessie V. Farr (California): I would like to ask one question: I would like to\nknow if this Publishing Committee is to be paid for this endurance test to which\nit is to be subjected in order to do all this work.\nPresident Hinrichs: No, it is not.\nMiss Farr: It is not to be paid, and how can we select people that we know are\ncompetent to edit?\nPresident Hinrichs: I will say on the basis of the judgment and discrimination\nthat we elect all officers, I suppose.\nMr. Shaw: I am rising by personal privilege. I should like to direct a question\nto the parliamentarian as to our status. May I have the opportunity?\nPresident Hinrichs: Yes.\nMr.\n\nShaw:\n\nThe\n\nmotion\n\nthat came\n\nbefore you first, as I understand\n\nit, is the\n\nmotion to amend the bylaws. The motion to amend upon which we voted was to\namend the form upon which we are going to vote to amend the bylaws. Is that\ncorrect — the form of amendment? Therefore, it took only a majority vote to amend\nthe form of the amendment coming before us. Is that correct?\nPresident Hinrichs: Yes.\nMr. Shaw: Our actions so far then merely amend the form in which it comes\nbefore us. The original motion providing for deletion of the entire section, the\nmatter upon which we have\nthat correct?\nPresident Hinrichs: Yes.\n\nacted, amends\n\nby deleting only part of the section — is\n\nMr. Shaw: Then as long as we have before us now a motion to amend — to strike\nout only part of that bylaw — and as we will be voting, as I understand it, substan¬\ntially on the idea before you as an amendment to the bylaws, it will now take a\ntwo-thirds vote to adopt even that strike-out. Is that correct?\nMiss Hinrichs: Yes.\nSara H. Fahey (New York) : As chairman of the Publishing Committee last\nyear, I offered this amendment, not because I was so keen about it myself, but the\nmembers of the Committee, occupying their time during the convention in making\npetty corrections on notes and devoting hours to the work, felt it was an injustice\nto their organizations that sent them to get the work of the convention and report\nit back again to devote hours to this kind of work. They argued that there were\ntwo accurate transcriptions of all the work of this Representative Assembly and\nthat there never was any question of being able to refer back to the records in\norder to know about any disputed question. Therefore, it seemed to us as if it were\na duplication of effort, as these minutes are gone over carefully by the secretaries\nof the different organizations interested in Washington.\nThat was the argument that was offered — that because there was a perfect\nrecord of everything that was done and that this Publishing Committee had been\ncontinued from an early time when there were not such technical methods of\nmaking records as there are today, the matter was suggested that the Committee\nremain after the convention and go over these notes. That question brought up\nthe matter of expense to the National Education Association of maintaining a\ncommittee for perhaps several days after the convention, when there were so many\nuses of the money of the National Education Association that we thought more\nimportant. It was not the feeling of the members of the Committee that they wanted\nto get rid of anything that can be shown to be useful or necessary to this organization\nat any time.\nIf there is a feeling, would those people more experienced than I am so indicate\nthat there is a necessity to have such a committee? I have not a particle of\nopposition to such a thing; neither has the Committee. I merely explain it here.\n\n"}
{"page": 766, "printed_page": null, "text": "762\n\nNational\n\nEducation\n\nAssociation\n\nbecause at the time these discussions were going on it seemed that you had nothing\nby means of which you had a perfect record of your Representative Assembly.\nThis is no longer true; the record is a perfect record and the only purpose of a\nPublishing Committee vTould be some time when\ndirecting the organization now might exist.\n\nsomething\n\ndifferent from\n\nGlen IV. Moon (Connecticut) : I move the previous question\nPresident Hinrichs: We are ready to vote, I believe.\nB. C. B. Tighe\n\n(North\n\nDakota)\n\n: As\n\nI understand\n\nit, we\n\nthose\n\non the amendment.\n\nhave\n\nan\n\namendment\n\nto\n\nwhich another amendment has been made. It will clarify matters a great deal if\nthis could be read to the audience in order that we may know definitely what the\nform of amendment will be if it is passed or if it should lose in the vote.\nPresident\n\nHinrichs:\n\nWe\n\nare\n\nsubstituting\n\nthe simple\n\nstatement\n\nthat I shall read\n\nnow:\nThere shall be a Publishing Committee consisting of five members elected by\nthe Representative Assembly by the method known as the Hare System of\nProportional Representation. Nominations shall be made by petitions signed\nby ten delegates and presented to the Executive Secretary on the second day\nof the annual meeting. This Committee shall be responsible for editing and\npreparing that portion of the minutes of the Representative Assembly which\nshall be published in the printed Proceedings.\nMay I comment, just by wray of information in case there is anyone here who\ndoes not understand what method of reporting we have now, that we have here\na machine that is taking down every one of the words, significant or trivial, that\nwe are saying in this Assembly. It is a verbatim record which you can hear in\nWashington or anywhere else at any time.\nIf we vote “yes” when the question is put, as I hope it will be soon, we\nthe Publishing Committee. We are voting “yes” on only these words,\n\nshall have\n\nThere shall be a Publishing Committee consisting of five members elected by\nthe Representative Assembly by the method known as the Hare System of\nProportional Representation. Nominations shall be made by petitions signed by\nten delegates and presented to the Executive Secretary on the second day of\nthe annual meeting. This Committee shall be responsible for editing and\npreparing that portion of the minutes of the Representative Assembly which\nshall be published in the printed Proceedings.\nAre you ready to vote on that question?\n\n(Question\n\ncalled.) All in favor of the\n\nadoption of the question, please say “aye.”\n(Point of order called for.)\nJohn\n\nFewkes\n\n(Illinois) : I believe\n\nthe chairman\n\nis wrrong. You\n\nare voting\n\non\n\nan\n\namendment to the constitution. If that amendment does not pass, the constitution\nremains as it now is and you are not doing away with the Publishing Committee\nif you do not adopt this amendment.\nPresident\n\nHinrichs:\n\nThere\n\nis a motion\n\nbefore\n\nthe house\n\non the previous\n\nquestion.\n\nAll those in favor of the previous question.\nMr.\n\nEnglish:\n\nI appeal\n\nfor a decision\n\nago that a vote “no” on the pending\nPresident\nMr.\n\nHinrichs:\n\nEnglish:\n\nI have\n\nbeen\n\nfrom\n\nthe Chair.\n\nmotion\n\nwould\n\nso advised\n\nI do not care wTho advised\n\nYou\n\ndecreed\n\na few\n\nminutes\n\ndelete the entire section.\n\nby the parliamentarian.\n\nyou, I am\n\nsure it is not true. The\n\nmotion\n\nis to amend, which in effect, if you will read it, is a motion to strike out those two\nprovisional sentences. We have a motion pending, a substitute motion, to change . . .\nPresident\n\nHinrichs:\n\nquestion. Those\nMr.\n\nEnglish:\n\nwho\n\nWe\n\nquestion.\n\nHinrichs:\n\nin the state of wanting\n\nto vote\n\non\n\nthe previous\n\nare voting “yes” for the previous question, please so vote.\n\nI appeal\n\nfrom\n\npending motion. Mr. Shaw\nPresident\n\nare\n\nThe\n\nwas\n\nthe decision\n\nof the Chair.\n\nThat\n\nis not the immediate\n\ncorrect.\n\nparliamentarian\n\nrules that the vote is for the previous\n\n"}
{"page": 767, "printed_page": null, "text": "Representative\n\nHarry\n\nClark\n\n(Tennessee)\n\n763\n\nAssembly\n\n: If everyone\n\nwould\n\nyield, I think\n\nI can\n\nsolve\n\nthis.\n\nThis crowd is weary and confused and it will make no difference if this is not\nsettled until twelve months from today. I move that it be laid on the table.\n(The motion was seconded.)\nPresident\n\nHinrichs:\n\nThe\n\nmotion\n\nhas\n\nbeen\n\nmade\n\nand\n\nseconded\n\nthat the question\n\nbe laid on the table. The motion is not debatable. All in favor please say “aye,”\nopposed, “no”; the “ayes” have it and the motion is laid on the table.\nMiss\n\nAdair:\n\nArticle\n\nXI, Section\n\n1, page\n\n9, has\n\nto do with\n\nboth\n\namendments;\n\nit\n\nprovides for doing away with our provision that amendments must be presented\nat a business session and printed in the Journal. I will read it to you: Article XI,\nSection 1, amend as follows:\nThese\n\nBylaws\n\nmay\n\nbe altered or\n\namended\n\nat the annual\n\nmeeting\n\nof the\n\nRepresentative Assembly by unanimous vote, or by a two-thirds vote of the\nRepresentative Assembly if the alteration or amendment shall have been\n[proposed in writing at the annual business meeting next preceding the one\nat which action is taken, and due announcement of the proposed action shall\nhave been made in the official publication of the Association.] printed in the\nMay\n\nJournal\n\nPresident\nHendrix,\n\nof the National\n\nHinrichs:\n\nseconded\n\nby Mr.\n\nspeak for the Board\nMr.\n\nCram:\n\nWe\n\nThe\n\nEducation\n\nhave\n\na\n\nAssociation.\n\nwritten\n\nmotion,\n\nSold, that this amendment\n\nmoved\n\nby\n\nbe adopted.\n\nSuperintendent\nMr.\n\nCram\n\nwill\n\nof Directors.\nBoard\n\nof Directors\n\nvoted\n\nin opposition\n\nto the inclusion\n\nof this\n\namendment.\nPresident\n\nHinrichs:\n\n(Motion placed\nnot adopted.)\nMiss\n\nAdair:\n\nAny\n\nbefore\n\nThe\n\nnext\n\nfurther\n\ndiscussion?\n\nthe body\n\nfor vote;\n\none you do not have\n\n(Question\n\ncalled.)\n\nmotion\n\ndeclared\n\nto do anything\n\nlost; amendment\n\nabout, because\n\nit was\n\ntaken care of by failure to adopt the amendments on page 7. The next one, I have\nto confess, slipped by me and it had been passed last time, so that we will take\nthat out.\nRule 4 (b) (Standing\nhas twenty\n\nthousand\n\nRules) comes\n\nout because\n\npaid-up members,\n\nPennsylvania,\n\nthe only state that\n\nalready has two directors.\n\nRule 4 (b) (at bottom of page 9) take out the letters “N.E.A.” that we have\nso many times in that section; it is not good English. All we do there is take\nout the “N.E.A. ’s” in three places.\nRule 4 (d) amend by deleting, and I believe that the reason for deleting this\n(the executive secretary, the treasurer, and the like) is that we have not done\nthat for a great many years. The executive secretary takes office the first of\nJanuary and the treasurer takes his immediately after election, so that is in the\nmotion to delete.\nPresident\n\nseconded\n\nHinrichs:\n\nby Air. Sold\n\nWe\n\nhave\n\na written\n\nmotion\n\nby\n\nAir. Hendrix\n\nof Arizona,\n\nof Pennsylvania,\n\nthat this amendment\n\nbe\n\nadopted.\n\ndiscussion on that subject? All in favor\n“ayes” have it. The motion is carried.\n\nsay “aye,” opposed,\n\n“no”;\n\nAny\n\nI think the\n\nNow we are down in the “Other Proposed Amendments,” and they are “other”\nbecause they were not printed in the May Journal. Miss Adair.\nMiss\n\nAdair:\n\nThis\n\nwill take unanimous\n\nconsent.\n\nIt is about\n\nthe Publishing\n\nCom¬\n\nmittee. It is perfectly simple, if you want to do something about it, because it takes out\nthat provision for the first election and says they shall be elected along with the\nother officers on the ballot, so if you would like to take it off and get rid of it, you\ncan do it very simply.\nPresident\n\nHinrichs:\n\nthis amendment?\nSection 3.)\nMiss\n\nAdair:\n\nThe\n\nArticle\n\nMay\n\nwe\n\nhave\n\nunanimous\n\nchair hears\n\nno\n\nVI, Section\n\n1. This\n\nconsent\n\nobjection;\n\nfor getting up to date on\n\nit is so ordered.\n\nalso requires\n\nunanimous\n\n(Article VI,\n\nconsent\n\nand\n\nit\n\n"}
{"page": 768, "printed_page": null, "text": "764\n\nNational\n\nreduces the number\n\nof the Rules Committee\n\nBoard\n\nthought three was\n\nPresident\n\nHinrichs:\n\nEducation\n\nAssociation\n\nto three instead of five. The\n\nExecutive\n\nas good as five.\n\nWe\n\nhave\n\na\n\nmotion\n\nthat\n\nis signed\n\nby\n\nMr.\n\nHendrix\n\nand\n\nseconded by Mr. So/il for the adoption of this amendment, which will simply\nchange the number of people on the Committee on Bylaws and Rules, for five, in\nthe experience of the Association, have proved a little unwieldy. Three have\ngenerally done the job.\nMr. Forsyth: I object.\nPresident Hinrichs: The\n\namendment\n\nis lost.\n\nThe last proposed amendment is another correction of the English of the funda¬\nmental law (Article II, Section 7).\nMr.\n\nMooney:\n\nI should\n\nlike to serve\n\nto eliminate the Rules Committee\nPresident\n\nHinrichs:\n\nThat\n\nnotice that an\n\namendment\n\nfor a period of time at the next session.\n\nis according\n\nto our bylaws.\n\nMr.\n\nMooney\n\nthat he will submit such an amendment. It will be published\nand voted on at the next summer convention.\nMiss\n\nAdair:\n\nthere because\nPresident\n\nThe\n\nlast one is to take out the word\n\nit is bad English\n\nHinrichs:\n\nMay\n\nwill be submitted\n\n“that”\n\nserves\n\nin the May\n\nwhich\n\ndoes\n\nnotice\n\nJournal\n\nnot belong\n\n(Article II, Section 7).\n\nwe\n\nhave\n\nunanimous\n\nconsent\n\nto that?\n\n(No\n\nobjection\n\noffered.) It is so ordered. The parliamentarian says we have to vote on it. The\npoint is that unanimous consent gives us permission to bring these matters before\nthe Assembly since they were not printed in the Journal. The unanimous consent\ngives us permission to vote on whether we shall take out “that.” (Question called.)\nAll in favor of taking out the word “that” please say “aye,” opposed, “no.” The\nmotion is carried and the bylaw is corrected.\nWe have finished this part of our business and Mr. Shaw is asking for the floor\nfor a moment.\nMr.\n\nShaw:\n\nUpon\n\nmy\n\nelection to the office of president\n\nI had\n\nthe great\n\npleasure\n\nof receiving from my predecessor, Caroline Woodruff, a gavel made from the\noak of a tree that grew on the farm of Calvin Coolidge. I have few treasures\nthat I value more highly, and I value at this time the privilege of presenting\nto my successor the gavel made from a bit of walnut that grew near one of\nthe stones that was set up in the original survey of William Penn in Pennsylvania.\n(Miss Hinrichs accepted the gavel.)\nPresident\n\nHinrichs:\n\nI assure\n\nMr.\n\nShaw\n\nthat I appreciate\n\nthis lovely gavel\n\nwith\n\nthe expression of friendship and goodwill that comes with it. We now have the\ngavel of the convention hall, my own gavel from Pennsylvania, and I have one\nthat I want to use sometime this week that was sent to me in February by the\nteachers association of Brazil. We shall have three gavels to keep us in order\nthis week.\nL. E. Baird\n\n(Pennsylvania)\n\nbefore the house. You\non the question.\nPresident\n\nHinrichs:\n\nhave\nThe\n\n: I arise to a point of order.\n\nhad\nChair\n\nArticle VI, Section\n\nthe unanimous\n\nconsent, but you have\n\nadmits\n\na bit confused\n\nshe was\n\n3, is\n\nnot voted\n\nas to the fact of\n\nunanimous consent, and after securing the unanimous consent, to bring the question\nbefore you. I think, however, that this is the time to bring it. We have the unanimous\nconsent to bring Article VI, Section 3, before you. You will find it on page 10,\nand now we shall have the motion for the adoption of Article VI, Section 3.\nMotion by Mr. Hendrix, seconded by Mr. Sohl: I move that Article VI, Section 3,\nbe amended\n\nas set forth in the Official Delegates’ Manual,\n\non page 10, as follows:\n\nThere shall be a Publishing Committee consisting of five members elected\nby the Representative Assembly by the method known as the Hare System of\nProportional Representation. Nominations shall be made by petitions signed\nby ten delegates and presented to the Executive Secretary on the second day of\nthe annual meeting. (The election in 1936 shall be held on Thursday by printed\nballot. Provision shall be made by the Rules Committee for the nomination and\nelection in 1937 to be held on the first day upon which the Representative\n\n"}
{"page": 769, "printed_page": null, "text": "Representative\n\n765\n\nAssembly\n\nAssembly meets.) The election shall be by printed ballot and held at the same\ntime as the election of the officers of the Association. This Committee shall be\nresponsible for editing and preparing that portion of the minutes of the\nRepresentative Assembly which shall be published in the printed Proceedings.\n(Recommended by the Executive Committee.)\nIs there any discussion?\nMr.\n\nSaunders:\n\nI want\n\nto move\n\nto amend\n\nthe motion\n\njust offered\n\nby\n\ndeleting\n\nthe entire paragraph from the bylaws. The reason I want to do that is that we\nhave a $1000 machine here which is recording everything and I see no need\nfor a committee to do what we have already bought a $1000 machine to do.\nPresident\n\nHinrichs:\n\nMr.\n\nSaunders\n\nmakes\n\na\n\nsubstitute\n\nmotion\n\nthat\n\nwe\n\ndelete\n\nthe entire thing. Is there a second to that motion? It has been moved and\nseconded that we delete the entire passage. If we do that, we do not have a\nPublishing Committee, but we do have the $1000 machine. Are you ready for\nthe vote?\nBlanche\n\nFoster\n\n(Pennsylvania)\n\n: There\n\nhas\n\nbeen\n\na question\n\nin my\n\nmind\n\never\n\nsince the delegate from Tennessee arose to deliver us from confusion. I under¬\nstood he made a motion to lay that on the table. Was there any time limit\nattached to this motion, as someone in our delegation thinks he said to lay\nit on the table for twelve months.\nif it takes twelve months.”\nPresident\n\nHinrichs:\n\nSection 3, shown\nMiss\n\nFoster:\n\nMiss\n\nI thought\n\nthe gentleman\n\nwhat\n\nlaid on\n\nFoster,\n\non the top of page\n\nwe\n\nsaid, “I do not care\n\nthe table\n\nwas\n\nArticle\n\nVI,\n\n9.\n\nI realize that but I have\n\nnot had\n\na chance\n\nto get at the amplifier,\n\nbut I want to know if I am right in that. I believe if the gentleman made\nmotion to lay it on the table, it can be removed from the table at any time.\nPresident\nMrs.\n\nHinrichs:\n\nHelen\n\nRueben\n\nThat\n\na\n\nis correct.\n\n(Illinois) : I want\n\nto speak\n\non\n\nthe substitute\n\nmotion\n\nmade\n\nby Mr. Saunders. I want to first ask a question and then make a statement.\nIn the statement, the Committee shall be responsible for editing and preparing\nthat portion of the minutes which shall be published in the printed Proceedings.\nIs it the understanding that since we have that machine taking the verbatim\nreport of the Proceedings that the verbatim report is to be printed in the\nProceedings?\nPresident\n\nHinrichs:\n\nNo,\n\nthat is not\n\ntrue. The\n\nbut a summary. In other words, all the byplay\nappear in the printed Proceedings.\nMrs.\n\nRueben:\n\nWhen\n\na verbatim\n\nreport\n\nverbatim\n\nreport\n\nis not\n\nin this convention\n\nis edited, then\n\nit becomes\n\nprinted,\n\nwould\n\nnot\n\nthe decision\n\nof certain people as to what portions are to be printed of the reports that are\ngiven from the platform and what portions are not to be printed, since it is\nan edited report and only portions are printed. Frequently there are differences\nof opinion on which sections of the report are important and which sections\nare not, and since there are differences of opinion, it is necessary to have an\nelected committee to make these decisions, rather than people who may be sincere\nand earnest but who are employed representatives of the Association and\nconsequently are not the elected people of the Association. Consequently, no\nmatter what kind of machine we have to take a verbatim report, in order to\nmake a decision for editing it is necessary that we have our own Committee\nelected to make the decision as to what is to appear in the Proceedings and\nwhat is to be omitted.\nPresident\nMr.\n\nHinrichs:\n\nSaunders:\n\nMay\n\nAre\n\nyou\n\nI make\n\nready\n\nto vote?\n\none\n\nstatement\n\nin answer\n\nto the\n\nlady\n\nwho\n\nhas\n\nspoken about the necessity for this Committee? We have the verbatim report\non the machine. We have employed in Washington an executive secretary,\nwith a staff of more than one hundred people. We pay them good salaries and\nthere is no reason why they cannot take the machine records and make a\nsatisfactory report for the volume of Proceedings without having to pay the\n\n"}
{"page": 770, "printed_page": null, "text": "7tib\n\nNational\n\nEducation\n\nAssociation\n\nexpenses of a specially elected committee to do that work, because under the\namended proposition, it would be necessary for that committee to meet after\nthe convention and give, as Miss Fahey said, and she served as chairman of that\nCommittee, a great deal of their time to a routine job, and for that reason, I\noffered the motion to delete.\nPresident\nMiss\n\nHinrichs : Are\n\nFoster:\n\nI am\n\nwe\n\nready\n\nwondering\n\nto vote?\n\njust what\n\nthe\n\nattitude\n\nof Mr.\n\nGivens\n\nand\n\nhis\n\nstaff would be. It seems to me if any question should arise it would be more\ndemocratic to feel that this Committee from the Delegate Assembly was in on\nthis thing. I think it is not that we doubt the ability or the economy for\nMr.\n\nGivens ' staff to do\n\nthat is gained\nthis work.\nPresident\n\nby having\n\nHinrichs:\n\nit, but\n\nthere\n\nis a\n\na committee\n\nAre\n\nyou\n\nready\n\nfeeling\n\nof\n\ndemocratic\n\nparticipation\n\nelected by us to assist at least in doing\n\nfor the vote?\n\nWe\n\nare\n\nvoting\n\non\n\nthe substi¬\n\ntute motion to delete the passage. If you vote “yes,” }rou have no Publishing\nCommittee. If you vote “no,” you retain the Committee according to this\nsection. Those in favor of deletion, please say “aye,” opposed, “no”; the “ayes”\nhave it. If you would feel better, we can have a rising vote. Those in favor of\ndeleting the section, please rise. Those opposed, please rise. The motion is\ncarried.\nMr.\n\nShelves:\n\nOn\n\nthe\n\nprevious\n\nproposition,\n\nalmost\n\nidentical\n\nwith\n\nthis, we\n\nfound ourselves confused. Mr. Clark of Tennessee extricated us by laying this\nmatter on the table. I think we will be confused again. I am inclined to agree\nwith Air. Saunders, but I think that what we need to have is a definite provision\nfor some method of appeal to a regularly constituted board in case there is a\nquestion in the future. I believe this matter can be worked out over a period\nof time; therefore I move this motion be laid on the table.\nPresident\n\nHinrichs:\n\nThere\n\nis no\n\nmotion\n\nbefore\n\nthe house\n\nat the present\n\ntime.\n\nI am not sure that I heard exactly what you said, but if I did hear what you\nsaid, the Executive Committee would be the body in whose jurisdiction would\nrest those matters of decision.\nMr.\n\nTrent:\n\nWas\n\nthat vote\n\nto . . .\n\nAir. Bailey:\n\nI arise to a point of order;\n\nAir. Trent:\n\nMay\n\nI amend\n\n“no!”)\ns of Hinrichs:\n\n(Crie\nPresident\nMr.\n\nThere\n\nis no\n\nmotion\n\nRobert's\n\nbefore\n\nAccording\n\nto\n\nit cannot\n\nbe brought\n\nup for twenty-four\n\nvoting for it may\n\nHinrichs:\n\nbefore\n\nthe house.\n\nRules\n\nwhenever\n\nanything\n\nthe house.\n\nof\n\nOrder,\n\nask for that action to be postponed\n\nment be indefinitely postponed. Look up\ncorrect on that. It is a hasty decision.\nPresident\n\nmotion\n\nthe amendment?\n\nBailey:\n\npassed, anybody\nand\n\nthere is no\n\nI think you\n\nare\n\nhours.\n\nyour\n\nI move\n\nRobert's\n\nout of order.\n\nRules\n\nis\n\nindefinitely\n\nthat this amend¬\nof Order.\n\nI shall be glad\n\nI am\n\nto have\n\nthe\n\nparliamentarian speak.\n(The president then conferred with the parliamentarian.)\nThe motion was carried. At this time there is no motion before the house.\nMr.\n\nBailey:\n\nI just made\n\na motion.\n\nI move\n\nlaid on the table indefinitely. It cannot\naccording\n\nto Robert's Rules\n\nPresident\n\nHinrichs:\n\nYou\n\nbe brought\n\nof Order.\nmoved\n\nthat we\n\ntwo\n\nthings.\n\nreconsider\n\nup now\nYou\n\nand\n\nthat it be\n\nfor twenty-four\n\nmoved\n\nto\n\nhours,\n\nreconsider\n\nand\n\nthat it be laid on the table.\nAir. Bailey:\n\nRobert's\n\nRules\n\nof Order\n\ngives a protection\n\nto all legislative bodies,\n\nwhenever there is a hasty motion made or something carried, to allow a person\nwho votes for it the privilege of moving that this be reconsidered and be laid\non the table indefinitely and it cannot\nPresident\n\nHinrichs:\n\nEveryone\n\nbe touched\n\nknows\n\nthe\n\nfor twenty-four\n\nmotion.\n\nIs there\n\na\n\nhours.\nsecond\n\nto\n\nthat\n\nmotion\n\nonly.\n\nmotion ?\nMr.\n\nHorsely:\n\nHe\n\ncan\n\nmove\n\nto reconsider\n\nthe vote\n\non the substitute\n\n"}
{"page": 771, "printed_page": null, "text": "Representative\n\nPresident\n\nreconsider\nMr.\n\nHinrichs:\n\nThe\n\nthe\n\non\n\nvote\n\nAssembly\n\nparliamentarian\n\nthe\n\nsubstitute\n\n767\n\nrules\n\nthat\n\nthe proper\n\nmotion\n\nmotion.\n\nDo\n\nyou\n\nthat\n\nmake\n\nis to\n\nmotion,\n\nBailey?\n\nMr.\n\nBailey:\n\n(The\n\nI make\n\nthe motion\n\nwas\n\nseconded.)\n\nHinrichs:\n\nIt has\n\nmotion\n\nPresident\n\nvote on the last motion.\n\nto reconsider\n\nbeen\n\nmoved\n\nit.\n\nand\n\nseconded\n\nIs there any discussion?\n\nthat\n\n(None\n\nwe\n\nreconsider\n\noffered.) All in favor\n\nplease say “aye,” opposed, “no” (an overwhelming “no”). Evidently\nthought of the house that the decision was not hasty.\nMr.\n\nBailey:\n\nacted upon\nPresident\n\nI still wish\n\nbefore\n\nthe parliamentarian\n\ntwenty-four\n\nHinrichs:\n\nThe\n\nhours\n\nmotion\n\nfrom\n\nmy\n\nis lost. The\n\nto look\n\nthe\n\nup\n\nit is the\n\nto see if this can\n\nbe\n\nmotion.\nnext\n\norder\n\nof business\n\nis nomina¬\n\ntions for president, eleven vicepresidents, a treasurer, three members of the\nExecutive Committee, and nineteen state directors. We\nhave approximately\ntwenty minutes for that procedure. You heard this morning the rule with regard\nto nominating and seconding speeches. The secretary will call the roll by\nstates. You are nominating the president first.\nSecretary\n\nGivens:\n\nAs\n\nI call the\n\nroll by\n\nstates, if you\n\nhave\n\na\n\ncandidate\n\nto\n\nnominate please come to the platform ahead of time. This is a roll call by\nstates for nomination for president of the National Education Association for\nthe coming year. Alabama.\nL. Frazer\nHilda\n\nBanks\n\n(Alabama)\n\nMaehling\n\n(Indiana)\n\n: Alabama\n\nyields to Indiana.\n\n:\n\ndeeply\n\nIndiana\n\nappreciates\n\nthe\n\ncourtesy\n\nof\n\nAlabama in yielding a place early on this program. The teachers of Indiana\nare presenting the name of Superintendent Donald DuShane of Columbus,\nIndiana, for president of the National Education Association in 1940.\nIndiana has long held an enviable position among the states for her progres¬\nsive school and progressive teacher welfare laws. To secure and to maintain such a\nposition of educational leadership, it is vitally necessary to have leaders of rare\nability. Mr. DuShane has been such a leader in Indiana for many years. He was\nactive in helping to frame and to pass the retirement law in 1921 ; he took much of\nthe initiative in securing the tenure law in 1927. In fact, during the past twenty\nyears, no progressive school law has been passed, no constructive teacher\nwelfare movement\nnent participant.\nMr.\n\nDuShane\n\nhas been started in Indiana\nhas\n\nevery\n\nqualification\n\nwithout Donald\n\nfor\n\nthe\n\nhigh\n\nDuSha?ie\n\nas a promi¬\n\noffice of president.\n\nHis\n\nexperience runs thruout all phases of teaching. He has been teacher, principal,\nand superintendent in the public schools, and has taught numerous courses\nin education in several colleges. Thruout his career he has devoted much\ntime and energy to the elevation of teaching as a profession. The teachers in\nhis own state recognized his service many years ago and honored him with\nthe presidency of the Indiana State Teachers Association. It is impossible to\nenumerate all his contributions to education and to the civic life of his state.\nGovernors of both parties have recognized his ability and leadership and\nhave called him to service. His work on the Crime Commission, on the State\nTuberculosis Board, as president of the Society for Health and Hygiene, as\npresident of the Indiana Conference of Social Work, and in countless other\nsuch civic appointments has equipped him to tie together the world of education\nand the world of public affairs.\nThe teachers of the nation in the past ten years have come to know him\nand to identify his name with professional improvement and progressive\nlegislation. Mr. DuShane has served as chairman of the Resolutions Committee\nof the National Education Association. For the past six years he has served\nas chairman of the Tenure Committee of the National Education Association.\nIn these capacities, he has been instrumental in bringing about order and\nclarity in the employment of teachers and in the professional relations of\nteachers and their employers. His work for teachers of the nation in their\n\n"}
{"page": 772, "printed_page": null, "text": "768\n\nNational\n\nstruggle for tenure\nachievement.\n\nand\n\nEducation\n\ncontract\n\nAssociation\n\nrights is a\n\nmost\n\nunusual\n\nand\n\noutstanding\n\nIn these dark days of turmoil, strife, and confusion on every hand, when the\nvery foundations of our educational system and our democratic way of life\nare being threatened, education is challenged as never before. The National\nEducation Association needs and must have a dynamic leader with a broad\neducational vision and with a keen, clear-cut understanding of its national\nproblems. Indiana has such a leader and the educators of Indiana are proud\nand happy to share with the teachers of the nation their esteemed and beloved\nco-worker,\nin 1940.\n\nDonald\n\nDuShane,\n\nfor president of the National\n\nEducation\n\nAssociation\n\n(The following states seconded the nomination of Mr. DuShane:\nArkansas, California, Connecticut, District of Columbia, Florida,\n\nArizona,\nGeorgia,\n\nIllinois, Iowa, Kentucky, Louisiana, Massachusetts, Michigan, Minnesota, Mis¬\nsouri, Montana, Nebraska, Nevada, New Jersey, New Mexico, New York, North\nCarolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island,\nSouth Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, and\nWashington.)\nPresident\n\nHinrichs:\n\nIt is now\n\nin order\n\nto call the roll for the nomination\n\nof\n\nthe eleven vicepresidents.\nSecretary\n\nGivens:\n\nAlabama.\n\nH. E. Williams (Alabama) : Alabama would like\nJohn W. Abercrombie of the Alabama State Department\nSecretary Givens:\nLeonard Bowman\n\nAlaska, Arizona, Arkansas, California.\n(California) : The California delegation\n\nvote places in nomination\nMr.\n\nHall\n\nhas been\n\nto present the\nof Education.\n\nthe name\n\nfor a number\n\nof Henry\n\nof years\n\nClay Hall\n\nactive\n\nby\n\nname\n\nof\n\nunanimous\n\nfor the vicepresidency.\n\nin state association\n\nwork\n\nand\n\nis\n\nhighly respected among the professional leaders of the state. He is at this time\nserving as president of the Bay Section of the California Teachers Association.\nWe urge your support for Mr. Hall for the vicepresidency.\nSecretary\nPaul\n\nGivens:\n\nC. Stevens\n\nSecretary\nUel\n\nW.\n\nprogram.\n\n(Colorado)\n\nGivens:\nLamkin\n\nYou\n\nColorado.\nColorado\n\n(Missouri)\n\n: Colorado\n\ndesires\n\nto yield to Missouri.\n\nyields to Missouri.\n: I would\n\nlike to have\n\nwill find there at the head\n\nyou\n\nturn\n\nof the Honor\n\nto page\n\n91 of your\n\nRoll the name\n\nof the\n\ncity of St. Joseph, Missouri, which has for twenty-two years had 100 percent\nmembership in the National Education Association. By instruction of the delega¬\ntion from Missouri, I have the pleasure of presenting to you as the nominee\nfor vicepresident of the Association the superintendent of that school system\nwhose name appears there, Tracy E. Dale, a superintendent who is still working\nwith the classroom teachers in the formulation and operation of an educational\nprogram, a country boy who still has the interests of the country as well as the\ncity at heart, a city superintendent who takes his part in regional, state, and\nnational professional organizations. We are proud of the fact that his school\nsystem is 100 percent in the National Education Association and we are proud\nto present him to you and ask that you name him one of the eleven vicepresidents\nof this organization.\nSecretary\n\nGeorgia,\n\nGivens:\n\nHawaii,\n\nConnecticut,\n\nfrom\n\nDelegate\n\nfro?n W ashington:\n\nSecretary\nHarold\n\nIdaho:\n\nEducation\n\nGivens:\n\nIdaho\n\nto the\n\nWashington\n\nAssociation\n\n(Iowa):\n\nand of the National Education\nsuperintendent of schools.\nGivens:\n\nyields\n\nJohn\n\nIllinois, Indiana,\n\nT empleman\n\nSecretary\n\nDistrict\n\nof\n\nColumbia,\n\nFlorida,\n\nIdaho.\n\nDelegate\n\nof the National\n\nDelaware,\n\nKansas.\n\nIowa\n\nstate\n\nis glad\n\nW.\n\nof Washington.\nto nominate\n\nCondie\n\nfor vicepresident\n\nof Idaho.\n\nIowa.\nwishes\n\nAssociation,\n\nto present\n\na\n\nA. B. Grimes\n\nfriend\n\nof\n\neducation\n\nof Monticello,\n\nIowa,\n\n"}
{"page": 773, "printed_page": null, "text": "Representative\n\n769\n\nAssembly\n\nF. L. Schlagle (Kansas) : Kansas would like to place in nomination Wilhelmina F. Bertsch of Topeka, Kansas, president of the Kansas Classroom Teachers\n\nOrganization,\n\nwho\n\nSecretary\n\nGivens:\n\nN.\n\nhas done\n\nmuch\n\nKentucky,\n\nin our\n\nstate.\n\nLouisiana,\n\nMaine,\n\nMaryland,\n\nMassachusetts.\n\nAnna J. Master son (Massachusetts) : Massachusetts presents the name of\nElliott Willis for vicepresident. Mr. Willis has served on the Resolutions\n\nCommittee\n\nof the National\n\nEducation\n\nAssociation;\n\nhe has been\n\nvicepresident\n\nfor\n\ntwo years. The teachers are familiar with the importance of the three R’s in\ntheir profession. They also realize the great necessity of the three P’s and the\nthree S’s in the candidate. The three P’s insure poise, pep, and personality;\nthe three S’s, service, size, and security. Mr. Willis fulfils all these requirements.\nSecretary\nGrover\n\nGivens:\n\nStout\n\nMichigan.\n\n(Michigan)\n\n: Michigan\n\nnominates\n\nfor vicepresident\n\nM.\n\nR. Kopka\n\nof Hamtramck, Michigan. I know that if you knew him as we know him, you\nwould like him as we like him. He is a great fellow with a great smile and is\ninterested in this great organization.\nSecretary\nG.\n\nF.\n\nGivens:\n\nMinnesota,\n\nLiebendorfer\n\nMississippi,\n\n(Nebraska)\n\nMontana,\n\n: Nebraska\n\nNebraska.\n\ntakes\n\npleasure\n\nin\n\nplacing\n\nin\n\nnomination the name of Sarah T. Muir, Lincoln, Nebraska, a classroom teacher\nin the field of English. Miss Muir is a life member of the National Education\nAssociation. She comes from a city that for sixteen years has been 100 percent\nin National Education Association membership. She has also served as a\nmember of the state legislature. She has served as president of the state teachers\nassociation and also as vicepresident of the National Education Association.\nSecretary\n\nGivens:\n\nWilliam\n\nL. Fidler\n\nNevada,\n(New\n\nNew\n\nHampshire,\n\nJersey) : New\n\nNew\n\nJersey\n\nJersey.\n\nwishes\n\nto put in nomination\n\nthe\n\nname of Lester A. Rodes. Mr. Rodes has served as vicepresident of the Associa¬\ntion; he is well known to many people; he is very highly regarded. We hope that\nyou will give his name careful consideration.\nSecretary\n\nGivens:\n\nNew\n\nMexico.\n\nF. A. Guerin (New Mexico) : New Mexico is proud to present the name\nR. L. Hujit, professor of education in the State College of New Mexico.\nSecretary\nJohanna\n\nGivens:\nM.\n\nNew\n\nLindlof\n\nof\n\nYork.\n\n(New\n\nYork)\n\n: I take\n\npleasure\n\nin presenting\n\nthe\n\nname\n\nof Sara Fahey of New York City. Miss Fahey has served in almost every\ncapacity below the vicepresidency in this organization. She was the organizer\nof the Department of Classroom Teachers and has for years served that Depart¬\nment. She served it, when there was no money for the Department, at her own\nexpense, traveling over this country to secure members for the National Education\nAssociation. I trust that NewT York City will have the honor\nas one of the vicepresidents of this organization.\nSecretary\n\nGivens:\n\nDelegate\n\nfrom\n\nW.\n\nF.\n\nWarren\n\nNorth\n\nNorth\n\nCarolina.\n\nCarolina:\n\nof Durham,\n\nNorth\n\nNorth\n\nhelped the teachers of our\nis due to his energy that we\n\nCarolina\n\nCarolina,\n\nCharles\n\nwishes\n\nas\n\nto present\n\nvicepresident.\n\nHe\n\nthe name\nhas\n\nof\n\nalways\n\nstate to go forward in every progressive way; it\nhave taken an active part in the National Education\n\nAssociation in the past few years. We\npleasure and anticipation in his election.\nSecretary\n\nof having Miss Fahey\n\nGivens:\n\nNorth\n\nDakota.\n\nE. Scott\n\n(North\n\nDakota)\n\n: The\n\npresent\n\nNorth\n\nhim\n\nDakota\n\nwith\n\na\n\ngreat\n\ndelegation\n\ndeal\n\nof\n\npresents\n\nthe\n\nname of B. C. B. Tighe of Fargo, North Dakota, as a candidate for vicepresident\nof the National Education Association. Mr. Tighe has served the state education\nassociation\n\nof North\n\nDakota\n\nin many\n\nand\n\nvaried\n\ncapacities, including\n\nthat of\n\npresident of the association. He has also served the National Education Asso¬\nciation. His name and figure are not unknown in official circles of the National\nEducation Association. He has served the cause of youth and of education gen¬\nerally in many and varied capacities and we solicit your support for this candidate.\n\n"}
{"page": 774, "printed_page": null, "text": "770\n\nNational\n\nSecretary\nRuth\n\nGivens:\n\nRunyan\n\nEducation\n\nAssociation\n\nOhio.\n\n(Ohio) : On\n\nbehalf\n\nof the delegates\n\nof Ohio,\n\nI wish\n\nto nominate\n\nfor the office of vicepresident of the National Education Association Helett Bradley\nof Cincinnati, and I bring to you the unanimous and enthusiastic endorsement\nof the delegation of the nomination of Miss Bradley for that office. Miss Bradley\nis no newcomer in the National Education Association. She has served for\nthree years as committee chairman in the Classroom Teachers Department;\nshe has served from its beginning as a member of the Committee on Equal\nOpportunity and for one year as its chairman. She has served for five years on\nthe Resolutions Committee and in this difficult and crucial year she is its official\nchairman. She has served on various advisory committees. Miss Bradley is a life\nmember of the National Education Association and has shown over a period of\nyears, by her faithful attendance at conventions and the interest and success\nwith which she has participated, that she has the ability of holding an office\nof leadership.\nWe know Miss Bradley in Ohio as the former president of one of our great\nlocal associations, the Cincinnati Teachers Association, and as a worker in the\nOhio Education Association, where she has been chairman of its Resolutions\nCommittee. We who know her best come to you with our heartfelt and sincere\nrecommendations, by reason of her record and qualifications, of our candidate\nfor the vicepresident\nCincinnati.\n\nof the National\n\nSecretary Givens: Oklahoma.\nKate Frank (Oklahoma) : Oklahoma\n\nEducation\n\nAssociation — flclen Bradley\n\nwishes\n\nin nomination\n\nto place\n\nthe\n\nof\n\nname\n\nof J. Carl Conner of Oklahoma City as a nominee for the office of vicepresident\nof the National Education Association. Mr. Conner is a life member of the\nNational Education Association and has served the Association very efficiently in\nmany capacities. He has served the professional organizations in the state.\nMr.\n\nConner\n\nwho\n\nbelieves in and\n\nSecretary\n\nis an\n\nelementary-school\n\nprincipal\n\npractices democratic\n\nGivens:\n\nin Oklahoma\n\nprocedures\n\nCity, and\n\na principal\n\nin school administration.\n\nOregon,\n\nPennsylvania,\n\nPuerto\n\nRico,\n\nRhode\n\nnations\n\nof the world\n\nmove\n\nforward\n\non\n\nIsland,\n\nSouth\n\nCarolina.\nMr.\n\nGramling:\n\nThe\n\nthe feet of little\n\nchildren. We have the happy pleasure to present the name of a faithful and\nloyal classroom teacher who has advanced in culture and service and dedication\nto her state and is now one of the outstanding teacher trainers of South Carolina.\nWe are glad for the opportunity to bring before the National Education Associa¬\ntion the name of one who is in the hearts and minds of the people of South\nCarolina and of the South, and that is the name of Mrs. JV . D. Rice of South\nCarolina.\nSecretary\nR. H.\n\nGivens:\n\nSouth\n\nUnderwood\n\nDakota,\n\n(Tennessee)\n\nTennessee.\n\n: We\n\nof the Volunteer\n\nState take great\n\npleasure\n\nin presenting to this body for consideration the name of a man who has served\nas a classroom teacher, college professor, and who now is city superintendent of\nKnoxville city schools, Harry Clark.\nSecretary\n\nGivens:\n\nDelegate\n\nfrom\n\nTexas,\n\nUtah:\n\nUtah.\n\nUtah\n\nwishes\n\nto second\n\nthe nomination\n\nof Joint IV. Condie\n\nof Idaho.\nSecretary\n\nGivens:\n\nIV.\n\nTrent\n\nIV.\n\nthe nomination\n\nVermont,\n\nVirginia,\n\n(West\n\nVirginia)\n\nof Helen\n\nBradley.\n\nSecretary\n\nGivens:\n\nPresident\n\nHinricJts:\n\nWisconsin,\nWe\n\nhave\n\n: West\n\neighteen\n\nGivens:\n\nDelegate\n\nfrom\n\nVirginia.\n\nVirginia\n\nWyoming.\n\ntions for treasurer of the Association\nof states in nomination for treasurer.\nSecretary\n\nWest\n\nThe\n\ntakes\n\npleasure\n\nroll is called.\n\nnominations\n\nfor vicepresident.\n\nare in order. We\n\nwill have\n\nAlabama.\n\nAlabama:\n\nAlabama\n\nwishes\n\nin seconding\n\nto yield to Ohio.\n\nNomina¬\n\nthe roll call\n\n"}
{"page": 775, "printed_page": null, "text": "Representative\n\nAssembly\n\n771\n\nL. IV. Reese (Ohio) : I take pleasure, as state director of Ohio, in presenting\nfor nomination the present treasurer of the National Education Association,\nB. F. Stanton, superintendent of schools, Alliance, Ohio. Mr. Stanton has held\ndistinguished positions in both the National Education Association and the Ohio\nEducation Association. He has twice been president of our own state association;\nhe has been secretary of the Northeastern Ohio Teachers Association for\nfifteen years; and he has served as state director of the National Education\nAssociation for a period of over three years. In addition to that, our delegation\nfrom Ohio, representing the second largest in membership, now eighteen\nthousand, unanimously supports B. F. Stanton for treasurer.\nWe realize, as the result of the Philadelphia convention, that we are not very\nsuccessful with presidents, but we do think we are with the treasurer, and\nfurthermore, Mr. Stanton does not know what red ink is used for. He uses\nblack ink only and that is the kind we want. Mr. Stanton is strong, sturdy, and\ndependable. I present before you for your consideration, B. F. Stanton, super¬\nintendent of schools, Alliance, Ohio.\nSecretary Givens: Alaska, Arizona, Arkansas, California.\nArthur F. Corey (California) : I am going to have a rare privilege. At this\nparticular time I am very glad to second the nomination of Mr. Stanton of Ohio.\n(Roll call of the rest of the states followed, all of them passing with the\nexception of the following states, who seconded the nomination of Mr. Stanton:\nColorado, Connecticut, Florida, Kentucky, Minnesota, New York, Pennsylvania,\nVirginia, and West Virginia. Mr. Saunders of Virginia commented as follows\nin his seconding speech.)\nMr. Saunders: On behalf of the delegation from Virginia, and thru my personal\nrelationships with Mr. Stanton during the time that he has been treasurer of the\nAssociation, I can testify to the fine wrork that he has done, to his faithfulness,\nand to his ability and therefore I second his nomination.\nSecretary Givens: Madam President, roll call for nominations for the office\nof treasurer is finished.\nPresident Hinrichs: We are now to nominate three members of the Executive\nCommittee. Roll will be called by states for nominees of the Executive Committee.\nMr. Mooney: I am wondering if many of us do not have engagements for luncheon,\nand if a motion to adjourn following these nominations and such others that have\nto be made is in order?\nPresident Hinrichs: It would not be in order because there are ten minutes left\nof our scheduled time.\nAir. Mooney: I move we adjourn on scheduled time.\n(The motion was seconded.)\nPresident Hinrichs: Whether we finish the roll call or not?\nAir. Mooney:\n\nOh, no, let us finish the roll call.\n\nPresident Hinrichs: I think the intent of the motion is that we\nfinish the roll call for members of the Executive Committee.\nAir. Mooney: After all nominations.\nPresident Hinrichs: The intent of the Chair was\nSecretary\n\nGivens:\n\nadjourn\n\nafter wre\n\nto adjourn after all nominations.\n\nAlabama.\n\nDelegate from Alabama:\ntive Committee member.\n\nAlabama\n\nyields to Illinois for nomination\n\nof an Execu¬\n\nIrving F. Pearson (Illinois): Illinois wishes to thank Alabama for its courtesy\nin allowing us to place in nomination an individual who has demonstrated his\nability and willingness to serve our profession thru this organization. He has served\nfor several years as a member of our Executive Committee and it is our desire\nthat he be returned to that post. I am privileged to place in nomination the name\nof John IV. Thai man.\nSecretary Givens: Alaska, Arizona, California.\nDelegate from California: It is my pleasure at the unanimous request of the\nCalifornia delegation to place in nomination for the Executive Committee Albert\n\n"}
{"page": 776, "printed_page": null, "text": "772\n\nNational\n\nEducation\n\nAssociation\n\nM. Shave, a teacher in Los Angeles. Mr. Shaze has served the National Education\nAssociation in a number of capacities and over a period of years. Mr. Shazc served\nit as president of the Department of Classroom Teachers of the National Educa¬\ntion Association and for the past two years has served on the Executive Com¬\nmittee. We are proud and pleased with the service record of Mr. Shaze and believe\nyou feel the same way about it. It seems to us only a matter of good judgment that\na man with so much experience, who is so thoroly acquainted with the workings\nof the National Education Association, should be returned to this important com¬\nmittee. We urge your support.\nSecretary Givens : Colorado, Connecticut, Delaware, District of Columbia, Florida,\nGeorgia. Hawaii. Idaho, Indiana, Iowa, Kansas, Kentucky,\nland. Massachusetts.\n\nLouisiana, Maine, Mary¬\n\nDelegate from Massachusetts : Massachusetts is very happy to extend a hand\nacross from the Atlantic to the Pacific and would like to second the nomination of\nAlbert M. Shazc of California.\nSecretary Givens: Michigan.\nDelegate from Michigan: Michigan nominates for the Executive Committee Jean\nArmour MacKay of Highland Park, Michigan.\nSecretary Givens: Minnesota.\nC. P. Archer Minnesota) : The Minnesota delegation in meeting agreed to place\nin nomination the name of Mrs. Myrtle Hooper Dahl of Minneapolis. Mrs. Dahl\nneeds no recommendation to this Assembly. Her record in the National Education\nAssociation as a member of the Executive Committee and of a number of other\ncommittees is well known.\nthe Executive Committee.\n\nWe\n\nare very glad to nominate\n\nMyrtle Hooper\n\nDahl\n\nfor\n\nSecretary Givens: Mississippi, Missouri, Montana, Nebraska, Nevada, New\nHampshire. New Jersey, New Mexico, New York.\nMiss Fahey: I am glad to have the honor of naming for this Committee Fred¬\nerick Houk Laze of New York City. As long as I can remember, Mr. Laze has been\na member of this organization and therefore is thoroly familiar with its develop¬\nment and work. Moreover, in New York City we have no one who has been more\nactive in safeguarding the interests of teachers and of the general educational\nsystem than Mr. Laze. We have there a great committee, the Joint Committee of\nTeachers Associations, that has done yeoman's service all during this year in safe¬\nguarding the budget for education in the city and that safeguarding has safe¬\nguarded the country or helped to do it in a large way.\nMr. Laze is so familiar with the committee work that he has cooperated to an\nextent not found in many persons. He is so efficient in all these lines because of his\nlong experience, because of his education and his wide culture, because many of\nthe teachers here know him in the classroom from the many textbooks they use that\nhave\n\nbeen edited by him. I cannot say enough in pressing his candidacy. I submit\nthe name to you, knowing that you want a strong Executive Committee.\nSecretary Givens: North Carolina, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto\nRico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Ver¬\nmont. Virginia, Washington, West Virginia, Wisconsin, Wyoming. The roll call\nfor the Executive Committee is finished. Madam President.\nPresident Hinrichs: The next order of business is the nomination of nineteen\nstate directors. According to our new plan, in use for several years now, the direc¬\ntors have terms of three years overlapping, so that nineteen states have occasion\nthis year to nominate their directors. The secretary will call the roll for those\nstates. Make your nominations and please let us have them on paper.\nSecretary Givens: The nineteen states have already submitted the names of their\ndirectors on their delegation reports. With the consent of the Assembly, we will\ntake the names from the written reports which we now have and we will not need\nto call the roll.\nPresident Hinrichs: The directors were nominated by the delegates in the state\ndelegation meetings\n\nyesterday. The\n\nreports of those delegates to the secretary are\n\n"}
{"page": 777, "printed_page": null, "text": "Representative\n\na matter\nnineteen\n\nmotion\n\nwas\n\noffered.) We\n\nduly moved\n\nand\n\nI declare the motion\n\n(Meeting\n\nat 12:30\n\nadjourned\n\nhave\n\nbusiness\n\nthe nominations.\n\np.m.)\n\nsession\n\nat 9:00 A.M. by President\n\nwith\n\ncarried.\n\nSecond Business Session, Wednesday\nsecond\n\nfinished\n\nthat those\n\nseconded.)\n\nPresident Hinrichs:\n\nThe\n\n773\n\nof record, and so with your unanimous consent we will consider\nnominees have been named before this Assembly.\n\nIs there any objection? (None\nA motion to adjourn is in order.\n(The\n\nAssembly\n\nMorning, July 3, 1940\n\nof the Representative\n\nAmy\n\nAssembly\n\nwas\n\ncalled to order\n\nH. Hinrichs.\n\nPresident Hinrichs : The meeting is in session. We shall be led in prayer by the\nReverend R. Burton Sheppard of the First Methodist Episcopal Church of this city.\n(The\n\nprayer\n\nPresident\nminutes\n\nwas\n\ngiven.)\n\nHinrichs:\n\nMr.\n\nof community\n\nMcKillop\n\nsinging.\n\n(Salute to the Colors\n\nwas\n\nPresident\n\nBefore\n\nHinrichs:\n\nan unexpected\none\n\nof our\n\nI have\n\nthis year. Mr.\nAlabama\n\nAbercrombie\n\ndelegation\n\nL. Frazer\n\nhas\n\nhim\n\npassed\n\n(Alabama)\nof John\n\nat our\n\nin the nation\n\nfor a number\n\nto introduce\n\na bill for federal\n\na talk in an\n\neducational\n\n(The\n\ncoming\n\naway\n\nfrom\n\nmeeting\n\nHinrichs:\n\nthat yesterday\n\nAlabama,\n\nwas\n\nJohn\n\nfirst acquaintance\n\nfriend ever\n\nlast night.\n\nto say, and\n\nsince. I saw\n\nI believe\n\nI know\n\nW.\n\nAber¬\n\nwith him was\n\nhim\n\nthat Mr.\n\nin Alabama\nBanks\n\nthat after that you\n\nAbercrombie’s\n\nyesterday.\n\nHe\n\nof years. As\n\nnominated\n\nhas\n\nserved\n\na member\n\naid to education.\n\nmeeting,\n\nShall we\n\nof the\n\nwill want\n\nmemory.\n\nand\n\nI was\n\nAlabama\n\neducation\n\nof Congress\nOnly\n\nrise for a moment\n\nof this\n\nin his state\n\nhe was\n\nlast week\n\nimpressed\nand\n\nwith¬\n\nfor vicepresident\n\nAssembly\n\narose for a moment’s\n\nthe first man\n\nI heard\n\nhim\n\nSecretary Givens:\n\nthe nation\n\nlost a great\n\nThe\n\nof silence out of respect to Mr.\n\nsilent tribute.)\n\nhas statements from Harry\nfrom Jean Armour MacKay\n\nnote from\n\nI also have\n\na note from\n\nSince\n\nfellow\n\nmy\n\nJean Armour\n\nfrom the list of nominees\n\nClark of Tennessee, nomi¬\nof Michigan, nominated to\n\nMacKay\n\nreads as follows:\n\nTennesseeans\n\nthe printed\n\nCommittee\n\nofficially from\n\nAbercrombie\n\nbe removed\n\nfrom\n\nhave\n\nbeen\n\nHinrichs:\n\n(Motion\n\nmade\n\nMay\n\nby Mr.\n\nso kind\n\nappreciate\n\nmust\n\nhave\n\nthe names\n\nthe Chair\n\nMooney,\n\nthat the three names\n\nof Harry\n\nClark\n\nby this body\n\nhave\n\nseconded\n\ncould\n\nbe omitted\n\nfor vicepresident.\n\ntook action yesterday\n\naction taken\n\nI therefore\n\nname\n\nnominated\n\nAssembly\n\nanother\n\nthe ballot, and\n\nas to ask the Association\n\nit if my\n\nballot of the nineteen\n\nthe slate acted upon\n\nPresident\nunanimously,\n\nand\n\nCom¬\n\nClark, as follows:\n\nPresident, since the Representative\n\nthis, the Elections\nlate Mr.\n\nHarry\n\nas state director, I would\n\nthe list on\n\nthese names\n\nwas\n\nleader\n\nI wish to withdraw my name from among the nominees of the Executive\nmittee as presented this morning in Representative Assembly.\n\nMadam\n\nmake\n\nby the fact that he\n\nalso have two other withdrawals\n\nof yesterday. The secretary\nnated for vicepresident, and\nthe Executive Committee.\n\nto elect me\n\nand\n\nmemory.\n\nPresident Hinrichs: We\n\nfrom\n\nhave\n\nthe first\n\n: It is with the deepest regret that Alabama\n\nnot looking backward, but forward.\nthru the death of Mr. Abercrombie.\n\nAbercrombie’s\n\nwill remember\n\nIV. Abercrombie,\n\nAssociation\n\nPresident\n\nYou\n\nas a good\n\na word\n\nMcKillop.)\n\ntake up the regular order of the day, we\nto make.\n\nof silence out of respect to Mr.\n\nBanks\n\nthe name\n\nsinging, led by Mr.\n\nof us thru the years. My\n\nregarded\n\nto join in a moment\ndraws\n\nwe\n\nby community\n\nfor vicepresident,\n\ncrombie, friend of many\nin 1929 and\n\nfollowed\n\nsad announcement\n\nnominees\n\nwill lead in the salute to the flag and in ten\n\nbefore\n\non\n\nthey can\n\nremove\n\nsuggest\n\nthat the name\n\nof the\n\nand\n\nArmour\n\nJean\n\nMacKay\n\nyesterday.\n\na motion to that effect?\nby Mr.\n\nmentioned\n\nabove\n\nIV alker of Missouri,\nbe removed\n\nfrom\n\nand\n\ncarried\n\nthe ballot.\n\n"}
{"page": 778, "printed_page": null, "text": "774\n\nNational\n\nPresident Hinrichs:\n\nThe\n\nEd location\n\nAssociation\n\nfirst order of business, page 10 of the Official Program,\n\n“Announcements of Arrangements for Voting.”\nCommittee make the announcement?\n\nJohn A. Clark: The\nauditorium\n\nA.\n\nCommittee\n\nat 9:30 A.M., Monday,\n\nClark, chairman,\n\nSpringfield,\n\nSpringdale,\n\nH. E. Hinkel,\n\nConn.;\n\nMrs. Bridget C. Peixotto was\nThe\n\nthe chairman\n\nof the Elections\n\non Elections met in the Committee\n\nRoom\n\nJuly 1, with\n\nthe following\n\npresent: John\n\nWis. ; Mrs.\n\nBridget\n\nMilwaukee,\n\nX. Y. ; H. A. Wise,\n\nWill\n\nis\n\nMo.;\n\nIrene\n\nRandall,\n\nVilla Park,\n\nmembers\n\nof this\n\nC. Peixotto, Ozone\n\nRichmond,\n\nIll.; John\n\nW.\n\nCalif.; Carl\nMiller,\n\nPark,\nNutter,\n\nKokomo,\n\nInd.\n\nelected secretary, the first order of business.\n\nelection of officers will take place July 4. Members\n\nof the Election\n\nCommittee\n\nwill be at the election booths from 8:00 A.M. until 6:00 p.m. The voting booths will\nbe adjacent to the delegate registration desk in Mechanics Hall in the basement.\nEach\n\ndelegate\n\nhas\n\na stub\n\non\n\nhis delegate\n\ncredential\n\ncard.\n\nThis\n\nstub, with\n\nyour\n\nsignature, will be exchanged for ballots. Printed ballots will be given to each dele¬\ngate when he or she presents the signed stub. When you have voted, place your\nballots in the official ballot box.\n\nPresident\n\nHinrichs:\n\nballots on which\n\nSecretary\n\nGivens:\n\nthe members\n\nThe\n\nsecretary has asked\n\nare the names\n\nThe\n\nof the nominees\n\nmembers\n\nof the Executive\n\nWith\n\nthe permission\n\nand\n\nto help Miss Greger\nMinnesota, and Ohio.\n\nproposed\n\nI would\n\nCommittee.\n\nAssembly\n\nare aware\n\nby the Representative\n\nlike to name,\n\nthat\n\nAssembly,\n\npeople\n\nbesides\n\nthe\n\nfirst, Miss\n\nGreger\n\nof\n\nof the subcommittee on elections to handle the Hare system\nlike for the six following states to furnish one individual\n\ntomorrow\n\nHinrichs:\n\nsay a wrord about the\n\nthat calls for additional\n\nof the president,\n\nPhiladelphia as chairman\nof counting, and I would\n\nPresident\n\nof the Representative\n\nCommittee,\n\nare elected by the Hare system,\nregular Elections Committee.\n\nif he may\n\nof the Executive\n\nnight:\n\nI said I was\n\nMichigan,\n\nNew\n\nYork,\n\nCalifornia,\n\nIllinois,\n\ngoing to use these different gavels. This\n\nwas\n\npresented to me (holding gavel aloft for Assembly to see) and with it came greet¬\nings to you. This was done at the February convention. This lovely gavel (holding\ngavel\n\naloft again)\n\nis of Brazilian\n\nhardwood,\n\nand\n\nthis is the beautiful\n\nbox\n\nin which\n\nit came. The greeting card says, “To the National Education Association of the\nUnited States of America, greetings from her Brazilian sister.” I thought today\nwas the appropriate day to use this gavel, considering that wre have the International\nDinner\n\ntonight. As you\n\nknow', it will be devoted\n\nto inter-American\n\nrelations.\n\nThe next order of business is the “Announcement from the Appraisal Committee”\nof which Albert Shaze of California is chairman. Unfortunately he is ill this morn¬\ning, so Daisy Lord of Connecticut will give the report.\n\nMiss Lord:\n\nThe\n\nAppraisal\n\nhas only a brief report\nEach\n\nyear\n\nlearn how\n\nquestion\n\nCommittee\n\nblanks\n\nwell the program\n\nconflicting\n\nbeen working\n\nfor three years. It\n\nthis year.\nhave\n\nmet\n\nbeen\n\nopinions\n\ndistributed\n\nthe needs\n\nconstructive suggestions for building\ngestions have been received.\nMany\n\nhas now\n\nin order\n\nand interests of the delegates\n\nbetter\n\nappeared,\n\nto the Assembly\n\nand\n\nfuture\n\nprograms.\n\nin numerous\n\ncases\n\nand\n\nSome\n\nto gain\n\nhelpful\n\nviews\n\nto\n\nsug¬\n\nfavoring\n\na\n\ncertain idea would be balanced by practically an equal number directly opposing the\nsame principle. So there was borne home to us the truth of the principle enunciated\nby a former great statesman: “You cannot please all the people all of the time.”\nThis year we are again distributing blanks for your use in evaluating the work\nof the convention. An envelope containing blanks for each delegate in each state\nis ready, and at the conclusion of this report wre would like to have the director\nfrom each state or someone to represent him come to the front of the auditorium\nand get the blanks for his state. We did not have the exact number of delegates in\neach\n\nstate, so extra\n\nof the envelope\nblanks\n\nnear\n\nare\n\nthe name\n\nready\n\nfor those\n\nwho\n\nof the state is a number\n\nneed\n\nmore.\n\nindicating\n\nOn\n\nthe corner\n\nthe number\n\nof\n\nin the envelope.\n\nPlease\nIf any\n\nblanks\n\nfill out the blanks\n\nstray blanks\n\nby Thursday,\n\nare not returned,\n\nand\n\nwe\n\nthen they may\n\nwill collect them\n\nat that time.\n\nbe left at the registration\n\ndesk\n\n"}
{"page": 779, "printed_page": null, "text": "Representative\n\nor sent direct by mail\n\nto headquarters\n\n775\n\nAssembly\n\nat Washington.\n\nThe\n\nenvelopes\n\nwill be\n\nthe front in groups, beginning with Alabama and ending with Wyoming.\nmember of the Appraisal Committee I move the adoption of this report.\n\nPresident Hinrichs:\n(The\n\nmotion\n\nwas\n\nYou\n\nseconded\n\nPresident Hinrichs:\nthe blanks\n\nhave heard\n\nWe\n\nby Mr.\n\nCram\n\nwe\n\nmust\n\nadhere\n\nto. For\n\nsay a word\n\nabout\n\nthe committees\n\nhave\n\ntwenty-eight\n\nof Iowa\n\nshall take just a moment\n\nstate. Just a word\n\nWe\n\na\n\nthe motion. Is there a second?\n\nfor your\n\nschedule\n\nAs\n\nat\n\nabout\n\nand\n\ncarried\n\nunanimously.)\n\nfor you, please, to come\n\nand get\n\ncommittee\n\nhave\n\nour\n\nthe benefit of the new\n\nreports. We\n\ndelegates\n\nand\n\nimportance\n\nof these reports.\n\ncommittees.\n\nOccasionally\n\nsomeone\n\nreports are a chore — dry, some say. To\nand I think that they are such to many\n\nI should\n\na\n\nlike to\n\nfeels that the committee\n\nme they have been thru the years a vision,\nof our older members, and will be such to\n\nthose of you who are here if you will give them your full attention and try to see\nthru these necessarily brief reports to the tremendous amount of thought, research,\neffort, and\n\nintelligence\n\nthat have\n\ngone\n\ninto them.\n\nThese\n\ncommittees\n\nhave\n\nworked\n\nthru the year conscientiously, earnestly, and intelligently. The very titles of the com¬\nmittees give a broad view of the vision of the work of our Association, the tremend¬\nous and far-reaching ramifications of our influence.\nWe shall ask our Committee chairmen to confine their reports, if possible, to five\nminutes. Some Committees, on the basis of past experience, or perhaps specific re¬\nquests, have been allotted fifteen minutes. That means that the culmination of\nthe discussion,\n\nthe adoption\n\nfifteen minutes,\n\nso I am\n\nminutes\n\nor\n\ngoing\n\nrejection of the report,\n\nshould\n\nto ask the people\n\ntime\n\nwhose\n\nto be sure to get their reports in five minutes,\n\nbe consummated\nis given\n\nthe others\n\nhere\n\nin seven\n\nin\n\nas ten\n\nor eight.\n\nWe have someone keeping time, and we will make a desperate effort to get the\nreports adopted in the time mentioned. We have a little time to make up from\nyesterday.\nThe first report will be given by Hugh S. Bonar, superintendent\ntowoc, Wisconsin, on the work of the Committee on Citizenship.\n(The\n\nreport by Mr.\n\nPresident\n\nHinrichs:\n\nthe adoption\n\nBonar\n\nis printed on page\n\n893 of this volume.)\n\nThank\n\nyou, Mr.\n\nBonar.\n\nDoes\n\n: I move\n\nthe adoption of the report and commenda¬\n\nthe Chair\n\nErnest A. May\n(The motion\nmously.)\n\n(Wisconsin)\n\nwas\n\non Salaries.\n\nfor the excellent piece of work\nseconded\n\nPresident Hinrichs:\n\na motion\n\nfor\n\nby Edward\n\ndone.\n\nL. Linscott\n\nof Maine\n\nIt indeed is a fine report. The\n\nAs\n\nfar as Mr.\n\nIt is possible, of course,\n\nthat he may\n\ncome\n\nand\n\ncarried\n\nunani¬\n\nnext report is that of the Com¬\n\nGiveris or I have\n\nbeen\n\nable to find out, Mr.\n\nbree is not here. Is he in the audience, or has he deputized\nreport?\n\nhear\n\nof this report?\n\ntion of the Committee\n\nmittee\n\nof schools, Mani¬\n\nlater. We\n\nanybody\n\nEls-\n\nto give the\n\nshall return\n\nto any\n\nreports that cannot be given today, tomorrow- before the close of the convention.\nWe will pass, then, to the Committee on Tax Education, of which Martin Wilson\nof White Plains, New- York, is chairman, and that report you\nof the Summary, and page 101 of the Manual.\n\nwill find on page\n\n30\n\n(Mr. Wilson supplemented the report on page 911 of this Volume as follows:)\nMr. Wilson: During the past year the Committee on Tax Education has devoted\nits efforts to implementing\n\nthe program\n\nthat we\n\nset forth\n\nat the meeting\n\nFrancisco soon after we w^ere created. That w-as a comprehensive\nhave tried to do our best to carry it out. It is a continuing program.\nthe details in the various\nwe\n\nhave\nWe\n\nthese problems\n\nhave\n\nalways\n\ntried to promote\n\ngroups,\n\nboth\n\nsuccess\n\nin this; some\n\nset up. We\n\nplaces vary,\n\nof teachers\n\nhave\n\nthe local journals\n\nand\n\nwith\n\nand\n\nthe study\n\nof tax\n\neducation\n\nof the public. We\n\nof the states have\n\nof state associations\nDuring\n\nalso from\n\nplan, and we\nIt is true that\n\ntime\n\nto time, but\n\nus.\n\nalso tried to promote\n\nhave similar publications.\nmeasure of success in this.\n\nthey vary\n\nin San\n\nhave\n\nand\n\ntax\n\nattained\n\nmatters\nsome\n\nmeasure\n\nreplied to us that such groups\n\nthe publication\nand\n\nhave\n\nthere\n\nlocal units\nhas\n\nbeen\n\nof\n\nbeen\n\nof articles on tax matters\n\nalso in such\n\nthe past year\n\nin local\n\nin\n\nas cities that\na\n\nconsiderable\n\n"}
{"page": 780, "printed_page": null, "text": "776\n\nNational\n\nEducation\n\nAssociation\n\nI hold in my hands a reprint of an article that appeared in the Nebraska Journal\nwhich was widely circulated. I also have a few copies of an issue of a bulletin.\nThere were twelve separate issues of this produced in New York City by the\nJoint Committee of Teacher Organizations. It is an example of the work of a local\nunit.\nI have\n\nhere\n\nan\n\nexcellent\n\nstudy that was\n\nmade\n\nin the state of Wisconsin\n\nPeterson, the research director here, dealing with comparative\nson\n\nof a great\n\nmany\n\nother\n\nitems\n\nin school\n\nIt is illustrated and the findings are given\n\nmatters\n\nas of a recent year for every\n\nIndeed, the other day when\n\nI showed\n\nit moved\n\nour\n\nwould\n\nI hope\n\nthat when\n\nreport\n\nwe\n\naccept\n\nprovided\n\nthe consent\n\nand\n\nto each of the state organizations.\n\nJournal\n\nof the Wisconsin\n\nin March\n\nwe\n\nanother\n\npace with\nsolved.\n\nWisconsin\n\nI think the problems\n\nThe\n\nYork\n\nalso circulated\n\nNew\n\ncomplained\ngroups\n\ngroup\n\nthat some\n\nof these were\n\nput out material.\n\nis a fine piece of work,\n\nThat\n\nthem\n\nWisconsin\n\narticle dealing\n\neach\n\nwith\n\nentitled “Are\n\ntaxation. If we\n\nof Directors\n\nThis\n\nin their\n\ncould\n\nwould\n\nbulletins. In our\n\nremedied.\n\nSchool\n\nof these.\n\npeople also published\n\nnot illustrated graphically,\n\nis being\n\none\n\nto the Board\n\nof the Committee\n\nsome\n\nof Directors\n\nof them\n\nwill not ask us for that, but we\n\npeople to supply\nThe\n\nstate. It is a\n\nthis to the Board\n\nsend\n\nthe report here you\n\nhave\n\ncosts, and a compari¬\n\nof all the states of the Union.\n\nfine piece of work.\nto accept\n\nby Mr.\n\nall keep\n\nbe pretty well\n\nformer\nthe way\n\nreport\nsome\n\nother\n\none is full of graphs\n\nExpenditures\n\nToo\n\nHigh\n\nwe\n\nin New\n\nand\nYork\n\nState?” In New York State we were faced with many comparisons, particularly\nwith Indiana, which seems to be in the limelight these days, and so a study was\nmade\n\nof comparative\n\ntwo states, to show\nother items.\n\ncosts, not only of education\n\nthat relatively education\n\nbut also of other\n\ncosts no\n\nmore\n\nin New\n\nitems\n\nin these\n\nYork\n\nthan\n\ndid\n\nThere was a very fine piece of work we found, entitled “Problem of School Costs,”\nwhich was put out by the Committee on School Costs of the New York association.\nAn excellent study on “Sources of New Revenue in Virginia” was produced by\nthe associate professor of economics at Bucknell University. The New Mexico group\nput out material,\nIn one\nthe\n\nand\n\nWest\n\nof the states, again\n\nLeague\n\nof Women\n\nthe schools\nnancing\n\nand\n\nPublic\n\ngave\n\nput out\n\nWisconsin,\n\nVoters — put\nit wide\n\nEducation\n\nstate of Washington\n\nVirginia\n\na group\n\nout\n\na\n\ncirculation.\n\nin West\n\na considerable\noutside\n\npamphlet\n\nThe\n\nVirginia.”\n\nWest\n\namount\n\nof material.\n\nthe teaching\n\nprofession —\n\ndealing\n\nwith\n\ntaxation\n\nVirginia\n\ngroup\n\nput out “Fi¬\n\nAll these are\n\ndid an interesting and valuable\n\nrecent publications.\n\npiece of work.\n\nThey\n\nand\nThe\n\nput out “An\n\nElementary Brief on Washington’s Tax Plan and Problems.” and they followed\nit with a mimeographed circular as to how to use it. Then they prepared an exami¬\nnation on its contents, which was circulated — an examination of a new type.\nWe have given, as we said we would try to do, circulation to a number of these.\nSeveral\n\nhundred\n\nof the bulletins from\n\norganizations\n\nwere\n\ncountry,\n\nalso that reprint of the Nebraska\n\nWe\n\nand\n\nhave\n\ncirculated\n\namong\n\nthe Joint Committee\nthe various\n\nstate and\n\narticle was\n\ntried to give publicity to a pamphlet,\n\nof the New\n\nYork\n\nState\n\nlocal associations\n\nof the\n\ncirculated\n\none of the Personal\n\ncalled “A Primer of Taxation,” by David Cushman Coyle.\nWe hope that jou will buy these Leaflets. They are valuable\nalso for study groups.\nWe\n\nalso have\n\ngiven\n\npublicity to the publication\n\nwidely.\n\nGrowth\n\nLeaflets,\n\nfor use in classes and\n\nof the Educational\n\nPolicies Com¬\n\nmission entitled Education and Economic JV ell-Being in American Democracy. It\ncontains material on the thesis that this Committee has been trying to uphold;\nnamely,\nand\n\nthat thru taxation\n\nwe\n\nefficiently as individuals.\n\nevery\n\nteacher\n\nwill carry\n\ncopy\n\nis fifty cents, and\n\nWe\n\nhave\n\nout; namely,\n\nthe purchase\n\ncopy to someone\n\nwho\n\nwill do that, it will help us markedly,\n\nthe public.\n\nthings that we\n\ntried to encourage\n\nthere is a 10 percent\n\nthat you give your second\nIf you\n\nbuy cooperatively\n\nof two\n\nreduction\n\nan\n\ncannot\nidea\n\nbuy\n\nso well\n\nthat we\n\nhope\n\ncopies of this. The\n\nfirst\n\nfor the second.\n\nWe\n\nsuggest\n\nis in a position to influence the public.\nfor this volume\n\nis aimed\n\nat reaching\n\n"}
{"page": 781, "printed_page": null, "text": "Representative\n\n777\n\nAssembly\n\nWe have also tried to get units developed in various localities emphasizing the\npoint of linking taxation with the services that taxes buy. In that we do not\nfeel yet that we have been as successful as we ought to have been. We have noted\nwith pleasure that some of the textbooks are beginning to feature this idea. I do not\nwant to mention from the platform any particular ones, but one of the most popular\nbooks on the government of the United States now features this idea in its first\nchapter. A new textbook on economics, which has just come out, also features it.\nWe are going to try this next year to work on that phase of the problem, because\nafter all, teachers do, in large part, teach what is in textbooks.\nI wish to move the adoption of the report, which provides for the recommendation\nthat the Committee be continued another year.\nPresident Hinrichs: You have heard the report and the motion of the chairman.\nIs there a second to the motion?\n(The motion was seconded by Frederick M. Hunter of Oregon and received\nunanimous approval.)\nPresident Hinrichs: The next report should be that of the National Council of\nEducation. L. A. Pechstein of the University of Cincinnati is chairman. He was\nhere for two days and had to leave, so he deputized Mr. Doudna of Wisconsin to\ngive his report. I believe that Mr. Doudna has requested the secretary’ to read this\nwritten report.\n(Secretary Givens read the report printed on page 877 of this volume.)\nPresident Hinrichs: You have heard the report. Is there a motion for its adoption?\n(Motion made by R. M. Inbody of Missouri, duly seconded by Mr. Saunders of\nVirginia, and carried that the report be adopted as read.)\nPresident Hinrichs: The next report to be given is that by the Committee on\nAffiliated Associations. Reuben T. Shaw of Philadelphia is chairman.\n(Mr. Shaw presented the report printed on page 879 of this volume.)\nMr. Shaw: As chairman of the Committee, I move the adoption of the report.\nPresident Hinrichs: You have heard the report and the motion for its adoption.\nIs there a second ?\n(The motion\nunanimously.)\n\nwas\n\nseconded\n\nby Lyle IV. Ewing\n\nof New\n\nHampshire\n\nand carried\n\nPresident Hinrichs: The next report is that of the Committee on Academic Free¬\ndom, of which William S. Taylor of the University of Kentucky is chairman.\n(Mr. Taylor read the report which is printed on page 879 of this volume.)\nMr. Taylor: I move that the report of the Committee be adopted.\nPresident Hinrichs: You have heard the report and the motion of the chairman\nfor its adoption.\n(The motion was seconded by Miss Lord of Connecticut, voted upon by the As¬\nsembly, and carried unanimously.)\nPresident Hinrichs: With the approval of the chairman of this committee, Mr.\nMooney of Colorado asks unanimous consent to present a supplement to the report\nof the Committee on Academic Freedom. Is there an objection to Mr. Mooney’s\nspeaking to you? Hearing none, Mr. Mooney will address the assembly.\nW. B. Mooney (Colorado) : The Colorado delegation feels that, supplementing\nthe report, and pending the time when this new statement is available, we amend\nthe statement of 1937 in paragraph three under the general heading, ‘‘How Academic\nFreedom Serves,” with this statement inserted in the middle of that paragraph:\nOur young people as citizens-in-the-making must first of all learn the funda¬\nmental principles and historic facts connected therewith, underlying the creation\nand maintenance of our system of government which makes possible, secures,\nand perpetuates our democratic way of life. This responsibility rests squarely\non the teachers of America at all levels of instruction. After our young people\nas citizens-in-the-making are adequately familiar with the historic facts and\nunderlying principles surrounding the creation and maintenance of the govern¬\nment of the United States and have attained some maturity in years, they should\nhave opportunity\n\nto appraise the strengths and limitations of our historic tradi-\n\n"}
{"page": 782, "printed_page": null, "text": "778\n\nNational\n\nEducation\n\nAssociation\n\ntions and institutions so that, as later need may\nkeep these abreast of the changing need.\n\narise, they can do their part to\n\nThat is to be inserted in the middle of the paragraph to which\nfore, and it is recommended that this follow paragraph three:\nThe exercise of the principle of academic\nin an American public school be a staunch\n\nI referred\n\nbe¬\n\nfreedom requires that the teacher\nsupporter of the democratic form\n\nof government. It obligates him to explore and advocate more desirable pro¬\ncedures in the operation of our democratic form of government but it does not\ngive him license to advocate another form of government as being more desir¬\nable than that of the United States. Academic freedom can exist only under a\ndemocratic form of government.\nI move the adoption of these amendments to the 1937 statement of academic\nciples.\nPresident Hinrichs: You have heard the motion. Is there a second?\n\nprin¬\n\n(The motion was seconded by Mr. Rushing of Washington and carried by a\nmajority vote of the Assembly.)\nPresident Hinrichs: We have come to the end of the printed schedule of yesterday.\nI have this announcement from the Rules Committee: In view of the finished printed\nschedule of yesterday, there will be a period for unfinished business for yesterday\nbeginning at eleven forty-five this morning. It is now ten minutes past ten o’clock.\nAll persons washing to bring anything germane to the call shall confer with the\nCommittee on Bylaws and Rules on the platform before eleven o’clock in order\nthat the proper amount of time may be allotted. Cornelia Adair, as you know, is\nthe chairman, so if you have anything to say to her, see her on the platform.\nWe are ready for the report of the Educational Policies Commission. William\nG. Carr of the headquarters staff, who is secretary of the Commission, will give\nthe report.\n{Mr. Carr presented the report printed on page 889 of this volume.)\nPresident Hinrichs: You have heard the report. Does the Chair hear a motion\nfor its adoption?\n(Motion made by Mr. Inbody, seconded by Carl Prior of Colorado, that the re¬\nport be adopted as presented.)\nMr. Kesselmann: According to the summary, then, will the Educational Policies\nCommission be discontinued on December 31, 1940?\nPresident Hinrichs: We hope not. Steps are being taken to renew the life of the\nEducational Policies Commission, not necessarily the identical one, but an Edu¬\ncational Policies Commission. I shall call Mr. Carr, if he wishes to answer further,\nbut I believe that that is a simple statement of the answer.\nMr. Carr: I think the gentleman, and perhaps others in the Representative As¬\nsembly, may also be interested to know7 that the Commission has been financed dur¬\ning the past five years from funds entirely separate from those of the National\nEducation Association funds, that is, by a grant of money from the General Edu¬\ncation Board. The Executive Committee of the National Education Association and\nof the American\n\nAssociation\n\nof School Administrators\n\nhas applied for and received\n\nfrom the General Education Board funds wThich will enable the Commission to\ncontinue, at a somewhat reduced level of spending, for four years, beginning\nJanuary 1, 1941.\nPresident Hinrichs: Are you ready for the question?\n(The motion was placed before the Assembly and carried unanimously.)\nPresident Hinrichs: The next item of business is the report of the Committee on\nCooperatives. H. G. Lull, director of teacher training, State Teachers College,\nEmporia, Kansas, is chairman.\nMr. Lull: There is nothing new in the principles of cooperation in the teaching\nprofession. The teaching profession both endorsed the principles of cooperation and\npracticed them in our modern educational schools. Indeed, there is nothing new\n\n"}
{"page": 783, "printed_page": null, "text": "Representative\n\n779\n\nAssembly\n\nin the ideas of cooperation in business in general. There is, rather, more of the\nother principle of competition, but business has cooperated, has had to cooperate\nto survive.\nThe only thing that is new and in any sense pioneering in this report is the fact\nthat cooperation here is among the consumers. Consumers have not cooperated in\nthe past to any great extent. We have scattered over this country now many con¬\nsumer organizations, and the consumer cooperatives make their principles good.\nThat is to say, the principles and the practices that consumer societies want to per¬\nform can be performed efficiently under consumer cooperative organizations.\nAs a movement, this organization is relatively new in America. I presume that\nless than 2 percent of the business, including transportation, production, and finance\nin this country, is at the present time carried on thru cooperatives of one form\nor another, and yet it is young in the Rochdale sense of cooperation. We have many\nvarieties of it. Besides the regular consumer cooperatives, which begin with the\nretail stores and extend to the wholesale, then back to production, owned by con¬\nsumer members, we also have various other developments. The farm marketing\norganization is an example. We even have as one of the most interesting develop¬\nments of cooperatives in this country the college and university housing coopera¬\ntives of students, numbering thousands in some of the leading universities of our\ncountry.\n\nA study of cooperatives is a study in democracy, and that is our excuse for bring¬\ning it before you in this convention. We believe that the cooperatives have ad¬\nvanced industrv one step further toward democracy. It is a form of capitalistic\nindustrv, just the same as corporations. We believe there are certain principles\nwhich must be noted:\n1. That education is progressively developing and discriminating experience.\n2. That the changing current scene provides the primary social sources of the\ncurriculum on any level of education.\n3. That greater attention should be given to social maladjustments, confusions,\nand problems on the high-school and college levels. Social maladjustments\nnot dangerous unless they become chronic.\n\nare\n\n+. That all subjects of the high-school curriculum should perform heavy duty\nwithin the limitations of their characteristic technics in clarifying the under¬\nstandings of boys and girls in relation to social maladjustments, confusions, and\nproblems. If there are subjects that cannot perform this function, they are of\ndoubtful value.\nWe\n\nbelieve that cooperatives\n\nin all of their forms\n\nshould\n\nhave\n\na place in the\n\nstudy of seminar education in colleges. The Committee does not hold that the co¬\noperative should constitute a separate course. We believe that wherever other\nforms of business production and distribution are treated, the cooperative should\nbe held as one phase.\nThe fundamental principle underlying consumer cooperatives is distribution. If\nthey cannot distribute successfully they have no reason for existence. We believe\nthe cooperatives will stabilize industry in all forms of business, as well as finance,\nand prevent, in some measure, these heights and depths of economic cycles that\nhave been the experience in other countries.\nThe Committee assumes one principle which we deem important, and that is the\ninstitutional balance theory. We believe there is a place, not for cooperatives doing\n100 percent of the business but perhaps from 30 to 50 percent. We believe there will\nalways be a place for corporate organization in our country. We believe that\ndemocracy implies the balance of institutions, and not 100 percent totalitarianism,\nwhether it be in government, religion, or business.\n(Mr. Lull then discussed the summary report printed on page 886 of this volume.)\nPresident Hinrichs : You have heard the report. Is there a motion for adoption?\n(Motion made by John W. Condie of Idaho, seconded by Mrs. Bridget C. Peixotto\nof New York and carried unanimously, that the report be adopted.)\n\n"}
{"page": 784, "printed_page": null, "text": "780\n\nNational\n\nEducation\n\nAssociation\n\nPresident Hinrichs: The next report is that of the Legislative Commission. Sidney\nHall, superintendent of public instruction, Richmond, Virginia, is chairman of that\nCommission.\nMr. Hall: I shall not, of course, read to you the report of our Commission, because\nyou can do that for yourself. (See page 896 of this volume.) I do, however, want\nto tell you that on Sunday we had another meeting of the Commission as a whole,\nwith fine attendance. At that meeting the Commission passed a series of resolu¬\ntions which will be forwarded to the proper persons. The gist of those resolutions is:\nThe Legislative Commission views with alarm the tendency, on the part of the\nfederal government authorities, to permit extragovernmental and emergency agencies\nto take over the regular public school functions of this country, and therefore\nendeavors to persuade those in authority to recognize that all educational activi¬\nties, as far as it is humanly possible, should be rendered thru the regularly con¬\nstituted school authorities of the state and local governments of this country, and\nthat beyond the ability of these specific state and local governments to perform\nthese functions, the so-called extragovernmental agencies dealing with educational\naffairs have a place to fit in and to work. We believe that is sound policy.\nThe Legislative Commission views that situation with alarm and is trying to the\nbest of its ability to save the public school system of America, to re-create it, and\nat the same time to cooperate with the extragovernmental agencies when they do\nhappen to come into the picture, recognizing them as emergency and as temporary\nagencies. Thereby, if anything is left that is good, the public school system of\nAmerica might build upon those vestiges.\nThe Commission has continued its efforts in securing federal aid. You will observe\nwhen\n\nyou\n\nread the report that we\n\nhave\n\nbeen unable\n\nto do anything\n\nduring\n\nthis\n\nCongress, by virtue of the very serious problem which is before the Congress. Na¬\ntional defense has taken a primary place on the stage, and all other matters have\nto wait. However, we are still striving to impress the federal government with the\nfact that it was during 1917-18, when a similar crisis existed in American civiliza¬\ntion, that the great Smith-Hughes Act was passed, giving us this great program of\nvocational education in America. Likewise, we believe that education has a place\nto fill in the crisis that is now before us, and we propose to keep those in authority\nconstantly aware of that situation.\n(Motion made by Mr. Trent of West Virginia, seconded by Everett Witt of\nKentucky, and carried unanimously, that the report of the Legislative Commission\nbe approved.)\nPresident Hinrichs: We shall now have the report of the Committee on Equal\nOpportunity. Mary E. Morris, principal of the Gove\nColorado, is chairman.\n\nJunior High\n\nSchool, Denver,\n\n(Miss Morris discussed the report printed on page 890 of this volume supple¬\nmented by the following:)\nMiss Morris: The motion was made and carried at the meeting of the National\nEducation Association four years ago in Denver that a committee of men and\nwomen be appointed to make a thoro study of discriminations because of sex, race,\ncolor, or economic or marital status with particular reference to the teaching\nprofession. This Committee was appointed and study immediately began. The\nstudy was made thru questionnaires and thru a study of legislation and rulings of\nschoolboards. The Committee was materially aided by the Research Division of the\nNational Education Association.\nAs a result of this work, the National Education Association published the fol¬\nlowing: Variations in Personnel Practices Affecting Teachers ; The Status of Mar¬\nried Women Teachers; Progress and Problems in Equal Pay for Equal Work; and\nProtecting the Employment Status of Women.\nThe Business and Professional Women’s Club entered enthusiastically and aggres¬\nsively into the work necessary for this study. Questionnaires were sent out and the\nreplies were compiled into reports for these groups in 1938 and 1939.\n\n"}
{"page": 785, "printed_page": null, "text": "Representative\n\nAssembly\n\n781\n\nAltho the Committee urged the Delegate Assembly members to study these pam¬\nphlets, it is needless to say that they were not widely read.\nAs a result of publicity projects carried out by the Committee, reports began\nto be sent to us of the work being done in different communities and states. Re¬\nquests came for suggestions, and we answered them to the best of our ability. We\nused reports sent from various states as an outline in preparing talks.\nA radio program given in Cincinnati has created unusual interest, and many\nrequests have been received to use it in other places. Many state education asso¬\nciation journals and educational organization magazines published an article by\nMr. Hunt and some local papers have given us publicity. Your chairman has had\nletters from thirty-two states and Hawaii. I believe other members of the Core\nCommittee have heard from states with whom I have had no contact.\nAt the meeting in Washington we divided the states into groups, and each mem¬\nber of the Core Committee was to promote the work in the group of states assigned\nto him. Your chairman has not been able to get a full report from each member\nof the Core Committee to date, however.\nA meeting of the Equal Opportunity Committee was held in this auditorium on\nMonday, July 1, 1940, and the corresponding committees in each state were invited\nto send representatives. Twenty-five people, including a staff representative from\nWashington, D. C., attended this meeting, which began at 9:00 A.M., and dismissed\nat 11 :45 A.M. Almost every one present had some report to make. There was evidence\nof a lively interest being taken by various state committees, and it was felt that\nan effort to strengthen state committees should be emphasized. However, it was\nthought that there should be no desire to overemphasize or to center our attention\nupon discriminatory practices against women as compared to men, or practices\nagainst married women.\nThe state committees will plan their own programs. Some have not studied the\nhome conditions, but on the whole, emphasis has been placed upon those two\nphases. The Committee felt that all discriminatory practices should be studied, as\nwas emphasized in our meeting on Monday. Some of the following were pointed\nout:\n1. Discrimination in salaries for different grade levels. This is carried on to\nsuch an extent in some places that distinction is made almost step by step, from\nkindergarten to the twelfth grade. In other places the single-salary schedule\nmakes no distinction for grade levels.\n2. The wide and significant distinction between opportunities for rural and\ncity children, such as the enforcement of the compulsory attendance law, free\ntextbooks, and the like.\n3. State barriers, such as the refusal of states to recognize licenses to teach or\nteaching experience in other states, recognizing only graduates from state schools.\nIt was felt that a study should be made\n\nby the Core Committee\n\nof all such reports\n\nand the significant findings sent to all states. The group urged a study of dis¬\ncriminatory practices affecting both men and women, and particularly a study of\nthose affecting children.\nMadam Chairman, I move the adoption of this report, and the continuation of\nthe Committee.\nPresident Hinrichs:\na second?\n\nThank\n\nyou, Miss Morris. You\n\nhave heard the motion. Is there\n\n(The motion was seconded by Katherine O’Dea of Pennsylvania.)\nHarold T empleman (Iowa) : I have one objection to this report — that it merely\nbecomes another report of the National Education Association, and I do not feel\nanything is done about these reports. You do not go back to the states and do any¬\nthing about it, and I do not hear anything in the report, or read anything that\nsays anything about equal opportunity for the children in the rural sections of states\nwhere they still have high-school graduates teaching in those states. Some will say\nthis is a local problem, but I feel the National Education Association should step\n\n"}
{"page": 786, "printed_page": null, "text": "782\n\nNational\n\nEducation\n\nAssociation\n\ninto those backwoods states and tell those that are in power, “You are not doing\nyour job.” I feel that the National Education Association should generate more\npower in those states. Then we would get more memberships and it would actually\nmean much to the teachers of those states, because there are not enough people in\nsome of these states to generate enough power to see that those who have the author¬\nity do something about it.\nPresident Hinrichs: The Chair would make one or two remarks. She cannot agree\nwith the statement that our reports mean nothing. They mean a great deal. There\nis abundant evidence to that effect. That specific question, I believe, has consider¬\nable attention in the report of the Legislative Committee and in other reports. However, it might be fitting to include a definite suggestion here. I do not believe I\ngot a definite suggestion as to what the National Education Association could do.\nMr. T empleman: I would suggest that the Executive Committee of the National\nEducation Association look at these states where they still have inadequately trained\nteachers as we have in Iowa, where last year 1700 normal-trained graduates were\ncertified to go out in the rural schools and teach. We have no tenure law or pen¬\nsion law. I would say the Executive Committee could step in and say to the leaders:\n“I do not believe you are doing the job for the educational forces of your state.\nYou should do something more, and provide better legislation.” They are not doing\nit, and I think it would be of greater power for the National Education Association\nto take a more affirmative step, and I would move that in the coming year the\nNational Education Association look up those states and make that suggestion to\nthose in powTer.\nPresident Hinrichs:\n\nI believe a motion\n\nto that effect is out of order, for all\n\nyou have stated is, of course, in the research reports of the National Education As¬\nsociation, and I doubt very much whether the National Education Association could\nstep into any state and say, “Thus must thou do.” I think your remarks have been\nhelpful in pointing out a condition, but I think no action is in order.\nG. E. Carlson (South Dakota) : I second that criticism. I happen to be from\nSouth Dakota where we have a wonderful school system, but the average salary\nin South Dakota for rural school teachers is $55 a month. Not only is it an aver¬\nage of $55 a month, but that only lasts for five years. In other words, the average\ntenure of teachers in South Dakota is five years. There is a retirement law, but\nthere is no appropriation for the retirement fund. They have the “retirement” but\nno “fund.”\nOne of the states which fights federal aid to education is New York; another\nis California. They are rich states. We provide much of that income in South\nDakota for New York, and if you do not believe it, take a look at some of our\nwheat in the harbors.\nWe are going to have a good crop this year, and maybe next year, but if we\ndo not we will need some federal aid to education. I think you had better get a\nfew of the flies out of the ointment of federal education. That is one of the best\njobs the National Education Association can do, and I think the gentleman who\nmade that suggestion made a good one. You had better get busy and talk nice to\nthe boys that can do a little for federal aid in South Dakota and Oklahoma. There\nis one way of solving that problem and that is by federal aid to education. We\nalmost got it sometime ago, but you had better get busy and produce.\nPresident Hinrichs:\n\nCertainly the Chair, and I am\n\nreasonably certain that every¬\n\nbody else here, is in sympathy with the aspirations and the needs expressed. How¬\never, the subject of federal aid was really covered in the report of the Legislative\nCommission, which you adopted some time ago, and the only thing that is strictly\nin order now is an amendment to this report. Does anyone have such an amendment\nto offer?\nMrs. Rueben: I do not have an amendment, but I have a question to ask the\nCommittee chairman. The report makes the statement that one of the purposes of\nthe Committee is to describe discriminatory school practices based upon sex, race,\nand similar factors, and I have had the feeling for a long time that one of the basic\n\n"}
{"page": 787, "printed_page": null, "text": "Representative\n\n783\n\nAssemrly\n\ndiscriminatory practices in the system is against the Negro children, not only in the\nNorth and South, but thruout the United States. We have experienced discriminatory\npractices against Negroes, and I think this basic problem was not mentioned in\nthe report, and I wanted to ask whether this wras going to be one of the problems\nfor further consideration by the Committee.\nMiss Morris: Mr. Smith of Peabody College is on our Committee and has talked\nbefore our Committee a number of times. The purpose of this Committee is not\npolicy-forming but to make studies and send out information. We believe that\nif all were well informed there would be changes made, and we hope that we\ncan send out a great deal of information encouraging you to establish a strong\nCommittee on Equal Opportunity. Make your studies in your states, let all states\nknow what is being done, and what has to be done to correct discriminatory prac¬\ntices. We are working and have worked upon the question you asked about.\nRoy W. Cloud (California) : California resents the remarks of the gentleman\nfrom South Dakota, that California has been against federal aid for education. I\nthink if the gentleman will study the matter he will find that altho California\nwfill profit little by federal aid for education, it has been one of the strongest sup¬\nporters of the federal aid bill in the United States.\nMrs. Lindlof: I did not know it would be necessary for New York to again\nstate that it is wholeheartedly in favor of federal aid. I think we stated it at\nthe last convention in no uncertain terms. However, tho the gentleman made that\nerror, it is a good thing for those of us here to listen to people from the states\nthat are not as well off as we. I think too many of us are smug because wre have\nall that we need. Those of us that have all we need should begin to realize, from\na perfectly selfish point of view, that until all the teachers in all the states have all\nthe opportunities that we have, none of us is secure!\nI think there are some more discriminatory practices that are carried on, even\nin the states that seem to be doing everything that should be done. I am not going\nto mention a particular spot, but there are states and communities where a Catholic\nteacher cannot secure a position, and there are plenty of communities where a Jewish\nteacher cannot secure a position. These are things which are vital for us to con¬\nsider, and all those discriminations must be done away with before we can say we\nare a real democracy!\nMr. Carlson: I am sorry if I made a rash statement about the individual repre¬\nsentatives, or even the organization of people in New York or California, but the\nmere fact that that bill did not go thru is a substantiation of the fact that they and\nwe did not do enough work. It is a national problem.\nPresident Hinrichs: The Chair suggests that we act on the report, and I am issu¬\ning an invitation for anyone who feels that a supplemental report might be the\nnecessary thing to meet with the Rules Committee and arrange for such drafting.\nI think it has been excellent to have this discussion. None of it, however, is on any\nsubject that is new to us, and it is not only that these things are in print but they\nhave been the motivating force of the work of many of our committees and other\nagencies.\nI thoroly agree, however, that no emphasis is too great, and therefore this invita¬\ntion to anyone who feels a supplemental report would be a great help at this time\nis extended. With that explanation, are you ready for the adoption of the report?\n(The motion was placed before the Assembly and carried unanimously.)\nPresident Hinrichs: The next report is that of the Committee on Individual\nGuidance. Herbert R. Stolz, assistant superintendent\nnia, is chairman of that Committee.\n{Mr. Stolz gave\nthe following:)\nMr.\n\nof schools, Oakland,\n\nthe report printed on page 893 of this volume\n\nStolz: I have\n\na short report to make.\n\nThe\n\nCommittee\n\nCalifor¬\n\nsupplemented\n\non Individual\n\nby\n\nGuid¬\n\nance came into being two years ago. This is the second 5rear of its function. The\nCommittee consists of five members at the present time. There is also a large\nAdvisory\n\nCommittee\n\nof 160 members,\n\nwho\n\nare representative of interests in individ-\n\n"}
{"page": 788, "printed_page": null, "text": "784\n\nNational\n\nual guidance\n\nthruout\n\nEducation\n\nthe country, thruout\n\nAssociation\n\nall the states and\n\nterritories, from\n\nthe\n\nlevels of kindergarten to college, and in the teacher-training institutions.\nThe Committee has tried to stimulate progress in individual guidance in two\nways: (a) by direct distribution to the members of the Association of material\non individual guidance thru the pages of the Journal; and (b) by promoting in local\nprofessional meetings, state, county, and other local meetings, discussion of the prob¬\nlems of individual guidance, especially thru the advice and leadership of the mem¬\nbers of the Advisory Committee.\nDuring the first year the Committee prepared a series of articles which some\nof you may have remembered as they appeared in the Journal, and during this\npast year, with the cooperation of Mr. Morgan, these have been summarized and\nbrought together in a pamphlet\nbeen widely distributed.\n\nThus\n\nfar the Committee\n\n(Personal\n\nGrowth\n\nLeaflet Number\n\n53) wrhich has\n\nhas chosen\n\nto emphasize particularly those aspects of\nindividual guidance which are of direct interest to classroom teachers and to prin¬\ncipals and which do not require elaborate organization or the services of specialists\nother than the teachers and principals. Among the points that are stressed is the\nestablishing of personal reports with each pupil.\nSo much has been said about the scientific point of view that you must understand\nthe child, and so much emphasis has been placed upon mechanical and so-called\nobjective tests, that we have thought it was high time to recognize that you never\ncan understand a child unless you can identify yourself with him, that mere objec¬\ntive thought about a child will never give you the clue to his personality, that you\nmust feel with him and understand him, as if he were a brother or a nephew or\nsomeone in whom you had a personal interest.\nWe have also stressed the systematic, incidental method of observing children\nbecause here again we have felt that in the past there has been too much emphasis\nupon those bits of observation and those bits of testing which are done under con¬\ntrolled situations; and actually watching an individual when he gets up, when\nhe gets down, when he comes into the room to play, when he does his work, and\nwhen he plays with his fellow-pupils gives you a better idea of what sort of a person\nhe is and what he needs than any number or battery of tests.\nThe guidance of a child’s social development has been one of the main points\nwhich we have stressed, because actually how he functions with his fellows and with\nhis peers is the best guide to what he will be in the future, and probably the best\nguide to show how valuable he will be in a democracy.\nWe have also stressed the possibilities of genuine cooperation between the teach¬\ners and the parents in the guidance of the child, not cooperation on the basis of an\norganized level of cooperation of parent-teacher associations only, but cooperation\non the basis of again identifying the parent with the teacher and the teacher with\nthe parent, so that each can understand what he has in his heart for that child.\nThe adjustment of classroom procedures to meet individual needs is naturally a\npart that we also stressed.\nThis\n\nafternoon\n\nthere is to be an informal\n\nmeeting\n\nof the Advisory\n\nCommittee\n\nin Room “A” of this building, and there we are going to face the newer things that\nwe, in guidance, must face. You all know that we have turned the page — it seems\nto me that it has not been sufficiently stressed that that page is turned for good\nand all. We are not going thru a period like a nightmare, from which we will\nawaken two, three, or four years hence and find things as they were before. Never\nagain will we find them that way, and we have to face the responsibility of seeing\nthat the boys and girls, as wTell as those who are past the school\na new vision and a new feeling about democracy; not only new\nmerely a sense of duty, not merely a feeling that they must give\ncountry, but that they must identify themselves with the ideals of\n\nage, shall have\nknowledge, not\nservice to their\ndemocracy, and\n\nfeel that without them democracy cannot succeed. Only by this emotional\ntion, this feeling that they are important, this feeling that they have\n\nidentifica¬\na part to\n\n"}
{"page": 789, "printed_page": null, "text": "Representative\n\n785\n\nAssembly\n\nplay — not five years from now, but here and now — will we get the necessary feeling\non the part of our boys and girls to support and uphold democracy.\nWe must find ways in which we can change the emphasis in individual guidance\nfrom emphasis upon individual success in a competitive society to worthy participa¬\ntion in the group needs of democracy, both to uphold it and to improve it.\nPresident Hinrichs: You have heard Mr. Stolz’ report. Is there a motion for its\nadoption ?\n(Motion made by Mr. Peterson of Iowa, seconded by N. V. Parsons of California,\nand* carried unanimously, that the report of Mr. Stolz be adopted.)\nPresident Hinrichs: The next report is that of the Committee on Code of Ethics.\nWilliam P. King, secretary of the Kentucky Education Association, is chairman of\nthat Committee.\n(Mr. King supplemented the printed report on page 891 of this volume with the\nfollowing remarks.)\nMr. King: This Committee was appointed a year ago. We found a great deal of\nconfusion thruout the nation about the matter of ethics. You may be surprised to\nknow that a great many of our teachers in the United States did not know we even\nhad a code of ethics. A great many of them were unacquainted with the code that\nwe do have, so we undertook to find out what people across the country' are think¬\ning about the matter of ethics.\nWe found out there was a great deal of confusion about what they are thinking,\nbut we have aroused considerable interest in it. There are some schools in the\ncountry in which the teachers are talking to the children about the question of\nethics. I am going to give you one interesting and amusing illustration which shows\nus how confused teachers are and how confused many other people are about this\nquestion of ethics.\nOne little boy, in whose classroom the teacher had discussed the question of ethics,\nwent home, and at night-time he said to his father: “Daddy, my teacher talked about\nethics today, and she did not make it clear. I don’t know what she meant. I wonder\nif you could help me out a little bit.” Dad said: “Yes, I think I can. It’s like this;\nyou know my partner and I own a hat store; we sell hats for men. This morning\na man came into the store and bought a hat, the price of which was $5. He laid a $5\nbill on the counter. I took it and turned to the cash drawer. When I took it I noticed\nthere were\n\ntwo $5 bills sticking closely together so that it looked\n\nlike only one.\n\nNow the question of ethics arises here — should I tell my partner?”\nHere are the things we did in approaching this study:\n1. We offered articles for publication to local, state, and national journals of\neducation.\n2. Letters were sent to secretaries of state education associations, explaining\nthe plans and purposes of the Code Committee in their respective states.\n3. Letters were sent to all state and local associations, asking for suggestions\non ethics and for proposals for the modification of the present code.\n4. In order to provoke responses and interest, the following suggestions were\nmade to all state secretaries, members of the Code Advisory Committee, and\ninnumerable other key people.\nHere are the suggestions that were sent out, in order that we\nthinking and get them to respond to our communications:\n\nmight get people to\n\n1. In order that the code may be known to those who are entering the pro¬\nfession, each institution for the training of teachers should see to it that every\nstudent is acquainted with our code of professional ethics and the problems\nwhich it involves.\n2. In order that the code may be made known to the teachers who are now\nin service, the editors of the Journal of the National Education Association and\nthe publications of local and state teachers associations should be encouraged\nto publish articles regarding our code of ethics and the problems which it in¬\nvolves, and the officers of local and state teachers associations and of the National\n\n"}
{"page": 790, "printed_page": null, "text": "786\n\nNational\n\nEducation\n\nAssociation\n\nEducation Association should be encouraged to arrange\nthese problems at teachers meetings and conventions.\n\nfor the discussion of\n\n3. Each state and local organization should establish a committee on profes¬\nsional ethics. These committees should be given the duty of publicizing and\ninterpreting the code and of securing the cooperation of all members in abiding\nby the code. The state committee should have the additional duty of investigating\nreported violations of the code.\n4. The National Education Association should establish a similar committee\nto have oversight of all questions arising in connection\nteaching profession.\n\nwith the ethics of 'the\n\nAs a result of the above procedures, eighteen education journals, including\nthe Journal of the National Education Association , published articles sent to them\nby the Code Committee. Many other articles touching upon the question of ethics\nwere published in these and other journals. Numerous states set up special com¬\nmittees to study the problems, and local and state conventions of teachers gave a\nprominent place on their programs to the discussion of professional and ethical\nconduct.\nMany\n\nvaluable\n\nsuggestions came\n\nfrom thoughtful sources. Prominent\n\namong\n\nthem\n\nwere those touching upon the problems of propaganda, patriotism, and the prin¬\nciples of democracy. Professional virility and aggressiveness were emphasized under\nthe general captions of professional growth, dignity, tolerance, and the encourage¬\nment to only the most worthy to enter the profession. The matter of professional\nrelations was made a major consideration by suggesting the maintenance of self¬\nintegrity and respect for the personality of our associates.\nMost emphatic and universal was the condemnation of those items of personal\nconduct which detract from the refinement, the integrity, and the dignity of a pro¬\nfession whose duty it is to fashion the ideals of youth.\nFor the purpose of obtaining a wider participation on the part of the profession\nand a closer and more exhaustive study on the part of the Committee, it is respect¬\nfully requested that if feasible and possible, the personnel of this Committee be\npermitted to remain stable, with the understanding that a complete and final report\nwill be offered at the meeting in 1941.\nI move the adoption of the report.\nPresident Hinrichs: You have\nits adoption. Is there a second\n\nheard the report, and\nto that motion?\n\n(The motion was seconded by Kate Frank\nbly, and carried unanimously.)\n\nof Oklahoma,\n\nthe chairman’s\n\nmotion\n\nfor\n\nplaced before the Assem¬\n\nPresident Hinrichs: The next report should be that of the Committee on Inter¬\nnational Relations. Unless Mr. Cherrington has come within the last few minutes,\nhe is not here, because he is presiding over another meeting. We will defer his\nreport until tomorrow.\nIt gives me pleasure to present Dr. W. IV. Bauer , secretary of the Joint Committee\non Health Problems in Education which, as you know, is a joint committee of our\nAssociation and the American Medical Association. Dr. Bauer is substituting for\nthe chairman, Charles C. Wilson, director of health and physical education, Hart¬\nford, Connecticut.\nDr. Bauer: I am not going to read the report for you. It is printed. I want to\ncall your attention, as one of the American Medical Association members of the\nCommittee, to the fact that the American Medical Association regards this as one\nof its important committees. It is one of the few joint committees in which the\nAmerican Medical Association has participated for almost three decades.\nThe Joint Committee on Health Problems in Education was organized twentynine years ago. In that time many changes have come about in the field of health\neducation. When the Committee was organized there was virtually no text material.\nThe Committee therefore proceeded with the preparation of text material. There\nwere few principles in health education, and the Committee endeavored to enunciate\n\n"}
{"page": 791, "printed_page": null, "text": "Representative\n\nAssembly\n\n787\n\nsuch principles and to embody these ' principles in various publications, many of\nwhich have become familiar to you, which have had a wide sale and a consider¬\nable usefulness.\nThe Committee now regards itself no longer as a Committee primarily organized\nfor purposes of publication. It will publish relatively little from now on. There\nare certain reports to which it was committed which it has chosen to continue. They\nare listed in your printed report, but I want to mention some of them for your\ninformation. (Dr. Bauer then referred to the reports listed on page 892 of this\nvolume.)\nThe Committee visualizes itself, not so much as a publication agency, but as an\nagency for a better understanding between educators and doctors, who are, after\nall, next to parents, the two groups which are and ought to be most vitally con¬\ncerned in the health of the school child. To that end Dr. IVilson, as chairman of the\nCommittee, has authorized me to say to you that any suggestions for better coopera¬\ntion among educators and physicians and parents will be welcomed by the Joint\nCommittee. The Joint Committee should be the channel for common understanding\namong educators, physicians, and parents.\nThe Committee does not regard itself as authorized to speak for the National\nEducation Association, or any of its Departments, or for the American Medical\nAssociation or any of its sections, but to act as a channel of communication, liaison,\ncooperation, and better understanding.\nMadam President, I believe that as a substitute I am not authorized to offer a\nmotion for the adoption of the report.\nPresident Hinrichs : Thank\nadoption of the report.\n\nyou, Dr. Bauer.\n\nI am\n\nsure someone\n\nwill move\n\nthe\n\nMary E. Bond (Washington) : I move the adoption of this report.\n(The motion was seconded by IV alter S. Griest of the District of Columbia and\ncarried unanimously.)\nPresident Hinrichs: I am sure you join me in telling Dr. Bauer, who is a member\nof the Committee from the American Medical Association, not one of our owd\nmembers, how much we appreciate his taking time out of his busy professional life\nto come to make this report to us today.\nJust before the Massachusetts\na brief announcement.\nPaul\n\nC. Stevens\n\n(Colorado)\n\nstunt a gentleman\n\nfrom\n\nColorado\n\n: I appreciate the opportunity\n\nwishes\n\nto make\n\nof being permitted\n\nto\n\nmake this important announcement. The president of the Colorado Education Asso¬\nciation, Virgil M. Rogers, is here in the convention hall with our delegation.\nYesterday about 10:30 a.m. he received a telegram stating that he is the father of\na baby girl, weighing eight pounds and ten ounces. Her name, he informs us, is\nJulia Katherine. On behalf of the delegation, it gives me great pleasure to have the\nprivilege of extending to him our hearty congratulations!\nMr. Rogers has been the superintendent of public schools for the past six years,\nand has lived in Colorado for nineteen years. This fall he leaves Colorado to be¬\ncome the superintendent of schools at River Forest, Illinois. It is with regret that\nthe teachers and administrators accept his leaving. We recognize the important\nrole he has played in the educational program of our state. He is a great leader\nand a true American.\nMadam Chairman, at this time it seems fitting and proper that Colorado yield\nto Illinois. We give to them our good friends Mr. and Mrs. Virgil Rogers and\nfamily, and for extra good measure, the new addition, Julia Katherine. Mr. Rogers,\nwill you please stand? (Mr. Rogers arose.) For Colorado I invite all members of this\nAssembly, and especially you from Illinois, to rejoice with us on this blessed event.\nPresident Hinrichs: I am sure the Assembly can alwrays take time out for\nappreciation. Now we shall have the Massachusetts stunt.\n(Entertainment by the Massachusetts delegation followed.)\nPresident Hinrichs: The next report is that of the National Council on Teacher\nRetirement. Louis Taylor of New York City is chairman of that Committee.\n\n"}
{"page": 792, "printed_page": null, "text": "788\n\nNational\n\n(Mr. Taylor\nfollows :)\n\nsupplemented\n\nEducation\n\nAssociation\n\nthe report printed on page\n\n899 of this volume\n\nas\n\nMr. Taylor: When I am called upon to speak to the teachers of New York City\non disability retirement and death benefit I always pray for a sunshiny day. I am\ngrateful for the little sunshine we just had here at the present time. It will help\nmy\n\nsubject.\nThe National Council on Teacher Retirement has a number of pressing problems\nbefore it, but time will not permit going into more than one of them at this time.\nStatistics are often dry, but nevertheless I am going to ask you to give thought\nto a few simple figures. Seventy-seven percent of the 900,000 teachers in the United\nStates have some kind of retirement and pension protection. Much of this protection\nis first class, but from this point it gradually goes down to the cases of three states\nwhich have, within the past two or three years, adopted teacher retirement legisla¬\ntion, and while the teachers have made their contributions, these three states have\neither failed entirely or have only partially carried out their obligations. One state\neven failed to appropriate sufficient money to open an office! Twenty-three percent\nof the teachers of the United States, or 207,000 teachers, have no pension or retire¬\nment protection whatsoever.\nWhen faithful teachers in these states become old and are no longer able to\ncarry on, they can go on home relief or live, on the charity of relatives or friends.\nThese 207,000 teachers are to be found in fourteen states which make a belt across\nthe United States from North and South Carolina on the Atlantic to Oregon on\nthe Pacific. Can we in the National Education Association feel proud of the fact\nthat 77 percent of our teachers have pension and retirement protection, when\n207,000 of our other fellow workers are entirely without this protection? How can\nthese fourteen states claim to have a forward-looking, progressive educational\nprogram when they have neglected to provide for their teachers when they are\nno longer able to carry on? What can the National Education Association and\nthe National Council do to make these fourteen states see that their educational\ndollar would give them a greater return if their teachers did not have\nabout trying to save out of their small salaries for their old age?\n\nto worry\n\nPerhaps it would be well if we stepped down from our professional or educa¬\ntional pedestal and adopted the trade union tactics of the American Federation\nof Labor or of the Committee on Industrial Organization by sending into these\nstates trained organizers; that is, men and women trained in pension and retirement\nmatters to instruct teacher groups on how to promote and have enacted into law\nthis socially sound and greatly needed pension and retirement legislation.\nWe who have adequate pension protection dare not sit back in smug content¬\nment while over 200,000 of our fellow teachers are without this old-age protection.\nI believe that the National Education Association and the National Council on\nTeacher\nteachers.\n\nRetirement\n\ncan\n\nand\n\nmust\n\ndo something\n\nconstructive\n\nfor these forgotten\n\nMadam Chairman, I offer this report for adoption.\n(The motion was seconded by James C. Reinhard of California, placed before the\nAssembly, and carried unanimously.)\nMr. Kesselmann: May I ask the chairman who just reported why certain organ¬\nizers were not sent into these areas to help the teachers get retirement and pensions?\nPresident Hinrichs: Will you answer the question, please, Mr. Taylor, why or¬\nganizers were not sent into the states to coach the teachers to the point where they\nwould get retirement systems.\nMr. Taylor: I think that can be answered by comparing our present status with\nthe old auto — we lack a self-starter. If no one makes it his business to organize\nsuch a group and finance such a group, I fail to see how it is going to start. While\nI believe our organization, the National Council on Teacher Retirement, is doing an\nexcellent job, we have not the money to finance any such committee. We are getting\n$+00 from the National Education Association, and we are spending $400. It would\ncost something to organize such a group, but I do think it would be worthwhile.\n\n"}
{"page": 793, "printed_page": null, "text": "Representative\n\n789\n\nAssembly\n\nTeachers do not know how, in many cases, to present legislation in a w7ay to get\nit passed, and I think if they had instructions along these lines they would elimi¬\nnate some of these fourteen states. Some of the states are now considering such\nlegislation. The rich state of Iowa is without that protection, but I understand\nthat they have a bill about ready to go thru.\nMr. Kesselmann: Would you then suggest that a motion be made, that such a\ngroup be organized by the National Education Association and sent into these\nstates which need this help? At this time I so move.\nPresident Hinrichs: What is your motion?\nMr. Kesselmann : The motion is to organize such a committee by the Executive\nCommittee.\nPresident Hinrichs:\nto receive it.\n\nOf course the motion\n\nshould be in writing. We\n\nwill be glad\n\nWe have taken counsel writh the chairmen of one or two of the committees and\nhave a somewhat revised plan of program for today. I ask your indulgence to\ncomplete the necessary business for this morning.\nWe have set aside 11:45 for an announcement of the Rules Committee. We shall\ndefer, with the consent of the chairmen, reports of the Committee on Credit Unions\nand the Joint Committee of the National Education Association and the American\nLibrary Association. However, it is part of our requirement that a preliminary report\nfrom the Committee on Resolutions be made this morning, and we should like to\nhave the report of the Joint Committee of the National Education Association\nthe American Legion heard before the Resolutions Committee report.\n\nand\n\nIn a moment we are going to ask for Miss Adair’s report, but in the meantime\nMr. Law of New York asks unanimous consent for a one-minute presentation of a\nresolution supporting and implementing Mr.\nMr. Law: Believing that the National\n\nTaylor’s report.\nEducation Association\n\nmust\n\ncontinue\n\nto elevate the dignity of the teaching profession by upholding worthy salaries for\nteachers, proper tenure of position, and good retirement systems in all states, I\npresent the following resolution:\nResolved:\n\nThat\n\nciation empower\n\nthe Representative\n\nAssembly\n\nof the National\n\nthe president to appoint a committee\n\nEducation\n\nAsso¬\n\nof three, with powers\n\nto\n\nact, to meet with a similar committee of the National Council on Teacher Re¬\ntirement, in order to organize and put in effect a program to assist teacher groups\nin planning pension and retirement legislation in states v7here teacher retirement\nsystems are nonexistent.\nPresident Hinrichs:\nfor discussion now.\n\nMr.\n\nLaw\n\n(Motion seconded by Frank\nbly, and approved.)\n\nhas moved\n\nJ. Arnold\n\nthis resolution, which\n\nof New\n\nmay\n\ncome\n\nup\n\nYork, placed before the Assem¬\n\nPresident Hinrichs: I used the word “resolution” loosely; this was a motion.\nWe will now have the report of the Rules Committee, in accordance with\nthe announcement made this morning.\nMiss Adair: The Committee on Rules and Bylaws has been asked to rule in\nregard to the status of the Publishing Committee of the National Education As¬\nsociation. The Committee rules that because of action of the Delegate Assembly\nthe Publishing Committee has been abolished. A motion to reconsider was made\nyesterday, but lost. Since there seems to be a misunderstanding in the minds of\nsome delegates, the Rules Committee will give an opportunity for a motion\nto rescind the action of yesterday in abolishing the Publishing Committee. The\ndebate will be on the motion to rescind only, and not on the motion to abolish\nthe Publishing Committee. It wrill require a two-thirds\nour rules of procedure, Section 10.\n\nvote to be adopted\n\nunder\n\nThe Rules Committee suggests that only two persons may speak on each side,\nand for not more than two minutes each, unless unanimous consent be given.\n\n"}
{"page": 794, "printed_page": null, "text": "790\n\nNational\n\nI have\n\nhere the motion\n\nto the president.\nPresident Hinrichs:\n\nwhich\n\nI have\n\nEducation\n\nAssociation\n\nhas been\n\nand\n\nmade\n\nseconded,\n\nwhich\n\nI will give\n\nthis written motion:\n\nI move that the action taken on Article VI, Section 3, under “Other Proposed\nAmendments,” appearing on page 10 of the Official Manual for Delegates,\nMilwaukee, 1940, whereby the Publishing Committee was abolished, be rescinded.\n(Signed) Fred C. Bailey, Michigan\nMaker of Motion\nA. H. Upton, Michigan\nSeconded.\nMiss Adair:\n\nThere\n\nare two persons who\n\nwish to speak on the motion.\n\nMr. Bailey : I made this motion to rescind in order to bring before you the oppor¬\ntunity to decide whether you want this Publications Committee to continue or not.\nRescinding of this motion will continue the Committee. If wTe do not rescind this\nmotion, the Committee w ill be abolished.\nI have no brief particularly about the Committee being continued, but I want to\nbring before this body the opportunity to determine whether they will or whether\nthey will not have the Committee continued for another year.\nMr. Saunders:\n\nI shall not object to the unparliamentary\n\nprocedure\n\nof reconsider¬\n\ning that which has already been defeated in reconsideration. I simply wrant to reply\nto Mr. Bailey, to say that I do not agree wTith him when he says you did not know\nwhat you were doing and how you were voting. I think you were intelligent\nenough to know that when you voted to abolish this Committee you wTere saving\nthe Association money by doing awray writh a needless committee, and I am sure you\nwill stick by your original vote.\nPresident Hinrichs: The vote is on rescinding the previous action taken on this\nquestion. I will repeat the motion. (Motion\n\nwas\n\nreread.) All in favor of rescinding\n\nplease say “aye,” opposed to rescinding please say “no.” That will require a twothirds vote. If you would feel better about it you may stand. Is there a call for\ndivision? (No response.) (The motion was placed before the Assembly and was\nlost.)\nMr. Rushing: I rise to a point of order. I do not think we need twro-thirds to de¬\nfeat it; it takes two-thirds to pass it.\nPresident Hinrichs: Well, the defeat was unmistakable.\nMiss Adair: The second matter on which the Committee was asked to rule was\nin regard to a paragraph which you will find on page 51 of your Delegates’ Manual,\nan instruction that was given to the Board of Directors last year. The Committee\nrules that that instruction still stands until the Board acts upon it.\nThe next thing is a move to reconsider action that you took this morning on the\nreport of the Appraisal Committee. That report, in which the Committee recom¬\nmended the abolishment of itself, was unanimously adopted, but an objection came\nfrom the floor, and I have in my hand a motion from one of the persons who voted\nfor the report, asking that you reconsider and continue the Committee. I will give\nbe\nthe motion to the chairman.\nPresident Hinrichs: The motion reads:\nI move that the vote by which\nreconsidered.\n\nthe Appraisal\n\nMoved\nSeconded\n\nCommittee\n\nwas\n\nabolished\n\nby Blanche Foster, (Pennsylvania)\nby Arthur F. Corey, (California).\n\nThis motion is in order and takes a majority vote. The suggestion by the Com¬\nmittee itself to abolish the Appraisal Committee for the time being wras with the\nunderstanding that it might be renamed by this Assembly at any time. The action\nwras based on this fact — that we have had\nthey have come to the point, the Committee\n\nappraisals for a number of years, and\nfelt, where they are rather perfunctory\n\n"}
{"page": 795, "printed_page": null, "text": "Representative\n\nAssembly\n\n791\n\nand not of special value; and that, if by having the regular Appraisal Committee the\nlast few years we have raised the tone of many features of our convention, if, in a\nfew years, we find that another tonic is necessary, we will have a motion to apply\nthat means of pepping us up. That is the background. Are we ready for the vote?\nMiss Foster (Pennsylvania) : I was just brought to the point of realization of the\nold adage that we never miss the water until the well is about to run dry. I appreci¬\nate the opportunity of telling a Committee that promises to study what I think of\nthis Assembly and promises to give consideration to any suggestion I may have in\nmy mind. It seems to me to be the one personal bond between me and those we\nplace in authority. I realize for the first time how the Committee felt about it. If we\nhave made this a perfunctory report it is our fault. Perhaps I never realized before\nthat here is a chance for individual participation that perhaps I had not fully\nappreciated. I think there may be others who feel as I do. I certainly do not want\nthis friend to be shelved.\nMrs. Lindlof: I have two questions to ask: Has the Appraisal Committee made\nsuggestions for the programs of subsequent conventions? Have suggestions made\nby the Appraisal Committee been carried out in the formulation of programs for\nthe convention ?\nPresident Hinrichs: The answer to both questions is “yes.”\nMrs. Lindlof: I would suggest that if that Committee has really functioned\nhas proposed programs that we have\nthe Committee, but not otherwise.\n\napproved,\n\nthere is some\n\nand\n\nreason for continuing\n\nPresident Hinrichs: Your voting “yes” does not reestablish the Appraisal Com¬\nmittee; it merely establishes the fact of reconsideration. Is that clear? All in favor\nof reconsidering please say “aye,” those opposed “no.” I would like you to stand.\nThose in favor of reconsidering please stand. You are voting for reconsideration if\nyou stand.\n(A rising vote was taken, and the motion was carried by a majority.)\nPresident Hinrichs: The question is, Do we keep the Appraisal Committee?\n(Addressing the parliamentarian) Do we vote without an additional motion?\nParliamentarian Horsely: Yes.\nPresident Hinrichs: All in favor of reinstating the Appraisal Committee please\nrise.\n(A rising vote was\nPresident Hinrichs:\nmittee.\n\ntaken on the motion, and it carried by a majority.)\nThe\n\nmotion\n\nis carried and we\n\nshall have an Appraisal\n\nCom¬\n\nMiss Adair: I have in my hand two or three suggestions for amendments, but\ntomorrow will be time enough for those.\nPresident Hinrichs: We shall have, within the ten minutes prescribed, the report\nof the Joint Committee of the National Education Association and the American\nLegion, of which Charles F. Dienst, deputy state superintendent of public instruction,\nLincoln, Nebraska, is chairman. He is not here, however, and his report will be given\nby Fred Cram of Iowa.\n(Mr. Cram supplemented the report printed on page 881 of this volume with these\nremarks.)\nMr. Cram: You will find a statement of the attitude of the American Legion given\nin the form of its resolution made at Chicago.\nIn line with that, at a meeting\n\nof the Joint Committee\n\nin St. Louis the American\n\nLegion members of the Committee told us that they would investigate Senate Bill\nNo. 1305 to ascertain whether it was in line with the resolution made at Chicago.\nWe have had correspondence with Mr. Schwartz, chairman of the subcommittee\nof the Americanism Commission of the American Legion, and with Mr. Chaillaux,\nthe chairman of the Commission. Since I have come to the meeting of the National\nEducation Association, we have received a letter from Mr. Chaillaux which I shall\nread, in part, in order to save time and in order that we may be certain that we\n\n"}
{"page": 796, "printed_page": null, "text": "792\n\nNational\n\nunderstand\nam\n\nexactly where\n\nEducation\n\nthe American\n\nLegion\n\nAssociation\n\nstands. Air. Chaillaux\n\nsays, and I\n\nquoting:\nYou have asked me what the doubtful sections of S-1305 are. Those sections\nof the bill which provide for the final decision as to what money shall go to\neach state for the purpose of federal aid to public education, upon which the\nfinal decision is to be made by the United States commissioner of education, are\nobjectionable sections. In other wTords, these are the early steps for federal con¬\ntrol of education. Any specific amendment which will eliminate the control\nmeasures will be of interest to us, providing the amendment calls for the federal\nmoney to be given as a direct grant to cities and states, to be expended on their\neducational programs in line with present educational policies.\nWe do not necessarily insist upon the inclusion of federal support of parochial\nschools as a provision of the legislation, but we do insist that we will not be¬\ncome involved in a campaign to defeat a bill because the parochial provision\nis included.\n(Signed) H. L. Chaillaux, Director,\nNational Americanism Commission.\n\nThis means, as the members of the Committee understand it, that when we get\nready to propose federal aid, in order to expect the support of the American Legion,\nthe bill must say: “There is hereby appropriated to the states for educational pur¬\nposes, in line with their program within those states, certain amounts of money,\nand no other disposition shall be made as to what is to be done with the money,\nor who is to handle it. It is to go directly to the states.” The second paragraph\nof the letter means that the American Legion will support federal aid to education,\nincluding aid to parochial schools. It will support a bill for federal aid to educa¬\ntion that does not include aid to parochial schools, but it will not put itself on\nrecord as favoring or not favoring such aid, and I am certain that the Legion\ncannot undertake to get into a fight within itself or with anybody else in that\nconnection.\nThis is a progress report, and I w'ould move its adoption, which would entail, I\nsuppose, the recommendation for a continuation of the Committee.\nMr. Saunders: Would you entertain a motion that the report be referred to the\nLegislative Committee?\nMr. Cram: Madam Chairman, may I amend my motion? With your permission,\nI will amend the motion to be as follows: I move that this report be accepted as\na progress report and referred to the Legislative Commission.\n(The motion was seconded by Mr. Saunders, placed before the Assembly, and\ncarried.)\nPresident Hinrichs: I do have the written motion that I asked for some time ago.\nI did not see it until just now. Therefore, I beg your indulgence for this additional\npiece of business. Mr. Archer of Minnesota moves, G. E. Carlson of South Dakota\nand Harold T empleman of Iowa second it:\nMoved, that Committee on Equalization and the Executive Board translate the\nequalization into action by: (1) Exerting publicity pressure on states capable of\naffording better facilities, and that the Legislative Committee be requested to\ncontinue to exert effort toward federal aid to equalize the financial burden.\n\nThere is no “2” in it, but you heard the two clauses, the first exerting publicity\npressure on states capable of affording better facilities and, second, that the Legis¬\nlative Commission be requested to continue to exert effort toward federal aid to\nequalize the financial burden.\nThe motion is before you. Is there any discussion?\n(No response. A vote was taken, and the motion carried.)\nPresident Hinrichs: I recognize Helen Bradley of Cincinnati, Ohio, chairman of\nthe Resolutions Committee, who will give the preliminary report required at this\ntime.\n\n"}
{"page": 797, "printed_page": null, "text": "Representative\n\nAssembly\n\n793\n\nMiss Bradley: You have the copy of the report of the Resolutions Committee in\nyour hands. Others may be secured at the registration desk. This is your report.\nEvery state delegation has had an official representative on this Committee since\nlast July. We counseled in February, at which time platform reorganization was\ncarefully considered, along with new resolutions.\nI ask that you turn at this time to the platform. Instructions for reading the\nreport of the Committee are given in parentheses under the title. You will find\nthat additions to the platform as set forth in 1939 are printed in italics; words in\nbrackets are to be deleted. You must use these instructions in order to understand\nthe report of the Committee on the platform.\nChanges in the platform are those of rearranging\n\nof material\n\nalready\n\na part\n\nof our accepted resolutions of previous years. The platform is our long-time policy.\nLook there for our pronouncements on tenure and federal aid and other matters\nfor which the organization has stood for a number of years.\nTime does not permit reconsideration of these in special resolutions, nor does\nit permit a consideration of all the good resolutions which are presented to the\nCommittee at a meeting like this.\nThe ideas expressed in the resolutions have been carefully considered after con¬\nference with our fellow delegates. We call attention to the fact that this is not the\nplatform of a semigovernmental body. Our platform and resolutions express the\nviewpoint of a national education association. This we present as a fitting educa¬\ntional policy for this day of great challenge.\nPresident Hinrichs: I wish to announce that the reorganization of the Committee\nfor next year will take place at 4:30 p.m. in Parlor “F” of the Hotel Schroeder.\nWill you see that the newly elected member of the Resolutions Committee from your\ndelegation is present at that reorganization meeting?\nAs we said, no action on the report is taken at this time. It will be acted upon\ntomorrow.\nI call your\n\nattention to the fact that we\n\nmeet\n\ntomorrow\n\nat 9:00 a.m. promptly,\n\nand we have a chance of concluding the business in time. Your attention to busi¬\nness this morning has made me very happy and your presiding officer thanks you\nfor your cooperation.\nThe meeting was adjourned at 12:15 p.m.\n\nThird\n\nBusiness\n\nSession, Thursday\n\nMorning,\n\nJuly 4, 1940\n\nThe third business session of the Representative Assembly was called to order\nat 9:00 a.m. by President Hinrichs.\nPresident Hinrichs: The third business session is now convened. We shall have\nthe invocation by the Reverend Father Raphael C. McCarthy, S. J president, Mar¬\nquette University, Milwaukee, Wisconsin.\n(The invocation was given. The Salute to the Flag and the community singing\nwhich followed were led by Mr. McKrilop.)\nPresident Hinrichs: We will use the Pennsylvania gavel that Mr. Shave gave us\nthe other day, because it has historical significance in the state of Pennsylvania,\nsignificance concerning our country.\nI feel that with everybody’s cooperation, which we had yesterday, we shall get\nthru with the three items left over from yesterday and with the program as originally\nscheduled for today.\nWe continue our broad view of the far-reaching work of our Association thru\nthe reports of our committee chairmen, reports that are the culmination of months,\nindeed, the whole year, of work by the chairmen and members from every state.\nThe first report to be given is that of the Committee on International Relations.\nBen M. Cherrington, chief, Division of Cultural Relations, Department of State,\nWashington, D. C., is the chairman.\n{Mr. Cherrington supplemented the report printed on page 895 of this volume, as\nfollows :)\n\n"}
{"page": 798, "printed_page": null, "text": "794\n\nNational\n\nEducation\n\nAssociation\n\nMr. Cherrington: The International Relations Committee has endeavored to be\nof assistance to the educators of the country, the members of the Association, in\ntheir effort to teach international understanding and goodwill.\nThis year, in response to a great many requests for help on methods, a study\nwas made of a number of high schools in which unusually good work was reported\nas being carried on in international education or world understanding or world\nfriendship. Some forty high schools were kind enough to write a rather full\ndescription of their program and activities. These were summarized and classified\nand put in a brief pamphlet called ‘‘Promoting World Goodwill in High Schools.”\nWe also made a study thru a questionnaire of two hundred of the teacher organitions of the country as to what they are doing among themselves in the field of\ninternational understanding, and the summary of that inquiry you will find in this\npamphlet.\nIn the face of the troubled world, it is difficult to know just what to recommend\nto the Committee for this coming year, but I can propose these recommendations,\ncoming out of our meeting yesterday: It is proposed that this coming year a study\nbe made of activities and programs that are now being employed in the elemen¬\ntary schools and also a study of programs of the teacher-training institutions, and\nthat a summary of the findings be published to parallel the pamphlet just dis¬\ncussed.\nIt is also recommended for the consideration of the Core Committee in this coming\nyear to give major emphasis to the study of Latin American relations.\nThe Committee yesterday recommended to the Executive Committee of the Na¬\ntional Education Association the consideration of the possible combination of a\ncommittee which was created growing out of a conference held under the auspices\nof the Department of State last fall, a committee which is interested in promoting\nthe exchange of information and cooperation as between the secondary and elemen¬\ntary schools of our country and the similar schools of Latin America; also, that\ncommittee is interested in providing materials of study to the teachers of our coun¬\ntry. It was proposed yesterday that the committee might become a subcommittee\nof our International Relations Committee and it was recommended for the con¬\nsideration of the Executive Committee of the Association.\nThat recommendation also includes a suggestion that possibly some\nbe found to be put at the disposal of this effort.\n\nfunds might\n\nI am sure that if it seems advisable to the Association to accept the recommenda¬\ntion of the Committee that a recent publication of the Educational Policies Com¬\nmission will be found to be extremely helpful. This pamphlet, entitled For These\nA mericas, points out in challenging, stimulating fashion the opportunity which we\nhave as teachers to further cooperation with our fellow teachers in all the western\nhemispheres.\nI would like to say now, as the chief of the Division of Cultural Relations of the\nDepartment of State, that you can count on the wholehearted and effective co¬\noperation of our government in this program of collaboration with the educators\nof the western world. We have before us the most critical situation we have faced\nin our history. For good or for ill, our destiny is one in this western hemisphere.\nWe as educators believe in the ideal of voluntary cooperation and in the ideal of\nvoluntary peace. We have a large role to play thru cooperation in making the ideal\nof cooperative peace in the western hemisphere a reality.\nPresident\n\nHinrichs:\n\nDoes\n\nthe Chair hear a motion\n\nfor the adoption of Mr.\n\nCher-\n\nrington’s report?\nMrs. Guidotta M. Lozce (State Secretary, California High School Federation of\nWorld Friendship Clubs) : I take pleasure in making the motion that the splendid\nreport by Mr. Cherrington be adopted.\n(Motion seconded by Russell V. Burkhard of Massachusetts, carried, and report\ndeclared adopted.)\nPresident Hinrichs: The next report is that of the Committee on Credit Unions.\nJames E. Moran,\nthe chairman.\n\nConnecticut\n\nCredit\n\nUnion\n\nLeague,\n\nWaterbury,\n\nConnecticut,\n\nis\n\n"}
{"page": 799, "printed_page": null, "text": "Representative\n\n(Mr. Moran\ning remarks:)\nMr. Moran:\n\nsupplemented\nThe\n\n795\n\nAssembly\n\nthe report on page 887 of this volume\n\nfunction of your Committee\n\non Credit Unions\n\nwith the follow¬\nis to disseminate\n\ninformation about teacher credit unions, and to promote more of this fine coopera¬\ntive activity in teacher organizations.\nAnd since it is our function to encourage new groups to organize, we must not\noverlook the opportunity' which the presentation of this report affords to do a bit\nof promoting. There are many delegates here from groups which do not have\ncredit unions. They are here in just the right frame of mind. They are looking\nfor valuable ideas to bring back to their associations.\nMay I enlist your aid for a moment to impress these delegates with the opinion\nof this most representative cross section of teachers on this subject of credit unions?\nLet us by a show of hands indicate how many of us already have credit unions\nin our associations. I will put the question and ask you to respond. Will those\ndelegates who represent groups which now have credit unions raise a hand?\n(About half of the group raised hands.)\nThank you. No one has to accept my unsupported word. We have it from\nthis most representative cross section of American teachers that the credit union\nis one of those really good ideas that delegates should take back home from the\nconvention.\nBut, of course, many\n\nof these people whom\n\nI would\n\nlike to impress\n\nare asking\n\nthemselves, “What is this allegedly good credit union idea that we are being asked\nto take home?” Briefly, the credit union is a local association, a little bank, designed\nto help its members to save money and to give them a place to borrow at rea¬\nsonable rates. The teachers who belong to credit unions save their own money,\nlend it to one another, and pay back to themselves the profits that accrue from\nthe operation.\nI am not going to tell you how credit unions are organized, other than to say\nthat there is in virtually every state a state league of credit unions which stands\nready to furnish speakers at meetings you hold to discuss organization. Our Com¬\nmittee cooperates closely with these state associations and with the National Credit\nUnion Association and the Credit Union Section of the Farm Credit Adminis¬\ntration.\nAll that I wish to stress is the fact that there is a need for credit union services\nin every' typical teacher group. Every teacher is faced with the problem of saving\nmoney in anticipation of future needs, and all teachers from time to time have\noccasion to borrow money.\nThe rapid increase in the number of teacher credit unions from 45 in 1934 to\n572 today is quite conclusive evidence that teachers have learned that the best\nway to tackle these common problems of saving and borrowing is by group action\nin credit unions. Let me illustrate: We have a typical teacher credit union in\nWaterburv, Connecticut. In this credit union to use round figures / 500 of us\nhave saved $50,000 in five years’ time. Note that individually our savings amount\nis small. It figures about $20 apiece per year for five years. But what we have\ndone in our credit union is to put these small amounts together in a pool, a $50,000\npool of our own money, which we have under our own control to use for our own\npurposes. By virtue of our action as a group, we\n\nhave\n\nat our command\n\nconsequential $100 apiece, but the substantial security' which\nto a fund of $50,000.\n\nnot an in¬\n\nis afforded by access\n\nUntil you have tried it, you have no idea what a group of 500 fellow workers\ncan do for one another with $50,000. What happens is that as a group of teachers\ngets that much money together, they inevitably begin to get their ideas together\nas to the different ways they can use it. There are many constructive purposes for\nwhich they lend to one another.\nThere are numerous things that happen: the unexpected expenses, the family\nemergencies, things that upset the budget and set up an urgent need for funds.\nThere are births, deaths, marriages, vacations, and the costs of education. We find\n\n"}
{"page": 800, "printed_page": null, "text": "796\n\nNational\n\nEducation\n\nAssociation\n\nno end of uses for our $50,000 and we have loaned ourselves a grand total of almost\n$200,000 without losing a dime.\nI thought that was\n\na fine record, but yesterday\n\nthe president of the San\n\nDiego,\n\nCalifornia, Teachers Credit Union stopped at our booth and said: “Brother, let me\ntell you about our credit union. We are the oldest teachers credit union in the\nUnited States. We have loaned our members over $1,000,000 in the last eleven years\nand we have lost just $59.”\n(Here Mr. Moran discussed the publication, How To Organize\nUnions, mentioned in the report on page 887 of this volume.)\n\nTeacher\n\nCredit\n\nThe Committee reports sixty-nine new groups formed since last year in addition\nto the thirty-six just mentioned which are in the process of organization. Indicative\nof the rapid growth of existing units is a statistical study of just the federal teacher\ncredit unions. It shows that the assets of this group alone increased over $2,000,000\nand their loans went up over $3,000,000. We have no figures on the state units.\nThere is no particular point in stressing dollar totals and statistics of growth.\nWe realize that the story of this development cannot be told in figures. More\nsignificant are the uncounted hours of devoted unselfish service that teachers in\ncredit unions are rendering to one another. Credit unions are indeed a shining\nexample of that true spirit of cooperation which our national association aims to\nfoster.\nMadam Chairman,\nthe Committee.\n\nI move\n\nthe acceptance\n\nof the report and the continuance\n\n(Motion seconded by Anne J. Oates of Connecticut.)\nJVarren J. Moody (California) : I would like to question the chairman.\n\nof\n\nIn order\n\nto get a direct statement on certain points, I would like to ask three or four ques¬\ntions which are common, everyday questions. The first is how to make possible the\nsuccessful operation of a teachers credit union, What is the minimum number of\nteachers you believe is necessary as a potential clientele?\nMr. Moran: We regard one hundred members as the minimum for effective\noperation.\nMr. Moody: If you were asked by a teacher who is seeking information before\ndeciding whether or not to put money as savings into a credit union, or into some\nother institution, what are two or three of the strongest points you would make\nin favor of the credit union?\nMr. Moran: On the whole, credit unions are paying a rate that is substantially\nhigher than the prevailing savings bank rate. The degree of security in teacher\ncredit unions is extremely high. We have had no failures reported to us in which\ndepositors have lost money and the fact of the teachers saving their money in an\ninstitution so that it remains under their own control and for use of their own\npurposes are arguments of importance.\nMr. Moody: Would you care to make a statement as to what is the average rate\npaid upon money invested in credit unions?\nMr. Moran: The rate of pay in various credit unions varies in accordance with\nthe earnings of the particular credit union. Dividends are declared annually on a\nbasis of earnings, but they range from 2 and 2J4 percent for a credit union that\nmight have been operating for a fraction of a year to 5 and 6 percent. I think\nthat 4 percent is ideal. We do not stress paying high dividend rates; we prefer\nto pay a moderate rate so that we can render this service to our members at the\nlowest possible cost.\nMr. Moody: In what part of our United States does it seem that the credit unions\nare growing most rapidly?\nMr. Moran: I note an impressive delegation here from Hawaii and your ques¬\ntion gives me an opportunity to congratulate them on the fine development of the\ncredit union in Hawaii, where credit union facilities are available to every teacher.\nIn the other end of the country, Connecticut is, I think, the only state where all\nteachers have access to credit unions. The last I heard New Jersey had one more\ncredit union to organize before the services were available to every teacher. There\n\n"}
{"page": 801, "printed_page": null, "text": "Representative\n\n797\n\nAssembly\n\nare so many other states like California, Pennsylvania, Florida, and Illinois which\nhave fine developments that I can hardly answer your question without a lengthy\nenumeration.\nDelegate from Montana: All Montana teachers have access to a credit union.\n(Motion for adoption of report of Committee on Credit Unions was placed before\nthe body at this time and carried with unanimous vote.)\nPresident Hinrichs: The next report is that of another of our joint committees,\nthe report of the Joint Committee of the National Education Association and the\nAmerican Library Association. Edith A. Lathrop, of the Library Service, U. S.\nOffice of Education, Washington, D. C., is the chairman.\nMiss Lathrop: It is not my purpose to reread to you the report that you have\nin your hands. (See page 882 of this volume.) I am going to add some things to\nthat report that I could not give in the brief summary that was requested and\nsome additional things that have developed since the report was written.\nThe Committee has been in existence since 1931. It is a joint committee of the\nNational Education Association and the American Library Association, five mem¬\nbers being appointed each year from each association. Its purpose is to facilitate\nand promote joint studies and other cooperative activities by the two associations\nin the field of school library service. It has tried to carry out this purpose in the\nfour ways that you have noted in the report.\nThe biggest job we think we have is the stimulation of research studies. We are,\nof course, a lay committee and are not in a position to prepare research studies.\nWe feel that our job is to get research agencies to do this thing and I am very\nhappy to tell you that this year we have a publication under way that I think is\ngoing to be very worthwhile. It is being done by the Research Division of the\nNational\nships.\n\nEducation\n\nAssociation\n\non the subject of school and public library relation¬\n\nWe found we did not have very much information on that subject. We are asking\nthat this Committee come together as a whole next fall to evaluate this study, and\nwe are asking each association to contribute $300 to bring its members so that\nwe may have a full meeting of the Committee.\nAs chairman of this Committee, I ask that this report be adopted and that the\nCommittee be continued.\n(The motion was seconded by a delegate from Montana and carried.)\nPresident Hinrichs: Now we are ready for the first report scheduled for today,\nthe Committee on Supply, Preparation, and Certification of Teachers, to be given\nby the chairman, R. E. Jaggers, state department of education, Frankfort, Kentucky.\n{Mr. Jaggers supplemented the report printed on page 910 of this volume as\nfollows :)\nMr. Jaggers: Your Committee on Supply, Preparation, and Certification of Teach¬\ners has been working two years on a program. It felt that its first task was to\nexamine our common thinking as to what we meant by teacher education. The\nCommittee consulted more than two hundred educators from forty-six of our\nstates and two of our territories and with their cooperation presented to the Asso¬\nciation in San Francisco last year a tentative platform of principles which the\nCommittee felt to be an expression of our common\ntion should include.\n\nconcept of what\n\nteacher educa¬\n\nAt that time we asked that a committee be appointed by the American Associa¬\ntion of Teachers Colleges to work with the Core Committee in examining that\ntentative platform of principles with a view to examining it at this meeting.\nThat Committee was appointed by the American Association of Teachers Colleges\nand met and recast the platform of principles.\nWe know that there is nothing particularly new in this platform. We believe that\nit is tentative, that it should continue to be tentative, that it should continue to be\nexamined year after year, with the view to keeping our common thinking evolving.\nThe second thing your Committee undertook was to examine the problem of\nteacher supply and demand\n\nand due to the fact that we\n\ndo not have\n\nuniform\n\nrec-\n\n"}
{"page": 802, "printed_page": null, "text": "798\n\nNational\n\nords\n\nfor collecting information,\n\nimpossible.\n\nThe\n\nCommittee\n\nsupply and demand\nWe\n\nconceive\n\nprogram\n\nEducation\n\na national\n\nis presenting\n\nAssociation\n\nstudy of supply\n\nand\n\ndemand\n\nis almost\n\nthis fall a bulletin on the technics of making\n\nstudies.\n\nour next step to be the development\n\nso that we\n\nmay\n\nof some\n\nbe able to study the question\n\ntype of basic accounting\n\nof supply\n\nand\n\ndemand.\n\nThis\n\nwork should be done, of course, thru the cooperation of our Committee with the exist¬\ning agencies, such as superintendents of public instruction and the United States\nOffice of Education.\nI present\n\nthe program\n\n(Motion\n\nseconded\n\nCommittee\n\nI would\n\nhas\n\nJaggers:\n\nof your\n\nC. Woodward\n\nCommittee\n\nand\n\nmove\n\nits adoption.\n\nof Massachusetts.)\n\nlike to ask the chairman\n\nto upgrade\n\ncertification qualifications\nMr.\n\nthe report\n\nby Annie\n\n^fr. T empleman:\nthe\n\nand\n\nwhat\n\nquantitative\n\nthe quality\n\nof teachers\n\nin states\n\nthat\n\nthis platform,\n\nthe question\n\nof quantitative\n\nmeasures\nhave\n\nlow\n\ntoday.\n\nIn formulating\n\nstandards\n\nas well as qualitative concepts was considered, but due to the differences in condi¬\ntions in the various states, we did not attempt it. However, at a meeting in San\nFrancisco\n\nof the Advisory\n\nCommittee,\n\nit was\n\nrecommended\n\nthat\n\nstandard be set up and that proposal of the Advisory Committee\nto the Core Committee for examination and report to you.\nThat tentative\nmittee suggested\nquantitative\ncannot\n\n(Motion\nvote\n\nand\n\nof the training of the American\n\nwithout\n\ndeclared\n\nteacher. It is a problem\n\nthat we\n\na great deal of study.\n\non the adoption\n\nPresident\n\nwill be presented\n\nrecommendation by the Advisory Committee to the Core Com¬\nthat college graduation be set as a minimum standard as a\n\nmeasure\n\nhandle\n\na quantitative\n\nof the report\n\nwas\n\nthen placed\n\nbefore\n\nthe Assembly\n\nfor\n\nadopted.)\n\nHinrichs:\n\nThe\n\nnext\n\nreport is an exceedingly\n\nmajor accomplishments of this year, your president\nlishment of the Joint Commission on Resources and\nwith the Progressive\n\nEducation\n\ninteresting\n\none. One\n\nof the\n\nconsiders, has been the estab¬\nEducation, a joint commission\n\nAssociation.\n\nThe chairman is Paul R. Hanna, associate professor of education, Stanford Uni¬\nversity. California. He is teaching in Reed College, Portland, Oregon, this summer\nand\n\nhas not been\n\nThe\n\nreport\n\nHarold\nMr.\n\nable to leave\n\nwill be given\n\nC. Hand,\nHand:\n\nby an\n\nUniversity\n\nI assume\n\nto make\n\nthe trip to give a report\n\nable substitute\n\nof Maryland,\n\nthat you\n\nall have\n\nand\n\na member\n\nCollege\n\nPark,\n\nin your\n\nhands\n\npersonally.\n\nof the Commission,\n\nMaryland.\nthe Official Manual\n\nand\n\ncan read Mr. Hanna's brief report. See page 907 of this volume.) I shall attempt to\ncarry you a bit farther with reference to the thinking and purposes of the Com¬\nmission and perhaps say a word about what has thus far transpired and possibly\na word\n\nabout\n\nsome\n\nof the things that we\n\nhope\n\nfor the future.\n\nIn Mr. Hanna's report you have information concerning when the Commission\nwas created, by whom created, the membership of the Commission, a word or two\nwith reference to the funds already secured from the General Education Board,\nand a few words\n\nwith\n\nreference\n\nto the workshops\n\nnow\n\nbeing held, particularly\n\nin the\n\nPacific Northwest region. Also there is some description there of four or five con¬\nferences over the western half, particularly, of the United States, which have already\nbeen held.\nThere\n\nwas\n\na conference\n\nof the Commission,\n\nwhich\n\nmet\n\nat Reed\n\nCollege\n\nabout\n\ntwo and one-half or three weeks ago, and at that meeting in addition to most of\nthe members of the Commission and in addition to teachers and supervisors and\nschool\n\nadministrators\n\nrepresentatives\n\nfrom\n\nthe Pacific Northwest\n\nof the various\n\nor at least regional\n\nand\n\nsundry\n\nin scope, interested\n\nregion, there\n\norganizations,\n\nin problems\n\nwere\n\nin attendance\n\nfor the most\n\npart national\n\nof the wise utilization\n\nservation of our resources, both physical and human. We\nin addition to our Committee, one or more members from\nPlanning\nthe Forest\n\nBoard;\n\na representative\n\nService\n\nState Teachers\n\nfrom\n\nFriends\n\nof the U. S. Department\n\nCollege,\n\nMayville,\n\nNorth\n\nDakota,\n\nwhere\n\ncon¬\n\nhad at this conference,\nthe National Resources\n\nof the Land;\n\nof Agriculture;\n\nand\n\nrepresentatives\n\nfrom\n\na representative\n\nfrom\n\nsome\n\nsignificant work\n\nin\n\n"}
{"page": 803, "printed_page": null, "text": "Representative\n\n799\n\nAssembly\n\nthis regard has been going on for the past two or three years; a representative\nfrom the American Planning and Civic Association; representatives from the\nWashington\nResearch\n\nRuth\n\nState Planning\n\nin Science,\n\nJVcst, who\n\nbringing\n\nrepresentatives\n\nthe\n\nscience\n\ntwo years ago was\n\ners of Social Studies.\nthe work\n\nCouncil;\n\nWe\n\nhave\n\nof the Commission\n\nwe\n\nteachers\n\nthe Bureau\n\nin; and\n\non\n\npresident of the National\n\nthose two\n\nand\n\nfrom\n\ngroups\n\nof teachers\n\nof Educations!\n\nthe\n\nCommission.\n\nCouncil\n\nalready\n\nare inviting all the others. Other\n\nof Teach¬\n\ninterested\n\n:n\n\nrepresentatives\n\nincluded one from the Spokane County Welfare Board; one from the Soi! Con¬\nservation Service, United States Department of Agriculture; one from the Haynes\nFoundation,\n\nwhich\n\nis a resource\n\nNorthwest\n\nRegional\n\nthe war\n\nsituation\n\nplans\n\nalready\n\nare\n\nI want\nat Reed\n\nCouncil;\n\nhad\n\nCollege,\n\nand\n\nnot been\n\nset up\n\nto turn now\n\ncenter foundation\n\nwith\n\nseveral\n\nIn the beginning\n\nhad\n\nwho\n\nhave\n\nbeen\n\nand\n\nvast\n\nwould\n\nCooperation\n\nwhich\n\nof the purposes\n\nthis nation\n\none from\n\nlist of national\n\nto the brief statement\n\nsuggestive\n\nCoast;\n\nothers\n\nquite so bad.\na long\n\non the West\n\nwas\n\nthere\n\nis anticipated;\n\nand\n\nregional\n\nprepared\n\nresources\n\nif\n\nin fact,\n\norganizations\n\nby the Conference\n\nintent of the Commission.\n\nnatural\n\nthe\n\nand\n\nfew\n\nI quote:\npeople.\n\nIt\n\nwas necessary for our small population to work hard, to clear and to cultivate,\nin order to obtain the necessities of life from the wilderness. Their hard work\nwas\n\namply\n\nrewarded,\n\nopportunities\nour\nwere\n\nhowever,\n\nbecause\n\nfor a better livelihood\n\npopulation\n\nto grow\n\nable to use our\n\nwith\n\nresources\n\nof the\n\ninherent\n\nrichness\n\nin this great\n\namazing\n\nrapidity.\n\nto greater\n\nand\n\nAs\n\nof the country.\nnatural\n\nour\n\ngreater\n\nwealth\n\npopulation\n\nadvantage.\n\nThe\n\ncaused\n\ngrew,\n\nThis\n\nwe\n\nuse W2>\n\noften profligate, without consideration for the well-being of future generation^\nbut out of this use we did establish a high plane of living for the people in\nthe United States.\nToday\n\nour\n\npopulation\n\nis large, and\n\nwe\n\ncan\n\nno\n\nlonger\n\nregard\n\nour\n\nnatural\n\nresources as inexhaustible. We are confronted with defaced landscapes, devas¬\ntated forest areas, depleted water supplies, and reduced reserves of essential\nminerals.\n\nWhile\n\nour\n\nresources,\n\nif protected,\n\nare still ample\n\nto provide\n\nour people\n\nwith a healthful and comfortable living, this will call for careful planning. Ex¬\nhaustible resources must be conserved and our supply of replaceable resources\nmaintained. The era of the frontier is past, and the practices and institutiondeveloped during this period of our history must be adjusted to meet the needs\nof the present and the future.\nWithout\n\nplanning,\n\nis no assurance\nused\n\ndemocratically\n\narrived\n\nat thru\n\nthat the best use will be made\n\nof our\n\nefficiently for the most\n\nlargest number\n\ndesirable\n\nsocial ends\n\nan informed\nresources,\nand\n\nconsent,\n\nthere\n\nthat they will be\n\nfor the benefit of the\n\nof people.\n\nExhaustible resources may be wasted; replaceable resources may not be main¬\ntained; human energy and skills may go unused. Under such conditions each\nindividual\n\nin the country\n\nwill be smaller.\n\nwill be poorer,\n\nIf this occurs\n\nunder\n\nsince his share\n\nour democratic\n\nof the national\n\nprocesses,\n\nthen we\n\nwealth\nface the\n\nprospect of a sterner discipline applied thru less acceptable form- of government\nand for the benefit of a glorified state rather than for the people themselves.\nIn other words, either we make democracy work in meeting the reasonable\nexpectations of men for food, clothing, shelter, recreation, medical care, and the\nlike, or we\n\nshall certainly see democracy\n\nDemocratic\n\nplanning\n\ngive way\n\nto some\n\nfor the full use of our resources\n\nother way\n\nwithout\n\nwaste\n\nof life.\nis squarely\n\nbased upon the informed consent of the people. Government based on an in¬\nformed consent is made possible thru education. If life on the American continent\nis to be improved thru the processes of democratic self-government, the cur¬\nriculum of the entire American educational system must deal comprehensively\nand critically with the problems centered in the wise use of the nation's re¬\nsources. Unless appropriate attention is given these problems in elementary, sec¬\nondary, and\nnot be made\n\nhigher institutions of learning, democratic planning processes can¬\noperative to guarantee that our exhaustible resources will be used\n\n"}
{"page": 804, "printed_page": null, "text": "800\n\nNational\n\nwithout\n\nwTaste; that our\n\nEducation\n\nreplaceable\n\ndegree; and that human\nthe common good.\n\nenergy\n\nThis quotation suggests rather\nwork upon which it is engaged.\n\nresources\n\nand\n\n(Motion\n\nseconded\n\nthe thought\n\nI cannot\n\nto an adequate\n\nin the service\n\nof the Commission\n\nmove\n\nthe adoption\n\nand\n\nA. Dickison\n\nPresident Hinriclis: Any discussion?\nMr. Kesselmann: May I ask Mr. Hand\n\nMr.\n\nHanna,\n\nbe made\n\nof California.)\n\na question? When\n\navailable\n\nEducation\nis now\nwere\n\nStates in mimeographed\n\nHand:\n\nThe\n\ngentleman\n\nAssociation,\n\navailable\ntwo\n\nwill the preliminary\n\nin final form?\n\nand\n\nwhich\n\nMr.\n\nHanna\n\nquantities. The\n\nor three\n\nregions\n\nform.\n\nrefers to a publication sponsored\n\nin limited\n\nhundred\n\nthe\n\nof the report.\n\nMr. Hand: Do you mean the brief statement I just referred to?\nMr. Kesselmann: No, it is about fourteen or fifteen chapters on various\nin the United\n\nof\n\nthe adoption of the report.\n\nby Clarence\n\nreport, edited by Mr.\n\nwill be maintained\n\nskills wTill be fully used\n\nbroadly\n\nSince I am not a delegate I assume\nSomeone else will have to do that.\n\nMrs. Lindlof: I move\n\nAssociation\n\nhundred\n\nand\n\nI assisted\n\nsupply\n\nis almost\n\ncopies left. If you\n\nby the Progressive\nin setting up. That\n\nout but I think there\n\nwrite\n\nto Paul\n\nR. Hanna,\n\nStanford University, you can secure copies. They will cost you $2, plus mailing\ncharges. If there is a sufficient demand, we will rerun it. We are waiting for further\nwork\n\non the part of the Commission\n\ngetting that out in the printed\n\nform.\n\nand\n\nfurther\n\nsharpening\n\nDoes\n\nthat answer\n\nof our thinking\n\nyour\n\nbefore\n\nquestion?\n\nMr. Kesselmann : Yes.\nMr. Hand:\n\nI assume\n\nyears before\n(The\nand\n\nit will probably\n\nbe a matter\n\nof a year and one-half to two\n\nthat will get into print.\n\nmotion\n\nto adopt the report was\n\nreport declared\n\nthen placed before\n\nthe body, motion\n\ncarried,\n\nadopted.)\n\nPresident\n\nHinrichs:\n\nThe\n\nnext report is from\n\nanother one of our committees,\n\nof the most\n\nimportant\n\nand\n\nsignificant in its influence\n\nupon\n\neducation\n\nand\n\none\n\ncharacter\n\nin our country — the Joint Committee of the National Education Association and the\nNational Congress of Parents and Teachers. Mrs. William Kletzer, who was elected\npresident\nOregon,\n\nof the\n\nand\n\nshe will present\n\nMrs. Kletzer:\ncation\n\norganization\n\nDuring\n\nAssociation\n\nand\n\nat the\n\nthe report\n\nconvention\n\nthis spring,\n\nPortland,\n\nof the Joint Committee.\n\nthe year 1939-40 the Joint Committee\nthe National\n\nis from\n\nCongress\n\nof Parents\n\nof the National\n\nand\n\nTeachers\n\nEdu¬\n\nheld\n\ntwo\n\nmeetings — one at the National Education Association convention in San Francisco,\nthe other at the meeting of the American Association of School Administrators in\nSt. Louis.\nThe function of the Committee wras discussed and the advisability\nthis type of cooperation was considered. Basing its deliberations on\n\nof continuing\nthe idea that\n\neducation is in need\nprogress in education\n\nof a well-conceived program of public relations and\nis safe only as it carries with it public understanding\n\nsupport,\n\nagreed\n\nthe Committee\n\nbe continued\nIt has\n\nbeen\n\nthe personnel\n\nin order\n\nto achieve\n\ndemonstrated\nof the\n\nthat the cooperative\noutgrowing\n\nthat there\n\nCommittee\n\nhave\n\nmembers might be brought together with\nThis will be an item on the next agenda.\nAs a basis for a working\nmitted and approved:\n1. That\n\nthe\n\norganizations\n\nemphasis\n\nprogram\n\nbe\n\nplaced\n\nfor working\nsome\n\nminimum\n\nthe\n\nof the findings of the Educational\n\nout\n\ncontinuity\n\nshould\n\na plan by which\nand\n\ncost to the two\n\nthe following\n\nupon\n\ngroups\n\nobjectives.\n\nis need\n\nmight\n\nefforts of the two\n\nthat\nand\n\nalso that\n\norganizations.\n\nrecommendations\n\ninterpretation\n\nand\n\nthe\n\nwere\n\nuse\n\nPolicies Commission,\n\nby\n\nsub¬\n\nboth\n\nespecially\n\nas presented in the National Parent-Teacher in a series of articles which covered\nthe objectives of Civic Responsibility in American Democracy. A new series\n\n"}
{"page": 805, "printed_page": null, "text": "Representative\n\nbased\n\nupon\n\ndemocratic\n\nprinciples\n\nand\n\nAssembly\n\nprocedures\n\n801\n\nas they are being carried\n\nout\n\nin the public school today will be initiated in the August-September 1940 issue.\n2. That both organizations continue to promote the distribution and use in\nschools,\n\neducational\n\ninstitutions,\n\nSchools for Democracy.\n\nA\n\nand\n\nmeeting where eight hundred copies\nDepartment of Classroom Teachers.\nAltho\n\nthis book\n\nTeachers,\n\nis a publication\n\nthe preparation\n\nundertaking.\n\nparent-teacher\n\ndemonstration\n\nand\n\nassociations\n\nof the\n\nof such distribution is given\n\nof the book\n\nare being\n\nof the National\n\nassembling\n\ndistributed\n\nCongress\n\nof the material\n\nby the\n\nof Parents\n\nin the book\n\nIt is significant that in this time of stress and\n\nbook\n\nat this\n\nconcern\n\nwas\n\nand\n\na joint\n\nfor the con¬\n\ncept of democracy, a lay organization with a two and one-half million\nship is presenting such a book. The third edition is now being printed.\n\nmember¬\n\n3. That as far as possible, identification of common interest and understand¬\ning between the two organizations be developed, particularly thru the larger use\nof participation\n\nat professional\n\nand\n\nparent-teacher\n\nassociation\n\ninvolves the actual presence of the leaders of both groups\npret the program for which both groups are organized.\nThis\n\nreport is respectfully\n\n{Mr.\n\nGreist moved\n\nOregon.\n\nMotion\n\nwas\n\nthe adoption\ncarried\n\nPresident Hinrichs:\nof the chairmen\nof their work,\nhowever,\n\nsubmitted\nand\n\nfor your\n\nof our\n\nbut because\n\ncommittees,\n\ninter¬\n\nby Marie\n\nLessing of\n\nadopted.)\n\nrefrained\n\nof the pressure\n\nwhat\n\nand\n\nconsideration.\n\nreport declared\n\nregular\n\nThis\n\nto translate\n\nof the report, seconded\n\nIn general, I have\n\nmeetings.\n\nfrom\n\nany extensive introduction\n\nnot because\n\nof lack\n\nof appreciation\n\nof time. I cannot\n\npass\n\nthe next\n\nI said last night in introducing\n\nMr.\n\nStudebaker , that\n\nwithout\n\nsaying\n\ncertain\n\nindividuals\n\nmean\n\nof Mr.\n\nStudebaker\n\nwithout\n\nDuShane\n\nwithout\n\nthinking tenure\n\nwill now\n\nbe given\n\nby our great\n\napostle of tenure,\n\nsupplemented\n\nthe report on page\n\ncertain\n\ndefinite things to us. For\n\nthinking\n\ninstance, we\n\nnever\n\nnever\n\nthink\n\nof Donald\n\nso the report of the Committee\n\non Tenure\n\nforums;\n\nand\n\nreport,\n\nlikewise\n\nwe\n\nthe chairman\n\nthink\n\nof that Committee,\n\nMr. DuShane.\n{Mr.\n\nDuShane\n\n912 of this volume\n\nwith the\n\nfollowing:)\n\nMr.\n\nDuShane:\n\nment\n\nduring\n\nmany\n\ncalls upon\n\nfinancial\n\nThe\n\nTenure\n\nthe depression\n\nCommittee\n\nimportance\n\nin this country.\n\nits capacity\n\nin attempting\n\nthe work\nFor\n\nare\n\na few\n\nyou. We\n\nare\n\nmaking\n\nof the\n\nto do its work.\nwhatever\n\nthe following\n\nreport it is understood\n\nthat these\n\ndelegate\n\nasking\n\nare\n\nTenure\n\nits present manage¬\nthe Committee\nthe country\n\nCommittee\n\nthe Committee\n\nHowever,\n\nassumed\n\nhas been\n\ntaxed\n\nhad\n\ndue\n\nto\n\na new\nbeyond\n\neach of us, busy at other things,\n\nour deficiencies\n\nspecific recommendations\n\nbody. We\n\nunder\n\nof the injustices over\n\nthat reason,\n\nhas done the best possible, and\nour best.\nThere\n\norganized\n\nand, as a result of the depression,\n\nit for service. Because\n\nstress, apparently\n\nwas\n\nthat our\n\nare we\n\nCommittee\n\nspecific recommendations\nrecommendations\n\nat least have\n\nare\n\nwishes\n\nand\n\npassed\n\ndone\n\nto make\n\nin adopting\nupon\n\nby you,\n\nto\nour\nthe\n\nthat:\n\n1. Full authority should be given to the Committee to investigate, at its dis¬\ncretion, cases of unfair treatment and unjust discharge of members of the\nteaching\n\nprofession\n\nand\n\nto make\n\nas in the Committee’s opinion\nto the teaching profession.\n2. Continuation\nteacher welfare,\ninvestigations.\n3. Continuation\ntenure\n\nand\n\npublic reports\n\nteacher\n\nprotection,\n\nof the practice\n\nits problems\n\nand\n\nin such\n\nwill be of benefit to the individuals\n\nof the policy of studying\nand\n\nat a time\n\nand\n\nof giving\n\nin the Journal\n\nvarious\n\nphases\n\nmanner\n\ninvestigated\n\nof teacher\n\nor\n\ntenure,\n\nthe publication\n\nof the Committee’s\n\nadequate\n\nto the discussion\n\nof the National\n\nspace\n\nEducation\n\nof\n\nA ssociation.\n\n4. Approval by the Association of the reports of investigated\ncharged teachers contained in the annual report of the Committee.\n\ncases\n\nof dis¬\n\n"}
{"page": 806, "printed_page": null, "text": "802\n\nNational\n\n5. Appropriation\nCommittee\nsociation.\n\n-when\n\nEducation\n\nfor the year\n\nand\n\n1940-41\n\nas needed\n\nAssociation\n\nof $10,000\n\nto carry\n\nout\n\nfor the use\n\nthe tenure\n\nof the Tenure\n\nprogram\n\nof the As¬\n\nThe 'work of the Committee during the past year has been varied as usual. It has\nconsisted of investigations, of visits to states planning tenure campaigns or planning\ntenure\n\nbills, various\n\nIt is the\n\ninvestigations\n\nopinion\n\nof the\n\nof mistreatment\n\nCommittee\n\nthat\n\nthe\n\nof teachers,\nNational\n\nand\n\nother\n\nEducation\n\nactivities.\n\nAssociation,\n\nunder its present setup, cannot investigate all cases of teacher injustice. It feels\nthat each state should have a tenure committee of its own, not merely for the purpose\nof securing\n\ntenure\n\nlegislation, if those states do not have\n\nprotecting\n\ntenure\n\nand\n\nto have\n\nsuch\n\ninvestigating\n\na committee,\n\nbelief that many\neliminated.\n\nthe treatment\n\nsupplemented\n\ninjustices\n\nand\n\nof teachers.\n\nby a strong\n\nimproper\n\nit, but for the purpose\n\npractices\n\nIf each\n\nof\n\nstate were\n\nnational\n\ncommittee,\n\nit is our\n\nin public\n\neducation\n\ncould\n\nbe\n\nI now call your attention to one movement which may or may not be a good thing,\nbut which the Tenure Committee is watching. That is a movement for compulsory\nhealth\n\nexamination\n\nof teachers.\n\nNew\n\nJersey now\n\nhas a statewide\n\ncompulsory\n\nhealth\n\nlaw. A certain national organization is advocating the passage of such a law’ by\nall states. While we cannot object to reasonable health protections thrown around\nthe schools, or reasonable\nplaces the misuse\n\nhealth\n\nof compulsory\n\nmovement ought to be very\nof the schools and teachers.\nWe\n\nhave\n\nand we\n\nbeen\n\nhave\n\nexaminations\n\nas many\n\nexaminations,\n\nso that we\n\nand\n\nsafeguarded\n\nto make\n\na good\n\nmany\n\ninvestigations\n\nas we\n\ncould. It is interesting\n\nto the Committee\n\nto recall\n\nto positions from\n\nintimations\n\nthat many\n\nof fear of investigation\nWe\n\nwent\n\ntimes\n\nby the National\n\ninto the work\n\nCommittee,\n\nbut because\n\ntenure\n\nthat we\n\nnot\n\ndo\n\nneed\n\nin many\n\nWe\n\nwe\n\nfound,\n\nbegan\n\nmaking\n\nwe\n\nthem\n\ncommunities\n\nof course, injustices in the matter\n\nmany\nWe\n\nfound\n\nmany\n\nof them\n\nand\n\nhave\n\nnoted\n\nmention a few\nUnited States.\nAt Sioux\nwas\n\nwas\n\nto save\n\ndischarged\n\nwe\n\nmet\nand\n\nthe argument\n\nto make\n\nand\n\nteacher\n\nto bring out others in the near\n\nof them\n\ndischarged\n\nto indicate\nwe\n\nare making\n\nsix months\n\nthe city some\n\nthe variety\n\nmoney,\n\ninquiry\n\nbefore\n\nhas brought\n\nof which\n\nthe\n\nafter case\ncontracts.\n\nout studies of\nfuture.\n\nare not complete.\n\nI shall\n\nof injustices that still exist in the\nabout\n\nshe became\n\nbut what\n\nagainst\n\ntolerate the type of contracts\n\nCommittee\n\ncases, some\n\nof the\n\ninvestigations\n\nall sides, case\n\nof discharge\nwould\n\na few\n\nthe Committee\n\nin our report a few\n\nWe\n\nso to demonstrate\n\nOur\n\nhopes\n\nof\n\nbecause\n\nthe duty\n\nother discriminations.\n\nCity, Iowa,\n\nwho\n\na record\n\ndischarged.\n\nthat was\n\ninjustices on\n\nI do not know of any large group of people who\nthat most American teachers have.\nWe\n\nunjustly\n\nnot because\n\nfound\n\nhave\n\nAssociation.\n\nasked permission\n\nwe\n\nwe\n\nnot been\n\nit, that it is unnecessary,\n\ntruth or falsity of that statement,\nand when\nof it.\n\nhave\n\nEducation\n\nof investigating,\n\nTenure\n\nthey were\n\nthis number\n\nfor the protection\nthe year\n\n216 teachers\nhave\n\nsuch\n\nduring\n\ntime, as a result of our investigations,\nwhich\n\nseen in various\n\nfeel that any\n\nstudied\n\nthat up to the present\nreturned\n\nhave\n\ncarefully\n\ncalled upon\n\nmade\n\nhealth\n\nof teachers, we\n\nthe discharge\n\nof Jane\n\nDriver,\n\neligible for a pension.\n\nit did to the teaching\n\nmorale\n\nwas\n\nThat\nvery\n\nexpensive.\nAt Nashwauk-Keewatin, Minnesota, where there is a continuing contract law, a\nnumber of teachers were discharged. The case was carried to the supreme court\nand the supreme court decision was made, I think, on the twenty-ninth day of\nApril, one day before the continuing contract law became effective as to contract.\nUpon\n\nthe report\n\nof the supreme\n\nsix teachers\n\nwithout\n\nthe teachers,\n\nmade\n\nglaring\n\nrecourse.\na blanket\n\ncourt, the schoolboard\n\nPrior\n\nand\n\ndischarged\n\nto that time, I think, they had\n\ndischarge\n\ndefects of the continuing\n\nmet\n\nthe year\n\ncontract.\n\nWe\n\nbefore, which\n\nhope\n\ndischarged\n\nshows\n\nthat no teachers\n\nthese\n\nsome\n\nall\n\nof the\n\nwill be fooled\n\n"}
{"page": 807, "printed_page": null, "text": "Representative\n\n803\n\nAssembly\n\ninto thinking they are getting tenure by the passage of a continuing contract law.\nThe continuing contract law is a good protection, but it does not go far in a crisis.\nAt\n\nFlorence,\n\nbecause\n\nArizona,\n\nhe disciplined\n\na number\n\nof years.\n\nwe\n\nare\n\ncalling\n\na child. He\n\nHe\n\nnever\n\ndisciplined\n\nproper way. On the complaint\ninvestigation or hearing.\n\nattention\nhad\n\na hearing\n\na child, and\n\nof the parents\n\nto the discharge\n\naltho he had\n\nas far as we\n\nto the board\n\nof a teacher\n\ncan\n\nhe was\n\nbeen\n\nthere\n\nfind out, in a\n\ndischarged\n\nwithout\n\nWe have a report on one case from Ohio where we cannot mention the teacher’s\nname. We made a preliminary investigation and he requested us not to go ahead\nwith it because he was convinced that he would be blacklisted if he were investi¬\ngated, that he could\n\nnot get a job in any\n\nwould be labeled a trouble-maker.\nmake a report using his name.\nAt\n\nSheldon,\n\nreached\n\nIowa,\n\nfour\n\nsixty years\n\nstate of Iowa,\n\nHence,\nwere\n\ndischarged\n\nof age. There\n\nis no\n\nretirement\n\nthe schoolboard\n\nyet under\n\nsixty years\n\nof whom\n\nknow\n\nthat pretext\n\nof age retire irrespective\n\nare capable,\n\nare now\n\ncommunity,\n\nthe investigator\n\nteachers\n\nall teachers\nwe\n\nother surrounding\n\ncould\n\nthat he\n\nnot help him\n\nthis spring\n\nor\n\nbecause\n\nthey had\n\nsystem\n\nin Sheldon\n\nor in the\n\nadopted\n\na rule requiring\n\nof ability. Four\n\nseeking\n\nand\n\nteachers,\n\njobs after having\n\nthat\n\na number\n\ngiven\n\ntheir life¬\n\ntime service to that communin'. We feel that sixty years is an unreasonable com¬\npulsory retirement age and that there should be no such thing unless there is an\nadequate retirement\nfrom now.\nThe\nwhere\n\nsystem.\n\nlast case which\n\nwe\n\ntwo\n\nwere\n\nWheeler.\n\nteachers\n\nAppointments\n\nmissed, so that parents,\nThe\n\nWe\n\nwish\n\nhope\n\nto\n\nto mention\n\ndischarged\n\nreport\n\nwere\n\nstudents, and teachers\n\nday after school was\n\ndismissed,\n\nfully on\n\nSheldon\n\nis a case in Illinois, in Proviso\n\nlast year,\n\nof all teachers\n\nmore\n\nRalph\n\nheld up\n\ntownship,\n\nW . Marshall\n\nand\n\nMiss\n\nuntil after school had\n\ncould not make\n\nthese two\n\na year\n\nteachers\n\ndis¬\n\nany effective resistance.\n\nwere\n\ndischarged,\n\nwho\n\nhap¬\n\npened to be the president and vicepresident of the local classroom teachers organi¬\nzation. Their crime was not incompetency or neglect of duty but the mere fact\nthat they were suspected of having made a statement about school conditions\nto a citizens’ committee\nboard.\nThat\n\ncase\n\nwas\n\ninvestigation.\nattempts\n\nthat was\n\nmuddied\n\nsome\n\nopposition\n\ncandidates\n\nWe\n\nhad\n\ndifficulties in making\n\nin many\n\nways.\n\nwere\n\nattempts\n\nto withdraw\n\nthe\n\nevidence,\n\nbut we\n\nmade\n\ninvestigation.\n\nThere\n\nto cover\n\nrunning\n\na thoro\n\nmany\n\nrequest\n\nilluminating for you to realize the various obstacles, legal and\nfront teachers in the state of Illinois and other states.\nWe\n\nrecommended\n\nthe appointment\n\nof these teachers\n\nand\n\nto the school-\n\nto investigate\n\nthe\nand\n\nI think\n\nit will be\n\notherwise,\n\nthat con¬\n\nmodification\n\nof election\n\nlaws because we found that the schoolboard was controlling elections, was domi¬\nnating the teachers, using the janitorial forces as part of its political machinery.\nWe\n\nmade\n\nthose\n\nspecific recommendations\n\nthe school policies and\nI wish\n\nto submit\n\nexpenditures\n\nHarold\nsecond\n\nW . Smith\n\nthat motion\n\nJ. Carl Conner\nthat was\n\ndone\n\nsituation, we\nadoption\n(The\n\nwere\n\nnot\n\n(Arizona)\n\nwe\n\nrecommended\n\na careful\n\nstudy of\n\nin that schoolboard.\n\nthis report to you\n\nmembers of this body\navailable.\n\nand\n\nand\n\nmove\n\nsupplied\n\n: On\n\nbehalf\n\nits adoption.\n\nwith\n\nI am\n\ncopies, but\n\nof the Arizona\n\nsorry indeed\n\nthey\n\nwill\n\nbe\n\nthat\nmade\n\ndelegation, I wish\n\nto\n\nfor the adoption\n\nof this report 100 percent.\n\n(Oklahoma)\n\na token of appreciation\n\nfor the splendid work\n\nhis Committee\n\nto the relief of a bad\n\nby Mr.\nwould\n\n: As\n\nDuShane\n\nand\n\nlike also to have\n\nthe privilege\n\nin coming\n\nof seconding\n\nthe motion\n\nfor the\n\nof the report.\nmotion\n\nunanimous\n\nPresident\n\nwas\n\nbefore\n\nthe Assembly\n\nfor action\n\nand\n\ncarried\n\nwith\n\nvote.)\n\nHinrichs : Another\n\nsignificant work\nthe American\nAmerican\n\nthen placed\n\none\n\nof our joint committees\n\nis the Joint Committee\n\nTeachers\n\nTeachers\n\nAssociation.\n\nAssociation\n\nof the National\n\nPerhaps\n\nsome\n\nis the association\n\nthat is also doing\n\nEducation\n\nof you\n\ndo\n\nAssociation\n\nnot know\n\nof the colored\n\nteachers\n\na\n\nand\n\nthat the\nof our\n\n"}
{"page": 808, "printed_page": null, "text": "804\n\nNational\n\nEducation\n\nAssociation\n\ncountry. Your president has had occasion to address a number of meetings and\nconventions of the Negro teachers in the course of this year and feels that she\nshould report that on every hand there is most enthusiastic appreciation on the part\nof the colored teachers of the value that the work of this Committee has been to\nthem.\n\nThe\n\nchairman\n\nof the Committee\n\npublic relations, George\n\nPeabody\n\nfor some\n\nCollege\n\nyears has been S. L. Smith,\n\nfor Teachers,\n\nNashville,\n\ndirector,\n\nTennessee.\n\n(Mr. Smith supplemented the report printed on page 8S3 of this volume as\nfollows :)\nMr.\n\nSmith:\n\nFourteen\n\nyears\n\ncreating\n\nthis Committee,\n\nEducation\n\nAssociation.\n\nwas\n\nunanimously\n\nago\n\ntoday\n\nit was\n\nmy\n\nat the recommendation\n\n\\Ye\n\nmet\n\nadopted\n\nin Philadelphia\n\nby the Board\n\nprivilege\n\nto present\n\nof the president\non the Fourth\n\nof Directors\n\nand\n\nthe report\n\nof the National\n\nof July. This\n\nthe Delegate\n\nreport\n\nAssembly,\n\nand every step taken by it has been unanimously approved by all agencies con¬\nnected with it. This morning 1 have had difficulty in suppressing an urge to make a\ntalk to you, but I know\nin the South\n\nhow\n\ntired you\n\ncan. I will leave\n\nthe report\n\ntime have\n\na full report\n\nA . Dawson\n\nand will be available.\n\nMiss ff'oodward:\n(Motion seconded\nPresident\nregular\n\nof the fourteen\n\nI move\nby Mr.\n\nHinrichs:\n\nprogram\n\nare. I am\n\nwith you,\n\nThis\n\nMusic\n\nEducators\n\nschool music\nThat\n\nbeen\n\nNational\n\nteachers,\n\norganization\n\nthat we\n\nhas been\n\npermission,\n\ntime to make\n\ncooperating\n\nConference,\n\nsupervisors,\nvoted\n\nwe\n\na few\n\nby Howard\n\nreport.\nadopted.)\n\nwill depart\n\nnecessary\n\nfrom\n\ncomments.\n\nclosely for the last three years\n\ndirectors\n\nin its meeting\n\nthe\n\nAssociation always welcomes into\nin the same field, the general field\n\nthe large organization\n\nand\n\nwill in a short\n\nprepared\n\nis only a partial progress\n\nAt this time, with your\n\nhave\n\nall read. All of us\n\nthe adoption of the progress report.\nDickison and carried. Report declared\n\nto give the secretary\n\n\\Ye\n\ncan\n\nsaying\n\nyears, which\n\nSecretary Givens : The National Education\nits departments organizations that are working\nof education.\n\nsure you\n\nthruout\n\nin Los\n\nwith\n\nof public and\n\nthe\n\nprivate\n\nthe country.\n\nAngeles\n\nin April,\n\nafter having\n\nvoted by regions during the past year, to ask to become a department of this\nAssociation. This request has been considered by the Executive Committee and\nunanimously\n\npassed:\n\nconsidered\n\nby the board\n\nof directors\n\nand\n\nunanimously\n\npassed.\n\nI would like to suggest that at this time the Representative Assembly approve\nthe consolidation of our Department of Music with the Music Educators National\nConference,\n\nour\n\nnew\n\nDepartment\n\nto be known\n\nas the Music\n\nConference, a department of the National Education\nMadam President, will be in order.\nPresident Hinrichs: Do I hear a motion?\nMinnie Marie Altland (Pennsylvania)\n(Motion seconded by Mrs. Lindlof.)\nPresident\n\nHinrichs:\n\nAny\n\ndiscussion\n\n: I move\n\n(No discussion\ncarried.)\n\noffered\n\nand\n\nmotion\n\nPresident Hinrichs: We are\nas one of our departments.\nSecretary\nVictory\n\nHonor\n\nAssembly,\npercent\nWe\n\nGivens:\n\nincrease\nbeen\n\nall happy\n\nnext\n\nRoll. For\n\nsaying\n\nhave\n\nThe\n\nmatter\n\nmany\n\nthat any\n\nyears\n\nplaced\n\nto have\n\nI would\nwe\n\nstate to get on\n\nin its enrolment\nstudying\n\nConference\nthen\n\nAssociation.\n\nthe adoption\n\nof this motion\n\npartments the Music Educators National\nof the National Education Association?\n\nas one\n\nhad\n\naction\nHonor\n\nbody\n\nbecause\n\nof the\n\nby the Representative\nRoll must\n\nhave\n\na 10\n\nhas just closed.\nstates that have\n\nin our Association,\n\nand\n\nof educators\n\nis the question\n\nstates, particularly\n\nfair to certain\n\nDe¬\n\nfor vote\n\nthe body\n\nit has been\n\nenrolment\n\nof our\n\nbefore\n\nthis for three years. While\n\nnot been\n\na motion,\n\na Department\n\nthat important\n\nwhich\n\nSuch\n\nto be called now\n\nthe Victory\n\nin the year\n\nNational\n\nof the report.\n\nto admit\n\nlike to present\n\nhave\n\nEducators\n\nto those\n\nif all the teachers\n\nare in, and\n\nbeneficial, it has\nthe largest\n\nAlaska\n\nhas had\n\n112 percent of hers, if the}' are all in, they cannot get 10 percent more, but if they\nhave 112 percent they certainly ought to be on the Victory Honor Roll. It is also un¬\nfair in such great states as California, New York, Ohio, Indiana, Michigan, and the\nStates that have\n\nthe largest percent\n\nof members\n\nin our\n\norganization,\n\nso\n\nwe\n\nare\n\n"}
{"page": 809, "printed_page": null, "text": "Representative\n\n805\n\nAssembly\n\nrecommending a three-way possibility of getting on the Victory Honor Roll for\nnext year. This has also been unanimously passed by the Executive Committee and\nthe Board of Directors. You\nread you the paragraph:\n\nwill find it in the Secretary’s\n\nAnnual\n\nReport.\n\nI want\n\nto\n\nThe goal of an annual increase of 10 percent or more in each state is a reason¬\nable objective for most of the states. Experience has shown, however, that it\nis too high for states which have already enrolled 90 percent or more of their\nteachers and\ners. . . .\nNow\n\nfollows\n\nfor states\n\nwhich\n\nemploy\n\nthe recommendation\n\nIt is recommended,\n\nupon\n\ntherefore,\n\ncomparatively\n\nwhich\n\nI would\n\nthat next year\n\non the 1941 Victory Honor Roll in any one\nrolling 90 percent or more of their teachers;\n\nlarge\n\nnumbers\n\nlike action:\n\nstates may\n\nqualify\n\nPresident\n\nHinrichs : You\n\nhave\n\nfor the Victory\n\nHonor\n\nSnow\n\n(Maine)\n\n: I am happy to make\n\n(Motion\n\nseconded\n\nby Mr.\n\nInbody\n\nSecretary\n\nGivens:\n\nYesterday\n\nMrs. Mary\n\nout. You\n\nwere\n\nsupposed\n\nheard\n\nand\n\nmorning\n\nto fill them\n\nthe recommendations\n\nRoll. Does\n\nthe Chair\n\ncarried\n\nwith\n\nhave\n\ntheir member¬\n\nfor a change\n\nhear\n\nin the\n\na motion?\n\nthis motion.\nunanimous\n\nthe Appraisal\n\nout and\n\nfor a place\n\nof the following ways: (a) by en¬\n(b) by increasing their membership\n\nfive hundred or more over the preceding year; (c) by increasing\nship 10 percent or more over the preceding year.\n\nrequirements\n\nof teach¬\n\nthem\n\nReport\nready\n\nvote.)\n\nblanks were\n\nto hand\n\npassed\n\nin today. Will\n\nthe state delegations in the next few minutes get them all together in your state, so\nthat they can be collected within the next fifteen or twenty minutes when the Chair\nasks that they be collected.\nYesterday\nserve\n\nsix states were\n\nasked\n\nto make\n\non the special election committee\n\nto be elected for the Executive\nments\n\nand\n\ntheir appointments\n\nto help with\n\nCommittee.\n\nThose\n\nthe counting\nstates have\n\nI wrant to ask those six people — seven, including\n\nof six members\n\nto\n\nof ballots for those\nmade\n\nthose\n\nappoint¬\n\nthe chairman — to meet\n\nwith the regular Elections Committee at six o’clock this afternoon, as soon as the\npolls have closed, in committee rooms A and B, in this auditorium. Miss Greger\nof Philadelphia\n\nhas\n\nbeen\n\nour\n\nchairman\n\nfor this Hare\n\nSystem\n\nof counting\n\nfor the\n\nlast three or four years and has done a marvelous piece of wrork. She has con¬\nsented to serve this year again as chairman and the following people have been\nselected\n\nto serve:\n\nMinnesota,\n\nJ. E. Pearson;\n\nGerald Smith; New York, Howard\nMrs. C. A. Dickison.\nElections\n\nwill be held\n\nall day\n\nTuggey;\n\nMichigan,\n\nThomas\n\nBabcock;\n\nOhio, A. B. Murray;\n\non the exhibit\n\nfloor. This\n\nin an\n\nIllinois,\n\nand California,\nexcellent\n\ntime\n\nto\n\nshow7 your American citizenship by voting in our own Association.\nThe National Education Association is having a postconvention conference in\nthe Schroeder Hotel for State Secretaries and National Education Association Direc¬\ntors, beginning tomorrow at noon, and running until four o’clock on Saturday. We\nwill meet tomorrow at noon and have lunch together on the fifth floor of the Schroe¬\nder Hotel. We will be in session from then on for the next day and a half. I want\nparticularly\n\nto invite the new\n\nstate directors, because\n\nI have\n\nnot been\n\nable to cor¬\n\nrespond wTith them, not knowing who they would be. All the other state secretaries\nand directors have been invited by mail, but I want to urge the new National Edu¬\ncation Association directors to be sure to attend if they possibly can. Thank you\nMadam President.\n\nPresident Hinrichs:\n\nThe\n\nnext order of business is the report of the Committee\n\non\n\nResolutions. There is no more important committee in our organization. That Com¬\nmittee works in season and out, all day long, late at night, early in the morning,\nfrom\n\nthe beginning\n\nprinted\nprincipal\n\nof the convention\n\nreport has been\nof the Guilford\n\nCommittee,\n\nwill now\n\nin your\n\nuntil time for the presenting\n\nhands.\n\nWe\n\nSchool, Cincinnati,\n\npresent\n\nthe report.\n\nhope you\n\nhave\n\nread\n\nOhio, the chairman\n\nof the report. The\nit. Helen\n\nBradley,\n\nof the Resolutions\n\n"}
{"page": 810, "printed_page": null, "text": "806\n\nNational\n\nMiss\n\nBradley:\n\nThis\n\nreport\n\nEducation\n\nmust\n\nAssociation\n\nbe considered\n\nin two\n\nparts. The\n\nPlatform\n\nis the\n\ncontinuing policy of the organization. This year we have made some rearrangement\nof items, some consolidation. This has necessitated that we change certain words\nand phrases\nto follow\n\nin order\n\nthis; we\n\nto bring them\n\nhope\n\ntogether. We\n\nthat in the rereading\n\nrealize that it is sometimes\n\nof it, you\n\ndifficult\n\nwill be helped.\n\nMiss Bradley called attention to a few suggested changes in wording and\nrangement. The Platform as adopted is printed on page 903 of this volume.)\nMiss\n\nBradley\n\nconsiderable\n\nthen presented\n\ndiscussion\n\nthe report\n\nand several\n\nof the Committee\n\non Resolutions.\n\nthe resolutions\n\nadopted\n\nrevisions\n\nwere\n\nar¬\n\nAfter\n\nas printed\n\non page 901.)\nPresident Hinrichs: We will turn now to the presentation of the findings of the\nthree national seminars which we have had this week. Those seminars have been\nmost\n\nfavorably\n\ncommented\n\non. The\n\nfirst one, “Protection\n\ntional Purposes,” will be given by Hazel Davis,\nDivision of the National Education Association,\ngroup.\nMiss\n\nDavis\n\npresented\n\nPresident Hinrichs:\nof the seminar?\nMiss\n\nAltland:\n\nI move\n\nThe motion was\nried unanimously.)\nPresident\n\non page\n\n96 of this volume.)\n\na motion\n\nfor the adoption\n\nby Mrs.\n\nof the report of Miss\nLindlof, placed\n\nreport of the seminar\n\nDemocracy”\n\nwill be made\n\nfor Educa¬\n\nassistant director of the Research\nwho acted as coordinator for the\n\nhear\n\nthe acceptance\n\nThe\n\nFunds\n\nprinted\n\nthe Chair\n\nseconded\n\nHinrichs:\n\nBeing in Our\nseminar.\n\nthe report\n\nDoes\n\nof School\n\nbefore\n\nDavis.\nthe Assembly,\n\non \"Education\n\nby William\n\nG.\n\nof this report\n\nand\n\ncar¬\n\nand Economic\n\nWell-\n\ncoordinator\n\nof the\n\nCarr,\n\nMr. Carr presented the report printed on page 100 of this volume.)\nPresident Hinrichs: Does the Chair hear a motion for the adoption of the report?\nH. IP. Adams (Oregon): I move the adoption of this report.\n(The\n\nmotion\n\nwas\n\nseconded\n\nby Mr.\n\nReinhard\n\nAssembly, and carried unanimously.)\nPresident Hinrichs: The Chair should\ntwo\n\nseminars\n\nare reporting\n\nare reporting\n\nto a general\n\nhave\n\nof California,\n\nmentioned\n\nassembly\n\nplaced\n\nbefore\n\nthat the chairmen\n\nthis morning,\n\nand\n\nthe\n\nof the\n\nthe coordinators\n\nto us.\n\nThe chairman of the seminar on “Building Stronger Professional Organizations”\nwas Miss Willie A. Lave son, executive secretary of the Arkansas Education Asso¬\nciation. Chari O. Williams, field director of the National Education Association, will\nreport\n\nas coordinator.\n\nMiss\n\nWilliams\n\npresented\n\nPresident\n\nHinrichs:\n\n(Motion\n\nmade\n\nCalifornia,\n\nand\n\nPresident\n\nthe report\n\nDoes\n\nthe Chair\n\nhear\n\nM.\n\nof Pennsylvania,\n\nby Laura\ncarried\n\nHinrichs:\n\nBraun\n\nunanimously,\n\nMiss\n\nprinted on page\na motion\n\n103 of this volume.)\n\nfor the adoption\nseconded\n\nof this report?\n\nby S. I. Stone\n\nof\n\nthat report be adopted.)\n\nCollins has requested\n\nthe floor at this time for a motion.\n\nHelen Collins: At nine o’clock this morning at a general assembly in another part\nof this building, the chairmen of the various seminars made complete reports of the\nwork\nwere\n\nof the seminars,\nwell received.\n\nAs chairman\ning motion:\nMoved\n\nwhich\n\nwere\n\nof that meeting\n\nthat the work\n\nindicated\n\nI was\n\nrequested\n\nof the national\n\nand that this organization\n\nencourage\n\nthe various\n\nthe National\n\nmembers\nMoved\n\nstates, with\n\nby the coordinators\nto bring before\n\nseminars\n\nthis body\n\nbe carried\n\nthe establishment\nEducation\n\nhere. The\n\nthe follow¬\n\non for the next year,\n\nof similar seminars\n\nAssociation\n\nof this year’s seminars acting as a committee\nby Helen Collins, seconded by Daisy Lord.\n\nwithin\n\nreports\n\ndirector\n\nwithin\nand\n\nthe\n\nthe state.\n\nThe motion was placed before the Assembly and carried by a majorin'.)\nPresident Hinrichs: Mr. DuShane has asked, as a matter of personal privilege,\nthat he be allowed\n\nto make\n\na brief statement\n\nsupplementary\n\nto his report.\n\n"}
{"page": 811, "printed_page": null, "text": "Representative\n\nMr. DuShane:\n\nSeveral members\n\n807\n\nAssembly\n\nof the Minnesota\n\ndelegation came\n\nto me\n\nafter I\n\nhad made the tenure report and conveyed the impression to me that the report gave\nan unfair impression of the continuing contract. It was not the intention of the report\nof our Committee\n\nto belittle the continuing\n\ncontract, but merely\n\nto call attention\n\nto\n\nthe fact that it does not protect the teacher as tenure protects the teacher. The Min¬\nnesota case that we reported was reported merely for the purpose of pointing out one\nof the weaknesses of the continuing contract.\nI want to take this occasion to state that the Minnesota\na splendid\nand\n\npiece of work\n\nsecuring\n\ndelegates\nutmost\n\nback\n\nin carrying\n\nsalaries\n\nthis case\n\nto the Supreme\n\nfor these six teachers.\n\nthat they can\n\npossibly get from\n\nAssociation\n\nCourt\n\nstates continuing\nthe present\n\nwant\n\nall the\n\ncontract\n\nis the\n\nlegislation.\n\nPresident Hinrichs: I believe no formal action is necessary. We\nMr. DuShane made this statement of elucidation.\nWe\n\nare now\n\nSecretary\npage\n\nready\n\nGivens:\n\npamphlet.\n\nexecutive\n\nfor the report\n\nannual\n\nI am\n\nHinrichs:\n\nDoes\n\ntary’s report as printed?\n(Motion made by Miss\nand carried unanimously,\nSee page 914.)\n\nPresident\n\nHinrichs:\n\nsecretary.\n\nof your\n\nappreciative\n\ntime\n\nother\n\nof your\n\nLord,\n\nseconded\n\nto say that as your\n\nfor the adoption of the secre¬\n\nby Marie\n\nthat the secretary’s\n\nthan\n\nloyal cooperation.\n\nthe Chair hear a motion\n\nI would\n\nthat report. (See pages\nThe\n\nany\n\ndeeply\n\nare glad that\n\nreport of the secretary has been printed in a 48-\n\nI shall not take\n\nsecretary\n\nPresident\n\nThe\n\nof the executive\n\ndid\n\nof Minnesota\n\nI realize fully and\n\nto realize that in rural districts in many\n\nprotection\n\nEducation\n\nR. Hovcard\n\nannual\n\nof Rhode\n\nreport be adopted\n\nlike to ask you to study the graph\n\nIsland,\n\nas printed.\n\nin the center of\n\n944-45.)\n\nnext item of business\n\nis the report of the Board\n\nof Trustees.\n\nJoseph\n\nH. Saun¬\n\nders of Newport News, Virginia, is chairman.\n(Mr. Saunders presented the report printed on page 841 of this volume.)\nMr. Saunders: This report is respectfully submitted by your Board of Trustees,\nwhich\n\nconsists\n\nFlorence\n\nof your\n\npresident,\n\nPresident\n\nand\n\nHinrichs:\nof the Board\n\n(The\n\nwas\n\nmotion\n\ncarried\n\nMrs.\n\nshould\n\nFrances\n\nWe\n\nheard\n\nthe chairman’s\n\nIs there\n\na second?\n\nBanks\n\nof Utah,\n\nby Miss\n\nattention\n\nbefore\n\nthe report\n\ncome\n\nDoub\n\nof Missouri,\n\nand myself, and is offered\nmotion\n\nplaced\n\nfor the adoption of\nbefore\n\nthe Assembly,\n\nthe Auditing\n\nCommittee.\n\nThe\n\nof the treasurer.\n\nof Baltimore,\n\nKendrick\n\nthe report\n\nof the Auditing\n\n(The\n\nwas\n\nwho\n\nof\n\nis chairman\n\nof\n\nand\n\nthe financial\n\nthru the detailed\nPublic\n\nI move\n\naudit\n\nAccountants,\n\nthat this report\n\nCommittee;\n\ncall upon\n\nEducation\n\nhas examined\n\nCertified\n\naudit. I move\n\ntherefore\n\nof Business\n\nas prepared\n\nSc Company,\n\nto be in proper\n\nWe\n\nMaryland,\n\nCommittee\n\nAssociation,\n\nas the report of the Auditing\n\nmotion\n\nto the fact that the report of the Auditing\n\nof the Auditing\n\nEducation\n\nby Wayne\n\nthis report\n\nbe accepted\n\nAssociation,\n\nchairman\n\nof the National\n\nof its accounts\n\nthe report has meant.\n\nNorth, president of the Department\n\nEducation\n\nMrs. North:\n\nall appreciate the work\n\ncalls our\n\nthe National\n\nhas found\n\nof Wisconsin,\n\nJ. Walker\n\nunanimously.)\n\nParliamentarian\n\nreports\n\nhave\n\nof Trustees.\n\nseconded\n\nPresident Hinrichs:\nCommittee\n\nThomas\n\nI so move.\n\nYou\n\nthe report\n\nThe\n\nHinrichs,\n\nHale of Connecticut, Mr. Doudna\n\nto you for adoption,\n\nand\n\nMiss\n\nand\n\nof the auditors\n\nthe acceptance\n\nof\n\nCommittee.\n\nseconded\n\nby Miss\n\nCollins, placed\n\nbefore\n\nthe Assembly,\n\nand\n\ncarried.)\n\nPresident Hinrichs:\nsuperintendent\n\nWe\n\nshall now\n\nof schools, Alliance,\n\nhave the report of the treasurer, B. F. Stanton,\nOhio.\n\n(Mr. Stanton presented the report printed on page 866 of this volume.)\nMr. Stanton: Madam Chairman, I move the adoption of the report.\n(Motion\nof treasurer\n\nseconded\ndeclared\n\nby Mr.\n\nReinhard,\n\nadopted.)\n\ncarried\n\nwith\n\nunanimous\n\nvote, and\n\nreport\n\n"}
{"page": 812, "printed_page": null, "text": "SOS\n\nNational\n\nPresident\n\nHinrichs:\n\nour\n\nmoney for the coming year — the report of the Budget Committee.\nWhile the reports of the Budget Committee are being distributed, Guidotta\n\nA f.\n\nLowe:\n\nWe\n\nto decide\n\nHigh\n\nhow\n\nSchool\n\nwe\n\nare\n\nFederation\n\ngoing\n\nof World\n\nFriendship\n\nto bring you a brief greeting.\n\nare grateful\n\nthe program.\nFirst, representing\n\nhave\n\nof the California\n\nClubs, asks permission\nMiss\n\nwe\n\nAssociation\n\nto spend\n\nJ.o^xe, state secretary\n\nNow\n\nEducation\n\nto our\n\nthe Classroom\n\npresident\n\nTeachers\n\nfor giving\n\nDepartment\n\nus this brief space\n\nof Southern\n\non\n\nCalifornia,\n\nof the California Teachers Association, I would like to go on record at this Repre¬\nsentative Assembly in expressing our appreciation and gratitude to our national\npresident of the Classroom Teachers Department, Elphe K. Smith, for her fine work\nduring the past year for the Department.\nAs eighteenth district educational chairman of the American Legion Auxiliary,\nI want to appeal to the administrators and teachers of the United States to help\nus in our constant survey for needy and scholastically worthy children of veterans.\nThe Department of every state under the national Auxiliary has a plan set up\nwhereby they give a $50 gift or a $200 loan to veterans’ children, who are needy\nand scholastically worthy and we would like to coordinate more closely with the\nschool authorities.\nIn regard to the World Friendship Club in California, we have 125 high-school\nWorld Friendship Clubs. The Federation is made up of a faculty and student gov¬\nernment board. Our plan, which has been in effect for a number of years, is the\ncarrying on of panel discussions, using the material from the social science classes\nand bringing back material from the high-school clubs to the social science classes.\nTime today does not permit me to tell you the successful work which we have had,\nbut I would like to say that our year culminates in the state convention which was\nattended this year by 800 student representatives and 100 faculty' sponsors. We had\nas our convention motto, “Youth — Eyes Ahead!” The students, at their delibera¬\ntions, decided that the vital challenge presented to the World Friendship Clubs\ntoday must be met by alert, clear-thinking people, both students and teachers, who\nmust prepare now to meet with humane and national spirit the tremendous respon¬\nsibility which will be presented in the aftermath of the present mortal conflict.\nIt is the hope of the Federation that interested teachers in other states will contact\nour California Federation Secretary in order that we may now coordinate the\nwork in other states. It is our vision that the united work of world friendship may\ncarry on thru the United States.\nMiss\n\nHinrichs,\n\nCalifornia\n\nwishes\n\nto express\n\nleadership and for California, I want\nPresident\n\nHinrichs:\n\nThank\n\nits appreciation\n\nFlora\n\npresented\n\nyou, Miss\n\nthe report\n\nwonderful\n\nto say, “Hail and Farewell!”\nLo'iie.\n\nWe are ready for the Report of the Budget Committee\nSouth Carolina, chairman of the Committee.\n(Mr.\n\nof your\n\nprinted\n\non page\n\nby A. C. Flora of Columbia,\n\n867 of this volume.)\n\nMr. Flora: I move the adoption of the Report of the Budget Committee.\n(Miss Collins of Connecticut seconded the motion and it was carried\n\nunanimous\nMr.\n\nwith\n\nthe\n\nvote of the Assembly.)\n\nMooney:\n\nI think the Budget\n\nserved on it myself. However,\n\nCommittee\n\nhas done\n\na fine piece of work.\n\nI once\n\nI think that it is time for us to consider whether\n\nor\n\nnot it is necessary to continue to have a Budget Committee. Therefore, I serve notice\nthat we may submit a constitutional or bylaws amendment next time abolishing the\nCommittee.\nPresident Hinrichs: It is legitimate\nAdair will also serve some notices.\nMiss\n\nAdair:\n\nI would\n\nI assure\n\nMr.\n\nlike to submit\n\nin reference\n\nMooney\n\nfor Mr.\n\nMooney\n\nto serve\n\nnotice on us. Miss\n\nthat I will see that goes into the May\n\na supplement\n\nto the report of the Resolutions\n\nJournal.\n\nCommittee\n\nto item 5 of “C.” Because of the lateness of the hour, the delegate\nwho suggested the substitution of the word “religion” in place of the word “belief”\nand the delegate who suggested the insertion of the words “religious, political, and\n\n"}
{"page": 813, "printed_page": null, "text": "Representative\n\nAssembly\n\n809\n\nscientific” before the word “belief” have agreed not to pursue the question further\nat this meeting. The Rules Committee will turn over these suggestions to the Resolu¬\ntions Committee of 1941.\nI have here several notices to amend next year. One of them is in regard to the\nsecond director that states may have if they have a 20,000 membership. This is\nthe amendment:\nWe wish to serve notice to amend Article II, Section 1 (b) of the bylaws as\nthey appear in the official manual of delegates for the Milwaukee convention\n(1940) on page 60 to read as follows:\nThe\n\nBoard\n\nof Directors shall consist of the president, the first vicepresident,\n\nthe treasurer, the chairman of the Board of Trustees, and one additional mem¬\nber from each state, territory, or district to be elected by the Representative\nAssembly, and of all the life directors of the National Education Association,\nprovided, however, that any state which has 20,000 or more paid members of the\nNational Education Association as of May 31 preceding the annual meeting shall\nbe entitled to a second director, for the term of three years, or until their suc¬\ncessors are chosen, except that the term of the second director of any state be\ncontingent on the maintenance of the membership of 20,000 or more paid mem¬\nbers in the National Education Association as of May 31 of each year.\nMoved by Joseph IV. Forsyth (Pennsylvania).\nSeconded by L. E. Baird (Pennsylvania), J. JV. Condie (Idaho).\nThis next one is the same one that we had in before, that is, in regard to whether or\nnot a local must belong to the state association to become affiliated with the National\nEducation Association. That is in your Manual and you refused to accept it this\nyear. This is a notice to bring it up next year. That, too, is signed by Mr. Forsyth\nof Pennsylvania.\nThe next one is another paragraph to add to methods of amending the bylaws.\nIt says:\nNotice to amend\n\nArticle XI of the bylaws by adding Section 4 as follows:\n\n4. Provided that any officer or official group shall not recommend the pas¬\nsage or defeat of any amendment or other item of business before the Repre¬\nsentative Assembly unless they submit a statement of reasons, both pro and con,\nprepared in cooperation with the sponsors of the motion. Such statements shall\nbe printed in the official manual for the guidance of delegates.\nPassage moved by Carl M. Lowe (Washington).\nSeconded by Fred C. Bailey (Michigan).\nThis\n\none is in regard\n\nto the formation\n\nService of notice to amend\n\nof local groups\n\nand\n\nreads\n\nas follows:\n\nthe bylaws.\n\nThat Article II, Section 6 of the bylaw’s (See Official Manual for Delegates,\nMilwaukee, 1940, page 62) be amended by adding the following:\nProvided, however, that the faculty of an institution of higher learning having\nless than one hundred teachers in which members of the student body are pre¬\nparing for the profession of teaching may affiliate as a local association of the\nNational Education Association and shall be entitled to one delegate if a\nmajority of the faculty are members of the National Education Association, pro¬\nvided that the Association has not less than twenty (20) members.\nThat\n\nis signed by Reuben\n\nT. Shaw.\n\nService of notice to amend\n\nThe\n\nnext one is:\n\nthe bylaws.\n\nThat Article II, Section 6 of the bylaws (see Official Manual for Delegates,\nMilwaukee, 1940, page 62) be amended by adding the following:\nProvided, however, that in sparsely settled areas whose total population does\nnot exceed ten (10) persons per square mile, associations of teachers which\n\n"}
{"page": 814, "printed_page": null, "text": "National\n\n810\n\naffiliate with\n\nthe National\n\nEducation\n\nEducation\n\nAssociation\n\nAssociation\n\nshall be entitled to one delegate\n\nif the Association has not less than twenty (20) members\nthem are members of the National Education Association.\nMoved\nThere\n\nby Reuben\n\nhave\n\nbeen\n\nJournal\n\nPresident\nyou.\n\nHinrichs:\n\nMr.\nbeen\n\nCloud:\nasked\n\nelected\n\nor\n\ntwo\n\n(no action\nMr.\n\nto submit\n\nnotices\n\nthese\n\nhas\n\nentailed\n\nof having\n\na regularly\n\nI merely\n\nwant\n\nfor adoption\n\nnecessity of having\nIt is submitted\n\npresent\n\nof California, Leonard\nof Massachusetts.\nI serve\n\nHinrichs:\n\naccepted\n\nor\n\nElsbree,\n\nprofessor\n\nYork,\n\nby this proposal,\nsuccession\n\nadopted.\n\nL. Bowman,\n\nthe Committee\n\nseconded\n\nand\n\nat the next\n\ncommittee\n\nreport\n\nCollege,\n\nnot\n\non\n\nable to be here\nof the\n\nreport\n\nMrs. Mary Snow (Maine) : As\nized, I do move its adoption.\n\na member\n\nMary\naddress\nMiss\n\nand\n\nMoore\n\nElliot Willis\n\nwe\n\nhave\n\nnot\n\nWillard\n\nS.\n\nno\n\nNew\n\nsubstitute\n\non\n\nhave\n\nthe\n\nis in order.\n\nDoes\n\nthe\n\nbut\n\nnot\n\nauthor¬\n\ncarried.)\n\nis the last item of business\n\nthat the Chair\n\nunder\n\nthe heading\n\nof “New\n\nMorris:\n\nbeen\n\ndelegated\n\nthe lay and\n\nhave\n\nany\n\nsince you\n\nof that Committee,\n\nVirginia Morris,\nyou briefly.\nWe\n\nbe\n\nUniversity,\n\nand\n\nadoption\n\nThis\n\nnow\n\nmeeting.\n\nthat\n\nColumbia\n\nprinted report, a motion for the\nChair hear such a motion?\n\nRockwell\n\nN.\n\nM.\n\nSalaries.\n\nHowever,\n\nPresident Hinrichs:\nthing about.\n\nare\n\nthere\n\nby W endall\n\nfor action\n\nTeachers\n\nto present\n\nby Miss\n\nIt provides\n\nof the office.\n\nfor California,\n\nof the Committee\n\nwas\n\nshould\n\nreport.\n\nseconded\n\nto\n\ngive an opportunity\n\nthe responsibility\n\ndirector\n\nElsbree\n\nchosen\n\nI read\n\nis the retiring presi¬\n\nthe\n\n(Motion\n\nwas\n\nMr.\n\nprinted\n\nofficers that\n\nto the presidency,\n\nis still one\n\neducation,\n\nis the chairman.\n\nmeeting.\n\nof the other\n\nof California,\n\nIt is the Report\n\nof\n\nbe\n\nto say that I have\n\nbut it will merely\n\nassume\n\nIF. Cloud\n\nThere\n\nat the next\n\nfirst vicepresident\n\nnotice that this will be presented\n\nPresident\n\nof\n\nthese provisions will be the junior past presi¬\nthe Executive Committee. There will be no\n\nthe vicepresident\n\nby Roy\n\ninstead\n\nwill\n\nto the ones\n\nthese proposals.\n\nThe\n\nelected\n\nin addition\n\nnotice.\n\ndent; the retiring president under\ndent and will be a member of\nexpense\n\nwhich\n\nto serve\n\nof first vicepresident\n\nadditional\n\namendments\n\noccasion\n\nto you\n\nby the organization.\n\nof\n\nis necessary),\n\nCloud\n\nI shall not read\n\nfor the election\n\nif a majority\n\nT. Shaw.\n\none\n\nin the May\n\nand\n\nby\n\nBusiness,”\nschool\n\nknows\n\nany¬\n\nwould\n\nlike to\n\ngroups\n\nof Los\n\nAngeles to tell you we will extend an invitation next year to the National Edu¬\ncation Association to hold its annual convention in Los Angeles in 1942. We are\nbringing this matter to your attention so you can begin to budget for your trip\nto Los Angeles. You all know how extremely modest we southern Californians\nare\n\nabout\n\nboasting\n\nof the splendors\n\nof our\n\nstate. We\n\ncould\n\ntell you\n\nof the natural\n\nbeauty, industrial progress, commercial enterprise, recreational supremacy, and\ncultural advantages of southern California. We are going to practice self-control\nand\n\nlet the bulletins\n\nIf the Executive\nits convention\nconvention\nAgnes\n\nwhich\n\nare passed\n\nBoard\n\nof the\n\nNational\n\nfair city, we\n\npledge\n\nin our\n\none\n\nof the most\n\nL. Staed\n\nsession for work\n\n(Missouri):\non retirement\n\nPresident Hinrichs:\nExecutive Committee.\n\nThat\n\ndelightful\nWas\n\nout tell you\n\nEducation\nyou\n\nand\n\nthere\n\nMiss Staed: There is no provision\nHow will that be taken care of?\n\nwas\n\nto do\n\nsuccessful\n\na new\n\nin states where\nmotion\n\nabout\n\nit.\n\nAssociation\nour\n\nbest to make\n\nones\n\nyou\n\ncommission\n\nin the budget\n\nIt will\n\ncome\n\nfor the fund\n\nto hold\nthe 1942\n\nhave\n\nappointed\n\nthere is no provision\n\npassed.\n\nvotes\n\never\n\nhad.\n\nduring\n\nthe\n\nfor retirement?\nbefore\n\nthe\n\nnew\n\nfor this commission.\n\n"}
{"page": 815, "printed_page": null, "text": "Representative\n\nPresident\n\nHinrichs:\n\nThru\n\nthe Secretary’s Contingent\nMiss\n\nStaed:\n\ncommission,\n\nso I wanted\n\nPresident\nMrs.\n\nIn Missouri\n\nHinrichs:\n\nLindlof:\n\nthe undistributed\n\nCommittee\n\nGivens\n\nMiss\n\nHinrichs\n\n(The\n\nAssembly\n\nPresident\n\nthink, or\n\nhave\n\nno retirement\n\nand may\n\nneed\n\nthe services\n\nI would\n\nlike to move\n\nof thal\n\nmotion\n\nwas\n\npassed.\n\nthis convention\n\nadjourns,\n\na vote\n\nof\n\nHinrichs, for the able manner\n\nin\n\nin the Chair.)\n\n(as the Assembly\n\narose, applauding)\n\n: Thank\n\nyou!\n\nwras again seated.)\n\nHinrichs:\n\nyou that, let me\n\nfunds, I would\n\nFund.\nwe\n\nthanks and appreciation to the President, Miss\nwhich this convention has been conducted.\n(Secretary\n\n811\n\nto know.\n\nThe\n\nBefore\n\nAssembly\n\nI have\n\nremind\n\nan\n\nexpression\n\nof appreciation,\n\ntoo, but before\n\nI give\n\nyou to vote today and ask you please to finish the conven¬\n\ntion in the way that it deserves by making tonight’s meeting a success.\nI want to say again that I greatly appreciate the vote of confidence in your\npresiding officer. Even if you had not so done, she was going to say to you how\nhappy, as a happy American, she is this minute over this perfectly superb demon¬\nstration of the workings of a democracy that this Delegate Assembly has given.\nThank you. The meeting is adjourned.\n(The meeting adjourned at 1:20 p.m.)\n\nFourth\n\nBusiness\n\nThe fourth business\nMilwaukee Auditorium\nPresident\n\nHinrichs:\n\nSession,\n\nThursday\n\nEvening,\n\nsession of the Representative\nfollowing the general session.\nI now\n\nhave\n\nthe privilege\n\nJuly\n\nAssembly\n\nof presenting\n\n4, 1940\nconvened\n\nin the\n\nthe past president’s\n\nawards. Last year Miss Woodruff received the engraved certificate from the hands\nof Mr. Shaw. To this award has been added a key for past presidents, and it\nbecomes my privilege to present this additional award. I am going to talk to our\nfriends in the auditorium, Miss Woodruff, rather than to you for just a moment.\nAll of us love Miss Woodruff. Her grace, charm, youthful spirit, smile, and way of\nencouraging us are some of the things that we love, that make us happy, and that\nhave urged us on into doing things for a number of years.\nI hope that Miss Woodruff will not mind my referring to these personal things. I\nhave not asked her about them. Many of you know that she has recently relinquished\nher position as principal of the state normal school at Castleton, Vermont, at the end\nof a long and distinguished career. However, she has taken on new work. She is\ngoing to be secretary of the Vermont Education Association, and perhaps the Vermont\nEducation Association will be the first one of the state associations, Miss W oodruff ,\nto present us with a 100 percent state membership because of your work. That would\nbe fine.\nI cannot talk long; it is late. I just want to give Miss Woodruff, in the name of\nthe National Education Association, this lovely key which has on the face of it\n“National\n\nEducation\n\nWoodruff’s\n\nname,\n\nAssociation”\n\n“ Caroline\n\nand\n\nSalome\n\n“Past\n\nW oodruff”\n\nfriend and yours, Caroline S. Woodruff.\nMiss\n\nW oodruff : It is a matter\n\nPresident”\n\nof keen\n\nand\n\non the reverse Miss\n\nand\n\nthe year\n\n“1937-38.”\n\ndistinction\n\nto have\n\nhad\n\nShe is my\n\nthe privilege\n\nof\n\nofficial leadership of this great organization with its 200,000 members — the largest\norganized body of educators in the world — an honor that can come to but one\nperson each year. This key, symbol of a great trust, I am accepting. I shall wear\nit constantly, feeling at every look at this key a sense of gratitude for all the trust\nand confidence you and this organization repose in me.\nPresident\n\nHinrichs:\n\nIt now\n\nbecomes\n\nmy\n\nprivilege\n\nto present\n\nto our\n\nimmediate\n\npast president, Mr. Shaw, both awards which our secretary will bring in a moment\nand which I want you to see. Of course, I could make a considerable speech about\nour immediate past president. You know him as well as I do — energetic, dynamic,\nzealous, wmrking with indefatigable energy and zeal. They tell me I do not get\ntired, but I think he can go twice as fast and hard as I can and not get tired.\n\n"}
{"page": 816, "printed_page": null, "text": "National\n\n812\n\nEducation\n\nAssociation\n\nthe names of certain individuals make us\nand the accomplishments themselves. Well,\n\nI have been thinking today of how\nthink of certain areas of achievement\n\nwhat does Reuben's name make us think of? It makes us think of retirement and\nproportional representation. You know how he educated us on the Hare System,\nand of course the greater professionalization of the teachers of the country and\ncitizenship recognition, the relations with our affiliated associations, the World\nFederation, and the lovely pictures he brought back from conventions and World\nFederation trips. We could think of lots of other things but it is late. I am going\nto ask the secretary to show you the certificate which is large enough for you to\nsee and the pin which Mr. Shaw will receive at the same time, and 1 know that just\nas you joined me in expressing your appreciation of Miss JVoodruff, you will join in\nexpressing appreciation of the tremendous amount of activity and energy and zeal\nand service that Reuben T. Shaw has given to us.\n\nI am very happy to give you, Mr. Shaw, this lovely certificate which\nT. Shaw,\n\nPresident,\n\nEducation\n\nNational\n\nof the United\n\nAssociation\n\nsays \"Reuben\n\nStates, 1938-39.\n\nThis testimonial is presented in recognition of distinguished service to the Associa¬\ntion, Washington, D. C., July 4. 1940.” Then this lovely pin — for whether the\nemblem is pin or key or button is the recipient's choice — which is engraved “National\nEducation Association, Past President, Reuben T. Shaw, 1938-39.” It gives me great\npleasure to present these to you.\nMr.\n\nthat have\n\nwords\n\nwith\n\ntogether\n\nevidences,\n\ntangible\n\nThese\n\nShaw:\n\nbeen\n\nboth\n\nspoken -and written quite undeservedly,\n\nI feel will always be reminders of joyful\nparticipation in a great work, but much more than that, of those great appreciations\nthat come thru friendships and the contacts that we have made with each other in\nworking for this profession of which each of us is a part. They are always a chal¬\nlenge to continued endeavor and with my predecessor, our beloved Miss JVoodruff,\nI take them as a trust and as a call to continue to place our organization where it\nshould be — leading in the search for truth and toward\nourselves and the nations of the world.\nPresident\n\nHinrichs:\n\nI remember\n\nthat Mr.\n\nShaw\n\nbetter understanding\n\nonce\n\namong\n\nsaid last year, “Presidents\n\ncome and go.” We are ready for the entrance of the next president. We shall have\nthe report of the Elections Committee, John A. Clark, president of the Milwaukee\nPublic School Administrators and Supervisors Association of Milwaukee, chairman.\nMr.\n\nClark, will you\n\nMr.\n\nClark:\n\nThe\n\nmake\n\nthe report\n\nCommittee\n\nof the Elections\n\non Elections\n\nmet\n\nMonday\n\nCommittee?\nand\n\nlaid plans for the hard\n\nlabors of today and I want to thank the members of the Committee for the fine\nand hard work which they did.\nThe directors elected are as they were on the ballot: L. Frazer Banks, Alabama;\nEverett\n\nR. Erickson,\n\nJV. D.\n\nVincent,\n\nEverett\n\nJ. McIntosh,\n\nsota; Pearl\n\nAlaska;\n\nIdaho;\n\nIsland;\n\nA. IViggin, Vermont;\n\nG. A. Zernott,\n\nMassachusetts;\n\nDonoho,\n\nRockett, Rhode\n\nIV. B. Mooney,\n\nNebraska;\nHarry\nMrs.\n\nLouisiana;\n\nGrover\n\nElmer\n\nColorado;\n\nEugene\n\nH.\n\nGaringer,\n\nB. Joynes,\n\nRush\n\nVirginia;\n\nDaisy\n\nNorth\nM.\n\nDelaware;\n\nJV. Pruitt, Maryland;\n\nStout, Michigan;\n\nClark, Tennessee;\n\nEdith\n\nH. V. Holloway,\n\nBrown,\n\nCarolina;\n\nCaldwell,\n\nCharlotte\n\nMinne¬\n\nJames\n\nTexas;\n\nKohn,\n\nF.\n\nJoseph\n\nWisconsin;\n\nand John Rushing, Washington. Treasurer, B. F. Stanton, Ohio, unopposed. Presi¬\ndent, Donald DuShane of Indiana, unopposed. The vicepresidents — there were\neighteen nominees; of these the following eleven were chosen: JVilhclmina F. Bertsch,\nKansas; Helen Bradley, Ohio; John IV. Condie, Idaho; J. Carl Conner, Okla¬\nhoma; T. E. Dale, Missouri; Sara H. Fahey, New York; R. L. Hunt, New Mexico:\nSarah\n\nT. Muir,\n\nNebraska;\n\nLester\n\nA.\n\nRodes,\n\nNew\n\nJersey;\n\nB. C. B. Tighe,\n\nNorth\n\nDakota, and N. Elliot JVillis, Massachusetts.\nBallot for the Executive Committee. The first place was John IV. Thalman of\nIllinois; second place, Mrs. Myrtle Hooper Dahl of Minnesota; and third. Albert M.\nShaw\n\nof California.\n\nThe Committee unanimously recommends that the time of voting be changed\n8 A.M. to 6 p.m. to 8 a.m. to 3 p.m. on the last day of the convention.\n\nfrom\n\n"}
{"page": 817, "printed_page": null, "text": "Representative\n\nPresident\n\nHinrichs : It is proper\n\nAssembly\n\nthat the recommendation\n\n813\n\nbe referred\n\nto the new\n\nExecutive Committee. Now you want to meet your new president. We have known\nhim for years. I am something of a historian, you will observe. I like to go back\nand see when our relationships began. I remember that I met Mr. DuShanc in\nMinneapolis in 1928 when we were talking about retirement matters in a meeting\nof the secretaries of the state teachers associations. He was there because of his\ninterest in retirement and I w7as there as a substitute tho neither of us was actually\na state secretary. Then I remember years of service with him on the Resolutions\nCommittee. As I said this morning — and I was very sincere and was trying to\nthink of an appropriate title and not trying to be sensationally rhetorical — we can\nbest call him “The Apostle of Tenure.”\nI have been in a number of states this year where Mr. DuS/iane and his Com¬\nmittee have been responsible for bringing great happiness into the lives of teachers\nand associations wffiere the matter of tenure was the crux of the situation. Many\nof you heard Mr. DuShanc' s report this morning. If there were time and if he felt\nfree to reveal all the details he could tell you many a heart-warming and soul¬\nstirring tale of what his Committee has done in the name of this Association.\nI am not going to say any more, but I am going to wrish Mr. DuShanc a wonderful\nyear as president of the Association. I am sure that he will have the happy time\neven tho the busy time that it has been my privilege to have this year and that he\nwill have from this great Association and all its membership and officers the same\nkind of wholehearted and undivided cooperation that I had.\nAfter you have greeted your new president — and of course we should like to\nhear from him — it wrill be my privilege to close the meeting and then my career\nas your president is at an end and his term begins the moment that this meeting\nis adjourned. Mr. DuShanc.\nMr.\n\nDuShane:\n\nbe when\n\nmy\n\nMy\n\nname\n\nsensations\n\nwas\n\nat this moment\n\nfirst proposed.\n\nI am\n\nare not what\n\nI thought\n\nthey might\n\nnot filled with elation and pride but\n\nrather with a deep sense of responsibility. As I look upon education and the prob¬\nlems of education for the next three or four years, I am somewhat filled with alarm.\nOur Tenure Committee came into being and assumed that active program largely\nbecause of the damage to the schools brought on by the depression. I can see prob¬\nlems ahead of us because of the immense armament expenditures of billions of\ndollars a year. I can see a burden upon taxpayers which is going to again bring\nto all of our schools financial troubles within the next three or four years. Those\nfinancial troubles will result again in criticism of the schools, reduction of the\nincome, elimination of the necessary activities, overloading of classroom teachers,\nand the injury of students. In addition to this, I am afraid there is coming on an\nattack of intolerance and persecution of many of our teachers who are attempting\nto do their duty in teaching the truth in the classroom.\nWith that situation ahead of us, it seems to me that all of us who are elected\nas teacher representatives\n\nduring\n\nthe next few years have\n\na heavy\n\nburden\n\nupon\n\nus. I can see nothing ahead hopeful unless w7e teachers forget to fight each other\nand fight for the children and the schools in our charge. I am hoping for a time\nwhen administrators and supervisors and teachers will work shoulder to shoulder\nto save our schools and democracy, and I am hoping that the teachers of this\ncountry wrill all receive some form of tenure protection so they will dare teach\nthe truth to people, patrons, and citizens, about the needs of our schools and\nthe dangers that are coming upon us. I hope the teachers of the country will be\nbetter organized as a unit. It seems to me that it is impossible to face our problems\nwrith the kind of teachers organizations we have today. It seems to me that we\ncannot get along with a 20 percent N.E.A. It seems to me that soon we will\nneed a national organization speaking for a majority of the teachers so that we\ncan speak with authority, and I hope that wre can have 500,000 members of the\nN.E.A. within the next three or four years; in fact, we must have that number.\nWe must have a different kind of an N.E.A. than wre have ever had before — one\nthat will deal with the problems that are present in our lives as teachers and\n\n"}
{"page": 818, "printed_page": null, "text": "814\n\nNational\n\nEducation\n\nAssociation\n\nthe problems that are confronting our schools. We must have a more militant N.E.A.\nWith this new membership and the new resources, the N.E.A. must expand its\nactivities and move along with the times. I listened to the debate carefully tonight.\nI heard of the billions of dollars being spent for defense. I have not heard of billions\nof dollars being spent for education, but I firmly believe that democracy in America\nand democracy in the world is not going to be saved so much by airplanes, guns,\narmies, and navies as by what goes on in the schoolrooms of America during the\nnext ten years, and we need not be accused of selfishness for fighting for better\nschools, and for fighting to maintain what we have gained and to improve and\nto eliminate the weaknesses that now exist. It is not selfishness; it is the height of\npatriotism. The politicians and the President and the citizens do not realize the\nimportance of schools. It is our business, nevertheless, to protect the children of\nAmerica and to protect the schools.\nI want each of you to start tonight to build a new and better N.E.A. and to\nbuild a new and better teaching profession in order to face the problems that are\ninevitably coming upon us.\nMiss\n\nHinrichs:\n\nWe\n\nshall now\n\nsing “America.”\n\nMr.\n\nMcKillop\n\nwill lead us and even\n\ntho it is late, I think we shall adhere to our original plan to sing reverently and\nprayerfully the four stanzas.\n(Singing of America followed by the benediction pronounced by Reverend Father\nThomas\n\nBerry,\n\nPresident\n\npresident,\n\nHinrichs:\n\ncation Association\n\nPio Nono\n\nI now\n\nclosed.\n\ndeclare\n\nCollege, Milwaukee.)\nthe seventy-eighth\n\nmeeting\n\nof the National\n\nGivens,\n\nExecutive\n\nWillard\n\nE.\n\nAmy\n\nHinrichs,\n\nH.\n\nPresident\n\nEdu¬\n\nSecretary\n\n"}
{"page": 819, "printed_page": null, "text": "Board\n\nMINUTES\n\nOF THE\n\nof\n\n815\n\nDirectors\n\nMEETINGS OF THE\nDIRECTORS\n\nMilwaukee,\nMonday\n\nBOARD\n\nOF\n\nWisconsin\n\nAfternoon,\n\nJuly 1, 1940\n\nThe meeting of the Board of Directors of the National Education Association\nconvened at 2:05 p.m. in the English Room, Schroeder Hotel. The meeting was called\nto order by the president Amy H. Hinrichs. Secretary Givens called the roll which\nshowed the following present: directors ex officio: Amy H. Hinrichs, president;\nReuben\n\nT. Shaw,\n\nfirst vicepresident;\n\nB. F. Stanton,\n\ntreasurer;\n\nJoseph\n\nH. Saunders,\n\nchairman, Board of Trustees. Life directors: Illinois State Teachers\nrepresented by Irving F. Pearson ; Teachers Institute of Philadelphia\nby Samuel Parry.\nState\n\ndirectors — Alabama — L.\n\nArizona — Harold\n\nIV. Smith;\n\nFrazer\n\nBanks;\n\nAlaska — Everett\n\nArkansas — IV. F. Hall;\n\nAssociation\nrepresented\n\nR.\n\nErickson;\n\nCalifornia — Leonard\n\nL.\n\nBowman; Colorado — W. B. Mooney; Connecticut — Daisy Lord; Delaware — IL. V.\nHolloway ; District of Columbia — A. Grace Lind; Florida — James S. Rickards;\n\nGeorgia — M.\n\nD. Collins; Hawaii — James\n\nMcTaggart ; Idaho — IV. D.\n\nVincent;\n\nR. McDonough\n\nIllinois — John\n\nsubstituting for Earl L.\n\nIV. T halman ; Indiana — L. V.\n\nPhillips; Iowa — Fred D. Cram; Kansas — F. L. Schlagle; Kentucky — William S.\nTaylor; Louisiana — J. N. Poche; Maine — William B. Jack; Maryland — Eugene W.\nPruitt; Massachusetts — Annie C. Woodward; Michigan — Grover Stout; Minne¬\n\nsota — Daisy\n\nBrown;\n\nMississippi — absent;\n\nMissouri — Everett\n\nM. P. Moe;\n\nNebraska — Alice Robinson ; Nevada — J. R. Warren;\n\nLyle Wilson Ewing; New Jersey — William\nWhitlock; New Mexico — R. J. Mullins; New\nHouk\n\nLaw;\n\nNorth\n\nCarolina — K.\n\nNorth Dakota — G. W. Hanna;\n— Marie\n\nA. Lessing;\n\nstituting for Harvey\nRockett;\nHarry\n\nSouth\n\nClark\n\nG. Phillips substituting\n\nRico — absent; Rhode\n\nPuerto\n\nC. Flora;\n\nSouth\n\nfor S. L. Ragsdale\n\nand\n\n(deceased)\n\nGaringer ;\n\nRaymond\n\nOregon\n\nC. Webster\n\nsub¬\n\nIsland — James\n\n; Texas — Rush\n\nF.\n\nTennessee —\nM.\n\nCaldwell ;\n\nVermont — Joseph A. Wig gin; Virginia — Mrs. Edith B.\n\nAmanda\n\nH. Schuette ; Wyoming — H. H. Moyer.\n\nRushing;\n\nsubstitutes — Joseph\n\nof the following\n\nH.\n\nDakota — S. B. Nissen;\n\nWashington — John\non\n\nSarah 0.\nFrederick\n\nOhio — L. W. Reese; Oklahoma — Kate Frank;\n\nE. Gayman;\n\nJensen;\n\nHampshire —\n\nfor Elmer\n\nMaxwell\n\nsubstituting\n\nMontana —\n\nL. Fidler substituting for\nYork — Rena Rockwell and\n\nJoynes;\nAction\n\nNew\n\nPennsylvania — Helen\n\nCarolina — A.\n\nUtah — N. Howard\n\nKeith;\n\nWest\n\nH.\n\nVirginia — W.\n\nSaunders\n\nW.\n\n(Virginia)\n\nand the substitution of those named\n\nTrent;\n\nmoved\n\nWisconsin —\n\nthe\n\nresignation\n\nfor these meetings: James\n\nR.\n\nMcDonough for Earl L. McTaggart (Hawaii) ; William L. Fidler for Sarah Whit¬\nlock (New Jersey) ; K. G. Phillips for E. H. Garinger (North Carolina) ; Raymond\nWebster\n\nfor Harvey\n\nGayman\n\n(Pennsylvania).\n\nSeconded\n\nby Mr.\n\nCram\n\n(Iowa).\n\nAssembly — J. W.\n\nT halman\n\nCarried.\nSelection\n\nof Mr.\n\nCram\n\nto\n\nreport\n\n(Illinois) moved that Fred Cram\nany matters to the Representative\n(Michigan). Carried.\nReport\n\nof\n\nCommittee\n\non\n\nto Representative\n\nbe selected to present the views\nAssembly at any time. Seconded\n\nBylaws\n\nand\n\nRules — The\n\nproposed\n\nof the Board on\nby Grover Stout\namendments\n\nwere\n\npresented by Cornelia Adair, chairman.\nAmendment\n\nto\n\nArticle\n\nII, Section\n\n1 (a)\n\nconcerning\n\na second\n\nvicepresident —\n\nA motion was made by Fred Cram, seconded by Joseph Wiggin (Vermont),\nfollowing amendment be referred to the Representative Assembly:\nThe\n\nofficers of the said corporation\n\ndent, a second\n\nvicepresident,\n\nand\n\nthat the\n\nshall be a president, a first vicepresi¬\n\neleven\n\nother\n\nvicepresidents,\n\nan\n\nexecutive\n\nsecretary, a treasurer, a Board of Directors, an Executive Committee, a Board\nof Trustees, and such boards, councils, committees, and other officers as shall\nbe prescribed in the bylaws.\n\n(See Act of Incorporation,\n\nsection 6, first para-\n\n"}
{"page": 820, "printed_page": null, "text": "816\n\nNational\n\nEducation\n\nAssociation\n\ngraph, page 681.) The second vice president shall he elected from the United\nStates at large at the same\n\ntime and\n\nin the same\n\nmanner\n\nthe A ssociation. In case of a vacancy in the presidency\nsecond viccprcsident shall succeed to this office.\n\nMotion\n\nas is the president\n\nof\n\nof the A ssociation, the\n\nlost, 13 voting for and 31 against.\n\nAmendment to Article II, Section 1 (a), concerning regional vicepresidents — A\nmotion was made by Harold Smith (Arizona) , seconded by Everett Keith (Missouri) ,\nthat a resolution be adopted relative to the following proposed amendment:\nThe officers of the said corporation shall be a president, a first vicepresident,\nand twelve regional vicepresidents, an executive secretary, a treasurer, a\nBoard of Directors, an Executive Committee, a Board of Trustees, and such\nboards, councils, committees, and other officers as shall be prescribed in the\nbylaws. (See Act of Incorporation, section 6, first paragraph.)\nOn the first day of the annual meeting of the A ssociation the accredited\ndelegates to the Representative Assembly from each state may nominate for\nviceprcsident one or more members of the A ssociation from their region.\nThe election of the regional vicepresidents shall be by the Hare System of\nProportional\n\nRepresentation.\n\nshall be permitted\nThe\n\ntwelve\n\n(1) Maine,\nRhode\n\nOnly accredited\n\nto vote for a vicepresident\n\nregions\n\nNew\n\nof the National\n\nHampshire,\n\ndelegates\n\na specified region\n\nfor that region.\n\nEducation\n\nVermont,\n\nfrom\n\nAssociation\n\nMassachusetts,\n\nare\n\nas follows:\n\nConnecticut,\n\nIsland\n\n(2) New York, Pennsylvania, New Jersey, Delaware\n(3) Maryland, Virginia, IVest Virginia, District of Columbia,\nNorth\n\nCarolina\n\n(4) Michigan,\n(5) Kentucky,\nPuerto\n\n(6)\n(7)\n(8)\n(9)\nflO)\n(11)\n(12)\n\nGeorgia, Florida,\n\nRico, Virgin Islands\n\nMississippi, Arkansas, Louisiana, Canal Zone\nTexas, Oklahoma, New Mexico\nNebraska, Kansas, Iowa, Missouri\nNorth Dakota, South Dakota, Minnesota, Wisconsin\nColorado, Utah, Wyoming\nWashington, Oregon, Idaho, Montana, Alaska\nArizona, California, Nevada, Hawaii, Philippine Islands\n\nProvided,\ncient reason\n\nMotion\n\nIllinois, Indiana, Ohio\nT ennessee , South Carolina, Alabama,\n\nhowever, that the Executive Committee may for good and suffi¬\napprove the transfer of a state from one region to another.\n\nlost unanimously.\n\nAmendment to Article II, Section 3 — A motion was made by W. F. Hall (Arkan¬\nsas), seconded by Helen Maxwell (Pennsylvania), that the Board approve the\nfollowing amendment to Article II, Section 3, of the Bylaws:\nA local educational association or teachers organization within a state,\nterritory, or district may affiliate with the National Education Association\nand shall be designated an affiliated local association.\nWithin a given jurisdiction or political or administrative subdivision of the\nstate, the local education association maintaining an affiliation with the state\neducation association shall be the sole local National Education Association\naffiliate ; provided, however, that any existing affiliation of local associations\nshall not be terminated because of the above provision, and provided also\nthat the Executive Committee may, after due consideration and consultation\nwith\n\nthe existing local and state affiliate or affiliates of the National Educa¬\ntion A ssociation, approve for affiliation additional local associations.\n\nEach affiliated local association shall be a local unit in the organization\nof the National Education Association and as such shall be entitled to repre¬\nsentation in the Representative Assembly as hereinafter provided.\n\n"}
{"page": 821, "printed_page": null, "text": "Board\n\nof\n\n8 17\n\nDirectors\n\nThe annual dues of an affiliated local association shall be $5, which shall\nentitle said association to receive without application, or other condition,\nall regular publications of the National Education Association, including the\nVolume\n\nments\nMotion\n\nof Proceedings,\n\nwhen\n\nissued.\n\nreports of committees,\n\nand\n\nall bulletins and\n\nannounce¬\n\nlost.\n\nAmendment to Article VI, Section 3 — A motion was made by W. B. Mooney\n(Colorado), seconded by Joseph Saunders, and carried to delete the following:\nThere\n\nshall be a Publishing\n\nCommittee\n\nconsisting of five members\n\nelected\n\nby the Representative Assembly by the method known as the Hare System of\nProportional Representation. Nominations shall be made by petitions signed\nby ten delegates and presented to the executive secretary on the second day\nof the annual meeting. The election in 1936 shall be held on Thursday by\nprinted ballot. Provision shall be made by the Rules Committee for the nomi¬\nnation and election in 1937 to be held on the first day upon which the Repre¬\nsentative Assembly meets. This Committee shall be responsible for editing\nand preparing that portion of the minutes of the Representative Assembly\nwhich shall be published in the printed Proceedings.\nAmendment to Article XI, Section 1 — A motion made by Joseph Saunders, seconded\nby Daisy Brown (Minnesota), to amend Article XI, Section 1, as follows was lost:\nThese\n\nbylaws\n\nmay\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\nRepresentative Assembly if the alteration or amendment shall have been\n[proposed in writing at the annual business meeting next preceding the one\nat which action is taken, and due announcement of the proposed action shall\nhave been made in the official publication of the Association.] printed in the\nMay\n\nJournal\n\nof the National\n\nEducation\n\nAmendment to Rule 4 (d) — A motion\nseconded by L. Frazer Banks (Alabama)\n\nAssociation.\n\nwas made by Rush Caldwell\nto delete Rule 4 (d) :\n\n(Texas),\n\nThe executive secretary and the treasurer shall enter upon their duties at\na 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\nterm for which they are separately chosen and until their successors are duly\nelected.\nCarried.\nAmendment to Article VI, Section 3 — A motion was made by Harold Smith,\nseconded by IV. IV. Trent (West Virginia) to adopt this amendment. Carried.\nThe amendment follows:\nThere shall be a Publishing Committee consisting of five members elected\nby the Representative Assembly by the method known as the Hare System of\nProportional Representation. Nominations shall be made by petitions signed\nby ten delegates and presented to the Executive Secretary on the second day\nof the annual meeting. [The election in 1936 shall be held on Thursday by\nprinted ballot. Provision shall be made by the Rules Committee for the nomi¬\nnation and election in 1937 to be held on the first day upon which the Repre¬\nsentative Assembly meets.] The election shall he by printed ballot and held\nat the same\n\ntime as the election of the officers of the Association.\n\nThis\n\nCom¬\n\nmittee shall be responsible for editing and preparing that portion of the\nminutes of the Representative Assembly which shall be published in the\nprinted Proceedings.\n\n"}
{"page": 822, "printed_page": null, "text": "818\n\nNational\n\nReport\n\nof the\n\nCommittee\n\nEducation\n\non\n\nAffiliated\n\nAssociation\n\nAssociations — Reuben\n\nsylvania), chairman, read the report. Motion by Mr.\nSeconded by L. Frazer Banks (Alabama). Carried.\nReport\n\nof\n\nthe\n\nCommittee\n\non\n\nTax\n\nShaw\n\nT. Shaw\n\nthat it be accepted.\n\nEducation — Martin\n\nWilson\n\nchairman, read the report. Motion by L. Frazer Banks (Alabama)\ncepted. Seconded by A. C. Flora (South Carolina). Carried.\nReport\n\nof\n\nthe\n\nNational\n\nCouncil\n\nof\n\nEducation — L.\n\nchairman, read the report. Motion by L. W. Reese\nSeconded by Everett R. Erickson (Alaska). Carried.\nReport\n\nof\n\nthe\n\nCommittee\n\non\n\nCredit\n\nA.\n\n(Ohio)\n\nUnions — James\n\n(Penn¬\n\nE.\n\n(New\n\nYork),\n\nthat it be ac¬\n\nPechstein\n\n(Ohio),\n\nthat it be accepted.\n\nMoran\n\n(Connecticut),\n\nchairman, read the report. Motion by Daisy Lord (Connecticut) that it be accepted.\nSeconded by B. F. Stanton, treasurer. Carried. The report was approved and passed\nto Assembly.\nReport\n\nof the\n\nCommittee\n\non\n\nAcademic\n\nFreedom — William\n\nS. Taylor\n\nchairman, read the report. Motion by James F. Rockett (Rhode\naccepted. Seconded by Daisy Brown (Minnesota). Carried.\nReport\n\nof\n\nthe\n\nCommittee\n\non\n\nCooperatives — H.\n\nG.\n\nread the report. Motion by J. N. Poche (Louisiana)\nby A. C. Flora (South Carolina). Carried.\nReport\n\nof the\n\nCommittee\n\non\n\nEqual\n\nReport\n\nof\n\nthe\n\nJoint\n\n(Oregon),\n\nCommittee\n\npresident\n\nof\n\nN.\n\nof National\n\nE.\n\nthe report. Motion by Everett R. Erickson\nby B. F. Stanton (treasurer). Carried.\nReport\n\nof\n\nthe\n\nEducational\n\nPolicies\n\nA.\n\nE. Morris\n\n(Colorado)\n\nand\n\nCongress\n\n(Kansas),\n\nN.\n\nC.\n\n(Colorado),\n\nthat it be accepted.\n\nP. T. — Mrs.\n\nof Parents\n\n(Alaska)\n\nchairman,\n\nthat it be accepted. Seconded\n\nOpportunity — Mary\n\nchairman, read the report. Motion by W. B. Mooney\nSeconded by Grover Stout (Michigan). Carried.\nKletzer\n\nLull\n\n(Kentucky),\n\nIsland) that it be\n\nand\n\nWilliam\n\nTeachers,\n\nread\n\nthat it be accepted. Seconded\n\nCommission — William\n\nG.\n\nCarr\n\n(Washing¬\n\nton, D. C.), executive secretary, read the report. Motion by B. F. Stanton (treasurer)\nthat it be accepted. Seconded by Daisy Brown (Minnesota). Carried.\nInformation\n\nconcerning\n\npresented a preliminary\nHarry\n\nSaunders,\n\nClark\n\nnamed\n\nseconded\n\nconvention\n\ncities — H.\n\nAllen,\n\nbusiness\n\nmanager,\n\nreport on cities inviting the next convention.\ndirector\n\nfor\n\nby B. F. Stanton,\n\nTennessee — A\n\nand\n\ncarried\n\nnamed to take the place of S. L. Ragsdale,\ntribute to Mr. Ragsdale.\nAdjournment — The\n\nA.\n\nmeeting\n\nadjourned\n\nTuesday\n\nmotion\n\nwas\n\nmade\n\nthat Harry\n\nClark\n\nof Tennessee\n\ndeceased.\n\nat 4:00\n\nThe\n\nE.\n\nAmy\n\nHinrichs,\n\nAfternoon,\n\nJoseph\n\nbe\n\nstood in silent\n\np.m.\n\nWillard\nH.\n\nBoard\n\nby\n\nGivens,\n\nExecutive\n\nSecretary\n\nPresident\n\nJuly 2, 1940\n\nThe meeting of the Board of Directors of the National Education Association\nconvened at 2:10 P.M. in the English Room, Schroeder Hotel. The meeting was\ncalled to order by President Amy H. Hinrichs. Secretary Givens called the roll\nwhich showed the following present: Directors ex officio: Amy H. Hinrichs, presi¬\ndent; Reuben T. Shaw, first vicepresident; B. F. Stanton, treasurer; Joseph H. Saun¬\nders, chairman,\n\nrepresented\nState\n\nBoard\n\nby Samuel\n\ndirectors:\n\nzona — Harold\n\nof Trustees.\n\nLife directors:\n\nTeachers\n\nInstitute of Philadelphia\n\nParry.\n\nAlabama — L. Frazer\n\nBanks;\n\nAlaska — Everett\n\nR. Erickson;\n\nIF. Smith; Arkansas — W. F. Hall ; California — Leonard\n\nAri¬\n\nL. Bowman;\n\nColorado — IF. B. Mooney; Connecticut — Daisy Lord; Delaware — H. F. Holloway ;\nDistrict of Columbia — A. Grace Lind; Florida — James S. Rickards ; Georgia — M. D.\nCollins;\n\nHawaii — James\n\nR.\n\nMcDonough\n\nsubstituting\n\nfor\n\nEarl\n\nL. McTaggart ;\n\nIdaho — IF. D. Vincent; Illinois — John W. Thalman; Indiana — L. V. Phillips;\nIowa — Fred D. Cram; Kansas — F. L. Schlagle; Kentucky — William S. Taylor;\nLouisiana — J. N. Poche; Maine — William B. Jack; Maryland — Eugene W. Pruitt;\nMassachusetts — Annie\n\nC. IF oodward ; Michigan — Grover\n\nStout; Minnesota — Daisy\n\n"}
{"page": 823, "printed_page": null, "text": "Board\n\nBrown;\n\nMississippi — absent;\n\nof\n\n819\n\nDirectors\n\nMissouri — Everett\n\nKeith;\n\nMontana — M.\n\nNebraska — Alice Robinson ; Nevada — J. R. Warren;\n\nNew\n\nEwing;\n\nfor Sarah\n\nNew\n\nJersey — William\n\nL. Fidler\n\nsubstituting\n\nP.\n\nMoe;\n\nHampshire — Lyle Wilson\nO. Whitlock;\n\nNew\n\nMexico — R. J. Mullins; New York — Rena Rockwell and Frederick Houk Law;\nNorth Carolina — K. G. Phillips substituting for Elmer H. Garinger ; North Dakota —\nG.\n\nW.\n\nHanna;\n\nOhio— L. W.\n\nR eese; Oklahoma — Kate\n\nFrank;\n\nOregon — Marie\n\nA.\n\nLessing; Pennsylvania — Helen Maxwell and Raymond C. Webster substituting for\nHarvey E. Gayman; Puerto Rico — absent; Rhode Island — James F. Rockett; South\n\nCarolina — A. C. Flora; South Dakota — S. B. Nisscn; Tennessee — Harry Clark sub¬\nstituting for S. L. Ragsdale (deceased) ; Texas — Rush M. Caldwell; Utah — N. How¬\nard Jensen;\n\nVermont — Joseph\n\nington — John\nSchuette;\n\nRushing;\n\nWest\n\nVirginia — Mrs.\n\nVirginia — W.\n\nW.\n\nEdith\n\nTrent;\n\nB. Joynes;\n\nWash¬\n\nWisconsin — Amanda\n\nH.\n\nWyoming — II. IL. Moyer.\n\nReport\n\nof\n\nthe\n\nBoard\n\nof\n\nread the report. Motion\nPhillips (Indiana).\nReport\n\nStanton\n\nA. Wiggin;\n\nof\n\nthe\n\nmoved\n\nTrustees — Joseph\n\nby Mr.\n\nSaunders\n\n(Virginia),\n\nchairman,\n\nthat it be accepted. Seconded\n\nII. Saunders\n\nby L. V.\n\nCarried.\n\ntreasurer — B. F. Stanton\n\nthat it be accepted.\n\n(Ohio),\n\nSeconded\n\ntreasurer,\n\nby Lyle W.\n\nread\n\nEwing\n\nthe\n\n(New\n\nreport.\n\nMr.\n\nHampshire).\n\nCarried.\nReport\n\nof the\n\nCommittee\n\non\n\nCode\n\nread the report, and recommended\nStanton\n\n(treasurer)\n\nBoard\n\nof Trustees).\n\nReport\n\nof the\n\nof Ethics — W.\n\nP. King\n\nthat the Committee\n\nthat it be accepted.\n\nSeconded\n\n(Kentucky),\n\nchairman,\n\nbe continued. Motion\n\nby Joseph\n\nH. Saunders\n\nby B. F.\n\n(chairman,\n\nCarried.\n\nCommittee\n\non\n\nInternational\n\nRelations — Ben\n\nCherrington\n\n(Colo¬\n\nrado), chairman, read the report. Motion by Annie C. Woodward (Massachusetts)\nthat it be accepted. Seconded by W. B. Mooney (Colorado). Carried.\nReport\n\nof\n\nthe\n\nJoint\n\nCommittee\n\non\n\nHealth\n\nProblems — Dr.\n\nW.\n\nW.\n\nBauer\n\n(American Medical Association, substituting for Charles C. Wilson (Connecticut),\nchairman), read the report. Motion by James F. Rockett (Rhode Island) that it be\naccepted. Seconded by Lyle W. Ewing (New Hampshire). Carried.\nReport\n\nof the\n\nRetirement — Louis\n\nTaylor\n\n(New\n\nYork), chairman, read the report. Motion by Frederick Houk Law\nthat it be accepted. Seconded by Daisy Brown (Minnesota). Carried.\n\n(New\n\nYork)\n\nS. Bonar\n\n(Wis¬\n\nReport\n\nof the\n\nNational\n\nCouncil\n\nCommittee\n\non\n\non\n\nTeacher\n\nInduction\n\ninto\n\nCitizenship — Hugh\n\nconsin), chairman, read the report. Motion by Leonard L. Bowman\nthat it be accepted. Seconded by Harry Clark (Tennessee). Carried.\nReport\n\nof\n\nthe\n\nBudget\n\nread the report. Motion\nBanks\n\n(Alabama).\n\nReport\n\nof\n\nthe\n\nCommittee — A.\n\nby Mr.\n\nC.\n\nFlora\n\n(South\n\n(California)\n\nCarolina),\n\nFlora that it be accepted. Seconded\n\nchairman,\n\nby L. Frazer\n\nCarried.\nJoint\n\nCommittee\n\nof\n\nN.\n\nE.\n\nA.\n\nand\n\nA.\n\nL. A. — Edith\n\nA.\n\nLathrop\n\n(Washington, D. C.), chairman, read the report. Motion by Amanda H. Schuette\n(Wisconsin) that it be accepted. Seconded by Fred D. Cram (Iowa). Carried.\nReport\n\nof\n\nthe\n\nCommittee\n\nTeachers — R. E. daggers\n\ndaggers\nReport\n\nof\n\nthe\n\nby Daisy Lord\nReport\n\nof\n\nCommittee\n\nCommittee\n\nciation — S. L. Smith\n\nH. Schuette\n\nSeconded\non\n\nchairman,\n\nread\n\nW.\n\nTenure — Donald\n\nthe\n\nPruitt\n\nand\n\nreport.\n\nMotion\n\nby\n\nof\nMr.\n\n(Maryland).\n\nCarried.\n\n(Indiana),\n\nchairman,\n\nDuShane\n\n(Washington)\n\nCertification\n\nthat it be accepted. Seconded\n\nCarried.\nTo\n\nCooperate\n\n(Tennessee),\n\n(Wisconsin)\n\nPreparation,\n\nby Eugene\n\nby John Rushing\n\n(Connecticut).\n\nthe\n\nSupply,\n\n(Kentucky),\n\nthat it be accepted.\n\nread the report. Motion\n\non\n\nchairman,\n\nthat it be accepted.\n\nwith\n\nthe\n\nAmerican\n\nread\n\nthe\n\nreport.\n\nSeconded\n\nTeachers\n\nMotion\n\nby A. C. Flora\n\nby\n\nAsso¬\n\nAmanda\n\n(South\n\nCaro¬\n\nlina). Carried.\nRecommendation\nmental\n\nstatus — On\n\nthat\n\nMusic\n\nEducators\n\nthe\n\nrecommendation\n\nNational\n\nof Secretary\n\nConference\nGivens,\n\nbe given\n\na motion\n\ndepart¬\n\nwas\n\nmade\n\nby Joseph H. Saunders, seconded by L. Frazer Banks, and carried, that the Music\nEducators National Conference be admitted as a department of the N. E. A.\n\n"}
{"page": 824, "printed_page": null, "text": "820\n\nNational\n\nReports\n\nnot\n\npresented\n\nto\n\nEducation\n\nthe\n\nAssociation\n\nBoard — A\n\nmotion\n\nwas\n\nmade\n\nby\n\nB.\n\nF.\n\nStanton,\n\nseconded by Rush Caldwell, and carried, that all committee reports not presented to\nthe Board be sent to the Representative Assembly without recommendation.\nReinstatement\n\nof\n\nelected\n\ndirectors — A\n\nmotion\n\nwas\n\nmade\n\nby\n\nLyle\n\nIV. Ewing,\n\nseconded by L. If. Reese, and carried, that the resignation of members of the Board\nof Directors who have substituted for these meetings be accepted and the regularly\nelected directors be reinstated.\nRising\n\nvote\n\nPresident\n\nof thanks\n\nHinrichs\n\nto President\n\nwas\n\nAdjournment — The\n\ngiven\n\nHinrichs — On\n\na rising vote\n\nmeeting\n\nadjourned\n\nFriday\n\nthe suggestion\n\nof L. W.\n\nReese,\n\nof thanks.\n\nat 4:30\n\np.m.\n\nWillard\n\nE. Givens,\n\nAmy\n\nHinrichs,\n\nH.\n\nMorning,\n\nExecutive\n\nSecretary\n\nPresident\n\nJuly 5, 1940\n\nThe newly elected Board of Directors held a Breakfast Meeting in the Green\nRoom, Hotel Schroeder at 7:30 a.m. The meeting was called to order by Secretary\nGivens\n\nwho\n\npresented\n\nthe immediate\n\npast president,\n\nAmy\n\nH.\n\nHinrichs\n\nand\n\nshe, in\n\nturn, introduced the newly elected president, Donald DuShane , who presided. Roll\ncall showed the following in attendance: Directors ex officio: Donald DuShane,\npresident: Amy H. Hinrichs, first vicepresident; B. F. Stanton, treasurer; Joseph\nH.\n\nSaunders,\n\nchairman,\n\nBoard\n\nPhiladelphia\n\nrepresented\n\nby Samuel\n\nParry.\n\nAlabama — L.\n\nFrazer\n\nState\n\ndirectors:\n\nArizona — Harold\n\nof Trustees.\n\nLife\n\ndirectors:\n\nBanks;\n\nTeachers\n\nAlaska — Everett\n\nInstitute\nR.\n\nof\n\nErickson;\n\nIV. Smith ; Arkansas — IF. F. Hall; California — Leonard\n\nL. Bow¬\n\nman; Colorado — IV. B. Mooney; Connecticut — Daisy Lord; Delaware — H. V. Hollo¬\nway; Florida — absent; Georgia — M. D. Collins; Hawaii — James R. McDonough\n\nsubstituting for Earl L. McTaggart ; Idaho — If'. D. Vincent;\nman;\n\nIndiana — L. V. Phillips;\n\nKentucky — R. E. daggers\n\nIowa — Fred\n\nD.\n\nCram;\n\nIllinois — J. IV. Thal-\n\nKansas — F. L. Schlagle;\n\nsubstituting for IVilliam S. Taylor;\n\nHinrichs substituting for G. A. Zcrnott;\nEugene IV. Pruitt; Massachusetts — Everett\n\nLouisiana — Amy\n\nH.\n\nMaine — IVilliam B. Jack; Maryland —\nIV. McIntosh ; Michigan — Grover Stout;\n\nMinnesota — Daisy Brown; Mississippi — absent; Missouri — Everett Keith; Mon¬\ntana — Edna Tobias substituting for M. P. Moe; Nebraska — Pearl Donoho; Nevada —\nJ. R. IVarren;\n\nNew\n\nstituting for Sarah\nwell, Frederick\nGaringer;\nFrank;\n\nHampshire — Lyle IV. Ewing;\n\nWhitlock;\n\nHouk\n\nNorth\n\nLaw;\n\nNew\n\nOregon — Marie\n\nJersey — IV. E. Fidler\n\nMexico — R. J. Mullins;\n\nNorth\n\nDakota — G.\n\nNew\n\nCarolina — K.\n\nIV. Hanna;\n\nA. Lessing;\n\nNew\n\nYork — Rena\n\nG. Phillips substituting\n\nOhio — L. IV. Reese;\n\nPennsylvania — Raymond\n\nsub¬\n\nRock¬\n\nfor E. H.\n\nOklahoma — Kate\n\nIVebster\n\nsubstituting\n\nfor Harvey E. Gay man; Puerto Rico — absent; Rhode Island — James F. Rockett;\nSouth Carolina — A. L. Flora; South Dakota — S. B. Nissen; Tennessee — Harry Clark;\nTexas — Rush Caldwell; Utah — N . Howard Jensen; Vermont — J. A. Wig gin; Vir¬\nginia — Edith Joynes; Washington — John Rushing; Washington, D. C. — A. Grace\nLind; West Virginia — IV.\nH. H. Moyer.\nMotion\n\non\n\nW.\n\nTrent;\n\nsubstitutes — Joseph\n\nH.\n\nWisconsin — Charlotte\nSaunders\n\n(Virginia)\n\nresignations of those directors who were absent and\ncepted as members of the Board. Seconded. Carried.\nInvitation\n\nto Boston — E. IV. McIntosh\n\nKohn;\nmoved\n\nWyoming —\nto\n\naccept\n\nthe\n\nthat their substitutes be ac¬\n\n(Massachusetts)\n\npresented\n\nJulia\n\nSullivan,\n\npresident of the Massachusetts Teachers Federation, who extended an invitation for\nthe 1941 convention to be held in Boston. She was joined by representatives of the\nBoston School Committee, State Department of Education, New England Council of\nEducation, and the Chamber of Commerce. A motion was made by Joseph H.\nSaunders\n\n(Virginia),\n\nried, that the Board\nAppointment\n\nseconded\n\nby Daisy\n\nof tellers — President\n\nif the need arose: H. V. Holloway\nBrown\n\n(Minnesota),\n\nLord\n\n(Connecticut),\n\ngo on record in favor of Boston\n\nPearl\n\nDuShane\n\n(Delaware),\n\nDonoho\n\nnamed\n\nunanimously\n\nthe following\n\nJohn Rushing\n\n(Nebraska),\n\nand\n\nas the convention\n\nand\n\nN.\n\ntellers to serve\n\n(Washington),\n\nHoward\n\ncar¬\n\ncity in 1941.\n\nJensen\n\nDaisy\n(Utah).\n\n"}
{"page": 825, "printed_page": null, "text": "Board\n\nof Directors\n\n821\n\nElection of member of the Board of Trustees — Mrs. Edith Joynes (Virginia)\nplaced in nomination Joseph H. Saunders (Virginia) for reelection. Seconded by\nL. Frazer Banks and Grover Stout. There being no other nominations, Harold Smith\n(Arizona) moved that nominations be closed and the secretary instructed to cast\nthe unanimous vote for the election of Mr. Saunders. Seconded by F. L. Schlagle\n(Kansas).\n\nCarried.\n\nElection\n\nof two\n\nmembers\n\nof Budget\n\nCommittee — Kate\n\nFrank\n\n(Oklahoma)\n\nwas\n\nplaced in nomination by Daisy Brovin ( Minnesota) to take the place of Annie IV oodward, (Massachusetts). Seconded by fV. E. Fidler (New Jersey), Daisy Lord (Con¬\nnecticut) and John Rushing (Washington). Mr. Rushing moved that nominations be\nclosed and the secretary instructed to cast the unanimous vote for the election of\nMiss Frank. Seconded and carried. Mrs. Edith B. Joynes (Virginia) was placed in\nnomination by IV. IV. Trent (West Virginia) to take the place of A. C. Flora (South\nCarolina). Seconded by A. C. Flora (South Carolina), B. F. Stanton (Ohio), Rush\nCaldwell (Texas). Mr. Mooney moved that nominations be closed and the secretary\ninstructed to cast the unanimous vote for the election of Mrs. Joynes. Seconded.\nCarried.\nElection of two members of Executive Committee — President DuShane stated\nthat the first place to be filled would be that of Helen Collins (Connecticut). Daisy\nLord (Connecticut) nominated Miss Collins to succeed herself. Seconded by H. V.\nHolloway (Delaware), Mrs. Edith B. Joynes (Virginia), Lyle IV. Ewing (New\nHampshire), JVilliam B. Jack (Maine), and E. H. McIntosh (Massachusetts). M. D.\nCollins (Georgia) moved that nominations be closed and that the secretary cast the\nunanimous vote for Miss Collins as a member of the Executive Committee. Seconded.\nCarried. John\n\nIV. T halman\n\n(Illinois) nominated\n\nFred\n\nD. Cram\n\n(Iowa)\n\nto succeed\n\nhimself. Seconded by Lyle IV. Ewing (New Hampshire), Ralph Webster (Pennsyl¬\nvania), F. L. Schlagle (Kansas), and Edna Tobias (Montana). Harold Smith\n(Arizona) then nominated A. C. Flora (South Carolina) and Grover Stout (Michi¬\ngan) nominated Jean Armour MacKay (Michigan). Mr. Flora requested that his\nname be withdrawn and Mr. Stout withdrew the name of Miss MacKay. IV. B.\nMooney moved that the nominations be closed and the secretary instructed to cast\nthe unanimous vote for Mr. Cram as a member of the Executive Committee. Seconded.\nCarried.\nAppropriation of funds for 19+0-41 — R. E. J aggers (Kentucky) moved that the\nBoard of Directors appropriate funds to meet the budget for the ensuing year.\nSeconded by Lyle IV. Ewing (New Hampshire). Carried. Informal discussion fol¬\nlowed on ways and means to increase membership and to guard expenditures.\nPresident DuShane urged an increase in membership to a total of 500,000 as a means\nof meeting the coming crisis. A motion by K. G. Phillips (North Carolina), seconded\nand carried, that the discussion be discontinued and taken up in the regular order\nof business at the afternoon conference.\nAnnouncement of beginning of Conference — Secretary Givens announced that\nthe Conference of State Secretaries and the official family begins with a luncheon at\nnoon.\nPledge of support — A motion was made by Rena Rockwell (New York), seconded\nby John IV. Thalman (Illinois), and carried that the Board pledge its loyal and\nactive support to President DuShane.\nReinstatement of elected directors — Joseph H. Saunders (Virginia) moved\nthat the resignation of members of the Board of Directors who have been sub¬\nstituted for this meeting be accepted and the regularly elected directors be reinstated.\nSeconded by IV. IV. Trent (West Virginia). Carried.\nAdjournment — A motion\njourned at 10:00 a.m.\n\nto adjourn was\n\nseconded\n\nand carried. The\n\nWillard E. Givens, Executive\nDonald DuShane, President\n\nmeeting\n\nad¬\n\nSecretary\n\n"}
{"page": 826, "printed_page": null, "text": "822\n\nNational\n\nMINUTES\n\nOF\n\nTHE\n\nEducation\n\nMEETINGS\nOF\nCOMMITTEE\n\nWashington,\nSaturday,\nThe\n\nExecutive\n\nCommittee\n\nAssociation\n\nEXECUTIVE\n\nD. C.\n\nSeptember\n\nconvened\n\nTHE\n\n30, 1939\n\nat 9:40 A.M. in the Board\n\nof Directors Room\n\nof the headquarters building, Washington, D. C., with all members present except\nAlbert Shaw of California: Amy H. Hinrichs, president; Helen T. Collins, Fred D.\nCram, Mrs. Myrtle Hooper Dahl, Joseph H. Saunders, Reuben T. Shaw, B. F. Stan¬\nton, and John IV. Thalman. Willard E. Givens, executive secretary, and Harriett\nM. Chase, chief assistant to the secretary, were also present.\nThe meeting was called to order by President Hinrichs.\nMinutes\n\nwere\n\nof San\n\nFrancisco\n\nmeetings — The\n\nminutes\n\nof the San\n\nFrancisco\n\nmeetings\n\nreports\n\nthe pro¬\n\napproved.\n\nReports\n\nof\n\nheadquarters\n\ndivisions\n\nand\n\ndepartments — Brief\n\non\n\ngram of work of departments and divisions for 1939-40 were given as follows:\nDepartments — American Association for Health, Physical Education, and Recre¬\nation, N. P. Neilson; American Association of School Administrators, S. D. Shankland (report read by Gladys Harlow, chief clerk, in absence of Mr. Shankland) ;\nDepartment of Elementary School Principals, Eva G. Pinkston; National Association\nof Deans of Women, Kathryn G. Heath; Secondary School Principals’ Discussion\nGroups, Walter E. Myer (report read by Mr. Hess, assistant to Mr. Myer) ; Depart¬\nment of Supervisors and Directors of Instruction, Edna Simmons.\nDivisions — Accounts and Records, Mary J. Winfree; Affiliated Associations,\nAgnes Winn; Business, H. A. Allan; Field Service, Chari 0. Williams (report read\nby Mrs. Ellison, secretary to Miss Williams, in absence of Miss Williams ) ; Mem¬\nbership, T. D. Martin; Publications, Joy Elmer Morgan (in absence of Mr. Morgan,\nthe report was\n\ndivided between\n\nLyle W. Ashby\n\ntors of the Division) ; Research, Frank\n\nand Belmont\n\nW. Hubbard,\n\nFarley, assistant direc¬\n\nassociate director; Rural Serv¬\n\nice, Howard A. Dawson; Secretary’s Office, Harriett M. Chase; Educational\nCommission, William G. Carr.\n\nPolicies\n\nAfter all reports had been given, Secretary Givens stated that if the reports of\nthe 21 other departments, 29 committees, the 850 local affiliated associations, and the\n52 state affiliated associations could be added to the reports already given, it would\nbe a rather complete picture of what the National Education Association is doing.\nMembers of the Executive Committee expressed appreciation for the opportunity\nto learn more about the work and plans of the headquarters staff. It was suggested\nthat the departments place more emphasis upon the fact that they are a part of the\nparent organization by carrying the words\nAssociation” on all documents.\nThe\n\nN.\n\nE. A.\n\nand\n\nthe\n\nEuropean\n\n“a department\n\nsituation — Secretary\n\nof the National\nGivens\n\nread\n\nEducation\na letter of\n\nSeptember 25 which he had written to President Roosevelt quoting certain resolu¬\ntions adopted by the National Education Association at its convention in San\nFrancisco in July which express the attitude of the Association toward democratic\nideals, international goodwill, and teaching the truth about war. The Committee\ncommended the executive secretary on the sending of this letter.\nCivic\n\nEducation\n\nProject\n\nof the\n\nE. P. C. — In giving\n\nhis report\n\nof the work\n\nof the\n\nEducational Policies Commission, Mr. Carr spoke of the Civic Education Project.\nG. L. Maxwell has been added to the staff of the E. P. C. for one year as assistant\nsecretary in charge of this project. He is being assisted during the next six months\nby Samuel Everett, Howard Wilson, Oliver Bimson, and on a part-time basis by\nHarold Benjamin, dean of the School of Education of the University of Maryland.\nThe purpose\n\nof this study will be to find out what is being done in the schools of this\n\n"}
{"page": 827, "printed_page": null, "text": "Executive\n\ncountry\ndone.\n\ntoward\n\nProposed\n\nbuilding\n\ncommission\n\nsive Education\n\nloyalty to democracy\n\non\n\nregional\n\nAssociation,\n\nPaul\n\n823\n\nCommittee\n\nand\n\nto determine\n\nplanning — Under\n\nHanna\n\nthe\n\nof Stanford\n\nwhat\n\nauspices\n\nUniversity\n\nought\n\nto be\n\nof the Progres¬\n\nhas\n\nmade\n\na pre¬\n\nliminary study of “The Role of Education in Utilizing Regional Resources.” It has\nbeen proposed that a Joint Commission of the National Education Association and\nthe Progressive\n\nEducation\n\nAssociation\n\nbe appointed\n\nto seek funds\n\nfrom\n\nthe General\n\nEducation Board to continue this study for a five-year period. The purpose of the\nCommission would be to make available material on planning in a usable form for\nschools\n\nand\n\ncolleges. After\n\nconsiderable\n\ndiscussion,\n\nReuben\n\nShaw\n\nmade\n\nthe follow¬\n\nEducation\n\nAssociation\n\nproceed\n\nand\n\nthat the president\n\ning motion:\nThat\n\nthe National\n\nand\n\nexecutive\n\nsecretary\n\nSeconded\n\nby Mr.\n\nStanton.\n\nmoved\n\nthat the following members\n\nMr. Shaw\ntatives on\nEducation\nThe\n\nRuth\n\nWest,\n\nAssociation.\n\nCommittee\n\nPossibility\n\nIndustrial\n\nof\n\nArts\n\nare anxious\n\nHoward\n\nOdum,\n\nWashington;\nSeconded\n\nadjourned\na\n\nto work\n\nout the plan of cooperation.\n\nCarried.\n\nthe Commission:\n\nCalifornia;\n\nbe authorized\n\nand\n\nby Mr.\n\nAssociation\n\nof\n\nas the N. E. A. represen¬\n\nCarolina;\n\nthe executive\n\nSaunders.\n\nfor luncheon\n\nDepartment\n\nbe named\n\nNorth\n\nRay\n\nLyman\n\nsecretary\n\nof the National\n\nCarried.\n\nat 12:35 P.M., reconvening\n\nIndustrial\n\nWilbur,\n\nArts\n\nat 2:15 p.m.\n\nEducation — The\n\nwas\n\norganized\n\nduring\n\nthe last two\n\nfor the Association\n\nto become\n\na department\n\nAmerican\n\nyears. The\n\nof the National\n\nofficers\n\nEducation\n\nAssociation. The Industrial Arts group has been holding meetings at N. E. A. con¬\nventions for the past four years. Secretary Givens discussed briefly the industrial\narts field in relation to vocational education.\n\nReuben\n\nT. Shaw\n\nthat the executive\n\nsecretary give further study to the\n\nquestion of a Department of Industrial Arts\nmeeting of the Executive Committee. Seconded\n\nand bring a report to the February\nby Miss Collins. Carried.\n\nRotterdam\n\nmoved\n\ncruise\n\nof the\n\nW.\n\nF. E. A. — Reubeji\n\nT. Shaw\n\ngave\n\na report\n\nconcerning\n\nthe World Federation of Education Association’s activities and the “Rotterdam”\ncruise to South America. Reference was made to the minutes of the meetings of the\nN. E. A. delegates\nauthority\n\non board\n\nand\n\nto reports\n\nof the N. E. A. delegates — Financial\n\nof the W. F. E. A., Proposed Amendments\nall of which were unanimously approved\nthese reports\ninterested\nMany\n\nof four special committees\nSupport\n\nof the W.\n\nappointed\n\nby\n\nF. E. A., Appraisal\n\nto W. F. E. A. Bylaws, and Resolutions —\nby the N. E. A. delegates. Copies of all\n\nare filed in the office of the executive\n\nsecretary\n\nand\n\nare available\n\nto any\n\npersons.\nfactors contributed\n\nto lack of representation\n\nfrom\n\nother countries.\n\nThe\n\nfol¬\n\nlowing directors of the W. F. E. A. were aboard the “Rotterdam”: Paul Monroe,\npresident; U el W. Lamkin, secretary-general; E. A. Hardy, treasurer; Jessie M.\n\nNorris of Canada;\nand\n\nMr.\n\nNorth\n\nOshima\n\nAmerican\n\nHenry\n\nLester Smith;\n\nof Japan.\ncontinent\n\nMr.\n\naboard\n\nland joined the group at Rio\non its return to New York.\nThe\n\nN. E. A., the A.\n\nModern\nany\n\nLanguage\n\nother countries\n\nthe boat\n\nde Janeiro\n\nhad\n\npresent\n\nnot until the middle\n\nC. Woodward;\n\nto South\n\nand\n\nSelma\n\nthe only representative\n\nMr.\n\nBorchardt;\noutside\n\nthe\n\nAmerica.\n\nMr.\n\nParker\n\nPenlington\n\nmet\n\nthe “Rotterdam”\n\nFederation,\n\nand\n\nof Eng¬\n\nthe Association\n\nof delegates.\n\nNo\n\nexcept\n\nalso served\n\nas directors. There\n\nthose who\n\non board\n\nof June\n\nthe ship, of whom\n\nthat any\n\nnotice\n\ndelegates\n\nof\n\ntheir full quota\n\nwere approximately 750 passengers\nteachers from the United States.\nIt was\n\nwas\n\nF. T., the Canadian\n\nTeachers\nwere\n\nAnnie\n\nOshima\n\nabout\n\n500\n\nof the cancellation\n\nfrom\nwere\nof the\n\nconference in Rio de Janeiro was made known, so many teachers aboard received\nthe information about it for the first time after the boat sailed from New York.\nThis\n\nfact caused\n\nmuch\n\ncriticism. There\n\nwas\n\nno meeting\n\nof the W.\n\nF. E. A. as a whole\n\n"}
{"page": 828, "printed_page": null, "text": "824\n\nnor\n\nNational\n\nwas\n\nthere\n\na meeting\n\nrepresentation.\nAt the first meeting\nfollowing\n\nactions\n\nEducation\n\nAssociation\n\nof the Representative\n\nof the N. E. A. delegates\n\nwere\n\ntaken:\n\nformal\n\nAssembly\n\ndue\n\nto lack of foreign\n\nprior to arrival\n\nadoption\n\nof the\n\nat Puerto\n\nreport\n\nRico, the\n\nof the Credentials\n\nCommittee by Sara Grigsby of Texas; formal election of Reuben T. Shaw as chair¬\nman of the N. E. A. delegation and Rachel Anderson of New York City as secretary.\nThere\n\nwere\n\none\n\nor two\n\nimportant\n\nresolutions.\n\nMr.\n\nShaw\n\nmentioned\n\nthe following\n\nin particular:\nWhereas\nfull quota\n\nthe N. E. A. is a full member\nof delegates\n\nof the W.\n\nof the N. E. A. has\n\nbeen\n\nF. E. A. and\n\nwhereas\n\nduly appointed\n\nand\n\nboard the “Rotterdam” and is here assembled, be it resolved,\nThat the Executive Committee of the N. E. A. be requested to make\nof all matters\n\nregarding\n\nthe financial\n\nof the “Rotterdam,” 1939.\nThat the study should include\na. Cash accounts\n\nan\n\narrangements\nexamination\n\nof the W.\n\nthe\n\nis on\n\na study\n\nF. E. A. cruise\n\nof:\n\nb. Contracts between or among Thomas Cook and Sons, World Federa¬\ntion of Education Associations Travel Bureau, Holland-America\nLine, or any of their respective representatives or agencies\nc. All commissions paid or allowed\nd. All concessions\nand others\ne. Use\n\ngranted\n\nof the money\n\nto entertainers,\n\nreceived\n\nfrom\n\nofficers of the W.\n\nBrazil.\n\nMr. Stanton made\nMr. Cram. Carried.\n\na motion\n\nthat the report be received\n\nMr. Stanton made\n\na motion\n\nthat a committee\n\nthe matters\nbelongs\n\nin all the reports\n\nin the province\n\nExecutive\nwent\n\ncovered\n\non\n\nCommittee\n\nand\n\nthe cruise. Seconded\n\nby Mrs.\n\nmay\n\nand\n\nfiled. Seconded\n\nof three be appointed\n\nresolutions\n\nof the N. E. A. and\n\nso that information\n\nF. E. A.,\n\nto investigate\n\nas far as in their judgment\n\nthat the committee\n\nreport back\n\nCarried,\n\nbut one\n\ndissenting\n\nit\n\nto the\n\nbe sent to the N. E. A. delegates\n\nDahl.\n\nby\n\nwho\n\nvote\n\nby\n\nMr. Saunders.\nReuben\nand\n\nT. Shaw\n\nmade\n\nthe following motion\n\nwhich\n\nwas\n\nseconded\n\nby Mrs.\n\nDahl\n\ncarried:\nThat\n\nthe executive\n\nto see about\n\nthe advisability\n\nN. E. A. members\n\nMr.\n\nT halman\n\npresident,\n\nsecretary\n\nmade\n\nexecutive\n\nwho\n\nwent\n\na motion\n\nsecretary,\n\nfor the Joint Enterprise\n\nFund\n\nand\n\nthe Research\n\nDivision\n\nof getting out a questionnaire\non the “Rotterdam”\n\nthat a committee\n\nand\n\nlook into the matter\n\ncruise.\n\nbe appointed\n\nfirst vicepresident\n\nof the N. E. A. and\n\nto be sent to the\n\nto work\nW.\n\nconsisting of the\n\nout a change\n\nin name\n\nF. E. A. Seconded\n\nby Miss\n\nCollins. Carried.\nAfter some discussion, Reuben T. Shaw made a motion that the National Educa¬\ntion Association withhold paying dues to the W. F. E. A. until such time as the\natmosphere\n\nis cleared\n\nby the presentation\n\nof these reports. Seconded\n\nby Mr.\n\nSaun¬\n\nders. Carried.\nAppropriation\n\nbudget\n\ntransfers — The\n\nappropriations\n\nFrom\n\nDivision\n\nwere\n\nfollowing\n\nrecommendations\n\nof Field, salaries to Secretary’s\n\nFrom Division of Rural Service, salaries\nFund .\nof Rural\n\nfor\n\ntransfers\n\napproved:\nContingent\n\nto Secretary’s\n\nFund.\n\n. . . $1,350\n\nContingent\n1,950\n\nFrom\n\nDivision\n\nService, salaries to Division\n\nFrom\n\nSecretary’s\n\nContingent\n\nFund\n\nto Departments .\n\nFrom\n\nSecretary’s\n\nContingent\n\nFund\n\nto Committees\n\nand\n\nof Publications\n\nCommissions.\n\n1,050\n625\n1,850\n\nof\n\n"}
{"page": 829, "printed_page": null, "text": "E xecu\n\nThese\n\ntransfers would\n\nexpenditure\n\nt i v e Com\n\nresult in the following\n\nin the accounts\n\n825\n\nm itt e e\n\nchanges\n\nin amounts\n\nF rom\n\nof Field .\n\nDivision\n\nof Rural\n\nDivision\n\nof Publications .\n\nU\n\nService...\n\n$13,850\n12,920\n\nU\n\n1C\n\nu\n\n36,008\n\nDepartments .\nCommittees and Commissions\n\nu\n<<\nu\n\nAppropriations — The\n\navailable for\n\naffected:\n\nDivision\n\nSecretary’s Contingent\n\nto\n\nFund\n\n17,350\n\na\n\n12,450\n\nuii\n\n500\n$12,\n9,920\n37,058\n17,975\n14,300\n\n1,500\n\nRepresentative\n\nAssembly\n\nof the\n\nSan\n\n2,325\n\nFrancisco\n\nconvention\n\nappropriated $17,350 for the use and services of departments. From this amount the\nRepresentative Assembly appropriated $13,400 for the Department of Classroom\nTeachers, the balance for use of other departments as determined by the Executive\nCommittee. There was transferred from the Secretary’s Contingent Fund $625,\nmaking the total to be appropriated $17,975.\nThe following recommendations for N. E. A. department appropriations for\n1939-40 were\nCollins:\n\nunanimously\n\nClassroom\n\nTeachers\n\naccepted on motion\n\nof Mr.\n\nSaunders,\n\nseconded\n\n.\n\nHealth, Physical Education,\n\n$13,400\n\nand Recreation .\n\n325\n\nKindergarten-Primary Education .\nAdult Education .\n\n500\n400\n\nSecondary Teachers .\nNational Council of Education .\nArt\n\nEducation\n\nBusiness\n\n1,500\n400\n\n.\n\nEducation\n\nby Miss\n\n200\n\n.\n\n100\n\nScience Instruction .\nHome Economics .\n\n1,000\n50\n\nEmergency\n\nneeds, other departments .\n\nTotal\n\n100\n\n.\n\n$17,975\n\nThe Representative Assembly at the San Francisco convention appropriated\n$12,450 for the use of N. E. A. committees and commissions. From this amount the\nRepresentative Assembly appropriated $10,000 for the Tenure\namount appropriated by the Representative Assembly has been\n\nCommittee. The\nsupplemented by\n\nthe transfer from the Secretary’s Contingent Fund of $1850, making the total avail¬\nable for the use of N. E. A. committees and commissions $14,300. Because the\nheaviest expenses\n\nof committees\n\nare during the summer\n\nthe fiscal year closes on May\n\n31, many\n\npart of their appropriation.\n\nThe\n\n$693 and the Committee\n\nof the committees\n\nCommittee\n\non Equal\n\non Credit\n\nOpportunity\n\nconvention, which\n\nis after\n\nalready have spent a large\nUnions\n\nhas already\n\nspent\n\nhas spent $594.\n\nMr. Saunders made a motion, seconded by Miss Collins and carried, that authori¬\nzation be given for expenditures by and for committees and commissions as listed\nbelow in amounts\nthat $500 be added\n\nnot exceeding those indicated after their names,\nto Credit Unions\n\noriginal appropriation\n\nand $500 added\n\nhas already been expended,\n\nwith the exception\n\nto Equal Opportunity,\n\nsince the\n\nthe additional $1000 to be trans¬\n\nferred from the Secretary’s Contingent Fund; that such expenditures are authorized\nwith the understanding that the total expense for all committees and commissions\nshall not exceed the amount\n\nof $15,300; that these authorizations\n\nbe reviewed\n\namended\nmeeting:\n\nrequire by the Executive\n\nat its February\n\nas conditions\n\nmay\n\nCommittee\n\nand\n\n"}
{"page": 830, "printed_page": null, "text": "826\n\nNational\n\nEducation\n\nAssociation\n\nTenure .\nEconomic Status of Rural Teacher .\nNational Council on Teacher Retirement .\n\n$10,000\n500\n400\n\nHealth Problems in Education (A. M. A.) .\nLegislative Commission .\nGuidance .\n\n400\n2,000\n200\n\nCooperation with American Legion .\nResolutions .\n\n300\n300\n\nLibrary (A. L. A.) .\nCredit Unions .\nAcademic Freedom .\nInternational Relations .\n\n100\n1,000\n400\n500\n\nEqual Opportunity .\nSalaries .\n\n1,000\n400\n\nSupply, Preparation, and Certification of Teachers .\nCooperatives .\nCooperation with American Teachers Association .\nEthics .\nTax Education .\nN. E. A. and N. C. P. T. .\nAffiliated Associations .\nTotal\nA suggested\n\n'.\n\n.\n\n400\n400\n500\n300\n500\n200\n500\n\n$20,300\n\npolicy for procedures\n\nof committees\n\nwas\n\nread. Mr. Saunders\n\nmade\n\na motion that the policy as submitted be amended by striking out “1940” in Sections\n4 and 5, making it a permanent policy. Seconded by Miss Collins. Carried.\nMr. Saunders made a motion that Section 6 be amended by adding the words “by\nthe chairman, the president, and the executive secretary” after the word “found”\nin line 2. Seconded by Miss Collins. Carried, with one dissenting vote by Mrs. Dahl.\nMr. Saunders moved that the report as amended be adopted. Seconded by Miss\nCollins. Carried.\nThe\n\nfollowing\n\npolicy of procedure\n\n1. The Core Committees\nforward the work.\n\nfor committees\n\nshould formulate\n\nwas\n\nadopted:\n\npolicies, initiate plans, and carry\n\n2. The national advisory group should make suggestions and react critically\nto policies and plans submitted.\n3. The chairman should write the entire membership as needed. At least two\ncommunications should be sent during the year.\n4. The preliminary draft of plans and policies should be sent to the advisory\ngroup for suggestions and reactions not later than January 1.\n5. A short summary of the Committee’s proposed final report should be sent\nto the advisory group for consideration and reactions not later than April 1.\n6. The National Education Association will pay the expenses of members\nof Core Committees for one meeting (each year), provided it is found by\nthe chairman, the president, and the executive secretary that the work can¬\nnot be carried out satisfactorily by correspondence. If a meeting of the\nCore Committee is necessary, it shall be held early enough in the school\nyear to outline a program\ntakings.\n\nof procedure\n\nand to consider\n\ndesirable under¬\n\n7. Expenses of the chairman will be paid to the summer convention in order\nto present the committee report.\n8. An informal meeting of all members of the committee present at either\nconvention may be called by the chairman to discuss the work informally.\nNo expenses, however,\n\nwill be paid for this meeting.\n\n"}
{"page": 831, "printed_page": null, "text": "Executive\n\nCommittee\n\n827\n\n9. The final report of the committee should be sent to N. E. A. headquarters\nnot later than May 1 in order that it may be printed in the Summary of\nCommittee\nvention.\nMembership\n\nReports\n\nand\n\ndistributed\n\nreport — Membership\n\nwas\n\nto delegates in advance\n\ncovered\n\nin the\n\nreports\n\nof the con¬\n\nof Miss\n\nJVinfree,\n\ndirector of the Division of Accounts and Records, and by Mr. Martin, director of\nthe Division of Membership. Secretary Givens added the following figures on cash\nreceived from memberships: On September 29, 1939, the financial records showed\nthat $47,728.01 had been received as against $46,972.98 for September 30, 1938, and\n$41,185.26 for September 30, 1937, showing a gain in membership income of about\n$2000 over September 30 of last year and approximately $7000 over September 30\nof two years ago.\nReport\n\nof Committee\n\nber of the committee,\n\non\n\nPresident’s\n\ngave\n\nAward — Mrs.\n\nthe report. This\n\nMyrtle\n\nsubcommittee\n\nHooper\n\nDahl,\n\na mem¬\n\nfelt that the certificate\n\nshould be continued and in addition to that a button, pin, or key be given. Since the\nExecutive Committee had previously taken action on the giving of a certificate to\nretiring presidents, it wras only necessary to consider the second part of the report,\nthat is, the giving of a button, pin, or key. Miss Collins made a motion that the\nNational Education Association adopt the policy of giving a button, pin, or key,\nwhichever was preferred, in addition to the certificate, the cost of the two not to\nexceed the amount previously given to presidents as they retire. Seconded by Mr.\nStanton. Carried.\nReport\n\nchairman\n\nof\n\nCommittee\n\non\n\nRaising\n\nof the subcommittee,\n\nFunds\n\nfor\n\nPublicity\n\nread the following\n\nPurposes — Mr.\n\nStanton,\n\nreport:\n\nThe special committee appointed at San Francisco last July to study the\nfeasibility of a War Chest for the National Education Association met at\nthe N. E. A. headquarters on September 29, 1939. All members of the com¬\nmittee, consisting of Helen Collins, J. H. Saunders, and B. F. Stanton were\npresent. Meeting wTith us and advising with the committee were President\nHinrichs, Mr. Givens, Mr. Hubbard, and Mr. Farley.\nAfter a somewhat lengthy discussion, the committee concurred in the belief\nthat there is a reasonable need for special activities on the part of the N. E. A.\nin helping states and local communities with the educational problems when\nsuch assume the character of emergencies and when help is requested by such\nstate or community.\nThe committee is of the opinion that the office and field staffs of the N. E. A.\nare doing a most commendable work and as such they stand ready to assist\nin all cases within the province of the Association.\nYour committee moreover does recognize the need for additional funds,\nand urges that such increase in funds should be derived from an increase in\nmemberships rather than special appeals. To this end it advises that efforts\nbe made to enlarge the memberships, and that the budget committee consider\nthe matter of including an item for special activities in its report for the\ncoming year.\nAfter considerable\n\ndiscussion, Mr.\n\nout the words “rather\nMrs. Dahl. Carried.\n\nCram\n\nmoved\n\nthan special appeals”\n\nto amend\n\nin the last paragraph.\n\nMr. Stanton moved the adoption of the report as amended\nbe continued to study this problem further. Seconded by Mr.\nNational\n\nproblems\n\nand\n\npossible\n\nservices\n\nthe report by striking\n\nof N. E. A. — On\n\nSeconded\n\nby\n\nand that the committee\nThalman. Carried.\nAugust\n\n10, 1939, a letter\n\nwas sent from headquarters to approximately ten thousand educators, asking them\nthe two following questions: What is the most serious educational problem facing\nyour state this year? What can the N. E. A. do that will be most helpful to the pro¬\nfession in your state? A tabulation of the replies was made and the report was\n\n"}
{"page": 832, "printed_page": null, "text": "828\n\nNational\n\ngiven to each member\n\nEducation\n\nof the Executive\n\nAssociation\n\nCommittee.\n\nThe\n\nproblem\n\nmentioned\n\nmost\n\nfrequently was need of financial support to carry on an adequate educational pro¬\ngram. Other problems varied but the entire report gives a picture of the situation\nthruout the United States as to what the educational problems are.\nRetirement\n\nallowances\n\nand\n\ninsurance — Because\n\nthe\n\nEquitable\n\nLife\n\nAssurance\n\nSociety, with which the N. E. A. has its retirement annuity plan, has discontinued\nthe issuance of retirement annuity policies with cash surrender value, it is necessary\nfor the Association to find some other company to take over the retirement annuity\nplan for the new staff members added to the Permanent Roll in July 1939. It was\nmoved by Mr. Shaw that the executive secretary with the subcommittee of the\nExecutive Committee appointed to study retirement provisions for the headquarters\nstaff be authorized to place retirement annuity insurance with some other company.\nSeconded\n\nby Mr. Stanton. Carried.\n\nAppraising\n\nthe\n\nSan\n\nFrancisco\n\nconvention — Attention\n\nof the Executive\n\ntee was called to the appraisal of the San Francisco convention\n471 replies to the questionnaire circulated by the Appraisal\ndelegates at the San Francisco convention.\nNational\n\nradio\n\nprogram — During\n\n1939-40,\n\nthe\n\nNational\n\nCommit¬\n\ncompiled from the\nCommittee among\n\nEducation\n\nAssociation\n\nwill sponsor four programs of the “American School of the Air” in cooperation with\nthe Columbia Broadcasting System. Definite arrangements have not yet been com¬\npleted with the National Broadcasting Company on our program over that system,\nbut it is probable that we will have the same amount of time as last year, that is,\none-half hour each week.\nNewsreels — President\n\nHinrichs\n\nmentioned\n\nsome\n\nof\n\nthe\n\nconferences\n\nwhich\n\nshe\n\nhad with motion picture people in San Francisco in regard to making newsreels\nor shorts of an educational nature. Miss Hinrichs spoke of the fine cooperation she\nhad received from Carl Milliken, secretary of Motion Picture Producers and Dis¬\ntributors of America, Inc., and from Will Hays, president.\nMr. Thalman made a motion that the president be authorized to proceed with\nMr. Millikcn in working out suitable topics which may be worked into newsreels\nor shorts. Seconded by Mr. Stanton. Carried.\nTeacher\n\nload\n\nsurvey — Attention\n\nwas\n\ncalled\n\nto the teacher\n\nload\n\nsurvey\n\nto be issued\n\nas the November Research Bulletin made by the Research Division in cooperation\nwith 188 local teachers organizations. Out of 10,000 copies distributed, nearly 4000\nreplies were received. The purpose of the survey is to obtain the point of view of\nthe classroom teacher with regard to the factors involved in teacher load.\nReport\n\non\n\nfield\n\nwork\n\nof Mr.\n\nBooker — Ivan\n\nA.\n\nBooker , assistant\n\ndirector\n\nof Re¬\n\nsearch, who was on exchange in San Diego, California, last year, held a series\nof field conferences for the Educational Policies Commission on his trip returning\nfrom the West Coast. Eleven summer schools were included in his itinerary — four\nstate universities, six state teachers colleges, and one nonstate teachers college. For\nits information, a rather detailed report of Mr.\nin the material given to the Executive Committee.\nPublicity\n\nin state\n\njournals — The\n\nPublicity\n\nBooker’s\n\nSection\n\nactivities was\n\nof the\n\nN.\n\nE. A.\n\nincluded\n\nprepared\n\na\n\nstatement of the amount of publicity the National Education Association had re¬\nceived in state journals during the last year. Those states carrying the most columns\nof material on the N. E. A. were: Indiana, Utah, Oklahoma, Pennsylvania, New\nYork, Texas, and Connecticut. There was a total of 311 columns of material used\nwhich had been sent out from the publicity section. About 153 columns on the N. E. A.\nwere signed by the state directors.\nDuties\n\nof vicepresidents — A\n\nsuggested\n\nlist of duties\n\nof vicepresidents\n\nwas\n\nread.\n\nIt was suggested that the words “and other publications of the N. E. A.” be added\nto number 3 under “other responsibilities” and that an additional item be added as\nfollows: Help in every way in disseminating the publications of the Educational\nPolicies Commission.\nThe\n\nfollowing list of duties of vicepresidents was\n\napproved.\n\n"}
{"page": 833, "printed_page": null, "text": "Executive\n\nAs\n\n829\n\nCommittee\n\nOutlined\n\nin the Bylaws\n\nbe required of them. Article III, Sec¬\n\npresident for such services as may\ntion 2.\n\nOther Responsibilities\n\n1. Become thoroly acquainted\nN. E. A.\n\nand\n\nthe Platform\n\nwith\n\nof the\n\nResolutions\n\n2. Become thoroly familiar with the president’s program.\n3. Promote the use and study of the Journal and other publications of the\n1. The vicepresidents of the\nAssociation shall serve as assistants to\nN. E. A.\nthe\n4. Help in every way in disseminating the publications of the Educational\nPolicies Commission.\n5. Promote N. E. A. membership locally and assist state director on request.\n6. Interpret N. E. A. policies.\n7. Recommend competent educational workers for membership on N. E. A.\nCommittees.\n8. Encourage affiliation of local associations with the N. E. A.\n9. Be prepared to hold conferences or address educational groups\nof the president.\nPainting\n\nof Mr.\n\nCrabtree — A\n\nmotion\n\nwas\n\nmade\n\nby Mr.\n\nShaw,\n\nupon\n\nseconded\n\ncall\n\nby Mrs.\n\nDahl and carried, that Mrs. Crabtree be asked to paint a portrait of Mr. Crabtree\nfor the headquarters building for which the sum of $100 was appropriated.\nHorace\n\nMann\n\nstamp — The\n\nissuance\n\nduring\n\n1940\n\nof a Horace\n\nMann\n\nstamp\n\nwas\n\napproved by the Post Office Department as one stamp in a series honoring four\nother educators. Altho it has not been definitely decided, it is expected that the\nHorace Mann stamp will be a two-cent denomination. President Hinrichs suggested\nthat when the Horace Mann stamp is issued, stamp clubs in the schools be urged\nto give it wide circulation.\n1940 convention — President Hinrichs briefly outlined her plans for the Milwaukee\nconvention, asking the Committee members for any ideas or suggestions.\nCommittee\n\nInduction\n\non\n\ninto Citizenship\n\nCooperation\n\nSecretary\n\nCitizenship — Reuben\n\nof the\n\nGivens\n\nbe appointed.\n\nNational\n\nbrought\n\nShaw\n\nCongress\n\nmade\n\na motion\n\nthat\n\nSeconded\n\nby Miss\n\nCollins. Carried.\n\nof Parents\n\nand\n\na Committee\n\nTeachers\n\nto the attention of the Executive\n\non\n\nin A. E. W. —\n\nCommittee\n\na reprint\n\nfrom the National Parent-Teacher entitled “Purposes of Education.” This has been\npublished by the N. C. P. T. as a special edition for American Education Week,\nof which the National Congress is a sponsor this year for the first time. The Execu¬\ntive Committee expressed its appreciation of this fine type of cooperation.\nThe next meeting of the Executive Committee will be in St. Louis, Missouri, on\nFriday, February 23, 1940 at 9:30 a.m. in the Statler Hotel.\nThe meeting of the Executive Committee adjourned at 6:30 p.m.\nWillard\n\nE.\n\nAmy\n\nHinrichs,\n\nH.\n\nGivens,\n\nExecutive\n\nSecretary\n\nPresident\n\nSt. Louis, Missouri\nFriday,\n\nFebruary\n\n23, 1940\n\nThe Executive Committee met at 10:55 a.m. in Room 108, Statler Hotel, with the\nfollowing members present: Amy IJ. Hinrichs, president; Helen T. Collins, Fred\nD. Cram, Mrs. Myrtle Iiooper Dahl, Joseph H. Saunders, Albert Shaw, Reuben T.\nShaw, B. F. Stanton, and John IV. Thalman. All members of the Board of Trustees\nwere present except Mr. Doudna. Willard E. Givens, executive secretary, and\nHarriett M. Chase, chief assistant to the secretary, were present also.\nMotion\n\nto\n\nthe minutes\napproved\ncruise.\n\nadopt\n\nminutes — On\n\nof the meeting\n\nmotion\n\nof Mr.\n\nheld in Washington,\n\nCram,\n\nseconded\n\nby Albert\n\nD. C. on September\n\nwith the exception of an item to be added\n\nShaw,\n\n30, 1939, were\n\nto the report of the “Rotterdam”\n\n"}
{"page": 834, "printed_page": null, "text": "830\n\nConfirmation\n\nmotion\n\nof Mr.\n\nof\n\nNational\n\nEducation\n\nappointment\n\nof\n\nStanton, seconded\n\nstate\n\nAssociation\n\nN. E. A. director\n\nby Mr. Saunders\n\nfor\n\nWashington — On\n\nand carried, the resignation of\n\nCora Oleson as state N. E. A. director for Washington was approved and the ap¬\npointment of John Rushing as her successor until the election in June was confirmed.\nMembership\n\nreport — The\n\nmembership\n\nreport\n\nas\n\npresented\n\nby Secretary\n\nGivens\n\nshows a total membership on January 31, 1940, of 185,643, a gain of 3592 members\nover December 30, 1939, and a gain in total membership income in January 1940 of\n$16,281.52 over January 1939. The report on 100 percent enrolments on February\n20, 1940, was: counties and districts, 64; cities, 514; schools, 7217; and state teachers\ncolleges, 12. Reuben T. Shavu called attention to a 100 percent life membership in\nthe School of Education at Rutgers University.\nSecretary Givens reported that there are a number of teachers retiring each year\nwith small or no retirement allowances who have been members for many years,\nmany of whom drop their membership reluctantly because they are financially unable\nto continue payment of dues. He outlined a proposal for an emeritus membership\nfor such individuals. On motion of Reuben T. Shavo, seconded by Mr. Thalman\nand carried, the executive secretary was empowered to grant emeritus memberships,\nnot to exceed a maximum of approximately one hundred in any one year and only\nto those who have held continuous membership for a minimum of approximately\ntwenty-five years, and further that the executive secretary will keep an exact list\nof such members and report same to the Executive Committee at the June meeting.\nSecretary Givens discussed also the possibility of an emeritus or honorary life\nmembership. Considerable correspondence has been carried on with some individuals\nwho have been members of the Association continuously for thirty-five years or\nlonger and who have paid $100 or more in regular membership fees. Other possible\nnames suggested were “continuing” and “inactive” memberships. On motion of\nMr. Stanton, seconded by Reuben T. Shav; and carried, the president was asked to\nappoint a subcommittee to study the matter and to report at the June meeting.\nSecretary Givens called attention to action taken for several years recommending\na membership goal of a 10 percent increase. This is difficult for states with a large\nenrolment to attain and comparatively easy for those with low enrolment. The\nmatter was presented for thought and possible action at the Milwaukee convention.\nFinancial\n\nreport — A\n\ncomparison\n\nof cash\n\nand\n\nother\n\nassets\n\nas\n\nof\n\nJanuary\n\n31,\n\n1940, with January 31, 1939, shows a gain of $25,479.08. The net improvement of\ncurrent cash position over that of January 31, 1939, is $9,760.09. Increase in income\nfrom all sources is $4,771.03. There has been a decrease in income from advertising\nexhibits and miscellaneous income. Expense for operation shows a decrease of\n$6,549.32. Mortgage notes on the administration building have been reduced from\n$69,000 to $46,000.\nProposed\n\nclassification\n\nand\n\npolicy\n\ngoverning\n\ncommittees — Secretary\n\nGivens\n\nread a proposed classification and policy to govern committees. The matter was left\nfor study, further consideration, and possible action at the June meeting.\nThe meeting adjourned at 12:35 for lunch and reconvened at 2:05 p.m.\nReview\n\nof\n\ncommittee\n\nappropriations — Appropriations\n\nfor\n\ncommittees\n\nthe September meeting of the Executive Committee were reviewed\nIt was felt that the present appropriations would be adequate.\nPayment\n\nof substitute — Mrs.\n\nPauline\n\nMerchant,\n\na member\n\nmade\n\nat\n\nby committees.\n\nof the Core\n\nCommit¬\n\ntee on Affiliated Associations, asked for reimbursement of $61.25 which was deducted\nfrom her salary to pay a substitute while attending a meeting of the Committee in\nWashington in December. On motion of Miss Collins, seconded by Mr. Stanton and\ncarried, it was recommended that Mrs. Merchant be reimbursed in the amount of\n$61.25 for this deduction from her salary for payment of a substitute.\nDisposition\n\nof\n\nsurplus\n\npublications — Secretary\n\nGivens\n\nreported\n\nthe appointment\n\nof a staff committee with Mr. Ashby as chairman to study the problems of promotion\nof sale and use of N. E. A. publications. A careful inventory of all publications in\nstock disclosed 1400 different items which were cataloged. The disposition of this\nstock presents a problem.\n\n"}
{"page": 835, "printed_page": null, "text": "Executive\n\nSome\n\nsuggestions were:\n\nCommittee\n\n831\n\n(a) state repositories of N. E. A. publications;\n\n(b) free\n\n'materials to certain colleges and universities; (c) materials for instructional pur¬\nposes; and (d) inexpensive packets. Secretary Givens stated that four pages of\ntitles will be listed in the May Journal. It was also suggested that lists with prices\nmight be mimeographed and sent to affiliated associations.\nFederal\n\nCommunications\n\nbaker, United\n\nCommission\n\nStates commissioner\n\nhearings — In January\n\n1938,\n\nof education, obtained permission\n\nJ. IV. Stude-\n\nfor the use of\n\n1000 kilocycles in the ultra high frequency band for the use of education. This en¬\nabled school systems, with the use of special equipment, to broadcast at any time\nto the schools without interfering with other programs and without being heard\nexcept in the schools. Because the equipment was quite expensive, Cleveland is the\nonly system using it at; present, altho others have applied for licenses. There is ab¬\nsolutely no static in these high frequency bands. Now television has reached a stage\nof development where it can use the high frequency bands and education is in\ndanger of losing what has been gained. Commercial companies have requested\nhearings for this purpose. Secretary Givens has filed petitions for the N. E. A. and\nthe state associations to be heard at these hearings on March 18.\nDepartments — Secretary\n\nGivens\n\nreported\n\nthat\n\nall the\n\ndistrict\n\nmeetings\n\nof\n\nthe\n\nMusic Educators National Conference have voted favorably on the question of\nmerging with the Department of Music Education of the N. E. A. and becoming\na department of the Association. Amendments to its bylaws carrying this pro¬\nvision will be voted upon at the annual meeting in April. The American Industrial\nArts Association is anxious to become a department. Secretary Givens will bring a\nrecommendation on the question at the June meeting. The National Council for\nthe Social Studies, a department of the N. E. A., has employed a full-time secretary\nand will establish headquarters in the administration building on June 1, 1940,\nmaking\n\nseven\n\nProposed\n\nof the twenty-seven\n\namendments\n\nto\n\nthe\n\ndepartments\n\nbylaws — A\n\nhoused\n\nmotion\n\nwas\n\nat headquarters.\nmade\n\nby Reuben\n\nT. Shaw,\n\nseconded by Albert Shaw and carried, that the following proposed amendment\nbe printed in the May Journal but that it be included in the Official Manual\nDelegates for consideration at the Milwaukee convention:\nAmend Article VI, Section 1, of the N. E. A. bylaws\nsentence as follows:\nThere\n\nshall be a Committee\n\non Bylaws\n\nby changing\n\nand Rules which\n\nnot\nfor\n\nthe second\n\nshall serve as an\n\nadvisory and interpreting committee. (The Committee shall consist of five\nmembers appointed by the president as follows: In July 1935, the retiring\npresident shall appoint two members, one to serve for three years and one\nto serve for four years. The incoming president shall appoint three members\nof this Committee; one to serve for one year; one to serve for two years; and\none to serve for five years. In July 1936, and in each July thereafter, the\npresident shall appoint one member to serve for five years.) The Committee\nshall consist of three members appointed by the president, one each for a\nperiod of three years. All proposed amendments to the charter and to the\nbylaws shall be referred to this Committee for comment. This Committee\nshall be responsible for recommending and presenting rules of procedure to\nthe Representative Assembly from year to year. This Committee may render\ndecisions on any points referred to it by the Executive\ntive secretary, or the president of the Association.\nSince notice was\n\nserved\n\nat the San Francisco\n\nconvention\n\nCommittee,\n\nthe execu¬\n\nlast June\n\nto do away\n\nwith the Publishing Committee, Article VI, Section 3, will be printed in the May\nJournal with this recommendation. Reuben T. Shaw explained that it had been the\nintent for the Publishing\nthe Representative\n\nCommittee\n\nAssembly\n\nto determine\n\nwhat\n\nportions of the minutes\n\nshould be published, the work\n\nto be done\n\nof\n\nfollowing\n\nrather than during the convention. In line with this suggestion, the Executive\nmittee approved the following amendment:\n\nCom¬\n\n"}
{"page": 836, "printed_page": null, "text": "National\n\n832\n\nAmend\n\nEducation\n\nArticle VI, of the N. E. A. bylaws\n\nAssociation\n\nas follows:\n\nThere shall be a Publishing Committee consisting of five members elected\nby the Representative Assembly by the method known as the Hare System of\nProportional Representation. Nominations shall be made by petitions signed\nbv ten delegates and presented to the executive secretary on the second day\nof the annual meeting. (The election in 1936 shall be held on Thursday, by\nprinted ballot. Provision shall be made by the Rules Committee for the nomina¬\ntion and election in 1937 to be held on the first day upon which the Representa¬\ntive Assembly meets.) The election shall be by printed ballot arid held at the\nsame time as the election of officers of the A ssociation. This Committee shall\nbe responsible for editing and preparing that portion of the minutes of the\nRepresentative Assembly which shall be published in the printed Proceedings.\nThe\n\nrequirement\n\nof an Auditing\n\nCommittee\n\nwas\n\nnecessary in the early days of the\n\nAssociation when the books were not audited by expert accountants. Since the Asso¬\nciation now is required to employ the services of registered public accountants to\nexamine its books, the Auditing Committee is no longer necessary. Therefore Mr.\nStanton moved, seconded by Albert Shaw and carried, that the Executive Com¬\nmittee recommend to the Board of Directors that the following amendment be made:\nAmend the Rules by deleting Rule 9 which now reads:\nNot later than five months before the end of the fiscal year, the president shall\nappoint an Auditing Committee, consisting of three active members of the\nAssociation, no one of whom shall be either a trustee or a director; to this Com¬\nmittee shall be referred the report and audit of the expert accountant or\naccountants together with the communication of the president transmitting the\nsame as provided in Rule 14; and the Committee shall report its findings to\nthe Board of Directors.\nThe reasons for the following amendment were\nAction will be taken at the Milwaukee convention.\n\nexplained\n\nby Reuben\n\nT. Shaw.\n\nAmendment to Article II, Section 3, of the N. E. A. bylaws proposed by the\nExecutive Council of the Pennsylvania State Education Association: (amend¬\nment in italics)\nA local education association or teachers organization within a state, territory,\nor district may affiliate with the National Education Association and shall be\ndesignated an affiliated local association. Within a given jurisdiction or\npolitical or administrative subdivision of the state, the local education associa¬\ntion maintaining an affiliation with the state education association shall be the\nsole local N. E. A. affiliate, provided, however, that any existing affiliation of\nlocal associations shall not be terminated because of the above provision and\nprovided also that the Executive Committee may after due consideration and\nconsultation with the existing local and state affiliate or affiliates of the N . E. A .\napprove for affiliation additional local associations. Each affiliated local asso¬\nciation shall be a local unit in the organization of the National Education\nAssociation and as such shall be entitled to representation in the Representative\nAssembly as hereinafter provided. The annual dues of an affiliated local\nassociation shall be $5, which shall entitle said associations to receive with¬\nout application, or other conditions, all regular publications of the National\nEducation Association, including the Volume of Proceedings, reports of com¬\nmittees, and all bulletins and announcements when issued.\nHonorary\n\nmembership\n\nin\n\nthe\n\nNational\n\nCouncil\n\non\n\nTeacher\n\nRetirement — On\n\nmotion of Mr. Thalman, seconded by Mrs. Dahl and carried, the following amend¬\nment to the agreement covering the National Council on Teacher Retirement of the\nN. E. A. was approved; it has already been approved by the Executive Committee\nof the National Council:\n\n"}
{"page": 837, "printed_page": null, "text": "Executive\n\n833\n\nCommittee\n\nHonorary members may be designated by majority vote at any official meeting\nof the Executive Committee of the National Council. Without payment of dues\nhonorary members shall have all the privileges of active membership except\nthe right to vote and hold office.\nFuture\n\nof\n\nthe\n\nEducational\n\nPolicies\n\nCommission — Secretary\n\nGivens\n\nannounced\n\na Joint Meeting of the Executive Committees of the N. E. A. and the A. A. S. A.\non Saturday evening at 7:45, Jefferson Hotel. At this meeting will be presented\na proposal for continuing an Educational Policies Commission beyond December\n31, 1940, when\n\nthe present Commission\n\nConference\n\nof\n\nState\n\nconvention — Following\n\nwill have completed\n\nSecretaries\n\nand\n\ndiscussion\n\nthe value\n\non\n\nState\n\nits five-year assignment.\n\nDirectors\nof a one\n\nfollowing\nand\n\nMilwaukee\n\none-half\n\ndays’\n\nCon¬\n\nference of State Secretaries and State Directors immediately following the Mil¬\nwaukee convention, a motion was made by Mr. Saunders, seconded by Mr. Stanton\nand carried, that such a conference be held on Friday p.m. and Saturday, July 5\nand 6, in Milwaukee.\nOutline\n\nof\n\nMilwaukee\n\nconvention\n\nprogram — President\n\nHinrichs\n\nlined the proposed program for the Milwaukee convention and urged\nthe Committee to make suggestions, particularly regarding personnel.\nNationwide\n\ncommittee\n\non\n\ncrime\n\nprevention — The\n\nAssociation\n\nhas\n\nbriefly\n\nout¬\n\nmembers\n\nof\n\nreceived\n\nan\n\ninvitation to be represented on a nationwide committee on crime prevention. Reuben\nT. Shaw made a motion, seconded by Mr. Thalman and carried, that the invitation\nto be represented be accepted. Mr. Shaw suggested the advisability of the appoint¬\nment of an N. E. A. Committee on Crime Prevention. The matter was left to the\ndiscretion of the president and the executive secretary.\nTeacher\n\nwelfare\n\nprogram — Secretary\n\nGivens\n\noutlined\n\nthe\n\nvarious\n\nphases\n\nof\n\nteacher welfare in which the Association has participated this year in addition\nto the fine work of the Tenure Committee. Assistance from the Association has\nbeen solicited and given in many places. The question raised was as to whether\nmore publicity should be given in such instances or whether the present policy of\nworking quietly with the superintendent and organization leaders should be fol¬\nlowed. It was the consensus that the latter plan was wiser to follow.\nReport\n\nof\n\nSubcommittee\n\nhe had submitted\n\non\n\nW.\n\nto Mr. Monroe,\n\nF. E. A. — Reuben\n\nT. Shaw,\n\npresident of the W.\n\nchairman,\n\nreported\n\nF. E. A., all resolutions and\n\nreports of the N. E. A. delegates on the “Rotterdam” Cruise and asked for reports\nof finances and proceedings of the cruise but had received no reply. The statement\nof receipts and disbursements just received from the Washington office not being\nadequate, Mr. Thalman, a member of the Subcommittee, was asked to make a con¬\ntact with officers of the World Federation during the St. Louis convention for\nfurther details. On motion of Mrs. Dahl, seconded by Albert Shaw and carried,\nthe subcommittee consisting of Reuben T. Shaw, chairman, Miss Collins, and Mr.\nThalman was continued until a final report shall be made.\nReport\n\nof\n\nthe Committee\n\nSubcommittee\n\non\n\nRetirement\n\nare: Joseph Saunders,\n\nAnnuity\n\nchairman,\n\nReuben\n\nInsurance — The\n\nT. Shaw,\n\nmembers\n\nof\n\nand Miss Collins.\n\nChairman Saunders said the fact that the Equitable Life Assurance Society, with\nwhich the N. E. A. has its retirement annuity plan, has discontinued the issuance\nof retirement annuity policies with cash surrender value and with the disability\nclause and that the subcommittee had, on instructions of the Executive Committee,\ncontacted\n\nother companies.\n\nMost\n\nof the older established companies\n\nrestricted the benefits previously obtainable\n\nand\n\nhave\n\nseverely\n\neither could not or were\n\nnot in¬\n\nterested in making proposals adaptable to the Association’s plan. From those that\ncould provide the desired benefits, the Aetna Insurance Company was selected.\nMr. Shaw has been asked to contact George Buck of New York, one of the outstand¬\ning actuaries in the country, to determine if there is any type of policy with the\ndisability clause which the Association could afford to carry. On motion of Mrs.\nDahl, seconded bv Albert Shaw and carried, the Committee was asked to continue\nits work and to bring in a final report at the June meeting.\n\n"}
{"page": 838, "printed_page": null, "text": "834\n\nNational\n\nRaising\n\nfunds\n\nfor\n\npublicity\n\nEducation\n\npurposes — A\n\nAssociation\n\nsubcommittee,\n\nwith\n\nMr.\n\nStanton,\n\nchair¬\n\nman, Miss Collins, and Mr. Saunders as members, sent a brief questionnaire asking\ncertain questions. The results are as follows: (a) Has the demand for social security\nseriously threatened the funds for schools in your state? Eleven replied “yes” ; eight\n“no”; and four “not yet.” (b) Have the school people in your state felt the need for\nhelp from the N. E. A. in order to secure adequate consideration in state legislation?\nTen replied “yes”; eight “no”; and five “not yet.” (c) Has competition for funds\nbetween the demands for social security and those for the schools arisen in your\nstate? Twelve “yes”; nine “no”; one reported other needs have hit state aid and\none “not yet.” (d) Do you think a “War Chest” in the N. E. A. to assist the schools\nin their contest for school revenues is needed? Thirteen “yes”; seven “no”; three\n“uncertain.” (e) In your judgment, how should such a “Chest” be built up? Several\nhad no suggestions. Among suggestions made were: (a) contributions, (b) small\nassessment per teacher, (c) contributions from state associations, (d) by budget\nappropriation, (e) increased membership. Since this report shows that there is\ncompetition for funds and that there is definitely need for help, Reuben T. Shaw\nmoved that the subcommittee be congratulated for its work and that it be continued\nfor a future report. Seconded by Albert Shaw, carried.\nPast\n\nMrs.\n\npresident’s\n\nDahl,\n\naward — The\n\nand Albert Shaw\n\nsubcommittee\n\nconsidered\n\nconsisting\n\nof Mr.\n\nStanton , chairman,\n\nseveral designs for medal\n\nor pin for a\n\npast president’s award. The design selected is the shape of the life membership\npin with a semiwreath of laurel, the initials N. E. A. and the words “past presi¬\ndent.” On motion of Mr. Thai man, seconded by Mrs. Dahl and carried, the design\nwas approved and the subcommittee authorized to have it made in a suitable size.\nInstitutes\n\non\n\nProfessional\n\nRelations — Secretary\n\nGivens\n\ncalled\n\nattention\n\nto the\n\ntentative plans for Institutes this summer and to the list of places requesting them.\nThe question of staff and officer participation in the Institutes was discussed. On\nmotion of Reuben T. Shaw, seconded by Mr. Stanton and carried, the president was\nrequested to appoint a subcommittee to report on this matter at a later meeting.\nMultilith\n\nmachine — Samples\n\nof work\n\ndisplayed. The cost of the machine\non printing bills.\nHorace\n\nMann\n\nstamp — Efforts\n\nwas\n\ndone\n\non\n\nthe\n\nnew\n\nmultilith\n\nmachine\n\nabout $2900. It has already\n\nto secure\n\na\n\nstamp\n\nhonoring\n\nHorace\n\nwere\n\nsaved\n\nmuch\n\nMann\n\nwere\n\nsuccessful and stamps in the denomination of one cent will go on sale in Boston on\nMarch 14, 1940. A photograph of the stamp will be used on the program for the\nHorace Mann dinner. The Globe Productions Company recently created by James\nRoosevelt has started work on a Horace Mann film.\nNational\n\nCouncil\n\nof Education — In reply\n\nto the question\n\nas to what\n\nwork\n\nthe\n\nNational Council is doing, Secretary Givens read the fine program arranged for\nthis convention and spoke of the work of Dean L. A. Pechstein in creating renewed\ninterest in the Council.\nSchools\n\nand Frank\n\nfor\n\nAmerican\n\nDemocracy — The\n\nW. Hubbard\nCouncil\n\npublication\n\nreceived favorable\n\non\n\nby this title edited\n\ncomment.\n\nEducation — Committee\n\non\n\nby\n\nChari\n\nWilliams\n\nImplementation — Secretary\n\nGivens stated that the N. E. A. has been invited to be represented on the Committee\non Implementation in the field of secondary education by the American Council.\nOn motion of Mr. Stanton, seconded by Miss Collins, and carried, the president was\nempowered to appoint a member to this committee.\nSubcommittee\n\nto\n\nword\n\namendment\n\non\n\nvicepresidents — On\n\nmotion\n\nof Reuben\n\nT.\n\nShaw, seconded by Mrs. Dahl and carried, the president was asked to appoint a sub¬\ncommittee to draft the amendment to the bylaws relating to regional vicepresidents\nand word it in such a way as not to be confused with the material relative to a\nsecond vicepresident. President Hinrichs named the following subcommittee: Reuben\nT. Shaw, chairman, Mrs. Dahl, and Mr. Cram.\nAdjournment — The\n\nevening\n\nCommittee\n\nfollowing the evening\n\nadjourned\n\nat 6:55\n\np. m. to reconvene\n\non Tuesday\n\nmeeting.\nWillard\n\nE. Givens,\n\nExecutive\n\nAmy\n\nHinrichs,\n\nPresident\n\nH.\n\nS ecretary\n\n"}
{"page": 839, "printed_page": null, "text": "Executive\n\nSaturday,\n\n835\n\nCommittee\n\nFebruary\n\n24, 1940\n\nThe Executive Committee met at 9:45 p.m. in Dining Room 2 of the Jefferson\nHotel immediately following a joint meeting of the Executive Committees of the\nN. E. A. and A. A. S. A. to hear a report by Ira Davis, chairman of a nationwide\nCommittee on Science Teaching. All members of the Committee were present.\nMr. Davis reported the cooperation of eleven national science groups, nearly all\nstate associations having science sections and many local science groups. Several\nmeetings have been held and the point has now been reached where a definite pro¬\ngram has been formulated. It is expected that six reports will be completed within\na year. Each will be about 60 pages. Approximately 15,000 copies will be used by\nscience groups. Mr. Thalman made a motion that the Executive Committee recom¬\nmend to the Budget Committee that the Department of Science Instruction be given\nan appropriation of $1000 each year for two years to carry this work to completion.\nSeconded by Mr. Cram , carried.\nThis program is one of implementation of the publications of the Educational\nPolicies Commission.\nThe\n\nmeeting\n\nadjourned\n\nat 10:30 p.m.\n\nTuesday,\nA\n\nmeeting\n\nof the Executive\n\nEducational\n\nPolicies\n\nE. Givens,\n\nExecutive\n\nHinrichs,\n\nPresident\n\nH.\n\nFebruary\n\nCommittee\n\n10:25 p.m. on Tuesday, February\nrichs called the meeting to order.\n\nWillard\nAmy\n\nwas\n\n27, 1940\nheld in Room\n\n27. All members\n\nCommission — A\n\nSecretary\n\nmotion\n\nwere\n\nwas\n\nmade\n\n108, Statler Hotel, at\n\npresent. President\nby\n\nMr.\n\nHin¬\n\nSaunders,\n\nsec¬\n\nonded by Mr. Shaw, and carried, that the Educational Policies Commission be con¬\ntinued on the same general basis as outlined in the joint meeting on Saturday eve¬\nning, February 24. A further motion was made by Mr. Saunders, seconded by Mr.\nStanton, and carried, that the General Education Board be asked to make a grant\nof $250,000 over a period of five years for carrying on the work of the Educational\nPolicies Commission. Another motion was made by Mr. Saunders, seconded by Mr.\nShaw and carried, that if it becomes necessary to raise the sum of $25,000 per year\nto match the grant of the General Education Board that a plan for raising the money\nbe worked out with the A. A. S. A. and in a ratio agreeable to the two organizations.\nAt the suggestion of Secretary Givens, Mr. Cram made a motion, seconded by Mr.\nStanton and carried, that the Executive Committee empower the president, the chair¬\nman and the Board of Trustees, and the executive secretary to negotiate with the\nGeneral Education Board, if necessary, letting the Board know of the determination\nof the N. E. A. to carry the work of the Educational Policies Commission forward\nand if the General Education Board will give $25,000 a year, the Association will\nfinance the remainder of the program on the same high plane of the past five years.\nRewording\n\nof\n\namendment — Mr.\n\nShaw,\n\nchairman\n\nof a\n\nsubcommittee\n\nto\n\nreword\n\nthe amendment to the bylaws held over from last year pertaining to a first vicepresident and to regional vicepresidents, presented it at this time. This material\nwill be printed in the May Journal.\nReport\n\nof\n\nSubcommittee\n\non\n\nW.\n\nF. E. A. — The\n\nmembers\n\nof the\n\nsubcommittee —\n\nMr. Shaw, chairman, Miss Collins, and Mr. Thalman — met with the W. F. E. A.\nBoard and discussed the questions of finance and response to reports of N. E. A.\ndelegates on the “Rotterdam” cruise. The W. F. E. A. Board stated that a report\nis being prepared. Because the Board has been meeting constantly, it was not pos¬\nsible to complete the statement, hence President Hinrichs asked the Committee to\nbring in a final report in June.\nPayment\n\nof\n\nW.\n\nF. E. A.\n\ndues — Mr.\n\nShaw\n\npointed\n\nout\n\nthe\n\nimpossibility\n\nof\n\nthe\n\nW. F. E. A. to function, as such, as long as the world conflict continues, hence sug¬\ngested the wisdom of discontinuing payment of dues to the W. F. E. A. for the pres¬\nent and to center our attention on Latin America, working thru the International\n\n"}
{"page": 840, "printed_page": null, "text": "National\n\n836\n\nEducation\n\nAssociation\n\nRelations Committee, the State Department, and the Pan American Union. Mr.\nShaw made a motion, seconded by Mrs. Dahl and carried, that the chairman of this\nsubcommittee work with the executive secretary to formulate a motion to be acted\nupon at the next meeting of the Executive Committee.\nThe meeting adjourned at 11:40 p.m.\n\nWednesday,\n\nWillard\n\nE. Givens,\n\nExecutive\n\nAmy\n\nHinrichs,\n\nPresident\n\nH.\n\nFebruary\n\nSecretary\n\n28, 1940\n\nThe Executive Committee met at 11:45 p.m. in Dining Room 6, Jefferson Hotel,\nfollowing a joint meeting of the Executive Committee of the N. E. A. and the\nA. A. S. A. All members were present except Miss Collins, who was excused.\nThe meeting was called to order by President Hinrichs.\nFormulation\ntivities — In\n\nof\n\nmotion\n\naccordance\n\ndraft of a statement\n\nconcerning\n\nwith\n\ninter-American\n\nthe motion\n\nadopted\n\nof policy concerning\n\nat the\n\ncultural\nmeeting\n\ninternational\n\nWhereas,\n\nit is apparent\n\nbecause\n\nWhereas,\n\nthe Division\n\nthat\n\nof various\n\nthe\n\nof Cultural\n\nthe Pan American Union were\nand cultural cooperation; and\nWhereas,\n\ncooperation\n\nW.\n\nwars;\n\nF. E.\n\nA.\n\nFebruary\n\nrelations was\n\nMr. Shaw and Secretary Givens. After discussion, comment,\ning was unanimously approved:\nsometime\n\non\n\nrelations\n\nac¬\n27, a\n\npresented\n\nby\n\nand revision, the follow¬\n\ncannot\n\nfunction\n\nas\n\nsuch\n\nfor\n\nof State\n\nand\n\nand\nRelations\n\norganized\n\nof the N. E. A. with\n\nin the Department\n\nfor inter-American\nthese\n\nagencies\n\neducational\n\nis proper\n\nand\n\ncom¬\n\nmendable and such cooperation is cordially welcomed; therefore be it\nResolved, that the N. E. A. thru its International Relations Committee and its\nofficers give the greatest possible support to inter-American education thru\nthese agencies; that the N. E. A. cooperate with the Pan American Scientific\nCongress, May 10 to 18, 1940; that the president and executive secretary be\nasked to cooperate in every way possible with the Pan American Union and\nthe Division of Cultural Relations in the Department of State carrying for¬\nward an effective program of understanding and goodwill.\nDues\n\nto W.\n\nF. E. A. — During\n\n1935\n\nthe\n\nN.\n\nE. A. paid\n\nto the W.\n\nF. E. A. $1000\n\nin addition to the dues of $1000 on condition that the National Union of Teachers\nof England would make a similar additional payment. Officers of the W. F. E. A.\nadvise that the National Union of Teachers of England did not meet the agree¬\nment. Therefore Mr. Thalman moved, seconded by Mr. Shaw and carried, that the\nN. E. A. respectfully request the W. F. E. A. to refund the additional $1000 paid\nin 1935.\nReport\n\nMr.\n\nCram,\n\non\n\nmeeting\n\na member\n\nof Joint\n\nCommittee\n\nof the Committee,\n\nof the\n\nmade\n\nN. E. A.\n\nand\n\nthe following\n\nAmerican\n\nLegion —\n\nreport:\n\nThe Committee To Cooperate with the American Legion wishes to report\nthat four members of our Committee met at 10:30 A.M., Wednesday, February\n28, 1940, with three members\nmander.\n\nof the American\n\nLegion\n\nappointed\n\nby the com¬\n\nThe Committee wishes to report that Chairman Schwartz, as a result of\nour deliberations, will report to his commander and recommend that he be\ninstructed to go to Washington for a conference with Colonel John Thomas\nTaylor, legislative counsel for the American Legion. In this conference, Mr.\nSchwartz will ask to be instructed to request Colonel Taylor to study S. 1305\n(Senate Federal Aid Bill) and to compare it with the resolution of the Legion\nas adopted at its Chicago convention. If, after examination of the bill, Colonel\nTaylor feels that it meets the provisions of the Legion resolution, he is to\nreport to that effect to Commander Kelly.\n\n"}
{"page": 841, "printed_page": null, "text": "Executive\n\n837\n\nCommittee\n\nIf Colonel Taylor's report is favorable, Mr. Schwartz will recommend to\nCommander Kelly and the Americanism Commission that Colonel Taylor be\ninstructed to let it be known that the Legion favors the proposed legislation.\nMr. Schwartz will then recommend that the entire matter be laid before all\nstate departments\nRequest\n\nfor\n\nto be passed on to the membership.\n\nappropriation\n\nfor\n\nwork\n\nin Institutes\n\non\n\nProfessional\n\nRelations —\n\nMr. Cram made a motion, seconded by Albert Shaw and carried, that the need for\nan appropriation to carry forward the work of Institutes on Professional Relations\nbe called to the attention of the Budget Committee for consideration.\nSubcommittee\n\non\n\nInstitutes\n\non\n\nProfessional\n\nRelations\n\nNot\n\nNeeded — At\n\nthe\n\nmeeting of February 23, President Hinrichs was authorized to appoint a subcom¬\nmittee to study and report on staff and officer participation in Institutes. It was the\nconsensus that such a subcommittee was not needed now.\nRequest\n\nfrom\n\nDepartment\n\nof\n\nSpecial\n\nEducation — President\n\nHinrichs\n\nstated\n\nthat Rosemarie Daccy, president of the Department of Special Education, has asked\nfor the approval of the Executive Committee in working toward a merger of the\nInternational Council for Exceptional Children with the Department of Special\nEducation. Mr. Stanton made a motion, seconded by Albert Shaw and carried, that\nthe Executive Committee give its approval\nsible merger.\nThe meeting adjourned at 1 :00 a.m.\n\nMilwaukee,\nFriday\n\nto Miss Dacey\n\nto proceed toward\n\nWillard\n\nE. Givens,\n\nExecutive\n\nAmy\n\nHinrichs,\n\nPresident\n\nH.\n\na pos¬\n\nSecretary\n\nWisconsin\n\nMorning,\n\nJune\n\n28, 1940\n\nThe Executive Committee met at 10:50 A.M., immediately following the meeting\nof the Board of Trustees, in the Schroeder Hotel, with all members present: Amy\nH. Hinrichs, president; Helen Collins, Fred D. Cram, Mrs. Myrtle Hooper Dahl,\nJoseph H. Saunders, Albert Shaw, Reuben T. Shaw, B. F. Stanton, and John JV.\nThalman. Willard E. Givens, executive secretary, and Harriett M. Chase, chief\nassistant to the secretary, were\ntees.\n\npresent also as were\n\nmembers\n\nof the Board\n\nof Trus¬\n\nThe meeting was called to order by President Hinrichs. Reuben Shaw presented\nPresident Hinrichs with a walnut gavel made from the wood of a tree which grew\nnear a marker set up by the surveyors of William Penn. The gavel was made in\nthe shop of Northeast High School in Philadelphia where Mr. Shaw teaches.\nMinutes\n\nof\n\nthe\n\nSt. Louis\n\nthe St. Louis meetings\nReport\n\nof\n\nmeetings — Reuben\n\nbe approved.\n\nPresident\n\nmoved\n\nthat\n\nby Mr.\n\nCram.\n\nCarried.\n\nHinrichs\n\ngave\n\na brief\n\nSeconded\n\nHinrichs — President\n\nShaw\n\nthe\n\nminutes\n\nand\n\nof\n\ninformal\n\nreport on the year’s activities; 52.8 percent of her time was spent in the field. Every¬\nwhere there was enthusiasm and interest in hearing about the work of the Asso¬\nciation.\nBy common consent, the executive secretary will write a letter of appreciation to\nthe board of education in New Orleans for its generosity in allowing President\nHinrichs to spend so much time in the field.\nReport\n\nof\n\nthe\n\nSecretary — Secretary\n\ning out important\nReport\n\nReuben\n\nof\n\nShaw\n\nitems. The\n\nBudget\n\nmade\n\nreport was\n\nCommittee — The\n\na motion\n\nGivens\n\nwent\n\ndiscussed\nreport\n\nwas\n\nthru\n\nhis printed\n\nreport\n\npoint¬\n\nand received.\npresented\n\nthat the report be amended\n\nby Secretary\n\nGivens.\n\nby the transfer of the item\n\nof $1000 for dues to the W. F. E. A. to the Secretary’s Contingent\nby Mr. Saunders. Carried with one dissenting vote.\n\nFund.\n\nSeconded\n\nReuben Shaw made a motion that $398 be added to the Secretary’s Contingent\nFund, making the proposed expenditures balance with the income for the past year.\nSeconded by Mrs. Dahl. Carried.\n\n"}
{"page": 842, "printed_page": null, "text": "838\n\nNational\n\nEducation\n\nAssociation\n\nMr. Stanton made a motion that the report of the Budget Committee be recom¬\nmended for adoption to the Board of Directors with the preceding amendments.\nSeconded by Miss Collins. Carried.\nThe meeting adjourned at 12:30 and reconvened at 2:00 p.m.\nSummary\n\nof\n\ncommittee\n\nreports — Secretary\n\nGivens\n\npresented\n\nthe\n\nvarious\n\nsum¬\n\nmarized committee reports on which there was considerable discussion. Mr. Saun¬\nders made a motion that the committee reports be sent to the Board of Directors for\nconsideration. Seconded by Miss Collins. Carried.\nCommittee\n\nto\n\nprepare\n\namendment — President\n\nHinrichs\n\nappointed\n\nMr.\n\nSaunders,\n\nMr. Cram, and Mr. Thai man to prepare an amendment to the bylaws which would\nprovide for the removal of the second director from a state when the N. E. A.\nmembership falls below 20,000.\nEducational\n\nPolicies\n\nCommission — Secretary\n\nGivens\n\nsuggested\n\nthat\n\ncareful\n\ncon¬\n\nsideration be given to the future of the E. P. C. at the fall meeting of the Executive\nCommittee.\nPersonnel\n\nrecommendations — On\n\nrecommendation\n\nof Secretary\n\nwas made by Mr. Thalman, seconded by Mr. Stanton\nchanges in classification and salaries be approved.\nClassification\n\nof\n\ncommittees — Secretary\n\nGivens\n\nand\n\nsubmitted\n\nGivens,\n\na motion\n\ncarried, that certain\na proposed\n\nclassifica¬\n\ntion of all N. E. A. committees with recommendations concerning the appointment\nof committee members, length of life of various committees, possible elimination of\n• committees, etc. These recommendations were discussed at some\nheld over for further study and action at the September meeting.\nAppraisal\n\nrecommend\n\nCommittee — Mr.\n\nto the Board\n\nCram\n\nmade\n\na motion\n\nthat\n\nof Directors that the Appraisal\n\nthe\n\nlength and\n\nExecutive\n\nCommittee\n\nwere\n\nCommittee\n\nbe discontinued\n\nto be reappointed at such time as the Association feels the need for such a com¬\nmittee. Seconded by Albert Shaw. Carried.\nMusic Educators National Conference — Mr. Thalman made a motion that the\nExecutive Committee recommend to the Board of Directors that it approve the\nMusic Educators National Conference as a department of the National Education\nAssociation and that the present Department of Music be consolidated with the new\norganization. Seconded by Miss Collins. Carried.\nIndustrial\n\nArts — Miss\n\nCollins\n\nmade\n\na motion\n\nthat since there\n\nment of Vocational Education in the Association, it would\nDepartment of Industrial Arts at this time. Seconded by Mr.\nPayment\n\nof substitute — Rena\n\nRockwell,\n\na member\n\nis already\n\na Depart¬\n\nbe unwise to create a\nThalman. Carried.\n\nof the Committee\n\non Academic\n\nFreedom, asked for reimbursement for loss of a day’s salary to pay a substitute while\nshe was in Washington attending a meeting of the Committee. Mrs. Dahl made a\nmotion that Miss Rockwell be reimbursed. Seconded by Reuben Shaw. Carried.\nMembership\n\nstandards\n\ngoal\n\nfor\n\n1940-41 — Albert\n\nfor the Victory Honor\n\nShaw\n\nmade\n\na\n\nmotion\n\nRoll as recommended\n\nthat\n\nthe\n\nby Secretary\n\nfollowing\n\nGivens\n\nbe\n\nadopted for 1940-41: (a) those states which have enrolled in the N. E. A. 90 percent\nor more of their teachers; (b) any states which have increased their membership\nfive hundred or more over their record of the preceding year; (c) all other states\nwhich have increased their N. E. A. membership 10 percent or more over the\nrecord of the preceding year.\nThe meeting adjourned at 5:30 p.m. and reconvened at 9:30 p.m. Mr. Thalman was\nabsent from the evening meeting. All others were present.\nConsideration\n\nof\n\nspecial\n\nmembership\n\nfee\n\nfor\n\nrural\n\nwas given to the suggestion of a special or reduced\nteachers because of their lower salaries. No action was\nSeventy-fifth\n\nanniversary\n\nof\n\nthe\n\nOffice\n\nteachers — Consideration\n\nmembership\ntaken.\n\nof Education — In\n\n1942,\n\nfee for rural\nthe\n\nOffice\n\nof\n\nEducation will celebrate its seventy-fifth anniversary. It was discussed whether the\nN. E. A. should take special recognition of the event since the N. E. A. was largely\nresponsible for its origin. A motion was made by Reuben Shaw that the executive\nsecretary bring a recommendation on the matter to the September meeting of the\nCommittee. Seconded by Mrs. Dahl. Carried.\n\n"}
{"page": 843, "printed_page": null, "text": "Executive\n\nMeeting\n\nof\n\nnational\n\n839\n\nCommittee\n\norganizations\n\ninterested\n\nin\n\npublic\n\nschools — Secretary\n\nGivens suggested that because of the present crisis facing public education it might\nbe well for the N. E. A. to call a meeting of representatives of all educational organi¬\nzations interested in public education early in the fall to discuss common problems\nand if such a conference proved worthwhile, the group might meet several times a\nFederal\n\nCommunications\n\nfavorable\n\nwas\n\nCommittee\n\nyear, as necessity arose. The\n\nCommission\n\nruling — The\n\nto the suggestion.\nruling\n\nof the\n\nF. C.\n\nC.\n\nhas\n\nleft education in substantially the same ultra high frequency band. The position is\nas good as before the hearing of the F. C. C. when education was threatened with\nthe loss of this band.\nReport\n\nof\n\nSubcommittee\n\non\n\nRaising\n\nFunds\n\nfor\n\nPublicity\n\nPurposes — Two\n\nout¬\n\nstanding facts were confirmed thru the questionnaires: (a) that there is need of\ngiving help to states that are not in a position to carry on themselves; (b) that\nbecause of the critical times the Committee did not think it wise to recommend that\nthe Association\n\nraise funds\n\nin any\n\nconsiderable\n\namount;\n\ntherefore, Mr.\n\nStanton,\n\nchairman of the Committee, reported that the Committee — consisting of Miss Collins,\nMr. Saunders, and himself — recommends that any state needing help should be\nencouraged to apply to the N. E. A. A motion for the adoption of the report was\nmade by Mr. Stanton, seconded by Mr. Cram, and carried. It was suggested that a\nnote regarding this be carried in the Journal.\nReport\n\nof\n\nSubcommittee\n\non\n\nEmeritus\n\nLife\n\nMembership — The\n\nCommittee\n\ncon¬\n\nsisted of Miss Collins, chairman, Mr. Thalman, and Mr. Saunders. Miss Collins\nreported that the Committee recommends that any member who has paid into the\nAssociation an amount equal to the cost of a life membership and is no longer in\nthe profession or is not in a position to pay dues shall be eligible to an emeritus life\nmembership — the decision as to eligibility shall in each case be decided by the\nexecutive secretary and the permanent fund shall not be reimbursed. A motion for\nthe adoption of the report was\nried.\nReport\n\nof\n\nSubcommittee\n\nmade\n\non\n\nby Miss Collins, seconded\n\nRetirement\n\nAnnuity\n\nby Mr. Stanton. Car¬\n\nInsurance — The\n\nCommittee\n\nconsisted of Mr. Saunders, chairman, Reuben Shav ;, and Miss Collins. Mr. Saun¬\nders reported progress and asked permission to bring in the final report at a later\ntime.\nFinal\n\nreport\n\nof\n\nSubcommittee\n\non\n\nW.\n\nF. E.\n\nA. — The\n\nCommittee\n\nconsisted\n\nof\n\nReuben Shave, chairman. Miss Collins, and Mr. Thalman. Following a brief report\nby Chairman Shave, Mr. Cram made a motion that the chairman be appointed a\nCommittee of one to draft a brief report to be sent to the fifty official N. E. A. dele¬\ngates who made the cruise to South America last summer. Seconded by Mrs. Dahl.\nCarried with two dissenting votes (Saunders and Collins). Mr. Stanton made a\nmotion that the subcommittee on the W. F. E. A. be discharged\nished. Seconded by Albert Shave. Carried.\nReport\n\nman\n\nof Subcommittee\n\nof the Committee\n\non\n\nProposed\n\nappointed\n\nRevision\n\nas its work\n\nof Bylaws — Mr.\n\nto draft a proposed\n\nis fin¬\n\nSaunders,\n\nchair¬\n\nrevision of the bylaws\n\non the\n\nremoval of a second director in states that fall below 20,000 N. E. A. members, pre¬\nsented a proposed amendment. After discussion the matter was held in abeyance\nby common consent.\nThe meeting adjourned at 11:20 p.m. subject to call of the president.\nWillard\n\nE. Givens,\n\nExecutive\n\nAmy\n\nHinrichs,\n\nPresident\n\nH.\n\nSecretary\n\nFriday, July 5, 1940\nThe meeting of the new Executive Committee convened in the Schroeder Hotel\nFriday, July 5, at 10:15 A.M. The new president, Donald DuShane, presided. The\nfollowing members were present: Helen Collins, Fred D. Cram, Mrs. Myrtle Hooper\nDahl, Amy H. Hinrichs, Joseph H. Saunders, Albert Shave, B. F. Stanton, and John\nIT. Thalman. Secretary Givens\ntary, were also present.\n\nand Harriett M. Chase, chief assistant to the secre¬\n\n"}
{"page": 844, "printed_page": null, "text": "840\n\nN ation\n\nConvention\n\ndates\n\nfor\n\n\\! 1'di cation\n\n1941 — Mr.\n\n1°41, inclusive, be the convention\nBoston,\n\nthe\n\nexplained\n\nconvention\n\nprocedures\n\nAssociation\n\nThalman\n\nmade\n\na motion\n\ndates for 1941. Seconded\n\ncity — //. A. Allan,\n\nbusiness\n\nand outlined requirements\n\nthat June\n\n29-July\n\nby Mr. Saunders.\nmanager\n\n3,\n\nCarried.\n\nof the Association,\n\nof the convention\n\ncity. There\n\nwill\n\nbe more hotel rooms available in Boston than there were in Milwaukee. A delega¬\ntion from Massachusetts consisting of Superintendent Gould of Boston; State Com¬\nmissioner Downey; X. E. A. State Director McIntosh; executive secretary of the\nMassachusetts Teachers Federation, Hugh Nixon; and the chairman of the Boston\nSchool Committee, Joseph C. IV hit e, gave assurances of complete cooperation from\nall educational forces in Boston and Massachusetts.\nMr.\n\nSaunders\n\nmade\n\na motion\n\nto ratify the action of the Board\n\nof Directors\n\nin\n\nvoting to hold the 1941 convention in Boston, June 29-July 3, and that the contract\nbe signed. Seconded by Miss Collins. Carried unanimously.\nRecommendation\n\nfrom\n\nElections\n\nCommittee — The\n\nElections\n\nCommittee,\n\nJohn\n\nA.\n\nClark, chairman, unanimously recommended that the time of voting be changed from\nS :00 a.m. to 6:00 p.m. to 8:00 a.m. to 3:00 p.m. on the last day of the convention. A\nmotion was made by Mr. Cram that this suggested amendment to the bylaws be\nprinted in the May 1941 Journal of the N. E. A. for action by the next Representa¬\ntive Assembly. Seconded by Mr. Thalman. Carried unanimously.\nRecommendation\n\nproposed\n\nfrom\n\nResolutions\n\nCommittee — The\n\nthe following resolution for the consideration\nSundays\n\nCommittee\n\non\n\nResolutions\n\nof the Executive\n\nCommittee:\n\nat X. E. A. conventions : Since national defense must be spiritual\n\nand moral as well as a matter of armaments, the National Education Associa¬\ntion recommends that those who make the program for 1941 consider: (a)\nhaving no meetings on Sunday morning in order that delegates may attend\nreligious service for their own worship and that the convention city may\nhave evidence as to the attitude of the profession toward religion; and (b)\nthat arrangements be made to have visiting speakers bring messages to\nvarious morning congregations as to successful work done in their communi¬\nties in character education, cooperation of schools with the churches, or simi¬\nlar themes.\nMr. Stanton made a motion that no meetings be scheduled\ning church services. Seconded by Mrs. Dahl. Carried.\nOpening\n\nof\n\nexhibits\n\nexhibits open during\naction was taken.\nRecommendation\n\ndlting\n\nSunday\n\nthe hours\n\nfrom\n\nregistration — The\n\nto interfere with morn¬\nquestion\n\nof registration on Sunday\n\nCommittee\n\non\n\nAcademic\n\nwas\n\nFreedom — A\n\nof having\n\ndiscussed\nmotion\n\nthe\n\nbut no\n\nwas\n\nmade\n\nby Miss Hinrichs that the recommendation of the Committee on Academic Freedom\nthat one member from each state be appointed to the Committee to increase the\neffectiveness of progress be adopted. Seconded by Miss Collins. Carried.\nPayment\n\nof substitute — A\n\nmotion\n\nwas\n\nmade\n\nby Miss\n\nCollins,\n\nseconded\n\nby Mrs.\n\nDahl and carried, that Albert Shaw be reimbursed for loss of salary for three days’\nsubstitute in order that he might attend the meeting of the Executive Committee.\nRequest\n\nfrom\n\nCommittee\n\non\n\nRural\n\nEducation — Secretary\n\nGivens\n\nread\n\na letter\n\nfrom Iman Schatzmann, executive secretary of the Committee on Rural Education,\nin which the N. E. A. was asked to help financially in the publication of a journal\nfor rural teachers. Mr. Givens recommended that the Committee on Rural Education\nbe advised of the interest of the Association in rural teachers and the efforts being\nmade to help them thru the Division of Rural Service but that the Association is\nnot in a position to give financial aid at this time. A motion was made by Mrs. Dahl\nto adopt the recommendation. Seconded by Mr. Saunders. Carried.\nMeeting\n\nof\n\nnational\n\norganizations — Secretary\n\nGivens\n\ndiscussed\n\nthe possibility\n\nof the N. E. A. calling a meeting of representatives of educational organizations\ninterested in public education on Monday, July 15, following the meeting of the\nEducational Policies Commission. Because of the vital problems facing education it\nwas pointed out that it would be better to call such a meeting now rather than early\n\n"}
{"page": 845, "printed_page": null, "text": "Board\n\nfall. Two\n\nimportant\n\nof\n\nTrustees\n\nquestions to be discussed\n\n841\n\nat the meeting\n\nwould\n\nbe: (a) what\n\nthe public schools do and what they should do to give prestige to the Office of Edu¬\ncation, and (b) consideration of all phases of compulsory military training. The\nExecutive Committee authorized the executive secretary to call such a meeting at\nN. E. A. headquarters on July 15.\nSuggestions\n\nfor\n\nimprovement\n\nof\n\nnext\n\nconvention — It was\n\nsuggested\n\nthat\n\nsuch\n\nimportant reports as Trustees, Budget, Financial, Resolutions, and Secretary’s be\nearly on the last day of the Representative Assembly. Secretary Givens proposed\nhaving all committee reports on Wednesday and also that only one meeting of the\nBoard of Directors be given over to Committee reports.\nThe meeting adjourned at 12:10 P.M.\n\nSaturday\nPresident\nFall\n\nDuShane\n\nmeeting\n\nWillard\n\nE. Givens,\n\nDonald\n\nDuShane,\n\nMorning,\n\ncalled the meeting\n\nof Committee — Mrs.\n\nExecutive\n\nSecretary\n\nPresident\n\nJuly 6, 1940\n\nto order at 11:40 A.m.\n\nDahl\n\nmade\n\na motion\n\nthat the next\n\nmeeting\n\nof\n\nthe Executive Committee be held in Atlantic City on Friday, September 27, and\nthat on Saturday, September 28, the Committee meet jointly with the Executive\nCommittee of the American Association of School Administrators to discuss the\nfuture of the Educational\nRanking\n\nof\n\nPolicies Commission.\n\nvicepresidents — Mr.\n\nThalman\n\nSeconded\nmade\n\na motion\n\nof the Association be ranked according to the number\nelection. Seconded by Miss Hinrichs. Carried.\nIndustrial\n\nArts — It was\n\ndecided\n\nto discuss\n\ncoming a Department at the September\nThe meeting adjourned at 11:55 a.m.\n\nMINUTES\n\nOF THE\n\nby Mr.\nthat\n\nCram.\n\nCarried.\n\nthe vicepresidents\n\nof votes they received in the\n\nfurther\n\nthe matter\n\nof this group\n\nbe¬\n\nmeeting.\nWillard\n\nE. Givens,\n\nDonald\n\nDuShane,\n\nMEETINGS\nTRUSTEES\n\nExecutive\n\nSecretary\n\nPresident\n\nOF THE\n\nBOARD\n\nOF\n\nSt. Louis, Missouri\nFriday\nThe\na.m.,\n\nBoard\n\nof Trustees\n\npursuant\n\nto the\n\nMorning,\n\nFebruary\n\n23, 1940\n\nof the N. E. A. met in Room\n\ncall of the\n\nchairman\n\nof\n\nthe\n\n108, Statler Hotel, at 9:35\n\nBoard.\n\nMembers\n\npresent\n\nwere\n\nJoseph H. Saunders, chairman; Edgar G. Doudna, secretary; Florence Hale, Thomas\nJ. Walker, and Amy H. Hinrichs. In accordance with regular practice, members\nof the Executive Committee were present also.\nThe meeting was called to order by the chairman of the Board. On motion of Mr.\nWalker, seconded by Mr. Doudria and carried, the minutes of the previous meeting\nwere approved without reading.\nChairman Saunders gave\nary 31, 1940, as follows:\n\nReport\nGrowth\n\non Permanent\n\nof Permanent\n\nAssets as of May\n\na report of the Permanent\n\nFunds\n\nFunds\n\nand Property\n\nand Property to Janu¬\n\nto January\n\nFund\n\n31, 1929 .\n\n“\n“ “ Jan. 31, 1939\n“\n“ “ May 31, 1939 .\n“\n“ “ Jan. 31, 1940 .\nIncrease in assets during last twelve months, $27,804.19.\n\n31, 1940\nGain\n\n$490,270.96\n857,458.41\n868,580.73\n885,262.60\n\n$367,187.45\n11,122.32\n16,681.87\n\n"}
{"page": 846, "printed_page": null, "text": "842\n\nNational\n\nEducation\n\nReal-Estate\n\nAssociation\n\nMortgage\n\nLoan\n\nThe real-estate mortgage loan in the amount of $115,000 effective July\n30, 1937, was arranged to cover the balance due on the original loan, with\nthe aid of which the new building was constructed, and the additional obliga¬\ntion undertaken thru the purchase of the garage property. The loan contract\nspecified that reduction of the principal in any one calendar year should not\nexceed 20 percent of the loan ($23,000). This maximum amount has been\npaid each year so that the current outstanding principal balance has been\nreduced to $46,000. Notes have been paid and cancelled well in advance of\ndue dates. Under present conditions, we can anticipate a complete clearance of\nthe loan in January 1942. It may be observed that the current balance is sub¬\nstantially less than the purchase price of the garage property so that actually\nthe original loan on the new building has been more than cleared.\n\nSecurities\nAll income from securities has been promptly paid with the following\nexceptions :\nBonds of the St. Louis and San Francisco R. R. Company, which is under\nreorganization, remain on deposit with the Central Hanover Bank and Trust\nCompany, New York City. These bonds have face value of $5250. In Decem¬\nber, payment on account of interest due was made at the rate of $8.73 per\nthousand dollars.\nBonds of the Manhattan Railway Company in the amount of $4000 were\ndeposited with the Central Hanover Bank and Trust Company, New York\nCity, on October 6, and Certificate of Deposit issued in place thereof. A plan\nhas been approved by the courts and declared operative whereby each $1000\nbond will be exchanged for $825 in long-term 3 percent corporate stock of\nthe City of New York, together with a cash payment of $50 and adjustment\nof interest payment. Altho the date of delivery of the new securities has not\nyet been determined, it is likely that the exchange will be effected within\na few months.\nBonds\n\nof the Baltimore\n\nand\n\nOhio\n\nRailroad\n\nCompany\n\nin the amount\n\nof\n\n$20,000 have been deposited with the Metropolitan National Bank, Washing¬\nton. The plan for refinancing has been approved by the courts and has been\ndeclared operative. The effect of the plan on these bonds will be to extend\ntheir date of maturity from November 1, 1941, to November 1, 1951. Interest\non these bonds has been paid promptly and in full.\n\nTeacher\n\nHome\n\nand Welfare\n\nFund\n\nThe gradual increase of worth of the Teacher Home and Welfare Fund\nis encouraging, and at present it stands at $7,244.89. This Fund originated\nfrom certain small donations which reached a total of $76. All increases over\nthat amount have been thru liquidation of, and income from, mortgage notes\nand stock acquired thru the Parker inheritance in 1933. Eight mortgage notes\nwere acquired. All of these were on Chicago property. One was paid in full\nin two installments; another, consisting of two notes, was fully cleared thru\nthe H. O. L. C. ; another was settled at 89 percent of the face value; two notes\nwere exchanged for shares of stock in building corporations and three others\nwere exchanged for liquidation trusts of interest. One of the building corpora¬\ntions has declared three small dividends, and one of the liquidation trusts has\nmade distributions. Since February 1, one of the liquidation trust certificates\nin the amount of $1000 has been exchanged for cash in the amount of $650.\nSince the mortgage bond on which this certificate was based has paid no\ninterest since 1933, such exchange was fully desirable.\nIt should be noted that none of the stock certificates or liquidation trust cer¬\ntificates is carried as assets of permanent funds. The same applies to stock\n\n"}
{"page": 847, "printed_page": null, "text": "Board\n\nheld in the International\n\nof\n\n843\n\nTrustees\n\nTextbook\n\nCompany,\n\nthe International\n\nPublishing\n\nCompany, and the 208 South LaSalle Street (Chicago) Corporation. As liquida¬\ntion is made or income received, the amounts have been added to the Teacher\nHome and Welfare Fund.\nA farm of 192 acres in Burleigh County, North Dakota, and another of\n320 acres in Blaine County, Montana, also were acquired thru the Parker\nbequest and are not listed as assets. The receipts from these farms, principally\nfrom the Agricultural Adjustment Administration, are a little more than\nsufficient to pay taxes.\n\nGarage\n\nProperty\n\nWith the approval of the Board of Trustees, by mail vote, lease on the\ngarage property to Dave Morris Auto Service was renewed for a period\nof five years. This property is in an excellent condition and is being well kept\nup by the occupants who, under the lease, are responsible for repairs and\nmaintenance. After payment of taxes and insurance, the yield on this property\nis a little better than 6 percent.\n\nAdministration\n\nBuilding\n\nThe condition of the administration building continues to be excellent. The\nregular program of interior cleaning, painting, and general upkeep is met out\nof the Association’s operating funds. Since June 1, the exterior woodwork of\nthe building has been painted at a cost of $335. Additional safety devices as\nrequired by modified District regulations have been installed in the elevators\nat a cost of $120 and changes in lighting fixtures and radiator locations have\nbeen made at a cost of $272.77.\nChairman Saunders presented also a detailed statement of the Permanent Fund,\ncomparing assets of January 31, 1940, with those of May 31, 1939.\nOn motion of Mr. Doudna, seconded by Mr. Walker and carried, the report was\napproved and filed.\nFollowing the removal of the headquarters of the X. C. P. T. from the sixth floor\nof the headquarters building an opportunity was had for its rental to a government\nagency. Because such a step might have involved payment of taxes on the entire\nbuilding, the offer was rejected.\nOn motion of Mr. Walker, seconded by Mr. Doudna and carried, approval was\ngiven for striking from our membership\nand for the cancellation of their notes.\nOn\n\nmotion\n\nof Mr.\n\nDoudna,\n\nseconded\n\nlist twenty-eight\n\nby Mr.\n\nWalker\n\ndeceased\n\nLife Members\n\nand carried, approval\n\nwas\n\ngiven the executive secretary for the cancellation of sixty-three Life Members ; to\ncharge $2953 in notes due from forty of these members against the reserve already\nestablished and for the reinstatement of these members without prejudice if they\nso desire.\nThe\n\nmeeting\n\nadjourned\n\nat 10:30 a.m.\n\nMilwaukee,\nFriday\nThe\n\nBoard\n\nof Trustees\n\nMorning,\n\nof the National\n\nJoseph\n\nH.\n\nSaunders,\n\nChairman\n\nEdgar\n\nG.\n\nDoudna,\n\nSecretary\n\nWisconsin\nJune 28, 1940\nEducation\n\nAssociation\n\nmet\n\nin Private\n\nDining Room C, Schroeder Hotel, at 9:45 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 Amy Hinrichs. 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.\n\n"}
{"page": 848, "printed_page": null, "text": "844\n\nNational\n\nEducation\n\nAssociation\n\nOn motion of Mr. Walker, seconded by Miss Hinrichs and carried, the reading\nof the minutes of the St. Louis meeting was dispensed with and they were approved\nunanimously.\nChairman Saunders gave a report on the Permanent Fund of the Association\nshowing total assets of $894,425.10, a gain of approximately $26,000 over last year,\nindicating a steady growth in the investments of the Association. On motion of Mr.\nDoudna, seconded by Mr. Walker and carried, the report prepared by the chairman,\ncovering financial activities for the year, was adopted for presentation to the Board\nof Directors and the Representative Assembly.\nSecretary Givens made the following recommendations on Life Membership can¬\ncellations: that the Board approve the cancellation of twenty life memberships, the\nmembers having died since the February meeting; that the Board approve the can¬\ncellation of sixty-seven life memberships and charge $4063 in notes due from fifty-five\nof these sixty-seven members against the reserve already established — no charge\nto be made against the reserve for twelve since their notes were not received — and\nthat the executive secretary be instructed to reinstate these members without preju¬\ndice should they so desire. On motion of Mr. Walker, seconded by Mr. Doudna and\ncarried, these recommendations were approved.\nIt was recommended by Chairman Saunders that the Board of Trustees set up\nan additional $25,000 reserve to offset losses on life membership notes. On motion\nof Mr. Walker, seconded by Miss Hinrichs and carried, the recommendation was\napproved.\nThe executive secretary spoke of the need for partitions on the seventh floor of\nthe administration building. Part of this floor will be occupied by the National\nAssociation of Secondary-School Principals beginning in August. On motion of Mr.\nDoudna, seconded by Miss Hinrichs and carried, the executive secretary was author¬\nized to provide the necessary partition at a cost not to exceed $2000. The meeting\nadjourned at 10:50 A.M., subject to call of the chairman.\nJoseph H. Saunders, Chairman\nEdgar G. Doudna, Secretary\n\nFriday\n\nMorning,\n\nJuly 5, 1940\n\nThe meeting of the new Board of Trustees was called to order at 10:05 A.M. by\nJoseph H. Saunders. The members present were Joseph H. Saunders, Edgar G.\nDoudna, Florence Hale, and Donald DuShane. Thomas J. Walker was absent. Miss\nHale moved that Mr. Saunders serve as chairman of the Board of Trustees for the\nensuing year. Seconded\n\nby Mr.\n\nDoudna\n\nand\n\ncarried. Miss\n\nHale\n\nmoved\n\nthat Mr.\n\nDoudna be reelected secretary for 1940-41. Seconded by Mr. DuShane, carried.\nOn motion of Mr. DuShane, seconded by Mr. Doudna, the following resolution\nwas adopted:\nResolved: That Joseph H. Saunders, chairman of the Board of Trustees,\nand Willard E. Givens, executive secretary of the Association, be authorized\nto borrow from the National Metropolitan Bank of Washington, D. C., or\nfrom any other bank or banker, a sum of money not to exceed $40,000, or as\nmuch thereof as may be needed, for current obligations of the institution,\nwhen and as such needs occur.\nA motion was made by Mr. Doudna, seconded by Miss Hale and carried, that\nthe chairman be given authorization to invest surplus funds of departments.\nA motion was made by Mr. DuShane, seconded by Miss Hale and carried, that\nthe present procedure for the custody of permanent securities be continued.\nOn motion of Miss Hale, seconded\njourned at 10:15 a.m.\n\nby Mr.\n\nDoudna\n\nand carried, the meeting\n\nJoseph H. Saunders, Chairman\nEdgar G. Doudna, Secretary\n\nad¬\n\n"}
{"page": 849, "printed_page": null, "text": "Financial\n\nFINANCIAL\n\n845\n\nReport\n\nREPORT\n\n1939-40\n\nSubmitted herewith is complete financial statement for the fiscal year ended May\n31, 1940. 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\n\nof Trustees\n\n(financial),\n\nthe Report of the Auditors, in the form submitted by Wayne Kendrick and Com¬\npany, Public Accountants, and covering completely the financial records of the Sec¬\nretary’s Office and the Permanent\nand the Report of the Treasurer.\n\nFunds\n\nin the custody of the Board\nWillard\n\nE.\n\nof Trustees,\nGivens\n\nExecutive Secretary\nREPORT\nThe\n\nBoard\n\nof Trustees\n\nOF\n\nBOARD\n\nOF\n\nTRUSTEES\n\nsubmits\n\nherewith\n\nits report on Association\n\nfinances.\n\nFollowing is a comparative statement showing the assets of the Association\nMay 31, 1929, of May 31, 1939, and of May 31, 1940.\n\nas of\n\nMay 31,1929 May 31,1939 May 31,1940\nCash on Hand .\nSecurities .\nLife Membership Notes less Reserve . . .\nReal Estate less Mortgages and Reserve.\n\n$28,544.04\n168,552.35\n116,162.00\n177,012.57\n\nElementary School Principals’ Fund .\nAmerican Association of School Adminis¬\ntrators — Educational Research Fund .\nSupervisors and Directors of Instruction\nFund .\n\n$13,738.13\n135,846.77\n117,432.27\n556,480.50\n\n$12,490.94\n135,745.71\n116,851.27\n\n9,886.74\n\n10,841.62\n\n24,095.07\n\n24,975.07\n\n579,480.50\n\n4,032.50\n\nAmerican Association for Health, Phys¬\nical Education, and Recreation Fund. . .\nParker Teacher Welfare Fund .\n\n4,065.002,000.00\n\n$490,270.96\n\n7,068.75\n\n7,974.99\n\n$868,580.73\n\n$894,425.10\n\nThe above illustrates the steady growth of investments and holdings of the Asso¬\nciation and its departments; a gain in worth for the ten-year period prior to the\nyear reported in the amount of $378,309 .77, and a gain during the past year amount¬\ning to $25,844.37.\nA brief history of the growth of property holdings may be timely. When the Asso¬\nciation established headquarters in Washington in 1917 it occupied a rented build¬\ning. In July 1920, the four-story brick building at 1201 Sixteenth Street, N. W., was\npurchased for $98,000, subject to a trust which was paid within a few years there¬\nafter. In 1922 adjoining properties on “M” Street were purchased at a total cost of\n$55,000. In 1930 the construction of the seven-story addition to the original building\nwas financed thru the use of $125,000 obtained from the sale of securities in the\nPermanent\n\nFund\n\nand thru a loan amounting\n\nto $200,000. In 1937 a twm-story brick\n\nbuilding, built as a garage and sales room, and immediately adjoining the Associa¬\ntion property, was purchased at the price of $63,050, subject to a mortgage negotiated\nby the former owner.\nWith\n\nthe purchase of the garage\n\nproperty the balance of the loan on the adminis¬\n\ntration building and the trust on the garage property wrere consolidated under favor¬\nable terms as to interest and ability to amortize the loan. The Association has been\nable to pay annually the maximum permitted by the loan agreement, so that the\npresent balance of the mortgage has been reduced to $46,000. We may confidently\nanticipate a complete clearance of the mortgage loan in January 1942. It may be\nobserved that the current balance is substantially less than the purchase price of the\n\n"}
{"page": 850, "printed_page": null, "text": ""}
{"page": 851, "printed_page": null, "text": "Financial\n\n847\n\nReport\n\ngarage property so that actually the loans that made possible the construction of the\nadministrative building have been fully cleared.\nWithin the past year there have been few changes on the schedule of securities.\nThe American Association for School Health, Physical Education, and Recreation\nestablished a Permanent Fund of $2000, which amount was invested in bonds of the\nPort of New York Authority. The amount of $2000 was invested in these bonds also\nfor the American Association of School Administrators — Educational Research\nand $1000 of the same issue for the Parker Teacher Welfare Fund.\n\nFund,\n\nThe date of maturity of bonds of the Baltimore and Ohio Railroad Company in\nthe amount of $20,000 was extended ten years under a plan for refinancing, approved\nby the courts.\nBonds of the Manhattan Railway Company in the amount of $4000 were\ndeposited with the Central Hanover Bank and Trust Company, New York City,\nunder a plan approved by the courts whereby each $1000 bond will be exchanged for\n$875 in cash and corporate bonds of the City of New York.\nBonds\n\nof the St. Louis\n\nand\n\nSan\n\nFrancisco\n\nRailroad\n\nCompany,\n\nwhich\n\nis under\n\nreorganization, remain on deposit with the Central Hanover Bank and Trust Com¬\npany, New York City, but within a year a payment on account of interest due\nwas made.\nState of Arkansas\n\nToll Bridge Bonds, which\n\nfor several years past paid interest\n\nin the combination of cash and Series “B” Bonds, have resumed full cash payments.\nHome Owmers Loan Corporation Bonds held under the Parker Teacher Welfare\nFund were called and the cash received therefrom will be otherwise invested.\nAll other bonds have paid interest promptly\n\nand in full.\n\nThe gradual increase of worth of the Parker Teacher Welfare Fund is encourag¬\ning and the mortgage notes and stock which were acquired thru the Parker inherit¬\nance in 1931 have been steadily liquidated. The mortgage notes generally were on\nChicago property and those now either have been paid or converted into stock in\nbuilding corporations or certificates of interest in liquidation trusts. This fund origi¬\nnated from certain small donations which had reached a total of $76. Thru the\nParker inheritance it has reached a value of $7,974.99. None of the stock certificates\nor liquidation trust certificates are included in this value or are carried as assets\nof the Permanent Funds. The same is true of certain stock held in corporations and\nin half ownership of a farm of 192 acres in Burleigh County, North Dakota, and\nanother of 320 acres in Blaine County, Montana. The receipts from these farms,\nprincipally from Agricultural Adjustment Administration sources, are a little more\nthan sufficient to pay taxes.\nThe net income from the Permanent Fund continues to increase: for 1928-29 that\nincome amounted to $13,308.81; for 1938-39, $46,238.28; for 1939-40 the income from\nthe Permanent Fund is $47,725.62.\nThe condition of the administration building continues to be excellent. The regular\nprogram of interior painting, cleaning, minor repairs and adjustments, and general\nupkeep is met out of the Association’s operating funds. Within the year the exterior\nwoodwork of the building has been painted, additional safety\" devices were in¬\nstalled in the elevators, and changes were made in certain lighting fixtures and\nradiator locations.\nThe establishment of executive offices by the National Council of Social Studies\nas a department of the Association and the anticipated removal of the offices of\nthe National Association of Secondary-School Principals from Chicago will leave\nslight space in our building unoccupied or not put to a very useful purpose. Few of\nus at the time when the new building was planned would have thought that the\nphysical needs of the Association would have grown so rapidly.\nThe Board recommends that the report of the auditors and the financial statements\nbe read with interest and care. Attention is called to the fact that the operating\nexpenses for the past year were $7,316.49 less than the budget allowance and were\n$17,565.37 less than the operating income. The executive secretary, business manager,\nand staff executives are to be commended for this excellent showing. In view of the\n\n"}
{"page": 852, "printed_page": null, "text": "848\n\nNational\n\nEducation\n\nAssociation\n\npresent worldwide economic situation it is essential that the policy of keeping within\nthe budget be strictly observed.\nNot included in the assets of the Permanent Fund or of the operating account is\nthe Association’s equity of $69,996.06 in our Retirement\n\nPermanent\nCash\n\nFund.\n\nFund — Principal Account\nReport — May\nGeneral\n\n31, 1940\n\nFunds\n\nCash on hand, May 31, 1939 .\nReceipts from Life Members .\n\n$13,738.13\n21,329.50\n\n$35,067.63\n\nOther Receipts:\nAdjustment of Life Membership of Leo Henessy\n5.00\nAccrued Interest at time of purchase of Metro.\nWater Dist. of S. Calif. Bonds .\n101.06\nContributions to Permanent\nGivens .\n\nFund\n\nby Willard\n\nE.\n10.00\n\nTransfer from N.E.A. Membership\nMembership .\n\nto Life\n360.00\n\nDisbursements:\nExchange\n\non\n\nForeign\n\nChecks .\n\non hand, May\n\n$35,543.69\n5.75\n\nCancellation and Adjustment of three Life Mem¬\nberships .\nCurtail on Mortgage .\nCash\n\n476.06\n\n47.00\n23,000.00\n\n23,052.75\n\n31, 1940\n$12,490.94\nElementary\n\nCash on hand, May\nReceipts :\nLife Memberships\nCash\n\non hand, May\n\nAmerican\n\nSchool Principals’ Fund\n\n31, 1939 .\n\n$\n\n5.00\n\n.\n\n980.14\n\n31, 1940 .\n\nAssociation\n\n985.14\n\nof School Administrators — Educational\n\nCash on hand, May 31, 1939 .\nReceipts :\nMembership Donations and Subscriptions .\n\nResearch\n\nFund\n\n$ 1,880.00\n880.00\n\n$ 2,760.00\n\nDisbursements :\nPurchase of $2,000 Port of New\nBonds .\nCash\n\non hand, May\n\nU. S. Treasury\nCash\n\nAuthority\n\nand Directors\n\n31, 1939 .\nBond\n\non hand, May\n\n2,017.50\n\n31, 1940 .\n\nSupervisors\nCash on hand, May\nReceipts :\n\nYork\n\nCoupons .\n\n31, 1940\n\n742.50\n\nof Instruction Fund\n$\n\n32.50\n32.50\n65.00\n\n"}
{"page": 853, "printed_page": null, "text": "Financial\n\nReport\n\n849\nParker\nCash on hand,\nReceipts :\n830\n\nMay\n\nOakwood\n\nTeacher\n\nIV elf are Fund\n\n31, 1939 .\n\nBlvd.\n\nH. O. L. C. Bond\n\n$\n\n260.41\n\nProperty .\n\n650.00\n\nCalled .\n\n1,550.00\n\nPark Ridge Bond .\n208 So. LaSalle St. Dividends .\nInternational\n\nTextbook\n\nCo.\n\nNorth\n\nProperty\n\nA.A.A.\n\nDakota\n\nMontana\n\nProperty\n\nA.A.A.\n\n49.75\n20.00\n\nDividends .\n\n3.00\n\nAllotment .\n\n17.47\n\nAllotment .\n\n94.35\n\nH. O. L. C. Coupons .\n\n43.82\n\n7800-4 Champlain Ave. Trust .\n4000 Drexel Boulevard Dividend .\n\n30.00\n45.00\n\nA.A.A.\n\n7.52\n\nFarm\n\nProgram — North\n\nDakota\n\nProperty\n\n$ 2,771.33\n\nDisbursements :\nPurchase of $1,000 Port of New\nthority Bond .\n\nYork\n\nNorth\n\nTaxes...\n\nDakota\n\nand\n\nCommissions,\nPort\nCash\n\nInterest\n\nYork\n\nAuthority\n\nMay\n\n$ 1,008.75\n\nProperty\n\nAccrued\n\nof New\n\non hand,\n\nMontana\n\nand\n\nAu¬\n\nhandling\n\n41.28\n\nof\n\nBonds .\n\n13.40\n\n1,063.43\n\n31, 1940 .\n1,707.90\n\nTOTAL\n\nCASH,\n\nMay\n\n31, 1940 .\n$15,991.48\n\nDeposited in American Security and Trust\npany, Washington, D. C .\n\nCom¬\n$15,991.48\n\nPermanent\n\nFund — Income\nMay\n\nAccount\n\n31, 1940\n\nReceipts :\nInterest on Bonds .\nInterest on Bank Deposits .\nRent — Headquarters\nMay\n\nBuilding\n\n$ 5,174.44\n183.44\n\nfor year\n\nended\n\n31-, 1940 .\n\nRent from\n\n“M”\n\n43,000.00\n\nStreet Garage\n\nProperty — 1939-40\n\n5,100.00\n\nQuinter and Sothoron, Retainer Fee 1939-40. ..\nPenn Mutual Life Insurance Co., Interest on\n\n750.00*\n\n$53,457.88\n\n$53,457.88\n\nDisbursements:\n\nReal\n\nEstate\n\nMortgage .\n\n3,105.00\n\nExchanging Met. Water District of So. Cali¬\nfornia and New York Corporate Stock Bonds\nAlterations\nBuilding\n“M”\n\nand\n\nRepairs\n\non\n\n.\n\nStreet Garage\n\nProperty\n\n“M” Street Garage Property\nsurance .\nSafe\n\nDeposit\n\nDelivery\n\nTo\n\nBox\n\nof New\n\nTreasurer\n\n727.77\nTax .\nPlate\n\n1,069.10\n\nGlass\n\nIn¬\n\nRental .\nYork\n\nof N.E.A.\n\n7.14\n\nAdministration\n\nCorporate\n\n30.96\n38.50\n\nStock\n\nBonds.\n\nfor Income — 1939-40.\n\n3.79\n\n. . .\n\n5,732.26\n\n47,725.62\n$53,457.88\n\n* Payment\n\nfor second half of 1938-39 included in 1939-40 fiscal year.\n\n"}
{"page": 854, "printed_page": null, "text": "850\n\nNational\n\nA\n\nfull statement\n\nsecurities owned\n\nof the Permanent\n\nby the Permanent\n\nFund\n\nFund\n\nAssociation\n\nis shown\n\nis shown\n\nin Exhibit\n\nin Exhibit\n\nJoseph\n\nBoard\nof\n\n“E.” The\n\nThe\n\nlist of\n\nParker\n\nEstate\n\nH.\n\nSaunders,\n\nChairman\n\nE. G. Doudna, Secretary\nFlorence Hale\n\nTrustees\n\nAmy\n\nH. Hinrichs\n\nThomas\n\nJune\n\n“D.”\n\n“F.”\n\nin Exhibit\n\nare shown\n\nproperties\n\nEducation\n\nJ. Walker\n\n28, 1940\n\nReport\n\nWAYNE\n\nof Auditors\n\nKENDRICK\n\nCERTIFIED\nRUST\n\nPUBLIC\n\nBUILDING,\n\n& COMPANY\nACCOUNTANTS\n\nWASHINGTON,\n\nD. C.\n\nJune\nMiss Amy H. Hinrichs,\nNational Education Association\n1201\n\nSixteenth\n\nD. C.\n\nDear\n\nMadam\n\n:\n\nhave\n\nexamined\n\nAssociation\nherewith\n\nand\n\nof account\n\nthe books\n\nof the United\n\nour\n\nStates,\n\nStreet, N. W.,\n\nWashington,\n\nWe\n\nof the United\n\nreport\n\nrecords\n\nStates for the fiscal year\n\ncomprised\n\nof the following\n\nof Assets\n\nMay\n\n31, 1940, and\n\nexhibits\n\nand\n\ncomments:\n\nLiabilities as at May\n\nExhibit\n\n“B” — Condensed Comparative Statement of Income and\nFiscal Years Ended May 31, 1939 and 1940.\n\nExhibit\nExhibit\n\n“C” — Income and Expenses for the Fiscal Year Ended\n“D” — Assets of Permanent Funds as at May 31, 1940.\nin Securities — Permanent\n\n“F” — Properties Held for the Credit\nFund as at May 31, 1940.\n\nEducation\n\nended\n\n“A” — Statement\n\nExhibit “E” — Investments\n1940.\n\nand\n\nof the National\n\nExhibit\n\nExhibit\n\n17, 1940\n\nFunds\n\nsubmit\n\n31, 1940.\nExpense\nMay\n\nBonds\n\nof the Parker\n\nfor the\n\n31, 1940.\n\nas at May\n\nTeacher\n\n31,\n\nWelfare\n\nComments\nOur\n\nexamination\n\nconsisted\n\nof the Association\n\nas at May\n\nprincipally\n\n31, 1940, but we\n\nexpense\n\naccounts\n\nto substantially\n\nCash\n\nin banks\n\nwas\n\nwrith amounts\n\nentered\n\nof the verification\n\nverified\n\ndetermine\n\nmade\n\nin the books\n\nof account.\n\nliabilities\nand\n\nthereof.\n\nof all checks\nWe\n\nand\n\nsufficient tests of income\n\nthe accuracy\n\nby a comparison\n\nof assets\n\npaid\n\nalso inspected\n\nby the banks\nthe checks\n\nas\n\nto payees and endorsements.\nence with the depositories,\n\nAll bank accounts were verified by direct correspond¬\nand where statements were furnished by the banks,\n\nthe balances\n\nwere\n\nCash\n\nshown\n\non Hand\n\nwas\n\nthereon\n\nindividual\nPostdated\n\nReceivable\naccounts\nChecks,\n\nto the amounts\n\nverified by actual count. Permanent\n\nverified by inspection\nAccounts\n\nreconciled\n\nof the checks\n\nshowing\n\namounting\n\nto $10,921.03\n\nin the ledger\n$74.00, were\n\nand\n\nproof\n\nverified\n\npayments\nwere\n\nthereof\nby\n\nFund\n\nshown\n\nby the books.\n\nIncome\n\nChecks\n\nto the Regular\nverified\nwith\n\ninspection.\n\nreturned by the banks unpaid at maturity dates are included\nProtested Checks, $108.73, were examined by us.\n\nAccount.\n\nby inspections\n\nthe controlling\nSuch\n\nwere\n\nchecks\n\nin “Protested\n\nof the\n\naccount.\nas\n\nwere\n\nChecks.”\n\nThe Reserve for Doubtful Accounts, covering Accounts Receivable for Adver¬\ntising, Publications, Exhibits, Postdated Checks and Protested Checks is, in our\nopinion,\n\nsufficient to take care\n\nof any loss from\n\nthese sources.\n\n"}
{"page": 855, "printed_page": null, "text": "Financial\n\nReport\n\n851\n\nCommercial National Bank Receiver’s Certificates were verified by inspection\nof the certificates. The amount received is 70 percent of $74,111.42, the total\namount on deposit in the General Fund at the time the bank was closed in 1933,\nleaving\n\na balance\n\nof $22,233.44\n\nState, County\nwarrants.\nStamped\n\nand\n\nby\n\nstaff, and\n\nyour\n\nand\n\nextensions.\n\ninventories\n\nOffice Furniture\nafter deducting\nthe\n\nadditions\n\ninvoices.\nand\n\nA\n\nand\n\nOffice Supplies,\n\ninspection\n\nhave\n\nwas\n\nand\n\nadjusted\n\nby\n\ninspection\n\nsubsequently\n\nprices thereof.\n\nthe books\n\nof\n\nsuch\n\n$1,615.95,\n\nwere\n\nmade\n\nus\n\nWe\n\nto agree\n\nby\n\nto\n\nalso checked\n\nwith\n\nthe actual\n\non hand.\nand\n\nFixtures,\n\n$39,442.75,\n\nduring\n\nphysical\n\ninventory\n\nwas\n\na similar\n\ninventory\n\nwith\n\ndepreciation\n\nthe year\n\namounting\n\nto this account\n\nmade\n\nvalue\n\non the building\n\nnecessary\n\nis the net value\n\nfor Depreciation\n\nmade\n\nbe\n\nverified\n\nas to quantities\n\nvalue to the physical inventory\nin the amount of $3,824.18.\nit would\n\nwere\n\n$1,128.31,\n\nan\n\nWe\n\nthe Reserve\n\ncompared\n\nWhile\n\nWarrants\n\nCards,\n\nthe reasonableness\n\ncalculations\nphysical\n\nMunicipal\n\nEnvelopes\n\ninventoried\ndetermine\n\nand\n\nstill held by the Receiver.\n\nby your\nat May\n\ncash\n\nfrom\n\nWe\n\nby\n\nof purchase\n\ninspection\nwhich\n\n31, 1939. We\n\nby increasing\n\nby the records\n\nto $46,495.99.\n\nemployees,\n\nis recognized,\n\nto set aside\n\nshown\n\nwe\n\nexamined\n\ndecreased\n\nthe book\n\nthe Reserve\n\nfor Depreciation\n\nif such a deduction\n\nincome\n\nverified\n\naccounts\n\nwere\n\nmade,\n\nto increase\n\nthe\n\n“Depreciation Fund.” Depreciation has not been deducted for the past eight 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, $127,578.25, as shown on Exhibit “D,” were\nexamined and found to be in agreement with the books. These are mainly nonnegotiable installment notes given in payment of Life Memberships. Notes received\nduring\nLoss\n\nthe past two\n\namounting\n\nhowever,\n\nin our\n\nunpaid\n\nare in a negotiable\n\nto $10,726.98\nopinion,\n\nto approximately\ncollectible.\nThe\n\nyears\n\nto cover\n\nThe\n\nsufficient to cover\n\nfuture provision\n\n$30,000.00\n\nbalances\n\nappears\n\nform.\n\nshould\n\nbe made\n\nnotes\n\nwhich\n\nmay\n\nof Life Membership\n\nNotes\n\nhave\n\nReserve\n\nfor Anticipated\n\nimmediate\n\nrequirements;\n\nto increase\nlater be\n\nbeen\n\nClassification\nTo\n\nbe Cancelled\n\nthis reserve\n\ndetermined\n\nun¬\n\nclassified as follows:\n\nNumber\n\nBalance\n\nof Notes\n\nDue\n\n.\n\n55\n\n$4,063.00\n\n39\n\n2,993.00\n\n309\n\n21,974.00\n\n85\n2\n\n5,217.00\n140.00\n\n6\n53\n32\n\n405.00\n3,983.00\n1,359.50\n\n1936, 1937, 1938, 1939 .\n1940\n\n323\n909\n\n17,829.00\n46,083.50\n\n1941\n1942\n\n503\n4\n\n23,393.25\n138.00\n\n2,320\n\n$127,578.25\n\nMembers\n\nNot\n\nLocated\n\n.\n\nInactive\n\n.\n\nLetters to be Written for Non-Payment .\nPast Presidents who automatically became Life Members\n\n...\n\nPresented with Membership — Donor Delinquent .\nService Stopped for Delinquency in Payments .\nMiscellaneous Status .\n\nPromised\n\nto Begin Payments\n\nIn the course\nnotes\n\nof our\n\nare making\n\nin:\n\nexamination,\n\npayments\n\nwe\n\nalso found\n\non Life Memberships,\n\nthat members\nas follows:\n\nwho\n\ndid not sign\n\n"}
{"page": 856, "printed_page": null, "text": "852\n\nNational\n\nEducation\n\nNumber\n\nAssociation\n\nof\n\nSubscriptions\nActive — Payments Made\nInactive .\n\nCurrently.\n\nCollected\n\n$28,700.00\n5,300.00\n\n$15,041.75\n1,031.00\n\n$13,658.25\n4,269.00\n\n$34,000.00\n\n$16,072.75\n\n$17,927.25\n\nentered\n\nthe\n\nand\n\nis not\n\nIt will be\n\nnoted\n\n287\n53\n340\n\nThe\n\nbalance\n\nincluded\n\nof these\n\naccounts\n\nhas\n\nnot\n\nin the assets of the Permanent\n\nInvestments\n\nin Securities\n\nwere\n\nbeen\n\nBalance\n\nA mount\nSubscribed\n\non\n\nUnpaid\n\nbooks\n\nFund.\n\nverified\n\nby\n\nactual\n\ninspection.\n\nfrom Exhibit “E” that interest amounting to $45.78 was received on the St. Louis\nand San Francisco Railroad Bonds during the year. These bonds are in default\non\n\ninterest\n\ndue\n\nthat amount\nBonds\n\ndue\n\nJanuary\n\nreceived\nApril\n\nsummary\n\nshows\n\nsecurities\n\nheld\n\n1, 1933,\n\nduring\n\nsubsequent\n\nthereto\n\nthe past year. Interest\n\n1, 1938, and\nthe book\n\nand\n\nsubsequent\n\nvalue\n\nin the various\n\nand\n\nfunds\n\nthereto\n\nmarket\nof your\n\non\n\nFunds\n\nGeneral\n\nFunds — Reserved\n\nthe\n\nManhattan\n\nis also in default.\n\nvalue\n\nas\n\nat May\n\nof the\n\nValue\n\n31, 1940\n\n$115,437.65\n\nfor Building\n\nFund .\n\n.\n\nAmerican Association for Health,\nand Recreation .\n\n$92,872.33\n19,350.00\n10,713.59\n\n20,308.06\n\nof Instruction .\nFund\n\nfollowing\n\nMay\n\n31, 1940\n\n4,000.00\n\nWelfare\n\nThe\n\nMay\n\nSupervisors\n\nTeacher\n\nCo.\n\nMarket\n\n9,856.48\n24,232.57\n\nParker\n\nRailway\n\nBook Value\n.\n\nDirectors\n\nof\n\n31, 1940,\n\nElementary School Principals’ Fund .\nAmerican Association of School Administrators .\nand\n\nexception\n\nAssociation:\n\nFund\nGeneral\n\nwith\n\n26,410.71\n4,195.00\n\n6,267.09\n\nPhysical\n\nEducation,\n\n6,425.94\n2,000.00\n1,915.00\n$182,101.85\n\n$161,882.57\n\nIt will be noted from Exhibit “A” that the total net equity value of the Perma¬\nnent Fund Assets was $894,425.10 at May 31, 1940, as compared to $868,580.73 at\nMay\n\n31, 1939. The\n\nNet Equity Value\nAs\nTo\n\nShown\nWhich\n\nIncreases\nEquity\n\nincrease\n\nat May\n\nby Prior\nAdd :\n\nis accounted\n\nfor as follows:\n\n31, 1939\n\nAudit\n\nReport .\n\n$868,580.73\n\nin the following:\nin Real\n\nEstate .\n\n$23,000.00\n\nElementary School Principals’ Account .\nAmerican Association of School Administrators .\n\n954.88\n880.00\n\nSupervisors and Directors of Instruction .\nParker Teacher Welfare Fund .\n\n32.50\n906.24\n\nAmerican Association for Health,\nand Recreation .\n\nFrom\n\nDecreases\nCash\n\nWhich\n\nPhysical\n\nEducation,\n2,000.00\n\n27,773.62\n$896,354.35\n\nDeduct:\n\nin the following :\n\n.\n\n$1,247.19\n\nNotes Receivable — Life Members (Net Value)\nInvestments in Securities .\n\nNet Equity Value at May\n\n31, 1940 .\n\n.\n\n581.00\n101.06\n\n1,929.25\n\n$894,425.10\n\n"}
{"page": 857, "printed_page": null, "text": "Financial\n\nReport\n\n853\n\nVouchers Payable, $20,615.29, were verified by inspection of invoices and state¬\nments from creditors and examination of the accounts in the voucher register.\nWe\n\nalso ascertained\n\nbeen\n\npaid.\n\nrecorded\nWe\n\nWe\n\non\n\nchecked\n\nthe\n\nAmerican\n\nthat\n\nno\n\nby inquiry\n\namounts\n\nof School\n\nthe records\n\nthe cash book\n\ndetermined\n\nthe books\n\nAssociation\nand\n\nfrom\n\ndue\n\nthat none\n\npurchases\n\nhad\n\nof the Business\nto the\n\nAdministrators,\n\nAssociation\n\nof these liabilities had\nbeen\n\nmade\n\nElementary\nSupervisors\n\nSchool\nand\n\nDirectors\n\nEducation,\n\nkept by those departments.\n\nAmounts\n\ndue\n\n“A”\n\nconsists of amounts\nCommittee\n\nwere\n\naccepted\ndue\n\non Teachers\n\nas shown\n\nand\n\nand\n\nAmerican\n\nof Instruction,\nRecreation\n\ndepartments\n\nThe\n\ntotal shown\n\non Exhibit\n\ncommissions,\n\nas follows:\n\nSalaries .\n\n$\n\n139.09\n\n19,261.19\n400.23\n\n.\n\n81.75\n\nElementary School Principals .\nAmerican Educational Research Association .\n\n5,160.64\n6,140.30\n\nHome\n\n1,116.47\n\nEconomics\n\nAmerican\n\n.\n\nAssociation\n\nfor Health,\n\nPhysical\n\nEducation,\n\nand Recreation .\nNational Council on Teacher Retirement\nN.\n\n12,420.89\nof\n\nthe\n\nE. A .\n\nLess:\nAdult\n\n148.33\n\n$44,868.89\n\nOverdrawn:\n\nEducation\n\n.\n\n$\n\nSupervisors and Directors of Instruction .\nScience Instruction .\nBusiness\n\nEducation\n\nwith\n\nassociated\n\nAmerican Association of School Administrators .\nRural Education .\nLip Reading\n\nnot\n\nother\n\nby the books.\n\ndepartments\n\nwere\n\nPrincipals,\n\nPhysical\n\ncommissions\n\nwhich\n\nDivision.\n\nfor Health,\n\nand\n\npreviously\n\n234.55\n1,143.38\n288.74\n\n.\n\n506.56\n\nSecondary Teachers .\nArt Education .\n\n53.14\n93.37\n\n2,319.74\n\n$42,549.15\nIncluded\nunexpended\n\non\n\nthe liability side of the Balance\n\nfunds\n\nreceived\n\nfor the support\n\nSheet\n\nare Reserves\n\nof the following:\n\nEducational\n\nPolicies\n\nCommission .\n\nEducational\n\nPolicies Commission\n\n—\n\nCivic\n\nEducational\n\nPolicies\n\n—\n\nCivilian\n\nCommission\n\nEducation\n\n$ 1,523.96\nProject\n\nConservation\n\n.\n\n157.49\n\nCorps\n\n2,541.97\n\nHorace Mann — Hugh Birch Fund .\nJoint Enterprise between National Education Association\nWorld Federation of Educational Associations .\nSafety\n\nEducation\n\nrepresenting\n\n12,062.39\nand\n1,378.32\n\nProject .\n\n328.51\n\n$17,992.64\n\nThe first trust note payable against the real estate was verified by direct corre¬\nspondence with the holder of the note. This note was curtailed $23,000 during\nthe year,\n\nreducing\n\nit from\n\n$69,000\n\nto $46,000.\n\nYour\n\nAssociation\n\nowns\n\ncertain\n\npersonal\n\nand\n\nreal propern'\n\nreceived\n\nfrom\n\nthe\n\nEstate of Manila Z. Parker, as shown on Exhibit “F” of this report. These assets\nare in process of liquidation, and as definite values have not been placed thereon,\nthey have not been entered on the books of the Association as assets of the Parker\nTeacher Welfare Fund. A small income is now being regularly received from\nthese assets.\n\n"}
{"page": 858, "printed_page": null, "text": "854\n\nNational\n\nEducation\n\nAssociation\n\nA comparative summary of budgeted and actual expenditures showing the\namounts under or over the budget figures is shown below:\nBudget\nUnder or\nActual\n\nOver\n\ntures\nExpendi¬\nBoard\n\nof Trustees .\n\nBoard\n\nof Directors .\n\nExecutive\n\nCommittee\n\n6,781.45\n242.53\n\n4,000.00\n400.00\n\n.\n\nof Delegates\n\nExecutive Secretary’s Office .\nDivision of Accounts and Records .\nDivision\n\nof Field .\n\nDivision\n\nof Business .\n\nDivision\n\nof Publications .\n\nDivision\n\nof Research .\n\nDivision\n\nof Affiliated\n\nDivision\n\nof Administrative\n\nDivision\n\nof Memberships .\n\nAssociations\n\nExecutive\n\nSecretary’s\n\nIt is noted\nowned\nThe\n\ncash\n\nsurrender\n\naggregates\nbelongs\n\nvalue\n\n$189,572.60\n\nto employees\n\nPrepaid\n\non\n\n1,000.00\n964.99\n\nof\n\nand\n\n10,285.01\n16,350.04\n\n11,250.00\n\n13,556.39\n\n15,300.00\n\n31.216.94\n38.928.68\n\n32,575.00\n38,220.00\n\n13,141.79\n24,863.27\n\n12,500.00\n\nwhich,\n\nunder\n\n$69,996.06\n\nLikewise\n\nsuch\n\nitems\n\nprepaid\n\ncommission\n\non\n\nrenewal\n\nexpenses\n\nat the time\n\nthe invoices\n\nbelongs\n\nmemberships\n\nis a summary\n\nas costs\n\n708.68\n641.79\n266.73\n\n8,075.00\n\n61.43\n\n12.301.14\n\n9,235.00\n12,372.00\n\n70.86\n\n20.603.15\n\n22,000.00\n\n153.53\n1,396.85\n\n9,766.47\n12,391.91\n504.33\n\n9,920.00\n13,137.00\n\n745.09\n820.67\n\n$540,827.51\n\n$548,144.00\n\nunder\n\nto your\nbeen\n\n$ 7,316.49\n\nInsurance\n\nis carried\n\nPolicies\n\non\n\nthe books.\n\nthis plan at May\n\n31, 1940,\n\nof the\n\nplan, $119,576.54\n\nAssociation.\ntreated\n\nof unprinted\n\n503.17\n\n1,325.00\n\nAnnuities\n\nas income\n\njournals,\n\nof first trust payable,\nwere\n\n1,418.61\n1,358.06\n\n8,054.24\n9,173.57\n\noperation\n\nhave\n\n1,949.96\n\n907.54\n20.76\n\n. . .\n\nthe\n\n17,975.00\n\n66,372.00\n\nof all policies issued\n\nreceived.\n\nfollowing\n\n2,804.25\n\n1,100.00\n\nthe lives of its employees\n\nand\n\nThe\n\n9,000.00\n\nfor the Retirement\n\nsubscriptions\n\ncurrent\n\n6.195.75\n100.00\n\n65,464.46\n\nFund .\n\nvalue\n\nby the Association\n\ncash\n\n1,849.83\n85.94\n\n36.554.83\n\n.\n\nthat no\n\n24.385.94\n\nService .\n\nContingent\n\n744.51\n901.74\n\n25,130.00\n37,058.00\n\n.\n\nPromotion and Maintenance of Membership.\nDivision of Rural Service .\n\n61.50\n\n8,500.00\n89,000.00\n24,300.00\n\n.\n\nDepartments .\nCommittees and Commissions .\n\n635.08\n\n2,781.45\n157.47\n143.12\n\n57,700.00\n\n9.401.74\n90.849.83\n\nAssociation Membership Fees .\nRetirement Annuities and Insurance .\n\n$\n\n8,800.00\n\n8,943.12\n58,444.51\n\nJournal of the N. E. A. .\nOther Publications .\n\nSection\n\nAllow¬\n900.00\n$ 12,000.00\n\nPhysical Plant .\nAnnual Convention .\n\nPublicity\n\nance\n\n961.50\n$ 11,364.92\n\nOffice Expense for President .\nGeneral Office .\n\nExpenses\n\nBudget\n\nat the time\n\nprepaid\n\netc., have\n\nbeen\n\ninsurance,\ntreated\n\nreceived.\n\nof the Permanent\n\nFund\n\nIncome\n\nAccount\n\nfor the\n\nyear:\n\nIncome:\nInterest\n\non\n\nInterest\n\non Bonds .\n\nDeposits .\n\nRent\n\nfrom\n\nHeadquarters\n\nRent\n\nfrom\n\nGarage\n\nas\n\nBuilding .\n\nProperty .\n\n$\n\n183.44\n5,174.44\n\n43,000.00\n5,100.00\n\n$53,457.88\n\n"}
{"page": 859, "printed_page": null, "text": "Financial\n\n855\n\nReport\n\nDeduct:\n\nExpenses:\n.\n.\n.\n.\n.\n\nAttorney’s Retainer .\nInterest on First Trust Payable .\nInsurance and Taxes .\nRental\n\nof Safe\n\nBuilding\nCosts\n\nDeposit\n\nRepairs\n\nIncurred\n\nBox .\n\n.\n\nupon\n\nPurchases\n\nto the foregoing\n\ncomments,\n\nattached statement of Assets and\nfinancial position of the National\nMay\n\nwe\n\nhereby\n\n750.00\n3,105.00\n1,100.06\n38.50\n727.77\n\n.\n\nof Bonds .\n\nBalance Transferred to Treasurer of National\ncation Association .\nSubject\n\n$\n\n10.93\n\n5,732.26\n\nEdu¬\n$47,725.62\n\ncertify that, in our\n\nopinion,\n\nthe\n\nLiabilities, marked Exhibit “A,” reflects the true\nEducation Association of the United States as at\n\n31, 1940.\nRespectfully\n\nsubmitted,\n\nWAYNE\n\nKENDRICK\nBy\n\n&\n\nCOMPANY\n\nWAYNE\n\nKENDRICK\n\nCertified Public A ccountant\n\nStatement of Assets and Liabilities — As At May 31, 1940\nAssets\nGeneral\n\nAccounts\n\nExhibit\n\nCash\nSpecial Account — On\nRegular\nHand:\n\nDeposit\n\nAccount — On\n\nRefunds\n\nfrom\n\nand\n\nDeposit,\n\nAnnuity\n\non Hand .\nin\n\nTransit,\n\nInsurance\n\nAssociated Departments and\nGeneral Funds .\n\nand\n\nSettlements.\n\nCommissions\n\n$\n\non\n\nFunds\n\n42,549.15\n33,307.45\n\n89,811.64\n500.00\n\nTotal Cash .\nAccounts Receivable\n\n$\n\nAdvertising, Publications, Exhibits,\nPostdated Checks .\nChecks\n\nLess: Reserve\n\netc .\n\nfor Doubtful\n\nState, County\nInventories\n\nand\n\nMunicipal\n\nEnvelopes\n\nand\n\n108.73\n\nAccounts\n\n.\n\n$ 11,103.76\n566.47\n\nAdvances\n\nOffice Furniture\n\nTotal\n\nGeneral\n\nPermanent\n\nWarrants .\nCards .\n\nTotal\n\nAssets\n\nFixtures\n\n1,139.98\n$\n\n1,128.31\n1,615.95\n500.00\n3,244.26\n80.00\n\n.\n\nfor Depreciation\n\nAccounts\n\nFunds\n\n22,048.44\n\n.\n\nand\n\nLess : Reserve\n\n10,537.29\n\n$ 22,233.44\n185.00\n\nOffice Supplies .\nVolumes of Proceedings and Publications .\nTravel\n\nAssets\n\nAssets — From\n\n.\n\n107,637.61\n\n$ 10,921.03\n74.00\n\n.\n\nCommercial National Bank Receiver’s Certificates .\nLess: Reserve for Unpresented Checks .\n\nStamped\n\n17,325.97\n\n$ 13,955.04\n\nPetty Cash\n\nProtested\n\n“A”\n\n$ 85,938.74\n\n.\n\n46,495.99\n\n.\nExhibit\n\n“D”\n\n(Net) .\n\n, .\n\n39,442.75\n$\n\n184,130.33\n894,425.10\n\n$1,078,555.43\n\n"}
{"page": 860, "printed_page": null, "text": "856\n\nNational\n\nEducation\n\nAssociation\n\nExhibit\n\nLiabilities and Net Worth\nLiabilities\n\nVouchers Payable .\nDue Associated Departments and Commissions .\nReal\n\nEstate\n\nNotes\n\nPayable\n\n($46,000.00\n\nContra\n\n$ 20,615.29\n42,549.15\n\nDeducted\n\nfrom Assets on Exhibit “D”)\nSuspense .\nTotal\n\n180.81\n\nLiabilities\n\n$\n\nReserves\n\nEducational\n\nPolicies Commission\n\nEducational\nProject\n\n$\n\nCommission — Civic\n\n157.49\n\nPolicies Commission — Civilian\n\nConservation\n\n.\n\nHorace Mann — Hugh Birch Fund .\nJoint Enterprise between National Education Association\nand World Federation of Education Associations ... .\nSafety Education\nNet\n\nProject\n\nWorth — Represented\n\nPermanent\nSurplus\nBalance\nAdd:\n\nJune\n\nin Detail\n\nMay\n\nExhibit\n\non Exhibit\n\n“D”.\n\n. . $894,425.10\n\nOutstand¬\n7.51\n.02\n\n31, 1940 — From\n\n“B”\n\nLiabilities\n\n17,992.64\n\n$89,392.28\n\ning Checks .\n$\nMiscellaneous Adjustment ...\nNet Profit for the Fiscal Year\nEnded\n\n1,378.32\n328.51\n\nBy:\n\n1, 1939 .\nof Old\n\n2.541.97\n12,062.39\n\n.\n\nFunds — Shown\n\nCancellation\n\nTotal\n\n1.523.96\n\nEducation\n\n.\n\nEducational\nCorps\n\nPolicies\n\n.\n\n63,345.25\n\n.\n\nand\n\nNet\n\n13,392.63\n\n13,400.16\n\n102,792.44\n\n997,217.54\n\nWorth\n\n$1,078,555.43\n\nCondensed\n\nComparative\n\nStatement\n\nFor the Fiscal Years\n\nEnded\n\nof Income\n\nMay\n\nand Expenses\n\n31, 1939 and 1940\n1940\n\nIncrease “Bor”\n\nExhibit\n\nFiscal Years\n\n1939\n\nIncome\nPermanent\n\n. . . .$ 46,238.28\nMemberships from Secretary’s Office . . . 198,496.09\nN. E. A. Journal — Subscriptions and\n.... 243,112.53\nvertising .\n.... 32,309.30\nConvention Exhibits (Net) .\nResearch Bulletins .\nAd- 3,635.66\nHonorariums .\n2,215.47\nRentals .\n.\n8,415.82\nSales of Publications .\n19,397.07\n405.57\nSundry Income .\n\nTotal\n\nIncome\n\nEnded\n\nMay\n\n31, Decrease\n\n1940\n\nOver 1939\n\nFund — Net Income .\n\n.\n\n. . $554,225.79\n\n$ 47,725.62\n205,372.41\n243,918.23\n\n$1,487.34\n6,876.32\n805.70\n\n33,828.14\n\n315.54\n1,518.84\n\n3,320.12\n1,771.77\n\n443.70\n\n2,689.50\n19,529.77\n237.32\n\n132.70\n5,726.32\n168.25\n\n$558,392.88\n\n$4,167.09\n\n"}
{"page": 861, "printed_page": null, "text": "Financial\n\nExpenses:\n\nof Trustees .\n\n“B-l”\n\nBoard\n\nof Directors .\n\n“B-l”\n\nGeneral\n\nCommittee .\n\n“B-2”\n\nPhysical Plant .\nAnnual Convention .\n\nDistribution\n\n“B-3”\n“B-4”\n\n857\n\nEnded\n\n, Over\nDecrease\n1939\n\n6,401.20\n8,728.47\n57,425.26\n\n7,023.98\n8,943.12\n58,444.51\n\n1,019.25\n\n7,432.20\n\n9,401.74\n\n1,969.54\n\n“B-5”\n\n115,235.77\n,378.91*\n124\n27,136.70\n\n“B-6”\nSpecial Appropriations .\nAssociation Membership Fees. . . .“B-6”\n\nhibi\n31 Ex\n\n961.50\n$ 11,364.92\n\nand\n\n.\n\nMay\n1940\n\n1940\nIncrease\nor\nt “B”\n\n630.53\n9,611.84\n\n$\n\n“B-l”\n\nOffice .\n\nPublications — Printing\n\nFiscal Years\n1939\n\nSchedule\n\nBoard\n\nExecutive\n\nReport\n\n29,906.43\n100.00\n\n1,100.00\n\n330.97\n$ 1,753.08\n622.78\n\n214.65\n\n9,143.14\n2,769.73\n\n1,000.00\n\n“B-6”\n\n8,307.25\n\n6,195.75\n\n“B-6”\n\n11,512.56\n\n10,285.01\n\n“B-7”\n\n32,439.10\n\n31,216.94\n\n1,227.55\n1,222.16\n\n“B-8”\n\n37,443.74\n13,741.36\n\n38,928.68\n13,141.79\n\n1,484.94\n599.57\n\n24,863.27\n\n“B-ll”\n\n24,431.69\n35,000.41\n\nDivision of Research .\nDivision of Affiliated\n\n“B-12”\n\n64,212.97\n\n65,464.46\n\nAssociations .\nDivision of Administrative\n\n“B-13”\n\n8,637.92\n\n8,054.24\n9,173.57\n12,301.14\n\nExpenses of Delegates .\nRetirement Annuities and\nInsurance\n\n.\n\nExecutive Secretary’s Office .\nDivision of Accounts and\n\nRecords .\nDivision of Field .\nDivision of Business .\nDivision of Publications .\n\n“B-9”\n“B-10”\n\n2,111.50\n\n431.58\n\n36,554.83\n\n1,554.42\n1,251.49\n583.68\n330.73\n547.53\n\n.\n\n“B-14”\n\nDivision of Membership .\nPromotion and Maintenance of\n\n“B-15”\n\n8,842.84\n11,753.61\n\nMembership .\nDivision of Rural Service .\n\n“B-16”\n“B-17”\n\n22,816.63\n11,510.76\n\n20,603.15\n\n2,213.48\n\n9,766.47\n\n“B-l 8”\n\n12,366.22\n\n12,391.91\n\n1,744.29\n25.69\n\nService\n\nPublicity Section .\nExecutive Secretary’s Contingent\n“B-19”\nFund .\nTotal\nNet\n\nOperating\nProfit\n\nDebts,\nof\n\nExpenses .\n\nBefore\n\nProtested\n\nInventories\n\nProvision\nChecks,\n\nand\n\nfor\n\n504.33\n\n711.60\n\n1,215.93\n$547,078.10\n\n$540,827.51\n\n7,147.69\n\n$ 17,565.37\n\n$ 6,250.59\n\nBad\n\nAdjustment\n\nDepreciation\n\n.\n\n$\n\n$10,417.68\n\nDeduct:\nAdjustment of Postage and Stationery\nInventories .\nProvision for Bad Debts and Protested\nChecks\n\n.\n\nDepreciation on Office Furniture\nFixtures .\n\nNet\n\nProfit\n\nFiscal\n\nfrom\n\nYears\n\nOperations\n\nEnded\n\nMay\n\n$ .\n17.84\n\n$\n\n141.54\n207.02\n\n$\n\n141.54\n189.18\n\nand\n5,931.54\n\nfor\n\nthe\n\n31, 1939\n\nand\n\n3,824.18\n\n2,107.36\n\n$\n\n5,949.38\n\n$\n\n4,172.74\n\n$ 1,776.64\n\n$\n\n1,198.31\n\n$ 13,392.63\n\n$12,194.32\n\n1940\nIncludes ten issues of Journal\n\n(May\n\n1938, to May\n\n1939, inclusive).\n\n"}
{"page": 862, "printed_page": null, "text": "National\n\n858\n\nIncome\n\nand Expenses\n\nEducation\n\nAssociation\n\nfor the Fiscal Year Ended\n\nMay\n\n31, 1940\n\nIncome\n\nPermanent\n\nFund\n\nNet\n\nMemberships from\nN.E.A. Journal\n\nSecretary’s\n\nSubscriptions\n\n(Part\n\nAdvertising\n\n.\n\nConvention\n\nExhibits\n\nExhibit\n\nIncome .\nOffice .\n\nof Membership\n\n“C”\n\n$ 47,725.62\n\nDues) .\n\n205,372.41\n$194,508.57\n49,409.66\n\n243,918.23\n\n.\n\n33,828.14\n\nResearch Bulletins — Subscriptions .\nHonorariums .\n\n3,320.12\n1,771.7 7\n\nRentals\n\n2,689.50\n\n.\n\nSales of Publications\nSundry\n\nTotal\n\nIncome\n\nIncome\n\n.\n\n.\n\n237.32\n\n.\n\n$558,392.88\n\nSchedule\n\nExpenses\n\nBoard\n\n19,529.77\n\n“B-l”\n\nof Trustees .\n\nBoard of Directors .\nExecutive Committee Expense\nPresident\n\n1938-1939\n\n$\n.' .\n\n.\n\n11,364.92\n$994.16\n\nPresident’s Office Expenses 1938-1939 .\nFirst Vicepresident 1938-1939 .\nPresident 1939-1940 .\n\n100.82\n348.47\n1,926.48\n\nPresident’s Office Expense 1939-1940 .\nFirst Vicepresident 1939-1940 .\nTreasurer .\nChairman Board of Trustees .\n\n141.71\n1,323.81\n344.15\n511.11\n\nMembers\n\n1,333.27\n\nby\n\n961.50\n\nElection .\n\n7,023.98\n$ 19,350.40\n\nGeneral\n\nOffice Expenses\n\nAuditing\n\nAccounts\n\nSchedule\n\n“B-2”\n\n.\n\n$\n\nExpress and Freight .\nGeneral Expense .\nInsurance .\nInterest\n\nand\n\nDiscounts\n\n500.00\n139.34\n262.93\n560.22\n\nAllowed .\n\n1,074.44\n\nRepairs — Office Furniture and Fixtures .\nSurety Bonds .\nTelephone Service .\n\n427.93\n260.00\n1,838.92\n\nOperators\n\n3,879.34\n\nPhysical\nRent\n\nand\n\nPlant\n\nInformation .\n\nSchedule\n\n8,943.12\n\n“B-3”\n\n.\n\n$ 43,000.00\n\nLight and Power .\nHeat .\n\n1,937.38\n1,253.39\n\nJanitor Service .\nMaintenance .\n\n9,405.70\n2,848.04\n58,444.51\n\n"}
{"page": 863, "printed_page": null, "text": "Financial\n\nSchedule\nAnnual\n\n859\n\nReport\n\n“B-4”\n\nExhibit\n\nRegistration\n\n.\n\nStenographers\nPublicity\nPrinting\n\nand\n\n..$\n\nTypists\n\n.\n\nBadges\n\nAssembly\n\n1,806.88\n277.00\n2,001.32\n\nExpense .\n\nSchedule\n\n$ 90,849.83\n\nof Proceedings .\n\n$8,734.13\n\nPublications and Reports .\nResearch Bulletin .\n\n3,562.85\n5,445.07\n\nAmerican\n\nEducation\n\nWeek\n\nDepartment of Classroom\nbook .\n\nMaterials ... . 6,626.89\n\nTeachers — Year¬\n17.00\n\nSchedule\n\nSpecial Appropriations\n\n24,385.94\n\n“B-6”\n\nDepartments\nKindergarten-Primary Education\nAdult Education .\nClassroom\n\nTeachers\n\n.\n\n$\n\n.\n\n376.58\n400.00\n\n11,022.67\n\nSecondary Teachers .\nNational Council of Education .\n\n1,500.00\n447.17\n\nDepartment of Science Instruction .\nArt Education .\n\n1,000.00\n200.00\n\nBusiness\nHome\n\nEducation\n\nEconomics\n\nEmergency\n\nNeeds\n\n.\n\n100.00\n\n.\n\n50.00\n\nof Other\n\nDepartments\n\nAmerican Association for Health, Physi¬\ncal Education, and Recreation .\n\n928.62\n325.00\n$ 16,350.04\n\nCommittees\n\nand\n\nCommissions\n\nEconomic Status of the Rural\nRetirement .\nEducation\n\nTeacher.\n\n. $\n\n.\n\nTenure\n\n.\n\nHealth\n\nProblems\n\n479.48\n400.00\n503.05\n4,291.42\n\nin Education\n\n(Joint) . . .\n\nLegislative Commission .\nCommittee on Guidance .\nCommittee To Cooperate\nLegion .\nResolutions .\n\nwith\n\n957.47\n1,088.77\n7.06\n\nAmerican\n187.72\n251.01\n\nCommittee To Cooperate with the Ameri¬\ncan Teachers Association .\n\n370.72\n\nLibrary .\nCredit Unions .\n\n66.85\n808.70\n\nAffiliated\n\n874.68\n\nAssociations\n\n$\n\n\"B-5\"\n\nPublications — Printing and Distribution\nJournal of the N.E.A .\nOther Publications\nVolume\n\n-\n\n3,423.08\n627.64\n63.33\n\n.\n\nRepresentative\n\n222.63\n459.26\n520.60\n\n.\n.\n\nExpress and Freight .\nTelephone and Telegraph .\nGeneral Program .\n\nTax\n\n“C”\n\nConvention\n\n.\n\n$115,235.77\n\n"}
{"page": 864, "printed_page": null, "text": "860\n\nNational\n\nAcademic\n\nFreedom\n\nEducation\n\n.\n\nInternational Relations\nEthics .\n\n.\n.\n.\n\n.\n\n$\n\nEqual Opportunitv .\nSalaries .\n.\n\n.\n.\n\nSupplies, Preparation,\nof Teachers .\n\nCertification\n.\n.\n\nand\n\nAssociation\n\nExpenses\n\nAnnuities\n\nand\n\n“C”\n\n375.75\n116.10\n76.81\n\nAmerican\n\nCouncil\n\nof Delegates .\n\nRetirement\n\nExhibit\n\n1,007.41\n349.59\n\nCooperatives .\nInduction into Citizenship .\n\nAssociation Membership Fee\nEducation .\n\n248.94\n665.70\n429.16\n\n$ 13,556.39\n\non $ 29,906.43\n100.00\n6,195.75\n\nInsurance .\n\n10,285.01\n$ 46,487.19\n\n“B-7”\n\nSchedule\n\nExecutive Secretary’s Office\nSalaries and Wages .\nTravel Expense .\n\n$ 28,952.44\n1,075.65\n\nStationery and Supplies .\nPostage .\n\n436.68\n607.28\n\nTelegrams\n\n144.89\n\nDivision\n\n.\n\nof Accounts\n\nSalaries\n\nand\n\nTravel\n\nExpense\n\nStationery\n\nand\n\n“B-8”\n\nSchedule\n\nRecords\n\nWages .\n\nand\n\n35,852.57\n339.18\n\n.\nSupplies .\n\n1,292.53\n768.96\n\nPostage .\nTelegrams .\nGraphotype\n\nDivision\nSalaries\n\nand\n\nTravel\n\nExpense\n\nStationery\nPostage\n\n667.24\n\n“B-9”\n\nSchedule\n\n$ 10,645.20\n210.08\n2,100.55\n\n.\n\nand\n\nSupplies .\n\n167.48\n\n.\n\n18.48\n\n.\n\nSchedule\n\nof Business\n\nSalaries\n\nand\n\nTravel\n\nExpense\n\nWages .\n.\n\n.\n\nAdvertising Expense .\nMailing Section .\nMultigraph\n\nSection\n\nAddressograph\n\n.\n\nOperation\n\n13,141.79\n\n“B-10”\n\nStationery and Supplies .\nPostage .\nTelegrams\n\n38,928.68\n\nWages .\n\nTelegrams\n\nDivision\n\n8.20\n\nSupplies .\n\nof Field\n\n31,216.94\n\n.\n\n$ 20,852.93\n1,115.65\n288.95\n558.34\n71.24\n279.62\n1,670.93\n4.98\n20.63\n\n24,863.27\n\n"}
{"page": 865, "printed_page": null, "text": "Financial\n\nReport\n861\n\nDivision\n\nSchedule\n\nof Publications\n\n“B-ll”\n\nSalaries and Wages .\nTravel Expenses .\nStationery\n\nand\n\nExhibit\n\n$ 33,302.27\n887.92\n\nSupplies .\n\n426.54\n\nPostage .\nTelegrams .\n\n503.51\n25.20\n\nCuts, Leaflets, and Packets .\nAmerican Education Week .\n\n379.88\n919.01\n\nPhotograph\n\n110.50\n\nand\n\n“C”\n\nCuts .\n\n$ 36,554.83\nDivision\n\nSchedule\n\nof Research\n\nSalaries\n\nand\n\nTravel\n\nExpense\n\nStationery\nPostage\n\nWages .\n\nand\n\n$ 59,994.32\n\n.\n\n1,279.80\n\nSupplies .\n\n1,637.14\n\n.\n\nTelegrams\nCharts,\n\n“B-12”\n\n.\n\nTables\n\n1,149.43\n\n. .\nand\n\nLegislative\n\n61.26\n\nReference\n\nService.\n\n..\n\nBooks and Pamphlets — Library .\nTeachers College Project .\n\nDivision\n\nle\n\nSchedu\nof Affiliated Associations\n\nSalaries\n\nand\n\nTravel\n\nExpense .\n\nTelegrams\n\n524.92\n7.85\n\n65,464.46\n\n“B-13”\n\nWages .\n\nStationery and Supplies .\nPostage .\n\n809.74\n\n$\n\n7,213.98\n461.72\n\n.\n\n140.54\n235.11\n\n.\n\n2.89\n8,054.24\n\nDivision\n\nof Administrative\n\nSalaries\n\nand\n\nTravel\n\nExpense\n\nStationery\n\nSchedule\nService\n\n“ B-14 ”\n\nWages .\n\nand\n\n$\n\n.\n\n8,869.92\n217.30\n\nSupplies .\n\n86.35\n9,173.57\n\nDivision\n\nSchedule\n\nof Membership\n\nSalaries\n\nand\n\nTravel\n\nExpense .\n\n“B-15”\n\nWages .\n\n$ 10,931.78\n1,039.72\n\nStationery and Supplies .\nPostage .\n\n158.83\n159.59\n\nTelegrams\n\n11.22\n\n.\n\nMaintenance\n\nPromotion\n\nand\n\nDivision\n\nof Rural\n\nSalaries\n\nand\n\nTravel\n\nExpense\n\nStationery\nPostage\n\nSchedule\n\nSchedule\n\nWages .\n\nand\n\n“ B-16 ”\n\nof Membership...\n\nService\n\n.\nSupplies .\n\n.\n\nTelegrams .\nConferences .\n\n12.301.14\n\n20.603.15\n\n“ B-17 ”\n$\n\n8,098.94\n1,246.80\n83.57\n54.18\n27.50\n255.48\n9,766.47\n\n"}
{"page": 866, "printed_page": null, "text": "862\n\nNational\n\nEducation\n\nSchedule\n\nAssociation\n\n“B-18”\n\nPublicity Section\nSalaries and Wages .\nTravel Expense .\nStationery and Supplies .\nPostage .\nTelegrams .\nPhotos and Prints .\nRadio\n\nBroadcasts\n\nNet\n\nExpenses\nProfit\n\n—\n\nTo\n\n.\n\nBefore\n\njustment\n\nExhibit\n\nof Inventories\n\nfor\n\nand\n\nBad\n\nCash\n\nDebts,\n\nDepreciation\n\nAssets of Permanent\nGeneral\n\n403.32\n\n$ 12,391.91\n\n504.33\n\n“B” .\n\nProvision\n\nFunds\n\n$540,827.51\n\nProtested\n\n—\n\nTo\n\nChecks,\n\nExhibit\n\nAd¬\n\n“B” .\n\nAs At May\n\n$ 17,565.37\n\n31, 1940\n\nFund\n\n.\n\nbit “D”\nEx$hi12,490.94\n\nNotes Receivable — Life Members .\nLess: Reserve for Anticipated Loss .\nInvestments in Securities (Book Value)\nGeneral Funds .\nGeneral\n\nFunds — Reserved\n\nfor Building\n\n$127,578.25\n10,726.98\n\nExhibit\n\n“E”\n\n116,851.27\n\n$115,437.65\n\nFund .\n\n20,308.06\n\nGeneral Office Real Estate, Building, and Improvements\nGarage Real Estate and Building .\n\n135,745.71\n\n$570,313.00\n63,167.50\n$633,480.50\n\nDeduct:\nFirst Trust Payable .\nReserve for Depreciation .\n\n$46,000.00\n8,000.00\n\n54,000.00\n\n578,480.50\n\nTotal General Fund .\nElementary\nSchool Principals Fund\n\nCash\n\nInvestments\n\nSchool\n\nExhibit “E”\n\nAdministrators\n\n.\n\nDirectors\n\nExhibit “E” .\n\nInvestments\n\nfor\n\nHealth,\n\nExhibit “E” .\n\nPhysical\n\nin Securities (Book Value)\nWelfare\n\nFund\n\nPermanent\n\nNote:\n\nParker\n\nFund\n\nTeacher\n\nestablishment\n\nAssets — To\nWelfare\n\nof this fund.\n\nExhibit “E” .\n\nExhibit “E” .\n\nExhibit\n\nFund\n\n65.00\n4,000.00\n\n$\n\nin Securities (Book Value)\n\nTotal\n\n24,975.07\n\n4,065.00\n\nEducation,\n\n.\n\nInvestments\n\n742.50\n24,232.57\n\n$\n\nin Securities (Book Value)\n\nTeacher\n\n10,841.62\n\nof Instruction\n\n.\n\nAmerican Association\nand Recreation\n\n985.14\n9,856.48\n\n$\n\nin Securities (Book Value)\n\nand\n\nInvestments\n\nCash\n\nof\n\n.\n\nSupervisors\n\nParker\n\n$\n\nin Securities (Book Value)\n\nAssociation\n\nInvestments\nCash\n\n$844,568.42\n\n.\n\nAmerican\n\nCash\n\n“C”\n\n9,562.01\n1,229.68\n296.06\n492.02\n141.45\n267.37\n\nSchedule “B-19”\nSecretary’s Contingent Fund .\n\nExecutive\nTotal\n\n$\n\nExhibit\n\n“A”\n\nincludes\n\n2,000.00\n1,707.90\n6,267.09\n\n.\n$1,650.33\n\nincome\n\n7,974.99\n\n$894,425.10\nreceived\n\nsince\n\n"}
{"page": 867, "printed_page": null, "text": "Financial\n\nInvestments\n\nReport\n\nin Securities — Permanent\nMay\n\n863\n\nFunds\n\nBonds\n\nAs\n\nAt\n\n31, 1940\nInterest “E”\n\nExhibit\n\nPar\nValue\nGeneral\n\nMortgage 4% Due 4-1-90 Certificate of\nDeposit .\nBaltimore and Ohio R. R. Co. (Pittsburgh,\n\nfor\n\nBuilding\n\n892.50\n\n45.00\n\n4,331.25\n400.00\n9,600.00\n\n20,000.00\n\n19,942.50\n\n10,000.00\n\n9,500.00\n\n15,000.00\n\n15,050.00\n\n8,000.00\n\n9,027.37\n\n$115,041.48\n\n$115,437.65\n\n2-1-70 .\n\nFunds — Reserved\n\n250.00\n\n3,900.00\n\nGeneral Mortgage 4% Due 1-1-53 .\nMetropolitan Water District of Southern\nCalifornia Colorado River Waterworks\n\nGeneral\n\n10,000.00\n\n9,947.50\n\n5,000.00\n\n5,385.70\n\nto\n\nExhibit\n\n“D” .\n\n238.94\n$\n4,536.94\n\n$\n\nStock Bonds (Water) 3% Due 2-1-79 .\nCity of Los Angeles High School District\n1-1-57 .\n\n600.00\n\nFund\n\n5,000.00\n\nDue\n\n800.00\n400.00\n\nBuffalo Sewer Authority 3^4% Due 11-1-57. .$\nCity of New York Temporary Corporate\n\n3^4%\n\n1,150.00\n\n3,791.48\n5,470.75\n\n4,000.00\n\nLake Erie and W. Virginia System) Re¬\nfunding Mortgage 4% Due 11-1-51 .\nChicago, Indiana and Southern Ry. Co. 4 %\nDue 1-1-56 .\nTerminal Railroad Association of St. Louis,\n\n.\n\n23,558.90\n\n45.78\n\n10,000.00\n\n“D”\n\n250.00\n\n1,000.00\n\ndated Mortgage 4% Due 7-1-52 .\nManhattan Railway Co. Consolidated\n\nto Exhibit\n\n225.00\n\n5,206.39\n\n5,166.51\n\n5,000.00\n\n5,250.00\n\nDue\n\n$\n\n3,791.48\n\nLien 4% Due 7-1-50 Certificate of Deposit\nAtlantic Coast Line R. R. Co. 1st Consoli¬\n\n4 Y^o\n\n$\n\n132.22\n\n3^4% Due 10-1-53 .\nCounty of Columbus, N. C. 5% Due 1-1-54\nCity of Newport News, Va. 4 ^4% Due\n6-1-48 .\nSt. Louis and San Francisco R. R. Co. Prior\n\nTotal\n\n1939-1940\n\nFunds\n\nCity of Monessen, Pennsylvania 4 J4% Due\n8-1-51 .\n$\n5,000.00\nState of Arkansas Toll Bridge 5% Due\n10-1-60 .\n5,000.00\nState of Arkansas Toll Bridge 5% Due\n10-1-54 .\n23,000.00\nState of Arkansas Toll Bridge Series B\n\nTotal\n\nBook\nValue\n\nCollected for\nFiscal Year\n\n$ 20,000.00\n\n$\n\n162.50\n\n4,974.86\n\n300.00\n\n$ 20,308.06\n\n175.00\n\n$\n\n637.50\n\n"}
{"page": 868, "printed_page": null, "text": "864\n\nNational\n\nEducation\n\nAssociation\n\nBook\nValue\n\nPar\nValue\nElementary\n\nNewport\n\nSchool\n\nNews\n\nPrincipals’\n\nand\n5,000.00\n\nU. S. Treasury 2 Y\\% Due 1956-59 .\nMetropolitan Water District of Southern\nCalifornia Colorado River Waterworks\n\n1,500.00\n\nto\n\nTotal\n\nDue\n\nAmerican\n\n$\n\nof\n\nSchool\n\n9,500.00\n\n$\n\n9,856.48\n\n$\n\n425.99\n\n$\n\n2,077.28\n\n$\n\n95.00\n605.00\n\n2,000.00\n\n11,285.00\n\n150.00\n\nPort of New York Authority 3% Due 12-15-76\nU. S. Treasury Savings Bonds Due 1946. . . .\n\n3,000.00\n150.00\n50.00 {\n|\n\n2,000.00\n\nU.\nU.\nU.\nU.\n\n3,160.51\n2,017.50\n2,250.00\n\n3,000.00*\n150.00\n\n200.00\n\n3,000.00\n\n3,092.28\n\nS. Treasury 3/% Due 1944-46 | .\nS. Treasury 3/% Due 1943-45 j .\nS. Treasury 2 /&% Due 1955-60 .\nS. Treasury 2/% Due 1956-59 .\n\nExhibit\n\nSupervisors\n\nand\n\n“D” .\nDirectors\n\nof\n\n$ 24,350.00\n\nto\n\nAmerican\n\nExhibit\n\n“D” .\n\nAssociation\n\nEducation,\n\nPort of New\n\nand\n\nfor\n\nHealth,\n\nto\n\nExhibit\n\nParker\n\nTeacher\n\n$\n\n12-15-76 $\n\nWelfare\n\n$\n\n* Maturity\n\nValue.\n\n943.27\n\n4,000.00* $\n1,000.00\n\n3,000.00 $ .\n1,000.00\n32.50\n\n5,000.00\n\n4,000.00\n\n$\n\n$\n\n32.50\n\n“D”\n\n2,000.00\n\n$\n\n2,000.00\n\n$\n\n2,000.00\n\n$\n\n2,000.00\n\n$\n\n750.00\n\n$\n\n758.34\n\n$\n\n6,000.00*\n1,000.00\n\n4,500.00\n1,008.75\n\n.\n\n7,750.00\n\n6,267.09\n\n$\n\nFund\n\n3%\n\nDue\n\n$\n\nU. S. Treasury Savings Bonds Series “C”..\nPort of New York Authority 3% Due 12-15-76\nto Exhibit\n\n$\n\nPhysical\n\n“D” .\n\nHome Owners Loan Corporation\n5-1-44 .\n\nTotal\n\n$ 24,232.57\n\nRecreation\n\nYork Authority 3% Due\n\nTotal\n\n6.49\n4.28\n82.50\n\n150.00\n\nInstruction\n\nU. S. Treasury Savings Bonds Due 1948. . . .$\nU. S. Treasury 3/% Due 1943-45 .\n\nTotal\n\n59.74\n\n2,256.85\n\n11,000.00\n\nSewerage Construction S/2% Due 12-1-50.\nCity of Portsmouth, Va. Waterworks S%\nDue 12-1-48 .\n\nto\n\n275.00\n50.00\n41.25\n\nAdministrators\n\nSouth Carolina Highway Certificates of In¬\ndebtedness \\/\\% Due 12-1-46 .\nNewport News City Street Improvement and $\n\nTotal\n\n$\n\n1,053.49\n1,546.14\n\n2,000.00\n\n“D”\n\nAssociation\n\n5,000.00\n\n1,000.00\n\n2-1-70 .\n\nExhibit\n\n1939-1940\n\nFund\n\nCity Street, Improvement\n\nSewer Construction S/2 % Due 12-1-50....$\nCity of Portsmouth, Va. Waterworks S%\nDue 12-1-48 .\n\n4 /%\n\nInterest\ntetd “E\necbi\nllhi\nCo\nfo”r\nEx\nFiscal Year\n\n.\n\n$\n\n$\n\n22.50\n\n22.50\n\n"}
{"page": 869, "printed_page": null, "text": "Financial\n\nHeld\n\nProperties\n\n865\n\nReport\n\nfor the Credit of the Parker\nFund As At May 31, 1940\n\nTeacher\n\nWelfare\n\nof\n(The properties listed below were received in the settlement of the Estate\nbit “F”\nhi\nEx\nMarilla Z. Parker. These assets are in process of liquidation and as definite values\nhave not been placed thereon, they have not been entered on the books of the\nAssociation as assets of Permanent Funds. They are producing a small amount of\nincome.)\nBONDS AND CERTIFICATES\nCertificate of Interest in 6154-56 Rhodes Avenue, Chicago, Liquidation Trust\n(Displacing Burkhardt Note).\nCertificate for 2/63 Interest in 7800-4 Champlain Avenue, Chicago, Liquidation\nTrust (Displacing Hokanson Note).\nSTOCKS\n10 Shares\n\n1741-43 E. 71st Street Building\nDuffin Note).\n\n10 Shares\n\n4000 Drexel Boulevard Corporation, Chicago, Common Stock (Dis¬\nplacing Rosenheim Note).\n208 South LaSalle Street Corporation, Chicago, Common Stock (Issued\nin lieu of $1,000.00 5J^% First Mortgage Bond).\nInternational Textbook Company Stock (No Par Value).\nInternational Educational Publishing Company, Common Stock (Par\n$50.00).\nInternational Publishing Company Preferred Stock, 7% (Par $50.00).\n\n10 Shares\n20 Shares\n5 Shares\n10 Shares\n\nREAL\n\nCorporation,\n\nChicago\n\n(Displacing\n\nESTATE\n\nOne-half Ownership of 192 8/10 Acres of Land, Burleigh County, N. Dak.\nOne-half Ownership of 320 Acres of Land, Blaine County, Montana (Under\ntract for purchase).\n\ncon¬\n\nAuditors’ Certificate on Report of Treasurer\nWAYNE\nKENDRICK Sc COMPANY\nCERTIFIED\nRUST\n\nPUBLIC\n\nBUILDING,\n\nACCOUNTANTS\n\nWASHINGTON,\n\nD. C.\n\nMiss Amy H. Hinrichs,\nNational Education Association of the United States,\n1201 Sixteenth Street, N. W.,\nWashington, D. C.\nDear\n\nJune 18, 1940\n\nMadam:\n\nWe have examined the records of the Secretary of your Association for the fiscal\nyear ended May 31, 1940, and have checked the cash transactions shown therein\nto the 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 May 31, 1940, and the cash balance at the close of business\non that date. The attached statement does not include a claim in the form of\nreceiver’s certificates against the Commercial National Bank, Washington, D. C., in\nthe amount of $22,233.44, representing thirty per cent of the balance of the Regular\nand Special Accounts on deposit at the time the bank was closed in March, 1933.\nRespectfully submitted,\nBy\n\nWayne\n\nKendrick\n\nWayne\n\nKendrick\n\n&\n\nCompany\n\nCertified Public Accountant\n\n"}
{"page": 870, "printed_page": null, "text": "866\n\nNational\n\nTreasurer’s\n\nEducation\n\nReport for the Fiscal Year Ended\nB. F. STANTON,\n\nCash\n\non\n\nTo\n\nHand,\n\nWhich\n\nAssociation\n\nJune\n\nMay\n\n31, 1940 1\n\nTreasurer\n\n1, 1939 .\n\n$103,755\n\n05\n\nAdd:\n\nReceipts\n\nMemberships .\nAdvertising .\n\n$403,201.10\n49,409.66\n\nConvention Exhibits — (Net) .\nPermanent Fund Income 1939-1940 .\nHonorariums .\nRentals .\nSale of Reports and Publications .\nSundry .\n\n33,828.14\n47,725.62\n1,771.77\n2,689.50\n19,529.77\n237.32\n\nBalance\nMay 31,\n\nBalance\nMay 31,\n\n1939\n\n1940\n\n558,392.88\n\nOther Sources\nIncrease\n\nin Liabilities\n\nVouchers Payable .\n$17,107.08\nEducational Policies Commis¬\nsion\n\n$20,615.29\n157.49\n\nCivic Education Project .\nCivilian Conservation Corps .\nHorace Mann — Hugh\nFund .\n\nBirch\n\nJoint Enterprise — N.E.A.\nW.F.E.A .\nSuspense .\n\nand\n\nDecrease\n\n2,541.9 7\n3,973.77\n\n12,062.39\n\n1,326.32\n121.91\n\n1,378.32\n180.81\n\n$22,529.08\n\n$36,936.27\n\n$ 14,407.19\n\nin Assets\n\nProtested Checks .\n$ 144.59 $\n68.90\nTime Checks and Warrants. 1,360.72 1,213.98\nTravel Advances .\n326.33\n80.00\nStamped\n\nEnvelopes\n\nand Cards\n\n1,128.88\n\n$ 2,960.52\n\n1,128.31\n\n$ 2,491.19\n\nCancellation of Old Outstanding Checks .\nMiscellaneous Adjustment .\nTotal\nCarried\n\nFrom\n\nCash\n\nAccountability .\n\nForward\n\nWhich\n\n.\n\nDisbursements\n\n1 Adopted\n\nby Representative\n\nAssembly.\n\nJuly 4, 1940.\n\n7.51\n.02\n\n14,884.05\n$677,031.98\n$677,031.98\n\nDeduct:\n\nBoard of Trustees .\nBoard of Directors .\nExecutive Committee .\nGeneral Office .\nPhysical Plant .\nAnnual Conventions .\n\n469.33\n\n$\n\n961.50\n11,364.92\n7,023.98\n8,943.12\n58,444.51\n9,401.74\n\n"}
{"page": 871, "printed_page": null, "text": "Budget\n\nReport\n\n867\n\nPublications — Printing and Distribution ... .$115,235.77\nSpecial Appropriations .\n29,906.43\nAssociation Membership Dues .\n100.00\nExpenses of Delegates .\nRetirement Annuities and Insurance .\nDivisions\n\n(Includes Publicity and\n\n6,195.75\n10,285.01\n\nExecutive\n\nSecretary’s Office) .\n261,857.30\nPromotion and Maintenance of Membership 20,603.15\nExecutive\n\nSecretary’s Contingent\n\nPurchases\n\nof Furniture\n\nFund .\n\n504.33\n\n$540,827.51\n\nand Fixtures\n7,407.43\n\nOther\n\nBalance\n\nBalance\n\nMay 31,\n1939\n\nMay 31,\n1940\n\nDisbursements\n\nIncrease\n\nin Assets\n\nAccounts Receivable .\n$10,090.05 $10,394.39\nStationery and Office Supplies 1,294.06 1,615.95\n\nDecrease\n\n$11,384.11\n\n$12,010.34\n\n$49,691.51\n\n$42,549.15\n\n626.23\n\nin Liabilities\n\nSafety Education\n\nProject\n\n.\n\n7,659.42\n\n.\n\n7,235.33\n\n1,523.96\n328.51\n\n$64,586.26\n\n$44,401.62\n141.54\n\n5Adjustment of Postage and Stationery Inventories\nUncollectible Accounts Charged Off .\n\nTotal\n\nCash\n\nDisbursements\n\nBalance,\n\nMay\n\n.\n\n$569,394.37\n\n31, 1940 .\n\n$107,637.61\n\nBUDGET\nA.\n\nBudget\n\n207.02\n\nC.\n\nCOMMITTEE\n\nFLORA,\n\nData\n\nCOLUMBIA,\n\nREPORT1\n\nS. C., CHAIRMAN\n\nand Recommendations\n\nSummary\n\nfor 1940-41\n\nof Recommendations\n\n1. Budget appropriations for 1940-41 are recommended for a total amount not\nexceeding income for 1939-40.\n2. The only item additional to those of recent years is that proposed toward the\nsupport of the Educational Policies Commission.\n3. Full details of income and expense and all financial data relating to the budget\nwere studied and discussed at a meeting of the Budget\nington, June S.\n1 Adopted by Representative Assembly, July 4, 1940.\n\nCommittee\n\nheld in Wash¬\n\n"}
{"page": 872, "printed_page": null, "text": "868\n\n3\n3\n3\n5\n6\n7 8 9\n-\n\nNational\n\nEducation\n\nRecommendations\n\nAssociation\n\nfor Appropriations\n\n1. Board of Trustees:\nActual\n\n3\n3 6\n3\n3 7\n4 S\n9\n0\n\n2.\n\nexpenses for last five years:\n556\n908\n490\n630\n962\n\n$\n\n.\n\n.\n.\nAmount\nrecommended\n.\n.\nExecutive Committee:\n\nfor 1940-41\n\n$\n\n700\n\nActual expenses for last five years:\n\n6\n7\n8\n9\n0\n6\n7\n8\n0\n9\n7\n6\n8\n3\n9\n0\n3\n3\n3\n4\n3\n3\n3\n4\n3\n3\n3\n3\n3\n4\n\nAmount\n\nrecommended\n\nfor 1940-41 .\n\n5,000\n\n3. Elected Directors:\nActual expenses for last five years:\n\n11,188\n$ 8,263\n\n5\n\n-\n\n.\n.\n.\n.\n.\n\n6\n\n-\n\n3\n\n-\n\n3\n\n-\n\n3\n\n7\n\n-\n\n$\n\n7,134\n652\n,361\n119,\n\n6\n.\n\nAmount recommended\n7\n.\n\nfor 1940-41\n\n$ 10,000\n\n8\n.\n\n$ 3,\n3\n4. Office Expense for President:\n100\n.\n9\n4\nActual expenses for last five years: 2,567\n.\n0\n\n3,18\n\n4\n\n.\n.\n.\n.\n.\n\n6,00\n\n9\n\n6,78\n\n1\n\nAmount\n\nrecommended\n\n$\n\n464\n111\n245\n393\n243\n\nfor 1940-41\n\n$\n\n5. Executive Secretary’s Office:\nActual\n\nexpenses for last five years:\n\n.\n.\n.\n.\n.\n\n32,894\n31,840\n$40,938*\n32,439\n31,217\n* Includes expense for accounts now iyclyded in Division of Accounts and Records.\n\n250\n\n"}
{"page": 873, "printed_page": null, "text": "Budget\n\nAmount\n\nrecommended\n\nReport\n\n869\n\nfor 1940-41:\n\nSalaries and Wages .\nTravel expense .\nStationery and supplies .\nPostage .\nTelegrams .\n\n$29,904\n1,200\n450\n700\n150\n\nTotal\n$ 32,404\n\n7\n6\n\n.\nDivisi\non\n\nActual\n\nexpenses for last four years:\n\nAmount\n\nrecommended\n\nfor 1940-41:\n\nSalaries and wages . .\nTravel expense .\nStationery and supplies .\nPostage .\nTelegrams .\nGraphotype supplies .\n\nof Ac\n\n$37,221\n200\n1,100\n775\n10\n675\n\ncount\n\ns and\nRecor\n.\nds:\n\nTotal\n\n6\n\n$ 39,9S1\n\n-\n\n7\n\n-\n\n3\n.\n7\n\n8\n\n-\n\nActual\nexpenses for last five years:\n3\n.\n8\n\n9\n\n-\n\n3\n.\n9\n\n$34,5\n\n4\n.\n0\n\n35,77\n\n43\n6\n\n.\n.\n.\n.\n.\n\n37,44\n\n4\n\nAmount\n\nrecommended\n\nfor 1940-41:\n\n12,525\n13,154\n5,863*\n$3\n11,754\n12,301\n\n38,92\n\n9\nSalaries and wages .\nTravel expense .\nStationery and supplies .\nPostage .\nTelegrams .\n\nTotal\n\n$11,085\n900\n150\n200\n15\n\n.\n\n$ 12,350\n\nActual expenses for last five years:\n$22,093\n20,588\n.\n.\n.\n.\n.\n\n22,009\n22,817\nAmount\n\nrecommended\n\nfor 1940-41\n\n20,603\n\n$ 21,000\n* Includes expense for accounts now included in Division of Accounts and Records.\n\n"}
{"page": 874, "printed_page": null, "text": "870\n\n3\n3\n3\n3 5\n6\n7 98\n9\n.-\n\nAssociation\n\n3\n3Di6\nvisi\n3 7\non o\nf P'\n3\nield\n4 8\n:\n9\n.\n0\n.\n\n$11,503\n11,895\n12,344\n13,741\n13,142\n\n.\nAmount\nrecommended for 1940-41:\n.\nSalaries and wages .\n.\nTravel expense .\nStationery and supplies .\nPostage .\nTelegrams .\n\n$10,618\n1,600\n200\n185\n20\n\nTotal\n$ 12,623\n\nActual expenses for last five years:\n$21,332\n23,022\n.\n.\n.\n.\n.\n\nvi\n\nEducation\n\nActual expenses for last five years:\n\n6\n7\n8\n9\n0\n\n3\n3\n3\n3\n4\n\nsi\n\non\nof\n\n6\n7\n9\n8\n0\n\n3\n3\n3\n3\n4\n\nDi\n\nNational\n\nBu\n\nsi\n\nne\n\nss\n\n:\n\n23,707\n24,432\n24,863\nAmount\n\nrecommended\n\nfor 1940-41:\n\nSalaries and wages .\nTravel expense .\nStationery and supplies .\nPostage .\nTelegrams .\nAdvertising .\nMailing and multigraph sections and\nservice .\n\n.\n\naddressograph\n\nTotal\n\n$21,322\n750\n325\n550\n50\n300\n\n2,300\n\n$ 25,597\n\nActual expenses for last five years:\n\n.\n.\n.\n.\n.\n\n$ 7,331\n7,710\n8,000\n\nAmount\n\nrecommended\n\nfor 1940-41:\n\nSalaries and wages .\nTravel expense .\nStationery and supplies .\nPostage .\nTelegrams .\n\n8,638\n8,054\n\n3550\n280\n$ 7,17\n2705\n\nTotal\n\n$\n\n8,080\n\n"}
{"page": 875, "printed_page": null, "text": "Budget\n\nReport\n\n871\n\n5\n6 -\n\nActual expenses for last five years:\n3\n\n31,956\n3,734*\n$4\n34,537\n35,000\n36,555\n\n3 6\n2.\nDivision\n3 7\nof Public\n3 8\n\n4\n\n9\n0\n\nation\n\ns:\n.\n.\nAmount recommended for 1940-41:\n.\nSalaries and wages .\n.\nTravel expense .\n$33,300\n.\n400\n750\nStationery and supplies .\nPostage .\n600\nTelegrams .\n500\n25\nReprints, leaflets, and packets .\nAmerican Education Week preparation and promotion. .\n125\nPhotographs and cuts .\n1,200\nTotal\n$ 36,900\n\nActual expenses for last four years:\n\nAmount\n\nrecommended\n\nfor 1940-41 :\n\nSalaries and wages .\nTravel expense .\nStationery and supplies .\nPostage .\nTelegrams .\nPhotographs and cuts .\nRadio broadcasts .\nTotal\n\n$10,062\n1,050\n300\n550\n150\n250\n350\n\n.\n\n$ 12,712\n\nActual expenses for last five years:\n\n.\n.\n.\n.\n.\n\n.\n3\n7\n.\n3 Amount recommended for 1940-41 :\n8\n.\n3\nSalaries and wages .\nTravel\nexpense .\n$10,\n.\n4 9\n333\nStationery and supplies .\n0\n11,3\n77\nTotal\n12,3\n66\n* Includes expense for Publicity Section.\n12,3\n92\n\n$ 8,560\n9,275\n8,467\n8,843\n9,174\n$ 9,005\n105\n125\n\n$\n\n9,235\n\n"}
{"page": 876, "printed_page": null, "text": "872\n\n3\n3\n3\n5\n3 6\n7 8\n19\n5.\n-\n\nNational\n\nActual\n\nEducation\n\nAssociation\n\nexpenses for last five years:\n\n3\n3 6\nDivisi\n3 7\non of\n3 8\nResea\nrch\n4\n9\n. :\n0\n.\n\n55,155\n61,601\n$61,151*\n64,213\n65,464\n\n3\n3\n3\n4\n\n.\nAmount\nrecommended for 1940-41:\n.\nSalaries and wages .\n.\nTravel expense .\nStationery and supplies .\nPostage .\nTelegrams .\nSpecial charts, tables, and legislative ref. service .\nBooks and pamphlets (library) .\n\n$62,328\n900\n1,400\n900\n50\n1,100\n600\n\nTotal\n7\n8\n9\n0\n\n$ 67,278\n\nActual expenses for last four years:\n\nsio\n\n.\n.\n.\n.\n\nivi\n\n6\n7\n8\n9\n0\n\n3\n3\n3\n3\n4\n\n10,491\n$ 8,445\n11,511\n\nAmount\n\nrecommended\n\nfor 1940-41:\n\n9,766\n\nSalaries and wages .\nTravel expense .\nStationery and supplies .\nPostage .\nTelegrams .\nConferences .\n\n$ 8,360\n1,300\n110\n75\n25\n500\n\nTotal\n\nno\n\nfR\n\nur\n\nal\n\n$ 10,370\n\nSer\n\nvic\n\ne:\n\nActual\n\nexpenses for last five years:\n\n.\n.\n.\n.\n.\n\n$57,703\n56,871\n57,729\n57,425\n58,445\nAmount\n\nrecommended\n\nfor 1940-41:\n\nRent .\nLight and power .\nHeat .\nJanitor service .\nMaintenance .\n\n$43,000\n1,900\n1,200\n9,450\n2,700\n\nTotal\n* Includes expense for Division of Rural Service.\n\n$ 58,250\n\n"}
{"page": 877, "printed_page": null, "text": "Budget\n\n873\n\nReport\n\n18. General Office Expenses:\nActual\n\nexpenses for last five years:\n\nAmount\n\n935\n\n-\n\n93\n\n6-\n\n93\n\n7-\n\n93\n\n8-\n\n39\n\n-\n\nrecommended\n\nfor 1940-41:\n\nAuditing Association accounts .\nExpress and freight .\n36\n.\nGeneral\nexpense .\nInsurance .\n37\n$ 8,635\n.\nInterest and discount allowed .\n\n38\nRepairs\n— Office furniture .\n.\nSurety bonds .\n3.\nTelephone\n9 service .\nOperators and information .\n4\n.\n0\nTotal .\n\n19. Annual\n\n8,085\n\n500\n150\n300\n800\n1,000\n400\n260\n1,850\n3,855\n\n8,728\n\n8,943\n\nConventions:\n\nActual\n\n8,694\n\n$\n\n.\n.\n.\n.\n.\n\n$\n\n9,115\n\n$\n\n8,500\n\nexpenses for last five years:\n\nAmount\n\nrecommended\n\nfor 1940-41 .\n\n20. Journal of the National Education\nActual\n\n$ 5,043\n5,080\n8,366\n7,432\n9,402\n\nAssociation:\n\nexpenses for last five years:\n$85,941\n81,042\n89,854\n\n.\n.\n.\n.\n.\n\nAmount\n\nrecommended\n\nfor 1940-41 .\n\n90,850\n99,527*\n$ 91,000\n\n21. Other Publications:\nActual\n\nexpenses for last five years:\n\nAmount\n\nrecommended\n\nfor 1940-41:\n\nVolume of Proceedings .\nPublications and reports for sale .\nResearch Bulletin .\nAmerican Education Week material .\n\n$ 8,800\n4,500\n5,500\n6,000\n\nTotal\n$ 24,800\n* Includes ten issues (May,\n\n1938, to May,\n\n1939, inclusive).\n\n"}
{"page": 878, "printed_page": null, "text": "874\n\nNational\n\nActual\n\n2\n\nEducation\n\nAssociation\n\nexpenses for last five years:\n\n2\n\n.\nExpen\n\nses o\nf Del\n\negates\n\nAmount\n\n:\n\nrecommended\n\nfor 1940-41 .\n\n$\n\n93\n\n9,000\n\n5-\n\n36\n\n93\n\n6-\n\n.\n\n93\n\n37\nActual expenses\nfor last five years:\n.\n\n93\n\n38\n\n7-\n\n8-\n\n9\n\n-\n\n6,948\n\n.\n\n9,175\n\n4\n\n0.\n\n6\n7\n8\n9\n0 6\n7\n8\n9\n0\n3\n3\n3\n3\n43\n3\n3\n3\n4\n\n8,307\n\nAmount\n\n5\n\nAsso\n\nciat\n\n-\n\n6\n\nion\n\nMem\n\nTotal\n\nber\n\nfor 1940-41 :\n$ 1,000\n100\n\n.\n\n$\n\n1,100\n\nshi\n\np F\nees:\n24. Retirement Annuities\nand Insurance:\n\n-\n\n3\n\n-\n\n3\n\n-\n\n3\n\n7\n\nrecommended\n\n6,196\nWorld Federation of Education Associations .\nAmerican Council on Education .\n\n.\n\n8\n\n.\n\n39\n\n3\n\n$ 6,611\n\nActual\nexpenses for last five years:\n6\n.\n\n7\n.\n\n$10,603\n11,117\n\n.\n.\n.\n.\n.\n\n8\n.\n3\n4\n9\n.\n0\n.\nAmount recommended\n\n$ 1,\n\n9,803\n11,512\n\n1,100\n\n10,285\n.\n\n100\n\nfor 1940-41\n\n$ 10,750\n\n1,10\n\n0\n\n25. Departments:\n\n1,10\n\n0\n\n100\nexpenses for last five years:\n\nActual\n\n.$12,469\n12,367\n. 14,331\n\n.\n.\n.\n.\n.\n\n14,774\n16,350\nAmount\n\nrecommended\n\nClassroom\n\nTeachers\n\nfor 1940-41 :\n.\n\n$13,400\n\nOther departments and Association purposes in amounts\nas determined by Executive Committee .\n\n6,300\n\nTotal\n$ 19,700\n\n"}
{"page": 879, "printed_page": null, "text": "Budget\n\n26. Committees\nActual\n\nAmount\n\nand Commissions:\n\nexpenses for last five years:\n\nrecommended\n\nCommittee\n\n935\n\n-\n\n93\n\n6-\n\n93\n\n7-\n\n93\n\nfor 1940-41:\n\non Tenure .\n\n$10,000\n\nOther\ncommittees and commissions and Association pur¬\n36\n.\nposes in amounts as determined by Executive Committee\n\n37\n.\n\n$10,687\n\nTotal\n38\n.\n\n11,339\n\n8-\n\n27. Educational\n3.\n9 Policies Commission :\n\n39\n\n-\n\n875\n\nReport\n\n4\n.\nAmount\nrecommended\n0\n\nActual\n\nexpenses\n\n$ 13,400\n\n10,137\n\nfor 1940-41 .\n12,363\n\n28. Secretary’s Contingent Fund:\n\n3,400\n\n$\n\n5,400\n\n$\n\n2,898\n\n13,556\n\nfor last four years:\n150\n1,352\n1,216\n504\n\n.\n.\n.\n.\n\nAmount\n\nrecommended\nGrand\n\nfor 1940-41 . .\n\n.\n\nTotal\n\n$558,393\n\n"}
{"page": 880, "printed_page": null, "text": "876\n\nNational\n\nEducation\n\nComparison\n\nAssociation\n\nof Expenditures\n\n1936-37 to 1939-40\nAnd Recommended\n\nAppropriations for 1940-41\nmended\n\nExpended\n1936-37\n\nAPPROPRIATION\n\nBoard of Trustees .\nExecutive Committee .\nElected Directors .\nOffice Expense for President .\nExecutive Secretary’s Office .\nDivision of Accounts and Records\nDivision of Membership .\nPromotion and Maintenance of\nMembership .\nDivision of Field .\nDivision of Business .\nDivision of Affiliated Associations\nDivision of Publications .\nPublicity Section .\nDivision of Administrative Service\nDivision of Research .\nDivision of Rural Service .\nPhvsical Plant .\nGeneral Office Expenses .\nAnnual Conventions .\nJournal of the N. E. A .\nOther Publications .\nExpenses of Delegates .\nAssociation Membership Fees ...\nRetirement Annuities and Insurance\nDepartments .\nCommittees and Commissions....\nEducational Policies Commission..\nSecretary’s Contingent\n\nExpended\n1937-38\n\n2,567\n11,188\n111\n\n$\n\n490\n3,184\n7,134\n245\n\npriation\nRecom¬\n1940-41\n\nAppro-\n\n630\n$ 6,009\n393\n9,612\n32,439\n\n$\n\n962\n6,781\n11,365\n243\n\n$\n\n700\n10,000\n5,000\n250\n32,404\n39,981\n12,350\n\n37,444\n11,754\n\n31,217\n38,929\n12,301\n\n22,009\n12,344\n23,707\n\n22,817\n13,741\n24,432\n\n20,603\n13,142\n24,863\n\n12,623\n25,597\n\n7,710\n31,956\n10,333\n\n8,000\n34,537\n11,377\n\n8,638\n35,000\n12,366\n\n36,555\n8,054\n12,392\n\n8,080\n36,900\n12,712\n\n9,275\n55,155\n\n8,843\n64,213\n11,511\n57,425\n\n9,174\n65,464\n\n67,278\n9,235\n10,370\n\n8,445\n56,871\n\n8,467\n61,601\n10,491\n57,729\n\n9,766\n58,445\n\n58,250\n\n8,694\n5,080\n81,042\n21,277\n\n8,085\n8,366\n89,854\n23,107\n\n8,728\n7,432\n\n6,948\n1,100\n11,117\n12,367\n11,339\n....\n\n9,175\n\n32,894\n34,543\n12,525\n\n31,840\n35,776\n13,154\n\n20,588\n11,895\n23,022\n\n1,100\n14,331\n9,803\n10,137\n\n24,852\n99,527*\n8,307\n11,512\n1,100\n14,774\n12,363\n....\n\n150\n1,352\n$490,302\n\nIncome\n\n....\n504\n\n$516,192\n\n21,000\n\n9,115\n91,000\n8,500\n24,800\n9,000\n10,750\n1,100\n19,700\n13,400\n5,400\n2,898\n\n$547,078\n\n$540,827\n\n$558,393\n\n1937-38\n\n1938-39\n\n1939-40\n\n$390,027\n51,255\n32,206\n\n$390,112\n55,133\n\n$403,201\n49,410\n\n32,309\n\n33,828\n\nStatement\n\n.\n.\n.\n.\n.\n.\n.\n.\n\n$366,307\n46,335\n30,219\n3,432\n8,710\n17,174\n42,764\n517\n\n$515,458\nissues, 1938-39, and nine issues, 1939-40.\n\n8,943\n90,850\n9,402\n24,386\n100\n6,196\n10,285\n16,350\n13,556\n\n1,216\n\n1936-37\n\n* Ten\n\nExpended\n1939-40\n\n908\n\n$\n\nFund .\n\nMembership Dues .\nJournal Advertising .\nExhibits (net) .\nHonorariums .\nRentals .\nSales and Publications .\nPermanent Fund — Net Income .\nSundry Income .\n\nExpended\n1938-39\n\n2,530\n8,286\n18,244\n42,572\n776\n\n46,238\n405\n\n$545,896\n\n$554,226\n\n2,215\n8,416\n19,397\n\n1,772\n19,530\n2,689\n47,726\n237\n\n$558,393\n\n"}
{"page": 881, "printed_page": null, "text": "Reports\n\nSUMMARY\n\nof\n\nCommittees,\n\nOF\n\nREPORTS OF COMMITTEES,\nSIONS, AND COUNCILS\n\nNATIONAL\nL. A. PECHSTEIN,\n\nDEAN,\n\nCommissions,\n\nCOUNCIL\nTEACHERS\n\nCINCINNATI,\n\nOF\n\nCOLLEGE,\nOHIO,\n\nand\n\nCouncils\n\n877\n\nCOMMIS¬\n\nEDUCATION1\nUNIVERSITY\n\nOF\n\nCINCINNATI,\n\nCHAIRMAN\n\nThemeeting\nnational\ncouncil\neducation\nhas, since thethruout\nSan Francisco\nlast June,\ncarried of\non its\nwork uninterruptedly\nthe year.\nReceiving a mandate from the Department of Adult Education to “make\na study which will enable it to recommend programs, their administration\nand support,” the Council is moving to a fundamental discussion of the\nproblem incident to adult education as one of the two major features at its\nforthcoming Milwaukee meeting.\nThe efforts of the administration of the Council have been centered upon\nkeeping the membership rolls filled. The elected membership of 102 is com¬\nplete at this time; vacancies still are unfilled for two departments of the\nN.E.A. ; six representatives from the state education associations are as yet\nnot appointed. But the membership rolls are practically filled and the\nCouncil is in numbers able to function as never before in its history. It is\nfunctioning thru careful vote by mail upon theses and propositions which\nare laid before the membership under our rules.\nThe February meeting at St. Louis involved:\n1. The annual report of educational\nGood, University of Cincinnati.\n\nprogress for the year, given by Carter\n\nV.\n\n2. A program directed to the topic, “The Control of Education,” the lead-off\nspeech being by Grayson N. Kefauver, dean, Stanford University, assisted by six\nprepared discussants; the second and final program on “The Relation of the\nTeacher to America’s Changing Economic Pattern,” presented by Harold F. Clark,\nTeachers College, Columbia University, with six assisting in the prepared discussion.\nTheses relative to the last named topic will shortly be voted on, the vote to be\nannounced at the Milwaukee meeting. At the February meeting, the National Council\nannounced its vote upon “The School and the State in American\ncopy of these theses and vote being appended.\n\nThe\n\nSt. Louis meeting likewise accomplished\n\nDemocracy,”\n\na\n\nthe reorganization of a\n\nstanding Committee under the chairmanship of J. B. Edmonson, dean, Uni¬\nversity of Michigan, to work annually with the publishers of textbooks on\nthe questions of textbook publication for the school systems. A special Com¬\nmittee directing its thought to the organization and operation, thru the\nNational Council of Education, of a National Academy cf Education was\norganized under the chairmanship of William C. Bagley, professor emeritus,\nTeachers College, Columbia University. Finally, and of far-reaching sig¬\nnificance, the Council established a standing Committee on Educational\nRecommendations, to be articulated with the work of the Resolutions Com¬\nmittee. This Committee is being built up under the chairmanship of Frank\nN. Freeman, dean, University of California. Once operating it will deter¬\nmine annually, thru formal vote of the Council, a set of recommendations\nfor the consideration of the Resolutions Committee, the same to touch all\nmajor phases of American\n\neducation.\n\n1 Adopted by Representative Assembly, July 3, 1940.\n\n"}
{"page": 882, "printed_page": null, "text": "878\n\nNational\n\nEducation\n\nAssociation\n\nThe meeting of the Council in Milwaukee\n\ninvolved two major programs.\n\nThere was a second and final hearing on the question, “The Control of\nEducation,\" under the leadership of Ernest O. Melby, dean, Northwestern\nUniversity. The other program, in charge of Lyman Bryson, Teachers\nCollege, Columbia University, was devoted to “A Policy for Adult Educa¬\ntion.\" Theses will be voted on shortly, except as the present national emer¬\ngency may lead the Executive Committee to delay the canvass of the Coun¬\ncil. The customary reports of the Standing Committee will be received.\nThe Council knows of no problems other than the regular ones to come to\nits attention. It is now in shape to receive problems referred from the\ndepartments of the Association, this being one of the major functions of\nthe Council under its constitution.\nTABULATION\nWhat\n\nShall\n\nBe the Relation\n\nOF\n\nVOTES\n\nON\n\nof the School\nDemocracy?\n\nTHESES\n\nto the State\n\nin American\n\nyes no\nPercents\n96\n\n4\n\n73\n\n27\n\n100\n\nThesis I— The relation between school and state has varied\nto epoch and from social system to social system.\n\nfrom\n\nepoch\n\nThesis II — Democracy, as a form of government or society, represents\na particular set of social values distinct from other currently accepted\nlife values.\nThesis III — Democracy\n\ntoday faces one of the greatest crises of history.\n\n97\n\n3\n\n97\n\n3\n\n91\n\n9\n\nThesis VI — The most fundamental and critical problem of organized\neducation today, therefore, is its relation to government, the state, and\nsociety.\n\n92\n\nS\n\nThesis VII — Powerful social forces opposed to democracy are likewise\nopposed to such a conception of education and of the relation of educa¬\ntion to society and the state.\n\n9S\n\n2\n\nThesis VIII — The democratic ideal will prevail only if there is a con¬\nstantly increasing popular acceptance of the way of life which democracy\nrepresents.\n\n94\n\n6\n\nThesis IX — It is therefore the duty of the teacher to assist in the spread\nof the democratic ideal and its growing practice as a necessary condition\nof education itself.\n\n93\n\n7\n\nThesis X — To discharge these duties effectively all teachers must increas¬\ningly become students of society and organize professionally to promote\nthe ends of democratic living everywhere and at all times.\n\nThesis II — The survival of democracy in America demands an organ¬\nized leadership in the continuous redefinition of the democratic ideal\nand its implementation in a modern industrial society.\nThesis V — Education, appropriately viewed and conducted, is essential\nto the realization of the democratic ideal because the ends of democracy\nand the ends of education are identical.\n\n"}
{"page": 883, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nACADEMIC\nWILLIAM\n\nS. TAYLOR,\n\nDEAN,\n\nKENTUCKY,\n\nThe\n\nCommittee\n\nCouncils\n\nEDUCATION,\n\nUNIVERSITY\n\n879\n\nFREEDOM1\n\nSCHOOL\n\nOF\n\nLEXINGTON,\n\non Academic\n\nand\n\nFreedom\n\nOF\n\nKY.,\n\nCHAIRMAN\n\nwas\n\nauthorized at the summer\n\nmeeting of this Association in 1935. The first two years of its life were\ndevoted primarily to the drafting of a statement of principles, which was\nadopted by this body in 1937. That statement of principles is as basic today\nas it was at the time it was written. It must be evident to every one that\nmany kinds of freedom are being challenged in the world today.\nThe Committee believes the time has come when we should rethink and\nrewrite the statement of principles which was adopted in the summer of\n1937. The Committee has accordingly undertaken a restatement of the\nprinciples. This statement of principles has been sent to 1100 representa¬\ntive organizations and individuals all over the United States, and their\ncriticisms are coming into the office of this organization in Washington. It\nis our hope that a year hence we may have a new statement of principles\nto submit to you.\nThe Committee also believes that as part of its educational program we\nshould have written brief articles on academic freedom to be sent to the\nstate and local journals in order that we may undertake the educational\ncampaign a little more vigorously in the future than we have in this past year.\nThe Committee has requested the Board of Trustees to give us one con¬\nsultant in each state in order that we may have your best counsel in the\nreworking of the statement of principles.\nOurs is the last great democracy where large freedom prevails. It is the\nearnest desire of our profession that this freedom shall be preserved. There\nis, we realize, always a danger that certain persons may hide under the\ncloak of academic freedom and disseminate propaganda in our public schools\nin behalf of doctrines that will not bear public scrutiny. Occasionally one\nfinds an individual who takes advantage of academic freedom in a subtle\nway in an effort to undermine the fundamentals of democratic government.\nThe Committee must not and will not be a shield for Fifth Columnists in\nthe United\n\nStates of America!\n\nIt must\n\nand will, however, do all in its\n\npower to safeguard every proper right of freedom of thought and freedom\nof teaching and learning in all the schools of America.\nAFFILIATED\nREUBEN\n\nT.\n\nSHAW,\n\nNORTHEAST\n\nASSOCIATIONS1\nHIGH\n\nSCHOOL,\n\nPHILADELPHIA,\n\nPA.,\n\nCHAIRMAN\n\nThe purpose of the Committee on Affiliated Associations and Relation¬\nships is to foster and encourage a closer relationship between and among the\nlocal, state, and national divisions of our profession, with particular refer¬\nence to committees, departments, conventions, and conferences. The Com¬\nmittee agreed to limit its field of activity to a small number of states or\n1 Adopted by Representative Assembly, July 3, 1940.\n\n"}
{"page": 884, "printed_page": null, "text": "1.\n\n880\n\nNational\n\nEducation\n\nAssociation\n\ngeneral are&s and to test out certain procedures. The\nour work received special attention :\n\nfollowing phases of\n\nAffiliated Associations at headquarters in carrying out a campaign for new\naffiliations. The following table will show the progress made in affiliations\nduring recent years :\njune\n\n1, 1938\n\nState associations .\nLocal affiliated associations .\n\nNew\n\nGrand\nNew\n\niliations — The\ntotalaff.\n\n52\n634\n\njune\n\n1, 1939\n\nmay\n\n24, 1940\n\n52\n830\n\n52\n1032\n\nCommitte686\n882\ne cooperated wi\nth the Divisi1084\non of\n\naffiliations from June 1, 1939 to May\n\n24, 1940 .\n\n210\n\n2. Higher education affiliations — We found that the affiliation blank\nwas not suitable for faculties of institutions of higher learning. A new blank\nhas been prepared and we have secured the direct affiliation of a number of\nfaculties. The\n\nchairman\n\nmade\n\ncontacts with representatives of the Asso¬\n\nciation of American Colleges with the thought of building a closer relation¬\nship between that organization and the N.E.A. That association has ap¬\npointed a committee to study the problem.\n3. Programs of activity — The Committee urges that local and state asso¬\nciations give serious attention to the proposals advanced by President\nHinrichs in the Journal series, “What Do You Know about the N.E.A. ?”\nwhich has appeared during the current year. As suggested topics for dis¬\ncussions by faculties or at association meetings, we offer the following items :\na. Resolutions adopted by N.E.A. and its departments\nb. Resolutions adopted by the state association\nc. Reports of executive secretaries of N.E.A. and state associations\nd. Purposes and achievements of one or more N.E.A. committees\ne. Purposes and achievements of one or more N.E.A. departments\nf. Convention address of president\ng. Responsibilities of affiliated associations to assist in carrying out the resolutions\nand purposes.\n\n4. All-inclusive membership card — The Committee has urged and will\ncontinue to urge the use of this card. Forty states and two territories have\napproved its use and twelve thousand cards have been requested from head¬\nquarters for the purpose.\n5. Other items — The Committee\nwhich will include the following:\n\nis working\n\na. Short units for teacher-education courses\nb. An ultimate goal of professional organization\nsession\n\nupon a program\n\nconferences\n\nof action\n\nat every\n\nsummer\n\nc. Coordinating of local, state, and national committees\nd. Coordinating and strengthening the local, state, and national departments\ne. Coordinating and strengthening of public relations programs\nf. Adequate presentation of the N.E.A. at conventions and special conferences.\ng. Census of interests\nh. Graduated dues\n\n"}
{"page": 885, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n881\n\ni. Regional conferences\nj. Regional vicepresidents.\n\n6. Five-year program — In view of the fact that each member of the Com¬\nmittee has a limited amount of time for this work, and in view of the fact\nthat continued pressure year after year loses its effectiveness, the Committee\nbelieves that intensive effort from the Committee should be worked out on\na five-year program — eight states or more each year.\n7. Financial support — The Committee requests an adequate appropria¬\ntion to put this program into action.\nAMERICAN\nC.\n\nF.\n\nDIENST,\n\nSTATE\n\nLEGION\n\nDEPARTMENT\nNEBR.,\n\nOF\n\nCOOPERATION1\nPUBLIC\n\nINSTRUCTION,\n\nLINCOLN,\n\nCHAIRMAN\n\nThe chairman presented a formal report to the Americanism Commis¬\nsion during the Legion convention in Chicago, setting forth the need for\nfederal support for public education. The national convention of the\nAmerican Legion adopted the following resolution submitted by representa¬\ntives of the Americanism Commission on the Joint Committee:\nBe it resolved, That the American Legion continue the present Cooperating\nmittee with the National Education Association; and\n\nCom¬\n\nBe it further resolved, That we reaffirm our belief in federal aid to education for\nthe equalizing of educational opportunities for all children of our nation, without\nfederal control, but we\n\nexpress\n\nas our belief that from past and present observa¬\n\ntions the conditions of “federal control” in some measure will always be prevalent,\nunless the enacting legislation provides for such aid to be in the form of direct\neducational grants to states, and that supervision and expenditures of funds in¬\ncorporated in such grants be solely under state and local control and we recommend\nto the national convention that the National Legislative Committee be instructed to\nsupport only this type of legislation.\n\nIn order to arrive at a working program under this resolution, a joint\nconference was held at the time of the meeting of the American Association\nof School Administrators in St. Louis, February 24-29. Howard A. Dawson\nexplained the provisions of S. 1305. William D. Schwartz, chairman of\nthe Education Sub-Committee, National Americanism Commission, agreed\nto consult with the national commander and John Thomas Taylor, who\nis the official representative of the American Legion in congressional affairs,\nrelative to active support on the part of the American Legion for S. 1305\nin its present form. To date, no report is available on the decision of Legion\nauthorities.\nThe most gratifying result of efforts is improvement in the working\nlations of the Association and the American Legion. Agreements are :\n1. Realization\ncation.\n\nthat Americanism\n\nrests in an\n\nadequate\n\nprogram\n\nre¬\n\nof public edu¬\n\n2. Federal aid to education is essential to “equalizing opportunity for all children\nof the nation.”\n3. Provision for federal aid must not include federal control of the schools.\n1 Adopted by Representative Assembly, July 3, 1940.\n\n"}
{"page": 886, "printed_page": null, "text": "882\n\nNational\n\nEducation\n\nAssociation\n\nCommon constituency of the National Education Association and the\nAmerican Legion gives assurance to the fulfilment of obligation to the\ncause of citizenship. Approximately fifteen thousand members of the\nteaching profession are veterans of the World War. More than seven\nmillion of the thirty million children enrolled in the schools are children of\nservice men. In these personal relationships is the unity of interest and\npurpose essential to cooperation for common welfare.\nCitizens are aware of the challenge to the principles of the Declaration\nof Independence that exists in many lands today. Unfortunately, this same\nchallenge finds sponsorship in America. The answer to this challenge is\nin the slogan of the original resolution of the American Legion, accept¬\ning the invitation to cooperation extended by the National Education\nAssociation, “Better Americans thru Better Schools.”\nGenerous support for public education is traditional in the American\nway of life. Proper interpretation of the service and needs of the public\nschools is a continuing responsibility of the members of the teaching pro¬\nfession. Your Committee recommends, therefore, that the Representative\nAssembly authorize the appointment of a special committee to cooperate\nwith the American Legion in terms of the policy on this subject adopted\nby the seventy-sixth annual convention in New York City and reaffirmed\nby the seventy-seventh annual convention in San Francisco.\nAMERICAN\nLIBRARY ASSOCIATION— JOINT COMMITTEE\nWITH\nTHE N. E. A. ON SCHOOL\nLIBRARIES 1\nEDITH\n\nA. LATHROP,\n\nASSOCIATE\n\nSTATES\n\nOF\n\nOFFICE\n\nSPECIALIST\n\nEDUCATION,\n\nIN\n\nSCHOOL\n\nWASHINGTON,\n\nLIBRARIES,\n\nUNITED\n\nD. C., CHAIRMAN\n\nThe work of the National Education Association-American Library\nAssociation Joint Committee on School Libraries has been concerned with\nthe following activities during the fiscal year 1939-40: (a) advisory and\nexhibit services; (b) preparation of leaflets; (c) program planning; and\n(d) stimulation of research studies.\n(a) Advisory and exhibit service — At the St. Louis meeting of the\nA.A.S.A. the Committee carried on its usual advisory and exhibit service\nat the booth of the A.L.A. Similar services are being planned for the Mil¬\nwaukee meeting of the N.E.A. under the direction of Irene M. Newman,\nsupervisor of school libraries of the Wisconsin State Department of Edu¬\ncation, who accepted the invitation of the Committee to be responsible for\nthis service.\n(b) Leaflets — In accordance with its custom, the Committee had a\npublication ready for free distribution at its exhibit and advisory service\nat St. Louis.\n\nand\n\nPurchase\n\nThe\n\nsubject of this year’s publication was Book\n\nfor School\n\nLibraries , which\n\nwas\n\nprepared\n\nSelection\n\nby Oscar\n\nH.\n\nMcPherson, one of its members, at the request of the Committee. A pre¬\nliminary draft of the publication was submitted to leading educational and\nlibrary experts for review and as far as possible the author embodied their\n1 Adopted by Representative Assembly, July 4, 1940.\n\n"}
{"page": 887, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n883\n\ncriticisms in the draft of the publication which was distributed in mimeo¬\ngraphed form at St. Louis.\nRealizing that much time is needed for the preparation of these yearly\nleaflets and that our members are busy people, the Committee has made\ninitial plans for its 1941 publications. Chloe C. Baldridge, Martha Parks,\nand C. W. Dickinson, Jr. — three members whose contacts are state¬\nwide and largely with rural schools — have been invited to be responsible\nfor a publication on book selection for teachers and administrators who\nare without the immediate help of book specialists. It is hoped that both\nof these book selection aids may be accepted for publication as leaflets by the\nA.L.A.\nWilliam Bristow, Jr., has accepted responsibility for preparing a publica¬\ntion on enriching the curriculum thru library services, which it is hoped\nmay be published as one of the N.E.A.’s Personal Growth Leaflets.\n(c) Program planning — One of the continuing activities of the Com¬\nmittee is to offer its services to departments of the N.E.A. in advising them\nrelative to library speakers and topics in connection with the development\nof their programs. This year, upon the request of officials, the Committee\nhas given advice of the kind named to the following departments: Class¬\nroom Teachers, Kindergarten and Primary Education, and Secondary\nTeachers.\n(d) Stimulation of research studies — Stimulation of research studies in\nthe field of school libraries has been an objective of the Committee .since\nits beginning. The N.E.A. Research Division is now engaged in preparing\na study on school and public library relationships. A preliminary report\nwas made to the Committee in St. Louis and plans are under way for a\nmeeting of the Committee in November 1940 for the purpose of discussing\nthe completed study.\nThe Committee has asked the American Association of School Adminis¬\ntrators to consider the possibilities of a yearbook on school library adminis¬\ntration from the viewpoint of the superintendent of schools — town, city,\ncounty, and state.\nAMERICAN\nS. L. SMITH,\n\nDIRECTOR,\n\nTEACHERS\n\nPUBLIC\n\nTEACHERS,\n\nRELATIONS,\n\nNASHVILLE,\n\nASSOCIATION1\nGEORGE\n\nTENN.,\n\nPEABODY\n\nCOLLEGE\n\nFOR\n\nCHAIRMAN\n\nA statement giving the activities of the Committee To Cooperate with\nthe American Teachers Association for a period of thirteen years (1926 to\n1939) is published in the 1939 Proceedings of the National Education\nAssociation (pages 876-77).\nThe Core Committee, composed of Mildred Babcock, Fannie C. Wil¬\nliams, N. C. Newbold, Garnet C. Wilkinson, and S. L. Smith, chairman,\nmet in the headquarters of the National Education Association last October\nand made plans for continuing the five-point program outlined in the sum¬\nmarized report a year ago. It also added a Sub-Committee on Radio, com1 Adopted by Representative Assembly, July 4, 1940.\n\n"}
{"page": 888, "printed_page": null, "text": "884\n\nNational\n\nEducation\n\nAssociation\n\nposed of Mildred Babcock, chairman, Garnet C. Wilkinson, and Ambrose\nCaliver. The Committee expresses thanks to the N.E.A. staff, particularly\nto the secretary’s office and to the Division of Rural Service, for help during\nthe year.\nThe Advisory Committee\n\nmet in the Hotel Statler in St. Louis, February\n\n29, 1940, with twenty-five members present. Represented in the group were\npresidents and professors of some of the outstanding colleges, state depart¬\nments of education, county and city superintendents, and other important\norganizations. H. C. Trenholm, executive secretary of the American\nTeachers Association, and the Core Committee of his association were present\nand offered valuable suggestions for further cooperation between the two\nnational associations. The outlined program of our Core Committee was\nendorsed by the Advisory Committee. Howard A. Dawson was present\nand offered valuable suggestions. Mabel Carney and Leo M. Favrot made\ninspiring comments\n\non the work\n\nof the Committee.\n\nBrief encouraging progress reports of three sub-committees\n\nfollow:\n\n1. Moving\n\nchairman:\n\nPicture Project, Charles\n\nS. Johnson,\n\nFisk University,\n\nThis sub-committee has been investigating the possible means of stimulating or\notherwise having made available for wide distribution an educational film de¬\npicting Negro life and educational development. The General Education Board\nhas recently made a grant of fifteen thousand dollars to the American Film\nCenter to provide such a picture. It will include, in continuity, aspects of Negro\nlife from rural backgrounds to the work of outstanding colleges and universities.\nThere is an Advisory Committee for the picture which includes Channing H.\nTobias of the national board of the Y. M. C. A.; Claude A. Barnett of the\nAssociated Negro Press; F. D. Patterson, president of Tuskegee Institute;\nRufus C. Clement, president of Atlanta University; and Charles S. Johnson of\nFisk University.\n2. The Treatment\nchairman:\n\nof the Negro\n\nin Textbooks,\n\nU. W.\n\nLeavell, Peabody\n\nCollege,\n\nStudies of school textbooks which were made between 1930-35, and later, revealed\nthat the history of the Negro in American life was either omitted, treated very\nbriefly, or treated in a derogatory manner. Since the publication of such informa¬\ntion, three trends are in evidence. First, in more recently published texts an\nincrease in the amount of information on the contribution of the Negro in\nAmerican culture may be found. Second, unwholesome implications have, to a\nlarge degree, disappeared from textbook material. Third, a number of texts\ndealing only with the Negro, using illustrations from Negro life, have appeared\non the market for use as basal and supplementary texts in the fields of reading\nand social science.\n3. The Radio\nchairman:\n\nProject, Mildred\n\nBabcock,\n\nHunter\n\nCollege,\n\nNew\n\nYork\n\nCity,\n\nThe Sub-Committee on Radio has had six meetings in New York City with repre¬\nsentatives of various radio programs and has been in correspondence with others\nwho are in a position to assist the Committee in its work. There has been an\nattempt to encourage Negro participation in radio programs where and when\npossible. This is one step in an effort to create better race relations and build a\nmore democratic understanding of the contributions Negroes are making in the\nvarious fields of American culture. The Committee feels that in paving a way for\nsuch recognition it is assisting in developing a more wholesome democratic edu¬\ncation for children as well as adults. The various broadcasting companies and\nother important agencies have shown a fine spirit of cooperation in this program.\n\n"}
{"page": 889, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n885\n\nAPPRAISAL1\nALBERT\n\nM.\n\nSHAW,\n\nSECONDARY-SCHOOL\nCALIFORNIA,\n\nTEACHER,\n\nLOS\n\nANGELES,\n\nCHAIRMAN\n\nThe purpose of the Appraisal Committee is to provide a channel whereby\nthe delegates may criticize the convention program and offer constructive\nsuggestions. In carrying out this purpose during convention week the Com¬\nmittee distributed a simple questionnaire. This year 351 completely filled\nblanks were collected for tabulation. A brief summary of the high points of\nthe replies follows in the next paragraphs.\nWho\n\nwere\n\nthe three best speakers? — Mr.\n\nalmost every list. Air. Dvkstra\n\nwas\n\nKaltenborn’s\n\nmentioned\n\nThose mentioned by about 1 in every 4 were Edgar\nL. March, and John W. Studebaker.\nWhat\n\neminent\n\nspeaker should\n\nname\n\nappeared on\n\non 2 in every 3 replies.\nG. Doudna,\n\nDaniel\n\nbe invited for next year's meeting? — The\n\nreplies to this question were widely scattered. About 1 in 25 suggested Mr.\nKaltenborn and the President of the United States. Those mentioned by\nabout 1 in 60 were Harry Emerson Fosdick, Mrs. F. D. Roosevelt, Dorothy\nThompson, Allen A. Stockdale, Robert Sproul, Daniel L. Marsh, and\nRobert M. Hutchins.\nWhat\n\ntopics or issues discussed at this convention\n\nwere\n\nmost helpful? —\n\nThe outstanding topic, mentioned by 1 in 6, was “The World Situation\nAs It Affects Democracy.” Tenure was listed by 1 in 8. Topics listed by\nabout 1 in 10 were “Democracy and Education,” national seminar on\n“Building Stronger Professional Organizations,”\nship,” and “World Affairs.”\n\n“Training\n\nfor Citizen¬\n\nWhat good features of your state convention would be desirable for adop¬\ntion at N.E.A. conventions? — About 1 in 25 mentioned two desirable fea¬\n\ntures: (a) have only one outstanding speaker on each program, and (b)\navoid conflicts between delegate assembly meetings and other sessions.\nOne in 35 wanted more opportunity to participate in smaller and better\ndiscussion groups.\nWhat\nto you\n\nspecific feature or characteristic of the 1940\nas deserving\n\nincreased\n\nattention\n\nconvention\n\nor emphasis? — Only\n\nappealed\n\none feature,\n\nlisted by 1 in 15 of the replies, was outstanding. This was the seminars.\nOther features mentioned by 1 in 35 were: panel discussions, music, and\ntenure meetings.\nWas\n\nthere any feature of this convention\n\nnecessary\n\nor undesirable? — One\n\nwhich\n\nyou would\n\nconsider un¬\n\nin 7 of the replies stated objection to long\n\nprograms with two or three speakers ; one speaker would be enough. About\n1 in 10 expressed disapproval of the parliamentary procedure, for example,\nquibbling, poorly worded amendments. One in 20 believed that there is\nunnecessary overlapping of important assemblies, conferences, and banquets.\nThe Committee wishes to thank all delegates who took time during a\nbusy convention week to fill out and return their questionnaires. Since the\ndetailed tabulations of the replies will be of interest and help to the next\nl Adopted\n\nby Representative\n\nAssembly,\n\nJuly 3, 1940.\n\n"}
{"page": 890, "printed_page": null, "text": "886\n\nNational\n\nEducation\n\nAssociation\n\npresident a copy has been filed with the executive secretary in Washington,\nD. C.\nThe members of the Appraisal Committee were Edith E. Armitage,\nAuburn, New York; Harold R. Benjamin, College Park, Md. ; Lillian\nBroderick, Yonkers, N. Y. ; Harry Clark, Knoxville, Tenn. ; Daisy Lord,\nWaterbury, Conn.; Sarah T. Muir, Lincoln, Nebr. ; Ona C. Raines, Tulsa,\nOkla. ; and N. Elliot Willis, Winthrop, Mass.\n\nREPORT\nCORNELIA\n\nOF\n\nCOMMITTEE\n\nS. ADAIR,\n\nPRINCIPAL,\n\nON\n\nBYLAWS\n\nFRANKLIN\n\nSCHOOL,\n\nAND\n\nRULES\n\nRICHMOND,\n\nVA.,\n\nCHAIRMAN\n\nThe report of the Committee on Bylaws and Rules will be found in the\nminutes of the Representative Assembly.\n\nCOOPERATIVES1\nHERBERT\n\nG. LULL,\n\nHEAD,\n\nDEPARTMENT\n\nOF\n\nEDUCATION,\n\nCOLLEGE,\n\nEMPORIA,\n\nKANS.,\n\nCHAIRMAN\n\nSTATE\n\nTEACHERS\n\nThe chief contribution of the Committee for the year has been the prep¬\naration of a bulletin on cooperatives. The first part of the bulletin is a\nbasic study of consumer cooperatives as they develop in relation to consumer\nneeds thru the application of democratic principles. The second part carries\nforward the suggested distribution of consumer and cooperative studies\namong\n\nthe various high-school subjects made\n\nin the 1938\n\nreport. The\n\nspirit of the present report as well as that of 1938 is evolutionary — not\nrevolutionary.\nThe first major part of the Committee’s report is concerned with the\nfollowing topics and problems: how consumer cooperatives provide demo¬\ncratic primary groups; a comparison of the organizations of cooperatives\nand corporations ; the balance between consumption and production ; the\ninstability of the traditional industrial system together with a study of the\nstock market in terms of the general principles of its operations; how a\nconsumer-owned business protects the consumer ; the profit motive as an\nincentive for achievement and the value of the competitive system ; producerowned cooperatives in relation to consumers’ needs; consumer cooperatives\nand the unemployed ; the government and business in conflict and the func¬\ntion of the consumer cooperatives in this situation ; how the state govern¬\nments erect industrial walls, which amount to tariff walls between states,\nand the relation of consumer cooperatives to this problem ; the problems\nof natural and human conservation from the point of view of consumer\ncooperatives ; consumer and cooperative education ; the ethics of cooperatives\nand competitive business ; two theories on the goals of cooperation ; the\ndanger of a dominant\n\ninstitution in a society striving to become more demo-\n\n1 Adopted by Representative Assembly, July 3, 1940.\n\n"}
{"page": 891, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n887\n\ncratic ; peace, war, and cooperatives; international trade and cooperatives;\nand finally the summary and conclusions of the study.\nThe report for 1938 of the Committee on Cooperatives of the National\nEducation Association recommended that cooperatives be studied in their\nnatural setting as an integral part of the social scene, and suggested that\nthis could be done more effectively by allocating the various aspects of co¬\noperatives to the existing high-school departments and subject fields than\nby setting up separate elective courses, or even prescribed courses, on co¬\noperatives. The content and technics of the following subjects, for ex¬\nample, lend themselves particularly well to any thoro-going study of co¬\noperatives: contemporary civilizations, American history, problems of\nAmerican democracy, constructive English, general mathematics, chemistry,\nagriculture, and home economics. No doubt, also, such subjects as physics,\npractical arts, industrial arts, and modern foreign languages could be used\neffectively in some phases of the study of cooperatives.\nIn harmony\n\nwith this point of view the Committee\n\npresents in the second\n\nsection of its current report : six short units on canned goods in home eco¬\nnomics, a unit on soaps in chemistry, a unit on advertising in English, and\na unit on cooperatives as modified capitalism in contemporary civilizations.\nThen\n\nthe report is appropriately concluded with a “Study Guide\n\non Con¬\n\nsumer Cooperatives” prepared by Maurice Wieting, Teachers College,\nColumbia University. It outlines something of the scope of cooperatives in\nthe United States; suggests unit studies, curriculum sources, and problems\nfor research ; and finally sets up a brief but excellent bibliography.\n\nCREDIT\nJAMES\n\nE. MORAN,\n\nWILBY\n\nHIGH\n\nUNIONS\n\nSCHOOL,\n\n1\n\nWATERBURY,\n\nCONN.,\n\nCHAIRMAN\n\nThe Committee on Credit Unions has made substantial progress toward\nseveral of its major objectives during the past year.\nThe Committee took full advantage of the promotional opportunity which\nthe San Francisco convention afforded. The credit union booth at the\nconvention was the focal point for furnishing data and expert advice to dele¬\ngates. It afforded the Committee personal contact and firsthand informa¬\ntion from teacher credit union leaders in every state. Our symposium held\nin conjunction with that of the group discussing cooperatives proved of\nvalue to both experienced delegates and those seeking information on how to\norganize. The Core Committee met and made plans for the current year.\nIt was decided to assemble and publish a compendium of information\ndesigned to meet the needs of individuals or groups interested in starting\nteacher credit unions. The Committee has accordingly prepared and now\nhas available for distribution a booklet, How To Organize Teacher Credit\nUnions.\n\nA plan to initiate a campaign of organization was formulated. Hitherto,\na direct promotional effort of this kind would have been ineffective owing\n1 Adopted by Representative Assembly, July 4, 1940.\n\n"}
{"page": 892, "printed_page": null, "text": "888\n\nNational\n\nEducation\n\nAssociation\n\nto the lack of a field force that could give the necessary assistance at or¬\nganization meetings. This year, however, it was possible to secure the\ncooperation of the field stall of the Credit Union National Association, the\norganizers of the various state credit union leagues, and the field representa¬\ntives of the Credit Union Section of the F. C. A., in a concerted effort to\nhold organization meetings of teacher groups. Letters were sent to all\nstate and local teacher associations offering speakers and expert assistance\nif the groups wished to become informed about credit unions. As of May 1,\nupwards of twenty-five organization meetings had been scheduled.\nThe Committee noted a substantial increase in the number of state asso¬\nciations that have their own credit union committees and are actively en¬\ncouraging organization on a statewide basis. Several other associations\nreported that they have made plans to begin such organization in the fall of\n1940.\nThe Committee notes that well-written articles on teacher credit unions\nare appearing with increasing frequency in state teacher journals. Editors\nof state journals realize that there is a wealth of good material and able\ncontributors among teacher credit unions in their own states and have\nwisely drawn on such local sources for articles. Members of both our Core\nand Advisory Committees have been active in such publicity work.\nIt is planned to continue our policy of operating a credit union booth at\nthe convention. We will have better teacher credit union material in\npacket form for distribution. There will be available copies of last year’s\npublication — the first composite statistical summary of federal- and statechartered teacher credit unions — and this year's booklet, How\nTeacher\n\nCredit Unions.\n\nTo Organize\n\nIn every state we find an increasing interest in and appreciation of the fine,\nunselfish, cooperative services that teacher credit unions are rendering. The\nexperimental state in the development has passed and we are now witness¬\ning something akin to a mass movement of teachers to pool their savings\nin solving their own credit problems.\nAltho the movement had made great progress before the appointment of\nthe Committee of the National Education Association, we can assume a\nmodest share of the praise for helping matters along. Our experts and\nleaders in the credit union field have been able to give stimulus and direc¬\ntion to the development of teacher credit unions. With their help and the\nfine cooperation of the N.E.A. staff, teacher credit union services are rapidly\nbeing extended.\n\n"}
{"page": 893, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nEDUCATIONAL\nWILLIAM\n\nG. CARR,\n\n1201\n\nCommissions,\n\nPOLICIES\n\nSIXTEENTH\n\nand\n\nCouncils\n\n889\n\nCOMMISSION1\n\nSTREET,\n\nN.\n\nW.,\n\nWASHINGTON,\n\nD.\n\nC.,\n\nSECRETARY\n\nA brief review of the activities of the Educational\n\nPolicies Commission\n\nduring the year ending May 31, 1940, must recognize at least seven im¬\nportant developments.\nIn August 1939 the Commission issued its report, Federal Activities in\nEducation.\n\nThis document\n\ncontains a concise description of the administra¬\n\ntion, scope, and programs of various federal agencies which directly affect\nthe conduct of education in local and state school systems. It is the only\ncomprehensive picture of federal educational policy at the present time,\nincluding the changes brought about by the reorganization of government\nagencies under President Roosevelt.\nIn October 1939 the Educational Policies Commission met in special\nsession to consider the impact of the war in Europe on American education.\nAt the conclusion of this session it issued a brief pamphlet entitled American\nEducation\n\nand the War\n\nin Europe.\n\nThis statement\n\nhas been adopted\n\nas a\n\nstandard of policy by local boards of education in many parts of the country.\nIt has been widely reprinted and circulated, reaching a total of over 300,000.\nIn January 1940 the White House Conference on Children in a Dem¬\nocracy met in Washington and adopted a series of general recommenda¬\ntions. The secretary of the Commission was a member of the Planning,\nReport, and Organizing Committees of the conference. The assistant secre¬\ntary was granted a leave of absence to serve on the conference staff as con¬\nsultant on education. Many recommendations of the Commission on educa¬\ntional matters were incorporated in the findings of the conference. This\nshould make the reports and recommendations of the Commission much\nmore widely effective, particularly outside of the educational profession.\nIn February 1940 the Commission presented a series of forums, exhibits,\nand other programs at the annual convention of the American Association\nof School Administrators. Among these activities was the educational\nrevue, “On\n\nOur\n\nof Education\n\nWay,”\n\nbased on the Commission’s\n\nin American\n\nDemocracy.\n\nThe\n\nrevue\n\nreport, The Purposes\nwas\n\nenthusiastically\n\nreceived. It has been published and will be produced in many\nAmerican high schools within the next few months.\nIn March\nnomic\n\n1940 the Commission\n\nWell-Being\n\nin American\n\nhundreds\n\nissued its report, Education\n\nDemocracy.\n\nof\n\nand Eco¬\n\nThis is the fourth in its series\n\nof major publications. It deals with the amount, kind, and distribution of\neducation which will most effectively promote economic well-being. The\nposition is taken that the improvement, extension, and equalization of edu¬\ncational opportunity is a measure in the interest of economic efficiency in\nthis country, and that the resulting economic gains from such measures\nwould more than pay their own way by increasing the incomes and economic\neffectiveness of the people of the LTnited States.\nIn March 1940 the field work of the Commission’s study of citizenship\neducation in ninety secondary schools was completed. The report of the staff\n1 Adopted by Representative Assembly, July 3, 1940.\n\n"}
{"page": 894, "printed_page": null, "text": "890\n\nNational\n\nwas\n\npresented at a meeting\n\nEducation\n\nAssociation\n\nof the Educational\n\nPolicies Commission\n\nat\n\nAtlantic City in May. The published report will be available sometime dur¬\ning the summer of 1940. The General Education Board has allotted the sum\nof $6000 to the Educational Policies Commission in order that its study of\ncivic education may be extended to include a group of CCC and NYA\ncamps. This aspect of the civic education project will be completed in June.\nIn April 1940 the Commission presented evidence before the Temporary\nNational Economic Committee on the economic effects of education in this\ncountry. Representatives of the Commission were able to show that certain\nmeasures for the extension of educational opportunity on an effectively free\nbasis will greatly improve the economic efficiency of the American people.\nThe evidence presented at this hearing is to be published and made generally\navailable.\nThe period for which the Commission was originally financed expires on\nDecember 31, 1940. During the remainder of the year the Commission\nexpects to publish its report on citizenship education, to complete and\npublish a report on the integrity of education in American democracy, and\nto issue a brief statement on educational relations with Latin America.\n\nEQUAL\nMARY\n\nE. MORRIS,\n\nPRINCIPAL,\n\nOPPORTUNITY1\nGOVE\n\nJUNIOR\n\nHIGH\n\nSCHOOL,\n\nDENVER,\n\nCOLO.,\n\nCHAIRMAN\n\nOn October 13-14, 1939, three members of the Core Committee met in\nWashington: Helen Bradley, R. L. Hunt, and Mary E. Morris, chairman.\nThe general purposes of the Committee were reformulated as follows:\n1. To isolate and to describe discriminatory school practices based upon sex,\nresidence, race, and similar factors\n2. To indicate to the profession the possible harmful effects of discriminatory\npractices upon the learning opportunities of children\n3. To enlist the interest of the public in eliminating discriminatory practices\n4. To urge local and state groups to take steps designed to minimize prejudices,\nintolerance, and unfair biases in professional relationships.\n\nIn carrying forward\nthe following devices:\n\nthe year’s plans the Committee\n\nplanned to utilize\n\n1. Small popularly written leaflets for distribution to individual teachers and to\nstudy groups\n2. Illustrated booklets for circulation among the public\n3. Articles on phases of equal opportunity in magazines of local and state\nteachers associations\n4. Articles by laymen in magazines of national circulation\n5. News stories based on local situations and feature articles in newspapers\n6. Organization of committees on equal opportunity in local and state teachers\nassociations\n7. Holding of discussion meetings at both the winter\nof the National Education Association.\n\nTo\n\ncarry forward\n\ncommittees\n\nand\n\nsummer\n\nthese plans, an attempt has been made\n\nin every state. In thirty-six states these committees\n\n1 Adopted by Representative Assembly, July 3, 1940.\n\nconventions\n\nto organize\nhave been\n\n"}
{"page": 895, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n891\n\nactive in studying and publicizing the objectives of the Committee on Equal\nOpportunity.\nR. L. Hunt made a summary of the four pamphlets which the Equal\nOpportunity Committee had published in 1938 and 1939. These sum¬\nmaries were sent to all members of state committees and have been widely\ncirculated by them.\nThru\n\nthe courtesy of Collier s weekly, an editorial, “Married\n\nTeachers —\n\nWhy Not ?” was reprinted and over fifteen hundred copies circulated. Talks\nhave been made at state associations, and radio programs have been given.\nThe Delta Kappa Gamma sorority has been active in helping state com¬\nmittees to publicize the findings of the Committee.\nA number of problems have been presented to the Committee for investi¬\ngation. Among these are the practice of paying married men teachers\nhigher salaries because of their dependents but failing to take into account\nthe dependency load of both single and married women teachers. Next\nyear the Committee would like to continue its study by means of the newly\norganized state committees. To do so, however, will require increased\nfinancial resources sufficient to cover both investigational and publicity\nactivities.\n\nETHICS1\nW.\n\nP. KING,\n\nSECRETARY,\n\nKENTUCKY\nKY.,\n\nEDUCATION\n\nASSOCIATION,\n\nLOUISVILLE,\n\nCHAIRMAN\n\nThe Core Committee met at the Washington offices, September 25-26,\n1939. Members present were Kathora Remy, Autie Sanford, Ward G.\nReeder, and W. P. King. H. Claude Hardy was unable to be present.\nAt this meeting plans were made to ask the cooperation of the state secre¬\ntaries in getting information concerning the proposed study before the\nteachers of the country. To this end it was planned that articles be sent\nto state and national publications giving the history and background of the\npresent Code of Ethics and soliciting suggestions from the readers.\nAs a result of the first suggestions assurances of cooperation came from\nthe secretaries of forty-three states. About half of the state journals have\npublished the articles supplied by the chairman. Other journals plan to\ncarry these articles later.\nHelpful and thoughtful suggestions have come from many interested\npersons. Thousands of copies of the present Code have been distributed\nthruout the country. Various members of the Core Committee have held\nlocal meetings. The Advisory Committee members have rendered valuable\nassistance.\nAn informal meeting of the Committee was held at the winter meeting\nin St. Louis. A number of interested persons attended. Thruout the year\nmany communications have been received from all sections of the country.\nThe interest of the profession in the matter of ethics has been made manifest\nin many ways.\n1 Adopted by Representative Assembly, July 3, 1940.\n\n"}
{"page": 896, "printed_page": null, "text": "892\n\nYour\n\nNational\n\nCommittee\n\nEducation\n\nAssociation\n\nexpects to conclude its work as was originally intended\n\nand have its final report ready for the action of the Representative As¬\nsembly by June 1, 1941.\nHEALTH\nCHARLES\n\nC.\n\nWILSON,\n\nPROBLEMS\nDIRECTOR,\n\nSCHOOLS,\n\nIN\n\nHEALTH\n\nHARTFORD,\n\nEDUCATION1\nEDUCATION,\n\nCONN.,\n\nHARTFORD\n\nHIGH\n\nCHAIRMAN\n\nBoth the National Education Association and the American Medical As¬\nsociation are interested in and concerned with the health problems of\nchildren. Since the organization of the Joint Committee\n\non Health Prob¬\n\nlems in Education tw*enty-nine years ago, there has been close cooperation\nbetween these two national groups.\nFor four successive years the Joint Committee\n\nhas sponsored symposiums\n\nat annual meetings of the American Medical Association for the specific pur¬\npose of acquainting physicians with school health education activities and\nsoliciting their help in solving school health problems. At the meeting held in\nMay 1939 the topic, “School Health Problems,” was discussed by a super¬\nintendent of schools, a school medical advisor, a practicing physician, and\na physical educator. The fourth annual symposium, held in connection\nwith the 1940 meeting of the American\ntion, “What\n\nShall We\n\nTeach?”\n\nMedical\n\nAssociation, had the ques¬\n\nas a basis for discussion.\n\nIn February 1940 the Joint Committee sponsored a symposium on “How\nCan Education Improve the Nation’s Health?” in conjunction with the\nmeetings of the American Association of School Administrators. We were\nquite fortunate to have this question discussed by A. J. Stoddard, chairman\nof the Educational Policies Commission ; Commissioner J. W. Studebaker\nof the United States Office of Education ; Dr. W. W. Bauer of the American\nMedical Association; and Dr. Walter Brown of Leland Stanford University.\nAs this was our first program at a meeting of educators, we w^ere particularly\npleased to have the meeting well attended, and the audience so interested in\nthe discussion that the meeting lasted considerably longer than anticipated.\nIn the future, the Joint Committee\n\nwill minimize\n\nthe publication of re¬\n\nports, leaving this field of endeavor to other divisions of our parent organi¬\nzations. There are, however, several reports which have been under con¬\nsideration for several years and which are now being brought to completion :\n1. Mental Hygiene in the Classroom or How IV ould You Help a Child Like This —\nThis report has been completed and recommended for publication. It was prepared\nwith the cooperation of the National Committee for Mental Hygiene and the\nAmerican\n\nOrtho-Psychiatric\n\nAssociation.\n\n2. The Nurse in the Schools — This report has been completed, approved, and\nrecommended for publication by the N.E.A. and A.M.A. It will be useful to\nschool administrators and school counselors as well as school nurses and physicians.\n3. Health Education — This volume was first published in 192+ and revised in\n1930. A second revision has been in process for several years and will be available\nearly next fall. Planned particularly for classroom teachers and teacher-training\ninstitutions, this report provides detailed, concrete information regarding purposes,\nmethods, and subjectmatter for health education.\n1 Adopted by Representative Assembly, July 3, 1940.\n\n"}
{"page": 897, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n893\n\n4. Suggested School Health Policies — Last year the Joint Committee reported it\nhad under consideration a statement of suggested school health policies. Since that\ntime this report was referred to several different departments of the National Edu¬\ncation Association and a number of sections of the American Medical Association.\nThe policies report is being considered by eight different national professional\ncommittees or organizations and it is hoped all will give it approval. In tentative\nform, the report has been published in the May and June 1940 issues of the\nJournal of Health and Physical Education and in the April 27 and May 11, 1940,\nissues of the Journal of the American Medical Association.\n\nThru the various reports just mentioned, and thru symposiums at meet¬\nings of physicians and meetings of educators, the Joint Committee on Health\nProblems in Education fosters a united attack by educators and physicians on\nhealth problems in education.\nINDIVIDUAL\nHERBERT\n\nR. STOLZ,\n\nASSISTANT\n\nGUIDANCE1\n\nSUPERINTENDENT\n\nCALIF.,\n\nOF\n\nSCHOOLS,\n\nOAKLAND,\n\nCHAIRMAN\n\nDuring the current year there has been no formal meeting of the Core\nCommittee on Individual Guidance. The chairman has corresponded with\na considerable number of the members of the Advisory Committee and plans\nhave been formulated for a meeting at Milwaukee in connection with the\nnational convention of the Association.\nThru\nJournal,\n\nthe cooperation of the executive secretary and the editor of the\nleaflets summarizing\n\nthe articles on individual\n\nguidance\n\nwhich\n\nwere published in the Journal last year have been widely distributed and\nhave been well received.\nThe Core Committee is at present considering plans for a second series\nof short articles for the Journal in which those who are doing outstanding\nwork in some aspect of individual guidance will describe how they do it.\nThis plan will be submitted for discussion by the Advisory Committee mem¬\nbers who are present at the Milwaukee meeting and will then be presented\nto the editor of the Journal.\nINDUCTION\nHUGH\n\nS. BONAR,\n\nINTO\n\nSUPERINTENDENT\n\nCITIZENSHIP2\nOF\n\nSCHOOLS,\n\nMANITOWOC,\n\nWIS.,\n\nCHAIRMAN\n\nWhat of the challenges to democratic institutions and processes? Again\nand again this question has been asked by thoughtful citizens in recent\nyears. There have been many answers — some by demagogs, some\nnomic saboteurs, and some by enlightened statesmen.\n\nby eco¬\n\nOne answered, “Democracy can be saved only by its voters.” “More\nthan two million new voters are knocking at the voting booth doors every\nyear,” said another. “During the past critical decade this total of twenty\nmillion new voters held the key to the maintenance of our form of govern¬\nment,” said another.\n\nThe\n\ndecade just ahead will give us another twenty\n\n1 Adopted by Representative Assembly, July 3, 1940. See page 783 for supplemental remarks by the\nchairman in presenting this report.\n2 Adopted by Representative Assembly, July 3, 1940.\n\n"}
{"page": 898, "printed_page": null, "text": "894\n\nNational\n\nEducation\n\nAssociation\n\nmillion new voters — forty million new voters in two decades. What are\nwe doing to help make these forty million ballots count for democracy?\nA group of citizens, led by school executives in Manitowoc County,\nWisconsin, organized a program of preparation and recognition for young\nmen and women arriving at the age of twenty-one during the year preceding\nthe third Sunday in May 1939, in an attempt to help make Manitowoc\nCounty’s new voters count for democracy.\nThe press, the radio, the newsreels, and the pulpit seized upon this demon¬\nstration of a practical means of strengthening democratic institutions and\nprocesses, saying that at long last an aroused citizenry had gone into action\non democracy’s most important line of defense, that being held by the new\nvoter recruits.\nReuben T. Shaw, president of the National Education Association, asked\nfor an exhibit and report of the project at the San Francisco convention,\nand as a result the Committee on Induction into Citizenship was authorized\nand appointed.\nThe Committee decided to ask the special session of Congress to pass\na joint resolution endorsing the movement and authorizing the President of\nthe United States to annually proclaim the third Sunday in May as Citizen¬\nship Recognition Day. This joint resolution has been passed and signed by\nthe President of the United States.\nThe Committee asked each state education association to appoint a co¬\noperating committee to work for the development of the program, including\nlegislation to place the program under the supervision of school authorities\nin each state. Cooperating committees have been appointed in fifteen states.\nMany\n\nadditional states are not waiting for statewide organizing committees.\n\nIndividual communities are taking the initiative to proceed with the de¬\nvelopment of the program. Hundreds of these independent community\nprograms have been reported to date.\nMaterials have been prepared by the Committee to guide local com¬\nmunities as they plan these new voter preparation and recognition pro¬\ngrams. These materials have been widely distributed and are available at\nN.E.A. headquarters.\nThe\n\nUnited\n\nStates Immigration\n\nand\n\nNaturalization\n\nService and\n\nthe\n\nAmerican Legion worked for the adoption of the joint resolution by Con¬\ngress. Both of these agencies have enthusiastically cooperated thru their\nstate and local representatives in developing the 1940 programs. Natural¬\nized aliens are to be included with the native new voters in both the prep¬\naration and recognition phases of the total program.\nJoy Elmer\n\nMorgan,\n\nof the N.E.A.\n\nJournal , has given much\n\nhelp as\n\nheadquarters representative. A four-page feature in the December Journal\npresented the plans of the Committee. Several Personal Growth Leaflets,\nincluding No. 100, “New Voter Preparation and Recognition,” and No. 96,\n“The Challenge of the Hard Road,” have been widely distributed. He has\nrecommended the preparation of an American Citizens Handbook to be\nplaced in the hands of every native new voter and naturalized alien. The\ncompilation of materials for this handbook will be begun this summer.\n\n"}
{"page": 899, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n895\n\nInstructional materials to be used in the preparation phase of the program\nmust be developed for each state and individual community because of the\ndifferences of governmental organization and functions. Legislation must\nbe secured in each state to maintain the educational values of this program\nby placing it under the auspices, of school authorities. If these services are\nto be successfully undertaken during the next year, liberal appropriations\nmust be made by the Association.\nThe\n\npronouncements\n\nof the American\n\nYouth\n\nCommission,\n\nthe federal\n\nemergency agencies dealing with youth, the United States Office of Edu¬\ncation, and the countless organizations interested in maintaining and\nstrengthening liberty and justice under law, show a unanimity of agreement\nin indicating that any real strengthening or weakening of democratic institu¬\ntions and processes will depend upon the extent of intelligent participation\nof our young citizens in solving democracy’s problems. Two million annual\nnew voters should receive the preparation and recognition their important\nrole deserves.\n\nINTERNATIONAL\nBEN\n\nM.\n\nCHERRINGTON,\n\nSTATES\n\nCHIEF,\n\nDEPARTMENT\n\nOF\n\nDIVISION\nSTATE,\n\nRELATIONS1\nOF\n\nCULTURAL\n\nWASHINGTON,\n\nRELATIONS,\n\nUNITED\n\nD. C., CHAIRMAN\n\nThe Committee has continued the policies so well established during recent\nyears under the leadership of Annie C. Woodward. During the summer\nconvention in San Francisco in 1939 the importance of education in inter¬\nnational understanding was a common note in many sections of the pro¬\ngram — its most arresting expressions perhaps being the memorable address\nby Herbert E. Bolton of the University of California at the World Fellow¬\nship Dinner.\nIn the December meeting of the Core Committee — consisting of Rachel\nEvans Anderson, Grace Koerner, Helen R. Messenger, Annie Woodward,\nand Ben M. Cherrington, chairman — it was decided to give special emphasis\nto inter-American relations during the current year. Reports from many\nindividuals on the Committee, which consists of 142 members representing\nall states in the nation, indicate that attention was given to Pan American\naffairs on a scale without precedent. Hundreds of schools and colleges, large\nand small, thruout the nation conducted programs in this field, most of\nwhich were climaxed by special exercises on April 14, 1940, in recognition of\nthe fiftieth anniversary of the founding of the Pan American Union.\nA meeting of the Committee was held during the St. Louis convention in\nFebruary 1940 under the chairmanship of Miss Woodward.\nThe innovation of a news letter covering developments and events of\ninterest in international education has met with favorable response.\nDuring the year the Research Division has made a study of programs of\nworld citizenship in secondary schools. It is expected that this case study\nof effective methods of education in international understanding will be\n1 Adopted by Representative Assembly, July 4, 1940.\n\n"}
{"page": 900, "printed_page": null, "text": "896\n\nNational\n\nEducation\n\nAssociation\n\navailable in pamphlet form at the time of the annual N.E.A. convention in\nMilwaukee; copies may be secured at the convention registration desk or\nfrom headquarters in Washington. It will be recalled that last year the\nCommittee, in cooperation with the Research Division, published a hand¬\nbook of organizations interested in peace and international goodwill. The\ndescriptive and pictorial booklet on education in the United States, published\nin Spanish and Portuguese editions in cooperation with the U. S. Office of\nEducation, has elicited expressions of appreciation from many educators in\nthe other American republics where it has been distributed, and suggests\nthe mutual benefit to be derived from the exchange of literature of this type.\nThere is widespread demand for literature and other material in the broad\nfield of the Western Hemisphere and the Committee is investigating the\nmatter of coordination of existing sources of supply and the possible need\nfor additional ones.\nIt will be seen from the program of the Milwaukee convention that the\nchallenge of international affairs to educators is not being overlooked. Atten¬\ntion is especially drawn to the meeting of the Committee on Wednesday\nafternoon, July 3, which is open to all delegates, and likewise the World\nFellowship Dinner the same evening.\nIn the light of the tragic world situation no argument is required to point\nout the imperative need for better international understanding on the part of\nboth teachers and students.\nLEGISLATIVE\nSIDNEY\n\nB. HALL,\n\nSTATE\n\nCOMMISSION1\n\nSUPERINTENDENT\n\nRICHMOND,\n\nVA.,\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nCHAIRMAN\n\nThe Legislative Commission has continued its work in behalf of federal\naid for education as embodied in S. 1305, known as the Harrison-Thomas\nbill, based on the recommendations of the President’s Advisory Committee\non Education. A complete report of the work of the Commission, an analysis\nof the proposed legislation, and an analysis of the problems and issues in¬\nvolved have been set forth in the last three annual reports of the Commis¬\nsion. It is not deemed necessary to repeat the contents of those reports\nhere.\nThe status of S. 1305 in Congress is the same as it was a year ago. It is\npending on the Senate calendar and in the House Committee on Education.\nThe chief difficulty has been that the chairman of the House Committee on\nEducation, William H. Larrabee, has steadfastly refused to convene his\ncommittee for the purpose of holding a hearing on the federal aid bill. It\nhas been evident for some time that no action on the bill could be obtained\nfrom the House Committee on Education.\nRecent steps in the campaign for the enactment of federal aid legislation\ncan be briefly summarized as follows:\nIn June 1938, the President in an address to the National Education\nAssociation strongly emphasized the need for federal aid for education along\nthe lines recommended by his Advisory Committee.\n1 Adopted by Representative Assembly, July 3, 1940.\n\n"}
{"page": 901, "printed_page": null, "text": "Reports\n\nof Committees,\n\nCommissions,\n\nand\n\nCouncils\n\nIn 1939 the bill was introduced in the Senate by Senator Harrison\n\n897\n\nof\n\nMississippi and Senator Thomas of Utah and is known as S. 1305. Hear¬\nings were held before the Senate Committee on Education and Labor\nwhich reported it favorably to the Senate.\nA similar bill was introduced in the House by Congressman Larrabee,\nchairman of the House Committee on Education. Mr. Larrabee had previ¬\nously promised to have his committee take action on the bill in 1939. With¬\nout making any explanation, he has not so much as convened a meeting of\nhis committee.\nIn view of the inability of the friends of the bill to get the President to\ntake positive action in its behalf, and in view of the impossible situation in\nthe House Committee, the friends of the bill in the Senate concluded that\nit would be only a futile gesture to pass the bill in the Senate at this time.\nThe White House Conference on Children in a Democracy convened in\nWashington in January 1940 unanimously arrived at the conclusion: “The\neducational opportunity of children in economically less fortunate areas can\nbe brought up to the desired level of opportunity only by federal financial\nassistance to the states, so rendered as to reduce educational inequalities.”\nIn an address on April 15, 1940, in Chattanooga, Tennessee, Mrs. Roose¬\nvelt in speaking of equalizing educational opportunity said : “. . . and there\nis only one way, and that is thru federal aid to the states, leaving, of course,\nthe control of education in the states themselves.”\nThe Executive Committee of the Legislative Commission is of the opinion\nthat there has been a continuous increase in the public support of federal\naid for education and that today there is probably more interest in this sub¬\nject than at any time in the past.\nThe Executive Committee of the Legislative Commission held a meeting\nin Washington on February 10, 1940, to consider the status of pending\nfederal aid legislation. The Committee issued a statement entitled “Pending\nLegislation for Federal Aid for Education,” which was read to the Amer¬\nican Association of School Administrators in session in St. Louis, February\n26, 1940. This statement was printed in full in the March 1940 issue of\nthe Journal of the N. E. A.\nThe Legislative Commission\n\nin cooperation with the N. E. A. Committee\n\non Induction into Citizenship has secured the enactment by Congress\nof the joint resolution authorizing the President of the United States to\nproclaim the third Sunday in May of each year as \"Citizenship Day” for\nthe recognition, observance, and commemoration of the induction into citizen¬\nship of persons attaining the age of twenty-one years or of those naturalized.\nThe Legislative Commission is of the opinion that school leaders thruout\nthe nation should avail themselves of the opportunity to conduct appropriate\nceremonies for this important event.\nThe\n\nLegislative Commission\n\nhas also been active in its support of the\n\nBrown amendment to the Hatch bill proposing to restrict the political ac¬\ntivities of state and local employees paid in whole or in part from federal\nfunds. The Brown amendment would exempt teachers and educational\nofficials from the provisions of the act. Altho the Legislative Commission\n\n"}
{"page": 902, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\n8%'\n\nbelieves that it should be unlawful for federal officials to exert undue in¬\nfluence on the beneficiaries of federal funds in elections and that it should\nbe unlawful to utilize federal aid for political purposes, it is of the opinion\nthat the Hatch act without the Brown amendment would result in unde¬\nsirable restriction on the civil and political liberties of teachers. At the time\nof writing this report the Hatch act is still before the House Judiciary Com¬\nmittee.\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 :\n1939 State Legislative Progress\n\nNovember\nTenure\n\nof Teacher\n\n1939; Revised December\n\nLegislation — 1939 , December\n\nRetirement\n\n(to November\n\n1, 1939),\n\n1, 1939\n1939\n\nThe School Teacher's Day in Court, January 1940\nA Decade of Court Decisions on Teacher Retirement, February 1940\nCourt Decisions on Teacher Tenure Reported in 1939, April 1940\nH orkmen's\n\nThe\n\nCompensation\n\nExecutive\n\nProvisions for Public School Employees,\n\nCommittee\n\nof the Legislative Commission\n\nsubmits the following recommendations\nof the N.E.A. :\n1. That the Legislative Commission\nsupport of Senate bill 1305.\n2. That\n\nMay\n\n1940.\n\nrespectfully\n\nto the Representative\n\nAssembly\n\nbe instructed to continue its active\n\nthe resolution of the Association\n\nfavoring increased\n\nfederal\n\nparticipation in the support of public education without federal control\nof educational policies be reaffirmed.\n3. That the Representative Assembly urge state and local education\nassociations and lay organizations to continue an active campaign in\nbehalf of federal aid for education and utilize every legitimate means to\nsee that candidates for the House of Representatives and the Senate of\nthe l nited States be fully informed concerning the needs for federal aid\nfor education and the merits of the pending bill.\nNATIONAL\nMRS.\n\nWILLIAM\n\nCONGRESS\nKLETZER,\n\nOF\n\nPRESIDENT,\n\nTEACHERS,\n\nPARENTS\nNATIONAL\n\nPORTLAND,\n\nORE.,\n\nAND\nCONGRESS\n\nTEACHERS\nOF\n\nPARENTS\n\n1\nAND\n\nCHAIRMAN\n\nDuring the year 1939-40 the Joint Committee of the National Education\nAssociation and the National Congress of Parents and Teachers held\ntwo meetings — one at the N.E.A. convention in San Francisco; the other\nat the meeting of the American Association of School Administrators in\nSt. Louis.\nThe function of the Committee was discussed and the advisability of\ncontinuing this type of cooperation was considered. Basing its deliberations\n1 Adopted by Representative Assembly. July 4, 1040. See page S00 for supplemental remarks in\npresenting this report.\n\n"}
{"page": 903, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n899\n\non the following statements — education is in need of a well-conceived pro¬\ngram of public relations, and progress in education is safe only as it carries\nwith it public understanding and support — the Committee agreed that the\ncooperative efforts of the two groups should be continued in order to achieve\noutgrowing objectives.\nIt has been demonstrated that there is need for working out a plan by\nwhich the personnel of the Committee might have some continuity, and also\nthat the members might be brought together with minimum cost to the two\norganizations. This will be an item on the next agenda.\nAs a basis for a working program the following recommendations were\nsubmitted and approved :\n1. That the emphasis be placed upon\ntions of the findings of the Educational\nin the National\n\nParent-Teacher\n\nthe interpretation and use by both organiza¬\nPolicies Commission, especially as presented\n\nin a series of articles which\n\ncovered\n\nthe objectives\n\nof\n\n“Civic Responsibility in American Democracy.” A new series based upon demo¬\ncratic principles and procedures as they are being carried out in the public school\ntoday will be initiated in the August-September 1940\n2. That both organizations continue to promote\nschools, educational\n\ninstitutions, and parent-teacher\n\nfor Democracy.\n\nA demonstration\n\neight\n\ncopies\n\nhundred\n\nDepartment\n\nof the\n\nof Classroom\n\nissue.\nthe distribution\n\nassociations\n\nand\n\nof the book\n\nuse\n\nin\n\nSchools\n\nof such distribution is given at this meeting where\n\nbook\n\nTeachers.\n\nare\n\nbeing\n\nAltho\n\ndistributed\n\nthis book\n\nat the\n\nis a publication\n\nbanquet\n\nof the\n\nof the National\n\nCongress of Parents and Teachers, the preparation and assembling of the material\nin the book was a joint undertaking. It is significant that in this time of stress\nand concern for the concept of democracy a lay organization with 2,500,000 mem¬\nbers is presenting such a book. The third edition is now being printed.\n3. That as far as possible identification of common interest and understanding\nbetween\n\nthe\n\ntwo\n\norganizations\n\nbe\n\ndeveloped,\n\nparticularly\n\nthru\n\nthe\n\nlarger\n\nuse\n\nof participation at professional and parent-teacher association meetings. This\ninvolves the actual presence of the leaders of both groups to translate and interpret\nthe program\n\nfor which\n\nboth groups\n\nare\n\norganized.\n\nThis report is respectfully submitted for your consideration.\nNATIONAL\nLOUIS\n\nTAYLOR,\n\nCOUNCIL\nSECRETARY,\nSYSTEM,\n\nNEW\n\nON\nNEW\n\nTEACHER\nYORK\n\nYORK,\n\nN.\n\nCITY\nY.,\n\nRETIREMENT1\n\nTEACHERS\n\nRETIREMENT\n\nCHAIRMAN\n\nThe National Council on Teacher Retirement continues to promote\nteacher retirement by assisting in solving problems which confront state and\ncity retirement systems and also by assisting state and city groups which are\nendeavoring to obtain and to improve retirement legislation.\nThe most recent meeting of the Council, held in St. Louis on Februarv\n26-27, 1940, was attended by an enthusiastic group representing retirement\ninterests in all parts of the country. The agenda of this meeting included\ntimely papers on problems affecting retirement systems, one paper in par¬\nticular dealing with fund investment which is at present one of the most\ncritical problems of all of the systems. The matter of teacher participation\nin the federal social security benefits in states having no retirement systems\n1 Adopted by Representative Assembly, July 3, 1940. See page 788 for chairman’s remarks in\npresenting this report and page 789 for a resolution passed empowering the appointment of a committee\nto assist in securing retirement legislation in states where no such legislation now exists.\n\n"}
{"page": 904, "printed_page": null, "text": "National\n\n900\n\nEducation\n\nAssociation\n\nwas discussed and referred to the Legislative Committee of the Council.\nThe new federal income tax on allowances paid by the different systems to\nretired teachers was a live topic for discussion and was also referred to the\nLegislative Committee for study.\nThe National Council is made\n\nup of the officers of retirement systems\n\nand twenty-five persons chosen by the N.E.A. president from the general\nmembership of the Association. It is interested in seeing sound teacher\nretirement systems established thruout the United States. In fostering this\nidea, the Council, thru its Publications Committee and in cooperation with\nthe Research Division of the National Education Association, has published\nstatistical data and monographs useful to retirement systems and groups\ninterested in establishing sound retirement systems.\nNECROLOGY\nH.\n\nA.\n\nWISE,\n\nSOUTHEAST\n\nMISSOURI\nFIELD,\n\nMO.,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nSPRING-\n\nCHAIRMAN\n\nThe members of the National Education Association who have passed\naway during the past year are listed here as far as information is available.\nALABAMA\nBrown, Charles A.\nJayne, Mrs. Linda Harwell\nKennedy, Mrs. Amelia\nKomegay, Claude\nMacKenzie, Merrie Lois\nRandlette, Fan\nSimms, Mark William\nALASKA\nBarlow, Amy\nTrueblood, Howard\nARIZONA\nClark, J. E.\nGrube, Mrs. Ona E.\nARKANSAS\nBullington, J. R.\nMatthew, E. B.\nRiggin, D. M.\n\nDarsie, Marvin L.\nImel, John G.\nMiller, Elmer I.\nNearpass, Homer L.\nNelson, Charles A.\nSturgeon, Ruth Bennett\nCOLORADO\nHall, Nancy B.\nSchenck, Loretta\nStrang, Laura P.\n\nButterfield, Ernest\nGoodhue, E. Kathleen\n\nBurns, Mrs. Lena\n\nIDAHO\nEvans, Martha Evalyn\nFahrney, Florence\nJohnson, James\nMoffatt, June\nILLINOIS\nChristy, Jessie\nDickison, Lena\nLaRowe, Eugene\nMcDaniel, M. R.\nPuckett, Roswell C.\n\nCallon, Nellie\nDoyle, Hazel\nDoty, Helen J.\nPottenger, Grace\nRobinson, Eva\nStroebel, L. A.\nIOWA\nBallard, Eva\nJohnson, Mary J.\nJohnstone, Harrison C.\nLitz, Helen\nLOUISIANA\n\nCONNECTICUT\n\nOF\n\nHo, Wo Sing\nMahikoa, Mrs. Mabel Naone\nNahiwa, Thomas K.\nRickard, Mrs. Edith Westley\nSabin, Mrs. Cora E.\nSaito, Mrs. Grace T.\nTom, Mrs. Elizabeth P.\n\nINDIANA\n\nCALIFORNIA\n\nDISTRICT\n\nHAWAII\n\nCOLUMBIA\n\nAlford, Mrs. Elizabeth\nBabin, J. A.\nBrumfield, Victor L.\nCook, Leonard\nHamilton, F. M.\nPittman, C. C.\nScally, L. E.\nSchneidau, Mrs. Olivia W.\nWeston, Howard\nWise, J. B.\n\nMAINE\nMiner, William F.\nMARYLAND\nHarley, Agnes B.\nRodrick, Margaret G.\nYonkers, Bernard O.\nMICHIGAN\nCarroll, Mae B.\nClinton, Teresa C.\nGrant, Pearl\nMcLaren, Bertha M.\nO’Kesson, Oscar Edward\nPalmer, Effie\nPorter, Mary Jane\nRich, Lester H.\nShattuck, Alice B.\nSpear, Orra M.\nYork, Edna M.\nMINNESOTA\nBinet,\nLucy Joy\nM.\nMcMillen,\nMISSISSIPPI\nBehnke, Blossom\nHathorn, Sam B.\nMISSOURI\nCarville, Ella\nCulkin, Mary A.\nFerrier, Jennie G.\nGordon, Hattie H.\nHebberger, Fred W.\nJudge,\nHazel\nAdele H.\nKennedy,\nEugenia\nLevy, Hildah\nParker, Alice E.\nToussaint, Emma\nMONTANA\nBoehme, lone M.\nCaldwell, Margaret\nClark, Robert\nLearning,\nMary\n\n"}
{"page": 905, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nNEBRASKA\nAnderson, Mabel\nDoremus, J. A.\nHowie, Ethel Lee\nOlson, Mrs. Gertrude\nSmith, Mrs. Elsie Montgomery\n\nNEW\n\nHAMPSHIRE\n\nButterfield, Ernest\n\nNEW\n\n901\n\nUTAH\nRobinson, Lydia\nSkinner, Joseph F.\nThomley, Melba M.\n\nOREGON\n\nVERMONT\nGray, Eloise\n\nBock, Mrs. Blanche S.\nFerris, Ruth Gray\nHolier, Elsie F.\nKane, Ellen T.\nKeller, Mrs. Rosaline Houser\nMiller, Harvey S.\nMiller, Henry P.\nSissler, Mrs. Pearl\nSolliday, Ida M.\nWalling, Edna J.\n\nWalsh,\n\nCouncils\n\nHodge,\nMorrison,Helen\nMary\n\nOKLAHOMA\n\nW.\n\nand\n\nTEXAS\n\nReeve, Edna\nSimon, Margaret\nSherck, John E.\nWeaver, L. L. Lima\nWeber, William F.\n\nWhite, Mrs. Lola\n\nJERSEY\n\nNEW\n\nCommissions,\n\nYORK\n\nElizabeth\n\nOHIO\n\nAmmarell, Harry E,\nBechtel, John C.\nBlythe, John\nBoyer, Martha Edith\nClemens, Mary E.\nClothier, Lidie V.\nGilmore, A. S.\nHigh, F. Gladys\nHite, Rebecca\nMoore, George O.\nShields, Catharine L.\nStrickler, Christian P.\nVan Dyke, Mrs. Luella C.\n\nRHODE\n\nBarwick, Emma A.\nBall, Emily\nBenadum, Frank G.\nCox, Helena\nCrampton, Ruby\nDewitt, Ada M.\nGaver, Carrie\nHenne, Harriette Wiletta\nMacMahan, Ruby L.\nMiller, Edwin F.\nMartin, Forest H.\nMcBane, Janet\nMetzger, A. C. D.\nMorrall, India Aileen\nPendleton, Virginia\nReed, Rodney R.\n\nHagar, Marguerite W.\nHamilton, Ernest A.\nSheldon, Kenneth J.\n\nPENNSYLVANIA\n\nISLAND\n\nKeyes, Charles H.\nMcCoy, Omar Roscoe\n\nSOUTH\n\nCAROLINA\n\nVIRGINIA\nEason, Thomas D.\nHardy, Edmonia V.\n\nWASHINGTON\nDieckhoff, Lulu\nDomblut, Julius\nHanson, O. M.\nHurley, Coila\nKeniston, Florence\nLunzer, Stephana\nMiller, Ethel\nPalmer, J. Lee\nPerkin, E. E.\nStubb, Sylvia\nTierney, Hannah\nUhl, W. L.\n\nWISCONSIN\n\nGay, Lillian\nSetzler, E. B.\n\nHollister, Aimee\nKeller, Mellissa\nKoch, Emil H.\n\nTENNESSEE\nBrister, J. W.\nCochran, Bessie\nCriswell, Bessie\nRagsdale, S. L.\n\nC.\n\nWYOMING\nMaxwell,\n\nC. R.\n\nRESOLUTIONS1\nHELEN\n\nBRADLEY,\n\nPRINCIPAL,\n\nGUILFORD\n\nSCHOOL,\n\nCINCINNATI,\n\nOHIO,\n\nCHAIRMAN\n\n1. The present emergency — The National Education Association sug¬\ngests these fundamental considerations which should guide the profession\nin the present emergency:\nA. The National Education Association points out that peace is the normal status\namong nations and that educational systems should continue to promote the ideal\nof peace among men. At the same time, the Association strongly advocates such\npreparedness as will make the United States fully able to defend itself.\nB. Since education is essential to the maintenance of democracy, the National\nEducation Association insists that the defense needs of the country can and must\nbe met without injuring youth by interrupting normal and necessary educational\nservices. The ultimate line of national defense is to be found in the loyalty, intelli¬\ngence, health, technical skill, self-discipline, and character of the citizens, and not\nin the regimentation of youth characteristic of totalitarian systems.\nC. The Association strongly condemns subversive propaganda which seeks to\nundermine our democratic ideals. Schools should continue to turn the searchlight\nof truth on alien ideologies so that Americans may know wherein democracy is\n1 Adopted\n\nby Representative\n\nAssembly,\n\nJuly 4, 1940.\n\n"}
{"page": 906, "printed_page": null, "text": "902\n\nNational\n\nEducation\n\nAssociation\n\nsuperior. This same search for truth will enable us to locate weaknesses in, and\nto strengthen our democracy.\nD. The Association advocates the full protection of the liberties guaranteed to\nall citizens by the Bill of Rights, at the same time recognizing the principle that\nliberties are preserved only by the acceptance of accompanying responsibilities.\nDemocracy cannot be successfully defended if these essential elements are abandoned.\nE. The Association urges all teachers to redouble their efforts to develop in\nevery youth an active, intelligent, and profound loyalty to American ideals.\n\n2. Inter-American friendship — The National Education Association re¬\njoices over the increasing understanding and cooperation among the peoples\nof the Americas. It urges the continuation and expansion of all programs\nof action which will promote inter-American friendship. It especially urges\nthat the elementary and secondary schools do all they can to foster this spirit.\n3. Recognition Day ceremonies — The National Education Association\ncommends the growing practice of conducting recognition ceremonies for\nnew voters and newly naturalized citizens and thanks the many organiza¬\ntions that have joined in the promotion of this important civic movement.\n4. Education\n\nin use of leisure — The\n\nNational Education Association rec¬\n\nommends that every school system give more attention to training in purpose¬\nful leisure-time activities, such as music, art, handicrafts, dramatics, ath¬\nletics, and especially those activities which can be carried over into adult life.\n5. Offensive literature — The National Education Association condemns\nthe display, sale, and circulation of indecent literature and urges campaigns\nfor the removal of such literature from public news-stands, book racks, and\nlibraries.\n6. Employment\n\nof local teachers — The\n\nNational Education\n\nAssociation\n\ndeplores the pressure during times of national depressions to force schoolboards to use only local teachers. Schools exist to promote the best interests\nof children, and therefore teachers should be selected according to merit and\nnot according to place of residence.\n7. Federal educational activities — The National Education Association\nurges that in the reorganization of federal departments all educational ac¬\ntivities promoted and financed by the federal government be administered\nthru the United States Office of Education and the constituted public school\nauthorities of the several states and territories.\n8. Institutes of Professional Relations — The National Education Associa¬\ntion continues its endorsement of Institutes of Professional Relations for\nthe training of educators in the following professional relationships: (a)\nteacher-student, (b) teacher-profession, and (c) teacher-public.\n9. Public relations — The National Education Association commends those\nstate teacher associations and cities which have established public relation\ndepartments\n\nand recommends\n\nthat such departments\n\nbe created by other\n\nschool systems and teacher associations to interpret to the public the needs\nand accomplishments of the schools and thereby protect the schools from\nattacks by reactionary forces.\n10. Exhibits of professional publications — In order to emphasize the\nsolidarity of state and national education associations, this Association\n\n"}
{"page": 907, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n903\n\nrecommends that a permanent exhibit of publications of both organizations\nbe provided for public observation in: (a) public libraries and libraries of\nteacher-training institutions; and (b) offices of local school districts, state\ndepartments of education, and headquarters of affiliated associations.\n11. Equal opportunity for women — The National Education Associa¬\ntion recommends that the Executive Committee arrange for the preparation\nof a survey of the legal status of women, with the view of outlining the\nfuture activities of the Association in the area of equal rights for men and\nwomen.\n12. Appreciation — The National Education Association expresses its\nappreciation to the citizens of Milwaukee, and to all others who have\ncontributed to the success of the seventy-eighth annual convention. The\nmembers in attendance join wholeheartedly in this expression of thanks for\nthe hospitality and courtesy extended to them on this occasion.\n\nPlatform\n(Additions\n\nThe\n\nof the National\n\nEducation\n\nAssociation\n\nto the Platform as set forth in 1939 are printed\nwords in brackets [ ] are to be deleted.)\n\nNational\n\nEducation\n\nAssociation\n\nin italics ;\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 As¬\nsociation 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, social, and physical health, and in the attitudes, knowledge,\nhabits, and skills that are essential for individual\n\nhappiness\n\nand\n\neffective\n\ncitizenship in a democracy. As means to this end, the Association advocates:\nA. Enriched curriculums that prepare the child for his cultural, vocational, recrea¬\ntional, social, and civic responsibilities, and that take into account the interests,\nneeds, and 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]\ntoward the continuous improvement of motion pictures and radio programs.\n[C. Healthy minds and bodies that will strengthen the effectiveness of individuals\nas citizens.\n[1. 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.\n[2. The Constitution of the United States should be amended to provide for the\nprohibition of child labor.\n[3. Complete and scientific instruction regarding the effects of alcohol and\nnarcotics upon\nschool.]\n\nthe human\n\nbody\n\nand upon\n\nsociety should\n\nbe given in the\n\n"}
{"page": 908, "printed_page": null, "text": "904\n\nNational\n\nEducation\n\nAssociation\n\nC. Appropriate instruction in health which will help the child to understand the\nscientific basis of health and to develop health habits. This will include scientific\ninstruction regarding the effects of alcohol and narcotics upon the human body\nand upon society.\nD. Health services that will strengthen the effectiveness of individuals as citizens.\nThe 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.\nE. Amendment of the Constitution of the United States to provide for the prohibi¬\ntion of child labor.\nF. The right to unfettered teaching, which will aid the child to adjust himself\nto his 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.\nG. Systematic programs of vocational and educational guidance, vocational place¬\nment, and follow-up, in charge of competent persons especially equipped for\nthe work.\nH. Recreational\n\nprograms\n\nthat lead toward\n\nII.\n\nThe\n\nconstructive\n\nuse of leisure time.\n\nTeacher\n\nTeachers, regardless of position or title, are professional workers in a\ncommon cause, and, as such, have certain responsibilities and rights. The\ninterests of the child and of the profession require :\nA. Teachers of sound character and good health, with high civic ideals, who have\nbeen effectively [trained] prepared for the service which they are to perform.\nTheir [preparation] education should be rich in cultural, professional, and subjectmatter content, and adapted to the demands of actual service.\nB. Teachers who have the professional attitude in regard to self-improvement.\n1. Those in service should be students of professional problems, seeking in\nevery way to develop better educational practices.\n2. Teachers should observe the principles of conduct set forth in the Code of\nEthics adopted by the National Education Association [should be observed].\n(See the March 1935, Journal, p. 90.)\n3. Teachers should have membership in local, state, and national education\nassociations.\nC. Teachers\n\nwho\n\nare [guaranteed\n\nthe] protected in their Constitutional\n\nrights of\n\nfreedom of speech, press, and assembly. Intellectual freedom is a public safe¬\nguard. It is the surest guarantee 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.\n\n3. Teachers\n\nshould have\n\nthe 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 au¬\nthorities.\n\n4. Teachers should have the right to organize and to support organizations\nthat they consider to be in their own and in the public interest. Likewise,\nthey should have the right to participation in determining school policies and\nschool management.\nD. Teachers who are protected by salaries adequate to attract and hold in the\nservice men and women of marked ability and thoro training.\n\n"}
{"page": 909, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n905\n\nE. Teachers who are protected, in case of disability or old age, by means of\nsound retirement systems and, in case of financial emergency, by credit unions.\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 es¬\nsential that he be trained in the fundamentals of education, be made respon¬\nsive to the demands upon him as a citizen, and be enabled to give guidance\nto youth. The Association advocates concerted local, state, and national\nefforts to attain these ends thru :\nA. Adult education that enriches the cultural aspects of life, prepares for parent¬\nhood, provides opportunity to develop personal talents, improves or retrains\nfor greater efficiency, and emphasizes the responsibilities of social life.\n1. The existence of illiteracy in the United States presents an insistent chal¬\nlenge to laymen and teachers.\n2. The minimum requirements for naturalization should include the ability\nto read and to write the English language understanding!}' ; a general\nknowledge of local, state, and national government; the desire to exercise\nthe right of suffrage; and evidence of mental and economic competency.\nProvision should be made\nable ceremony.\nB. Recreational programs\n\nto receive all persons into citizenship with suit¬\n\nthat will give training in the use of leisure-time activities.\n\nIV. [Administration]\n\nOrganization\n\nA combination of national, state, and local support of public schools is\nnecessary to provide adequate educational opportunities in all sections of\nthe various states. For maximum effectiveness the Association believes that:\nA. The national government should study, stimulate, and support education in\nthe interest of a high type of citizenship.\n1. The federal government should [give financial assistance to the states for\nthe support of education, and] disseminate\nlems of education.\n2. A Department of Education\nshould be established.\n\nwith\n\n[authentic] information\n\na Secretary\n\non prob¬\n\nin the President’s\n\nCabinet\n\n[3. Until Congress establishes this Department, funds appropriated to the\nOffice of Education should be augmented to make its efforts increasingly\neffective.]\nB. The state government\nwithin the state.\n\nshould\n\norganize\n\nand\n\ndirect [and\n\nsupport]\n\neducation\n\n1. The state department of education in each state should:\na. Thru experimentation and leadership, stimulate local communities to\nprovide adequate programs of education.\nb. Provide and administer a system of certification of teachers based upon\nprofessional standards. The Association recommends a minimum of\nfour years of college preparation.\nc. Certify as to the adequacy of local programs of education in meeting state\nstandards.\n2. Each state should provide for [the support from public funds of] a system\nof free schools, beginning with the nursery school and extending thru the\nuniversity, [including adult education,] with a full school day, a full school\nyear, and class enrolment not to exceed thirty, with [provision for] special\nattention to groups\neducation.\n\nof exceptional\n\nchildren, and\n\n‘with provision for adult\n\n"}
{"page": 910, "printed_page": null, "text": "906\n\nNational\n\nEducation\n\nAssociation\n\na. Schools for children in rural communities should be recognized as essen¬\ntial and integral parts of the public school system.\nb. [Gifted, exceptional, and handicapped children] Exceptional children,\nwhether gifted or handicapped, should receive instruction, guidance, and\nspecial care in accordance with their respective needs.\nc. Every state should provide a complete program of vocational education\nfor youths and adults.\n(1) Classes should be organized and maintained as integral parts of local\nschool systems.\n(2) Part-time\nstandards\n\nand evening classes should be provided\n\nwhen\n\nnecessary.\n\nof qualification.\n\nC. The local district should organize and administer its school system in con¬\nformity with the standards set by the state.\n1. [The] Local, district, and state boards of control should be chosen on a\nnonpartisan basis, selected at large from the areas that the board is to\nserve. Terms of office should be such that a majority of the board will not\ncome into office at any one time.\n2. The local unit of school control should be large enough to justify the em¬\nployment of men and women with special training in educational leader¬\nship for administration and supervision.\n3. Lay boards should be guided by the recommendations of professional\neducators.\n\n3.\n\n4. School budgets should be prepared by the school superintendent and his staff\nand approved by the board of education.\nEvery state shou\novide for th\n5. The selection ld\nandprpromotion\nofe teachers\nshould be on a professional basis.\ntraining of\nteache\nand sh\nould esequal\na. Teachers of equivalent training and experience rsshould\nreceive\ntablishpay,\nregardless of sex or grade taught.\nb. Teachers should not be discriminated against because\nlief, residence, or economic or marital status.\n\nof race, color, be¬\n\nV. Finance\n\n[A complete program of education requires liberal support from public\nrevenues.] Combined liberal support from national , state, and local sources\nis necessary to provide a complete program of adequate educational op¬\nportunities in all sections of the various states. In order to make this program\n\npossible with maximum\n\neffectiveness the Association advocates:\n\nA. A coordination of the taxing policies of [local, state, and national] national,\nstate, and local units of government.\n[1. Whenever local districts are unable to finance a satisfactory program of\neducation, state and federal funds should be available in order to equalize\neducational opportunity within the state.]\nB. The federal goverriment should give financial assistance to the states and terri¬\ntories for the support of education.\n1. Federal funds should be provided with the understanding that the ex¬\npenditure of such funds and the shaping of educational policies shall be\nmatters of state and local control.\n2. Special federal funds should be made available without federal dictation\nto prevent the interruption of education in areas devastated by widespread\ndisasters.\n3. Until Congress establishes a D epartment of Education, funds appropriated\nto the Office of Education should be augmented to make its efforts increas¬\ningly effective.\nC. Each state should provide for the support from public funds of a complete\nsystem of free schools.\n\n"}
{"page": 911, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nD. Each unit of government should be free from measures\nconstitutional limit on taxation 'within the various states.\n\nCouncils\n\ndesigned\n\n907\n\nto place a\n\nE. Boards of education should have financial autonomy in order to fulfil their\nresponsibilities.\nF. [B.] Research in public finance [to] should discover and disseminate facts\nconcerning the best sources for revenues and their efficient expenditure.\nG. A continuing program of enlig htenment of the public, pupils, arid teachers re¬\ngarding the financial needs of the schools and regarding the principles of\ntaxation should be carried on 'within the various states.\n\nVI. [Relationships]\n\nPublic\n\nRelations\n\nEducation should prepare each generation to meet the social, economic,\nand political problems of an ever changing world. All activities of the school\nshould contribute to the habits and attitudes that manifest themselves\nin integrity in private and public life, law observance, and\n\nintelligent\n\nparticipation in civic affairs and world citizenship. To establish thru edu¬\ncation closer relationship of people, the Association advocates :\nA. Continuous programs to interpret to the community\nachievements of the schools.\n\nthe aims, practices, and\n\nB. National movements among parents and teachers to safeguard the welfare\nof children and to bring the school, the home, and the community into closer\ncooperation.\nC. World education associations that will encourage systematic interchange of\nprofessional knowledge, visits, and conferences.\nD. Teaching children the truth about war, its costs in human life and ideals and\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 and increase international goodwill.\n\nRESOURCES\nPAUL\n\nR.\n\nHANNA,\n\nASSOCIATE\n\nAND\n\nPROFESSOR\n\nVERSITY,\n\nCALIF.,\n\nEDUCATION1\nOF\n\nEDUCATION,\n\nSTANFORD\n\nUNI¬\n\nCHAIRMAN\n\nThe Commission on Resources and Education was created during the\nfall of 1939 by the cooperative action of the Executive Committee of the\nNational Education Association and the board of directors of the Progres¬\nsive Education Association. The eight original members of the Commission\nincluded the executive secretaries of the two associations and three repre¬\nsentatives from each association. To this original Commission has been added\na representative from the United States Office of Education and one mem¬\nber at large. The personnel of the Commission is as follows : Willard E.\nGivens, executive secretary of the National Education Association; Fred\nRedefer, executive secretary of the Progressive Education Association ;\nJohn W. Studebaker, United States Commissioner of Education; C. L.\nCushman, American Council on Education; Harold Hand, University of\nMaryland; Paul R. Hanna, Stanford University (chairman of the Com¬\nmission) ; Lewis Mumford, author; Howard Odum, University of North\n1 Adopted\n\nby Representative\n\nAssembly,\n\nJuly 4, 1940.\n\n"}
{"page": 912, "printed_page": null, "text": "National\n\n908\n\nEducation\n\nAssociation\n\nCarolina; Ruth West, Spokane public schools; and Ray Lyman\nStanford University.\nThe Commission\n\nseeks to encourage\n\nWilbur,\n\neducation for the wise utilization of\n\nnatural and human resources. During the past decade we in America have\nbecome acutely aware of the vast depletion and wastage of soil, forests,\nminerals, wild life, and other of our basic material resources. We are\nequally aware that we are not putting to the best use our tremendously\nefficient and creative human resources. The Commission is specifically in¬\nterested in studying the role of the schools and colleges in developing an\nenlightened public opinion which is essential in our democracy to the wiser\nutilization of these resources.\nThe Commission was granted a sum of money by the General Education\nBoard for the purpose of organizing its work and for initiating certain of\nits projects. During the summer of 1940 the Commission is assisting two\nregions to organize workshops at which teachers may work with resources\nexperts and educational leaders in surveying the statqs of our resources and\nin examining the role that education may play. In the southeast region the\nCommission on Resources and Education is cooperating with the Southern\nAssociation of Colleges and Secondary Schools, Committee on Curriculum,\nto provide such workshop opportunities as seem appropriate to the needs of\nsouthern schools. In the Pacific northwest region the Commission on Re¬\nsources and Education is cooperating with the Northwest Regional Council\nin establishing five-week workshops at Reed College and the University\nof Washington on the problems of utilizing natural and human resources\nin the Northwest. Out of the experiences of the workshops in these two\nregions the Commission on Resources and Education will derive a long-term\nprogram for assisting educators in other regions to become familiar with\ntheir own resources.\nDuring\n\nthe past winter several regional conferences have been held for\n\nthe purpose of bringing together resources experts and planners and school\nand college teachers. Conferences have been held in the Pacific northwest\nregion, the Pacific southwest region, the middle states region, and the Rocky\nMountain region. The national conferences of both the Progressive Educa¬\ntion Association and the National Education Association have given over\ngeneral sessions to the problems of educating for the wiser utilization of\nresources.\nIt is yet too early to say just how\n\nthe work\n\nof the Commission\n\nwill be\n\ndirected, organized, and financed. However, the response from both edu¬\ncators and laymen to date stirs the imagination. The Commission envisages a\nprofession of a million educational workers sensitive to the role of the\nschool in a democracy, aware of the inventory of our earth’s storehouse and\nof the human resources for shaping and utilizing our physical and biotic\nresources, cognizant of the part that balance thru planning would play in\nachieving an improvement of our culture, and determined that the learning\nexperiences of school children and college youth shall expose the oncoming\ngeneration to the facts and create in them the attitudes, concepts, and skills\nessential to the task ahead.\n\n"}
{"page": 913, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n909\n\nSALARIES1\nWILLARD\n\nS. ELSBREE,\nCOLUMBIA\n\nThe\n\nCommittee\n\nPROFESSOR\n\nUNIVERSITY,\n\nOF\n\nEDUCATION,\n\nNEW\n\nYORK,\n\non Salaries has completed\n\nN.\n\nTEACHERS\n\nCOLLEGE,\n\nY., CHAIRMAN\n\nits study of problems and\n\nprinciples in the scheduling of teachers’ salaries. A report covering the topics\ndiscussed by the Committee has been prepared for publication at the Mil¬\nwaukee meeting. This bulletin is designed to serve as a handbook for use by\nsalary-study committees and others interested in the problem of teachers’\nsalaries. It is organized around the most important issues in salary scheduling\nand attempts to state in concise form both the basic principles underlying\nthe establishment of salary schedules and the evidence and arguments in\nsupport of the specific procedures recommended. The following principles\nare discussed :\n1. The construction of teachers’ salary schedules and the formulation of salary\npolicies should be undertaken jointly by classroom teachers, school administrators,\nschoolboard members, and interested laymen.\n2. The basic salary classification of teachers in public school systems should be\ndetermined by professional and academic qualifications regardless of the grade\nlevel of the pupils taught.\n3. Teachers of equivalent preparation,\nceive equal pay regardless of sex.\n\nexperience, and teaching load should\n\nre¬\n\n4. The use of the so-called efficiency ratings as a basis for salary awards is\nimpractical and inadvisable in public education.\n5. The relationship of professional and academic qualifications to the location\nof teachers on the salary scale should be clearly stated in the rules and regulations\ngoverning the operation of the schedule and regular appraisal should be made of\nindividual teacher qualifications.\n6. Provision should be made in a salary schedule for definitely announced salary\nincreases to be awarded regularly at fixed intervals of time until a given maximum\nsalary is reached.\n7. Teachers’ salaries should be based, in part, on the cost of maintaining\nappropriate standard of living.\n\nan\n\nIn arriving at the foregoing principles, the Committee drew extensively\non studies of the Research Division of the National Education Association\nand upon the writings and research of other agencies and authors. While\nthese principles, as stated, leave no doubt as to the position assumed by the\nCommittee on Salaries on most of the issues discussed, an effort has been\nmade to present the facts and arguments as fairly as possible.\nLocal committees should find this brief handbook of considerable value\nin studying their salary problems.\n1 Adopted by Representative Assembly, July 3, 1940.\n\n"}
{"page": 914, "printed_page": null, "text": "910\n\nNational\n\nSUPPLY,\n\nEducation\n\nPREPARATION,\n\nAssociation\n\nAND\n\nCERTIFICATION\n\nOF\n\nTEACHERS1\nRICHARD\n\nE. JAGGERS,\n\nSTATE\n\nCATION,\n\nThe\n\nCommittee\n\nDIRECTOR\n\nOF\n\nFRANKFORT,\n\nTEACHER\nKY.,\n\nTRAINING\n\nAND\n\nCERTIFI¬\n\nCHAIRMAN\n\non Supply, Preparation, and Certification of Teachers\n\nat the 1939 meeting of the National Education\n\nAssociation in San Fran¬\n\ncisco presented its program of activities for the year 1939-40.\nPlans were announced for the publication of a handbook on the technics\nused in making state supply and demand studies. During the year the Com¬\nmittee has conferred with the Research Division of the National Education\nAssociation on this project. While a manuscript has been drafted, it was\nimpossible to have the report finished for this meeting. During the early\nfall, conferences will be held with certain well-known authorities for the\npurpose of making improvements in the manuscript before it is published.\nThe Committee presented at San Francisco a tentative platform of prin¬\nciples. The statement was approved as presented. A request was made by\nthe Committee that a joint committee be appointed consisting of the Core\nCommittee on Supply, Preparation, and Certification of Teachers and five\nmembers appointed by the president of the American Association of Teachers\nColleges; this committee was to study during 1939-40 the tentative platform\nof principles as approved by the San Francisco convention and present a\nrevised platform of principles in the report of the Committee on Supply,\nPreparation, and Certification of Teachers at the 1940 convention of the\nNational Education\nsentative Assembly.\n\nAssociation. The\n\nrequest was\n\nadopted by the Repre¬\n\nC. C. Sherrod, president of the American Association of Teachers Col¬\nleges, appointed the following presidents of colleges belonging to that asso¬\nciation as a committee to work jointly with your Committee in revising the\ntentative platform of principles: Charles W. Hunt, S. H. Whitley, W. W.\nParker, Sheldon E. Davis, and Guy H. Wells.\nThe Joint Committee met in St. Louis during the annual meeting of the\nAmerican Association of School Administrators to study the tentative plat¬\nform of principles. There was unanimous agreement upon the form in which\nit should be presented. President Hunt presented the revised platform to\nthe Executive Committee of the American Association of Teachers Colleges\nand obtained the approval of that body.\nYour Committee presents for the approval of the Representative Assembly\nthe platform of principles agreed upon by the joint committee, as follows:\n\nPlatform\n\nof Principles\n\nI. Teacher education in a democracy must have a definite objective. The objective\nof teacher education is to make available leaders in learning who have:\n(1) an understanding of the purposes and functions of education in our\ndemocracy, and (2) the ability (a) to guide learners at the different learning\n1 Adopted\n\nby Representative\n\nAssembly,\n\nJuly 4, 1940.\n\n"}
{"page": 915, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nlevels in the selection of worthwhile\n\nand\n\nCouncils\n\n911\n\nactivities and experiences, and\n\n(b) to\n\naid learners in using their abilities, aptitudes, experiences,\ntoward the achievement of their life purposes.\n\nand\n\ninterests\n\nII. Teacher\n\neducation must lead to an understanding of the major problems of\nsocial life. There should be provision in teacher education for broad general\nknowledge which offers reasonable guarantee that the prospective teacher\nshall, thru extensive study in the recognized school subjects and thru active\nparticipation in community life, acquire an understanding of the major prob¬\nlems of social life and their implications for the learners whom he leads, for\nhis fellow workers, for the parents, and for the public- in general.\n\nIII. Teacher education must develop leaders in the major learning areas and learn¬\ning levels. There should be provision in teacher education for intensive study\nof the problems in those teaching areas and learning levels: (1) in which\nthe prospective teacher is interested, (2) for which he has aptitude, and\n(3) in which there is reasonable promise that he may find employment.\nIV. Teacher education must provide for professional integration and orientation.\nProvision should be made in teacher education whereby the prospective\nteacher may acquire an understanding of his relations to teaching as a pro¬\nfession, may employ his knowledge and understandings in learning situa¬\ntions, and to that end his preparation should include: (1) understanding of\nthe vital problems in connection with the growth and development of chil¬\ndren, (2) an understanding of the organization and control of learning pro¬\ngrams in the school, (3) knowledge and understanding of the application\nof methods and uses of materials suited to the different learning levels, and\n(4) an opportunity to integrate his own\nteaching under competent guidance.\nresults. Teacher\n\neducation\n\nprovide\n\nshould\n\neducational\n\nexperiences\n\na workable\n\nby actual\n\nplan of pretrainin\n\ng\nselection, in-training guidance, and follow-up evaluation to the end that only\ncurriculum\nthose persons may be permitted to complete teacher-ed\ns\nuca\n(1) physical, emotiotniaoln, and mental\nwho manifest during their preparatio\nn:\nof the science and art of living, (3) a genuine\nfitness, (2) an appreciati\non\nof the implica¬\n(4) an understan\ninterest in teaching as a profession\nding\n,\nand improving\nagency in maintainin\ntions of education as a constructi\nve\ng\nour American way of life, (5) capacity for becoming effective leaders of\nlearners, (6) an aptitude for the teaching area and school level chosen,\nand (8) adequate general scholarship\n(7) satisfactor academic achievemen\n.\nt,\ny\n\nThe Committee on Supply, Preparation, and Certification of Teachers\nbelieves that, while in its present deliberations it is concerned primarily with\nthe personnel accounting items underlying the problem of teacher supply\nand demand, eventually this Committee could cooperate with state depart¬\nments of education and the federal Office of Education in the development\nof a uniform system of teacher personnel records.\n\nTAX\nMARTIN\n\nWILSON,\n\nFIRST\n\nASSISTANT,\nYORK,\n\nThe\n\nCommittee\n\nEDUCATION1\n\non Tax\n\nN.\n\nJAMES\n\nMONROE\n\nHIGH\n\nSCHOOL,\n\nNEW\n\nY., CHAIRMAN\n\nEducation\n\nhas devoted its efforts this year to\n\nimplementing the program it laid out during the first half year of its exist¬\nence. It has continued its efforts to encourage the study of tax problems by\n1 Adopted by Representative Assembly, July 3, 1940. See page 775 for the remarks of the chairman\nin presenting this report.\n\nV\nTe.\nacher edu\ncation\n\n"}
{"page": 916, "printed_page": null, "text": "912\n\nNational\n\nEducation\n\nAssociation\n\nstate and local groups. It has urged the publication of articles on taxation\nin the journals of state and local organizations and also the printing of\nleaflets. It has aimed to function as a clearing agency for these materials.\nIt has distributed copies of several articles to illustrate what is being done.\nIt is interesting to note the increase both in the number and quality of\npublications on taxes and finance sponsored by teacher organizations.\nThe\n\nCommittee has helped to give publicity to A Primer of Taxation by\nDavid Cushman Coyle, Personal Growth Leaflet No. 93, and to Education\nand Economic\n\nEducational\n\nW ell-Being in American\n\nPolicies Commission.\n\nDemocracy , a publication of the\n\nIn the case of the latter the Committee\n\nhas urged teachers and administrators to purchase two copies (the second\ncan be bought for 40 cents) in order to give one to a person other than a\nteacher who has a strong influence on public opinion.\nThe Committee continued to encourage the development of study units\non taxation for classes in civics and economics. Repeated emphasis has been\nplaced upon the services tax payments buy and the economies of public rather\nthan individual buying of these services.\n\nTENURE1\nDONALD\n\nDU\n\nSHANE,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nCOLUMBUS,\n\nIND.,\n\nCHAIRMAN\n\nDuring the past year the Committee on Tenure has continued its work\nalong the lines that have been followed since 1934. A number of studies\ndealing with tenure have been made\n\nby the Committee\n\nduring the year in\n\ncooperation with the Research Division of the National Education Associa¬\ntion. Assistance has been extended to various state teachers associations and\nother educational groups in their efforts to secure tenure legislation. Various\ninvestigations have been made of unjust discharge or treatment of teachers\nin various sections of the United States. The Committee’s experience during\nrecent years has shown the necessity for an increasing participation by the\nNational Education Association in teacher welfare movements and in prac¬\ntical services to its members in the fields of salary, tenure, academic free¬\ndom, and retirement annuities.\nDuring the past year several new tenure laws have been enacted and\na number of states have entered upon tenure campaigns for new or improved\ntenure legislation. In these movements the Committee has been active in\nrendering assistance. The passage of tenure legislation has progressed to the\npoint where tenure protection can well be expected for every teacher in\nthe United States within a few years.\nDuring the past year many cases of unjust treatment of teachers have been\nreported to the Committee and numerous investigations have been made.\nWhile it has not been possible for the Committee to investigate every case\nreported to it, yet it is believed that innumerable injustices have been pre¬\nvented because of the knowledge that the Committee stands ready to investi1 Adopted by Representative Assembly, July 4, 1940. See pages 801 and 807 for the remarks of the\nchairman in presenting this report.\n\n"}
{"page": 917, "printed_page": null, "text": "Reports\n\nof\n\nCommittees,\n\nCommissions,\n\nand\n\nCouncils\n\n913\n\ngate unjust discharge of teachers whenever possible. A more detailed account\nof investigations made will be found in the report of the Committee for\n1940 to be published under separate cover.\nIn the above report, the Committee plans to ask the Association to reaffirm\nits prior commitments on tenure, continue the authority of the Committee\nto investigate cases of unfair treatment and unjust discharge of members\nof the teaching profession, and to continue the appropriation of $10,000 to\nbe used by the Committee when and as needed to carry out the tenure pro¬\ngram of the National Education Association.\n\n"}
{"page": 918, "printed_page": null, "text": "National\n\n914\n\nthe annual\n\nEducation\n\nreport\n\nAssociation\n\nof the secretary\n\nJVillard E. Givens\n\nThehoundsworldof wartodayhave— War\nragingloosedon tothespread\nbattlefields\nworld.\nagain is\nbeen\nhavoc, ofto the\ncarry\nfire, The\nand\nfamine wherever\n\nthey go. Death\n\nand disaster, misery and squalor, ravage\n\nand ruin are brought to the doors of humanity by action of those who think,\napparently, that they can sacrifice life and property with impunity. They\nare spreading gloom over the whole world.\nWe have sneered at the terrible cannibalistic acts of savages and we have\nheld up their actions to cutting criticisms and universal condemnation.\nThey were uncivilized and untaught. Do we not today deserve far greater\ncontempt for carrying out the ghastly crimes of war? In this period of dis¬\naster, in this hour of chaos and confusion, in this time of tumult and\nstrife, it seems that our age-old culture is in the melting pot heading toward\nruin and extinction.\nWe\n\nmust\n\ncreate now\n\nour own\n\nWestern\n\ncivilization. We\n\nmust develop\n\na program of education that will not only convey accurate knowledge but\nthat will aim at a full cultured life which recognizes the many needs of\nhumanity.\nIt becomes\n\nincreasingly clear here in the United\n\nStates that the crisis\n\nthruout the world today goes to the very roots of our system of values and\nthat it involves those personal rights, political liberties, and representative\ninstitutions which we associate with the ideal of democracy.\nThe survival of democracy in America and the development of a greater\nlife in keeping with our American ideal must depend upon the schools and\ntheir powers to awaken the aspirations and finer impulses of the individuals\nwho make up our great democracy.\nIn such times and under such circumstances the National Education\nAssociation has a peculiar significance because in its spirit and organiza¬\ntion it is democratic in character and in purpose. It is a cooperative enter¬\nprise of a large group of teachers thruout the nation. What education does\nduring the next few years may easily become the central influence in our\nnational destiny. Our Association’s achievement will be measured not only\nby its success in safeguarding child welfare, teacher status, and school sup¬\nport, but also in ideas grasped, purposes formed, and loyalties built to great\nideals.\nOur Association can perform an important service by helping to con¬\nserve and pass on the tradition of the great teachers of all time who have\nput humanity first in their lives and work. There is no limit to the service\nwhich can be rendered by a unified, cooperative, enthusiastic, and militant\norganization of teachers.\nWe must focus the Association’s work upon the development of a vital\nrelationship between education and life. We must strengthen the Associa¬\ntion so that it can render increased service to children and teachers. We\nmust develop ever higher standards of teaching, administration, and school\n\n"}
{"page": 919, "printed_page": null, "text": "Secretary’s\n\nReport\n\n915\n\nfinance. We must continue the development of an intelligent public opinion\nregarding the work of the schools. We must help to eradicate indifference\nto civic responsibility.\nTaxes\n\nand education — Public education\n\nis in a critical situation. There\n\nis increased pressure for reduction in school budgets created largely by the\ndemand for increased government expenditures for relief and armaments.\nAt the same time we face a constant increasing demand for tax reduction.\nPublic school costs are facing organized attacks. The attacking groups\nwhich are fighting to reduce the tax money going to public education are\ntaking a stand which cannot be justified. The attitude of our organization\nhas always been that the professional educator owes equal service without\nbias to all economic and social groups. The hostile attitude of some selfish\ngroups are making it increasingly difficult to give educational service with¬\nout bias to all alike.\nDuring recent years taxes have increased more rapidly than income.\nTaxes now take a larger percent of income than in the past. Those most\nable to pay taxes are also most able to evade or fight taxes. Because of de¬\ncreasing profits and interest rates and lack of foresight, some of those most\nable to pay taxes are using every means at their disposal to fight the policy\nof taxes based upon ability to pay. Certain states which levy the heaviest\ntaxes on those least able to pay and provide a means of tax evasion for the\nmost able taxpayers are held up by these selfish groups as models for the\nother states which have good tax systems.\nThis antagonism toward taxation seeks to stir up hostility toward public\neducation and toward teachers. This trend is quite clear in many parts of\nthe United States. Some groups which have a vested interest in ignorance\nare fighting public education in a subtle, underhanded way, sometimes by\nalleging subversive activities. As a matter of fact, the most subversive organ¬\nizations in this country are those which, for selfish purposes, are trying to\ndestroy or hamper the work of the public schools.\nThe contention that school costs can be reduced without affecting the\nquality of public education is an important element in the present school\ncrisis in several states. The teachers in the public schools and those inter¬\nested in good education must maintain the goodwill and support of the vast\nmajority of citizens whose welfare depends on the existence and continuous\nimprovement of public education. At the same time that this support is\nmaintained, we must make every effort to understand the position of oppos¬\ning minorities, to eliminate misunderstandings, to study the interests of such\ngroups, and to win their support if possible.\nPride\n\nin our profession — I wish\n\napproximately\nhe is doing.\n\nthat every teacher in our democracy,\n\n1,000,000 in all, felt a justifiable pride in the work\n\nwhich\n\nWe spend long years in preparation in order that we may be well in¬\nformed and be able to render highly efficient service. We give our lives to\nthe cause of developing individuals. Our work is to help develop physically,\nintellectually, socially, and spiritually the 30,000,000 young people with\nwhom we work. Can anyone be engaged in more important work than\nthat? Yet, it is not unusual\n\nto hear a fine, well-prepared, outstanding\n\n"}
{"page": 920, "printed_page": null, "text": "916\n\nNational\n\nteacher say, “I am\n\nEducation\n\nAssociation\n\nonly a kindergarten teacher” or “I am\n\nonly an ele¬\n\nmentary principal.”\nWhat do members of other professions say? Do we hear doctors say, “I\nam only a heart specialist” or “I am only a country doctor.” No, they say\nwith considerable pride, “I am a doctor.”\nOur time as teachers is used in helping young people to develop them¬\nselves in such a way that they can live lives filled with usefulness to them¬\nselves and to their fellowmen. Without teachers there would be no doctors,\nlawyers, preachers, or members of any of the learned professions. Why\nshould any of us say, “1 am only a teacher.” We are prepared to take a\nvital part in the most important profession in the world, that profession\nwhich helps people develop all their abilities and become greater human\nbeings. We should all be sincerely proud of the great work in which we\nare engaged.\nTeaching is a word which denotes growth, the acquisition of new knowl¬\nedge, new attitudes, new outlooks on life. We ought to be proud of our\nprofession, proud of the fine work we are doing, proud of the tremendous\npossibilities that are ahead of us for service to humanity. Unless we take\npride in our work and in our profession we shall always be looked down\nupon. I am thoroly convinced that the public schools are the bulwark of\nour democracy. Without them we cannot exist for any long period of time\nas a free people, a people able to analyze propaganda, to think thru difficult\nproblems, and to act intelligently.\nOurs is the most important work in which people can be engaged. Let\nus have renewed courage in the fact that we are carrying forward the im¬\nportant work of education in our democracy. Let each one of us say with\npride and confidence, “I am a teacher.”\nService in the field — During\n\nthe year members\n\nof the headquarters\n\nstaff\n\nmade 440 field trips into 42 states spending 1713 days in the field. They\nmade 392 addresses to 121,822 people; took part in 630 conferences and\ncommittee meetings participated in by 56,950 people; and held 915 indi¬\nvidual conferences.\nA ppreciation — I take this opportunity\n\nto express my\n\ndeep appreciation\n\nfor the guidance and counsel of the President, and members of the Execu¬\ntive Committee, the Board of Trustees, and the Board of Directors. 1\nhave received the finest cooperation from the members of our departments,\ncommittees, commissions, and councils. The secretaries of the state teachers\nassociations have been most helpful and cooperative as have the state super¬\nintendents and presidents of the state teachers associations. I am apprecia¬\ntive of the help given to the National Education Association by the 1040\naffiliated local associations, by the delegates to the Representative Assem¬\nbly, and by thousands of outstanding educational leaders in our classrooms\nand administrative offices. Each member of our Association has helped thru\nthe contribution of membership dues, thru suggestions, and thru loyal\ncooperation to carry forward the Association’s program\nchildren and teachers of our nation.\n\nof service to the\n\n"}
{"page": 921, "printed_page": null, "text": "Secretary’s\n\n917\n\nReport\n\nI am deeply indebted to all members of the headquarters staff for their\nefficient help and willing support.\nThe following summaries of the work done at headquarters will be of\ninterest to those who\ngram.\n\nwish to keep acquainted with our Association’s pro¬\n\nDIVISIONS\nAccounts\nMary\n\nand Records\n\nJane JVinfree\n\nThis Division receives and disburses all funds for the Association, depart¬\nments located at headquarters, committees, commissions, and for the Perma¬\nnent Fund. It maintains a ten-year financial record for each individual\nmember of the N.E.A., as well as for members of the Departments of\nAdult Education, Rural Education, Secondary Teachers, and the American\nAssociation for Health, Physical Education, and Recreation.\nA promotion file of over 85,000 addressograph plates is maintained and\na total file of over 325,000 addressograph plates is continually in use.\nA five-year record of facts, carefully compiled, furnishes information to\nbe used as a basis for reducing costs and efficiently directing the work of the\nAssociation.\nLife Membership\nattention.\n\nnotes, with their $10 annual payments,\n\nreceive expert\n\nMembership reports for promotion purposes are prepared semiannually.\nThe Division coordinates with the Business Office in handling sales of\npublications.\nAll records of 100 percent cities, counties, and schools are maintained in\nthis Division.\nThis office is responsible for registration of N.E.A.\n\nmembers\n\nat the\n\nwinter convention, and for registration, sales of tickets, and issuance of dele¬\ngates’ checks at the annual convention of the Association.\nThe growth in gross receipts has been marked, both as to volume\namount involved.\nN.E.A.\n1932-33\n1939-40\n\nMemberships\n$308,258.40\n398,262.15 (April 30)\n\nReceived for Departments, Committees,\nand Special Studies\n1932-33\n1939-40\nReceived\n\nand\n\nCommissions,\n\n$55,825.29\n272,523.44 (April 30)\n\nfrom All Sources for All Purposes\n\n1932-33\n1939-40\n\n$540,417.16\n855,318.74 (April 30)\n\nThese figures vividly tell the story of the increase in the growth and\ndevelopment of the Association and the increase in importance of the work\nof this Division.\n\n"}
{"page": 922, "printed_page": null, "text": "918\n\nNational\n\nEducation\n\nAssociation\n\nAffiliated Associations\nAgnes\n\nWinn\n\nThe major activities of this Division may be grouped under two general\nheads: (1) the affiliated association work; and (2) secretarial and editorial\nservice for the Department of Classroom Teachers.\nAffiliated Associations\nGrowth — Teachers\n\nare appreciating more\n\nand more\n\nthe value of organ¬\n\nized effort. Each year an increasing number of local organizations are realiz¬\ning the value of becoming an integral part of the National Education Asso¬\nciation thru affiliation. This year more than two hundred more organizations\nhave established this relationship. During the past two years the number of\nlocal affiliations has grown from 634 to 1040. With the state and territorial\nassociations, which number 52, the total number of affiliated associations is\nnow 1092. The total number of new affiliated associations for this year is 218.\nOur efforts are spent not merely on increasing the number of affiliated groups\nbut in assisting those already affiliated in planning constructive programs.\nAn important point which should be emphasized is that each one is not a\nseparate entity working on its own problems but a vital part of a great\nprofessional structure made up of local, state, and national associations.\nClassification — There\n\nare many\n\ndifferent types of local associations. The\n\nfollowing table, which includes both state and local groups, shows the gen¬\neral classifications into which the affiliated associations fall :\nState and territorial\n\n.\n\n52\n\nDivisions of state associations and other regional groups .\nFaculties of higher institutions .\nTeachers and supervisors .\nAdministrators only .\nAll-inclusive .\nClassroom teachers only .\nTotal\n\n.\n\n42\n23\n43\n33\n703\n196\n1,092\n\nAffiliated records — Every effort possible is put forth to keep complete and\n\naccurate records. Blanks for reporting elections are mailed to the officers;\nlooking after the returns from more than a thousand groups constitutes an\nimportant activity of the Division. The count of affiliations by states is kept\nby means of a chart from which one may see at a glance how each state\nstands. This year a wall map has been prepared showing by the use of colors\nthe rank of the states in the number of affiliated associations.\nService rendered — Some groups\n\nare seeking ways\n\nand means\n\nto strengthen\n\ntheir organizations. Each day brings requests for assistance on professional\nand welfare problems or for help in working out reorganization plans.\nGiving prompt and efficient service along these lines is a major activity in the\nDivision. Groups not yet organized and desiring to do so ask for advice and\nassistance in working out their plans. To assist both organized and unorgan¬\nized groups, a guidebook, How T o Organize , was prepared early in the\nspring and has had wide distribution.\n\n"}
{"page": 923, "printed_page": null, "text": "Secretary’s\n\nLocal publications — Nearly\n\n919\n\nReport\n\none hundred\n\nlocal organizations\n\npublish an\n\nofficial organ. These bulletins carry news of the organization to its members,\nas well as state and national news. Copies of these bulletins are kept on file\nas they furnish one of the best means of keeping abreast of local association\nactivities. In format they range from rather pretentious printed ones to\nsimple multigraphed sheets. This spring a questionnaire was sent to the\neditors seeking information on their method of finance, their editorial policy,\nand other pertinent items. This will be made available to groups wishing to\nlaunch a publication.\nDepartment\n\nof Classroom\n\nTeachers\n\nThe increase in the number of officers as provided in the constitution\nadopted at San Francisco last summer has increased the secretarial work for\nthe Department. This has included correspondence with the officers, prepara¬\ntion of letters sent to the affiliated associations, preparation of publicity\nmaterial used in field work, and assisting the president with convention pro¬\ngram and plans. A few special activities will be briefly mentioned.\nEditorial work — The Department’s publications include: the News Bulle¬\ntin, issued three times a year; various folders; the Official Report ; and this\n\nyear a guidebook, How\nRegional\n\nTo Organize.\n\nconferences — The\n\nnew\n\nconstitution provides that each of the\n\nsix regional directors shall hold an annual conference within his region.\nThis spring two such conferences have been held — one at Kansas City for\nthe South Central Region and one at Yale University for the Northeastern\nRegion. The Division assumed responsibility for the publicity for the Yale\nconference and in other ways\nrangements.\nState departments\n\nassisted the regional director with the ar¬\n\nof classroom\n\nteachers — There\n\nare now\n\ntwenty-seven\n\nstate associations which have departments of classroom teachers and in sev¬\neral others plans are under way to organize departments. The director keeps\nin touch with the officers, sends helpful material, and assists in working out\ntheir programs.\nOther\n\nActivities\n\nAt headquarters there has been need of a brief, concise study of state\nteachers organizations showing their general organization plans. A complete\nfile of their constitutions has been assembled and such a study of them is\nnow being made. A general summary will be ready by fall.\n\nBusiness\nH. A. Allan\n\nWith\n\nfew exceptions, all the activities of the Association have relation¬\n\nships, administratively or financially, with the Division of Business. Pur¬\nchasing, audit of accounts for payment, preparation of special statements and\nreports, details of payrolls and personnel records, administration of the re-\n\n"}
{"page": 924, "printed_page": null, "text": "920\n\nNational\n\nEducation\n\nAssociation\n\ntirement insurance plan, and assistance in budget preparation and control\nare functions of the Division. It is also responsible for convention arrange¬\nments, including the operation of exhibits, for advertising in the Journal ,\nfor sales of publications, and for operation of the building. It has an impor¬\ntant responsibility for institutional service in the form of duplicating, ad¬\ndressing, mailing, handling and planning printing, and issuance of supplies\nand equipment. Annual expenditures for the Association, its departments, the\nEducational Policies Commission, and special enterprises total more than\n$835,000, all of which clear thru this Division.\nExamination of financial reports will show that the Association has had\na successful year. Its total expenses for operation have been less than those\nfor 1938-39 with no decrease in efficiency or production. Total income shows\na moderate increase altho the items of advertising and rentals show decreases.\nThe reduction of revenue from advertising has been exceedingly disappoint¬\ning, particularly since there were steady increases from the depression period\nup to the current year. Conditions abroad destroyed the usual sources of\nincome from certain types of travel advertising and also resulted in a greater\ndegree of conservatism along other lines. The reduced income from rentals\nis due to the transfer of the offices of the National Congress of Parents and\nTeachers from our building to Chicago.\nThe\n\ncontinued substantial improvement\n\nof the condition of the Associa¬\n\ntion’s Permanent Fund is encouraging. Payment of trust notes on the building\nhas been made as fast as the loan contract will allow, and the current amount\nof indebtedness is only $46,000. Our present program will permit all notes\nto be cleared in January 1942. The establishment of an adequate reserve for\nuncollectible Life Membership notes wTas a sound policy.\nAll the property of the Association is in excellent condition. Equipment is\nsatisfactory and only normal replacements are required during the ensuing\nyear. The addition of multilith equipment has increased the efficiency of the\nduplicating section.\nThe adoption of revised personnel regulations has been helpful in dealings\nwith staff members and employees. Personnel within the year, including that\nof departments and the Educational Policies Commission, has consisted of\n92 active permanent employees and from 70 to 100 temporary employees.\nDue to changes in the form of contracts written by the Equitable Life\nAssurance Society, policies issued for the current year in connection with the\nstaff retirement annuity plan have been written by the Aetna Life Insurance\nCompany.\nReview of expenses and budget allotments shows satisfactory results.\nHere and there are cases of expense beyond the amounts authorized, most of\nwhich can be justified. It would seem necessary, however, that committees\nbe more closely restricted in their expense to the amounts authorized by the\nExecutive Committee or that if proposed projects require expense beyond\nsuch allotments, the formal authority of the Executive Committee be ob¬\ntained before such additional expense is contracted.\nIt is obvious that plans for Association activities for the ensuing year must\nbe evaluated with unusual care. Existing obligations leave slight, if any,\n\n"}
{"page": 925, "printed_page": null, "text": "Secretary’s Report\n\n921\n\nroom for expansion which involves additional funds. A budget for a total\nequal to the income of the current year should be the positive maximum of\namounts authorized for expense. The grave risk that conditions nationally\nmay be far from normal brings with it possibilities of greatly reduced income\nfor the Association with consequent revisions and reductions of its normal\nactivities.\nField Service\n\nChari Ormond\n\nWilliams\n\nInstitutes on Professional Relations — Work with teacher-education insti¬\ntutions begun by the director of Field Service in July 1938, with one Institute\non Professional Relations at Peabody College, expanded last summer to\nthirty-four Institutes extending from Oregon to the Carolinas. In the sum¬\nmer of 1939, the director of Field Service attended the Second Annual\nInstitute on Professional Relations at Peabody College and the six In¬\nstitutes in the institutions of higher education in Oregon.\nThe director of Field Service has devoted considerable time during the\nyear 1939-40 to work with teacher-education institutions. She has conducted\ncorrespondence with presidents and deans thruout the United States, and\nthe outlook for work with summer schools is particularly fine this year. The\nfirst Institutes on Professional Relations began in April. Several were held\nin May, and approximately fifty areischeduled for June, July, and August.\nThe Institute on Professional Relations is an informal conference, demo¬\ncratically planned and particularly pointed toward the people who are in\nattendance at the summer school, for the discussion of the teacher’s relation¬\nship to his profession and to the public. It seeks to:\n1. Unify the profession thru the cooperation of various agencies, foremost\namong them the teacher-education institution itself, the state education asso¬\nciation, and the National Education Association, and thru the evolving of a\nyardstick to measure a profession.\n2. Democratize the profession thru the principle of democratic teacherparticipation put concretely to work.\n3. Make the profession vocal on its problems by encouraging frank dis¬\ncussion of vital problems.\nIn connection with this work, the director of Field Service prepared a\n16-page mimeographed bulletin and wrote and distributed much other\npublicity.\nSchools for Democracy — One major project that was completed this year\nwas the publication in November of the volume, Schools for Democracy,\nwhich the director of Field Service, with the assistance of Frank W. Hub¬\nbard, compiled and edited for the National Congress of Parents and Teach¬\ners. Fourteen experts in their educational fields contributed chapters. Charles\nA. Beard, noted historian, wrote the preface. This volume gives a compre¬\nhensive view of the schools — past, present, future; their organization, ad¬\nministration, and support; and presents a splendid case for federal aid.\nThe director of Field Service has sought to further the distribution and use\n\n"}
{"page": 926, "printed_page": null, "text": "922\n\nNational\n\nEducation\n\nAssociation\n\nof this book in every way, and it has been widely publicized by educational\nand lay press. Reviews\n\nof the book have gone to nearly ten million sub¬\n\nscribers of newspapers and periodicals, and the director’s clippings about the\nvolume exceed fifty thousand words. Already the end of the second edition\nis approaching.\nIt is interesting to record that Schools for Democracy\n\nwas selected by the\n\nadvisory board of the Crypt of Civilization, being sealed at Oglethorpe Uni¬\nversity in May, for inclusion among the world’s most authentic sources of\nknowledge designed to remain inviolate until the year 8113 A.D.\nAt a luncheon with Mrs. Franklin D. Roosevelt on March 9, the director\nof Field Service presented the First Lady with a copy of Schools for De¬\nmocracy. On April 3, Mrs. Roosevelt published this statement in her column,\n\n“My\n\nDay,” which has a circulation of four and a half million:\n\nWhile on planes and trains these last few days, I have been going thru a number\nof articles and books which had been sent me to read before I left Washington.\nI am going to recommend one small book to you, for I think it should be read by\nall thoughtful people and it will be a useful handbook in families and study groups.\nThis little book is called Schools for Democracy. It is published by the National\nCongress of Parents and Teachers and it was compiled by Chari Ormond Williams\nand Frank W. Hubbard.\nI have always been an advocate of community forums and study groups because\nI believe that communities must know their own problems and learn how to do\nsomething about them if democracy is to be a success. This book is designed to\ngive us knowledge about one of our most cherished institutions — our public schools.\nIt tells how schools are organized and what part nonschool agencies play in our\nscheme of education. It shows that larger participation by the federal government\nis necessary in order to equalize opportunities between the poorer and richer sec¬\ntions of our country for the education of our children. I have always believed this\nand was particularly interested in the clarity with which this is stated in this book.\n\nThis year begins the eighteenth year of work of the director in her official\nconnection with the National Congress of Parents and Teachers: 1923-1930,\nnational chairman of school education; 1930-1934, director, department of\neducation and fifth vicepresident; since 1934, national chairman of school\neducation.\nField travel — From\n\nJune 1, 1939, to May\n\n31, 1940, the director of Field\n\nService has traveled 28,971 miles, visited forty-one cities in twenty-four\nstates, some of them as many as four times. She has delivered forty-seven\nformal addresses, held hundreds of conferences, both individual and group.\nShe was away from her office on field trips 213 days. In the interims, she\noutlined her office work and conducted the voluminous correspondence\nnecessary for the carrying on of these three main fields of endeavor.\n\nMembership\nT. D. Martin\n\nThe paid membership\n\nof the National Education Association on May\n\n31,\n\n1940, was 203,429. This was a new all-time record and an increase of 1747\nover the corresponding figure for the preceding year.\n\n"}
{"page": 927, "printed_page": null, "text": "Secretary’s\n\n923\n\nReport\n\nDuring the past year 32 states, Alaska, the District of Columbia, and\nPuerto Rico increased their membership. The number of N.E.A. members in\neach state is shown on pages 16 and 17 of this report. Sixteen states, the\nDistrict of Columbia, and Puerto Rico won places on the 1940 Victory\nHonor Roll by increasing their membership 10 percent or more over their\nrecords of May 31, 1939.\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 Washington\nheadquarters 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.\nThe\n\npurpose\n\nof these letters has been threefold : to acquaint strategic\n\nleaders with the splendid program of service which the Association is carry¬\ning forward in behalf of the children and the teachers of the nation ; to invite\ntheir participation in the work of the Association and in the recruiting of\nits membership ; and to furnish them with forms and blanks for the enlist¬\nment of their associates.\n\n1940 VICTORY\nStates Which\n\nIncreased\n\nHONOR\n\nTheir N.E.A.\n\nROLL\n\nMembership\n\n10 Percent or More\nMembership\n\nState\n\nPuerto Rico .\nRhode Island .\nWest Virginia .\nNew Mexico .\nWisconsin .\nIndiana .\nUtah .\nArkansas .\nSouth Carolina .\nNorth Dakota .\nIowa .\nDistrict of Columbia.\nIllinois .\nMaryland .\nMassachusetts .\nMissouri .\nKentucky .\nNevada .\n\nState director\n\n. .Francisco Rodriguez-Lopez . . .\n. .James F. Rockett .\n. . W. W. Trent .\n. . R. J. Mullins .\n. .Amanda H. Schuette .\n. .L. V. Phillips .\n. . N. Howard Jensen .\n..W. F. Hall .\n. .A. C. Flora .\n. . G. W. Hanna .\n. .Fred D. Cram .\n. .A. Grace Lind .\n. .John W. Thalman .\n. .Eugene W. Pruitt .\n. .Annie C. Woodward .\n. . Everett Keith .\n. .William S. Taylor .\n. . J. R. Warren .\n\nMay\n\n31, 1940\n164\n445\n2,407\n710\n7,518\n8,970\n3,270\n804\n668\n1,719\n3,789\n1,739\n13,706\n1,486\n4,334\n6,256\n771\n3,572\n\nPercent of\nincrease\n\n156\n23\n104\n69\n23\n\n19\n18\n19\n17\n18\n14\n13\n13\n13\n11\n11\n10\n10\n\n"}
{"page": 928, "printed_page": null, "text": "National\n\n924\n\nANNUAL\n\nMEMBERSHIP\n\nEducation\n\nAssociation\n\nREPORT OF THE\nASSOCIATION\n\nNATIONAL\n\nEDUCATION\n\nMay 31, 1940\nEstimated\nnumber of\nteachers\nemployed\n\nNumber\nof\nN.E.A.\nmembers\n\n1. New York .\n.. 90,014\n2.\nPennsylvania. . .. 63,987\n3. Illinois .\n.. 48,080\n4. Texas .\n.. 47,386\n5. Ohio .\n.. 42,815\n6. California .\n.. 42,180\n7.\nMichigan .\n.. 33,524\n8.\n.. 28,096\nNew\nJersev.\n.\n.\n.\n9. Missouri .\n.. 26,346\n10. Massachusetts .\n.. 26,148\n11. North Carolina ... 25,370\n12. Iowa .\n.. 24,795\n13. Indiana .\n.. 22,956\n14.\nGeorgia .\n.. 22,773\n15. Wisconsin .\n.. 22,580\n16. Tennessee .\n.. 22,367\n17. Minnesota .\n.. 21,603\n18. Oklahoma .\n.. 20,507\n19. Alabama .\n.. 19,803\n20. Kansas .\n.. 19,126\n21. Kentucky .\n.. 18,860\n22. Virginia .\n. . 17,795\n23. West Virginia. .. .. 16,491\n24. Mississippi . . . .\n. . 16,326\n25. South Carolina ... 14,467\n26. Louisiana . . . . 14,115\n27. Nebraska .\n. .. 13,791\n28. Florida .\n. .. 13,346\n29. Arkansas . . .. 12,361\n30. Washington . . . .. 11,559\n31. Connecticut . . . .. 10,361\n32. Colorado . . .. 9,287\n33. Maryland . . .. 8,962\n34. South Dakota. ... 8,293\n35. North Dakota . . . 7,947\n36. Oregon .\n. .. 7,642\n37. Maine .\n. .. 6,202\n38. Montana .\n. .. 5,316\n39. Idaho .\n. .. 4,634\n40. Utah .\n. .. 4,632\n41. New Mexico. . . .. 4,288\n42. Rhode Island. . .. 4,263\n43. Arizona .\n. .. 3,364\n44. New Hampshire. . 2,957\n45. Wyoming. . . . ... 2,816\n46. Vermont .\n. .. 2,749\n47. Delaware .\n. .. 1,688\n48. Nevada .\n912\n\n1. Pennsylvania. . . . 20,638\n2. Ohio .\n. 18,207\n3. California .\n. 18,160\n. 14,816\n4. New York .\n5. Illinois .\n. . 13,706\n6. Indiana .\n. . 8,970\n7. Michigan .\n. . 8,017\n8. Wisconsin . .. 7,518\n9. New Jersev . , . 7,510\n. . 6,256\n10. Missouri .\n11. Massachusetts..\n12. Texas .\n. .\n. 4,334\n4,083\n13. Kansas .\n, . 3,884\n14. Colorado .\n. . 3,796\n15. Iowa .\n. . 3,789\n16. Washington . . . . . 3,610\n17. Kentucky . . . 3,572\n. . 3,333\n18. Virginia .\n19. Utah .\n. . 3,270\n. . 2,855\n20. Minnesota .\n21. Alabama .\n. . 2,816\n22. Louisiana .\n. . 2,788\n23. Oregon .\n. . 2,507\n24. West Virginia. . . . 2,407\n25. Tennessee .\n.. 2,154\n26. Arizona .\n. . 1,956\n27. North Carolina. .. 1,918\n28. Nebraska .\n. . 1,750\n29. South Carolina. .. 1,719\n30. Connecticut. . . . . 1,692\n31. Georgia .\n. . 1,633\n32. Oklahoma .\n. . 1,624\n33. Maryland .\n. . 1,486\n34. Florida .\n. . 1,445\n35. Maine .\n. . 1,440\n36. Mississippi .... . . 1,082\n804\n37. Arkansas .\n789\n38. Idaho .\n775\n39. Delaware .\n771\n40. Nevada .\n710\n41. New Mexico. . .\n704\n42. South Dakota..\n43. North Dakota. .\n668\n659\n44. Wyoming .\n45. Montana .\n567\n46. Vermont .\n554\n445\n47. Rhode Island . .\n\nAlaska .\n303\nDist. of Col. . . ... 3,158\nHawaii .\n. .. 3,100\nPuerto Rico. . . .. 6,058\nOther Poss.. . .\nForeign .\nTotals .\n\n. . .928,499\n\n48. New Hampshire\n\n443\n339\n1,739\n164\n2,348\n84\n125\n\n203,429\n\n1. Nevada .\n2. Utah .\n3. Arizona .\n4. Delaware .\n5. California .\n6. Ohio .\n7. Colorado .\n8. Indiana .\n9. Wisconsin .\n10. Oregon .\n11. Pennsylvania. . .\n12. Washington ....\n13. Illinois .\n14. New Jersey .\n15. Michigan .\n16. Missouri .\n17. Wyoming .\n18. Maine .\n19. Kansas .\n20. Vermont .\n21. Louisiana .\n22. Kentucky .\n23. Virginia .\n24. Idaho .\n25. Maryland .\n26. Massachusetts . .\n27. New Mexico. . . .\n28. New York .\n29. Connecticut. . . .\n30. Iowa .\n31. New Hampshire.\n32. West Virginia. . .\n33. Alabama .\n34. Minnesota .\n35. Nebraska .\n36. South Carolina..\n37. Florida .\n38. Montana .\n39. Rhode Island. . .\n40. Tennessee .\n41. Texas .\n42. South Dakota...\n43. North Dakota. .\n44. Oklahoma .\n45. North Carolina. .\n46. Georgia .\n47. Mississippi .\n48. Arkansas .\n\nPercent\nof\nteachers\nenrolled\n71\n84\n\n46\n58\n43\n43\n41\n39\n33\n33\n32\n29\n31\n27\n24\n23\n24\n23\n20\n20\n20\n19\n19\n17\n17\n17\n17\n15\n16\n15\n16\n15\n\n13\n14\n13\n12\n11\n11\n10\n10\n9\n8\n8\n8\n8\n7\n7\n7\n112\n55\n3\n76\n,,,\n. 22\n. .\n\n"}
{"page": 929, "printed_page": null, "text": "Secretary’s\n\nANNUAL\n\nMEMBERSHIP\n\nEDUCATION\n\nREPORT\n\nOF\n\nASSOCIATION,\n\nMAY\n\n1936\n\nState\nAlabama .\nArizona .\nArkansas .\nCalifornia .\nColorado .\n\n.\n.\n\n1937\n\n.\n.\n\n1,139\n1,781\n327*\n16,082\n\n.\n.\n.\n.\n.\n.\n\n4,781*\n1,200\n627\n1,067\n1,097\n723*\n\nIllinois .\nIndiana .\nIowa .\nKansas .\nKentucky .\n\n.\n.\n\n10,498\n5,592\n\n.\n.\n.\n\n3,193*\n3,225*\n1,170\n\nLouisiana .\nMaine .\nMaryland .\nMassachusetts .\nMichigan .\n\n.\n.\n.\n.\n.\n\n756\n1,200\n932\n4,184\n5,673\n\nMinnesota .\nMississippi .\nMissouri .\nMontana .\nNebraska .\n\n.\n.\n\n2,895\n705\n\n2,474*\n1,183\n3,907*\n3,834\n1,071*\n11,273*\n2,976\n\n.\n.\n.\n\n6 , 409*\n511\n\n5,712\n\n2,210\n\n.\n.\n.\n\n686*\n355\n6,662\n\n2,012\n652\n866*\n\n.\n.\n\n602*\n10,623\n\nConnecticut .\nDelaware .\nFlorida .\nGeorgia .\nIdaho .\n\nNevada .\nNew Hampshire .\nNew Jersey .\nNew Mexico .\nNew York .\nNorth Carolina .\nNorth Dakota .\nOhio .\nOklahoma .\nOregon .\nPennsylvania .\nRhode Island .\nSouth Carolina .\nSouth Dakota .\nTennessee .\nTexas .\nUtah .\nVermont .\nVirginia .\nWashington .\nWest Virginia .\nWisconsin .\nWyoming .\nAlaska .\nDistrict of Columbia .\nHawaii .\nPuerto Rico .\nOther possessions .\nForeign .\nTotals\n* On Victory Honor\n\n.\n.\n.\n.\n\n566*\n621\n15,360\n1,549\n\n.\n.\n.\n.\n\n2,726*\n20,273\n211\n516\n\n.\n.\n\n805*\n1,638\n\n.\n.\n.\n.\n\n2,970\n2,195\n503\n2,350\n\n.\n.\n.\n.\n\n3,582*\n1,579\n6,208\n659\n\n925\n\nReport\n\n1,839\n1,571*\n16,218\n3,672\n358*\n1,295\n\n1,28\n7*\n775*\n0*\n52\n1,\n6,032\n11,523*\n3,172\n836*\n3,221\n\n598*\n6,464\n592\n11,435\n420*\n\nTHE\n\n31, 1936-40\n1938\n\n1,934\n17,099\n2,113*\n3,715\n776\n575*\n1,574\n1,662*\n1,603\n689\n\n3,295\n\n3,328\n3,634789*\n7,570*\n\n6,611*\n2,679\n3,550*\n1,938\n\n3,753\n1,446*\n8,455\n1,320*\n\n1,4367*\n3,23\n1,317\n3,920\n3,114*\n7,665\n\n946\n2,810\n\n2,707\n\n5,826\n509\n1,947\n\n5,660\n1,050*\n1,883\n\n443\n\n698\n474\n\n560\n\n566*\n577\n7,794\n22,854\n\n19,998\n406*\n3,206\n720\n\n21,097\n740\n\n1,665\n\n1,782\n1 , 108*\n33*\n3,2422\n2,683\n\n07*\n1,724\n4,2962*\n6,433\n620\n\n1,790\n17,762\n2,581*\n3,801\n786\n1,749\n681*\n1,541\n12,147\n2,066*\n\n642\n16,722\n1,503\n758*\n\n2,336\n2,604*\n\n1939\n\n11,459\n\n7,6970*\n23*\n16*\n23,6621\n17,237\n1,292*\n1,379\n2,176\n\n646*\n3,060\n\nNATIONAL\n\n4,076\n2,710*\n1,665\n63060*\n6,3037\n\n570\n17,734\n1 , 869*\n2,380\n\n20,979\n531*\n1,218\n727\n\n1940\n\n2,816\n1,956\n18,160\n3,796\n775\n1,692\n804*\n1,445\n789\n1,633\n\n13,706*\n3,884\n8,970*\n3,789*\n2,788\n1,440\n3,572*\n8,017\n1 , 486*\n4,334*\n2,855\n1,082\n567\n1,750\n256*\n6,443\n7,510\n14,816\n\n771*\n1,918\n18,207\n0*\n1,62471\n2,507\n20,638\n668*\n704\n2,154\n\n1,461*\n\n1,719*\n4,083 45*\n4\n554\n3,333\n\n108*\n2,643\n2,744\n3 , 739*\n3,871\n\n3,610\n3,270*\n\n051*\n3,667\n1,424\n6,112\n\n659\n407*\n2,339\n7,518*\n\n.\n.\n\n219*\n1,321\n\n.\n.\n.\n.\n\n2,506*\n...\n95\n91\n\n1,383\n44\n2,546\n120\n142\n263*\n\n1,370\n2,594\n101\n137\n57\n296*\n\n2,483\n92\n540*\n1,164\n334*\n\n165,448\n\n181,228\n\n195,605\n\n201,682\n\n2,348\n125\n84\n1,739*\n203,429\n\n164*\n\nRoll for increase of 10 percent or more over preceding year,\n\n64*\n\n"}
{"page": 930, "printed_page": null, "text": "National\n\n926\n\nEducation\n\nAssociation\n\nPresident Hinrichs, Secretary Givens, and other members of the head¬\nquarters staff have spent a great deal of time in the held, addressing large\naudiences of teachers and counseling with smaller groups of selected leaders,\nalways carrying messages of inspiration and interpretation which have been\nwholesome and helpful in the membership enlistment.\nExhibits of Association, departmental, committee, and commission pub¬\nlications have been arranged at numerous state, regional, and local conven¬\ntions, bringing to many teachers their first immediate contact with the work\nof their national Association. An\n\nattractive colored poster, “United\n\nto\n\nServe,’' symbolizing the cooperation of local, state, and national professional\norganizations, was developed and widely distributed.\nOne hundred and seventy-nine new Life Members have been enrolled.\nTwenty-nine of these memberships were presented as testimonials and the\nremaining 150 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, as indicated a year ago, come from\nthree causes: (a) lack of information; (b) indifference ; and (c) radical\nindividualism among members of our profession. Education and leadership\noffer the only solutions for these problems.\nThe “all-inclusive” membership card, developed a year ago and used this\nyear for the first time, has been approved by forty state associations and the\nDistrict of Columbia. More than twelve thousand copies of this card were\nissued upon request when the agents who forwarded the dues certified that\nthe teachers were members of their local and state associations as well as of\nthe N.E.A.\n\nThe\n\nfollowing states have not yet authorized the use of the\n\n“all-inclusive” membership card: California, Florida, Mississippi, Nebraska,\nNew Hampshire, New Jersey, Tennessee, and Vermont. It is to be hoped\nthat the leaders of these states will soon give this symbol of unity their\nofficial sanction.\nThe “all-inclusive” enrolment plan is growing in favor. The District of\nColumbia, Illinois, and West Virginia have this year adopted it for the first\ntime. It has been used with telling effect for more than a decade in Pennsyl¬\nvania and Hawaii and is now being used in one form or another by the\nfollowing additional states: Connecticut, Iowa, Minnesota, Montana,\nNevada, New York, Oregon, South Carolina, and Washington.\nState N.E.A. directors are each year accepting more and more responsi¬\nbility for developing the enrolment campaign within their respective states,\nsupplementing the basic direct mail correspondence from the headquarters\noffice. They are encouraging Institutes and Courses on Professional Rela¬\ntions; Future Teachers Clubs; affiliation of local associations with the\nN.E.A.; use of the “all-inclusive” membership card and the “all-inclusive”\nenrolment plan ; and recognition on the part of local leaders everywhere of\nthe need for a more effectively organized and closely integrated profession.\nIn many communities the question of whether the enrolment campaign\nshould be handled by the superintendent and principals or by the officers of\n\n"}
{"page": 931, "printed_page": null, "text": "Secretary’s\n\nReport\n\n927\n\nthe local association is being studied. Theoretically, of course, the recruiting\nof members ought to be handled by the officers of the local association but\nexperience shows that this is frequently impractical since the officers of the\nlocal association are often elected in the fall too late for effective action in\nconnection with the enrolment campaign, and the “turnover” among the\nofficers is so heavy that the development of effective enrolment plans is\nfrequently hampered.\nWith the enthusiastic cooperation of administrators and officers of local\nand state associations, the membership of our national Association should\nmove steadily forward.\nThe goal of an annual increase of 10 percent or more in each state is a\nreasonable objective for most of the states. Experience has shown, however,\nthat it is too high for states which have already enrolled 90 percent or more\nof their teachers and for states which employ comparatively large numbers\nof teachers. It is recommended, therefore, that next year states may qualify\nfor a place on the 1941 Victory Honor Roll in any one of the following ways:\n(a) by enrolling 90 percent or more of their teachers; (b) by increasing\ntheir membership five hundred or more over the preceding year; (c) by\nincreasing their membership 10 percent or more over the preceding year.\n\nPublications\nJoy Elmer\nTwenty\n\nYears\n\nof Progress\n\nMorgan\n\n1921-40\n\nThe twenty years since the organization of the Division of Publications\nhave seen substantial progress in the interpretation of education to the people.\nThe first issue of the Journal was published in January 1921. Since that\ntime there have been 177 issues with a total of over thirty million copies.\nAlong with development and improvement of the Journal has come a steady\nincrease in Association membership, from 50,702 paid members in 1921 to\n203,429 in 1940. Since 1921 the Journal and the Division have initiated or\nhelped substantially to carry forward the following interpretation projects:\nAmerican Education Week\nVitalized commencements\nNewspaper and radio publicity\nThe Horace Mann Centennial\nThe Centennial of Public Teacher\nEducation\n\nFuture Teachers of America\nPersonal Growth Leaflets\nCitizenship\n\nRecognition\n\nObservance of Horace Mann’s\nannually on May 4\n\nDay\nbirthday\n\nThe January 1921 issue of the Journal contained the Platform of the\nNational Education Association, and also the final report of the Commission\non the Emergency in Education. Within twenty years a second Emergenc}\nCommission has made its report and we face the very real prospect of a\nsecond world war with grave dangers to the schools and education. Problems\nwithin our own country make school support increasingly important. As in\nthe past twenty years the Journal will continue to emphasize the following:\n(1) The building up of professional attitudes and enterprises\n(2) The improvement of educational practice\n\n"}
{"page": 932, "printed_page": null, "text": "National\n\n928\n\n(3) The\n\nEducation\n\nAssociation\n\ninterpretation of the schools to the people\n\n(4) Understanding\n\nHighlights\n\nand\n\nof Journal\n\nimproving\n\nService\n\nsocial-economic\n\nduring\n\nenvironments.\n\n1939-40\n\nThe past year has been one of the best in the history of the Division.\nSeveral projects which the Journal has been developing and encouraging\nin recent years have come to fruition. Highlights in Journal achievements\nduring 1939-40 include:\nIssuance of the Horace Mann Stamp which we along with other groups have been\nurging for many years.\nThe joining of Canada in the observance of American Education Week, thus\nmaking this annual celebration wider in scope and influence.\nThe passage of a joint resolution by the United States Congress setting aside the\nthird Sunday in May for the annual observance of Citizenship Recognition Day,\na project first suggested in the Journal for December 1937.\nThe expansion of Future Teachers of America which, after a year’s work, now\nhas sixty-four college and university chapters and over a hundred high-school\nclubs.\nThe development of Personal Growth Leaflets from twenty-five to more\neighty titles with a distribution now approaching a million a year.\n\nthan\n\nThe observance of the Centennial of Public Teacher Education, including appro¬\npriate material in the Journal; also publication of a book entitled A Century of\nPublic Teacher Education, issued thru the Hugh\nthe American Association of Teachers Colleges.\n\nThe\n\nJournal\n\nin brief — Authors\n\nfrom\n\nBirch-Horace\n\nMann\n\nFund\n\nfor\n\nthirty states and the District of\n\nColumbia were represented in the Journal during 1939-40. More than 450\nunsolicited manuscripts were received, of which approximately 7 percent\nwere used. From a total of 294 text pages, 112 were devoted to the work\nof the National Education Association; 14 to teacher welfare; 90 to class¬\nroom materials and the Service pages ; and 35 to current social problems as\nthey affect the schools.\nThe Headquarters\n\nCommittee\n\non the Journal — This Committee\n\nmet with\n\nmembers of the Journal staff to criticize the current issue and suggest content\nfor future issues.\nInterpreting\n\nthe Work\n\nof the Association\n\n“What Do You Know about Your N.E.A.?” was the title of an excep¬\ntionally popular and stimulating series of articles by President Amy H.\nHinrichs in the Journal for 1939-40, bringing a fresh point of view to the\ninterpretation of the Association’s work.\nThruout the year Journal emphasis was upon projects and activities in\nwhich teachers could take part. Professional organization affords every\nteacher an opportunity to include constructive participation in his personal\nprogram of achievement.\nJournal\n\nmaterial on the work\n\nof the N.E.A.\n\nand its committees\n\nand de¬\n\npartments was probably more varied in scope and appeal last year than ever\nbefore. Convention publicity was unusually effective. The pictures of state\nassociation secretaries, with tributes by President Hinrichs and Secretary\nGivens, were much appreciated by readers.\n\n"}
{"page": 933, "printed_page": null, "text": "Secretary’s\n\nServing\n\nN.E.A.\n\nCommittees\n\n929\n\nReport\n\nand Commissions\n\nThe immensely influential service of the committees of the National Edu¬\ncation Association is too little known. As one of its contributions to the\nadvancement of the Association’s work, the Hugh Birch-Horace Mann Fund\nis publishing a series of Personal Growth Leaflets, dealing with the activities\nand findings of important N.E.A. committees and commissions. Leaflets\nstarred in the list below were published first in the Journal during 1939-40.\nThese leaflets are widely used by the officers and state directors in interpreting\nthe work of the Association. They are also used by the Future Teachers of\nAmerica groups in studying the program of the N.E.A.\nLeaflets now available on the work of the National Education Association\nand its committees and commissions include :\n(14) The\n\nChallenge\n\nof a United\n\n(16) The\n\nAmerican\n\nPlan\n\nProfession\n\nof Education\n\n(51) The Story of the N.E.A.\n(52) N.E.A. Platform and Resolutions\n*(53)\n\nIndividual\n\nGuidance\n\n*(55)\n\nProjects\n\nfor Local\n\n*(56)\n\nFederal\n\nAid\n\n*(57)\n\nBetter\n\nSalaries\n\nthru the Schools\n\nAssociations\n\nfor Education\nfor Better\n\nSchools\n\n*(58) Education for the Common Defense\n(59) The Story of American Education Week\n(100) New Voter Preparation and Recognition\n\nServing\n\n(165)\n\nWhat\n\nIt Means\n\nTo\n\n(170)\n\nFuture\n\nTeacher\n\nIdeals\n\nthe Classroom\n\nTeacher\n\nBe a Future\nand\n\nTeacher\n\nPurposes\n\nthru the Journal\n\nTo serve this large group of readers, the Journal during 1939-40 pre¬\nsented over 34 pages of material on the elementary-school level, 16 pages\nfor rural workers, 30 for high schools, and 10 for colleges and teachereducating institutions, as well as 17 pages on health education for all levels\nof the school system. The four Service pages, published monthly except May,\ncontinue to be popular.\nThe extent of teacher-participation in the Service pages has increased\nmarkedly during the past year. Over thirty-eight unsolicited manuscripts\nwere used in brief form on the Service pages.\nAlso helpful to teachers is the monthly feature known as “Pedagogy thru\nPictures.” These pages of teaching-units-told-thru-photos are contributed\nby teachers thruout the country. Many of them have been reprinted in other\nmagazines.\nServing\nHow\n\nFuture\n\nTeachers\n\nthe FT A movement\n\nthru the Journal\nbegan — The\n\nFuture Teachers\n\nof America\n\nmove¬\n\nment grew out of the Horace Mann Centennial in 1937 and has been de¬\nveloped by the Journal staff. The FTA organization is sponsored by the\nNational Education Association and its affiliated state and local associations.\nIt offers young people activities thru which they can improve themselves and\nlook forward to useful careers in that greatest of all occupations — teaching.\nThe name Future Teachers of America — like Future Farmers of America —\n\n"}
{"page": 934, "printed_page": null, "text": "930\n\nNational\n\nclearly recognizes that young\nnation as a whole.\n\nEducation\n\nAssociation\n\npeople are concerned with the welfare of the\n\nProgress to date — Interest in FTA\n\nis growing\n\nin every state in the Union.\n\nThe first college FTA charter in the United States was issued only a little\nover a year ago. There are now 64 active college and university chapters\nwith 1561 members in good standing and at work on the problems of the\nteaching profession. The largest chapter is at the University of Kentucky. In\nhigh schools there are now 115 clubs with 2032 members.\nFTA\n\nat work\n\nin high schools — In the high school the purpose\n\nof the\n\nFTA club is exploratory, prevocational, and preprofessional. ETnder the\n1940-41 plan the FTA clubs pay $2 the first year — $1 for the charter and\n$1 for service; and thereafter $1 each year for service which includes 100\nPersonal Growth Leaflets with which to carry on activities and projects.\nFTA\n\nat work\n\nin colleges — The\n\nFTA\n\nchapter in the college and university\n\nis a practice school in professional and civic cooperation. Chapter members\nare junior members of the N.E.A. Their annual dues of $1 entitle them to\nsuch membership and to receive the Journal.\nThe\n\ncoinclusive membership\n\nplan, under\n\nwhich\n\nFTA\n\nchapter members\n\npay $1 dues to the state association and $1 dues to the National Education\nAssociation, is going forward rapidly. Several states have already agreed to\nthe plan.\nFTA\n\nprojects — Clubs\n\nand chapters are free to work\n\nout their own\n\npro¬\n\ngrams. Suggestions are given each month on the “Teacher-Education Serv¬\nice” page in the Journal. Over 80 Personal Growth Leaflets, emphasizing\ncitizenship, character, community betterment, and the improvement of the\nteaching profession, are now available to FTA groups.\nJournal\n\nEmphasis\n\non Democracy\n\nAs U. S. Commissioner\n\nof Education\n\nStudebaker has pointed out, if our\n\nideals of democracy are to survive, they must be made to work. Education\nof both children and adults must give a kind of preparation for citizenship\nwhich will enable the people to recognize and to cope effectively with the\nproblems of our times. As a contribution to such preparation, the Journal\nduring 1939-40 presented over thirty-five pages on the basic problems of\ndemocracy, including curriculum material for teaching democracy in the\nschools. Outstanding among such articles was Charles A. Beard’s “Essentials\nof Democracy” in the October issue.\nA notable contribution toward Pan-American understanding was Herbert\nE. Bolton’s fine article on “Cultural Cooperation with Latin America.”\nTo help readers visualize the world situation, the Educational Policies\nCommission statement on Education and the JV ar in Europe was published\nin December.\n\nA graphic discussion by Stuart Chase and Marian\n\ntitled “If America\n\nWere\n\nLike Europe,” was much\n\nTyler en¬\n\nappreciated by readers.\n\n"}
{"page": 935, "printed_page": null, "text": "Secretary’s\nThe\n\nJournal\n\nand\n\nPersonal\n\nGrowth\n\nReport\n\n931\n\nLeaflets\n\nPersonal Growth Leaflets, which began their development about a year\nago under the management of the Journal staff, have passed the experimental\nstage. They afford an inexpensive and dignified means of extending our\npersonal influence at a time when the survival of civilization depends on a\nrenewed devotion to the finer and better things of life.\nLeaflet circulation has had an amazing growth so that thousands now go\nout daily to every state in the Union and to many foreign countries, serving\na variety of uses. Between May 1, 1939, and May 1, 1940, 788,927 copies\nwere sold. Many thousands of copies were furnished without charge to help\ncarry on the work of the Association, its committees and departments. Eighty\ntitles are now available, distributed over the fields of character and per¬\nsonality; education and professional organization; citizenship and culture.\nThe great care which noted authors are willing to give to the preparation of\nthese leaflets shows the value which they place on their wide circulation.\n\n0\n\nOnly thru large-scale production is it possible to maintain the low price of\none cent per copy on the leaflets.\nFollowing are the ten “best sellers” during 1939-40:\n(1) The Code of the Good American\n(2) Your Life in the Making\n)\n(3) Your Personality in the Making\n(4) A Golden Treasury from the\nBible\n(5) Shall I Become\n\na Smoker?\n\nThe\n\nCitizenship\n\nJournal\n\nand\n\n(6) A\n\nLiving\nGolden\n\nTreasury\n\non the Art of\n\n(7) Your Mind in the Making\n(8) Shall I Go to College?\n(9) The Government Takes a Census\n\nRecognition\n\nDay\n\nThe Journal for December in a 4-page feature announced the plans of\nthe N.E.A. Committee on Induction into Citizenship for a nationwide ob¬\nservance of Citizenship Recognition Day on May 19. On April 10, 1940,\nthe United States Congress by joint resolution set aside the third Sunday\nYo\nin May each year for this observance.\nCitizenship Recognition Day may\nur\nHe\neasily become one of the most important\nprojects of our local, state, and\nal\nt\nh i movement, like American Education\nnational education associations. This\nn\nt\neM\nWeek, will have the support of the teaching\nprofession and of leading citizens\nak\nin\nthruout the country.\ng\n\nAn additional gift of $5000 by Hugh Taylor Birch to the Hugh BirchHorace Mann Fund will make possible the publication of an American\nCitizens Handbook\n\nto be edited by the Journal\n\nin 1941. The Handbook\n\nstaff and to be available early\n\nwill be suitable to distribute to all new\n\nvoters and\n\nnaturalized citizens. It will be an invaluable, lifelong possession for the citi¬\nzen and his family. It will include the full text of the great documents of our\nAmerican liberty, inspiring statements of American ideals, patriotic songs\nand poetry, pictures of statesmen and historic shrines, and many\nfeatures including a section for the family record.\nJournal\n\nEvaluation\n\nService\n\nEach year over five thousand\nJournal\n\nfrom\n\nmonth\n\nother\n\nto month\n\nreaders are asked to help evaluate the\n\nas an aid to the editorial staff in its search\n\n"}
{"page": 936, "printed_page": null, "text": "National\n\n932\n\nEducation\n\nAssociation\n\nto discover what kind of content readers desire to have in the magazine. In\nDecember 1939 the Journal issued an invitation for volunteers to help\nevaluate the Journal. This is open to every member.\nAmerican\n\nEducation\n\nWeek\n\n‘‘Education for the Common\nfor American Education Week\n\nDefense” was selected as the general theme\n1940 at a meeting on November 13, 1939,\n\nof representatives of the four national sponsors — the National Education\nAssociation, the American Legion, the United States Office of Education,\nand the National Congress of Parents and Teachers. The program\nfollows :\nSunday,\n\nNovember\n\n10\n\nMonday,\n\nNovember\n\n11\n\nby days\n\nEnriching Spiritual Life\nStrengthening Civic Loyalties\n\nTuesday, November 12\nWednesday, November 13\n\nFinancing\n\nPublic\n\nEducation\n\n14\n\nDeveloping Human Resources\nSafeguarding Natural Resources\n\nFriday, November 15\nSaturday, November 16\n\nPerpetuating Individual Liberties\nBuilding Economic Security\n\nThursday,\n\nNovember\n\nThe scope and significance of American\n\nEducation Week\n\nhave been greatly\n\nincreased by the decision of the Canadian Teachers’ Federation to observe\nEducation Week at the same time that it is observed in the United States.\nThe 1939 observance last November, as judged by distribution of materials\nand by the fact that over eight million parents and citizens visited their\nschools, was highly successful. The material was prepared by Lyle W. Ashby\nof the Division with the cooperation of twenty-five field committees thruout\nthe country. Built around the report of the Educational Policies Commis¬\nsion, The Purposes of Education in American Democracy , it was utilized as\na time for discussing the purposes of education in the United States.\nAssociation\n\nPublishing\n\nAchievements — The\n\npublishing program\n\nciation continues to expand. No\n\nof the National\n\nother agency in the world\n\nEducation\n\nAsso¬\n\nissues as much\n\nmaterial on the problems of the teaching profession. Fourteen hundred\nferent publications are found in the stockrooms of the Association.\n\ndif¬\n\nThe Editorial Service Unit of the Division of Publications is responsible\nfor the technical editing and management thru the press of all major publica¬\ntions at headquarters, except the Journal and the Personal Growth Leaflets\nwhich are edited elsewhere in the Division. The Association thru the Wash¬\nington office has published 186,169,824 pages of material this year. Millions\nof additional pages were published by departments located elsewhere.\nProgram\n\nand\n\nEducational\n\nAccomplishments\n\nof Association\n\ninterpretation — The\n\npurpose\n\nPublicity\n\n1939-40\n\nof the Publicity Section is to\n\nhelp gain public support for what teachers want\n\nto do. It interprets the aims\n\nand progress of education. The public is reached thru newspapers\n\nand maga-\n\n"}
{"page": 937, "printed_page": null, "text": "Secretary’s\n\nReport\n\n933\n\nzines, radio, special publications, and the speaker’s platform. The\nSection is directed by Belmont Farley.\nConventions — The\n\nPublicity Section operated\n\nPublicity\n\nthe press service for the\n\nfollowing annual conventions: National Education Association, San Fran¬\ncisco, July 2-6; American Association of School Administrators, St. Louis,\nFebruary 24-29; American Association for Health, Physical Education, and\nRecreation, Chicago, April 24-27. The press service is rendered to wire and\nradio news associations of national coverage, to staff correspondents who\ncome to the convention city from newspapers of wide circulation, to news¬\npaper staffs of the convention city, to news magazines, and to approximately\nsixty educational magazines. For convention service, the section maintains\nduring the convention an office well equipped to aid the representatives of\nthe press.\nRadio:\n\nclassroom — The\n\nPublicity Section has charge of all radio projects\n\nof the N.E..A. From June 1, 1939, to June 1, 1940, the Section was re¬\nsponsible for 1 1 1 programs broadcast as supplementary aids to classroom\nteaching, in which the N.E.A. cooperated with the Columbia Broadcasting\nSystem’s “American School of the Air.’’ During the current year the number\nof state departments of education officially approving the “American School\nof the Air” for use in the schools of the respective states reached eleven, and\nbetween 150,000 and 200,000 teachers employed programs of the “School\nof the Air” in their classrooms.\nDuring the present year, plans have been completed to extend the “Amer¬\nican School of the Air” to all the countries of the Western Hemisphere as\nthe “School of the Air for the Americas.” The project has been worked out\nin cooperation with the United States Department of State, the ambassadors\nof the twenty-one American republics, the Pan-American Union, and the\nappropriate educational officials in these nations as a feature of cultural inter¬\nchange between the various peoples of the Americas.\nRadio:\n\ninterpretive — Thirty-four\n\nchain\n\nbroadcasts\n\nwere\n\nmade\n\nduring\n\nthe year to keep the American public informed of educational problems:\nAmerican Education Week, 3; N.E.A. San Francisco convention, 13;\nA.A.S.A. St. Louis convention, 16; American Association for Health, Physi¬\ncal Education, and Recreation, Chicago convention, 2. Assistance was given\nto numerous local radio programs.\nAppropriate literature was printed and news releases were distributed to\npromote radio projects in which the N.E.A. was a participant. Thru the\ndirector of the Publicity Section, demonstrations of the “American School\nof the Air” were arranged at annual conventions of five state teacher asso¬\nciations. The director participated in three of these. Steps were taken for\ndemonstrations to be made before three state association conventions in the\nfall of 1940.\nNews\n\nreleases — N.E.A.\n\nactivities and research findings were\n\nreleased to\n\nwire associations and daily and weekly papers. Three periodic news\nto the profession were issued: Capital Comment , summarizing\n\nreleases\n\neducational\n\n"}
{"page": 938, "printed_page": null, "text": "National\n\n934\n\nEducation\n\nactivities from the Washington\nand Views\n\non education\n\nAssociation\n\nviewpoint, to state education journals; News\n\nto publications of local teacher groups; Farm\n\nVillage Schools to rural education\n\nand\n\nleaders. Articles on the three major con¬\n\nventions and on radio were prepared for the N.E.A.\n\nJournal. Convention\n\nstories were sent to fifty-three state journals and to thirty-nine general edu¬\ncational magazines.\nPublications\n\ndistributed — During\n\nthe year, Research\n\nBulletins, committee\n\nreports, and special publications of the N.E.A. were distributed to selected\nmailing lists of 2624 newspapers, magazines, officers of national groups, and\nother key persons in the United States and abroad. Distribution of the N.E.A.\nJournal\n\nfor many\n\nyears to all civilized countries of the world\n\nnational Exchange\n\nService of the Smithsonian\n\nthru the Inter¬\n\nInstitution was restricted last\n\nyear by the Institution to points in nonbelligerent nations.\nPromoting\n\npublic relations — The\n\nfor the one hundred\n\nmembers\n\nPublicity Section maintains\n\nan exchange\n\nof the School Public Relations Association.\n\nTwo regional conferences — Chicago, May 2, and New York City, May 22 —\nwere held to discuss public relations strategy needed to counter-attack or¬\nganized opposition to education. Assistance is given almost daily to leaders\nof local educational publicity projects who write to the N.E.A. for\nsuggestions.\n\nResearch\nWilliam\nFrank\n\nWith\n\nW.\n\nG. Carr, Director\n\nHubbard,\n\nAssociate\n\nthe creation of the Educational\n\nDirector\n\nPolicies Commission\n\nin 1936 and\n\nthe appointment of Mr. Carr as its secretary, the active direction of the\nResearch Division was assigned to the associate director.\nThe Division provides the members of the Association, its officers, com¬\nmittees, and departments a general research service consisting of informa¬\ntional, editorial, administrative, and consultative phases. In addition, the\nDivision plans and executes a number\ntion with its own program.\n\nof projects which originate in connec¬\n\nLetters of Inquiry\n\nEach week during the school year the Division answers from 150 to 200\nletters of inquiry. These letters are written by classroom teachers, adminis¬\ntrators, parents, and students. Every effort is made to provide pertinent\nresearch findings, practical publications, and current bibliographies.\nResearch\n\nBulletins\n\nDuring the school year 1939-40 the Division prepared five bulletins on the\nfollowing topics:\nSeptember (1939), “Organizations Interested in International Relations” — a list\nof 174- agencies supplying publications and services of interest to teachers.\n\n"}
{"page": 939, "printed_page": null, "text": "Secretary’s\n\nReport\n\n935\n\nNovember (1939), “The Teacher Looks at Teacher Load” — a report of what\nnearly 4000 classroom teachers, cooperating thru 188 local associations, believe to be\nthe effects of teaching assignments and working conditions.\nJanuary (1940), “City Teachers: Their Preparation, Salaries, and Experience” —\na detailed analysis of various factors associated with the biennial salary survey of\nurban school systems.\nMarch (1940), “The Status of the Teaching Profession” — a brief review of the\npreparation, economic condition, tenure protection, retirement provisions, and\nother aspects of the professional status of elementary- and secondary-school teachers.\nMay (1940), “Analysis of Local Provisions\nof 65 local pension and retirement plans.\n\nfor Teacher\n\nRetirement” — a summary\n\nNearly 20,000 copies of each of the foregoing bulletins are distributed\nannually to Life Members, Five-Dollar Members, Research Bulletin sub¬\nscribers, Educational Research Service subscribers, and the members of\nseveral departments.\nPlans are in progress for publications dealing with the problems of rural\neducation, the education of exceptional children, the supervision of instruc¬\ntion, school finance, and the teaching of various areas of study.\nCommittee\n\nReports\n\nDuring the year the Research Division has assisted in the technical work\nof committees of the Association and its departments. Among\nactivities have been the following:\n\nthis year’s\n\nCommittee on Tenure — Compiled a review of court decisions; prepared drafts of\nmaterials dealing with summer school attendance and the employment status of\nwomen.\nCommittee on Academic\nstatement of general policy.\nCommittee\n\nFreedom — Advised\n\non\n\nthe possibility of preparing\n\non Equal Opportunity — Assisted in outlining a program\n\nof interpreta¬\n\ntion of problems in the general area of the Committee’s assignment.\nCommittee on Credit Unions — Helped to compile and edit information\nbook on how to establish teacher credit unions.\nCommittee\ninternational\n\na\n\nfor a hand¬\n\non International Relations — Compiled a report of illustrations of how\nrelations are taught in secondary schools; issued two news letters.\n\nCommittee on Supply, Preparation, and Certification of Teachers — Prepared a\ntentative summary of technics used in the study of supply and demand problems in\nvarious states.\nCommittee on Cooperatives — Coordinated activities leading to the preparation\na manuscript on the theory behind the cooperative movement.\nCommittee on Salaries — Assisted in the preparation\ninvolved in the making of teacher salary schedules.\nCommittee on Tax Education — Advised\nmaterials dealing with tax problems.\n\nof a statement\n\nof principles\n\non plans for the preparation\n\nJoint Committee of the N.E.A. and A.L.A. — Initiated a survey\ntween public schools and public libraries.\n\nof\n\nof popular\n\nof relationships be¬\n\nNational Council on Teacher Retirement — Compiled a summary of court deci¬\nsions; initiated a study of the avocational interests of retired teachers.\nCommittee on the Certification of Superintendents\npartmental committee of the American Association\n\nof Schools — Assisted this de¬\nof School Administrators in\n\nissuing a report of case studies of twenty-six successful superintendents\n\nof schools.\n\n"}
{"page": 940, "printed_page": null, "text": "National\n\n936\n\nEducation\n\nAssociation\n\nA number\n\nof the foregoing research activities culminated in reports which\nmay be obtained at the convention Registration Desk or direct from the\nWashington office.\nYearbooks\n\nFor sixteen years the Division has helped in the preparation of depart¬\nmental yearbooks. Many of these volumes have been useful to curriculum\ncommittees, study groups, and boards of education as well as to individual\nmembers of the profession. The two publications issued during the current\nschool year are the following :\n1. Enriching the Curriculum for the Elementary-School\nElementary School Principals). 500 p.\n2. Safety Education\n\n(American\n\nAssociation\n\nChild\n\n(Department\n\nof School Administrators).\n\nof\n\n544 p.\n\nYearbooks now being prepared deal with education for family life, health\neducation, and special needs of the individual school child. In connection\nwith these activities the Research Division supplies technical research coun¬\nseling and statistical, editorial, and clerical services.\nCooperative\n\nProjects\n\nJointly with the American\n\nAssociation of School Administrators\n\nthe\n\nResearch Division maintains a subscription service — the Educational Re¬\nsearch Service. Thru this channel approximately 450 school systems, uni¬\nversities, libraries, and teachers associations are provided with various pub¬\nlications and informational aids. During the year the Division has super¬\nvised the preparation of ten circulars dealing with topics such as salary\nschedule provisions for classroom teachers in cities above 30,000 in popula¬\ntion, the relationships of school systems to council-manager plans of munici¬\npal government, aspects of school library administration, and the length of\nschool sessions and class periods in public schools. The facilities of the\nResearch Division are also drawn upon in answering letters received from\nsubscribers.\nWith the aid of funds supplied by the Highway Education Board the\nDivision has successfully compiled several publications in the field of safety\neducation. Of particular interest to administrators are two bulletins, Check¬\nlist of Safety and Safety Education and Teacher Liability for Pupil In¬\njuries. Classroom teachers will find much helpful material in the following\n\nreports: Visual Aids in Safety Education, Problems\nInstruction,\n\nUnits\n\nin Safety Education : Grades\n\nSafety Education : Grades\n\nand Topics in Safety\n\nI and\n\nII, and\n\nIII and IV. Progress is being made\n\nUnits\n\nin\n\non units for\n\nGrades V and VI, a list of dramatizations, and instructional suggestions\nfor secondary-school teachers.\nCooperative activities have continued during the year with the American\nAssociation of Teachers Colleges in preparing a report on student per¬\nsonnel practices. Other studies on teacher-education problems are con¬\ntemplated.\n\n"}
{"page": 941, "printed_page": null, "text": "Secretary’s\n\nReport\n\n937\n\nMiscellaneous\n\nThru its state school legislative reference service the Division supplies\ninformation and publications to more than 1000 local and state leaders.\nMaterials circulated during the year dealt with finance, retirement, and\ntenure questions.\nEach year the Division compiles a number of memorandums for officers\nof the Association, members of the staff, and local officers of teacher groups.\nAssistance has been given to many local salary committees. Counseling and\ninformation services were extended to teacher committees and executives\nof Kansas City with regard to the Griffenhagen survey of that city. Mem¬\nbers of the Division have served on staff committees and helped local\nand state education associations with such activities as convention programs\nand committee work.\n\nRural Service\nHoward\n\nThe\n\nA. Dawson\n\nfunctions of the Division of Rural Service and its director are to\n\nmaintain professional contacts for the National Education Association\nwith workers in rural education and related fields, to promote and interpret\nrural education, to act as a clearinghouse of information on rural education,\nto stimulate research in rural education, to act as the headquarters repre¬\nsentative of the Department of Rural Education, to maintain relationships\nwith other organizations and commissions interested in rural life and educa¬\ntion, to maintain active relationships with federal agencies whose work\naffects rural education, and to cooperate with other divisions and depart¬\nments of the Association where their objectives and programs specifically\naffect rural education.\nOne of the major functions of the director has been to carry on the work\nof the Legislative Commission in connection with legislation for federal aid\nfor education. The report on that work will be found in the report of the\nLegislative Commission.\nThe principal work and activities of the director during the past year\nare as follows:\n1. Cooperating with and promoting the Department of Rural Education.\nAssistance has been given the president in organizing and arranging the\nprograms for the July and February meetings of the Department. The\nannual membership campaign of the Department has been conducted by the\ndirector. The yearbook of the Department, The Preparation of Teachers\nfor Rural\n\nSchools, has been prepared\n\nfor printing and disseminated.\n\nThe\n\ndirector working with the Committee on Program and Policy, set up by\nthe Department of Rural Education, has written portions of the report,\nA\n\nNational\n\nPolicy for Rural\n\nEducation\n\nin the United\n\nStates, and edited\n\nthe final report for publication and directed its distribution.\n2. Cooperating with other agencies. Consultations have been held with\nvarious representatives of the United States Department of Agriculture\nregarding the preparation of bulletins on agricultural problems and programs\n\n"}
{"page": 942, "printed_page": null, "text": "938\n\nNational\n\nEducation\n\nAssociation\n\nsuitable for use in rural schools. The director has assisted in the organization\nof two conferences on guidance problems in rural areas held under the\nauspices of the Alliance for the Guidance of Rural Youth. He also had\ncharge of one sectional meeting of the American Council of Guidance and\nPersonnel Associations — Problems of Rural Youth in City and Country.\n3. Consultations with state leaders on problems and programs in rural\neducation. The director has assisted leaders in North Carolina in the organi¬\nzation of a workshop in rural education to be conducted at the University\nof North Carolina in the summer of 1940. He has assisted leaders in Florida\nin organizing the Southern States Work-Conference on School Adminis¬\ntrative Problems in which leaders in fifteen states will participate. During\nthe month of June the director will actively participate in both of these\nprograms. The director also has been consultant to a committee of the New\nMexico Educational Association charged with the duty of working out a\nnew plan of state school finance. A report of recommendations for legislative\nactions was made to the Education Council appointed by the governor of\nArkansas.\n4. Organization of Midwest Regional Conference on Rural Life and\nEducation. Perhaps the outstanding accomplishment of the year is the\norganization of a regional conference for the states of Iowa, Illinois, Kansas,\nNebraska, and Missouri. The state departments of education, the state\neducation associations, and the teacher-education institutions of these states\njoined with the Division of Rural Service and the Department of Rural\nEducation in sponsoring the conference which was held at the Northeast\nM issouri State Teachers College, Kirksville, Missouri, March 14-16, 1940.\nThis conference was attended by about eight hundred rural teachers, rural\nadministrators, and professors from teacher-education institutions (mostly\nrural classroom teachers). Plans are under way for a similar conference\nfor this region to be held at the University of Illinois in March 1941. Much\nof the success of this conference was due to the work of the chairman of the\ncommittee, A. F. Elsea, state supervisor of rural education, Missouri State\nDepartment of Education.\n5. Articles published. The\n\ndirector has written and has had published\n\nduring the year ten magazine articles on various phases of rural education.\n6. Addresses to professional and lay organizations. During the year the\ndirector has delivered fifty-two addresses in sixteen states: Arkansas, Cali¬\nfornia, District of Columbia, Georgia, Maine, Maryland, Michigan, Mis¬\nsouri, Nebraska, New York, North Carolina, New Mexico, Oklahoma,\nPennsylvania, Tennessee, and Virginia.\nIt is the observation of the director that the interest in rural education\ntoday is more active than at perhaps any other time in the history of public\neducation in this country. The most encouraging of the present activities is\nthe wide participation of rural classroom teachers in programs for the\nimprovement of instruction. The whole field of rural education offers an\nopportunity and a challenge to the National Education Association and it\nis gratifying to report that the Association is making\nconstructive programs of action.\n\nits influence felt in\n\n"}
{"page": 943, "printed_page": null, "text": "Secretary’s\n\nReport\n\n939\n\nSecretary’s Office\nHarriett M.\n\nThe\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,\nnamely the Representative Assembly, the Board of Trustees, the Executive\nCommittee, and the Board of Directors. This work is carried on by the ten\ndivisions at headquarters and is coordinated in the Secretary’s Office.\nConferences with staff members and outside agencies, both in Washington\nand thruout the country, which naturally take much time of the executive\nsecretary, constitute one of the most important services of the Office. Be¬\nsides the increased number of requests which have come from the field, the\nexecutive secretary is called upon to use much of his time as a member of\nthe American Youth Commission, the Educational Policies Commission,\nthe Federal Radio Education Committee, the Joint Commission on Educa¬\ntion and Resources, the Committee on the Implementation of Secondary\nEducation, the WPA\nAdvisory Committee on Education, as well as to\nserve unofficially with many other groups.\nAll mail for the building is opened, stamped, and distributed by the\nSecretary’s Office. The letters which are addressed to this particular division\nare taken care of by the secretary, and in addition to this, much help is given\nto officers of the Association — particularly the president — committees, and\ndepartments. The Secretary’s Office also serves as the personnel office for\nthe headquarters, securing stenographers and clerks for temporary assign¬\nment. Therefore, it is our responsibility to select efficient help to carry on\nthe work of the Association.\nIt is to the Secretary’s Office that requests come from groups wishing to\nobtain departmental status, and this past year much correspondence has\ntaken place. Five of the twenty-seven departments are already housed in\nour building, and have full-time staffs, and two additional departments are\nestablishing headquarters in the administration building this summer — the\nNational Council for the Social Studies and the National Association of\nSeconda^-School Principals. The Music Educators National Conference\nvoted to become the Department of Music of the Association at its annual\nconvention held in Los Angeles in April. Official action will be taken by\nthe Representative Assembly of the N.E.A. in Milwaukee. In addition to\nthese activities, the Association has thirty committees and commissions,\ntwenty-seven departments, and the National Council of Education working\non various phases of education. Thru these agencies the Association is able\nto serve the profession in such fields as “Teachers\n“Tenure,” and “Legislation.”\n\nSalaries,” “Retirement,”\n\nDuring the months of April, May, and June, the Secretary’s Office\nenthusiastically works in making the preparations which are necessary for a\nsuccessful convention. These consist of the Program, prepared under the\ndirection of the president, the Official Manual for Delegates, the Summary\nof Committee\n\nReports,\n\nand correspondence\n\nwith state and local affiliated\n\nassociations to secure lists of delegates to the annual convention.\n\n"}
{"page": 944, "printed_page": null, "text": "National\n\n940\n\nEducation\n\nAssociation\n\nTeacher\n\nWelfare\n\nWillard\n\nE. Givens\n\nTen percent of the references cited in a recent summary\n\nof teacher welfare\n\nstudies had been prepared and published by the National Education Associa¬\ntion. In fields such as tenure and retirement, nearly one-fourth of the refer¬\nences were to the Association’s publications. Thus the Association carries\nforward into practice its belief that professional improvement and teacher\nwelfare are coordinate and related functions. In the following paragraphs\nonly a brief resume can he made of the many constructive contributions of\nthe year 1939-40.\nTenure\n\nThe Committee\n\non Tenure, with the aid of the officers and staff, continues\n\nits effective work. Each year the Division of Research supplies individual\nteachers and their attorneys with summaries of court cases and the provisions\nof state laws. Many cases are referred to the Committee on Tenure for\npersonal investigation.\nDuring the year the staff prepared materials on the following topics:\n(a) court decisions in 1939; (b) tenure laws passed in 1939; (c) effect of\ntenure on training in service; and (d) employment of married women.\nPublished materials have assisted the Committee on Tenure in protecting\nteachers against unfair dismissal.\nRetirement\n\nThe\n\nstaff cooperates with the National Council on Teacher\n\nRetirement\n\nin promoting the development of sound retirement systems. A pioneer ven¬\nture was the bulletin summarizing court decisions in the field of retirement\nfor the period 1930-39. Another unusual study by the Division of Research\nwas the resume of sixty-five local retirement plans (available as the May\nResearch\n\nBulletin).\n\nMimeographed\n\nleaflets have been issued dealing with\n\nlegislation in 1939 and social security. Many local and state committees\nhave been supplied with data and suggestions for advancing their activities.\nEconomic\n\nStatus\n\nWith the aid of the staff, the Committee on Salaries has prepared a\nbulletin on principles in salary scheduling. This publication will be of real\nhelp to committees of classroom teachers and administrators.\nHundreds of letters of inquiry have been answered during the year. Both\nindividuals and committees have been supplied with salary tabulations and\nschedules. Suggestions have been made as to how to make surveys and pre¬\npare materials for presentation to boards of education. A number of letters\nhave been received from superintendents of schools and officers of local\norganizations testifying to the effectiveness of our efforts to improve the\neconomic status of teachers.\n\n"}
{"page": 945, "printed_page": null, "text": "Secretary’s\n\nThe\n\nteacher credit union movement\n\nReport\n\n941\n\nhas made progress under the active\n\nleadership of the Association’s committee. Speakers were assigned to the\nprograms of a number of local associations. A handbook on the organization\nof credit unions has been prepared for distribution.\nTeacher\n\nPreparation\n\nDuring the year the Committee\n\non Supply, Preparation, and Certification\n\nof Teachers has sought to improve its statement of principles in teacher edu¬\ncation. The statement is now available in leaflet form. The principles have\nbeen revised and approved by representatives of the American Association of\nTeachers Colleges. Progress has also been made on a bulletin reviewing the\ntechnics for making statewide studies of teacher supply and demand. This\nreport should be available next fall.\nThe Division of Research has cooperated with a committee of the Ameri¬\ncan Association of Teachers Colleges in a study of student personnel prac¬\ntices. Other studies in the area of teacher education are planned for the next\nschool year.\nProfessional\n\nRelationships\n\nThe welfare of the profession is greatly affected both by public relation¬\nships and by relationships within the profession. Public relationships have\nreceived the special attention of the Publicity Unit. The Field Division has\nbeen active in sponsoring institutes on professional relationships. A number\nof successful institutes were held in the summer and fall of 1939. Many\nsimilar conferences have been planned for the summer and fall of 1940.\nThe “all-inclusive” membership plan, sponsored by the Membership Divi¬\nsion, has given impetus to better professional relationships. The Division\nof Affiliated Associations continues to build morale and fine working con¬\ntacts among the units of the organized profession.\nThe Committee on Ethics is now considering the steps to be taken in\nimproving the Code of Ethics and implementing its use. The Committee\non Equal Opportunity has published a number of articles in professional\njournals. This committee sponsored a radio broadcast on May 18 over\nStation WLW\nin Cincinnati on the problem of the employment of married\nwomen. The script was prepared by the Publicity Unit.\nMiscellaneous\n\nThe Division of Teacher Welfare helps to coordinate committees and\ndivisions of the staff in their teacher welfare activities. Thru news releases,\narticles in the Journal, radio programs, research reports, and leaflets, an\nattempt has been made to keep both laymen and teachers informed on\ncritical issues. Materials have been sent to local and state affiliated organi¬\nzations. Conferences have been held between experts and interested mem¬\nbers of the profession. Members of the headquarters staff are constantly in\ndemand for field work and committee meetings as well as for numerous\nresearch projects.\n\n"}
{"page": 946, "printed_page": null, "text": "942\n\nNational\n\nEducation\n\nAssociation\n\nThe Association advocates and is actively working to improve the economic\nstatus of the teaching profession. It is helping to establish standards in\ntenure, retirement, certification, teacher training, academic freedom, and\nethics. We invite correspondence with communities\nmittee services may be both welcome and effective.\n\nwhere\n\nstaff and com¬\n\nDEPARTMENTS\nAmerican\n\nAssociation\n\nfor Health, Physical\nRecreation\n\nEducation,\n\nand\n\nN. P. Neil son\n\nDuring the year 1939-40, this Department has placed its primary emphasis\non the adjustment of problems created by our rapid expansion over the past\nfew years. A careful study of the functions of the officers and staff members\nis in process. Special efforts have been made by the national office to estab¬\nlish close working relations with our district and state associations and to\nincrease the association membership. The membership has increased slightly\nmore than 10 percent since June 1939 and all but two of the state asso¬\nciations are now represented on our Legislative Council.\nCordial relations with other departments of the National Education\nAssociation and with other national organizations have been continued and\nexpanded. The Department has been represented at a number of specific\noccasions such as the South American meeting of the health section of the\nWorld Federation of Education Associations; inauguration of the presidents\nof the University of Texas and of Bowling Green State College, Ohio; the\nfiftieth anniversary of George Williams College ; and the Eighth American\nScientific Congress at Washington. Representatives from the Department\nare serving on the American Association of School Administrator’s 1942\nYearbook Commission on health education; the American Public Health\nAssociation Committee To Study Cooperation in Health Education; the\nJoint Committee of the N.E.A.\ncation ; the National Committee\n\nand A.M.A. on Health Problems in Edu¬\non Cooperative Curriculum Planning; the\n\nUnited States Softball Association; and the United States Volleyball Asso¬\nciation. The association has worked actively for the establishment of the\nNational Conference for Cooperation in School Health Education. This\nconference consists of delegates from a considerable number of national\norganizations in education and health who will counsel on the development\nof school health education in all its relationships.\nAt our annual convention held in San Francisco last April a committee\nwas appointed to work out the detailed arrangements for a merger of the\nWomen’s Division of the National Amateur Athletic Federation with the\nAmerican Association for Health, Physical Education, and Recreation. The\ncommittee report has been approved by both organizations, thus completing\nthe merger.\n\nThe Journal of Health and Physical Education was mailed each month\nof the school year to all members and the Research Quarterly was sent to\n(Continued\n\non page 947)\n\n"}
{"page": 947, "printed_page": null, "text": "Secretary’s\n\nORGANIZATION\n\n943\n\nReport\n\nOF\n\nTHE\n\nN.E.A.\n\n1. The National Education Association is a democratic organization\nmade up of voluntary members engaged in all phases of educational work.\nIt is the national professional association for teachers. Its purpose is to elevate\nthe character and advance the interests of the profession of teaching and\npromote\n\nthe cause of education. It accomplishes its purpose thru research,\n\nthru publications, thru public relations, thru the work of 31 committees, com¬\nmissions, and councils and 27 departments, and thru field work\nventions.\n\nand con¬\n\n2. Affiliated with the National Education Association are 52 state asso¬\nciations and 1040 local associations distributed nationwide.\n3. The Representative Assembly is composed of the president, twelve vicepresidents, the executive secretary, and the treasurer of the National Educa¬\ntion Association, the United States Commissioner of Education, and ap¬\nproximately 1700 delegates elected from the various affiliated state and\nlocal associations. Each state association is entitled to elect one delegate for\neach 100 of its members who are active members of the National Education\nAssociation up to 500, and thereafter one delegate for each 500.\nEach affiliated local association is entitled to elect one delegate for each\n100 members who are active members of the National Education Association.\nThe Representative Assembly elects most of the Association’s officers; it\nacts upon resolutions ; it approves the budget ; it creates and abolishes depart¬\nments; it receives all reports of committees, commissions, and councils, and\ntakes action upon them.\n4. The Board of Directors is made up of 57 members, consisting of\nfour officers of the Association, one member from each state and territory,\nelected by the Representative Assembly for a term of three years, and all life\ndirectors. It has charge of the general interests of the Association. It elects\nthe Board of Trustees and two members of the Executive Committee. It\nmakes recommendations for action to the Representative Assembly. It\nformulates the annual budget and presents it to the Executive Committee\nfor consideration and to the Representative Assembly for action.\n5. The Board of Trustees has charge of the Permanent Fund and provides\nfor its safekeeping and investment. It has the custody of all property. It\nelects the executive secretary and fixes his compensation and term of office.\n6. The Executive Committee is composed of nine members, consisting of\nthe president, the first vicepresident, the treasurer, the chairman of the Board\nof Trustees, and five elected members, two elected by the Board of Directors\nand three by the Representative Assemhly. The Executive Committee acts\nfor the Board of Directors in the intervals between meetings. It receives and\nconsiders all reports, prints and presents them to the Board of Directors,\nwhich transmits them to the Representative Assembly for action. The\nExecutive Committee fills all vacancies occurring in the body of the officers\nof the Association between conventions.\n\n7. The president is elected by the official delegates at the annual conven¬\ntion. The president presides at the meetings of the Association, prepares\nthe program for the annual convention, and serves as a member of the Board\nof Trustees and as chairman of the Board of Directors and Executive Com-\n\n"}
{"page": 948, "printed_page": null, "text": "=\n\nCreational\n\nRelationships\n\n~ Functional\n\nRelationships\n\n"}
{"page": 949, "printed_page": null, "text": "STATES\n\nof the UNITED\n\nHON\n\n82 5, OOO Affiliated- Adem bers\n\nLED\n\nASSOCIATIONS\nW40\n\nLocal\n\nEDUCATIONAL\nPOLICIES CONU/fA\n\nPRESIDENT'\n\n12.\n\nSCHOOL\n\nADMIN.\n\n9.\n\nVICE\n\n:utivecom/viittfeI.j\n9 Members\n•\n■\n\nETARY\n\na\n\nPRESIDENTS\n\n11\n1\n\n%\n\nSTAFF\n\nJ V COM. on EDUC.\nRESOURCES*^\n' ard\nPROG. ED. ASSN.\n|\n\n13.\n\nCOMMITTEES\n\ninn\n\nords\n\nAcademic\nFreedom\n\nrice\n\nAffiliated\nAssociations\n\nions\n\nAppraisal\n\nAuditingBylaws\n\nand\n\nRules\nCooperatives\nCredentials\n\n16,\n\nN EA~\n\nE qual\nOpportunity\nEthics\nI n dividual\nG uidance\nInduction into\nCitizenship\n\nTeachers\n\nAmerica.n\nAssociation\n\nHE A- Notional\nCongress\no/PTA\nNecrol\nogy\n\nPublishing\n\nInternational\nRelations\n\nResolutions\n\nLegislative\n\nSalaries\n\nN E A\nAmerican Legion\n\nRetirement\n\nratio\nSuppl\nfi cati\nonn,\nand y,\nCertiPrepa\n\nCredit Unions\n\nNE A “American\nLibrary Association\n\nTax Education\n\nElections\n\nN E A -American\nMedical Association\n\nTenure\n\nOrganization\n\nChart\n\n"}
{"page": 950, "printed_page": null, "text": "946\n\nNational\n\nEducation\n\nAssociation\n\nmittee. The president serves for one year and then becomes first vicepresident for the ensuing year.\n8. Vicepresidents are twelve in number and serve as assistants to the\npresident.\n9. The treasurer is elected annually by the Representative Assembly. He\nreceives from the executive secretary and holds in safekeeping all moneys\npaid to the Association and pays out the same upon the order of the Board\nof Trustees.\n10. The executive secretary is elected by the Board of Trustees and serves\nas the secretary of the Executive Committee and as executive officer of the\nheadquarters staff. With the president, he approves bills. He receives the\ndues from members and deposits them with the treasurer, keeps a record of\nthe proceedings of meetings, formulates and proposes policies and programs\nfor the consideration of the official policy-making bodies of the Association.\n11. The National Council of Education discusses educational questions of\npublic and professional interest, proposes to the Executive Committee\nsuitable subjects for investigation and research and uses its best efforts to\nfurther the objects of the Association. The Council consists of 200 members.\n12. The Educational Policies Commission was created by joint action of\nthe executive committees of the National Education Association and the\nAmerican Association of School Administrators. It formulates and pub¬\nlishes statements of policy dealing with long-term planning in education.\n13. The Commission on Education and Resources was created by our Ex¬\necutive Committee in cooperation with the Progressive Education Associa¬\ntion. Its purpose is to prepare information concerning natural and human\nresources and to make it available for use in our schools.\n14. The departments are twenty-seven in number. Some departments are\norganized on the basis of levels of education, such as Elementary Principals\nand Secondary Principals. Most of the departments are organized on the\nbasis of subjectmatter, such as Art Education and Vocational Education.\nThe nine departments which follow are housed in the headquarters office in\nWashington: Classroom Teachers; Deans of Women;\ncipals; Health, Physical Education, and Recreation;\n\nElementary Prin¬\nRural Education;\n\nSchool Administrators; Secondary Principals; Social Studies; and Super¬\nvisors and Directors of Instruction. All departments are given office space\nat headquarters if they desire it. Each department works intensively in its\nparticular professional field.\n15. The headquarters staff consists of eleven divisions and nine depart¬\nments. It carries on office work for the organization, such as keeping records,\nhandling business, conducting research, issuing publications, and giving\nprofessional and welfare service to all members of the Association.\n16. Most committees are appointed by the president. They work on the\nproblems of our profession thru study, research, and reflective thinking. They\nhelp to move forward the work of the great profession of teaching.\n17. The Budget Committee consists of five members elected by the\nBoard of Directors to formulate and present the annual budget.\n\n"}
{"page": 951, "printed_page": null, "text": "Secretary^\n\nReport\n\n947\n\n(Departments — continued)\n\napproximately eighteen hundred professional, student professional, and life\nmembers. Reprints of articles from these publications have been rather\nwidely distributed.\nApproximately thirty-two hundred people attended the annual convention\nheld in Chicago, April 24-27, 1940. The theme of the convention was\n“Service to American Youth.” The proceedings of the convention are to be\nprinted.\nMargaret Bell, president, N. P. Neilson, executive secretary, and Bess\nExton, assistant in health education, have held many conferences with indi¬\nviduals and have attended numerous group discussion meetings and general\nconvention programs in the field during the year. These have served to\nemphasize the importance of our opportunities and responsibilities.\n\nAmerican\n\nAssociation\n\nof School\n\nAdministrators\n\nS. D. Shankland\nOrganization — “The\n\nAmerican\n\nAssociation\n\nof School Administrators,\n\na\n\nDepartment 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 one\nof 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 voted to change the name\nto the American Association of School Administrators. Its membership re¬\nquirements and its relationship to the National Education Association were\nnot changed in any way.\nThe\n\nconvention — For nearly three-quarters\n\nministrators of the United\n\nof a century\n\nthe school ad¬\n\nStates have met in convention\n\nduring the last\n\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 St. Louis last February the Official Program listed 220 meetings. There\nwere 124 breakfasts, luncheons, and dinners. The huge exhibit occupied over\n90,000 square feet of space, subdivided into 365 booths sponsored by 230\nexhibitors.\nThe\n\nAmerican\n\nAssociation of School Administrators\n\nhad\n\n1 1 general\n\nsessions, 22 groups for the discussion of special problems, 6 informal con¬\nference exhibits, and 16 coast-to-coast radio broadcasts. Thirteen allied\norganizations presented programs in their own fields of interest. In addition,\nthere were listed in the Official Program the names of 62 other associations,\nsocieties, councils, federations, and conferences which held meetings in St.\nLouis during the convention week.\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 forced to narrow its field of choice to cities\nwith a big convention hall, numerous\n\ngood-sized hotels, and ample exhibit\n\n"}
{"page": 952, "printed_page": null, "text": "948\n\nNational\n\nEducation\n\nAssociation\n\nspace. Unfortunately, some cities with good auditoriums are lacking in hotel\naccommodations and others with many hotels have no convention hall.\nPublications — Safety Education\n\nwas distributed to members\n\nis the title of the 1940 yearbook, which\n\nat the time of the St. Louis convention. This\n\nyearbook is a convenient handbook of safety for educators, parents, law\nenforcement officers, and all those interested in making homes and highways\nsafe. Schools are organized to meet human needs. These needs change as\nnew conditions develop. At the little red schoolhouse the need for teaching\nsafety was not very urgent, but modern inventions have wrought a change.\nEducation for safety is now the concern of all good citizens.\nCommissions are now at work preparing a yearbook on education for\nfamily life for 1941 and one on health education for 1942. This Department\nalso prints an official report of addresses and proceedings of the winter\nconvention, a radio calendar which is issued semiannually, and a classified\nlist of educational periodicals. From time to time other publications of\ncurrent interest are mailed to members. The final report of the Committee\non Certification of Superintendents of Schools, a 48-page document\nThe\n\nSuperintendent\n\nof Schools and His\n\nJf ork, was\n\nmailed\n\nentitled\n\nto members\n\nin\n\nFebruary. At the close of the St. Louis convention a 28-page summary was\nissued. It gave the highlights of each session, the resolutions, and press\nreleases for use in local papers when members returned to their homes.\nEducational\n\nResearch\n\nService — The\n\nEducational\n\nResearch\n\nService is a\n\nclearinghouse of facts on school administration. It was authorized in a dis¬\ncussion from the floor at the 1923 convention of the Department of Super¬\nintendence. Altho intended primarily to meet the needs of city school systems,\nthe Service also includes colleges, universities, libraries, and state depart¬\nments of education in its list of 445 subscribers. It is especially valuable for\nsmall school systems which are not in a position to maintain research bureaus\nof their own. Evidence of its worth is found in the fact that practically every\nschool system which subscribed in 1923 still maintains its membership.\nCooperative effort of the Research Division of the National Education\nAssociation and the American Association of School Administrators makes\nthe Educational Research Service possible. The Research Division shares its\nresources and offers guidance in studies made by the Service. The American\nAssociation of School Administrators directs the management and the\nfinances of the Service.\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 with\nthe federal government\ncapital.\nAdministrative\n\nand numerous\n\nservice — Many\n\nprivate agencies located in the nation’s\n\ndepartments\n\nand organizations\n\nconcerned\n\nwith school administration and supervision have no permanent staffs. The\nDivision of Administrative Service was organized in 1923 to aid such groups\nin carrying on their work. The executive secretary of the American Asso¬\nciation of School Administrators acts as director, ex officio, of this part of\nthe headquarters organization of the National Education Association. This\n\n"}
{"page": 953, "printed_page": null, "text": "Secretary’s\n\nReport\n\n949\n\ndivision provides machinery for coordinating the activities of many adminis¬\ntrative groups and handles a heavy correspondence with school executives and\npublic officials on all types of problems affecting the schools.\n\nElementary\nEva\n\nOn page 172 of the November\n\nSchool\n\nPrincipals\n\nG. Pinkston\n\n1921 Journal of the National Education\n\nAssociation can be found the following paragraph: “The Executive Com¬\nmittee recommends that the application of the National Association of Ele¬\nmentary School Principals for recognition as a department of the Associa¬\ntion be accepted by unanimous vote and that it he known as the Department\nof Elementary School Principals.”\nIn the fifty-ninth volume of Proceedings of the N.E.A., page 453, the\nfollowing statements may he found : “The Department of Elementary School\nPrincipals was organized at Atlantic City, February 28, 1921, as the\nNational Association of Elementary School Principals. At the meeting of the\nRepresentative Assembly in Des Moines, Iowa, Friday, July 8, 1921, the\nAssociation was by unanimous vote made a department of the National\nEducation\n\nAssociation.”\n\nAccomplishments — As the Department\n\ncompletes\n\nits nineteenth\n\nyear of\n\nprogress and begins to make plans for a celebration thruout its twentieth\nyear of existence, it pauses to take stock of the accomplishments of the year\njust passed. Members of the Department received a copy of the eighteenth\nyearbook, Enriching the Curriculum\n\nfor the Elementary-School\n\nChild, and\n\nwere sent five issues of J'he National Elementary Principal (October and\nApril numbers were official reports of the conventions) in return for their\n$3 membership\n\nfee. All members\n\nwere\n\nsent complimentary\n\nthe 96-page\n\nmonograph on Visual Education , the report of the Committee, and a booklet\non Visual Aids in Safety Education prepared by the Safety Education\nProjects of the Research Division of the National Education Association.\n'Flic officers and conference committee made arrangements for the splendid\nThird Annual Conference on Elementary Education sponsored by the\nDepartment\n\nand University of California, Berkeley, California, July 8-21,\n\n1939, on the university’s campus. This very fine conference of two weeks\nwas attended by 375 principals, teachers, supervisors, and superintendents,\nwho received as soon as they returned home a report on Problems of the\nModern\n\nElementary\n\nSchool\n\nwhich\n\nconferences periods.\nThe officers of the Department\nAnnual Conference on Elementary\n\nwas\n\na resume\n\nof all the lectures and\n\nhave made plans to sponsor a Fourth\nEducation to be held at the University\n\nof Wisconsin, Madison, Wisconsin, July 6-19, 1940. “The Enrichment of\nthe Curriculum for the Elementary School” will be the theme. Reservations\nto date have far exceeded the number which had been received at this same\ntime last year.\nOther services which the Department has rendered have been the loaning\nof books from its library to individuals and groups which were working on\n\n"}
{"page": 954, "printed_page": null, "text": "National\n\n950\n\nEducation\n\nAssociation\n\nspecific problems; it has continually striven to be the clearinghouse for the\nproblems of basic change and practice which are taking place in the elemen¬\ntary school ; it has encouraged and assisted groups of principals to organize\nclubs and associations in their cities, counties, and states. The News-Letter\nwhich has been sent to the president of every club listed in the official\ndirectory of the eighteenth yearbook, Enriching the Curriculum for the\nElementary-School\n\nChild, telling of the activities, programs,\n\nand conferences\n\nthe different groups have held, has helped in the study of their own special\nproblems. The list of these groups in the new yearbook, Meeting Special\nNeeds\n\nof the Individual\n\nChild, which\n\nwill be sent to members\n\nof 1940-41,\n\nwill carry a still larger list of clubs and associations. Because the editorial\ncommittees of the Department, with the help of the Research Division of\nthe N.E.A., have been preparing such splendid yearbooks, reprintings have\nhad to be made this year of the following: fifteenth, Personality Adjustment\nof the Elementary-School\nthe Elementary-School\nPractises in Reading\n\nChild, (second printing) ; sixteenth, Appraising\n\nProgram,\n\n(second\n\nin the Elementary\n\nprinting) ; seventeenth,\n\nNewer\n\nSchool, (third printing) ; and eight¬\n\neenth, Enriching the Curriculum for the Elementary-School Child, (second\nprinting). These popular books, with the study outlines, have been used as a\nbasis for study by superintendents in their principals’ meetings, in faculty\nmeetings by principals, in principals’ clubs, and by teacher study groups.\nIt has been possible to render all of these services because of the unswerving\nloyalty of our Department representatives and our members who have told\nthose interested in this field of education about the efforts of the Department\nto be of service and help.\nProblems — The\n\nofficers of the Department\n\nare extremely\n\nanxious\n\nthat\n\nelementary principals everywhere be made cognizant of the responsibility\nwhich is theirs in letting patrons of their communities know about the fine\nwork done in our elementary schools. Criticisms by the public as to termi¬\nnology can be traced back to lack of understanding. Each elementary school\nshould be the community house for that particular group and each elemen¬\ntary principal should be able to contact and tell the parents of his group\nabout the needs as well as the progress of the school. The citizens of every\ncommunity should be made conscious of the problems facing our elementary\nschools now and in the immediate future. Our parent organization — the\nNational Education Association — has tried diligently to meet these problem^\nand many others for us, but the officers of the Department feel that more\nand more the elementary principal must project an effective public relations\nprogram in his own community.\n\nNational\n\nAssociation\nKathryn\n\nof Deans\n\nof Women\n\nG. Heath\n\nThis year the work of the National Association of Deans of Women, a\ndepartment of the National Education Association, primarily has been along\nthree lines of endeavor:\nConventions — The\n\nsummer\n\nfine opportunity for members\n\nmeeting in San Francisco\n\nin 1939 provided a\n\nto visit the nearby institutions to learn first\n\n"}
{"page": 955, "printed_page": null, "text": "Secretary’s\n\nReport\n951\n\nhand the personnel procedures being followed and to see some new develop¬\nments in buildings and dormitories. The winter convention held in St. Louis\nin February offered three distinct types of programs: meetings for the five\nsections (university, college, teacher training, junior college, and secondary\nschool), various interest groups relating to special problems vital to some of\nthe deans from each of the sections, and general sessions of interest to all of\nthe deans. Special emphasis was placed on hospitality with the result that the\nmembers had a much better opportunity to become acquainted with their\nfellow workers and to exchange professional ideas.\nPublications — In the field of publications, the Association\n\nhas entered on\n\nits third year as publisher of an educational professional Journal designed\nboth to interpret the work and activities of the deans, counselors, and advisers\nin the country and to assist them in their individual professional responsi¬\nbilities.\nThru the help of the student deans of Syracuse University, the Association\npublished Volume II of Guide to Guidance , a comprehensive bibliography of\npublications in the field of guidance which are of especial interest to deans,\ncounselors, and advisers. The 357 descriptive annotations of books, pam¬\nphlets, and articles contain enough of the subjectmatter and point of view\nof the author presented to enable the student guidance worker to decide\nwhether or not the reference answers his particular need.\nThe third pamphlet in the series on functions of different types of personnel\nworkers came from the press in February. The first two were The Dean of\nGirls in the High\n\nSchool\n\nHigher\n\nThe\n\nLearning.\n\nUniversity Campuses.\n\nnew\n\nand\n\nThe\n\npamphlet\n\nDean\n\nof JV omen\n\nis The\n\nHead\n\nin the Institution of\n\nResident\n\nIt concerns itself with the changing\n\non College and\n\nstatus of the head\n\nresident ; her managerial, individual and group counseling, and record¬\nkeeping functions; and the qualifications which are desirable.\nInformation\n\nservice — As in the past, the Association\n\ncontinues\n\nto answer\n\nquantities of letters concerning the functions and qualifications of deans,\ncounselors, and advisers; counseling and counseling technics; professional\ncourses offered ; activities of regional, state, and city deans’ groups ; human\nrelations course work; student government, student leadership, and voca¬\ntional conferences; housing; orientation; girls’ leagues; fraternities and\nsororities; student aid; salaries; personnel record forms; bibliographies on\npertinent subjects; student and other youth groups; etc.\nWith the increasing unrest and insecurity brought about by the uncertainty\nof world conditions, the need for qualified deans, counselors, and advisers\nbecomes more acute, and there is greater need for solidarity and growth\nwithin the profession, in order that each individual may be more effective\nin her work.\n\nSecondary\n\nSchool\n\nPrincipals, Discussion\n\nGroup\n\nProject\n\nJV alter E. Myer\n\nThe\n\nwork\n\nof the National\n\nduring the year 1939-40\n\nmust\n\nAssociation of Secondary-School\n\nPrincipals\n\nbe considered as a part of a long-range\n\n"}
{"page": 956, "printed_page": null, "text": "National\n\n952\n\nEducation\n\nAssociation\n\nprogram for the improvement of the American high schools which the asso¬\nciation has been developing for several years.\nThe first step in this program was a study of the issues and objectives of\nsecondary education by a body of eminent educators — the Orientation Com¬\nmittee — followed by a statement of conclusions published in 1936 and 1937\nas the “Issues of Secondary Education” and “Functions of Secondary Edu¬\ncation.” The second step, which has occupied a large part of the association’s\nenergy and attention for three years, has been the organization of groups of\nprincipals and teachers thruout the nation to the end that sustained and\nsystematic discussion of these issues and objectives might be achieved. The\nestablishment and encouragement of these groups has been the responsibility\nof the Discussion Group Project of the association, which has maintained\nheadquarters since July 1937 at the headquarters of the National Education\nAssociation.\nDuring\n\nthis period of three years, an organization has been effected in\n\neach of the states, with the state coordinator at the head. Under the coordi¬\nnator, there are regional directors who are responsible for forming the\nprincipals of each district into a group which meets regularly to discuss the\nproblems of secondary education which seem most important and most\nurgent. In many of the states the principals are quite completely organized\nand local groups are operating effectively. In other states the results have\nbeen somewhat spotty, tho in every state something has been done. The\nDiscussion Group Project has furnished discussion guides based on the\nreports and recommendations of the Orientation Committee.\nDuring the last year, the association, acting thru the Discussion Group\nProject, has undertaken to proceed from theory to practice. The effort has\nbeen made to find out where the objectives set forth in the reports of the\nOrientation Committee are being realized in actual practice. Principals have\nbeen asked to report practices which are particularly promising, in that they\nare in line with the philosophy formulated\nreports.\n\nin the Orientation Committee’s\n\nReports have come from more than five hundred schools and these prom¬\nising practices have been abstracted and classified and will be published in a\nBulletin of the National Association of Secondary-School Principals in the\nautumn of 1940. This report constitutes a climax of the recent work of the\nassociation.\nThe fourth step which is being undertaken by the national association,\nand which will occupy its attention for some time, is to obtain an appraisal\nand an evaluation of the practices which have been reported and which appear\non the surface most promising. This is the work of the Implementation\nCommittee which has been appointed by the National Association of\nSecondary-School\n\nPrincipals and which\n\nhas been in operation for about a\n\nyear.\nThe Discussion Group Project, which has been operating in the head¬\nquarters of the National Education Association for three years, has been\nregarded as a temporary section of the organization ; beginning July 1, 1940,\nit is to be absorbed by the central office of the National Association of\nSecondary-School\n\nPrincipals, which\n\nis to be moved\n\nfrom Chicago to the\n\n"}
{"page": 957, "printed_page": null, "text": "Secretary’s\n\nReport\n\n953\n\nN.E.A. building in Washington. The executive-secretaryship of the National\nAssociation will then be taken over by Paul Elicker, who will carry on the\nDiscussion Group work, as well as the general business of the Association.\n\nSupervisors\n\nand Directors\nRuth\n\nof Instruction\n\nCunningham\n\nDuring the year previous to the February 1939 meeting of the Depart¬\nment, the Executive Committee, acting as commissioned, formulated a\nrestatement of the purposes and function of the Department. The report\nof the committee was presented to the membership and adopted at the annual\nmeeting. This report contains the following summary:\nWe\n\nconceive\n\nthe purposes\n\nof education\n\nto be well defined by the Educational\n\nPolicies Commission in its two reports, The Unique Function of Education in Ameri¬\ncan Democracy and The Purposes of Education in American Democracy. We con¬\nceive the function of the Department of Supervisors and Directors of Instruction to\nbe to contribute to teacher growth in the furtherance of these purposes of education.\nWe believe the major concern of supervision should be to contribute to teacher\ngrowth in the following large areas, namely, the area of personal growth in terms\nof wholesome physical and mental development; the area of socio-economic under¬\nstanding and adjustment; the area of professional competence in the guidance of\nchildren thru learning experiences.\n\nThe program of the Department is built on the purposes thus stated.\nDuring the past year emphasis has been given to the development of local\nworking groups. There is now a state chairman in each state who is respon¬\nsible for furthering the program in that area. It is his responsibility to en¬\ncourage local groups to take the initiative in developing programs suited to\ntheir needs, to foster organization of a type to facilitate the operation of the\nprogram, and to maintain intercontacts of the state and national organi¬\nzations. Once the group is organized, the state chairman retains only the\nlast of these responsibilities. A number of such state groups have been\norganized within recent months, and others are in the process of organizing.\nIn line with the policy of encouraging groups to think together is the\ninitiation of a program of study conferences, two of which are being spon¬\nsored by the Department this summer, one at Northwestern University,\nEvanston, Illinois, and one at the University of California, Berkeley. Each\nconference is for a two-week period and is sponsored jointly by the university\nand the Department. Programs of both conferences are planned to afford\nstimulating exchange of thought, vivid experiences, and congenial living.\nMembership in the Department is open to all who are interested in\nfurthering better teaching. Our present membership includes supervisors,\ncurriculum directors, principals, teachers, superintendents, persons in state\ndepartments of education and teacher-training institutions, and educators\nand laymen in a variety of other positions. Members are entitled to a sub¬\nscription to Educational Method , a copy of the current yearbook, and all\nother privileges of membership. Educational Method is the official journal\nof the Department. It is published monthly, October thru May. Issues for\nthe past year have dealt with such topics as: concepts of intelligence, the\nschool library, in-service education, guidance, and new developments in super-\n\n"}
{"page": 958, "printed_page": null, "text": "954\n\nNational\n\nEducation\n\nAssociation\n\nvisory practices. The\n\n1939 yearbook, Newer\n\nPromise , is an unusual\n\ncontribution\n\nInstructional Practices of\n\nin that it translates current\n\neducational\n\ntheories in terms of existing classroom practices, drawing illustrations from\nschool situations thruout the country. The 1940 yearbook, Mental Hygiene\nPractices in the Classroom,\n\nis now\n\nbeing prepared.\n\nFor this Department, the year 1940-41 has been one of initiating pro¬\ncedures and practices and developing the scope of the program. It is planned\nthat in 1941-42 the program will not be materially altered, but will broaden\nin range, significance, and service.\n\nCOMMISSION\nEducational\n\nPolicies Commission\n\nWilliam\n\nG. Carr\n\nThe function of long-term planning in education is slowly becoming\nestablished within the profession. The acceptance and use of Educational\nPolicies Commission publications are indications of this trend. The creation\nof educational policy-making committees in nearly half the states is another.\nThe past year has witnessed a mobilization of the profession, not only for\nkeeping education up to date, but also for launching an offensive against\nforces which would subordinate education to other interests less important\nin a democracy.\nNew\n\nStatements\n\nof Policy\n\nThe two statements of policy issued by the Educational Policies Com¬\nmission during the year are indicative of this latter development.\nEducation\n\nand Economic\n\nWell-Being\n\nin American\n\nDemocracy\n\n(March\n\n1940) is a fourth major pronouncement of the Commission aimed at clari¬\nfying the economic contribution of education to our national life. The book\ndescribes the potential effects of the right kind and amount of education for\nevery youth upon the production and consumption of economic goods and\nservices. On the basis of its studies the Commission recommends first, imme¬\ndiate increase in the average school achievement for everyone to at least ten\nyears; second, the making of such schooling “effectively free” so that every\nyouth can go as far as his talents permit ; and third, the further development\nof effective educational programs which prepare youth for productive jobs.\nEstimates as to the probable cost of these educational improvements are\nproposed as well as some indication of the returns in terms of an increased\nnational income.\nAmerican\n\nEducation\n\nand the War\n\nin Europe\n\n(October\n\n1939)\n\ndescribes\n\nthe role of the school in developing unprejudiced attitudes toward the present\nwar and the combatants thereof. The responsibilities and opportunities of\nthe educational profession to enlighten all the people regarding the influences\nof the present conflict on American life are clearly set forth. Educational\npolicies are stated with respect to such matters as the defense of civil liberties,\nrights of minorities, national preparedness, concern for domestic problems,\nand the preservation of cultural values.\n\n"}
{"page": 959, "printed_page": null, "text": "Secretary’s\n\n955\n\nReport\n\nOccasional publication of informational materials has been continued with\nsome increased emphasis. Federal Activities in Education (July 1939) de¬\nscribes the purposes, scope, administration, and organization of the major\neducational activities of the federal government. The statement emphasizes\ncurrent conditions with no attempt to offer recommendations as to policy\nor procedure. Educational Policies for Rural America\ncies for Community\n\nRecreation\n\nand Educational Poli¬\n\nbring together in pamphlet\n\nform\n\nthe Com¬\n\nmission’s previously published statements in these areas. Schools of Democracy\nis a series of six radio scripts presented last year, based on The Purposes of\nEducation\n\nin American\n\nDemocracy ; On\n\nOur\n\nJV ay is the published words,\n\nmusic, and stage settings of a musical revue based on the Purposes report.\nThe annual summary of deliberative committee reports has been continued,\nwith the publication of Deliberative Committee Reports of 1939, as well\nas the bimonthly leaflet, Educational Policy.\nEfforts at Implementation\n\nDuring the past year the Commission\n\nhas shifted its major emphasis from\n\nthe preparation of publications to procedures of implementation. The con¬\nsultants ex officio continue to be an important instrumentality; the number\nof active consultants now exceeds 3200. There are 1070 lay persons classed\nas lay consultants, to whom the Commission sends certain of its publications,\nand in addition, 2754 former consultants ex officio have been kept on the\nmailing lists to receive the regular issues of Educational Policy and informa¬\ntion about each new publication.\nCooperation with lay organizations has been continued and expanded.\nThe Commission lent the services of one of its staff members for four months\nto the White House Conference on Children in a Democracy; considerable\nfurther cooperation was extended by the secretary, who served as a member\nof the Committees on Organization, Planning, Report, and Follow-Up.\nBoth the American Association of University Women and the General\nFederation of Women’s Clubs have prepared study materials for distribution\nto members, in cooperation with the Commission. The National Congress\nof Parents and Teachers is publishing a series of nine articles based on the\nCommission’s Civic Education Project. Other lay groups, such as the\nnational Grange, organized businessmen, and organized labor, have been\nreached in part thru published articles and reprints.\nProfessional organizations, particularly the National Education Associa¬\ntion and the American Association of School Administrators, have greatly\nassisted the Educational Policies Commission in its work. Thru its estab¬\nlished programs\n\nfor American\n\nEducation\n\nWeek\n\nand vitalized Commence¬\n\nments', the National Education Association has focused attention on the\nCommission ; thru occasional large mailings of advertising matter, thru\narticles and advertisements in the Journal of the National Education Asso¬\nciation, and thru program emphasis at conventions, the National Education\nAssociation has extended further cooperation. The American Association of\nSchool Administrators has given significant assistance thru its annual con¬\nvention. At St. Louis in February 1940, the Association devoted three dis¬\ncussion programs to the Educational Policies Commission, sponsored an\n\n"}
{"page": 960, "printed_page": null, "text": "National\n\n956\n\nEducation\n\nexhibit prepared by the Commission,\nmusical revue, On\nPurposes\n\nOur\n\nof Education\n\nalso been worked\n\nWay,\n\nAssociation\n\nand cooperated in staging an elaborate\n\nbased on the Commission’s\n\nin American\n\nDemocracy.\n\nout between the Educational\n\nNotable\n\npublication, The\ncooperation\n\nPolicies Commission\n\nhas\n\nand the\n\nAmerican Association for Health, Physical Education, and Recreation, the\nDepartment of Supervisors and Directors of Instruction of the National\nEducation Association, and the Division of Affiliated Associations of the\nNational Education Association.\nCivic Education\n\nAn\nThe\n\nin the Schools\n\neffort by the Commission\nPurposes\n\nand means\n\nof Education\n\nto implement\n\nin American\n\nof improving Education\n\none major objective from\n\nDemocracy , by studying the ways\n\nfor Civic Responsibility, was initiated\n\nduring the summer of 1939. Four full-time and one part-time staff members\nwere employed on this project, with the aid of a special grant from the\nGeneral Education Board. Between October and January this staff visited\neighty-six secondary schools in twenty-seven states selected from among some\n1200 schools recommended to the Commission by its consultants as having\ngood civic education programs. The findings of this investigation have been\nbrought together in a “case-book” of procedures in civic education which\nhas been approved by the Commission for early publication.\nIn March 1940 the Educational Policies Commission obtained a small\nadditional grant from the General Education Board in order that its study\nof Civic Education might be extended to include a group of CCC and NYA\ncamps and in order that the staff might present a report to the American\nYouth Commission on the civic education program in these agencies of the\nfederal government.\nFuture\n\nPlans\n\nThe period for which the Commission\n\nwas financed expires December\n\n31,\n\n1940. During the remainder of its period of activity, the Commission ex¬\npects to complete its report on Civic Education, to complete a report on the\nintegrity of education in American democracy, and to issue a brief statement\non educational relations with Latin America.\nAn additional grant of funds already approved by the General Education\nBoard will help us carry forward\nfour-year period.\n\nour work\n\nin policy-making for another\n\n"}
{"page": 961, "printed_page": null, "text": "List\n\nTHE\n\nTWENTIETH\n\nof\n\nDelegates\n\n957\n\nREPRESENTATIVE\n\nASSEMBLY\n\nList of Delegates\nFollowing is a list of the 1478 delegates who attended the seventy-eighth annual convention of the\nNational Education Association in Milwaukee on June 30 to July 4, 1940. The classification of posi¬\ntions includes: (a) classroom teachers; (b) principals and assistant principals; (c) city and county\nsuperintendents and assistant superintendents; (d) directors and supervisors; (e) state education\nassociation staff members; (f) state superintendents and assistants; (g) college and normal school\nadministrators; (h) librarians; and (i) ex-officio members.\nALABAMA\nBanks, L. Frazer (State N. E. A. Director), City\nBoard of Education, Birmingham; Alabama\nEducation Association.\nBarnes, Lorine (Teacher), 1618 Eleventh Ave. S.,\nBirmingham; Birmingham Teachers Associa¬\ntion.\nBrown, Paul Roy (County Superintendent),\nJasper; Walker County Teachers Association.\nConway, Elizabeth (Teacher), 1015 Cotton Ave.,\nBirmingham; Jefferson County Teachers Asso¬\nciation.\nHamilton, Margaret (Teacher), 1111 S. Seven¬\nteenth St., Birmingham; Birmingham Teachers\nAssociation\nHill, R. Voyt (Principal), 865 W. Fifth St., Bir¬\nmingham; Birmingham Teachers Association.\nHulme, George W. (Superintendent), DeKalb\nCounty Board of Education, Fort Payne;\nAlabama Education Association.\nJones, Lenore (Principal), 1606 Monterey PL,\nMobile; Alabama Education Association.\nKilgore, Birdie (Teacher), 2123 Highland Ave.,\nBirmingham; Birmingham Teachers Associa¬\ntion.\nLocke, Mrs. Miriam A. (Supervisor), Walker\nCounty Board of Education, Jasper; Alabama\nEducation Association.\nNorton, H. B. (Principal), 501 S. Eightieth St.,\nBirmingham; Birmingham Teachers Associa¬\ntion.\nSims, Louis W. (Teacher), 325 Eighth Terrace,\nW., Birmingham; Alabama Education Associa¬\ntion.\nStone, Ernest (Principal), Crossville; Alabama\nEducation Association.\nStone, Mrs. Ernest (Teacher), Crossville; Ala¬\nbama Education Association.\nTharp, S. M. (Superintendent), County Board of\nEducation, Bay Minette; Alabama Education\nAssociation.\nWilliams, H. E. (Superintendent), 321 West\nTombigbee, Florence; Alabama Education\nAssociation\nWilliams, Mrs. H. E. (Teacher), 321 West\nTombigbee, Florence; Alabama Education\nAssociation.\nWilliams, J. D. (Principal), 5708 Sixth Ave., S.,\nBirmingham; Birmingham Teachers Associa¬\ntion.\n\nDingess, L. C. (Viceprincipal), Yuma Union High\nSchool, Yuma; Arizona Education Association\nGanoung, R. A. (Teacher), President, Classroom\nTeachers Association, 2333 E. Sixth St., Tuc¬\nson; Arizona Education Association\nGordon, Mary (Teacher), Prescott; Prescott Edu¬\ncation Association\nHarper, Pies (Teacher), 2105 E. Eighth St.,\nTucson; Tucson Education Association\nHebard, Paul J. (Teacher), Tucson Public\nSchools, Tucson; Arizona Education Associa¬\ntion\nHendrix, H. E., State Superintendent of Public\nInstruction, 212 State Capitol Building, Phoenix;\nArizona Education Association\nKupecky, Julia M. (Teacher), 412 W. Roosevelt\nSt., Phoenix; Arizona Education Association\nLoper, John D. (Superintendent), P. O. Box\n2191, Phoenix; Phoenix Teachers Mutual\nBenefit Association\nSmith, Harold W. (Superintendent), Glendale\nGrammar School, Glendale; Arizona Educa¬\ntion Association\nVail, Alice L. (Teacher), President, Arizona\nEducation Association, Teacher, Tucson Senior\nHigh School, 524 N. Stone Avenue, Tucson;\nArizona Education Association.\nARKANSAS\nDawson, Roy (Superintendent), Osceola; Arkan¬\nsas Education Association\nFloyd, G. C. (Director of School Finance), State\nDepartment of Education, Little Rock; Arkan¬\nsas Education Association\nGilbert Grant (Executive Secretary, Teacher Re¬\ntirement System), State Department of Edu¬\ncation, Little Rock; Arkansas Education Asso¬\nciation\nGroner, H. L. (Superintendent), Greenbrier;\nArkansas Education Association\nRozzell, J. Forrest (Field Secretary), Arkansas\nEducation Association, Little Rock; Arkansas\nEducation Association\nShepherd, Mary Sue (Teacher), Mabelvale;\nArkansas Education Association\nYoungblood, Mrs. O. A. (Teacher), 2811 W.\nTenth St., Little Rock; Little Rock Classroom\nTeachers Association\n\nALASKA\n\nCALIFORNIA\n\nErickson, Everett R. (State N. E. A. Director),\nUniversity of Alaska, College; Alaska Educa¬\ntion Association.\nJohnson, Alice (Teacher), Juneau; Alaska Educa¬\ntion Association.\n\nAllen, Ella Vollstedt (Teacher), 5116 Crenshaw\nBlvd., Los Angeles; High School Teachers\nAssociation of Los Angeles\nArmstrong, Mrs. Dorothy F. (Teacher), El Cen¬\ntro; El Centro Elementary Teachers Club\nBaxter, Albert N. (Teacher), 535 Palm Ave.,\nBellflower; California Teachers Association\nBaxter, Alfred (Principal), 500 Grizzly Peak\nBlvd., Berkeley; Berkeley Teachers Associa¬\ntion\nBeebe, Jessie V. (Teacher), 710 N. Angeleno,\nBurbank; Burbank City Teachers Association\nBerry, J. J. (Superintendent), Box 787, Oakdale;\nCalifornia Teachers Association\nBeyer, Louise (Counselor), Hotel Durant, Berke¬\nley, Berkeley Teachers Association\nBlanchard, A. L. (Teacher), 301 Embassy Audi¬\ntorium Bldg., 9th and Grand, Los Angeles;\nAffiliated Teacher Organizations of Los Angeles\n\nARIZONA\nAbel, Lucille (Mrs.), (Teacher), 2228 E. Sixth St.,\nTucson; Tucson Education Association\nAdams, Mrs, Blanche H. (Teacher), Phoenix\nUnion High School, 1702 E. Portland St.,\nPhoenix; Arizona Education Association\nBrosam, Emma L. (Teacher), Box 271, Jerome\nHigh School, Jerome; Arizona Education Asso¬\nciation\nCaldwell, Mrs. Alice (Teacher), 715 E. Coronado\nRoad, Phoenix; Phoenix Teachers Mutual Ben¬\nefit Association\n\n"}
{"page": 962, "printed_page": null, "text": "958\n\nNational\n\nEducation\n\nBloch, Louis M. (Teacher'), 2206 W. SeventyFifth St., Los Angeles; High School Teachers\nAssociation of Los Angeles\nBowman, Mrs. Ina H. (Teacher), 1134 Everett\nAve., Oakland; Oakland Teachers Association\nBowman, Leonard L. (State N. E. A. Director).\nSanta Barbara High School, Santa Barbara;\nCalifornia Teachers Association\nBrady, John F. (Superintendent), Civic Audi¬\ntorium Bldg., San Francisco; California Teach¬\ners Association\nBriant, Ethel M. (Teacher), 1543 W. Twelfth St.,\nLos Angeles; Los Angeles Elementary Teach¬\ners Club\nBrocchini, Clato (Teacher), 186 B Sargeant\nCourt, Monterey; California Teachers Associa¬\ntion\nBronson, Helen Baynham (Teacher), 2150 N.\nSan Antonio, Pomona; Pomona City Teachers\nClub\nBurkhard, Dorothy (Teacher), 1321 Bay View\nPL, Berkeley; Alameda County Educational\nAssociation\nBurkhard, George J. (Teacher), 1321 Bay View\nPL, Berkeley; California Teachers Association\nBurkhard, William J. (Deputy Superintendent),\nSacramento; California Teachers Association\nCallaghan, James A. (Teacher), 2789 Thirteenth\nSt., Sacramento; Sacramento City Teachers\nAssociation\nCarroll, Genevieve (Principal), 753 Cole St.,\nSan Francisco; Teachers Association of San\nf'rtinc iso o\nChurchill, Estelle (Teacher), 423 S. Orange Dr.,\nLos\nAngeles; Los Angeles Elementary Teach¬\ners Club\nClisham, Mary (Teacher), 1066 N. Sierra Nevada\nSt., Stockton; Stockton Elementary Teachers\nAssociation\nCloud, Roy W. (Executive Secretary), California\nTeachers Association, 155 Sansome St., San\nFrancisco; California Teachers Association\nCole, Perry (Principal), Box 693, San Luis\nObispo; California Teachers Association\nColeman, Ida Fulton (Principal), 10334 Tennes¬\nsee Ave., West Los Angeles; Los Angeles Ele¬\nmentary Principals Club\nConnors, Anna B. (Principal), 1515 Burnside\nAve., Los Angeles; California Teachers Asso¬\nciation\nCooney, Agnes C. (Teacher), 406 S. Van Ness\nAve., Los Angeles; Los Angeles Elementary\nTeachers Club\nCorey, Arthur F. (Field Secretary), California\nTeachers Association, 155 Sansome St., San\nFrancisco; California Teachers Association\nCorpstein, Susie A. (Teacher), 90 Westwood\nDrive, San Francisco; Teachers Association of\nSan Francisco\nCox, Arthur W. (Principal), 3856 Lime Ave.,\nLong Beach; California Elementary School\nPrincipals Association, South Section\nDahringer, Celia (Teacher), 1119 Twenty-Fifth\nSt., Sacramento; California Teachers Associa¬\ntion, Northern Section, Classroom Department\nDavis, George Warren (Teacher), 1638 Garth St.,\nLos Angeles; High School Teachers Associa¬\ntion of Los Angeles\nDarr, Mary C. (Teacher), 8536 Alcott St., Los\nAngeles; California Association for Childhood\nEducation\nHuff, William F. (Teacher), 255 St. Joseph Ave.,\nLong Beach; California Teachers Association,\nSouthern Section, Classroom Department\nDeBrum, Joseph (Teacher), Sequoia High\nSchool, Redwood City; California Teachers\nAssociation, Bay Section, Classroom Depart¬\nment\nDickison, Clarence A. (Principal), 1319 E. FortyFirst St., Los Angeles; Los Angeles High\nSchool Principals Association\nDickison. Mary Ellen (Teacher), 1631 Bucking¬\nham, Los Angeles; High School Teachers\nAssociation of Los Angeles\nDodds, Ruth (Teacher), 1614 Twenty-Sixth St.,\nSacramento; Sacramento City Teachers Asso¬\nciation\n\nAssociation\n\nDodson, May H. (Teacher), 3516 Downing Ave.,\nGlendale; Los Angeles Elementary Teachers\nClub\nDoherty, Edna (Teacher), 6182 Valley View\nRoad, Oakland; Oakland Teachers Associa¬\ntion\nDuncan, Glee (Teacher), 1030 E. Ocean Blvd.,\nLong\nBeach Beach; City Teachers Club of Long\nDunlevy, William P. (Teacher), 2924 Ash St.,\nSan Diego; San Diego Teachers Association\nDysart, Dora I. (Teacher), 1002 N. Mariposa,\nLos Angeles; Los Angeles Elementary Teach¬\ners Club\nEdmiston, Mrs. Eleanor F. (Teacher), 2928\nThirty-Third St., San Diego; San Diego\nTeachers Association\nEdmonds, Arthur E. (Teacher), 2104 Ralph St.,\nRosemead; California Teachers Association\nErny, Anna (Teacher), 4217 Kansas Ave., Los\nAngeles; High School Teachers Association of\nLos Angeles\nFarr, Jessie V. (Teacher), 234 W. Adams Blvd.,\nLos Angeles; High School Teachers Associa¬\ntion of Los Angeles\nFleming, Mrs. Florence L. (Teacher), 285 Lenox\nAve., Oakland; Oakland Teachers Association\nFotheringhame, Frances (Teacher), Box 597,\nOrland; California Teachers Association\nFrederiksen, Elda S. (Teacher), 2940 Flower St.,\nHuntington Park; Los Angeles Elementary\nTeachers Club\nFrederiksen, Frederik (Teacher), 847 S. Grand\nAve., Los Angeles; High School Teachers\nAssociation of Los Angeles\nFrick, Mary E. (Teacher), 517 N. Edinburgh,\nLos Angeles; High School Teachers Associa¬\ntion of Los Angeles\nGelling, Mary (Teacher), 235 Wilson Ave.,\nVallejo; California Teachers Association, Bay\nSection, Classroom Department\nGamble, Mrs. Leo May (Principal), 3838 S.\nRobert Blvd., Los Angeles; California Ele¬\nmentary School Principals Association, South¬\nern Section\nGifford, Celia A. (Teacher), 971 Santa Barbara\nRd., Berkeley; California Teachers Associa¬\ntion, Bay Section Classroom Department\nGifford, Myrtie (Supervisor), 971 Santa Barbara\nRd., Berkeley; Berkeley Teachers Association\nGoria, Dorothy (Teacher), 5365 Thomas St.,\nOakland; Oakland Teachers Association\nGreen, Earle M. (Teacher), 6338 Palm Ave.,\nRiverside; California Teachers Association\nGripenstraw, Burton W. (Supervisor), Oakdale;\nStanislaus County Teachers Association\nHall, Henry C. (District Superintendent), San\nBruno; California Teachers Association\nHarrison, J. Hilda (Teacher), 1531 E. Third St.,\nLong Beach; Los Angeles Elementary Teach¬\ners Club\nHart, Adelaide (Teacher), 2681 Hollyridge Dr.,\nLos Angeles; High School Teachers Associa¬\ntion of Los Angeles\nHart, H. Herschel (Teacher), 4214 Greenbrier,\nLong Beach; City Teachers Club of Long Beach\nHartzell, Robert R. (District Superintendent),\nRed Bluff; California Teachers Association\nHazelet, Mrs. Ruth (Teacher), 2476 Pine Ave.,\nLong Beach; City Teachers Club of Long\nBeach\nHeyl, H. W. (Teacher), 308 W. Main St., Alham¬\nbra; California Teachers Association\nHoffman, Mrs. Howardine (Field Assistant,\nLos Angeles County Schools), 333 Anita,\nPasadena; California Elementary School Prin¬\ncipals Association, Southern Section\nHoffman, Mark J. (Teacher), 333 Anita Dr.,\nPasadena; Pasadena Teachers Association\nHollenbeck, Mrs. Vida (Teacher), 4590 Acacia\nSt., La Mesa; San Diego County Teachers\nAssociation\nHollister, Mrs. Neva (Teacher), 1646 San Pablo\nAve., Fresno; California Association for Child¬\nhood Education\n\n"}
{"page": 963, "printed_page": null, "text": "List\n\nof\n\nDelegates\n\nHolt, Helen F. (Teacher), 1543 B Santa Clara\nAve., Alameda; Alameda Grade Teachers Club\nHoward, Aileen W. (Teacher), 2522 Florence\nAve., Arcadia; Classroom Teachers Federation\nof Los Angeles\nHoward, Mildred R. (Teacher), 124 Baldwin\nAve., San Mateo; San Mateo County Teachers\nAssociation\n\nHoyt, Helen E. (Teacher), 5137 Meridian St.,\nLos Angeles; Los Angeles Elementary Teach¬\ners Club\nHummel, Leonard G. (Teacher), 1020 D St.,\nChino; California Elementary School Princi¬\npals Association, Southern Section\nJanssen, Lourence, 2751 Costio Way, Sacramen¬\nto; California Association for Health, Physical\nEducation and Recreation\nJenkins, Anna Irene (Teacher), 344 S. Boyle St.,\nLos Angeles; California Teachers Association\nJohnson, Lottiellen (Teacher), Route No. 7,\nBox 4217-A, Sacramento; California Teachers\nAssociation, Northern Section Classroom De¬\npartment\nJohnson, Ray W. (Teacher), 3606 Orange St.,\nRiverside; California Teachers Association\nJordon, Genevieve (Teacher), 72 Central Ave.,\nSan Francisco; Teachers Association of San\nFrancisco\nJones, Eugenia West (Teacher), 318 S. Benton\nWay, Los Angeles; California Association for\nChildhood Education\nKazoreck, H. Madge (Teacher), 1258 Elm St.,\nGlendale; Los Angeles Elementary Teachers\nClub\nKeema, Elwood J. (Viceprincipal), Grant Union\nHigh, N. Sacramento; Sacramento County\nTeachers Association\nKidwell, Ruth (Teacher), 2011 Channing Way,\nBerkeley; Berkeley Teachers Association\nKline, Florence (Teacher), 1214 Cypress, Santa\nAna; Santa Ana City Teachers League\nLaTourrette, L. D. (Teacher), 3954 Dublin Ave.,\nLos Angeles; High School Teachers Associa¬\ntion of Los Angeles\nLawyer, Mrs. Harriet Rose (Teacher), 1151 Shattuck Ave., Berkeley; California Teachers\nAssociation, Bay Section Classroom Depart¬\nment\nLearned, George H. (Principal), 428 Belvedere\nSt., San Francisco; Teachers Association of\nSan Francisco\nLefevre, Ora L. (Teacher), 3962 Michigan Ave.,\nLos Angeles; High School Teachers Associa¬\ntion of Los Angeles\nLeonard, Adam A. (Teacher), 1430 Sierra Madre\nBlvd., San Marino; High School Teachers\nAssociation of Los Angeles\nLibbey, Frances Yale (Teacher), 1212 W. Wal¬\nnut, Stockton; California Teachers Association\nLong, H. B. (District Superintendent), 914 W.\nWarren St., Hayward; California Teachers\nAssociation\nLovejoy, Ida May (Teacher), 2954 Laurel St.,\nSan Diego; San Diego Teachers Association\nLowe, Guidotta M. (Executive Board Member),\nCalifornia Teachers Association, 115 G St.,\nOxnard; California Teachers Association,\nSouthern Section Classroom Department\nMcClintic, Joseph O. (Teacher), 1080 N. Chester,\nPasadena; Pasadena Teachers Association\nMcCrory, Fanny (Teacher), 830 Olive St., El\nCentro; Imperial County Teachers Association\nMcCrum, Muriel (Teacher), 56 Locust Ave.,\nMill Valley; Marin County Teachers Associa¬\ntion\nMcKeay, R. J. (Teacher), High School, Mendo¬\ncino; California Teachers Association\nMcNary, Miriam (Teacher), 2727 Stuart St.,\nBerkeley; Oakland Teachers Association\nMcNary, Verda Rhea (Teacher), 2727 Stuart St.,\nBerkeley; Alameda County Educational Asso¬\nciation\nMartin, Fred F. (Superintendent), Chico; Cali¬\nfornia Teachers Association\nMass, Wallace C. (Superintendent), Susanville;\nCalifornia Teachers Association\n\n959\n\nMaxwell, Mattie Lou (Principal), Magnolia\nSchool, Anaheim; California TeacherB Asso¬\nciation\nMaxwell, W. C. (\"Teacher), 3721 Falcon Ave.,\nLong Beach; City Teachers Club of Long\nBeach\nMeader, Inez (\"Teacher), 3209 Birdsall Ave.,\nOakland; Oakland Teachers Association\nMeline, Eva E. (Teacher), 146 Eighteenth Ave.,\nSan Francisco; Teachers Association of San\nFrancisco\nMeline, Virginia (Teacher), 146 Eighteenth Ave.,\nSan Francisco; Teachers Association of San\nFrancisco\nMelrose, Dorothy Jarvis (Teacher), 8719\nEleventh Ave., Inglewood; Association for\nEarly Childhood Education\nMiller, Amy G. (Teacher), Chowcilla; California\nTeachers Association, Bay Section Classroom\nDepartment\nMiller, Douglas B. (Principal), 6601 Liggett St.,\nOakland; California Teachers Association\nMiller, Helen Farris (Teacher), 433 S. Cochran\nAve., Los Angeles; Los Angeles Elementary\nTeachers Club\nMiller, Jessie E. (Teacher), 3601 Fruitvale Ave.,\nOakland; Oakland Teachers Association\nMissner, Thelma A. (Teacher), 4373 Sequoyah\nRd., Oakland; Oakland Teachers Association\nMonlux, Calla (Teacher), 2055 Forty-First Ave.,\nOakland; Alameda County Educational Asso¬\nciation\nMoody, Mrs. Eveline K. (Teacher), 445 Prince¬\nton Ave., Fresno; Fresno City Council of\nEducation\nMoody, Warren G. (Teacher), 445 Princeton\nAve., Fresno; Fresno City Council of Education\nMoore, Wendall M. (Teacher), 3939 Maybelle\nAve., Oakland; Oakland Teachers Association\nMorris, Mary Virginia (Teacher), 4160 Rosewood\nAve., Los Angeles; Los Angeles Elementary\nTeachers Club\nMullen, Mary (Principal), 921 Arroyo Terrace,\nAlhambra; Alhambra City Teachers Club\nMulrein, Anita (Teacher), Lincoln Jr. High\nSchool, Santa Monica; California Teachers\nAssociation\nMunroe, Mrs. Elizabeth (Teacher), 1223 E\nOcean Blvd., Long Beach; City Teachers Club\nof Long Beach\nMurphy, Helen E. (Viceprincipal), 1732 Grand\nAve., Santa Barbara; Santa Barbara City\nTeachers Club\nNathan, Mrs. Beatrice (Teacher), 509 Pomona\nAve.; Albany; California Teachers Associa¬\ntion, Bay Section Classroom Department\nNielson, Helen M. (Teacher), 87 Cleaves Ave.,\nSan Jose; California Teachers Association, Bay\nSection Classroom Department\nO’Brien, Eugenia H. (Teacher), 1838 Silverwood\nTerrace, Los Angeles; Los Angeles Elementary\nTeachers Club\nO’Brien, Lena (Teacher), 1838 Silverwood Ter¬\nrace, Los Angeles; Los Angeles Elementary\nTeachers Club\nOlson, Oscar H. (Superintendent), 736 Harvard\nAve., Menlo Park; California Teachers Asso¬\nciation\nO’Rourke, Everett V. (Principal), Cloverdale;\nCalifornia Teachers Association\nParsons, N. Vincent (Teacher), 1640 Francisca\nSt., Pasadena; Pasadena Teachers Association\nPearce, W. Barthol (Teacher), 701 Shepherd\nSt., Sonora; California Teachers Association,\nBay Section Classroom Department\nPeemoeller, Mary C. (Teacher), 111 E. N St.,\nSan Pedro; Los Angeles Elementary Teachers\nClub\nPierce, J. Maria (Teacher), 1475 N. Los Robles\nAve.,\nPasadena; Pasadena Teachers Associa¬\ntion\nPreston, C. W. (Principal), 206 N. Kingsley Dr.,\nLos Angeles; Los Angeles Elementary Prin¬\ncipals Club\nRabourn, Sara (Teacher), 729 Weldon St.,\nFresno; California Teachers Association\n\n"}
{"page": 964, "printed_page": null, "text": "060\n\nNational\n\nEducation\n\nRabourn, Susie McD. W. (Teacher), 735 Taylor\nSt., San Francisco; San Francisco Classroom\nTeachers Association\nRaisner, Wilbur W. (Teacher), 419 Munich St.,\nSan Francisco; California Teachers Associa¬\ntion, Bay Section Classroom Department\nRandall, Irene (Teacher), 336 Thirty-Sixth St.\nRichmond ; Richmond Teachers Association\nRapp, Clara Webster (Teacher), 2300 Loraine\nRd., San Marino; High School Teachers Asso¬\nciation of Los Angeles\nRathbone, A. J. (District Superintendent),\nWashington Union High, Centerville; Alameda\nCounty Educational Association\nReinhard, J. C. (Principal), 543 Glenwood Rd.,\nGlendale; Los Angeles City High School Prin¬\ncipals Association\nReinhard, Mrs. Margaret F. (Viceprincipal), 543\nGlenwood Rd., Glendale; California Teachers\nAssociation\nReitter, Esther (Teacher), Gompers Jr. High\nSchool, Los Angeles; California Teachers Asso¬\nciation\nRogers, Theodore N. (Teacher), 5951 Stafford\nAve., Huntington Park; Classroom Teachers\nFederation of Los Angeles\nRoss, Frederica B. (Teacher), 7607 Eighth Ave.,\nLos Angeles; Association for Early Childhood\nEducation\nRowley, Marion N. (Teacher), 1039 N. Central\nSt., Glendale; Glendale City Teachers Club\nRoyse, Clarence W. (Principal), Denair Union\nHigh School, Denair; Stanislaus County\nTeachers Association\nSanan, Rosetta (Teacher), 2302 Ozone Court,\nHermosa Beach; High School Teachers Asso¬\nciation of Los Angeles\nSanderson, Chester B. (Teacher), 745 Glenview\nRd., Glendale; Glendale City Teachers Club\nSawyer, Frank (Supervisor), 753 Contra Costa\nRd., Berkeley; Oakland Teachers Associa¬\ntion\nchenk, Mrs. Bertha P. (Teacher), 524 Montclair\nAve., Oakland; Oakland Teachers Association\nSchmidt, Walter C. (Teacher), 3450 Pierce St.,\nSan Francisco; California Teachers Associa¬\ntion, Bay Section Classroom Department\nScott, Alton E. (District Superintendent), Liver¬\nmore; California Elementary School Principals\nAssociation\nScott, Mary Gen (Teacher), 2332 Harrison St.,\nOakland; Oakland Teachers Association\nShaw, Albert M. (Teacher), Box 885, Arcade\nAnnex, Los Angeles; California Teachers Asso¬\nciation\nShotwell, Carolyn (Teacher), 831 Atlantic Ave.,\nLong Beach; City Teachers Club of Long\nBeach\nSilvey, Paul (Teacher), 116 Wool St., San Fran¬\ncisco; Teachers Association of San Francisco\nSmith, Agnes L. (Teacher), 421 Ninth St., Hunt¬\nington Beach; Orange County Elementary Edu¬\ncation Association\nSmith, Bert (Teacher), 3750 Brayton Ave., Long\nBeach; City Teachers Club of Long Beach\nSmith, Frank (Principal), 36 Acacia Ave., Reedley; California Teachers Association\nSolter, Jesse E. (Teacher), 4607 Greenmeadow\nRd., Long Beach; California Teachers Asso¬\nciation, Southern Section Classroom Depart¬\nment\nSoutar, Richard G., 3300 Cutter Way, Sacramen¬\nto; California Association of Health, Physical\nEducation and Recreation\nSparks, F. M. (Principal), 477 Chester Place,\nPomona; California Elementary Principals\nAssociation, Southern Section\nStarr, A. G. (Principal), 1963 Oakview Dr.,\nOakland; Oakland Teachers Association\nStephens, Zetta (Teacher), 1616 Lagnua St.,\nSanta Barbara; California Teachers Associa¬\ntion\nStevens, A. C. (Teacher), Hilmar; California\nTeachers Association, Bay Section Classroom\nDepartment\nStevens, Mildred H. (Teacher), 235 Wilson Ave.,\nVallejo; Vallejo Teachers Association\n\nAssociation\n\nStone, S. I. (Deputy Superintendent), 715 Locust\nAve., Long Beach; City Teachers Club of Long\nBeach\nSumner, L. Feme (Teacher), Orange Union High\nSchool, Orange; California Teachers Associa¬\ntion\nSumner, Mrs. Ruth G. (Teacher), 3000 Central\nAve., Oakland; Oakland Teachers Association\nSweeney, Mary j. (Teacher), 118 Twenty-Sixth\nSt., San Francisco; California Teachers Asso¬\nciation\nSwenson, Clarence R. (Principal), 3610 Amaryllis\nDr., San Diego; San Diego Principals and\nSupervisors Club\nSykes, Nan (Teacher), Stockton; California\nTeachers Association, Bay Section Classroom\nDepartment\nTaber, Fred L. (Teacher), 249 Scenic Ave.,\nPiedmont; Oakland Teachers Association\nThomas, Paul D. (Dean), 96 Sonia St., Oakland;\nOakland Teachers Association\nThompson, Roy H. (Teacher), 1533 E. Third St.,\nLong Beach; City Teachers Club of Long\nBeach\nTredale, Mary E. (Teacher), 651 Earlham Dr.,\nWhittier;\nWhittier Union High School Faculty\nClub\nVosper, Ernest (Viceprincipal), 732 Arimo Ave.,\nOakland; Oakland Teachers Association\nWalsh, Alice A. (Teacher), 2627 14th Ave., San\nFrancisco; California Teachers Association\nWatts, J. Hampton (Superintendent), Hermosa\nBeach; California Teachers Association\nWelday, Samuel (Principal), 2117 Chapala St.,\nSanta Barbara; California Teachers Associa¬\ntion\nWestcott, James A. (Teacher), 820 Arguello Rd.,\nSanta Barbara; Santa Barbara City Teachers\nClub\nWheeler, Jeannette (Teacher), Garden Grove;\nCalifornia Teachers Association, Southern Sec¬\ntion Classroom Teachers\nWhite, Francis J. (Superintendent), Box 27,\nWoodlake; California Teachers Association\nWorkman, Mrs. Myrtle R. (Teacher), 3429\nBrowning St., San Diego; San Diego Teachers\nAssociation\nWright, Eula (Teacher), Washington Union High\nSchool, Centerville; Alameda County Educa¬\ntional Association\nYoung, Sarah L. (Teacher), 2451 Seminary Ave.,\nOakland; Alameda County Educational Asso¬\nciation\nYoung, Wayne (Principal), 409 N. Rosanna St.,\nGilroy; Santa Clara County Teachers Asso¬\nciation\nZeller, Lois (Teacher), 1132 N. Louise, Glendale;\nGlendale City Teachers Club\nZiel, Eleanor (Teacher), Route 1, Box 775, Mon¬\nterey; Monterey City Teachers Association\nCOLORADO\nAnderson, Thomas (Teacher), 1286 Forest,\nDenver;\nDenver Classroom Teachers Associa¬\ntion\nBardwell, Carl (Teacher), 1867 S. Gilpin, Denver;\nDenver Classroom Teachers Association\nBarry, Mabel A. (Supervisor), 1308 Grand Ave.,\nPueblo; Education Association of School Dis¬\ntrict No. 1\nBruton, Wayne (Superintendent), Cedaredge;\nColorado Education Association\nButler, Leo William (Superintendent), Ft. Lupton; Colorado Education Association\nCroasdale, Dorothy (Teacher), 1574 York St.,\nDenver; Colorado Education Association\nEasley, Ray K. (Teacher), 2232 Grape St.,\nDenver; Colorado Education Association\nEdwards, Mrs. Edith (Teacher), 506 Jackson St.,\nPueblo; Pueblo Classroom Teachers Associa¬\ntion\nForce, Anna Laura (Principal), 2254 Lowell\nBlvd., Denver; Colorado Education Associa¬\ntion\nFyffe, Carrie E. (Teacher), 115 Taylor St., Ster¬\nling; Sterling Federated Teachers Associa¬\ntion\n\n"}
{"page": 965, "printed_page": null, "text": "List\n\nof\n\nDelegates\n961\n\nGarnett, Anna Maud (Teacher), 306 W. TwentySecond St., Pueblo; Pueblo Classroom Teach¬\ners Association\nHayden, Elma E. (Teacher), 424 E. San Rafael,\nColorado Springs; Colorado Springs Classroom\nTeachers Association\nHowell, J. D. (Teacher), 718 Santa Fe St., La\nJunta; La Junta Teachers Club\nManly, Harold (Teacher), 4780 Lewis Lane,\nWheatridge; Denver Classroom Teachers As¬\nsociation\n\nOates, Anne J. (Teacher), 272 Prospect St.,\nWillimantic; Connecticut State Teachers Asso¬\nciation\nRoth, Friedrich G. (Teacher), 133 Palm St.,\nBridgeport; Bridgeport Teachers Association\nWexler, Isadore (Teacher), 963 Elm St., New\nHaven; New Haven Teachers League\nYoung, Amelia M. (Teacher), 36 Williams St.,\nNorwich; Connecticut State Teachers Asso¬\nciation\n\nMitchell, Ethel (Librarian), Wellington Apart¬\nment No. 2, Greeley; Greeley Classroom\nTeachers Association\nMooney, W. B. (State N.E.A. Director), 230\nCoronado Bldg., Denver; Colorado Education\nAssociation\nMorris, Mary E. (Principal), 1657 Harrison,\nDenver; Denver Principals and Directors Asso¬\nciation\nPerkins, Abby (Teacher), 645 Garfield St., Den¬\nver; Denver Classroom Teachers Association\nPeterson, Mrs. Mary A. (Superintendent), Little¬\nton; Colorado Education Association\nPreston, Marshall (Teacher), 723 Fourth Ave.,\nTrinidad; Colorado Education Association\nPrior, Carl (Teacher), 3527 Steele St., Denver;\nDenver Classroom Teachers Association\nRasmusson, Mary E. (Teacher), 3029 Perry St.,\nDenver; Denver Classroom Teachers Asso¬\nciation\n\nDELAWARE\n\nRogers, V. M. (Superintendent), Boulder; Col¬\norado Education Association\nSaunders, George (Teacher), Boulder High\nSchool, Boulder; Boulder Community Educa¬\ntion Association\nSchindler, Alvin W. (Professor), University of\nDenver, Denver; Colorado Education Asso¬\nciation\nShaffer, Norine (Teacher), 1345 Grant St.,\nDenver; Denver Classroom Teachers Asso¬\nciation\nStevens, Paul C. (Superintendent), Wheat\nRidge; Colorado Education Association\nStrait, Mrs. Rose (Teacher), 420 Van Buren St.,\nPueblo; Colorado Education Association\nTaylor, Laura (Principal), 802 W. Thirteenth\nSt., Pueblo; Education Association of School\nDistrict No. 1\nWanguild, Lillian (Teacher), 2818 Gaylord St.,\nDenver; Denver Classroom Teachers Asso¬\nciation\nWennerholm, Ethel (Teacher), 3526 Steele St.,\nDenver; Denver Classroom Teachers Asso¬\nciation\nWildman, Mabelrose (Teacher), 1135 St. Paul,\nDenver; Denver Classroom Teachers Asso¬\nciation\nWorley, Vivienne S. (Teacher), 1591 S. Franklin\nDenver; Denver Classroom Teachers Asso¬\nciation\nCONNECTICUT\nBeschel, Margaret (Teacher), 327 Edgewood\nAve., New Haven; Connecticut State Teachers\nAssociation\nCollins, Helen T., 41 Fifth St., New Haven;\nNew Haven Teachers League\nFinnan, Mary K. (Teacher), 45 Springvale Ave.,\nWaterbury; Waterbury Teachers Association\nFranklin, Doris (Teacher), Windham; Connecti¬\ncut State Teachers Association\nJeffords, H. Morton (Superintendent), Walling¬\nford; Connecticut State Teachers Association\nLord, Daisy (State N.E.A. Director), 1027 W.\nMain St., Waterbury; Connecticut State\nTeachers Association\nMalloy, Helen M. (Teacher), 108 Madison Ave.,\nHartford; Hartford Teachers League\nMerriam, Albert C. (Teacher), Union League\nClub, New Haven; New Haven Teachers\nLeague\nMoon, Glen W. (Teacher), 13 Coolidge Ave.,\nStamford; Stamford Teachers Association\nNutter, Carl (Teacher), 164 Knickerbocher Ave.,\nSpringdale; Connecticut State Teachers Asso¬\nciation\n\nBrackin, Sue (Teacher), Box 708, Wilmington;\nDelaware State Education Association\nBurnett, Marguerite H. (Director, Adult Educa¬\ntion), Wilmington; Delaware State Education\nAssociation\nGreen, Ruth Lee (Teacher), 312 N. Connell St.,\nWilmington; Wilmington Teachers Association\nHolloway, H. V. (State N. E. A. Director), State\nSuperintendent of Public Instruction, Dover;\nDelaware State Education Association\nShields, Richard A. (President), Delaware State\nEducation Association, Lewes; Delaware State\nEducation Association\nDISTRICT\n\nOF\n\nCOLUMBIA\n\nDawson, Mrs. C. B. (Teacher), Brightwood\nSchool, Washington; Education Association of\nthe District of Columbia\nDenning, Mrs. Ruth O. (Teacher), Eastern High\nSchool, Washington; High School Teachers\nAssociation of the District of Columbia\nEaves, Robert W. (Principal), Thomson School,\nWashington; Education Association of the\nDistrict of Columbia\nFletcher, John (Teacher), Paul Junior High\nSchool, Washington; Education Association\nof the District of Columbia\nGivens, Willard E. (Ex Officio), Executive Secre¬\ntary, National Education Association, Wash¬\nington\nGriest, Walter S. (Teacher), 5309 Seventh St.,\nN. W., Washington; Junior High School\nTeachers Association of the District of Co¬\nlumbia\nKnight, Mrs. Frances (Supervisor), Franklin\nSchool, Washington; Education Association of\nthe District of Columbia\nLee, Mrs. Mattie (Teacher), 105 Seaton PL\nN. W., Washington; Columbian Educational\nAssociation\nLloyd, Daniel B. (Teacher), Roosevelt High\nSchool, Washington; High School Teachers\nAssociation of the District of Columbia\nPayne, John C. (Principal), 654 L St., N. E.,\nWashington; Columbian Educational Asso¬\nciation\nResh, Mrs. Mary S. (Teacher), Abbot Vocational\nSchool, Washington; Education Association of\nthe District of Columbia\nWalker, Mrs. Luvern C. (Supervisor), Franklin\nSchool, Washington; Education Association of\nthe District of Columbia\nFLORIDA\nBulloch, Pearl (Teacher),\nEducation Association\n\nFort Myers;\n\nFlorida\n\nDavis, Katherine (Teacher), Box 642, Home¬\nstead; Dade County Classroom Teachers\nAssociation\nGordon, Mrs. Marie (Principal), 1020 N. W.\nSeventh Ave., Miami; Dade County Classroom\nTeachers Association\nGray, C. H. (County Superintendent), Quincy;\nFlorida Education Association\nLane, F. Edgar (Teacher), 206 N. W. NinetyFirst St., Miami; Florida Education Associa¬\ntion\nLane, Mrs. Vera M. (Teacher), 4254 Ardmore\nAve., Miami; Florida Education Association\nPrince T. C. (Supervisor), Jacksonville; Florida\nEducation Association\n\n"}
{"page": 966, "printed_page": null, "text": "962\n\nNational\n\nEducation\n\nRickards, James S. (.State N.E.A. Director'),\nExecutive Secretary, Florida Education Asso¬\nciation, Centennial Bldg., Tallahassee; Florida\nEducation Association\nMorse, Marguerite (.Teacher\"), President, Florida\nEducation Association, Clearwater; Florida Ed¬\nucation Association\nGEORGIA\nAllman, J. I. (Supervisor, School Administra¬\ntion'), 631 Association\nE. Pelham Rd., Atlanta; Georgia\nEducation\nCollins,\nD. (State N.E.A.\nState\nSchool M.\nSuperintendent,\nState Director1),\nCapitol, Atlanta;\nGeorgia Education Association\nEyler, William A. (Teacher), Savannah, Georgia\nEducation Association\nRamsey, Ralph (.Secretary), Georgia Education\nAssociation, Atlanta; Georgia Education Asso¬\nciation\nRobinson, Mrs. Luke (Teacher\"), Covington;\nGeorgia Education Association\nSutton, Willis (Superintendent), Atlanta; Georgia\nEducation Association\nTrammell,\nW. Columbus\nB. (.Principal\"),\n3333 Cherokee\nAve.,\nColumbus;\nEducation\nAssociation\nWard,\nGeorge Columbus\nW. (Teacher\"),\n1700 Cherokee\nAve.,\nColumbus;\nEducation\nAssociation\nWorthy, Elizabeth (Teacher), Americus; Georgia\nEducation Association\nHAWAII\nAnsai, Mrs. Ruth H. (Teacher), Wailuku,\nMaui Teachers Association\nAyers, Mrs. Ah Choy (Teacher), Wailuku,\nTeachers Council of Hawaii\n\nMaui;\nMaui;\n\nBredehoft, Mrs. Therese (.Teacher\"!, 1120 Third\nAve., Honolulu; Oahu Education Association\nChun, Ah Kong (Teacher), Box 422, Hilo Hawaii;\nHawaii Education Association\nChun, Lydia (Teacher), P. O. Box 422, Hilo\nHawaii; Hilo Teachers Union\nCoder, Edna (Teacher), Kohala High School,\nKohala, Hawaii; Hawaii Education Associa¬\ntion\nCriss, Mrs. Sallie (Teacher), 727 Lunalilo St.,\nHonolulu; Oahu Education Association\nDeverill, Florence (.Teacher), 2172 Atherton Rd.,\nHonolulu; Oahu Education Association\nDostal, Mrs. Elsie (Teacher\"), Pahela High and\nGrammar School, Pahala, Hawaii; Hilo Teach¬\ners Union\nElkins, Darold D. (Teacher), Wailuku, Maui;\nHawaii Education Association\nEverly,\nHubert\n(Teacher\"),\nHonokaa Union\nHigh School,\nHonokaa,\nHawaii;\nHilo Teachers\nEverly, Mrs. Zoe W. (Teacher), Honokaa High\nSchool, Honokaa, Hawaii; Hilo Teachers\nUnion\nHo, Mrs. Elizabeth (Teacher), Kaahumanu\nSchool, Honolulu; Teachers Council of Hawaii\nHobson, Mrs. Genevieve (.Teacher), 3772 Sierra\nDr., Honolulu; Oahu Education Association\nIrwin, Mrs. Maude (Teacher), Box 87, Waialua,\nOahu; Oahu Education Association\nJackson, Archie (Teacher), 1640 Kewalo St.,\nHonolulu; Oahu Education Association\nKauhane, Mrs. Alice (Teacher), 3765 Anuhea\nSt., Honolulu; Oahu Education Association\nLovell, Mrs. Genevieve (Teacher), 1526 Nehoa\nSt., Honolulu; Hawaii Education Association\nLung, Mrs. Rose C. (Teacher), 2322 Hoonanea\nSt., Honolulu; Oahu Education Association\nMcAlister, William (Teacher), Hilo Intermediate\nSchool, Hilo Hawaii; Hilo Teachers Union\nMcCartney, Mrs. Fay Wren (Teacher), 3422\nManoa Rd., Honolulu; Oahu Education Asso¬\nciation\nMcDonald, Mrs. Martha (Teacher), Lahaina,\n_ Maui; Hawaii Education Association\nMcGregor, Mrs. Louise (Teacher), 1165 Mc¬\nGregor Lane, Honolulu; Oahu Education\nAssociation\n\nAssociation\n\nMerrill, Mrs. Dorothy C. (Teacher), 4171 So.\nFigueroa St., Los Angeles, Calif.; Hawaii\nEducation Association\nMoore, Mrs. Moehau M. (Teacher), 1316 Matlock Ave., Honolulu; Hawaii Education Asso¬\nciation\nNobu, Albert Y. (Teacher), Lahaina, Maui;\nMaui Teachers Association\nNobu, Mrs. Ellen K. (Teacher), Puukolii School,\nLahaina, Maui; Hawaii Education Association\nSkamfer, Robert (Teacher), Kauai High School,\nLihue, Kauai; Kauai Education Association\nWeimer, Elma H. (Teacher), Lahaina, Maui;\nMaui Teachers Association\nWeimer, C. E. (Principal), Kahuku, Oahu;\nHawaii Education Association\nWhigam, Lucy (Teacher), Ewa, Oahu; Oahu\nEducation Association\nWilson, Julia K. (Teicher), Pepeekeo, Hawaii;\nTeachers Council of Hawaii\nWong, James Heen (Principal), 1550 F Young St.,\nHonolulu; Oahu Education Association\nWcng, Maria K. (Teacher), 1294 A Akoko Lane,\nHonolulu; Oahu Education Association\nIDAHO\nBunker, Theresa (Principal), Avalon Apartments,\nIdaho Falls; Idaho Falls Teachers Association\nCondie, J. W. (Superintendent), Capitol Bldg. ,\nBoise; State Dept, of Education\nHale, Leta (Teacher), Salmon; Idaho Education\nAssociation\nJohnson, Anna (Principal), Hotel Idaho, Idaho\nFalls; Idaho Falls Teachers Association\nMcSorley, Lillian (Principal), Lewis-Clark Hotel,\nLewiston; Idaho Education Association\nThomas, L. A. (Superintendent), Kimberly;\nIdaho Education Association\nVincent, W. D. (State N. E. A. Director), Super¬\nintendent, 311 N. Tenth St., Boise; Idaho\nEducation Association\nILLINOIS\nAbbe, Mary M. (Teacher), 6619 LaFayette Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation\nAgnew, Agnes (Teacher), 1002 Franklin PI.,\nRockford; Northwestern Division, Illinois\nEducation Association\nAppel, Louise K. (Teacher), 910 Lawrence Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation\nBarns, Elizabeth (Teacher), 308 N. Broadway,\nJoliet; Northeastern Division, Illinois Edu¬\ncation Association\nBeckner, W. O. (Teacher), 109 N. Common¬\nwealth, Elgin; Elgin Council of Education\nBergman, Ross M. (Principal), 210 Common¬\nwealth Ave., Aurora; Northeastern Division,\nIllinois Education Association\nBingham, Eloise P. (Editor), 100 E. Edwards St.,\nSpringfield; Illinois Education Association\nBirkhead, Z. P. (Teacher), Southside Country\nClub, Decatur; Decatur; Public School Teach¬\ners Association\nBlack, H. B. (Superintendent), Mattoon; Illinois\nEducation Association\nBlair, Clarence D. (Superintendent), Belleville;\nSouthwestern Division, Illinois Education As¬\nsociation\nBright, Orville T. (Superintendent), 6049 Kimbark\nciationAve., Chicago; Illinois Education Asso¬\nClabaugh, R. E. (Superintendent), Antioch; Lake\nShore Division, Illinois Education Association\nCoatney, Elmer C. (Principal), Assumption;\nSouth Central Division, Illinois Education As¬\nsociation\nCockrell, F. L. (Principal\"!, 1503 N. Glen Oak,\nPeoria; Peoria Division, Illinois Education As¬\nsociation\nCook, Raymond M. (Teacher), 6108 Dorchester\nAve., Chicago; Chicago Division, Illinois Edu¬\ncation Association\n\n"}
{"page": 967, "printed_page": null, "text": "List\n\nof\n\nCoriell, G. F. (Principal), Morton; Peoria Divi¬\nsion, Illinois Education Association\nCrabb, Irene J. (Teacher), 1125 Davis St., Evan¬\nston; Lake Shore Division, Illinois Education\nAssociation\nDasher, Ruth (Assistant Principal), Foster\nSchool, Evanston; Evanston Teachers Club\nDavis, Charlotte (Teacher), 223 Gale Ave., River\nForest; Chicago Teachers Federation\nDavis, Dorothy (Teacher), 223 Gale Ave., River\nForest; Chicago Teachers Federation\nDollahan, Hugh A. (Superintendent), Sumner;\nIllinois Education Association\nDoran, Helen (Teacher), 5451 Quincy St., Chi¬\ncago; Lake Shore Division, Illinois Education\nAssociation\nElliott, L. P. (Supervisor), 300 N. Monroe,\nPeoria; Peoria Division, Illinois Education\nAssociation\nEnglish, Robert W. (Teacher), 4432 Malden Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation\nEntsminger, Mary (Assistant Professor), South¬\nern Illinois State Normal University, Carbondale; Illinois Education Association\nFewkes, John M. (Teacher), 509 S. Wabash Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation\nFisher, Carolyn (Teacher), Payson; Rock Island\nCounty Teachers Association\nGambach, J. C. (Teacher), Central High School,\nPeoria; Peoria Teachers Association\nFollowed, James W. (Principal), Roselle; Du¬\nPage Valley Division, Illinois Education Asso¬\nciation\nFoster, Florence (Teacher), 1156 Lincoln Ave.,\nDecatur; Illinois Education Association\nGay, A. Royal (Teacher), 444 Winneconna Pkwy.,\nChicago; Chicago Division, Illinois Education\nAssociation\nGerlach, Sarah (Principal), Elmhurst; DuPage\nValley Division, Illinois Education Association\nGibson, Genevra (Teacher), 511 S. Prairie,\nChampaign; Champaign Teachers Association\nGiesecke, Harold W. (Teacher), Center & Green\nSts., Bensenville; DuPage Valley Division, Illi¬\nnois Education Association\nGlickman, Sidney H. (Teacher), 1902 Farwell\nAve., Chicago; Chicago Division, Illinois Edu¬\ncation Association\nGoldberg, Stella (Teacher), 754 Bittersweet PI.,\nChicago; Chicago Division, Illinois Education\nAssociation\nGordon, B. E. (Assistant Principal), LaGrange\nHigh School, LaGrange; Lake Shore Division,\nIllinois Education Association\nGrant, Lester J. (Principal), 1649 N. Monroe St.,\nDecatur; Decatur Public School Teachers As¬\nsociation\nGriffith, B. I. (Director), 100 E. Edwards St.,\nSpringfield; Illinois Education Association\nGrigsby, P. A. (Principal), Granite City; South¬\nwestern Division, Illinois Education Association\nGrimm, Lester R. (Director), 100 E. Edwards St.,\nSpringfield; Illinois Education Association\nGross, Katheryne (Teacher), Bungalow PI.,\nPontiac; Illinois Education Association\nHaebich, I. E. (Superintendent), 623 Randall St.,\nDowners Grove; Lake Shore Division, Illinois\nEducation Association\nHandlin, W. C. (Principal), Lincoln; Illinois Edu¬\ncation Association\nHansen, Herbert C. (Principal), 1045 N. Lockwood Ave., Chicago; Chicago Division, Illinois\nEducation Association\nHarding, Helen (Assistant Principal), 1940 Sher¬\nman Ave., Evanston; Evanston Teachers Club\nHaskins, L. G. (Superintendent), Sandwich;\nRock River Division, Illinois Education Asso¬\nciation\nHatfield, Wilbur W. (Head, English Dept.), Chi¬\ncago Teachers College, Chicago; National\nCouncil of Teachers of English\nHayes, Anne Grace (Teacher), 2922 Warren\nBlvd., Chicago; Chicago Teachers Federation\n\nDelegates\n\n963\n\nHigley, Edith (Teacher), 1025 Hickory St., Wau¬\nkegan; Lake Shore Division, Illinois Education\nAssociation\nHinkel, H. E. (Principal), Ardmore School, Villa\nPark; Illinois Education Association\nHosford, T. C. (Principal), 125 Grant Ave., Bar¬\nrington; Lake Shore Division, Illinois Educa¬\ntion Association\nHouston, Thomas B. (Teacher), Good Hope;\nMississippi Valley Division, Illinois Education\nAssociation\nHuffman, Eva E. (Teacher), 442 W. South St.,\nWoodstock; Northeastern Division, Illinois\nEducation Association\nHunter, Mrs. Mary S. (Teacher), 421 Blackhawk St., Chicago; Chicago Division, Illinois\nEducation Association\nHurley, Helen (Teacher), 4946 Jackson Blvd.,\nChicago; Chicago Division, Illinois Education\nAssociation\nHyatt, Edith (Principal), Southwestern Division,\nIllinois Education Association\nJamieson, Robert A. (Superintendent), Varna;\nIllinois Valley Division, Illinois Education As¬\nsociation\nJessup, Grace (Teacher), Edgemont Station, E.\nSt. Louis; East St. Louis Teachers Fellowship\nJohnson, Jennie C. (Teacher), 4215 Monroe St.,\nChicago; Chicago Division, Illinois Education\nAssociation\nJones, Edna (Teacher), 725 Washington, Evans¬\nton; Evanston Teachers Club\nKeen, Harry T. (Principal), Ashley; Illinois Edu¬\ncation Association\nKeener, E. E. (Principal), 600 S. Madison Ave.,\nLaGrange; Chicago Division, Illinois Education\nAssociation\nKenney, Frances M. (Teacher), 5839 Midway\nPk., Chicago; Chicago Teachers Federation\nKirkhus, Harold (Superintendent), Oswego Con¬\nsolidated, Oswego; Northeastern Division, Illi¬\nnois Education Association\nKraus, Mrs. Rosalie C. (Teacher), 1217 Eleventh\nAve., Moline; Rock Island County Teachers\nAssociation\nKrell, L. H. (Teacher), 29 N. Washington, West¬\nmont; DuPage Valley Division, Illinois Educa¬\ntion Association\nKrutsinger, L. V. (Principal), Chester; South¬\nwestern Division, Illinois Education Associa¬\ntion\nLain, Dolph (Principal), High School, Moline;\nIllinois Education Association\nLeamon, E. W. (Principal), Redmon; Eastern\nDivision, Illinois Education Association\nLeffler, Harold (Principal), Newton; Eastern Di¬\nvision, Illinois Education Association\nLeigh, John V. (Principal), 3050 one-half N.\nLaramie Ave., Chicago; Lake Shore Division,\nIllinois Education Association\nLewis, Lillian (Teacher), 1325 Wilson Ave., Chi¬\ncago; Chicago Teachers Federation\nLindauer, Mildred P. (Teacher), 4042 W. Cullerton Ave., Chicago; Chicago Division, Illi¬\nnois Education Association\nMcAfee, Alta (Teacher), 132 N. Catherine,\nLaGrange; Lake Shore Division, Illinois Edu¬\ncation Association\nMcKay, Edith (Teacher), 1578 Oak St., Evans¬\nton; Lake Shore Division, Illinois Education\nAssociation\nMcKay, Elizabeth D. (Teacher), 2940 W. Mon¬\nroe St., Chicago; Chicago Division, Illinois\nEducation Association\nMcShane, Mrs. Alice O’K. (Teacher), 2921\nWashington Blvd., Chicago; Chicago Division,\nIllinois Education Association\nMacTaggart, Dan (Teacher), 712 Diversey\nPkwy., Chicago; Illinois Education Association\nMacMillan, Jane (Principal), 225 W. William\nSt., Decatur; Decatur Public School Teachers\nAssociation\nMautz, Irene (Teacher), 411 Fullerton Pkwy.,\nChicago; Chicago Division, Illinois Education\nAssociation\n\n"}
{"page": 968, "printed_page": null, "text": "964\n\nNational\n\nEducation\n\nMelton, Monroe (Superintendent), 112 Broad¬\nway, Normal; Central Division, Illinois Edu¬\ncation Association\nMeyer, Flora (Teacher), Edgemont Station, East\nSt. Louis; East St. Louis Grade Teachers Fel¬\nlowship\nMeyer, Harold (Teacher), Route #3, Box 595,\nAurora; Illinois Education Association\nMielke, Eleanor (Secretary), 1112 N. Sherman,\nDanville; Danville Education Association\nMiller, C. E. (Superintendent), 26 N. Adams St.,\nWestmont; DuPage Valley Division, Illinois\nEducation Association\nMiller, John E. (Principal), 3047 Audubon, East\nSt. Louis; East St. Louis Teachers Association\nMontgomery, Bernice (Teacher), 323 Adelia St.,\nSpringfield; Elementary Classroom Teachers\nAssociation\nMoore, Robert C. (Executive Secretary Emeritus)\nIllinois Education Association, Carlinville; Illi¬\nnois Education Association\nMoynihan, Laura (Teacher), 626 S. Kenilworth,\nOak Park; Chicago Teachers Federation\nMuck, Lida (Teacher), 1720 State St., East St.\nLouis; East St. Louis Grade Teachers Fellow¬\nship\nMurphy, Joseph (Principal), 121 Rebecca PL,\nPeoria; Peoria Division, Illinois Education As¬\nsociation\nNaumann, Amanda (Principal), 907 N. Sheridan\nRd., Waukegan; Waukegan City School Teach¬\ners Association\nNelson, Clara G. (Teacher), 4331 N. Paulina St.,\nChicago; Chicago Division, Illinois Education\nAssociation\nNickell, V. L. (Superintendent), Champaign; Illi¬\nnois Education Association\nNoel, Mrs. Minnie H. (Teacher), 1005 S. Sixth\nAve., Maywood; Ch cago Division, Illinois\nEducation Association\nNorris, Helen (Supervisor), 1905 Sherman Ave.,\nEvanston; Pekin Teachers Club\nNorth, E. M. (Teacher), 1617 Walnut Ave., Des\nPlaines; Lake Shore Division, Illinois Educa¬\ntion Association\nObye, Katherine H. (Teacher), 619 Lafayette\nAve., Rockford; Rockford Teachers Club\nO’Leary, Frances (Teacher), 127 N. Dearborn,\nRoom 1331, Chicago; Chicago Teachers Fed¬\neration\nO'Rourke, Catherine (Teacher), 3057 Jackson\nBlvd., Chicago; Chicago Division, Illinois Edu¬\ncation Association\nOrr, Louis A. (Teacher), Grant High School,\nIngleside; Lake Shore Division, Illinois Edu¬\ncation Association\nPearson, Irving F. (Executive Secretary) Illinois\nEducation Association, 100 E. Edwards St.,\nSpringfield; Illinois Education Association\nPeters, Florentine (Principal), 1427 Schilling\nAve., Chicago Heights; Lake Shore Division,\nIllinois Education Association\nPetty, W. C. (Superintendent), Waukegan; Lake\nShore Division, Illinois Education Association\nPittenger, Willis (Principal), Polo; Rock River\nDivision, Illinois Education Association\nPollack, Michael M. (Teacher), 511 W. Melrose\nAve., Chicago; Chicago Division, Illinois Edu¬\ncation Association\nPope, Frances (Teacher), 3118 Kenilworth Ave.,\nBerwyn; Lake Shore Division, Illinois Edu¬\ncation Association\nPrimrose, J. W. (Principal), Quincy; Mississippi\nValley Division, Illinois Education Association\nPuffer, Nobel J. (Superintendent), 160 N. La¬\nSalle St., Chicago; Lake Shore Division, Illi¬\nnois Education Association\nPurnell, Claudia (Teacher), 1164 N. Dearborn\nSt., Chicago; Chicago Division, Illinois Edu¬\ncation Association\nPyatt, Roy (Principal), Granville; Illinois Valley\nDivision, Illinois Education Association\nRaymoth, Mrs. Martha (Teacher), 430 S. Michi¬\ngan Ave., Chicago; Chicago Division, Illinois\nEducation Association\nRio, Minnie A. (Teacher), Matteson; Lake Shore\nDivision, Illinois Education Association\n\nAssociation\n\nRosan, Nolan (Superintendent), Columbia;\nSouthwestern Division, Illinois Education As¬\nsociation.\nRueben, Mrs. Helen (Teacher), 4817 N. Sawyer\nAve., Chicago; Chicago Division, Illinois Edu¬\ncation Association\nRyin, Sylvia (Teacher), 940 N. Broad St., Gales¬\nburg; Galesburg Teachers Club\nScherFz, Ray J. (Principal), High School, Metamora; Peoria Division, Illinois Education As¬\nsociation\nSchmitt, Geraldine T. (Teacher), 1116 Davis,\nEvanston; Illinois Education Association\nScott, B. F. (Teacher), 1021 N. Parkside Ave.,\nChicago; Lake Shore Division, Illinois Educa¬\ntion Association\nScovil, Homer (Teacher), Kewanee; Blackhawk\nDivision, Illinois Education Association\nScully, Susan (Teacher), 6410 Woodlawn Ave.,\nChicago; Illinois Education Association\nShafer, B. F. (Superintendent), Freeport; Illi¬\nnois Education Association\nShafer, I. O. (Superintendent), Orangeville;\nNorthwestern Division, Illinois Education As¬\nsociation\nShanley, Catherine C. (Teacher), 1318 Thorndale, Chicago; Chicago Teachers Federation\nShine, Joseph B. (Principal), 9350 Throop St.,\nChicago; Chicago Principals Club\nSmith, C. B. (Superintendent), Pekin; Illinois\nEducation Association\nSmith, Gerald W. (Principal), Commercial High\nSchool, Alexis; Illinois Education Association\nSpeer, Mildred (Teacher), Viola; Blackhawk\nDivision, Illinois Education Association\nSprunger, M. F. (Principal), Roseville Township\nHigh School, Roseville; Western Division,\nIllinois Education Association\nSpurgin, W. H. (Principal), 11157 S. Campbell\nAve., Chicago; Chicago Principals Club\nSteele, M. E. (Superintendent), 1209 Monroe,\nMendota; Illinois Valley Division, Illinois\nEducation Association\nStephens, Joseph B. (Teacher), 15018 Broadway,\nHarvey; Lake Shore Division, Illinois Educa¬\ntion Association\nStephenson, Floyd S. (Principal), East St. Louis;\nSouthwestern Division, Illinois Education\nAssociation\nStory, Melvin W. (Teacher), 806 S. Fell Ave.,\nNormal; Chicago Heights Teachers Council\nStullken, Edward H. (Principal), 5464 Walton,\nChicago; Illinois Education Association\nSullivan, S. B. (Principal), Community High\nSchool, West Frankfort; Illinois Education\nAssociation\nThalman, John W. (State N. E. A. Director),\nWaukegan Township High School, Waukegan;\nLake Shore Division, Illinois Education Asso¬\nciation\nThompson, Edwin, (Teacher), Cullom; Livingston\nCounty Teachers Association\nTiedeman, Clara (Teacher), 216 E. Dearborn St.,\nHavana; Peoria Division, Illinois Education\nAssociation\nTownsend, Grace P. (Teacher), 6249 N. Glenwood, Chicago; Chicago Public School Kinder¬\ngarten Primary Association\nTrotter, Mary I. (Principal), Goal City; Illinois\nValley Division, Illinois Education Association\nTruebger, Madge (Teacher), 335 E. North St.,\nDuQuoin; Illinois Education Association\nTuggle, L. A. (Superintendent), Courthouse, Dan¬\nville; Illinois Education Association\nTyler, Allen C. (Teacher), Hall Township High\nSchool, Spring Valley; Illinois Education Asso¬\nciation\nUhlir, Arthur (Principal), 4221 N. Keeler Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation\nWalsh, Joseph M. (Teacher), 7200 S. Park Ave.,\nChicago; Chicago Teachers Federation\nWalter, Don A. (Teacher), 530 S. Scoville, Oak\nPark; Lake Shore Division, Illinois Education\nAssociation\n\n"}
{"page": 969, "printed_page": null, "text": "List\n\nof\n\nWierson, Leonard I. (Superintendent), Lanark;\nNorthwestern Division, Illinois Education\nAssociation\nWilson, Irvin A. (Principal), 437 S. Stone Ave.,\nLaGrange; Chicago Division, Illinois Education\nAssociation\nWindoes, F. C. (Teacher), 2305 Hartrey Ave.,\nEvanston; Lake Shore Division, Illinois Edu¬\ncation Association\nWinkler, Clyde V. (Principal), 1918 S. Fortyninth Court, Cicero; Lake Shore Division,\nIllinois Education Association\nWinston, Lewis B. (Teacher), 922 Eastwood Ave.,\nChicago; Chicago Division, Illinois Education\nAssociation\nWolf, Lyle H. (Teacher), Route #3, Plymouth;\nIllinois Education Association\nWolfe, Florence (Teacher), Township High\nSchool, Joliet; Illinois Education Association\nWright, Roe M. (Superintendent), 303 W. Wal¬\nnut, Robinson; Southeastern Division, Illinois\nEducation Association\nINDIANA\nAbbett,\n\nMerle\n\n(Superintendent),\n\nAdministration\n\nBldg.,\nFort Wayne; Indiana School Men’s\nClub\nAbrell, Faye (Teacher), 409 E. University St.,\nBloomington; Indiana State Teachers Associa¬\ntion\nAdams, S. C. (Superintendent), English; Indiana\nState Teachers Association\nAhlering, Inez (Teacher), 710 Lombard Ave.,\nEvansville; Federation of Evansville Public\nSchool Teachers\nAmmerman, K. V. (Principal), 4830 Park Ave.,\nIndianapolis; Federation of Indianapolis Public\nSchool Teachers\nBell, Mrs. Marie (Teacher), Pine Lake; LaPorte\nTeachers Federation\nBlanchard, H. H. (Teacher), 835 W. Colfax Ave.,\nSouth Bend; Northern Indiana Federation of\nPublic School Teachers\nBoggs, Rose E. (Teacher), 2009 S. “E” St.,\nRichmond; Richmond Federation of Public\nSchool Teachers\nBowen, Dorothy (Teacher), 1424 LaSalle St.,\nIndianapolis; Federation of Indianapolis Public\nSchool Teachers\nBurroughs, Maude (Teacher), Monon; Indiana\nState Teachers Association\nByers, Olive (Teacher), 221 Webb St., Ham¬\nmond; Hammond Teachers Association\nCampbell, Hattie M. (Teacher), 400 E. Walnut\nSt., Frankfort; Frankfort Teachers Federation\nCarmichael, Forrest (Teacher), 1526 Franklin\nSt., Columbus; Indiana State Teachers Asso¬\nciation\nCassady, Minnie (Teacher), 3510 N. Meridian,\nIndianapolis; Indianapolis Grade Teachers\nAssociation\nColeman, C. T. (Teacher), Hammond\nHigh\nSchool, Hammond;\nNorthwestern Indiana\nTeachers Association\nCombs, Lex (Principal), 3921 Tacoma Ave., Fort\nWayne; Indiana State Teachers Association\nCooper, Laura (Teacher), 616 E. Thirty-first St.,\nIndianapolis; Federation of Indianapolis Public\nSchool Teachers\nCripe, V. C. (Teacher), 207 Dixieway S., South\nBend; South Bend Teachers Federation\nDonovan, Mary Ruth (Teacher), 1005 S. Eighth\nSt., Terre Haute; Indiana State Teachers\nAssociation\nDuShane, Donald (Superintendent), Columbus;\nIndiana School Men’s Club\nEckert, Blanche (Teacher), 109 Adams Ave.,\nEvansville; Federation of Evansville Public\nSchool Teachers\nEmerson, John D. (Teacher), 7128 Monroe, Ham¬\nmond; Hammond Teachers Association\nFleming, Woodrow (Teacher), 737 Maple St.,\nColumbus; Indiana State Teachers Association\nFord, Helen A. (Teacher), 339 W. Berry St., Fort\nWayne; Fort Wayne Teachers Association\n\nDelegates\n\n965\n\nForrest, Mrs. Edith (Assistant Principal), 3540\nN. Meridian St., Indianapolis; Federation of\nIndianapolis Public School Teachers\nFree, Albert (Superintendent), Spencer; Indiana\nState Teachers Association\nGardner, William J. (Teacher), 1135 E. Third St.,\nMishawaka; Mishawaka Teachers Federation\nGilmore, Adelaide (Teacher), E. Union St.,\nLiberty; Indiana State Teachers Association\nHall, William C. (Teacher), 3305 S. Seventh St.,\nTerre Haute; Terre Haute Teachers Federa¬\ntion\nHamilton, Mrs. Louise (Teacher), 215 Kilgore\nAve., Muncie; Muncie Teachers Federation\nHargrave, E. B. (Viceprincipal), 2215 W. Wash¬\nington St., Indianapolis; Federation of Indian¬\napolis Public School Teachers\nHargrave, Maybelle (Teacher), Evansville;\nFederation of Evansville Public School Teach¬\ners\nHartley, Dave (Teacher), 2522 S. Lafayette, Fort\nWayne; Indiana State Teachers Association\nHartley, Paul (Teacher), 1003 W. Washington\nSt., Muncie; Indiana State Teachers Associa¬\ntion\nHorne, Leunice (Teacher), 2011 N. Alabama St.,\nIndianapolis; Federation of Indianapolis Public\nSchool Teachers\nHowe, William H. (Teacher), 6435 Jefferson,\nHammond; Hammond Teachers Association\nHughes, Otto (Teacher), 1721 California, Co¬\nlumbus; Columbus Federation of Public School\nTeachers\nJohnson, W. B. (Principal), N. King Ave., In¬\ndianapolis; Federation of Indianapolis Public\nSchool Teachers\nJones, Harold (Teacher), 6641 Meadow Lane,\nHammond; Hammond Teachers Association\nJones, Orville (Teacher), 2224 N. Eleventh St.,\nTerre Haute; Terre Haute Teachers Federa¬\ntion\nKinnaird, Virginia (Teacher), 2410 S. Harrison\nSt., Fort Wayne; Fort Wayne Teachers Asso¬\nciation\nKitson, Mary Alice (Teacher), 733 Cottage Grove\nAve., South Bend; South Bend Teachers Fed¬\neration\nKnight, H. G. (Principal), 226 Buckingham Dr.,\nIndianapolis; Federation of Indianapolis\nPublic School Teachers\nKnight, Mrs. Leona (Teacher), 226 Buckingham\nDr., Indianapolis; Indianapolis Grade Teachers\nAssociation\nKuhn, C. L. (Teacher), 217 E. Ewing Ave., South\nBend; South Bend Teachers Federation\nLittle, Mrs. Eva Thompson (Teacher), 1102\nMaple Ave., LaPorte; Indiana State Teachers\nAssociation\nLynch, Mrs. Lillian (Teacher), 409 N. Euclid\nAve., Indianapolis; Indianapolis Grade Teach¬\ners Association\nMaehling, Hilda (Teacher), 1357 Third Ave.,\nTerre Haute; Indiana State Teachers Associa¬\ntion\nMark, Erie (Teacher), 708 Park Ave., South\nBend; South Bend Teachers Federation\nMiller, C. C. (Teacher), 415 Lincolnway W.,\nSouth Bend; Northern Indiana Federation of\nPublic School Teachers\nMiller, John W. (Principal), 1832 S. Main St.,\nKokomo; Kokomo Teachers Association\nMiller, Vergil (Teacher), Connersville; Indiana\nState Teachers Association\nMiner, Floyd (Superintendent), Pendleton; In¬\ndiana State Teachers Association\nMoore, Arthur E. (Teacher), 1606 Smead St.,\nLogansport Public School Fed¬\nLogansport;\neration\nMorehead, Dale (Teacher), 121 N. West St.,\nTipton; Indiana State Teachers Association\nMorgan, DeWitt (Superintendent), Administra¬\ntion\nClub Bldg., Indianapolis; Indiana School Men’s\nMullen, Clark (Teacher), Route #2, Gary; In¬\ndiana State Teachers Association\nNelson, Bertha F. (Teacher), 719 Union St., Fort\nWayne; Indiana School Womens Club\n\n"}
{"page": 970, "printed_page": null, "text": "966\n\nNational\n\nEducation\n\nNeyhouse, Bertha D. (Teacher), 2705 S. Seventh\nSt., Terre Haute; Terre Haute Teachers Fed¬\neration\nOldham, Anita (Teacher), Knightstown; Indiana\nState Teachers Association\nPhillips, L. V. (State N. E. A. Director), 221 N.\nSixth, Vincennes; Indiana State Teachers As¬\nsociation\nPolk, Helen (Teacher), Route #1, Vincennes;\nVincennes Teachers Federation\nPressler, M. Sherman (Teacher), 205 N. Semi¬\nnole Circle, Fort Wayne; Fort Wayne Teachers\nAssociation\nRoyster, Sallibelle (Teacher), Smith Mills, Ken¬\ntucky; Federation of Evansville Public School\nTP eachers\nSavage, Ethel (Teacher), 130 N. Second St., Elk¬\nhart; Elkhart Teachers Association\nScott, Myra (Teacher), 1732 Lane Ave., Elk¬\nhart; Elkhart Teachers Association\nSeever, Mary Frances (Teacher), 1503 Ferry St.,\nLafayette; Lafayette Federation of Public\nSchool Teachers\nSemortier, Antoinette (Teacher), 2118 Berkley\nPI., South Bend; South Bend Teachers Fed¬\neration\nSimmons, Vesta R. (Teacher), 1423 119th St.,\nWhiting; Whiting Teachers Association\nSnoke, Edithe (Teacher), Morningside Hotel,\nSouth Bend; South Bend Teachers Federation\nStafford, L. T. (Teacher), 5347 College Ave.,\nIndianapolis; Indiana State Teachers Associa¬\ntion\nStultz, Fred (Teacher), 935 N. Denny St., In¬\ndianapolis; Federation of Indianapolis Public\nSchool Teachers\nSweeney, Margaret (Teacher), 207 E. Chestnut,\nJeffersonville; Indiana State Teachers Asso¬\nciation\nTownsend, Mrs. Gladys A. (Teacher), 321J£ W.\nCharles, Muncie; Muncie Teachers Federa¬\ntion\nTurpin Charles P. (Teacher), 2421 Hubertus,\nFort Wayne; Fort Wayne Teachers Association\nTyndall, Mrs. Gladys (Teacher), 2417 Shelby\nSt., Indianapolis; Federation of Indianapolis\nPublic School Teachers\nVoss, Charlotte (Teacher), 221 Detroit St., Michi¬\ngan City; Michigan City Teachers Federation\nWhittern, Noel H. (Teacher), 450 Clermont Dr.,\nFort Wayne; Fort Wayne Teachers Association\nWildman, Pauline (Teacher), 332 S. Grant St.,\nBloomington; Bloomington Public School\nTeachers Association\nWyatt, Robert H. (Executive Secretary), Indiana\nState Teachers Association, 203 Hotel Lincoln,\nIndianapolis; Indiana State Teachers Asso¬\nciation\nIOWA\nBaker, Mary (Teacher), 2670 Harrison St.,\nDavenport; Scott County Teachers Association\nBoyce, H. H. (Teacher), High School, Mason\nCity; Iowa State Teachers Association\nBuflfum, Hugh S. (Professor), 2300 Franklin St.,\nCedar Falls; Iowa State Teachers Association\nBurke, Mabel M. (Teacher), 303\nN. Eighth,\nFort Dodge; Fort Dodge Teachers Federation\nCram, Fred D. (N. E. A. State Director), 2222\nClay St., Cedar Falls; Faculty of the Iowa State\nTeachers College\nCrowell, Deanna (Teacher), 1502 Twenty-Seventh\nSt., Sioux City; Iowa State Teachers Associa¬\ntion\nDanielson, Gertrude (Teacher), 814 Otoe St.,\nSioux City; Sioux City Teachers Club\nElliot, Rose (Teacher), 419 Lincoln Way, Ames;\nAmes Teachers Club\nGabriel, Grace E. (Teacher), 1701 Pennsylvania\nAve., Des Moines; Des Moines Teachers Fed¬\neration\nGrimes, A. B. (Superintendent), Monticello;\nIowa State Teachers Association\nGroth, Esther (Teacher), East High School, Sioux\nCity; Sioux City Senior High School Teachers\nAssociation\n\nAssociation\n\nHannum, Mrs. Lucy (Teacher), 202 Oakwood,\nOttumwa; Ottumwa Teachers Club\nHapke, Sophia (Teacher), 51 Kenwood Dr.,\nDavenport; Scott County Teachers Association\nHartmann, Marie M. (Teacher), 1426 S. Bluff\nBlvd., Clinton; Clinton Teachers Association\nHelbig, Alma (Teacher), 1033 Melrose Terrace,\nDubuque; Iowa State Teachers Association\nHelbig, Esther (Teacher), 1033 Melrose Terrace,\nDubuque; Iowa State Teachers Association\nJohnson, L. E. (Superintendent), Centerville;\nIowa State Teachers Association\nKinser, D. D. (Principal), 828 W. Sixteenth St.,\nDavenport; Scott County Teachers Association\nLuther, Clara (Director), Physical Education,\n1519 Jackson St., Sioux City; Sioux City\nTeachers Club\nMcKee, W. Dean (Superintendent), Shenandoah;\nIowa State Teachers Association\nMarch, Lucile (Teacher), 1502 Twenty-Seventh\nSt., Sioux City; Sioux City Teachers Club\nMerrill, Amy (Teacher), 1617 Williams St.,\nKeokuk; Keokuk Elementary Teachers Club\nMyrland, Mrs. Ruth (Superintendent), Onawa;\nIowa State Teachers Association\nNora, James J. (Teacher), 1230 Park, Dubuque;\nDubuaue Teachers Association\nNorris, Paul B. (Supervisor), State House, Des\nMoines; Iowa State Teachers Association\nPeterson, Elvira (Teacher), 410 First St., N. W.,\nMason City; Mason City Grade Teachers\nAssociation\nPeterson, Harry (Teacher), McKinly School,\nCedar Rapids; Cedar Rapids Classroom\nTeachers Association\nQuigley, Georgia (Principal), 928 Thirtieth St.,\nDes Moines; Iowa State Teachers Association\nRutenbeck, O. H. (Superintendent), Avoca;\nIowa State Teachers Association\nScholfield, Geraldine (Teacher), 735 ThirtyEighth St., Des Moines; Des Moines Teachers\nFederation\nTempleman, Harold (Teacher), Franklin School,\nCedar Rapids; Cedar Rapids Classroom\nTeachers Association\nWauer, Mathilda (Teacher), 1202 Jones St.,\nSioux City; Sioux City Teachers Club\nWellhausen, Bertha (Secretary), 1705 W. Six¬\nteenth St., Sioux City; Iowa State Classroom\nTeachers Association\nYahr, Mavme (Teacher), Central High School,\nSioux City; Iowa State Classroom Teachers\nAssociation\nKANSAS\nAlber, Olga (Teacher), 4104 Francis St., Kansas\nCity; Kansas State Teachers Association\nAvery, Edna (Teacher), 1100 Topeka Ave.,\nTopeka; Topeka Classroom Teachers Club\nBaenen, Harriet (Teacher), 420 N. Topeka Ave.,\nWichita; Wichita City Teachers Association\nBertsch, Wilhelmina F. (Teacher), 1181 Clay St.,\nTopeka; Topeka Teachers Association\nDavenport, Louise (Teacher), 2030 W. ThirtyNinth St., Kansas City; Kansas State Teach¬\ners Association\nEvans, Charlotte (Teacher), 2615 N. Seventh St.,\nKansas City; DuBois Grade Teachers Club\nGreen, Esther (Teacher), Whiting; Atchison\nTeachers Association\nHayes, Mary E. (Teacher), 627 S. Santa Fe,\nChanute; Chanute Teachers Association\nHill, Freddie Mae (Teacher), 333 Quindaro,\nKansas City; Sumner-Northeast Teachers\nCouncil\nHoward, Sarah (Teacher), 64 S. Twenty-Third,\nKansas City; Kansas State Teachers Associa¬\ntion\nJacobs, Esther (Teacher), 1118 Haskell, Kansas\nCity; Kansas State Teachers Association\nJones, Marie (Teacher), 2805 N. Twenty-First\nSt., Kansas City; Kansas State Teachers\nAssociation\nLamb, Clara S. (Principal), Gould Hotel, Kansas\nCity; Kansas State Teachers Association\n\n"}
{"page": 971, "printed_page": null, "text": "List\n\nof\n\nLansdowne, Katie (Teacher), 1350 Jackson,\nWichita; Wichita City Teachers Association\nLull, H. G. (Professor), State Teachers College,\nEmporia; Kansas State Teachers Association\nMcClenny, George L. (Superintendent), State\nHouse, Topeka; Kansas State Teachers Asso¬\nciation\nMcNaughton, Gwen (Teacher), 2736 N. Eleventh\nSt., Kansas City; Kansas City Grade Teachers\nClub\nMartin, Minnie (Principal), 1118 Haskell Ave.,\nKansas City; Elementary Principals Club\nMiller, Elizabeth S. (Principal), 4132 Rainbow\nBlvd., Kansas City; Kansas State Teachers\nAssociation\nSchlagle, F. L. (State N. E. A. Director), Super¬\nintendent, Library Bldg., Kansas City; Kansas\nState Teachers Association\nTurner, George C. (Supervisor), State House,\nTopeka; Kansas State Teachers Association\nWright, C. O. (Assistant Secretary), Kansas\nState Teachers Association, Topeka; Kansas\nState Teachers Association\nZink, Mamie (Teacher), 1883 Armstrong, Kansas\nCity; Kansas City, Kansas, Grade Teachers\nClub\nKENTUCKY\nBertram, Anna L. (Superintendent), Vanceburg;\nKentucky Education Association\nCaywood, J. A. (Superintendent), Route #5, Cov¬\nington; Kentucky Education Association\nClarke, M. J. (Teacher), University of Kentucky,\nLexington; Kentucky Education Association\nForeman, Cecil V. (Teacher), Shepherdsville;\nKentucky Education Association\nFoust, J. L. (Superintendent), Owensboro; Ken¬\ntucky Education Association\nJones, W. B. (Principal), Somerset; Kentucky\nEducation Association\nLyon, Prudence (Teacher), Cortland Hotel,\nLouisville; Kentucky Education Association\nShultz, Fred (Teacher), Murray State Teachers\nCollege, Murray; Kentucky Education Asso¬\nciation\nTempel, H. V. (Principal), Shelby ville; Kentucky\nEducation Association\nWalker, Morton (Teacher), 1227 S. Third St.,\nLouisville; Kentucky Education Association\nWitt, Everett (Superintendent), Bowling Green;\nKentucky Education Association\nLOUISIANA\nBell, Annie (Teacher), 324 L. S. U. Ave., Baton\nRouge; Louisiana Teachers Association\nGates, Nina (Teacher), New Iberia; Louisiana\nTeachers Association\nHanchey, C. W. (Principal), DeQuincy; Louisiana\nTeachers Association\nHester, E. R. (Principal), Arcadia; Louisiana\nTeachers Association\nHiggins, Lemuel W. (Supervisor), Gretna;\nLouisiana Teachers Association\nHinrichs, Amy H. (Ex Officio), President, Na¬\ntional Education Association; Principal, Audu¬\nbon School, New Orleans\nLavergne, Remi (Principal), Port Allen; Louisiana\nTeachers Association\nLively, Mrs. Emery C. (Teacher), 2900 Prytania\nSt., New Orleans; New Orleans High School\nAssociation\nO’Reilly, Violet (Principal), L. E. Rabouin Voca¬\ntional School, New Orleans; New Orleans\nPrincipals Association\nShaw, E. D. (Parish Superintendent), Bastrop;\nLouisiana Teachers Association\nStoker, R. J. (Principal), Many; Louisiana Teach¬\ners Association\nVegas, Paul (Teacher), Westwego; Louisiana\nTeachers Association\nZernott, G. A. (Parish Supervisor), Marksville;\nLouisiana Teachers Association\n\n967\n\nDelegates\n\nMAINE\nAmes, Isabel (Teacher), Hampden; Maine\nTeachers Association\nBrink, Harry (Principal), Cape Elizabeth; Cum¬\nberland County Teachers Association\nBucknam, George W. (Principal), Waterville;\nKennebec County Teachers Association\nCrouse, Jasper (Teacher), Presque Isle Normal\nSchool, Presque Isle; Aroostook County\nTeachers Association\nCrozier, Edgar R. (Principal), Brownville; Maine\nTeachers Association\nCunningham, George S. (Principal), Box 504 ,\nRockport; Knox County Teachers Association\nDinsmore, Norman B. (Principal), Traip Acad¬\nemy, Kittery; York County Teachers Associ¬\nation\nKnight, Edith M. (Teacher), 15 Somerset St.,\nBangor; Penobscot County Teachers Associa¬\ntion\nLadd, Ruth E. (Teacher), 10 Richardson Ave.,\nLivermore Falls; Maine Teachers Association\nLinscott, Edward L. (Superintendent), Bluehill;\nMaine Teachers Association\nLothrop, Norman D. (Principal), Pleasant St.,\nOakland; Maine Teachers Association\nMerrill, Earle D. (Assistant Principal), 30 Elm\nSt., Machias; Maine Teachers Association\nMilliken, Mrs. Laura (Teacher), West Scarboro;\nCumberland County Teachers Association\nMoody, Maude E. (Teacher), Seventh St., Port¬\nland; Portland Teachers Association\nSnow, Mrs. Mary (Teacher), 94 Pleasant Ave.,\nPortland; Cumberland County Teachers Asso¬\nciation\nStephenson, Sarah (Teacher), Mapleton; Aroos¬\ntook County Teachers Association\nWeymouth, Ethel M. (Teacher), Wells; Maine\nTeachers Association\nMARYLAND\nPruitt, E. W. (State N. E. A. Director), Super¬\nintendent, Frederick County School, Board of\nEducation, Frederick; Maryland State Teach¬\ners Association\nMASSACHUSETTS\nAnnis, Ruth E. (Principal), 120 Bellingham Ave.,\nRevere; Massachusetts Teachers Federation\nArchibald, Florence E. (Teacher), Greenhalge\nSchool, Lowell; Middlesex County Teachers\nAssociation\nBelonga, Pearl E. (Teacher), 5 Emery Court,\nSaugus; Essex County Teachers Association\nBroughal, Eleanor (Teacher), South Boston;\nBoston Teachers Club\nBurkhard, Russell V. (Principal), 99 Athelstane\nRd., Newton; Massachusetts Teachers Feder¬\nation\nBuxton, Grace A. (Teacher), 8 Haviland St.,\nWorcester; Worcester Teachers Association\nCampbell, Eleanor D. (Teacher), 80 Warren St.,\nW. Medford; Somerville Teachers Club\nCasey, Martin (Director), 47 Exchange St.,\nLeominster; Worcester County Teachers Asso¬\nciation\nConnell, Joanna Z. (Teacher), 57 Richmond St.,\nWeymouth; Boston Teachers Club\nCowing, U. Cleal (Teacher), 369 Fremont St.,\nSpringfield; Springfield Teachers Economic\nAssociation\nCrawshaw, May (Teacher), Williams School,\nNewton; Middlesex County Teachers Associa¬\ntion\nDavis, John C. (Superintendent), 66 South St.,\nBridgewater; Massachusetts Teachers Feder¬\nation\nDowney, Walter F. (Commissioner of Education),\n200 Newbury St., Boston; Massachusetts\nTeachers Federation\nEmery, Amy (Teacher), 45 Auburn St., Brook¬\nline; Boston Teachers Club\n\n"}
{"page": 972, "printed_page": null, "text": "968\n\nNational\n\nEducation\n\nFoster, Thelma B. (Teacher), 609 Metropolitan\nAve., Hyde Park; Milton Public School Teach¬\ners Association\nGould, Arthur L. (Superintendent), 15 Beacon\nSt., Boston; Massachusetts Teachers Feder¬\nation\nHolloran, Carl F. (Superintendent), Lincoln Rd.,\nLincoln; Massachusetts Teachers Federation\nHolmes, Mrs. Lorraine (Teacher), F. A. Day\nJunior High School, Newtonville; Massachu¬\nsetts Teachers Federation\nKelly, John J. (President), State Teachers Col¬\nlege, Bridgewater; Plymouth County Teachers\nAssociation\nKing, Ethel C. (Teacher), 36 Middlesex Rd.,\nWatertown; Brookline Teachers Club\nLee, Helen B. (Teacher), 664 Washington St.,\nBrighton; Newton Teachers Federation\nLynch, Lincoln D. (Teacher), Norfolk County\nTeachers Association, Norwood; Norfolk\nCounty Teachers Association\nMcIntosh, Everett J. (Teacher), 62 Front St.,\nWeymouth; Massachusetts Teachers Federa¬\ntion\nMasterson, Anna J. (Teacher), 14 Oakland St.,\nLowell; Massachusetts Teachers Federation\nNixon, Hugh (Executive Secretary), Massachu¬\nsetts Teachers Federation, 15 Ashburton\nPL, Boston; Massachusetts Teachers Federa¬\ntion\nO’Connor, Mary Elizabeth (Supervisor), 23\nMaple St., Arlington; Arlington Teachers Club\nO’Leary, Mildred (Teacher), Swampscott High\nSchool, Swampscott; Eastern Commercial\nTeachers Association\nPanniter, Charles A. (Teacher), 185 E. Foster St.,\nMelrose; Melrose Teachers Club\nRemington, Elizabeth S. (Teacher), 285 Grove\nSt., Fall River; Bristol County Teachers Asso¬\nciation\nRoss, Katherine (Teacher), Boston Clerical\nSchool, Boston; Eastern Commercial Teachers\nAssociation\nRyder, Mrs. Grace E. (Teacher), Plain St.,\nMarshfield; Plymouth County Teachers Asso¬\nciation\nSalthouse, Elsie A. (Teacher), 393 Washington\nSt., Taunton; Bristol County Teachers Asso¬\nciation\nSullivan, Julia E. (Supervisor), 21 Wade St.,\nBrighton; Massachusetts Teachers Federation\nWillis, N. Elliot (Principal), 171 Woodside Ave.,\nWinthrop; Massachusetts Teachers Federation\nWoodward, Annie C. (State N. E. A. Director),\n78 Highland Ave., Somerville; Massachusetts\nTeachers Federation\nMICHIGAN\nBabcock, Thomas A. (Teacher), 23 Byron Court,\nMt. Clemens; Michigan Education Association\nBailey, Fred (Principal), 1947 Lafayette, S. E.,\nGrand Rapids; Michigan Education Associa¬\ntion\nBaker, Harry (Director), Psychological Clinic,\nDetroit; Detroit Teachers Association\nBates, Vilas O. (Principal), Coldwater; Michigan\nEducation Association\nBeck, Carl G. (Principal), 11846 Wilshire, De¬\ntroit; Detroit Teachers Association\nBecker, Albert B. (Director of Speech), Western\nState Teachers College, Kalamazoo; Michigan\nEducation Association\nBeishlag, Bernice (Teacher), 17400 Third, De¬\ntroit; Detroit Teachers Association\nBeishlag, George (Teacher), 17400 Third, De¬\ntroit; Detroit Teachers Association\nBiernacki, Stanley (Assistant Superintendent),\nBoard of Education, Hamtramck; Hamtramck\nTeachers Association\nBird, Meryl A. (Principal), Pinconning; Michigan\nEducation Association\nBliss, Homer (Viceprincipal), 4102 Clements,\nDetroit; Detroit Teachers Association\nBrowe, Herman J. (Assistant Superintendent),\n1354 Broadway, Detroit; Michigan Educa¬\ntion Association\n\nAssociation\n\nBuchholz, Cora (Teacher), 15327 Rutherfor^,\nDetroit; Detroit Teachers Association\nBuelow, Laura (Teacher), 600 Pingree, Detroit;\nDetroit Teachers Association\nCarey, Thomas E. (Assistant Principal), 5250\nBerkshire, Detroit; Detroit Teachers Asso¬\nciation\nCasey, Irene (Teacher), 8309 Rathbone, Detroit;\nDetroit Teachers Association\nClark, Herman (Professor), 13220 Woodward\nAve., Highland Park; Detroit Teachers Asso¬\nciation\nClifford, J. M. (Secretary), Michigan Teachers\nRetirement Fund Board, Lansing; Michigan\nEducation Association\nCrosby, Otis A. (Informational Service), 18618\nSanta Barbara, Detroit; Detroit Teachers\nAssociation\nCurtis, Vaughn (Teacher), 754 Company St.,\nAdrian; Adrian District of the Michigan Edu¬\ncation Association\nDacey, Cecile (Teacher), 9374 Wildemere Ave.,\nDetroit; Michigan Education Association\nDavis, Sara J. (Teacher), 912 Lake Dr., S. E.,\nGrand Rapids; Grand Rapids Teachers Club\nDonnelly, William J. (Teacher), 20066 Renfrew,\nDetroit; Detroit Teachers Association\nDurham, Lee B. (Teacher), 18623 Woodingham\nDr., Detroit; Detroit Teachers Association\nDuVall, L. E. (Principal), 326 N. Reginald, Dear¬\nborn; Dearborn District of Michigan Education\nAssociation\nEastman, Gertrude (County School Commis¬\nsioner), Ludington; Michigan Education Asso¬\nciation\nEgan, Ellen (Counselor), 21431 Grand River,\nDetroit; Detroit Teachers Association\nEmmons, Owen A. (Principal), 15055 Hubbell,\nDetroit; Michigan Education Association\nEngel, Dorothea (Teacher), 582 Rosedale, De¬\ntroit; Detroit Teachers Association\nEnglish, John (Teacher), 2433 Zimmerman, Flint;\nFlint Teachers Club\nErickson, Mildred (Teacher), 3465 Longfellow,\nDetroit; Detroit Teachers Association\nFarnsworth, Mary F. (Assistant Principal),\n441 W. Hancock, Detroit; Detroit Teachers\nAssociation\nFisher, Karl (Guidance Director), 155 S. Dwiston, Traverse City; Michigan Education Asso¬\nciation\nFitch, Harry (Teacher), 23101 Sherman Ave.,\nFerndale; Ferndale Teachers Club\nFoy, Michael (Teacher), 15430 Griggs, Detroit;\nDetroit Teachers Association\nGiddings, Ernest E. (Teacher), 2127 College\nAve., S. E., Grand Rapids; Grand Rapids\nTeachers Club\nGingrick, Audrey (Teacher), 706 Hazelwood,\nDetroit; Detroit Teachers Association\nGreening, Nina (Teacher), 20171 Stoepel, De¬\ntroit; Detroit Teachers Association\nGregory, Arnold (Principal), Lincoln Park;\nMichigan Education Association\nHause, Grace (Teacher), 17132 Warrington, De¬\ntroit; Detroit Teachers Association\nHetherington, Mary Elizabeth (Teacher), 812\nEmerson, Saginaw; Saginaw Teachers Club\nHetzman, Ruth (Teacher), 215 Crane Ave.,\nRoyal Oak; Royal Oak Teachers Club\nJelsch, John (Superintendent), Iron Mountain;\nMichigan Education Association\nKaufman, Charles (Teacher), 123 Worcester PL,\nDetroit; Detroit Teachers Association\nKaufman, Dorothy B. (Teacher), 123 Worcester\nPl., Detroit; Classroom Teachers Association\nKaufman, E. H. (Teacher), 9190 Yorkshire, De¬\ntroit; Detroit Teachers Association\nKaufman, Jennie M. (Teacher), Conklin; Mich¬\nigan Education Association\nKopka, M. A. (Ex Officio), Superintendent of\nSchools, Hamtramck\nLeaver, C. B. (Superintendent), Kent City;\nMichigan Education Association\nMcDonald, Mary (Teacher), 21400 W. Seven\nMile Rd., Detroit; Detroit Teachers Associa¬\ntion\n\n"}
{"page": 973, "printed_page": null, "text": "List\n\nof\n\nMcGuinness, J. Palmer (Teacher), 6788 Vinewood, Detroit; Detroit Teachers Association\nMcLaughlin, Florence (Teacher), 1209 W. Ferry,\nDetroit; Detroit Teachers Association\nMacKay, Jean Armour (Teacher), 121 Highland\nAve., Highland Park; Southeastern Michigan\nAssociated Teachers Club\nMeder, Loyola (Teacher), 1964 LaSalle Gardens\nSouth, Detroit; Detroit Teachers Association\nMorrill, Bess V. (Teacher), 8634 Dumbarton Rd.,\nDetroit; Detroit Teachers Association\nMurdock, George W. (Principal), 2665 Columbus,\nDetroit; Michigan Education Association\nO’Gara, Queen ^Teacher), 18255 Parkside, De¬\ntroit; Detroit Teachers Association\nOrr, Lois (Teacher), 1558 Waverly, Detroit;\nDetroit Teachers Association\nParks, Merel R. (Teacher), 2405 Ewald Circle,\nDetroit; Detroit Teachers Association\nPhelps, Grace (Teacher), 120 Seward, Detroit;\nDetroit Teachers Association\nSchelke, Ella (Teacher), Genesee St. School,\nLansing; Lansing District Teachers Club\nSibilsky, Marion L. (Teacher), 6145 Bishop Rd.,\nDetroit; Detroit Teachers Association\nSpargo, Mary (Teacher), 6611 Maxwell, Detroit;\nDetroit Teachers Association\nStout, Grover (State N. E. A. Director), 1851\nW. Grand Blvd., Detroit; Michigan Education\nAssociation\nSutton, Lydia (Teacher), R. F. D., Washington;\nDetroit Teachers Association\nTitus, C. P. (County School Commissioner),\nEscanaba; Michigan Education Association\nUpton, A. H. (Principal), 1604 Houstonia, Royal\nOak; Michigan Education Association\nVan Buskirk, David (Superintendent), Hastings;\nBarry District of the Michigan Education Asso¬\nciation\nWeiser, Willard (Teacher), 1928 E. Femwood,\nMilwaukee, Wisconsin; Grosse Pointe Teach¬\ners Association\nWhite, Carrie (County Normal Supervisor), 706\nSalzburg Ave., Bay City; Michigan Education\nAssociation\nWillison, Mabel (Teacher), 121 Highland, High¬\nland Park; Southeastern Michigan Associated\nTeachers Clubs\nWright, Effie (Teacher), 15785 Cheyenne,\ntroit; Detroit Teachers Association\n\nDe¬\n\nMINNESOTA\nArcher, Clifford P. (Supervisor), 1381 N. Cleve¬\nland Ave., St. Paul; Minnesota Education\nAssociation\nBaston, Ethel (Supervisor), 5250 Excelsior Ave.,\nSt. Louis Park; Minneapolis Division of the\nMinnesota Education Association\nBrown, Daisy (State N. E. A. Director), 407 S.\nSixth St., Stillwater; Minnesota Education\nAssociation\nBuckbee, Elizabeth (Teacher), 2716 Humboldt\nAve., S., Minneapolis; Minnesota Education\nAssociation\nCarlson, Lillian (Teacher), 5720 Tenth Ave., S.,\nMinneapolis; Minneapolis Division of the\nMinnesota Education Association\nClaffy, W. G. (Teacher), 340 N. Arnold, Thief\nRiver Falls; Northern Minnesota Education\nAssociation\nCratty, Mabel E. (Teacher), Seward School,\nMinneapolis; Minneapolis Teachers League\nDahl, Mrs. Myrtle Hooper (Teacher), Rural\nRoute No. 2, Mound; Minnesota Education\nAssociation\nDenny, Velma (Teacher), 5720 Tenth Ave., S.,\nMinneapolis; Minneapolis Division of the\nMinnesota Education Association\nDoyle, Mary C. (Teacher), 2165 Fairmount,\nSt. Paul; St. Paul Education Association\nEnglund, Walter E. (Executive Secretary), Min¬\nnesota Education Association, 2429 University\nAve., St. Paul; Minnesota Education Associa¬\ntion\nHauer, Earl M. (Teacher), 2227 W. Twelfth St.,\nDuluth; Duluth Teachers Association\n\n969\n\nDelegates\n\nHiscock, Jennie I. (.Teacher), 715 Thirteenth\nAve., S. E., Minneapolis; Minneapolis Teach¬\ners League\nHull, May W. (Teacher), 2217 Girard Ave.,\nMinneapolis; Minneapolis Teachers League\nJohnston, Geneveve (Teacher), 4818 Garfield\nAve., S., Minneapolis; Minneapolis Division\nof the Minnesota Education Association\nKuhlman, Milton H. (Principal), 607 S. Fourth,\nStillwater; St. Paul Education Association\nLarkin, Anna E. (Teacher), Curtis Hotel, Min¬\nneapolis; Minneapolis Classroom Teachers As¬\nsociation\nLinehan, Lenore (Teacher), 1343 Goodrich,\nSt. Paul; St. Paul Education Association\nMassa, Minnie (Teacher), 312 S. Eighth St.,\nMinneapolis; Minneapolis Classroom Teachers\nAssociation\nMorgenson, Einer C. (Teacher), 1017 Sixth Ave.,\nS. E., Rochester; Rochester Education Asso¬\nciation\nMueller, Elmer A. (Teacher), Virginia; Northeast¬\nern Division of the Minnesota Education Asso¬\nciation\nMunson, Marion E. (Teacher), 1474 Capitol\nAve., St. Paul; St. Paul Education Association\nMunson, M. C. (Superintendent), Preston;\nMinnesota Education Association\nMyron, A. O. (Superintendent), Jackson; South¬\nwestern Division of the Minnesota Education\nAssociation\nNilsen, W. O. (Superintendent), Spring Grove;\nSoutheastern Minnesota Education Associ¬\nation\nO’Neill, Evelyne (Teacher), Virginia; Minnesota\nEducation Association\nPatrick, Karl H. (Teacher), 3705 Huntington\nAve., Minneapolis; Minneapolis Teachers\nLeague\nPearson, J. E. (Superintendent), Wheaton;\nMinnesota Education Association\nPeterson, H. R. (Teacher), East Junior High\nSchool, Duluth; Northeast Division of the\nMinnesota Education Association\nRichards, Mary L. (Teacher), 201 W. Fifteenth\nSt., Minneapolis; Minnesota Education Asso¬\nciation\nRise, Mathilde E. (Teacher), 900 Fourth Ave.,\nS., Minneapolis; Minneapolis Teachers League\nRusinko, John (Teacher), 624 S. E. Erie St.,\nMinneapolis; Minnesota Education Associ¬\nation\nScofield, Harriet E. (Teacher), 3334 Blaisdell\nAve., Minneapolis; Minneapolis Division of\nthe Minnesota Education Association\nScott, Georgia (Teacher), Leamington Hotel,\nMinneapolis; Minneapolis Teachers League\nThomson, Elizabeth (Teacher), 3603 Aldrich\nAve., S., Minneapolis; Minneapolis Teachers\nLeague\nWallace, Dora B. (Teacher), 3716 Edmund Blvd.,\nMinneapolis; Minneapolis Teachers League\nWarmbold, Lottie (Teacher), 2843 Thirty-Sixth\nAve., Minneapolis; Minneapolis Classroom\nTeachers Association\nMISSISSIPPI\nDempster, Alice (Principal), 1607 Twenty-Fourth\nSt., Meridian; Mississippi Education Associa¬\ntion\nHouston, Gabriel (Principal), 111 W. Second\nSt., Clarksdale; Mississippi Education Asso¬\nciation\nHouston, Mattie (Principal), 609 Main St.,\nGreenville; Mississippi Education Association\nRobison, Mrs. Janie A. (Teacher), Ruleville;\nMississippi Education Association\nSmith, Cassie B. (Teacher), 1210 Harris St.,\nVicksburg; Mississippi Education Association\nMISSOURI\nAllison, Mrs. Ethel (Librarian), 601 N. Eleventh\nSt., St. Joseph; St. Joseph District No. 8,\nMissouri State Teachers Association\n\n"}
{"page": 974, "printed_page": null, "text": "970\n\nNational\n\nEducation\n\nAltheide, Lorene (Teacher), 7217 N. Bristol Dr.,\nNormandy; St. Louis Grade Teachers Associ¬\nation\nArnold, Leah (Principal), Liberty; Missouri State\nTeachers Association\nBeumer, E. H. (Viceprincipal), 646 N. Kirkwood\nRd., Kirkwood; Missouri State.Teachers Asso¬\nciation\nBracken, W. D. (Teacher), 2211 Marion St.,\nSt. Joseph; St. Joseph District No. 8, Missouri\nState Teachers Association\nBragg, Mrs. Elizabeth (Supervisor), 718 Normal\nSt., Springfield; Southwest Teachers Associa¬\ntion\nBrand, James H. (County Superintendent),\nSteelville; Missouri State Teachers Associ¬\nation\nCody, Alice (Teacher), 402 E. Forty-Third St.,\nKansas City; Kansas City Teachers Club\nCottingham, Laura Frances (Teacher), 2651 E.\nTwenty-Ninth St., Kansas City; Kansas\nCity Teachers Club\nCunningham, Marie C. (Teacher), 2209 Missouri,\nSt. Louis; St. Louis District, Missouri State\nTeachers Association\nDeLuce, Olive S. (Professor), State Teachers\nCollege, Maryville; Missouri State Teachers\nAssociation\nDice, Ray (Supervisor), State Department of\nEducation, Maryville; Missouri State Teachers\nAssociation\nDolch, Isabel (Teacher), 401 Westgate, St. Louis;\nSt. Louis District, Missouri State Teachers\nAssociation\nFlahive, Mary (Teacher), 4510 Mill Creek,\nKansas City; Kansas City Teachers Club\nGilmore, Nell (Teacher), 5235 Waterman, St.\nLouis; St. Louis District, Missouri State\nTeachers Association\nGoza, Gilbert C. (Superintendent), Maryland\nHeights; Missouri State Teachers Association\nHawkins, George L. (Acting Superintendent),\n4961 Lotus, St. Louis; St. Louis District,\nMissouri State Teachers Association\nHeidemann, Lily K. (Teacher), 4434 Red Bud,\nSt. Louis; St. Louis District, Missouri State\nTeachers Association\nHickey, Dora (Teacher), 5088 Vernon, St. Louis;\nSt. Louis District; Missouri State Teachers\nAssociation\nHickey, Philip J. (Secretary-Treasurer), Board of\nEducation, St. Louis; St. Louis District, Mis¬\nsouri State Teachers Association\nHigginbotham, Florence (Teacher), 3100 Bellerive Dr., Normandy; St. Louis District, Mis¬\nsouri State Teachers Association\nHouse, Fred B. (Principal), Warrensburg;\nMissouri State Teachers Association\nInbody, R. M. (Teacher), 19 Hardith Hills,\nWebster Groves; Missouri State Teachers\nAssociation\nJones, Norman R. (Teacher), 5073-A Mardel,\nSt. Louis; St. Louis District, Missouri State\nTeachers Association\nKeith, Everett (State N. E. A. Director), Mis¬\nsouri State Teachers Association Bldg.,\nColumbia; Missouri State Teachers Associa¬\ntion\nKetchum, A. Lucille (Teacher), Kings-Way\nHotel, St. Louis; St. Louis Grade Teachers\nAssociation\nKing, Lloyd W. (State Superintendent), State\nDepartment of Education, Jefferson City;\nMissouri State Teachers Association\nLamkin, Uel W. (President), Northwest State\nTeachers College, Maryville; Missouri State\nTeachers Association\nLongshore, Blanche (Teacher), 520 W. Forty\nSt., Kansas City; Association of High School\nWomen\nLyster, May (Teacher), 5137 Waterman, St.\nLouis; St. Louis Grade Teachers Association\nMcCarthy, Martha Rider (Teacher), 1108 N.\nJefferson, St. Louis; St. Louis Grade Teachers\nAssociation\n\nAssociation\n\nMcDermott, Florence (Teacher), 4733 Beesie\nCourt, St. Louis; St. Louis District, Missouri\nState Teachers Association\nMcNeill, Mrs. Nellie (Teacher), 1023 Main,\nSt. Joseph; St. Joseph District No. 8, Missouri\nState Teachers Association\nMackey, Clarence W. (Principal), Mexico;\nMissouri State Teachers Association\nMeyer, Frances L. (Teacher), 500 N. Quincy,\nSedalia; Sedalia Community Teachers Asso¬\nciation\nMichaelis, Louise (Teacher), 19 Summit, St.\nJoseph; St. Joseph District No. 8, Missouri\nState Teachers Association\nMoberly. Mabel (Supervisor), 594 E. Grand,\nSpringfield; Southwest Teachers District As¬\nsociation\nMurphy, Martha B. (Teacher), 1336 Union Blvd.,\nSt. Louis; St. Louis District, Missouri State\nTeachers Association\nOldham, Virginia (Teacher), 306 W. ThirtyNinth St., Kansas City; Association of High\nSchool Women\nOs-born, Jesse (Professor), 3966 Juniata, St.\nLouis; St. Louis District, Missouri State Teach¬\ners Association\nPaulette, Leonore (Teacher), 6319 Virginia Ave.,\nSt. Louis; St. Louis District, Missouri State\nTeachers Association\nReeves, Christine (Teacher), 3939 McGee, Kan¬\nsas City; Kansas City Teachers Club\nRice, Elizabeth G. (Teacher), 1919 S. Grand\nAve., St. Louis; St. Louis District, Missouri\nState Teachers Association\nRicheson, Virginia (Teacher), 604 Dover PL,\nSt. Louis; St. Louis District, Missouri State\nTeachers Association\nRiley, U. L. (Principal), 3725 Benton Blvd.,\nKansas\nciation City; Missouri State Teachers Asso¬\nSchumacher, Bernice (Teacher), 7266 County\nClub Dr., Pasadena Hills; St. Louis District,\nMissouri State Teachers Association\nSharp, Katharine (Teacher), 2946 Askew, Kansas\nCity; Kansas City Teachers Club\nStaed, Agnes L. (Teacher), 5900 McPherson,\nSt. Louis; St. Louis Grade Teachers Associa¬\ntion\nStanford, Cora Lee (Teacher), LaSalle Hotel,\nKansas City; Kansas City Teachers Club\nTensfeld, Anna E. (Teacher), 1919 S. Grand,\nSt. Louis; St. Louis District, Missouri State\nTeachers Association\nThompson, Anna M. (Teacher), Carlton Hotel,\nKansas City; Association of High School\nWomen\nThomson, Mary Elizabeth (Teacher), 4510 Mill\nCreek, Kansas City; Kansas City Teachers\nClub\nWalker, Thos. J. (Secretary), Missouri State\nTeachers Association, Columbia; Missouri\nState Teachers Association\nWilhelmi, Paula (Teacher), 7369 Pershing, St.\nLouis, St. Louis District, Missouri State Teach¬\ners Association\nWilliams, H. D. (Superintendent), Craig; North¬\nwest Missouri Teachers Association\nWinkelman, Mathilda (Teacher), 3912 Russell\nAve., St. Louis; St. Louis District, Missouri\nState Teachers Association\nWise, H. A. (Director, Training School), 756 E.\nLombard, Springfield; Southwest Teachers\nDistrict Association\nMONTANA\nBruner, T. A. (Superintendent), Harlem; Mon¬\ntana Education Association\nDahl, Signa (Teacher), Hardin; Montana Edu¬\ncation Association\nHiggins, Georgia M. (Teacher), Bozeman;\nMontana Education Association\nRulien, Esther (Teacher), Box 28, Bozeman;\nMontana Education Association\nTobias, Edna (Teacher), Hardin; Montana Edu¬\ncation Association\n\n"}
{"page": 975, "printed_page": null, "text": "List of Delegates\n\nNEBRASKA\nBurnham, Archer L. (Executive Secretary),\nNebraska State Teachers Association, 605\nS. Fourteenth St., Lincoln; Nebraska State\nTeachers Association\nCross, A. J. Foy (Director of Instruction), City\nHall, Sixth Floor, Omaha; Nebraska State\nTeachers Association\nDonoho, Pearl (Teacher), 3518 Burt St., Omaha;\nOmaha Teachers Forum\nGoerge,\nIra Association\n(Teacher), O’Neill; Nebraska State\nTeachers\nHarrell, A. G. (Director of Music), 1606 Eighth\nAve., Kearney; Nebraska State Teachers\nAssociation\nHorn, Gunnar (Teacher), 5006 Walnut, Omaha;\nOmaha Teachers Forum\nHumann, Julius A. (Teacher), 4860 Lowell St.,\nLincoln; Lincoln Teachers Association\nLichtenberger, A. R. (Superintendent), Beaver\nCity; Nebraska State Teachers Association\nLiebendorfer, G. F. (Superintendent), Sidney;\nNebraska State Teachers Association\nLiljegren, Alice (Supervisor), Twenty-Second\nand Jones Sts., Omaha; Omaha Teachers\nForum\nLong, Mrs. Natalie C. (Teacher), 1829 M St.,\nLincoln; Nebraska Womens Educational Club\nMcAfee, F. Ethel (Teacher), 2722 N. FiftyEighth, Omaha; Omaha Teachers Forum\nMcGee, Gale W. (Teacher), 914 W. TwentyThird, Kearney; Kearney Teachers Association\nMaynard, Marion (Teacher), Twenty-Second\nand Jones Sts., Omaha; Omaha Teachers\nForum\nMuir, Sarah T. (Ex Officio), Head, English De¬\npartment, 1801 S. Seventeenth St., Lincoln\nNicholas, W. L. (Superintendent), Garden\nCounty High School, Oshkosh; Nebraska\nState Teachers Association\nRobinson, Alice (State N. E. A. Director),\nTeacher, State Teachers College, Kearney;\nFaculty Group of the Nebraska State Teachers\nCollege\nStarn, Bertha (Supervisor), Beatrice; Nebraska\nWomens Educational Club\nWells, Mrs. D. Maude (Teacher), 4808 Dodge,\nOmaha; Omaha Teachers Forum\nNEVADA\nBernes, A1 (Principal), Hawthorne; Nevada\nState Educational Association\nBlack, Mary S. (Principal), Battle Mountain;\nNevada State Educational Association\nDuncan, Glenn (Teacher), Ely; Nevada State\nEducational Association\nDunn, Helen (Teacher), Billinghurst Junior High\nSchool, Reno; Nevada State Educational As¬\nsociation\nWarren, J. R. (State N. E. A. Director), Princi¬\npal, 524 Walker, Reno; Nevada State Educa¬\ntional Association\nWilcox, Frank (Principal), Panaca; Nevada State\nEducational Association\nNEW\n\nHAMPSHIRE\n\nArthur, Beatrice M. (Head, Commercial De¬\npartment), 499 Middle St., Portsmouth; Rock¬\ningham County Teachers Association\nDowney, Edmund B. (Submaster), 22a Fairmount St., Nashua; New Hampshire State\nTeachers Association\nDowney, Mrs. E., 22a Fairmount St., Nashua;\nNew Hampshire State Teachers Association\nEwing, Lyle Wilson (State N. E. A. Director),\nBible Hill, Claremont; New Hampshire State\nTeachers Association\nEwing, Mrs. Lyle, Bible Hill, Claremont; New\nHampshire State Teachers Association\nNEW\n\nJERSEY\n\nAdams,\nA. Virginia\n(Principal1),\nLandis Ave.,\nVineland;\nNew Jersey\nEducationE. Association\n\n971\n\nBarnes, Mary D. (Teacher), Continental School,\nElizabeth; New Jersey Education Association\nBrown, Lelia O. (Teacher), Summer Avenue\nSchool, Newark; New Jersey Education Asso¬\nciation\nDeDan, Valentina (Teacher), Haverford Apts.,\nAtlantic City; New Jersey Education Associa¬\ntion\nDugan, John E. (Assistant Principal), 221 Moore\nSt., Princeton; Mercer County Teachers Asso¬\nciation\nEichelberger, Percy S. (Principal), High School,\nCollingswood ; New Jersey Education Associ¬\nation\nFidler, William L. (Principal), High School,\nAudubon; New Jersey Education Association\nFoss, Herman M. (Teacher), 217 Pingree Ave.,\nTrenton; Trenton Teachers Association\nGarrison, Harvey K. (Principal), Vine Street\nSchool, Bridgeton; New Jersey Education\nAssociation\nGoodfellow, Raymond C. (Director, Business\nEducation), Board of Education, Newark;\nEastern Commercial Teachers Association\nHardester, Mildred V. (Teacher), Washington\nSchool, West Orange; New Jersey Education\nAssociation\nHill, Harry S. (County Superintendent), 311\nReading Ave., Trenton; New Jersey Education\nAssociation\nJohnson, Laurence B. (Coordinating Assistant),\n51 W. State St., Trenton; New Jersey Edu¬\ncation Association\nKanehann, Mary A. (Teacher), 387 Fourth Ave.,\nNewark; Newark Teachers Association\nLatham, Minnie (Teacher), 700 Billings Ave.,\nPaulsboro; Gloucester County Teachers Asso¬\nciation\nLord, Lucy A. (Teacher), Park PL, and Pacific\nAve., Atlantic City; Atlantic City Teachers\nAssociation\nMichael, Raymond S. (Principal), Junior High\nSchool No. 3, Trenton; New Jersey Educa¬\ntion Association\nMorton, Mrs. Gertrude G. (Viceprincipal), 12\nBrookdale Rd., Bloomfield; Newark Teachers\nAssociation\nMovrad, Constance S. (Teacher), 147 Pinewood\nPL, W. Englewood; Hackensack Education\nAssociation\nNenycz, Jennie (Teacher), 91 Lang St., Newark;\nHigh School Womens Association\nPage, Mrs. Grace (Teacher), Taber; Classroom\nTeachers of the Department of Elementary\nEducation of New Jersey\nPorreca, Lena M. (Teacher), School No. 1, Hack¬\nensack; New Jersey Education Association\nPrice, Florence H. (Teacher), 31 Washington St.,\nEast Orange; Grade Teachers Organization of\nNewark\nRoche, Juliet M. (Teacher), 280 San Nostrand\nAve., Jersey City; New Jersey Education Asso¬\nciation\nShugart, Lehman C. (Teacher), 34 Melrose Ter¬\nrace, Elizabeth; Elizabeth Teachers Associa¬\ntion\nStratton, Mason A. (Principal), Brighton Avenue\nSchool, Atlantic City; New Jersey Education\nAssociation\nTalbot, Margaret N. (Teacher), Junior High\nSchool No. 3, Trenton; New Jersey Education\nAssociation\nTeague, Mrs. Anna (Teacher), 325 Monroe St.,\nBoonton; Classroom Teachers of the Depart¬\nment of Elementary Education of New Jersey\nTew, Derwood J. (Supervisor), City Hall, Cam¬\nden; New Jersey Education Association\nTustin, James F. (Supervising Principal), 1264\nBordentown Ave., South Amboy; New Jersey\nEducation Association\nWood, Mrs. Anne (Teacher), 18 S. Fredericks¬\nburg Ave., Margate; Classroom Teachers of\nthe Department of Elementary Education of\nNew Jersey\n\n"}
{"page": 976, "printed_page": null, "text": "972\n\nNational\n\nNEW\n\nEducation\n\nMEXICO\n\nGuerin, F. A. (County Superintendent), Las\nVegas; New Mexico Educational Association\nHunt, R. L. (Ex Officio), Professor, College of\nAgriculture and Mechanic Arts, State College\nLaughlin, Bernice (Teacher), Elida; Albuquerque\nClassroom Teachers Association\nMiller, J. Cloyd (Superintendent), Deming;\nNew Mexico Educational Association\nMilne, John (Superintendent), Albuquerque;\nNew Mexico Educational Association\nMullins, R. J. (State N. E. A. Director), Execu¬\ntive Secretary, New Mexico Educational Asso¬\nciation, 114 E. Marcy St., Santa Fe; New Mex¬\nico Educational Association\nSteiner, J. P. (Superintendent), Portales; New\nMexico Educational Association\nThomas, R. N. (County Superintendent), Carls¬\nbad; New Mexico Educational Association\nNEW\n\nYORK\n\nAnderson, Rachel Evans (Head, Science Depart¬\nment), Andrew Jackson High School, St.\nAlbans; High School Teachers Association of\nNew York City\nArmitage, Edith E. (Teacher), 28 Howard St.,\nAuburn; New York State Teachers Association\nArning, Alexander L. (Principal), Harrison High\nSchool, Harrison; Westchester County Teach¬\ners Association\nArnold, Frank J. (Head of Annex of Haaren High\nSchool), 130 W. Forty-Second St., New York\nCity; High School Teachers Association of\nNew York City\nArnold, Mrs. Marie M. (Head, Secretarial De¬\npartment), Eastern District High School,\nBrooklyn; High School Teachers Association\nof New York City\nBaldwin, Helen L. (Principal), 3521 Eightieth St.,\nJackson Heights; Queensboro Teachers Asso¬\nciation\nBarrett, Mrs. Catherine O’C. (Teacher), 361\nGreen St., Syracuse; Syracuse Teachers Asso¬\nciation\nBender, Hilda M. (Teacher), 595 Main St.,\nEbenezer; Buffalo Teachers Federation, Inc.\nBroderick, Lillian (Teacher), 216 Park Ave.,\nYonkers; Yonkers Teachers Association\nBrown, Frances (Teacher), 301 N. Main St.,\nGloversville; New York State Teachers Asso¬\nciation\nCampbell, Etha Margaret (Teacher), 4529 Car¬\npenter Ave., Bronx; Kindergarten-Six B\nTeachers Association, Inc.\nEberlin, Harry W. (Teacher), 8710 214 St.,\nQueens Village; Queensboro Teachers Asso¬\nciation\nEvans, May (Teacher), 175 W. Ninety-Third St.,\nNew York City; Kindergarten-Six B Teachers\nAssociation, Inc.\nFahey, Sara H. (Teacher), 122 W. 75th St., New\nYork City; High School Teachers Association\nof New York City\nFerguson, Ruth O. (Teacher), 8 N. Ninth Ave.,\nMt. Vernon; Mt. Vernon Teachers Association\nFolts, Blanche (Teacher), 82 Fremont St.,\nGloversville; New York State Teachers Asso¬\nciation\nFriel, Leon C. (Teacher), 186 Virginia Ave.,\nRochester; Rochester Teachers Association\nFriend, Constance (Teacher), 420 W. TwentyFourth St., New York City; KindergartenSix B Teachers Association, Inc.\nHall, Helen (Teacher), 30 Orchard St., Glovers¬\nville; New York State Teachers Association\nHarney, Laura B. (Librarian), 7 N. Ninth Ave.,\nMt. Vernon; Mt. Vernon Teachers Association\nHastings, Elinor I. (Teacher), Washington\nIrving High School, 40 Irving Place, New York\nCity; High School Teachers Association of\nNew York City\nHatfield, Mrs. Dora B. (Teacher), 8 Chapel Rd.,\nKenmore; New York State Teachers Associa¬\ntion\n\nAssociation\n\nHendrie, William E. (Principal), Greenlawn;\nQueensboro Teachers Association\nImhof, Leona (Teacher), 152 Birmington St.,\nRochester; Rochester Teachers Association\nJones, Hiram A. (Director, Division of Health &\nPhysical Education), State Education Depart¬\nment, Albany; New York State Teachers Asso¬\nciation\nKeats, Samuel (Teacher), 7 Penston Rd.,\nBinghamton; Binghamton Teachers Associa¬\ntion\nKent, Dorothy (Teacher), 349 Argonne Dr.,\nKenmore; New York State Teachers Asso¬\nciation\nLaw, Frederick Houk (State N. E. A. Director),\nHead, English Department, Stuyvesant High\nSchool, New York City; High School Teachers\nAssociation of New York City\nLawlor, Mary (Principal), Salem Hyde School,\n731 Ostrum Ave., Syracuse; New York State\nTeachers Association\nLewis, Ernest D. (Head, Social Studies Depart¬\nment), Evander Childs High School, Bronx;\nHigh City\nSchool Teachers Association of New\nYork\nLindlof, Johanna M. (Commissioner of Educa¬\ntion), 110 Livingston St., Brooklyn; Kinder¬\ngarten-Six B Teachers Association, Inc.\nMacWilliams, Ethelea (Teacher), 707 Sumner\nAve., Syracuse; Syracuse Teachers Associa¬\ntion\nMaywalt, Dorothy J. (Teacher), Auburn Teachers\nAssociation, 137 E. Genesee St., Auburn;\nAuburn Teachers Association\nO’Connell, Florence (Teacher), 82 Fremont St.,\nGloversville; Gloversville Teachers Associ¬\nation\nOppenheim, Mrs. Elizabeth (Teacher), 821 W.\nChurch St., Elmira; Elmira Women Classroom\nTeachers Association\nPeixotto, Mrs. Bridget C. (Principal), 274 Beach\n141st St., Belle Harbor, New York City;\nQueensboro Teachers Association\nRockwell, Rena (State N. E. A. Director), 364\nW. Clinton St., Elmira; New York State\nTeachers Association\nSchefinger, Florence (Teacher), 343 Ave. B,\nRochester; Rochester Teachers Association\nShea, Mrs. C. H. (Teacher), 831 James St.,\nSyracuse; Women\nHigh School Teachers\nAssociation\nTarbell, Emily A. (Teacher), 235 Glenwood Ave.,\nSyracuse; Teachers Welfare League of New\nYork State\nTuggey, Howard B. (Teacher), 423 S. Columbus\nAve., Mt. Vernon; Mt. Vernon Teachers Asso¬\nciation\nWeeks, Zoraida E. (Assistant Editor), 152 Wash¬\nington Ave., Albany; New York State Teachers\nAssociation\nWelch, Mrs. Marguerite S. (Teacher), 165\nSearlwyn Rd., Syracuse; Syracuse Teachers\nAssociation\nWilson, Martin (Head, Social Studies Depart¬\nment), 88 Ogden Ave., White Plains; High\nSchool Teachers Association of New York City\nNORTH\n\nCAROLINA\n\nAlexander, Margery (Teacher), Route No. 2,\nBox 78, Derita; North Carolina Education\nAssociation\nAllison, J. L. (Teacher), Law Bldg., Asheville;\nNorth Carolina Education Association\nButler, Mrs. A. K. (Teacher), Lumberton;\nNorth Carolina Education Association\nHaigwood, Marie (Teacher), Cabarras Hall,\nKannapolis; Kannapolis Unit of the North\nCarolina Education Association\nHale, Maude (Teacher), Hanes High School,\nWinston-Salem ; Winston-Salem Classroom\nTeachers Association\nHall, Kathleen (Teacher), 306 Corona St.,\nWinston-Salem; Winston-Salem Classroom\nTeachers Association\nJoyner, C. R. (Principal), Winston-Salem;\nCarolina Education Association\n\nNorth\n\n"}
{"page": 977, "printed_page": null, "text": "List\n\nof\n\nDelegates\n\nLafferty, Oma (Teacher), 1960 Crescent Ave.,\nCharlotte; Charlotte Teachers Association\nMcDonald, Agnes (Teacher), 406 Bland wood\nAve., Greensboro; North Carolina Education\nAssociation\nMcDonald, Annie Laurie (Teacher), 1527 Twelfth\nand One-Half St., Hickory; Hickory Unit of\nthe North Carolina Education Association\nMiller, J. E. (Principal), Washington;\nCarolina Education Association\n\nNorth -\n\nPhillips, K. G. (Principal), Winston-Salem;\nNorth Carolina Education Association\nSwindell, Annie H. (Teacher), 1408 N. Mangum\nSt., Durham; Durham Teachers Association\nThomas, F. Edgar (Teacher), 1025 N. Elm St.,\nGreensboro; Greensboro Classroom Teachers\nAssociation\nTownsend, Caddie (Teacher), Hickory; Hickory\nClassroom Teachers Association\nWarren, W. F. (Superintendent), 909 N. Gregson\nSt., Durham; Durham Teachers Association\nNORTH\n\nDAKOTA\n\nHanna, George W. (State N. E. A. Director),\nSuperintendent, Valley City; North Dakota\nEducation Association\nMcCurdy, M. E. (Secretary), North Dakota\nEducation Association, Fargo; North Dakota\nEducation Association\nScott, Charles E. (President), Teachers College,\nDickinson; North Dakota Education Associ¬\nation\nSkewes, George E. (Professor), Teachers Col¬\nlege, Mayville; North Dakota Education Asso¬\nciation\nStevenson, Adeline (Teacher), Fargo; North\nDakota Education Association\nTighe, B. C. B. (Ex Officio), Principal, Senior\nHigh School, Fargo\nOHIO\nAdams, Fay (Teacher), The Alexandra No. 21,\nCincinnati ; Cincinnati T eachers Association\nAmerine, I. R. (Teacher), Galloway; Columbus\nTeachers Federation\nAshbaugh, E. J. (Dean), Miami University,\nOxford; Ohio Education Association\nAufderheide, Elizabeth (Teacher), 639 Vinton\nSt., Toledo; Ohio Education Association\nAult, H. M. (Teacher), 750 Mallison Ave.,\nAkron; Akron Teachers Association\nBadgley, H. J. (Superintendent), Bethel; Cler¬\nmont County Teachers Association\nBartlett, E. C. (Teacher), 1108 Hurd Ave.,\nFindlay; Findlay Teachers Association\nBeach, S. A. (Superintendent), Middle Point;\nVan Wert County Teachers Association\nBliss, Walton B. (Executive Secretary), Ohio\nEducation Association, 1221-28 Beggs Bldg.,\nColumbus; Ohio Education Association\nBoland er, Audrey (Teacher), 459 S. Prospect St.,\nMarion; Marion Education Association\nBollmann, Ella L. (Teacher), 3165 Vine, Cin¬\ncinnati; Cincinnati Teachers Association\nBopp, Earl F. (Teacher), 928 Roanoke Rd.,\nCleveland Heights; Ohio Education Associ¬\nation\nBoyce, Kate L. (Editor), 35 Lorens Ave., Dayton;\nDayton Classroom Teachers Association\nBoyd, Margaret (Teacher), 1239 Ridge Ave.,\nSteubenville; Ohio Education Association\nBradley, Helen (Principal), 2349 Ashland Ave.,\nCincinnati; Ohio Education Association\nBrown, Eloise (Teacher), 420 N. Jameson, Lima;\nLima Teachers Association\nBrown, Eugenie J. (Teacher), Tudor Arms Hotel,\nCleveland; Cleveland Teachers Association\nBurgess, Anna E. (Principal), 1940 E. EightySecond St., Cleveland; Ohio Education Asso¬\nciation\nBurkhart, Mrs. Nellie K. (Teacher), Lebanon;\nOhio Education Association\nCadwallader, R. W. (Assistant Principal), 3631\nBrentwood Ave., Cincinnati; Cincinnati School¬\nmasters Club\n\n973\n\nCarleton, Clayton H. (Teacher), 225 Belvedere\nAve., Warren; Ohio Education Association\nColleen, Carl (County Superintendent), Akron;\nOhio Education Association\nCordray, Mildred (Teacher), 836 Adair Ave.,\nZanesville; Zanesville Teachers Association\nCourtier, Frances (Teacher), 937 Bryden Rd.,\nColumbus; Columbus Teachers Federation\nCourtney, C. V. (Teacher), 6520 Erie St., Sylvania; Ohio Education Association\nDale, C. S. (Teacher), 710 Waller St., Ports¬\nmouth; Ohio Education Association\nDavis, Jennie L. (Teacher), 88 E. McMillan\nSt., Cincinnati; Cincinnati Teachers Associa¬\ntion\nDehn, A. O. (County Superintendent), Port\nClinton; Ohio Education Association\nDeMar, Sara J. (Teacher), 7212 Miami Ave.,\nMadeira; Norwood Teachers Association\nDriver, Earl B. (Superintendent), Carey; Ohio\nEducation Association\nEdwards, Margaret (Teacher), 320 Tenth St.,\nElyria; Elyria Education Association\nEdwards, P. B. (Superintendent), 130 Hoover\nSt., Newark; Ohio Education Association\nFortman, Velma H. (Teacher), 3835 Cass Ave.,\nCincinnati; Cincinnati Teachers Association\nGarver, V. A. (Superintendent), Public Schools,\nRittman; Ohio Education Association\nGeckeler, Christ F. (Teacher), 511 Harrison Ave.,\nHamilton;\nHamilton Classroom Teachers Asso¬\nciation\nGibbs, Mrs. Helen (Teacher), 377 W. First St.,\nDayton; Ohio Education Association\nGiles, Alice (Teacher), 3560 Stoer Rd., Shaker\nHeights; Shaker Heights Teachers Association\nHardy, Esther R. (Teacher), 108 S. Monroe,\nFremont; Ohio Education Association\nHarkness, Charles S. (County Superintendent),\nCourt House, Bowling Green; Wood County\nTeachers Association\nHousley, Florence F. (Teacher), 1229 Louisiana\nAve.,\nN. W., Canton; Ohio Education Associa¬\ntion\nHowey, Gayle (Dean), 842 W. North, Lima;\nLima Teachers Association\nImhoff, Grover C. (Teacher), 5100 Biddulph\nAve., Cleveland; Ohio Education Association\nJaynes, Lucille R. (Teacher), 736 S. Cassingham\ntion Rd., Columbus; Ohio Education Associa¬\nKnieling, Marion E. (Teacher), 1895 E. NinetySeventh St., Cleveland; Cleveland Teachers\nAssociation\nKrumm, Helen (Teacher), 416 S. Twenty-Second\nSt., Columbus; Ohio Education Association\nLarsen, Herbert B. (Teacher), 20530 Westwood\nAve., Lakewood; Lakewood Teachers Asso¬\nciation\nLayton, C. M. (Superintendent), Wooster; Ohio\nEducation Association\nLeach, H. W. (Teacher), 817 Brice Ave., Lima;\nOhio Education Association\nLowery, J. G. (Teacher), 160 Stormont St., New\nConcord; Ohio Education Association\nLucal, Ira D. (Assistant Secretary), 187 Beech\nSt., Berea; Cleveland Teachers Association\nLutz, Stanley (Principal), 141 E. Broadway,\nAlliance; Ohio Education Association\nLyons, Harley K. (Teacher), 3460 Bevis Ave.,\nCincinnati; Cincinnati Teachers Association\nMcDonough, Ethel H. (Teacher), 3235 Griest\nAve., Cincinnati; Cincinnati Teachers Asso¬\nciation\nMitten, Stanley (Teacher), 1589 Sixth St., Cuya¬\nhoga Falls; Ohio Education Association\nMonroe, Margaret E. (Teacher), 262 N. Cooper\nSt., Lockland; Cincinnati Teachers Association\nMorton, Byron (Superintendent), Vandalia;\nMontgomery County Teachers Association\nMurray, A. B. (Principal), 220 Green St., Wash¬\nington Court House; City Teachers Association\nof Washington Court House\nNichols, Vera H. (Teacher), 224 Washington St.,\nN. E., Warren; Warren City Classroom Teach¬\ners Association\n\n"}
{"page": 978, "printed_page": null, "text": "974\n\nNational\n\nEducation\n\nPalmer, Ellen (Teacher), 203 S. Balch St., Akron;\nOhio Education Association\nPeck, Corda E. (Teacher), 292 E. 151st St.,\nCleveland; Cleveland Teachers Association\nPenn, Mrs. Ella (Teacher), 439 Clinton Heights\nAve., Columbus; Columbus Teachers Fed¬\neration\nPropst, J. H. (Principal), 923 Cumberland Ave.,\nDayton; Ohio Education Association\nRausch, Calvin P. (County Superintendent),\nRavenna; Ohio Education Association\nRoberson, H. C. (Teacher), 958 Richie Ave.,\nLima; Ohio Education Association\nRoberts, Carl H. (Teacher), 39 Grosvenor St.,\nAthens; Ohio Education Association\nReese, L. W. (State N. E. A. Director), Superin¬\ntendent of Schools, Washington Court House;\nOhio Education Association\nRunyan, Ruth (Teacher), 146 Woolper Ave.,\nCincinnati; Ohio Education Association\nRush, Abby (Teacher), 1092 Homewood Dr.,\nLakewood; Lakewood Teachers Association\nScheetz, Harvey A. (Principal), 1514 Woodrow\nAve., Mayfield Heights; Cuyahoga County\nTeachers Association\nSeitz, M. F. (Teacher), 806 E. Vine St., Lima;\nLima Teachers Association\nSenger, Harry L. (Assistant Principal), 347\nWarren Ave., Cincinnati; Cincinnati Teachers\nAssociation\nShoemaker, Don (Teacher), 2424 Elsmere Ave.,\nDayton; Dayton Classroom Teachers Asso¬\nciation\nSmeltz, E. E. (Principal), 3407 Superior Pk.\nDr., Cleveland Heights; Ohio Education Asso¬\nciation\nSmith, J. H. (Teacher), 395 Forest St., Marion;\nMarion Education Association\nSmith, Jeanette (Teacher), 617 Larzelere Ave.,\nZanesville; Zanesville Teachers Association\nSoller, Karl J. (Teacher), 4301 Helena Ave.,\nYoungstown; Youngstown Education Associa¬\ntion\nStanton, B. F. (Ex Officio), Superintendent of\nSchools, Alliance\nSutherland, Anne (Teacher), Havlin Hotel, Cin¬\ncinnati; Cincinnati Teachers Association\nThomas, Alma (Teacher), 3028 Somerton Rd.,\nCleveland Heights; Ohio Education Associa¬\ntion\nThomas, Charles A. (Teacher), 2101 Harshman\nBlvd., Springfield; Springfield Teachers Asso¬\nciation\nVordenberg, Kenneth E. (Teacher), 4524 Whetsel Ave., Cincinnati; Cincinnati Teachers Asso¬\nciation\nWallace, Louise (Teacher), 1364 S. Ohio Ave.,\nColumbus; Columbus Teachers Federation\nWalter, John F. (Teacher), 34 Erskine Ave.,\nYoungstown; Ohio Education Association\nWalter, Z. M. (Superintendent), Public Schools,\nWyoming; Ohio Education Association\nWashington, Dudley (Teacher), 20 Westminster\nAve., Dayton; Dayton Classroom Teachers As¬\nsociation\nWigton, C. E. (Superintendent), 219 W. Lorain,\nOberlin; Ohio Education Association\nWilliams, Elda (Teacher), 3579 Randolph Rd.,\nCleveland Heights; Cleveland Teachers Asso¬\nciation\nYoung, Franklin M. (Principal), 1027 E. Maple\nAve., Miamisburg; Ohio Education Association\nOKLAHOMA\nChamberlain, D. Edna (Teacher), 1339 S. Nor¬\nfolk, Tulsa; Tulsa Classroom Teachers Asso¬\nciation\nClevenger, Earl (Teacher), 1026 E. Edwards,\nEdmond; Oklahoma Education Association\nConner, Carolyn (Teacher), 1200 N. W. FortyThird; Oklahoma City; Department of Class¬\nroom Teachers, Oklahoma Education Associa¬\ntion\nConner, J. Carl (Ex Officio), Principal, 2619 N.\nHarvey, Oklahoma City\n\nAssociation\n\nDuke, E. A. (Supervisor), Room 330, State Capi¬\ntol, Oklahoma City; Oklahoma Education As¬\nsociation\nFrank, Anna (Teacher), Adams Hotel, Tulsa;\nDepartment of Classroom Teachers, Oklahoma\nEducation Association\nFrank, Kate (State N. E. A. Director), Central\nHigh School, Muskogee; Department of Class¬\nroom Teachers, Oklahoma Education Associa¬\ntion\nGreen, Ruth E. (Teacher), 1809 N. Cross, Okla¬\nhoma City; Oklahoma City Classroom Teach¬\ners Association\nGreer, Lucile Faye (Teacher), 311 E. Hazel,\nPonca City; Department of Classroom Teach¬\ners, Oklahoma Education Association\nGreer, Marian (Teacher), 311 E. Hazel, Ponca\nCity; Department of Classroom Teachers,\nOklahoma Education Association\nHowell, C. M. (Executive Secretary), Oklahoma\nEducation Association, 316 Key Bldg., Okla¬\nhoma City; Oklahoma Education Association\nLee, Betsy Ross (Teacher), 627 Jefferson,\nMuskogee; Muskogee Teachers Association\nMcDonald, Mrs. Gladys (Teacher), 2401 N. W.\nTwenty-Second St., Oklahoma City; Oklahoma\nEducation Association\nMagee, Maurice (Principal), 1115 S. Evanston,\nTulsa; Tulsa Classroom Teachers Association\nPlummer, Mrs. James (Teacher), 418 S. Elm,\nPonca City; Ponca City Teachers Association\nRobison, Maurine (Teacher), 317 Fredonia,\nMuskogee; Muskogee Teachers Association\nScott, Vae (Teacher), 703 S. Evanston, Tulsa;\nTulsa Classroom Teachers Association\nSmith, Annetta (Teacher), 514 N. Fifteenth,\nMuskogee; Muskogee Classroom Teachers\nAssociation\nSouthard, Elizabeth (Teacher), 115 N. College,\nTulsa; Tulsa Classroom Teachers Association\nTemple, D. E. (Teacher), 215 Masonic Temple,\nTulsa; Tulsa Classroom Teachers Association\nVan Sandt, Irene (Teacher), 512 N. W. ThirtyFirst, Oklahoma City; Oklahoma City Class¬\nroom Teachers Association\nWiggins, Inez (Teacher), Pawnee; Oklahoma\nEducation Association\nWiggins, Jodie (Teacher),\nEducation Association\n\nPawnee;\n\nOklahoma\n\nOREGON\nAdams, H. W. (Superintendent), Silverton;\nOregon State Teachers Association\nBeck, A. L. (Superintendent), Jacksonville;\nOregon State Teachers Association\nDavey, Mrs. Hope (Teacher), 5915 N. E. TwentyThird Ave., Portland; Portland Grade Teachers\nAssociation\nFitzpatrick, F. C. (Superintendent), Stanfield;\nOregon State Teachers Association\nFitzpatrick, Gertrude (Teacher), Box 58, Stan¬\nfield; Portland Grade Teachers Association\nFoord, Phillip E. (Teacher), 2005 N. E. High¬\nland St., Portland; Portland High School\nTeachers Association\nFull, Evelyn (Teacher), Box 664, Route No. 12,\nMilwaukie; Portland Grade Teachers Associa¬\ntion, Inc.\nHunter, Frederick M. (Chancellor), State System\nof Higher Education, Eugene; Oregon State\nTeachers Association\nJelinek, Betty (Teacher), 312 N. Twelfth St.,\nCorvallis; Oregon State Teachers Association\nJohnston, W. A. (Principal), Stanton School,\nToledo; Oregon State Teachers Association\nLessing, Marie (State N. E. A. Director), 5764\nN. E. Garfield St., Portland; Portland Grade\nTeachers Association, Inc.\nLight, Floyd (Principal), Union High School,\nDrain; Oregon State Teachers Association\nMcLaughlin, Ada (Teacher), Box 235, Route No.\n12, Milwaukie; Portland Grade Teachers Asso¬\nciation, Inc.\nMessenger, Sophie, (Supervisor), Prineville;\nOregon State Teachers Association\n\n"}
{"page": 979, "printed_page": null, "text": "List\n\nof\n\nSeabrook, Mabel (Teacher), 4407 S. W. Cor¬\nbett St., Portland; Portland Grade Teachers\nAssociation, Inc.\nSmith, Elphe K. (Teacher), Route No. 1, Tigard ;\nOregon Department Classroom Teachers\nSorensen, Anna M. (Teacher), 5915 S. E. Taylor\nSt., Portland; Portland Grade Teachers Asso¬\nciation, Inc.\nWilliams, Esther (Supervisor), West Linn Inn,\nWest Linn; Oregon State Teachers Association\nPENNSYLVANIA\nAdams, Wilmot J. (Teacher), 3718 Taylor Ave.,\nDrexel Hill; Pennsylvania State Education\nAssociation\nAlbertson, David H. (Teacher), Roseville Rd.,\nRoute No. 3, Lancaster; Pennsylvania State\nEducation Association\nAltland, Minnie Marie (Teacher), 553 W. King\nSt., York; York City Teachers Association\nAmalong, Raymond H. (Teacher), Route No. 3,\nGreensburg; Pennsylvania State Education\nAssociation\nBaird, L. E. (Teacher), Mill City; Pennsylvania\nState Education Association\nBaugher, Aaron M. (Principal), Marysville;\nPennsylvania State Education Association\nBaum, Willis A. (Teacher), 615 Montieth St.,\nKittanning; Pennsylvania State Education As¬\nsociation\nBeggs, Homer W. (Teacher), 905 Dixon St.,\nMunhall; Pennsylvania State Education Asso¬\nciation\nBoehm, Charles H. (Assistant County Superin¬\ntendent), Morrisville; Pennsylvania State Edu¬\ncation Association\nBraden, James R. (Principal), 225 Park Ave.,\nWashington; Pennsylvania State Education\nAssociation\nBraun, Laura M. (Teacher), 4909 Sciota St.,\nPittsburgh; Pennsylvania State Education As¬\nsociation\nBriggs, Chester E. (Teacher), 2714 Pioneer Ave.,\nPittsburgh; Pittsburgh Teachers Association\nButler, Rock L. (Principal), Wellsboro; Penn¬\nsylvania State Education Association\nClauss, Edwin D. (Teacher), 2310 Tilghman St.,\nAllentown; Pennsylvania State Education As¬\nsociation\nCobb, A. Lou (Teacher), 510 Merwyn Rd., Narberth; Philadelphia Teachers Association\nCostillo, Helen M. (Principal), 3601 Porvelton\nAve., Philadelphia; Philadelphia Teachers As¬\nsociation\nDavidson, Agnes (Principal), 124 Main St.,\nJohnstown; Pennsylvania State Education As¬\nsociation\nDawson, Robert E. (Viceprincipal), 424 New St.,\nScranton; Pennsylvania State Education As¬\nsociation\nDownie, James T. (District Superintendent),\nBox 303, Punxsutawney; Pennsylvania State\nEducation Association\nDunkelberger, George F. (Professor), Susque¬\nhanna University, Selinsgrove; Pennsylvania\nState Education Association\nEvans, Blanche (Teacher), 4116 Saline St.,\nPittsburgh; Pennsylvania State Education Asciation\nFerguson, Arthur W. (Ex Officio), District Super¬\nintendent, York\nFord, Ida R. (Teacher), 1806 Church Lane,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion\nForsyth, Joseph W. (Teacher), 1424 Comly St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion\nFoster, Blanche (Teacher), Tilden Junior High\nSchool, Philadelphia; Pennsylvania State Edu¬\ncation Association\nFrancis, Thomas (Superintendent), Court House,\nScranton; Pennsylvania State Education Asso¬\nciation\nFritz, Victor R. (Teacher), Oak Lane Tower,\nThirteenth & Sixty-Eighth Ave., Philadelphia;\nPhiladelphia Teachers Association\n\nDelegates\n\n975\n\nGerboth, Agusta (Teacher), 601 W. Fourth St.,\nErie; Erie Teachers Association\nGoll, Reinhold W. (Principal), 1830 Lindley Ave.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion\nGreger, Elizabeth (Teacher), 4560 Baker St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion\nGruber, Paul L. (Teacher), Fifth and Market Sts.,\nPerkasie; Pennsylvania State Education As¬\nsociation\nHaas, Anna Pike (Teacher), 2450 Seventy-Sixth\nAve., Philadelphia; Pennsylvania State Edu¬\ncation Association\nHertzog, J. Alvin (Assistant Principal), 251 E.\nJackson St., York; York City Education Asso¬\nciation\nHills, Clarissa (Teacher), Mayer Apts., Johns¬\ntown; Pennsylvania State Education Associa¬\ntion\nHoover, John L. (Teacher), 1908 Seventh Ave.,\nAltoona; Pennsylvania State Education Asso¬\nciation\nHouk, Dale W. (Supervising Principal), Atlantic\nAvenue Bldg., Forest Hills; Pennsylvania\nState Education Association\nHummel, Wilhelmine E. (Teacher), 7205 Elm¬\nwood Ave., Philadelphia; Philadelphia Teachptq\n\nAccnrifltirm\n\nHuplits, Woodman E. (Teacher), 1911 E. Alle¬\ngheny Ave., Philadelphia; Pennsylvania State\nEducation Association\nJames, Aelfric (Teacher), 801 Spring Garden St.,\nEaston; Easton Teachers Association\nJones, R. Lloyd (Supervising Principal), Shinglehouse; Pennsylvania State Education Asso¬\nciation\nKelley, J. Maclay (Teacher), 506 S. Market St.,\nMechanicsburg; Pennsylvania State Educa¬\ntion Association\nKingsley, Lloyd M. (Teacher), 324 N. Martin\nSt., Titusville; Pennsylvania State Education\nAssociation\nLengel, D. H. H. (Principal), Pottsville; Penn¬\nsylvania State Education Association\nMeagher, Margaret L. (Teacher), 5465 Euclid\nAve., Philadelphia; Philadelphia Teachers As¬\nsociation\nMcGarvey, Edna (Teacher), 502 Highland Ave.,\nCheswick; Pennsylvania State Education As¬\nsociation\nMyers, Edward T. (Principal), 5143 Oakland St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion\nNutt, LeRoy A. (Teacher), 511 N. Center St.,\nGrove City; Pennsylvania State Education As¬\nsociation\nOberholtzer, J. Roy (Teacher), 1511 Greenview\nAve., Reading; Pennsylvania State Education\nAssociation\nO'Dea, Katherine (Supervisor), 169 S. Main St.,\nScranton; Pennsylvania State Education As¬\nsociation\nParry, Samuel D. (Principal), 541 Pelham Rd.,\nPhiladelphia; Teachers Institute of Philadel¬\nPearce, Milton O. (Principal), 5004 Griscom St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion\nphia\nPegg, Harold J. (Principal), 1700 Twenty-Fifth\nAve., Altoona; Altoona Education Association\nPetty, Natalie Anne (Teacher), 221 Park Ave.,\nPittsburg; Pittsburgh Teachers Association\nSchaefer, Harold L. (Principal), Ralston; Penn¬\nsylvania State Education Association\nSchaefer, John P. (Teacher), 4446 Nelson Run\nRd., N. S. Pittsburgh; Pittsburgh Teachers\nAssociation\nSchwieterring, Willa P. (Teacher), 7712 Brashear St., Pittsburgh; Pittsburgh Teachers\nAssociation\nSeamens, Ray E. (Vocational Advisor), 606 Long¬\nview St., Greensburg; Pennsylvania State\nEducation Association\nShaw, Reuben T. (Ex Officio), 834 Real Estate\nTrust Bldg., Philadelphia\n\n"}
{"page": 980, "printed_page": null, "text": "976\n\nNational\n\nEducation\n\nSmith, Milton L. (Principal), Springfield; Penn¬\nsylvania State Education Association\nSnyder, John A. (Principal), 1016 N. New St.,\nBethlehem; Pennsylvania State Education As¬\nsociation\nSohl, Charles E. (Principal), 5436 Oakland St.,\nPhiladelphia; Abington Township Local Asso¬\nciation\nStevens, Willard M. (Teacher), 111 Center Ave.,\nMt. Pleasant; Pennsylvania State Education\nAssociation\nStrecker, Frances E. (Teacher), 1318 Pine St.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion\nStrine, Fern Elizabeth (Principal), 55 N. New¬\nberry St., York; York City Education Associa¬\ntion\nWiley, Roy W. (District Superintendent), 554\nThird St., Butler; Pennsylvania State Educa¬\ntion Association\nWilliamson, Anna (Principal), 1061 Blackridge\nRd., Wilkinsburg; Pennsylvania State Educa¬\ntion Association\nZahn, D. Willard (Principal), 6531 N. Park Ave.,\nPhiladelphia; Philadelphia Teachers Associa¬\ntion\nPUERTO\n\nRICO\n\nMuniz, Alfredo (Professor), University of Puerto\nRico, Rio Piedras; Puerto Rico Teachers As¬\nsociation\nRHODE\n\nRockett, James R. (State N. E. A. Director), Di¬\nrector of Education, State Office Bldg., Pro¬\nvidence; Rhode Island Institute of Instruction\nWalsh, Mary F. (Teacher), 236 Jewett St., Pro¬\nvidence; Rhode Island Institute of Instruction\nCAROLINA\n\nAnderson, W. R. (Superintendent), Woodruff;\nSouth Carolina Education Association\nGramling, A. C. (County Superintendent),\nOrangeburg; South Carolina Education Asso¬\nciation\nHanna, C. B. (Superintendent), Blacksburg;\nSouth Carolina Education Association\nKinard, J. H. (Principal), West Columbia; South\nCarolina Education Association\nMcCown, J. Harold (Principal), Laurel St., Con¬\nway; South Carolina Education Association\nPatton, M. G. (Superintendent), St. George;\nSouth Carolina Education Association\nWingo, J. M. (Principal), Anderson;\nlina Education Association\nSOUTH\n\nTENNESSEE\nBallard, H. T. (Principal), Forrest Hills Blvd.,\nKnoxville; Knoxville Teachers League\nBoullion, Irma (Teacher), 300 Seventh Ave.,\nFountain City; Knoxville Teachers League\nBrindley, Thomas (Principal), 1505 S. Wellington\nSt., Memphis; Memphis Education Associa¬\ntion\nBrixey, Helon (Teacher), 912 Walnut St., Knox¬\nville; Knoxville Teachers League\nClark, Harry (Ex Officio), State N. E. A. Director,\nSuperintendent of Schools, Knoxville\nHamilton, Helen (Teacher), 1243 Overton Park\ntion\nAve., Memphis; Memphis Education Associa¬\nJohnston, Thomas N. (Principal), 226 Keith Ave.,\nKnoxville; Knoxville Teachers League\nMcKeen, Laura Mae (Teacher), 2165 Monroe\nAve.,\ntion Memphis; Memphis Education Associa¬\nOverton, Mary Neal (Teacher), Sneedville; Ten¬\nnessee Education Association\nParrish, Ethel (Teacher), 2014 Twenty-First Ave.\nS., Nashville; Davidson County Education As¬\nsociation\nPeek, A. S. (Principal), 616 Chicamauga Ave.,\nKnoxville; Tennessee Education Association\nUnderwood, R. H. (Principal), Fountain City;\nTennessee Education Association\nWilliams, Margaret (Teacher), 114 N. Williett,\nMemphis; Memphis Education Association\nTEXAS\n\nISLAND\n\nHoward, Marie R. (Teacher), 29 Modena Ave.,\nProvidence; Rhode Island Institute of Instruc¬\ntion\nLaPerche, Raymond C. (Superintendent), 93\nBrandon Rd., Cranston; Rhode Island Insti¬\ntute of Instruction\n\nSOUTH\n\nAssociation\n\nSouth Caro¬\n\nDAKOTA\n\nCarlson, Gustave (Professor), Augustana College,\nSioux Falls; South Dakota Education Associa¬\ntion\nDott, R. O. (Teacher), Pierre; South Dakota\nEducation Association\nHamrin, Joy (Teacher), 315 N. Summit Ave.,\nSioux Falls; Sioux Falls Teachers Association\nLinter, Annamae (Principal), 414 W. Sixteenth\nSt., Sioux Falls; Sioux Falls Teachers Associa¬\ntion\nMead, A. E. (Director), University of South Da¬\nkota, Vermillion; South Dakota Education As¬\nsociation\nStrand, F. A. (Superintendent), Madison; South\nDakota Education Association\nValley, Aurelia (Teacher), Whiteriver; South\nDakota Education Association\n\nAllen, Lizzie Mae (Teacher), 903 E. Fifteenth St.,\nAustin; Texas State Teachers Association\nBates, Mrs. Sue G. (Dean), 1114 Broadway, Gal¬\nveston; Galveston City Teachers Association\nBetts, W. A. (Teacher), 1016 E. Forty-Fourth,\nAustin; Austin Teachers Association\nBoone, Mamie (Principal), 132 E. Twelfth St.,\nDallas ;Texas State Teachers Association\nBurke, Margaret F. (Teacher), 215 S. Pine, San\nAntonio; San Antonio Teachers Council\nCaldwell, Rush M. (State N. E. A. Director), 2527\nRoss Ave., Dallas; Texas State Teachers As¬\nsociation\nCavitt, Elsie (Teacher), 421 E. Ninth, Dallas;\nDallas Grade Teachers Council\nDavid, Mabel (Teacher), 2820 Crawford,\nton; Houston Teachers Association\n\nHous¬\n\nDavis, Gladys (Teacher), 411 N. W. Fifth, Ama¬\nrillo; Amarillo Teachers Club\nFleming, Grace W. (Teacher), 1306 Willard,\nHouston; Houston Teachers Association\nFleming, O. A. (Superintendent), Freeport;\nTexas State Teachers Association\nGrigsby, Sarah (Teacher), 2508 McKinney Ave.,\nDallas; Dallas High School Teachers Associa¬\ntion\nGross, H. R. (Principal), 101 N. Eighth, Edin¬\nburg; Texas State Teachers Association\nHahn, Walter (Teacher), J. L. Long Junior High\nSchool, Dallas; Dallas High School Teachers\nAssociation\nHamilton, W. A. (Principal), c/o Board of Edu¬\ncation, Dallas; Texas State Teachers Asso¬\nciation\nHarris, Joe P. (County Superintendent), 600\nRecords Bldg., Dallas; Texas State Teachers\nAssociation\nHiggins, Marguerite M. (Teacher), Our Lady of\nthe Lake, San Antonio; San Antonio Teachers\nCouncil\nHiggins, Xena (Teacher), 922 N. Clinton, Dallas;\nDallas Grade Teachers Council\nJames, W. A. (Principal), Ball High School, Gal¬\nveston; Texas State Teachers Association\nJohnson, Icie B. (Teacher), 1721 Tyler St., Ama¬\nrillo; Amarillo Teachers Club\nJohnson, Roberta M. (Teacher), 939 W. Elsmere,\nSan Antonio; San Antonio Teachers Council\nLake, Gertrude (Teacher), 1729 N. Henderson,\nDallas; Dallas Grade Teachers Council\n\n"}
{"page": 981, "printed_page": null, "text": "List\n\nof\n\nMarshall, Mrs. Lila Raines (Teacher), 1506 W.\nCincinnati, San Antonio; San Antonio Teach¬\ners Council\nMcClure, Pearl (Teacher), 839 Elsbeth St., Dal¬\nlas; Texas State Teachers Association\nMcFarland, Cora (Teacher), 1729 N. Henderson,\nDallas; Dallas Grade Teachers Council\nMiller, C. C. (Teacher), 233 N. Brighton, Dallas;\nDallas High School Teachers Association\nMurray, Marion (Teacher), 4128 Cole, Dallas;\nDallas High School Teachers Association\nRemy, Kathora (Teacher), 216 Primera Dr., San\nAntonio; San Antonio Teachers Council\nShaw, Ethal (Teacher), 5936 Morningside, Dal¬\nlas; Dallas Grade Teachers Council\nTemple, Fred R. (Teacher), 2109 N. Fifteenth\nSt., Waco; Waco Classroom Teachers Asso¬\nciation\nTennyson, Charles H. (Teacher), Senior High\nSchool, Wichita Falls; Texas State Teachers\nAssociation\nSimons, Gladys (Teacher), Route 6, Box 542,\nFort Worth; Fort Worth Classroom Teachers\nAssociation\nWalker, Mrs. Beulah Keeton (Teacher), Route\n5, Box 245, Dallas; Texas State Teachers As¬\nsociation\nWalls, Ernest M. (Teacher), 808 Sul Ross, Hous¬\nton; Houston Teachers Association\nWaters, Bess (Teacher), 5311 Ridgedale, Dallas;\nDallas Grade Teachers Council\nWheless, Mayme (Teacher), 1918 Ramsey,\nlas; Dallas Grade Teachers Council\n\nDal¬\n\nUTAH\nBanks, Marva (Teacher), 1443 S. Ninth East,\nSalt Lake City; Utah Education Association\nBateman, E. Allen (Superintendent), 47 S.\nSecond West, Logan; Utah Education Associa¬\ntion\nCrawford, C. N. (Teacher), Copperton, Bingham\nCanyon; Jordon Teachers Association\nDial, Willis A. (Teacher), 395 N. Fourth West,\nLogan; Logan Teachers Association\nDroubay, Madeleine (Teacher), 343 Center St.,\nSalt Lake City; Salt Lake Teachers Association\nGardner, Charles C. (Teacher), Bountiful; Utah\nEducation Association\nGardner, F. A. (Principal), Bountiful; Utah Edu¬\ncation Association\nGarff, Minnie (Teacher), 980 Hollywood Ave.,\nSalt Lake City; Utah Education Association\nGunderson, J. D. (Teacher), Garland; Box Elder\nTeachers Association\nHales, Lynn (Teacher), Bountiful; Salt Lake\nTeachers Association\nHallam, Lucille (Teacher), 686 E. Fourth North,\nSpanish Fork; Nebo Teachers Association\nHolt, G. Harold (Teacher), Clearfield; Davis\nCounty Teachers Association\nJeppsen, Norman (Teacher), Box Elder High\nSchool, Brigham City; Utah Education Asso¬\nciation\nJohnson, W. F. (Teacher), 231 E. Second North,\nProvo; Provo City Teachers Association\nKrueger, Grace P. (Librarian), Spanish Fork;\nNebo Teachers Association\nLemmon, Claud C. (Principal), 336 Herbert Ave.,\nSalt Lake City; Granite Teachers Association\nMcDougal, James L. (Principal), Wallsburg;\nWasatch County Teachers Association\nMillward, Mary (Teacher), Grantsville; Tooele\nCounty Teachers Association\nNielson, Lester J. (Principal), 724 Winsor Ave.,\nSalt Lake City; Granite Teachers Association\nPeacock, Mrs. Mildred (Teacher), 320 First Ave.,\nSalt Lake City; Salt Lake Teachers Association\nStearns, Harold (Principal), 840 E. First South,\nSalt Lake City; Salt Lake Teachers Association\nThornton, J. W. (Principal), 410 N. Second East,\nProvo; Utah Education Association\nWalker, Charles B. (Teacher), American Fork;\nUtah Education Association\nWeight, K. E. (Principal), 261 N. Sixth East,\nProvo; Utah Education Association\n\n977\n\nDelegates\n\nWiggins, Francis T. (Principal), 2240 Grant Ave.,\nOgden; Utah Education Association\nWilliams, J. R. (Teacher), Grantsville; Utah Edu¬\ncation Association\nVERMONT\nBigelow, Edwin L. (Superintendent), Manchester\nCenter; Southwestern Vermont Tri-County\nTeachers Association\nHoyt, Margaret (Principal), Longfellow School,\nRutland; Vermont Education Association\nJackson, Marcella (Teacher), State Normal\nSchool, Castleton; Vermont Education Asso¬\nciation\nWiggin, Joseph A. (State N. E. A. Director),\nPrincipal, Brattleboro High School, Brattleboro ;\nVermont Education Association\nWoodruff, Caroline S. (Secretary), Vermont Edu¬\ncation Association, Castleton; Vermont Educa¬\ntion Association\nVIRGINIA\nAdair, Cornelia (Principal), 3208 Hawthorne\ners\nAve., Richmond; League of Richmond Teach¬\nAnthony, Katy V. (Teacher), 1903 Hanover Ave.,\nRichmond; League of Richmond Teachers\nAyres, Sue (Supervisor), Manassas; Virginia\ni Education Association\nBass, Mrs. Evelyn (Teacher), 5306 Dorchester\nRd., Richmond; League of Richmond Teachers\nBerry, Eugenia (Teacher), 512 Mowbray Arch,\nNorfolk; Norfolk Education Association\nButler, S. R. (Principal), 826 W. Princess Anne\nRd., Norfolk; Norfolk Education Association\nChase, Francis S. (Executive Secretary), Vir¬\nginia Education Association, 401 N. Ninth St.,\nRichmond; Virginia Education Association\nCook, Mildred D. (Teacher), 1721 Park Ave.,\nRichmond; Virginia Education Association\nEckman, Hensell (Retired Principal), Pulaski;\nVirginia Education Association\nDeBerry, Nena (Supervisor), 429 N. St. Asaph,\nAlexandria; Virginia Education Association\nGlazebrook, Vivian (Teacher), Savedge; Virginia\nEducation Association\n\nHall, Sidney B. (State Superintendent of Public\nInstruction), State Board of Education, Rich¬\nmond; Virginia Education Association\nHawkins, Mary (Teacher), Clifton Forge; League\nof Richmond Teachers\nHealy, Joseph E. (Superintendent), Virginia\nSchool for the Deaf & Blind, Staunton; Vir¬\nginia Education Association\nJones, Celeste (Teacher), 3313 Floyd Ave., Rich¬\nmond; League of Richmond Teachers\nJoynes, Mrs. Edith B. (State N. E. A. Director),\nFourteenth St., Norfolk; Norfolk Edu¬\nW. Association\n410\ncation\n\nPage, Virginia (Teacher), 606 Grandin Rd.,\nRoanoke; Roanoke City Education Association\nSaunders, Joseph H. (Superintendent), 5906\nHurst Ave., Newport News; Newport News\nEducation Association\nShowalter, Mrs. Oscar (Teacher), 376 Wash¬\nington Ave., Roanoke; Roanoke City Education\nAssociation\nSouder, Marnetta (Supervisor), Route 2, Box\nHampton; Newport News Education Asso¬\n36,\nciation\nUrrutia, Carlos (Teacher), 339 Fifty-Eighth St.,\nNewport News; Virginia Education Association\nWASHINGTON\nBarnes, Mrs. Gladys D. (Teacher), Box 1884,\nSpokane; Washington Education Association\nBennison, Olive (Teacher), S1332 Division, Spo¬\nkane; Spokane Grade Teachers Association\nBond, Mary E. (Teacher), Purnell Apts., Belling¬\nham; Bellingham Classroom Teachers Leaguo\nBrown, Mrs. Frances (Teacher), 5748 Twin\nMaple Lane, Seattle; Seattle Association of\nClassroom Teachers\n\n"}
{"page": 982, "printed_page": null, "text": "978\n\nNational\n\nEducation\n\nBrown, Harry (Teacher), 5748 Twin Maple Lane,\nSeattle; Seattle Association of Classroom\nTeachers\nCobb, Tina Marie (Teacher), Richmond Beach;\nSeattle Grade Teachers Club\nCollentine, Mary (Teacher), 2803 Yesler Way,\nSeattle; Seattle Grade Teachers Club\nDunlop, W. J. (Teacher), E2612 Altamont Blvd.,\nSpokane; Spokane High School Teachers As¬\nsociation\nEastman, Verna (Teacher), Route 4, Yakima;\nWashington Education Association\nEglin, Mrs. Nellie N. (Principal), Selah; Wash¬\nington Education Association\nEvans, S. Rosena (Teacher), S507 Howard, Spo¬\nkane; Spokane Grade Teachers Association\nHanson, Alice (Teacher), 4014 Brooklyn, Seattle;\nSeattle Grade Teachers Club\nHinthorne, Gail (Teacher), Route No. 2, Ed¬\nmonds; Seattle Association of Classroom\nTeachers\nHoar, Leslie L. (Teacher), 618 N. Warner St.,\nTacoma; Tacoma Association of Classroom\nTeachers\nHoward, Goldie (Teacher), 1803 W. Pacific,\nSpokane; Spokane Grade Teachers Associ¬\nation\nHulvey, J. H. (Superintendent), Spangle; Wash¬\nington Education Association\nJantsch, Joseph (Principal), E414 Seventh Ave.,\nSpokane; Spokane Education Association\nJohnson, Ellis L. (Teacher), 1106 N. Junett,\nTacoma; Tacoma Association of Classroom\nTeachers\nJohnston, Margaret (Teacher), 1020 E. Denny\nWay, Seattle; Seattle Grade Teachers Club\nLewis, Helen Frances (Teacher), 1911 W. Chest¬\nnut, Yakima; Yakima Classroom Teachers\nAssociation\nLinehan, Anna J. (Teacher), New Richmond\nHotel, Seattle; Seattle Grade Teachers Club\nLowe, Carl M. (Teacher), 1726 Summit Ave.,\nSeattle; Seattle Association of Classroom\nTeachers\nMcLaughlin, Mrs. Maude (Teacher), 1308 Walla\nWalla Ave., Walla Walla; Washington Educa¬\ntion Association\nMaltby, Jeanette (Teacher), North Central High\nSchool, Spokane; Spokane County Unit,\nW. E. A.\nMelvold, Lillian (Teacher), 3128 Colby, Everett;\nWashington Education Association\nMiles, Joe E. (Principal), Sumas; Washington\nEducation Association\nNetterblad, Gertrude (Teacher), S1332 Division,\nSpokane; Spokane Grade Teachers Associa¬\ntion\nNorman, Lilia C. (Teacher), 5650 Eleventh, N. E.,\nSeattle; Seattle Grade Teachers Club\nOlson, Alma (Teacher), 219 W. 17th, Olympia;\nWashington Education Association\nPair, Paul M. (Superintendent), Kirkland;\nWashington Education Association\nPerring, Norman C. (Teacher), S2111 Monroe\nSt., Spokane; Spokane High School Teachers\nAssociation\nRobertson, Arthur D. (Principal), Route No. 1,\nVancouver; Clark County Classroom Teachers\nAssociation\nRushing, John R. (State N. E. A. Director), 600 E.\nSeventy-Seventh, Seattle; Washington Edu¬\ncation Association\nSalverson, Elidia A. (Teacher), 118 W. EightyThird, Seattle; Seattle Grade Teachers Club\nTodd, Seymour S. (Teacher), 3825 South J,\nTacoma; Tacoma Association of Classroom\nTeachers\nWEST\n\nVIRGINIA\n\nBarnes, Sarah Alice (Teacher), Bruceton Mills;\nKanawha County Teachers Association\nBrawley, Harry M. (Teacher), 4013 Noyes Ave.,\nCharleston; Kanawha County Teachers Asso¬\nciation\n\nAssociation\n\nCochran, Clyde (Executive Secretary), West\nVirginia Classroom Teachers Association, 1816\nWashington St., Charleston; Kanawha County\nTeachers Association\nConrad, Mildred (Teacher), Harpers Ferry\nHigh School, Harpers Ferry; West Virginia\nState Education Association\nDick, Mrs. Nellie O. (Teacher), Box 304, Charles\nTown;\nWest Virginia State Education Associ¬\nation\nFuhrman, Madeline (Teacher), Cass; West Vir¬\nginia State Education Association\nGibson, A. J. (Supervisor of High Schools),\nCharleston; Randolph County Teachers Asso¬\nciation\nGreathouse, Lyla (Teacher), Flemington; Monongahela Valley Round Table\nHamilton, H. Cliff (Assistant Supervisor of Ele¬\nmentary Schools), Charleston; Kanawha\nCounty Teachers Association\nHolliday, Gail Hamilton (Teacher), 85 ThirtyFirst St., Wheeling; Ohio County Teachers\nAssociation\nKirby, David (Secretary, State Board of Educa¬\ntion), 315 Central St., Charleston; West Vir¬\nginia State Education Association\nLewis, Virginia (Teacher), Davis; West Virginia\nState Education Association\nMcCue, E. B. (Principal), Bartley School, Bart¬\nley; West Virginia State Education Association\nMarcrum, E. L. (Principal), High School, West\nMilford; Harrison County Teachers Associ¬\nation\nNewman, Mae (Dean of Girls), Huntington High\nSchool, Huntington; West Virginia State\nEducation Association\nOxley, Sweetland (Teacher), 933 Twelfth Ave.,\nHuntington; Cabell County Education Asso¬\nciation\nRimmer, Maude E. (Teacher), 2119 Wythe Ave.,\nBluefield; Mercer County Teachers Associ¬\nation\nRoberts, Gertrude (Teacher), 401 Eleventh Ave.,\nHuntington;\nCabell County Education Asso¬\nciation\nRosier, Joseph (President), Fairmont State\nTeachers College, Fairmont; West Virginia\nState Education Association\nTrent, W. W. (State N. E. A. Director), State\nSuperintendent of Free Schools, Room No.\n53, Charleston; West Virginia State Education\nAssociation\nWhite, Frank S. (Teacher), 1268 Fennimore St.,\nFairmont; Monongahela Valley Round Table\nWISCONSIN\nBauer, Frank (Teacher), Route No.\nWisconsin Education Association\n\n1, Loyal;\n\nBickler, Sophia (Teacher), 917 N. Twenty-Sixth\nSt., Milwaukee; Milwaukee Teachers Asso¬\nciation\nBorkowski, Margaret (Teacher), 3104 N. Fratney\nSt., Milwaukee; Milwaukee Teachers Asso¬\nciation\nBronson, Alice M. (Teacher), 1143 N. 29th St.,\nMilwaukee; Milwaukee Teachers Association\nBrouwer, Eleanor (Teacher), 1515 S. SeventySixth St., West Allis; West Allis Teachers\nAssociation\nBrowne, C. G. (Teacher), 6008 Eighth Ave.,\nKenosha; Kenosha Education Association\nCannon, Ursula (Teacher), 46 E. Division St.,\ntion\nFond\ndu Lac; Fond du Lac Council of Educa¬\nCarter, Clinton (Teacher), 2371 Lefeber Ave.,\nWauwatosa;\nWauwatosa Teachers Associa¬\ntion\nChapel, J. C. (Teacher), 7939 Twenty-Sixth\nAve., Kenosha; Kenosha Education Association\nChristensen, Izetta Byers (Teacher), 11801 Rut¬\nledge, Madison; Supervising Teachers Asso¬\nciation\nClark, Earl L. B. (Teacher), 5632 W. Auer Ave.,\nMilwaukee; Wisconsin Education Association\n\n"}
{"page": 983, "printed_page": null, "text": "List\n\nof\n\nDelegates\n\n979\nClark, John A. (Principal), 845 N. Eighteenth St.,\nMilwaukee; Milwaukee Public Administrators\nAssociation\nDeMars, Muriel B. (Teacher), Valley Inn,\nNeenah; Neenah Educational Association\nDobyns, Lloyd F. (Teacher), 717 Main St.,\nMarinette; Marinette City Teachers Associa¬\ntion\n\nPlenzke, O. H. (Executive Secretary;, Wisconsin\nEducation Association, 404 Insurance Bldg.,\nMadison; Wisconsin Education Association\nPlumb, Anna Jean (Teacher), Milton; Janes¬\nville Educational Association\nPrucha, Alma H. (Teacher;, 3052 N. Maryland\nAve., Milwaukee; Wisconsin Education Asso¬\nciation\n\nDoudna, E. G. (Secretary, Board of Normal\nSchool Regents), 301 State Office Bldg., Madi¬\nson; Wisconsin Education Association\nDoyle, Catherine (Teacher), 1035 N. TwentySecond St., Milwaukee; Milwaukee JuniorSenior High School Teachers Association\nDrew, Pearl (Teacher), 1329 College Ave.,\nRacine; Racine Teachers Association\nEllingson, Luella (Teacher), 9 E. Stout St., Rice\nLake; Wisconsin Education Association\nEvjue, Nellie (County Superintendent), County\nCourt House, Merrill; Central Wisconsin\nTeachers Association\nFoulkes, Minnie E. (Teacher), 817 S. ThirtySecond St., Milwaukee; Milwaukee Teachers\nAssociation\nGallogly, Georgiana (Teacher), 1109 N. Cass St.,\nMilwaukee; Milwaukee Teachers Association\nGlenn, Frances (Teacher), 1234>£ Central Ave.,\nBeloit; Wisconsin Education Association\nHansen, Matilda (Teacher), 6829 Twenty-Second\nAve., Kenosha; Kenosha Education Associa¬\ntion\nHolzman, John (Principal), Neenah; Wisconsin\nEducation Association\nJelinek, Frances (Teacher), 3920 N. Ridgefield\nCircle, Milwaukee; Milwaukee Teachers As¬\nsociation\n\nRaasch, Meta (Teacher), 1615 N. Forty-eighth\nSt., Milwaukee; Milwaukee Teachers Asso¬\nciation\nRankin, George R. (Teacher,, 3746 W. Frederica\nPI., Milwaukee; Milwaukee Junior-Senior\nHigh School Teachers Association\nRock, Emma (Teacher), 3220 N. Bartlett Ave.,\nMilwaukee; Milwaukee Junior-Senior High\nSchool Teachers Association\nRoeske, E. A. (Assistant Principal), 815 Stark\nSt., Wausau; Central Wisconsin Teachers As¬\nsociation\nRonan, Marie (Teacher), East High School,\nGreen Bay; Wisconsin Education Association\nRonda, Teckla (Teacher;, 703 Hubbard St.,\nRacine; Racine Teachers Association\nRood, Mrs. Alice (Principal;, Randall School,\nMadison; Wisconsin Education Association\nRowen, Ross B. (Teacher;, 425 Brockway Ave.,\nOshkosh; Wisconsin Education Association\nRyan, Clara J. (Teacher;, 726 N. Twelfth St.,\nMilwaukee; Milwaukee Junior-Senior High\nSchool Teachers Association\n\nKarst, Walter (Principal), 2602 N. Eighty-Eighth\nSt., Wauwatosa; Wauwatosa Teachers Asso¬\nciation\nKennedy, B. A. (Superintendent), Public Schools,\nPrairie du Chien; Wisconsin Education Asso¬\nciation\nKesselman, William (Teacher), 3061 N. Downer,\nMilwaukee; Milwaukee Teachers Association\nKupper, Robert (Teacher), 1221 S. Fourteenth\nSt., Manitowoc; Manitowoc Education Asso¬\nciation\nLosse, Herbert A. (Teacher), 1820 N. Fortieth\nSt., Milwaukee; Milwaukee Junior-Senior\nHigh School Teachers Association\nLyon, Louis R. (Assistant Principal), 71 Liberty\nSt., Oshkosh; Oshkosh Education Association\nMcGinley, Genevieve (Teacher), 723 Prospect\nAve., Janesville; Wisconsin Education Asso¬\nciation\nMatson, Alice (Teacher), 710 Chippewa St., Eau\nClaire; Eau Claire Public School Teachers\nAssociation\nMay, Ernest A. (Teacher), 3924 N. Cramer St.,\nMilwaukee; Wisconsin Education Association\nMelby, O. J. (Teacher), 2646 Park PI., Madison;\nMadison Education Association\nMerriman, C. H. (Teacher), 139 Fifteenth St.,\nFond du Lac; Fond du Lac Council of Educa¬\ntion\nMichi, Marguerite (Teacher), 4222 W. Spaulding,\nMilwaukee; Milwaukee Teachers Association\nMollica, Rose Z. (Teacher), 4395 N. Alpine Ave.,\nMilwaukee; Milwaukee Teachers Association\nMurphy, Bessie (Teacher), 2614 N. First St.,\nMilwaukee; Milwaukee Teachers Association\nMurphy, J. E. (Superintendent), Hurley; Wis¬\nconsin Education Association\nNash, H. B. (Superintendent), 1602 S. SeventyEighth St., West Allis; Wisconsin Education\nAssociation\nNehmer, Elsie (Teacher), 277 Linden St., North\nFond du Lac; Wisconsin Education Associ¬\nation\nOltman, Myrtle (Teacher), 104 S. Eleventh St.,\nLa Crosse; La Crosse Teachers Club\nOstrum, Helen (Teacher), 6717 W. Grant St.,\nMilwaukee; Milwaukee Junior-Senior High\nSchool Teachers Association\nPfanmiller, Evan (Teacher), 2918 Douglas Ave.,\nRacine; Racine Teachers Association\n\nSchuler, F. W. (Teacher;, 2634 Park PI., Madi¬\nson; Madison Education Association\nSchumacher, Helen (Teacher), 708 Kellogg,\nGreen Bay; Green Bay Teachers Association\nSelznick, Celia (Teacher), 4115 W. Highland\nBlvd., Milwaukee; Milwaukee Junior-Senior\nHigh School Teachers Association\nShaughnessy, Evelyn (Teacher), 513 E. Gar¬\nfield Ave., Milwaukee; Milwaukee Teachers\nAssociation\nSimonson, Lillian (Principal), Watertown;\ntown Education Association\n\nWater-\n\nSmith, Vida (Principal;, 318 Norris Ct., Madison;\nMadison Education Association\nSorenson, Helga (Teacher;, 2008 Twelfth St.,\nRacine; Wisconsin Education Association\nSpatz, Joseph (Teacher), Sayner; Wisconsin\nEducation Association\nTaylor, Wilbert H. (Teacher), 1218 S. Ninth St.,\nManitowoc; Manitowoc Education Association\nTeter, George E. (Head, English Department),\nMilwaukee State Teachers College, Milwau¬\nkee; National Council of Teachers of English\nVincent, P. M. (Superintendent;, High School\nBldg., Stevens Point; Central Wisconsin\nTeachers Association\nWatters, James M. (Teacher), 3900 N. Cramer\nSt., Milwaukee; Milwaukee Junior-Senior\nHigh School Teachers Association\nWegner, H. C. (Superintendent), Waupun;\nNortheastern Wisconsin Education Association\nWeinhoff, John F. (Dean of Boys), 4050 N. Lar¬\nkin St., Shorewood; Shorewood Teachers As¬\nsociation\nWest, Annette (Teacher), 3356 N. Forty-Eighth\nSt., Milwaukee; Milwaukee Teachers Asso¬\nciation\nWitte, Werner (Principal), 111 W. Wisconsin\nAve., Appleton; Appleton Education Associa¬\ntion\nWolf, Estella (Teacher), 117 Wright St., Wauke¬\nsha; Waukesha Education Association\nWYOMING\n\nBurgoon, A. L. (Superintendent), Diamondville;\nWyoming Education Association\nKemey, O. C. (Secretary), Wyoming Education\nAssociation, New Castle; Wyoming Education\nAssociation\nWeyant, E. David (Superintendent), Granger;\nWyoming Education Association\nMoyer, H. H. (State N. E. A. Director), Principal,\nHigh School, Rawlins; Wyoming Education\nAssociation\n\n"}
{"page": 984, "printed_page": null, "text": ".\n\n.\n\n_\n\n'\n\n"}
{"page": 985, "printed_page": null, "text": "INDEX\n109.\nA\nAcademic freedom, committee on, members of,\n717; report of (William S. Taylor), 879\nAccounts and records, report of division of\n(Mary Jane Winfree), 917\nAdair, Cornelia S. Bylaws and rules, report\nof committee on. See minutes of the Repre¬\nsentative Assembly\nAdjusting the curriculum to the capacity of\nthe child (J. Murray Lee), 444\nAdministration, school, 162,. 177, 442, 905.\nSee also American Association of School\nAdministrators\nAdministrative considerations relating to gar¬\nden education (Albert M. Shaw), 143, 144\nAdministrative women in education, National\ncouncil of, a department of the N. E. A.,\n567; historical note, 568; secretary’s minutes,\n573\nAdmission, selective, in teachers colleges, 326\nAdult education, 183, 196, 276., .476, 905 .\nAdult education and cultural living (Philip L.\nSeman), 203\nAdult education and vocational efficiency\n(George P. Hambrecht), 201\nAdult education, department of, 191; his¬\ntorical note, 192; secretary’s minutes, 205\nAdult education, let us build an American cul¬\nture (Francis J. Brown), 198; public affairs\neducation thru forums (E. W. Balduf), 196;\nsome imponderables in (Spencer Miller, Jr.),\n193; theses on a policy for (Lyman Bryson),\n183\nAdult theater, 552\nAffiliated associations, committee on, members\nof, 717; report of division of (Agnes Winn),\n918; report of (Reuben T. Shaw), 879\nAllan, H. A. Report of Business Division,\n919\nAmerican association of school administrators,\na department of the N. E. A., 227; historical\nnote, 228; life memberships awarded, 229;\nsecretary’s minutes, 316; secretary’s report\n(S. D. Shankland), 947; resolutions, 319\nAmerican association of teachers colleges, a\ndepartment of the N. E. A., 323; comments\non the report on curriculum practices, 356;\ncommittee on standards and surveys — general\nreport, 354; historical note, 324; report of\ncommittee on accrediting, 363; report of\nsecretary, 364\nAmerican association for health, physical edu¬\ncation, and recreation, 207; historical note,\n208; legislative council meetings, 218; sec¬\nretary’s report (N. P. Neilson), 942\nAmerican canon, The (Daniel L. Marsh), 20\nAmerican education and juvenile delinquency\n(Orland S. Loomis), 131; (Edward H.\nStullken), 133\nAmerican education week, 39, 170, 171, 932\nAmerican educational research association, a\ndepartment of the N. E. A., 369; commit¬\ntees, 380; historical note, 370; program of\nSt. Louis meeting, 374; report of committee\non awards, 391; report of committee to re¬\nview procedure on awards, 388; report of\nnecrology committee, 387 ; report of secre¬\ntary-treasurer, 383; secretary’s minutes, 380\nAmerican families and American democracy\n(Alice Keliher), 469\nAmericanism. See Democracy\nAmerican Legion, 170; committee to cooper¬\nate with, members of, 719; report of com¬\nmittee to cooperate with (C. F. Dienst),\n881\nAmerican library association, joint committee\nof the N. E. A. and the, members of, 733;\nreport of (Edith A. Lathrop), 882\n\nAmerican teachers association, committee to\ncooperate with, members of, 720; report of\n(S. L. Smith), 883\nAmerican youth commission, the work of the,\n\nAmerica’\ns rn),\nplace 44\nin the world\nKaltenbo\n\nsituation (H. V.\n\nAmidon, Edna P. The importance of home¬\nmaking education for out-of-school youth and\nadults, 476\nAnderson, G. Lester. Recent trends in learn¬\ning: their relation to the psychology of\narithmetic, 372\nAnderson, Howard R. Guidance and better\nfamily relationships, 473\nAn introduction and point of view (Paul H.\nJones), 139\nAnnual membership report of the N. E. A.,\n1940, 924; 1936-40, 9.25\nApplication of the principle of selective ad¬\nmission in teachers colleges and its signifi¬\ncance for the profession (Hermann Cooper),\n331; (W. J. McConnell), 326\nAppraisal committee, members of, 718; report\nof (Albert M. Shaw), 885\nArithmetic, 372\nArt as an integrative experience in the junior\ncollege (C. Dean Chipman), 396\nArt education, department of, 393; historical\nnote, 394; secretary’s minutes, 402\nArt education, development of modern design\n(Marianna Willisch), 400; elementary art\nsupervision (Vera Irene Flinn), 398; in the\njunior college (C. Dean Chipman), 396; Mil¬\nwaukee handicraft project, 398; special abil¬\nity with particular reference to artistic apti¬\ntude (Norman C. Meier), 395\nArt education by radio: the Cleveland experi¬\nment (Alfred Howell), 397\nArt education in Canada (Estelle M. Gillham),\n401\nArt in a high school of music and art (Rosabell MacDonald Mann), 399\nAshby, Lyle W.\nnalism, 527\n\nOpportunities\n\nin school jour¬\n\nAssociational records and information,\nAudio-visual education, 595\nAuditors, report of, 850\n\n680\n\nB\nBaker, Harry J. Detroit’s project in major\nwork (gifted) classes, 124; integration of\ncharacter and personality, 631\nBalduf, E. W.\nPublic affairs education thru\nforums, 196\nBallou, Frank W.\nConferring of honorary\nlife memberships, 229\nBarnard, Harry E. Chemurgy, 141\nBasic\n398 problems in elementary art supervision,\nBell, Hobart H.\nObjectives of educational\npublications, 530\nBennett, Hugh H.\nDeveloping enlightened\npublic opinion in conservation, 119\nBentley, Julian T. Journalism for the ear,\n528\nBetts, W. A. The community as the core of\nscience unit organization, 609\nBlanchard,\nClyde I. Shorthand speed builder,\n416\nBoard\n\nof directors,\n\nminutes\n\nof the meetings\n\nof, 815\nBonar, Hugh S. Induction into citizenship,\nreport of committee on, 893\nBooks in the making of men (Edward A. Fitz¬\npatrick), 619\nBorchers, Gladys L.\nSpeech training in\nEurope, 549\n\n[981 ]\n\n"}
{"page": 986, "printed_page": null, "text": "982\n\nNational\n\nEducation\n\nBoulton, Iris. Needed curriculum revisions in\nthe field of physical education, 150\nBradley, Helen. Resolutions, report of com¬\nmittee on, 901\nBranegan, Gladys. The place of the home\neconomics teacher in the educational pro¬\ngram for youth, 475\nBrewington, Ann. What we do to prepare\nour pupils to obtain and retain positions in\nbusiness thru training in transcription, 413\nBroome, Edwin Cornelius, 229\nBrown, Francis J. Let us build an American\nculture, 198\nBrown, M. V. K. Life enrichment thru nature\nactivities, 463\nBryson, Lyman. News as it affects education,\n426; theses on a policy for adult education,\n183\nBudget committee, report of (A. C. Flora),\n867\nBuilding stronger professional organizations,\nnational seminar on (Willie A. Lawson and\nChari Ormond Williams), 103\nBuildings and equipment, 247\nBusiness education, department of, 405; his¬\ntorical note, 406; president’s message\n(Frances Doub North), 407; secretary’s\nreport, 420\nBusiness education, clerical skills (Ruth J.\nPlimpton), 413; consumer and social busi¬\nness (Elvin S. Eyster), 414; how busi¬\nness and business education can collaborate\nfor better business training (K. B. Elliott),\n409 ; obtaining and retaining positions thru\ntraining in transcription (Nellie A. Ogle)\n412, (Ann Brewington) 413; obtaining and\nretaining positions thru training in type¬\nwriting (Viola DuFrain), 411; occupa¬\ntional adjustment of youth (Howard Y. McClusky), 419; placement problems in Puerto\nRico (Alfredo Muniz), 417\nBusiness education’s product in business\n(Marie Newmann), 418\nBusiness, report of division of (H. A.\nAllan), 919\nBylaws and rules, committee on, members of,\n718; report of (Cornelia S. Adair). See\nminutes of the representative assembly\nBylaws of National Education Association, 686\n\nc\nCalendar of meetings of the National Educa¬\ntion Association, 701\nCallahan, Hon. John. Greetings. 31\nA safety philosophy for\nCameron, W. H.\nteachers, 159\nCampbell, James A. A word on the exhibits,\n243\nCampbell, Marjorie Haines. Soil conservation:\na neighborhood problem, 611\nCarr, John Wesley, 229\nCarr, William G. Educational policies com¬\nmission, report of, 889, 954; national seminar\non education for economic well-being in our\ndemocracy, 100; public relations in the\nelementary school, 450; research division,\nreport of, 934\nCCC, 112\nCharacter and guidance, 444, 619, 631\nCharter of National Education Association,\n681\nChase, Harriett M. Secretary’s office, report\nof the, 939\nChemurgy (Harry E. Barnard), 141\nCherrington, Ben M. International relations,\nreport of committee on, 895; Pan-American\nrelations in education, 157\nChildren’s crusade for children, 321\nChipman, C. Dean. Art as an integrative\nperience in the junior college, 396\nChoric verse speaking, 550\n\nex¬\n\nAssociation\n\nCitizenship and democracy, 40, 60, 68, 160,\n168, 231, 253, 257, 314, 447, 931, 954.\nSee Democracy\nCitizenship, induction into, members of commit¬\ntee on, 730; report of committee on (Hugh S.\nBonar), 893\nCitizenship recognition day, 931\nCivic education, 956\nCivilization, 914\nClark, Harold F. The relation of the teacher\nto America’s changing economic pattern, 175\nClassroom teachers, 919\nClassroom teachers,\ntorical note, 422;\n\ndepartment of, 421; his¬\nreport of president, 423;\n\nfirst study conference, 433; secretary’s\nminutes, 433; report of rules committee,\n435; proposed budget for 1940-41, 436;\nchanges in constitution and bylaws, 436;\nresolutions, 436\nClassroom teachers, news as it affects educa¬\ntion (Lyman Bryson), 426; future of Amer¬\nica (Allen A. Stockdale), 429\nClerical skills, 413\nClinchy, Everett\ntions, 135\n\nR.\n\nEducation\n\nin human\n\nrela¬\n\nColes, Jessie V. Economic problems of Amer¬\nican families, 471\nCommittees, 694; rules governing, 698\nCommittees, department. See respective de¬\npartment headings\nCommunity as the core of science unit or¬\nganization, The (W. A. Betts), 609\nCommunity welfare, 605\nConferring of honorary life memberships\n(Frank W. Ballou), 229\nConservation and education, 119, 141. 274, 617\nConservation and land use (M. W. Torkelson), 140\nConserving family ideals (Katharine W. Tay¬\nlor), 472\nConsumer and social business (Edwin A.\nSwanson), 415\nContemporary crucifixion and crusade (Rev.\nG. Bromley Oxnam). 231\nContinuing education (Edward Landy), 539\nContribution of home economics to general\nfamily living, The (Alice Sowers), 470\nControl of education, The (Grayson N. Kefauver), 177\nConventions, N. E. A., 933\nCook, J. Russell. The problems of youth in\nthe CCC, 112\nCooper, Hermann. Application of the prin¬\nciple of selective admission in teachers col¬\nleges and its significance for the profession,\n331\nCooperative program in home and family liv¬\ning, A (A. K. Lyon), 474\nCooperatives, committee on, members of, 721;\nreport of (Herbert G. Lull), 886\nCorey, Stephen M.\nSome implications of\nverbatim records of high-school classroom\ntalk, 371\nCountvwide audio-visual education program\n(William J. Hamilton), 595\nCredentials, subcommittee on, members of,\nCredit unions, committee on, members of, 723;\n722\nreport on (James E. Moran), 887\nCritical problems facing our nation (Clarence\nA. Dykstra), 60\nCritique of the rationale of tests of hearing,\nA (Robert West), 499\nCultural living, adult education and, 203\nCunningham, Ruth. Supervisors and directors\nof instruction, department of, report of,\nCurriculum, adjusting the, 444; arithmetic,\n640; art in the junior college, 396; direct¬\ning reading in high school, 623; elementary\nscience enriches, 612; forest conservation,\n617; future of the social studies, 560; ma¬\njor work classes, 640; music in the ele¬\nmentary school, 507; radio, 397; soil con¬\nservation in the junior high school, 612;\nspeech education, 550-54\n~ 953\n\n"}
{"page": 987, "printed_page": null, "text": "Index\n\nCurriculum and classroom aids, 57, 106, 139,\n149, 125, 128, 150, 247, 308, 372, 444,\n617, 651, 659\nCurriculum for rural elementary schools, A\n(Charles C. Stadtman), 586\nCurriculum for the rural high school, A mod¬\nern (C. E. Ragsdale), 585\nCurriculum in teachers colleges, 343, 349\nCurriculum keeps pace with human needs. The\n(J. Cayce Morrison), 308\nCurriculum materials suited to creative super¬\nvision (Henry Harap), 651\nCurriculum practices, 356\nCurriculum revision for meeting health needs,\n149\nD\nDavis, Hazel. National seminar on protection\nof school funds for educational purposes, 96\nDavis, Louise Farwell. Stimulating and ele¬\nvating reading interests, 129\nDawson, Howard A. Rural service, report of\nthe division of, 937\nDeans of women, national association of, re¬\nport of (Kathryn G. Heath), 950\nDeans of women, national association of,\nGuidance: a challenge to our schools (Irma\nE. Voight), 515; professional training of\nresidence hall directors (Dorothy C. Strat¬\nton), 519; social adjustment of the highschool pupil (Edna C. Shumaker), 522\nDefense and democracy, 168, 429, 448, 449\nDelegates to the twentieth representative as¬\nsembly, 957\nDemocracy, American, and leadership, 424 ;\ncritical problems facing, 60; future of, 54;\nJournal emphasis on, 930; threatened, 44.\nSee also 20, 27, 92, 135, 170, _ 198, 429\nDemocracy is brotherhood in action (Dorothy\nCanfield Fisher), 569\nDemonstration of training for typing skill,\nA (Harold H. Smith), 417\nDepartments of the Association, 189; history\nof, 190; listed, 692; officers 1939-40, 705;\n1940-41, 711\nDetroit’s project in major work (gifted) classes\n(Harry J. Baker), 124\nDeveloping enlightened public opinion in con¬\nservation (Hugh H. Bennett), 119\nDevelopment of modern design in our time,\nThe (Marianne Willisch), 400\nDienst, C. F. American Legion, report of com¬\nmittee to cooperate with, 881\nDiplomatic fronts, The vital, 266\nDoudna, Edgar G. The lure of Wisconsin,\n33 ; what is right with the elementary\nschools, 244\nDraper, Delbert M. Political issues of the day,\n75\nDuFrain, Viola. What we do to prepare our\npupils to obtain and retain positions in busi¬\nness thru training in typewriting, 411\nDuShane, Donald. Tenure, report of the\ncommittee on, 912\nDyer, D. B. A functioning program of health\nand recreation, 210\nDykstra, Clarence A.\nCritical problems\nfacing our nation, 60\nE\nEastwood, Floyd R. Problems of teacher ed¬\nucation for health, physical education, re¬\ncreation, and safety, 213\nEconomic problems, 60, 175, 193\nEconomic problems of American families\n(Jessie V. Coles), 471\nEconomic welfare, 175\nEconomic well-being in our democracy, educa¬\ntion and, national seminar on (Frederick M.\nHunter and William G. Carr), 100\nEdmonson, J. B. The teacher and educa¬\ntional policy, 109\n\n983\n\nEducating youth to meet national problems\n(John W. Studebaker), 68\nEducation and business — their responsibilities\nand obligations toward education for work\n(Hamden L. Forkner), 410\nEducation and resources, joint commission on,\nmembers of, 733\nEducation for gifted children, 124\nEducation in human relations (Everett R.\nClinchy), 135\nEducation of gifted children, The (Samuel\nA. Kirk), 126\nEducation: philosophy, history, sociology, 36,\n177, 182\nEducational interpretation. Sec Public rela¬\ntions\nEducational policies commission, members of,\n724; report of (William G. Carr), 889. See\nalso 39, 100, 109, 294, 321, 474, 954\nEducational research service, 948\nEiken, Harry O. Vocational education, 672\nEisenson,\nSpeech education and psy¬\nchology, Jon.\n553\nElementary education, 244; 296, 301, 398, 450\nElementary education, adjusting the curricu¬\nlum to the capacity of the child (J. Murray\nLee), 444; public relations in, 450; the\nmodern school, a workshop in democratic\ncitizenship (E. T. McSwain), 447; the\nprincipal as an educational leader, 441;\nunderstanding the child (Margaret L.\nWhite), 441\nElementary-school\n\ncurriculum,\n\nmusic\n\n507\nElementary\n\nprincipals,\n\ndepartment\n\nschool\n\nin the,\nof,\n\n439; historical note, 440; secretary’s re¬\nport, 455\nElementary school principals, report of de¬\npartment of (Eva G. Pinkston), 949\nElementary science enriches curriculum\n(Gladys Forler), 612\nElliott, K. B. How business and business edu¬\ncation can collaborate for better business\ntraining, 409\nElsbree,\nWillard\nmittee on,\n909\n\nS. Salaries, report\n\nof com¬\n\nEmployment, conditions governing, 542, 5'-’6\nEntorf, Mark. Family experience and the de¬\nvelopment of personality, 470\nEqual opportunity, committee on, members of,\n725; report on (Mary E. Morris), 890. See\nalso 254, 277\nEthics, code of, committee on, members of,\n718; report on (W. P. King), 891\nEthridge, Mrs. Willie Snow. The home and\nsafety education, 283\nExamination, the objective, 335, 339\nExceptional children, Wisconsin program for\n(Frank V. Powell), 629\nExecutive committee, minutes of, 822\nExecutive secretary, duties of, 697 ; report of,\n914\nExhibits,\n\n243\n\nEyster, Elvin S. What we do to prepare our\npupils to obtain and retain positions in\nbusiness thru training in consumer and\nsocial business, 414\nF\nFacing\nthe ’forties (Hon. Paul V. McNutt),\n272\nFalk, Philip H.\nOrganization of health,\nphysical education, and recreation program,\n212\nFamily experience and the development of\npersonality (Mark Entrof), 470\nFamily\nideals and living, 472, 474\n321, 896\nFederal aid _ to education, 41, 99, 237, 272, 277\nField service, report of division of\nOrmond Williams), 921\nField trips, 108, 660\nFinancial report, N. E. A., 845\nFinancing education, 91, 96, 175, 906\n\n(Chari\n\n"}
{"page": 988, "printed_page": null, "text": "984\n\nNational\n\nPlanning\nMalcolm.\n, child,\nFinlay\ntional\n154\n\nfor\n\nthe\n.\n\nEducation\n\nexcep¬\n\ny Canfield. Democracy is broth¬\nFisher,\nerhoodDoroth\nin action, 569\nBooks in the making\nFitzpatrick, Edward A.\n.\nof men, 619\n\nBasic problems in ele¬\nFlinn, Vera Irene. ision,\n398\nmentary art superv\nForest conservation: its importance to youth\nand its place in the curriculum (H. N.\n.\n.\nWheeler), 617\nEducation and busi¬\nForkner, Hamden L.\nness — their responsibilities and obligations\ntoward education for work, 410\nForler, Cdadys. Elementary science enriches\ncurriculum, 612\nForums, 196\nFrontiers of today, 176\nhealth and recrea¬\nFunctioning program of 210\ntion, A (D. B. Dyer),\nFuture of America, The (Allen A. Stockdale), 429\n+\n,\n.\nFuture of democracy in the western hemis¬\nphere, The (Concha Romero James), 54\nFuture teachers of America, 40, 929\nG\n\nGammage, Grady. The trend of teachers col¬\nleges toward general colleges is good for the\nprofession, 343\nGarden education, department of, 461; his¬\ntorical note, 462; secretary’s minutes, 466\nGarden education, in American democracy, 139;\nschool-home projects in, 146\nGarden education, life enrichment thru nature\nactivities (M. V. K. Brown), 463, 143\nGardner, Warren. Hearing defects and cri¬\nteria for lip reading, 496\nGeneral colleges, 343\nGeneral sessions, 18\nGifted children, in Cleveland, 639. See also\n124, 126, 629\nGillham, Estelle M. Art education in Canada,\n401\n, .\nthe\nof\nreport\nAnnual\nE.\nWillard\nGivens,\nsecretary, 914; teacher welfare, 940\nGoodykoontz, Bess. Refining the process in\nthe classroom, 296\nGovernment, achievements of, 272\nGraham, Ben G. National seminar on pro¬\ntection of school funds for educational pur¬\nposes, 96\nGranger, Oscar. Problems facing high-school\nyouth, 114\nGray, William S. Recent developments in\ng the interpretation of what is read,\nimprovin\n128\nGreetings (Hon. Julius P. Heil), 30; (Hon.\nCarl F. Zeidler), 30; (Hon. John Calla¬\nhan), 31; (Hon. Ross B. Rowan), 32; (Hon.\nArthur T. Spence), 32\nGregory, Leslie R. The trend of teachers col¬\nleges toward general colleges is bad for the\nprofession, 349\nGuidance — a challenge to our schools (Irma\nE. Voight), 515\nGuidance and better family relationships\n(Howard R. Anderson), 473\nGuidance and placement, 113, 114, 154, 253,\n256, 487, 488, 535\nGuidance, committee on individual, members\nof, 727; report of (Herbert R. Stolz), 893\nGuidance, teacher, 645\nH\n\nHall, Sidney B. Legislative commission, re¬\nport of, 896\nHambrecht, George P. Adult education and\nvocational efficiency, 201\nHamilton, William J. County wide audiovisual\neducation program, 595\nHandicraft project, Milwaukee, 398\n\nAssociation\n\nHanna, Paul R. Resources and education, re¬\nport of committee on, 907\nHanson, Howard. Music in American life\ntoday, 505; the place of music in the cul¬\nture of the world, 57\nHarap, Henry. Curriculum materials suited\nto creative supervision, 651\nHarris, Pickens\ngarten-primary\nefficiency, 483\n\nE. Organizing the kinder¬\nprogram for increased social\n\nHeadquarters building, 846\nHealth and recreation, functioning program\nof (D. B. Dyer), 210; implications for\nteachers in youth’s program of (Jay B.\nNash), 209; needed curriculum revisions\nin, 149, 150, 153; organization of health,\nphysical education, and recreation (Philip\nH.\ntion Falk),\nin, 213 212; problems of teacher educa¬\nHealth, physical education, and recreation,\n149, 150, 153. See also American associa¬\ntion for health, physical education, and\nrecreation\nHealth problems in education, joint committee\non, members of, 727; report of (Charles C.\nWilson), 892\nHearing defects and criteria for lip reading\n(Warren Hardner), 496\nHeath, Kathryn G. National association of\ndeans of women, report of, 950\nHeffernan, David J. Proper utilization of\nradio in education, 592\nHeil, Hon. Julius P. Greetings, 30\nHendrix, H. E. Home economics prepares\nfor the American way of life, 472\nHester, Harriet H. Radio, a practical re¬\nsource in the democratic school, 122\nHigh-school pupil, social adjustment of, 522\nHill, Henry H. The obligation of the schools\nfor safety education, 289\nHinrichs, Amy H. The task before us, 36\nHoban, Charles F. Motion pictures for demo¬\ncratic efficiency, 106\nHockett, John A. Kinds of experience which\nshould be fostered thru supervision, 643\nHoffman, Paul G. Industry and safety edu¬\ncation in the schools, 278\nHolcombe, Ray\nsearch, 554\n\nE.\n\nSpeech\n\nHome and safety education,\nSnow Ethridge), 283\n\neducation\nThe\n\n(Mrs.\n\nand\n\nre¬\n\nWillie\n\nHome economics, American families and Amer¬\nican democracy (Alice Keliher), 469; con¬\nserving family ideals (Katharine W. Tay¬\nlor), 472; cooperative program in home and\nfamily living (A. K. Lyon), 474; con¬\ntribution to general family living (Alice\nSowers), 470; economic problems of Amer¬\nican families (Jessie V. Coles), 471; family\nexperience and the development of per¬\nsonality (Mark Entorf), 470; guidance and\nbetter family relationships (Howard R. An¬\nderson), 473; importance of homemaking\neducation for out-of-school youth and adults\n(Edna P. Amidon), 476; place of the home\neconomic teacher in the educational program\nfor youth (Gladys Branegan), 475; pre¬\npares for the American way of life (H. E.\nHendrix), 472\nHome economics, department of, 467 ; his¬\ntorical note, 468; president’s report, 469;\nsecretary’s minutes, 477\nHome economics prepares for the American\nway of life (H. E. Hendrix), 472\nHow business and business education can col¬\nlaborate for better business training (K. B.\nElliott), 409\nHow science contributes to personal and com¬\nmunity welfare (William H. Johnson), 605\nHow to make mistakes in estimating capacity\nto learn (H. M. Williams), 371\nHowell, Alfred. Art education by radio: the\nCleveland experiment, 397\nHubbard, Frank\nport of, 934\n\nW.\n\nResearch\n\ndivision,\n\nre¬\n\n"}
{"page": 989, "printed_page": null, "text": "985\n\nIndex\n\nHudspeth, Jack. Making the physical sciences\nmore useful, 610\nHuman and natural resources in education,\n118\nHuman needs and the curriculum, 308\nHuman relations, education in, 135\nHunt, Charles W.\nReport of the secretary\nof the American Association of Teachers\nColleges, 364\nHunter, Frederick M.\nNational seminar on\neducation and economic well-being in our\ndemocracy, 100\nHutchins, H. C. Needed curriculum revisions\nin the field of recreation, 153\n\nI\nImplications for teachers in youth’s program\non health and recreation, The (Jay B.\nNash), 209\nImportance of homemaking education for outof-school youth and adults, The (Edna P.\nAmidon), 476\nIndividual child, special needs of, 154\nIndividual guidance. See Guidance\nIndividual rights, 515\nIndividual school program, The (R. B. Woodworth), 659\nIndustry and capitalism, 432\nIndustry and safety education in the schools\n(Paul G. Hoffman), 278\nInspired teacher interprets the curriculum,\nThe (Mary May Wyman), 160\nIntegration, 396\nIntegration of character and personality\n(Harry J. Baker), 631\nInternational relations, 157; committee on,\nmembers of, 731; report of committee on\n(Ben M. Cherrington), 895\nIntroductory statement, An (Charles C. Sher¬\nrod), 325\nInvocation (Caroline S. Woodruff), 167\n\nJ\nJaggers, Richard E.\nSupply, preparation,\nand certification of teachers, report of com¬\nmittee on, 910\nJames, Concha Romero. The future of de¬\nmocracy in the western hemisphere, 54\nJohnson, Philip G. Socializing general sci¬\nence, 609\nJohnson, William H.\nHow\nscience con¬\ntributes to personal and community wel¬\nfare, 605\nJones, Paul H. An introduction and point of\nview, 139\nJournalism directors of secondary schools, na¬\ntional association of, 525; historical note,\n526\nJournalism\n528\n\nfor the ear\n\n(Julian\n\nT.\n\nBentley),\n\nJournalism, school, objectives of educational\npublications (Hobart H. Bell), 530; oppor¬\ntunities in (Lyle W. Ashby), 527\nJournal of the National Education Association,\n1939-40, 928\nJudd, Charles H. What is happening to our\nhuman and natural resources, 118\nJulius Rosenwald fund, 344\nJuvenile delinquency, 131, 133\nIC\n\nKefauver,\nGrayson\ncation, 177\n\nN.\n\nThe\n\ncontrol\n\nof edu¬\n\nKeliher, Alice. American\ncan democracy, 469\n\nfamilies and\n\nAmeri¬\n\nKelley, Dorothy. Music\nschool curriculum, 507\n\nin the\n\nKelly,\nRaymond\nJ. 168\nThe\ndefense\nobligations,\n\nelementary-\n\nschools’\n\nnational\n\nKerr, Frank W.\nWhat does American de¬\nmocracy mean to me, 257\nKindergarten-primary education, department\nminutes,\nof,\n481; 491\nhistorical\n\nnote,\n\n482;\n\nsecretary’s\n\nKindergarten-primary education, organizing\nfor increased social efficiency (Pickens E.\nHarris), 483; value of the library in (Garry\nCleveland Myers), 489\nKinds of experiences which should be fostered\nthru supervision (John A. Hockett), 643\nKing, W. P. Ethics, report of the committee\non, 891\nKirk, Samuel A.\nThe education of gifted\nchildren, 126\nKletzer, Mrs. William, National Congress of\nParents and Teachers, report of joint com¬\nmittee of the N. E. A. and, 898; the\nP. T. A.’s interest in American\nweek, 171\n\neducation\n\nL\nLandy, Edward. Continuing education, 539\nLathrop, Edith A.\nAmerican library asso¬\nciation, report of joint committee with\nN. E. A. on school libraries, 882\nLatin- American relations, 54, 157, 295\nLaw, Frederick Houk. Problems in direct¬\ning reading in high school, 623\nLawson, Willie A. National seminar on build¬\ning stronger professional organizations, 103\nLeadership, 303, 441\nLee, J. Murray. Adjusting the curriculum to\nthe capacity of the child, 444\nLegislative commission, members of, 734; re¬\nport of (Sidney B. Hall), 896.\nLegislative council meetings, American associa¬\ntion for health, physical education, and recre¬\nation, 218\nLeisure, 73. 313\nLet us build an American culture (Francis J.\nBrown), 198\nLibrary, and kindergarten-primary education.\n489; American library association, report of\ncommittee on, 882\nLife enrichment thru nature activities\n(M. V. K. Brown), 463\nLife membership dinner, twelfth annual, 165;\nhistorical note, 166\nLife\n229 memberships conferred by A. A. S. A.,\nLip\n\nreading,\n\ndepartment\n\nof, 493;\n\nhistorical\n\nnote, 494; president’s report, 495; report\nof secretary-treasurer, 500\nLip reading, critique of the rationale of tests\nof hearing (Robert West), 499; hearing de¬\nfects and criteria for (Warren Gardner),\n496\nLoomis, Orland S. American education and\njuvenile delinquency, 131\nLull, Herbert G. Cooperatives, report of\ncommittee on, 886\nLure of Wisconsin, The (Edgar G. Doudna),\n33\nLyon, A. K. A cooperative\nand family living, 474\n\nprogram\n\nin home\n\nphilosophy\n\nfor gar¬\n\nprincipal\n\nand\n\nMe\nKaltenborn, H. V.\nAmerica’s place in the\nworld situation, 44\nKawin, Ethel. Meeting the special needs of\nthe individual child, 154\nKaye, Orin W. The problems of unemployed\nyouth, 669\nKeeler, Otis. A program of public relations\nin rural education, 579\n\nMcArthur, James M. A\nden education, 145\nMcClure, Worth. The\nteacher, 301\n\nthe\n\nMcClusky, Howard Y. Occupational adjust¬\nment of youth, The, 419; the work of the\nAmerican youth commission, 109\n\n"}
{"page": 990, "printed_page": null, "text": "986\n\nNational\n\nEducation\n\nMcConnell, W. J. Application of the principle\nof selective admission in teachers colleges\nand its significance for the profession, 326\nMcDonald, James G. The vital diplomatic\nfronts, 266\nMcNutt,\n272\n\nHon.\n\nPaul\n\nV.\n\nFacing\n\nAssociation\n\nMyers, Garry Cleveland. The value of the\nlibrary in the field of kindergarten-primary\neducation, 489\nN\n\nthe ’forties,\n\nMcSwain, E. T. The modern school, a work¬\nshop in democratic citizenship, 447\nM\nMaking the physical sciences more useful\n(Jack Hudspeth), 610\nMaking use of the objective examination as\na phase of teacher selection (Ben D. Wood),\n335\nMann, Rosabell MacDonald. Art in a high\nschool of music and art, 399\nMarsh, Daniel L. The American canon, 20\nMartin, T. D.\nMembership, report of di¬\nvision of, 922\nMeeting the special needs of the individual\nchild (Ethel Kawin), 154\nMeier, Norman C. Special ability with par¬\nticular reference to artistic aptitude, 395\nMelby, Ernest O. Theses on the internal con¬\ntrol of education, 182\nMembership, 696; report of division of (T. D.\nMartin), 922; tabulation by states, 924\nMethods in education: motion pictures, 661;\nradio, 122, 528, 583, 592; reading, 248; school\nmuseum, 660\nMiller, Jr., Spencer. Some imponderables in\nthe American economy, 193\nMilwaukee handicraft project: its significance\nto education and the community, The (Elsa\nE. Ulbricht), 398\nMiner, Frances M. School gardening on the\nelementary level, 148\nMinutes, of board of directors, 815; of board\nof trustees, 841; of executive committee, 822;\nof twentieth representative assembly, 751\nMitchell, Rexford S. Speech in the high\nschool, 537\nMitchell, Ronald. Speech education in the\nadult theater, 552\nModern design in our time, The development\nof, 400\nModern procedures in the teaching of read¬\ning, 128\nModern school, a workshop in democratic\ncitizenship, The (E. T. McSwain), 447\nMoral and social judgment of children, 446\nMoran, James E. Credit unions, report of\ncommittee on, 887\nMorgan, Joy Elmer. Publications, report of\nthe division of, 927\nMorris, Mary E. Equal opportunity, report\nof committee on, 890\nMorrison, J. Cayce. The curriculum keeps\npace with human needs, 308\nMotion pictures for democratic efficiency\n(Charles F. Hoban, Jr.), 106\nMotion pictures. See Visual instruction.\nMundt, Hon. Karl E. Political issues of the\nday, 84\nMuniz, Alfredo. Placement problems in\nPuerto Rico, 417\nMusic, place of in the culture of the world,\n57\nMusic educators national conference, 503; his¬\ntorical note, 504; conference on organiza¬\ntion activities and relationships in the field\nof music education, 510\nMusic in American life today (Howard Han¬\nson), 505\nMusic in the elementary-school curriculum\n(Dorothy Kelley), 507\nMusic in the high school (Hobart Sommers),\n508\nMusica Americana, 241, 265\nMyer, Walter E. Secondary school principals,\ndiscussion group project, 951\n\nNash,\n\nJay\n\nB.\n\nThe\n\nimplications\n\nfor teachers\n\nin youth’s\nprogram on health and recrea¬\ntion,\n209\nNational association of deans of women, a\ndepartment of the N. E. A., 513; historical\nnote, 514\nNational congress of parents and teachers,\njoint committee of the N. E. A. and the,\nmembers of, 733; report of (Mrs. William\nKletzer), 898\nNational council and the social studies\nteacher, The (Ruth West), 559\nNational council for the social studies, 557;\nhistorical note, 558; meetings, 561; sum¬\nmary\nof programs,\n561; secretary’s\nreport,\n563; revised\nconstitution,\n565\nNational council of education, 174; historical\nnote, 175; report of (L. A. Pechstein), 877;\nsecretary’s minutes, 184\nNational council of education, section in\nN. E. A. charter, 691\nmocracy defense. See Defense and De¬\nNational\nNational education association, headquarters\nstaff, 716; interpreting the work of, 928;\norganization of, 943; platform of, 903.\nSee also 36, 39, 42, 105\nNational education association: committees,\ncommissions, and councils, list of members,\n1939-40,\n717. See also respective commit¬\ntee\nheadings\nNational education association’s program of\nteacher welfare (Agnes Samuelson), 156\nNational seminars, 96, 100, 103\nNational youth administration, 669\nNatural resources, 118\nNature activities, 463\nNecrology, committee on, member of, 741;\nreport of (H. A. Wise), 900; tribute to de¬\nparted members, 19\nNeeded curriculum revisions in the field of,\nhealth education (Mabel E. Rugen), 149;\n(Iris Boulton) 150; recreation (H. C.\nHutchins), 153\nNeilson, N. P.\nhealth, physical\nreport of, 942\n\nAmerican\neducation,\n\nassociation for\nand recreation,\n\nNewmann,\nMarie. 418\nBusiness education’s prod¬\nuct in business,\nNews as it affects education (Lyman Bryson),\n426\nNormal\nschools, conversion of, 325\nNorris, Dorothy E. The program for gifted\nchildren in Cleveland, 639\n407\nNorth,\nFrances Doub. President’s message,\n\nO\nObjectives of educational\nbart H. Bell), 530\n\npublications\n\n(Ho¬\n\nObligation of the schools for safety educa¬\ntion, The (Henry H. Hill), 289\nOccupational adjustment of youth (Howard\nY. McClusky), 419\nOfficers of national\n\neducation\n\nassociation\n\n1939-\n\n40, 703; 1940-41, 709\nOgle, Nellie A. What we do to prepare our\npupils to obtain and retain positions in\nbusiness thru training in transcription, 412\nOn our way, an educational revue, 294\nOpportunities in school journalism (Lyle W.\nAshby), 527\nOrdal,\nCaspar R. Youth views the future,\n116\nOrganization of health, physical education,\nand recreation program (Philip H. Falk),\n\n212\n\nOrganization\n\nof the school, 442\n\n"}
{"page": 991, "printed_page": null, "text": "987\n\nIndex\n\nOrganizing the kindergarten-primary program\nfor increased social efficiency (Pickens E.\nHarris), 483\nOxnam, Rev. G. Bromley. Contemporary\ncrucifixion and crusade, 231\n\nPublic relations in the elementary school\n(William G. Carr), 450\nPublications, educational, 530; report of the\ndivision of (Joy Elmer Morgan), 927\nPyrtle, E. Ruth. Presentation of gavel from\nthe Brazilian education association, 295\n\nP\nR\nPan-American relations in education (Ben M.\nCherrington), 157\nPechstein, L. A. Report of national council\nof education, 877\nPersonality, 631; development of, 470\nPersonality development thru science (David\nW. Russell), 607\nPersonal growth leaflets, 931\nPersonal welfare, 605\nPersonnel policies and practices, student, 360\nPhilosophy for garden education, A (James M.\nMcArthur), 145\nPhysical growth, implications of, 445\nPinkston, Eva G. Elementary school prin¬\ncipals, report of, 949\nPlace of music in the culture of the world.\nThe (Howard Hanson), 57\nPlace of the home economics teacher in the\neducational program for youth (Gladys\nBranegan), 475\nPlacement problems in Puerto Rico (Alfredo\nMuniz), 417\nPlanning for the exceptional child (Malcolm\nFinlay), 154\nPlaygrounds. Sec Health and recreation.\nPlimpton, Ruth J. What we do to prepare\nour pupils to obtain and retain positions in\nbusiness thru training in clerical skills, 413\nPolitical issues of the day (Delbert M. Draper),\n75; (Hon. Karl E. Mundt), 84\nPolitical problems, 60, 231, 292\nPowell, Frank V. The Wisconsin program\nfor educating exceptional children, 629\nPresentation of gavel from the Brazilian edu¬\ncation association (E. Ruth Pyrtle), 295\nFresentday challenges to guidance in second¬\nary education (Francis C. Rosecrance), 535\nPrincipal and the teacher, The (Worth Mc¬\nClure), 301\nPrincipal as an educational leader, The (Carroll R. Reed), 441\nProblems facing high-school youth (Oscar\nGranger), 114\nProblems in directing reading in high school\n(Frederick Houk Law), 623\nProblems of teacher education for health,\nphysical education, recreation, and safety\n(Floyd R. Eastwood), 213\nProblems of unemployed youth (Orin W.\nKaye), 669\nProblems of youth in the CCC, The (J. Rus¬\nsell Cook), 112\nProfessional organizations, national seminar\non. 103\nProfessional relations, institutes on, 40, 921\nProfessional training of residence hall direc¬\ntors, The (Dorothy C. Stratton), 519\nProgram for gifted children in Cleveland. The\n(Dorothy E. Norris), 639\nProgram of public relations in rural educa¬\ntion, A (Otis Keeler), 579\nProgram of school-home projects in garden¬\ning, A (Paul R. Young), 146\nProper utilization of radio in education (David\nJ. Heffernan), 592\nProtection of school funds for educational\npurposes, national seminar on (Ben G. Gra¬\nham and Hazel Davis), 96\nPsychology, speech education and, 553\nP.T.A.’s interest in American education week.\nThe (Mrs. William Kletzer), 171\nPublic affairs education thru forums (E. W.\nBalduf), 196\nPublic education, 69, 275, 424\nPublic relations, 39, 96, 450, 527, 528, 530,\n579, 907, 932, 934\n\nRadio, a practical resource in the democratic\nschool (Harriet H. Hester), 122\nRadio, and news broadcasting, 428; art edu¬\ncation by, 397; flash, 528; in rural broad¬\ncasts, 583; news reports, 529. See also\n322, 592, 933\nRagsdale, C. E. A modern curriculum for\nthe rural high school, 585\nRasche, William F., 127\nReading, 128, 129. See also Curriculum\nRecent developments in improving the inter¬\npretation of what is read (William S.\nGray), 128\nRecent trends in learning: their relation to\nthe psychology of arithmetic, 372\nRecreation, 153, 209\nReed, Carroll R. The principal as an educa¬\ntional leader, 441\nRefining the process in the classroom (Bess\nGoodykoontz) , 296\nRelation of research to classroom teaching\n(W. W. Theisen), 373\n\nRelation of the teacher to America’s changing\neconomic pattern, The (Harold F. Clark),\n175\nReligion in education, 431\nReligious cultures, 62, 139\nReport of executive secretary,\n\n914\nReports of committees, national education as¬\nsociation. See respective committee head¬\nings. For department committees see re¬\nspective department headings\nRepresentative assembly, delegates to the\ntwentieth, 957; minutes of the twentieth,\n751\nand classroom teaching, 373\nResearch\nResearch division, report of (William G. Carr\nand Frank W. Hubbard), 934\nResearch, Speech education and, 554\nResolutions, committee on, members of, 742;\nreport of (Helen Bradley), 901\nResources and education, committee on, report\nof (Paul R. Hanna), 907\nto greetings (Elphe K. Smith), 32\nResponse\nRetirement, 940\n\nRetirement, national council on teacher, mem¬\nbers of, 740; report of (Louis Taylor), 899\nAlvin. The school journey move¬\nRoberts,\nment, 108\n\nBenjamin\nRohan,\nscience, 610\n\nJ.\n\nSocial\n\nimplications\n\n,\nteacher in supervision\nof the64\nRole\nZeller),\n7\n\nThe\n\nof\n\n(Dale\n,\n\nRosecrance, Francis C. Presentday chal¬\nlenges to guidance in secondary education,\n535\n\neld, Harry N. Teachers’ and adminis¬\nRosenfi\ntrators’ liability for accidents, 162\nRowen, Hon. Ross B. Greetings, 32\nproposed\nRowland, Albert Lindsay. The\nteacher examination service, 339\nMabel E. Needed curriculum revi¬\nRugen,\nsions in the field of health education, 149\nRural education, a program of public relations\n), 579; countywide audio¬\nin (Otis Keeler\nvisual education (William J. Hamilton),\n595; curriculum for rural elementary schools\n(Charles C. Stadtman), 586; modern cur¬\nriculum for the rural high school (C. E.\nRagsdale), 585; proper utilization of radio\nin education (David J. Heffernan), 592\nRural education, department of, 577 ; historical\nsecretary’s\nnote,\n602\ntions, 578;\nRural\n\nparent-teacher\n\nminutes,\n\ncouncil, 580\n\n600;\n\nresolu¬\n\n"}
{"page": 992, "printed_page": null, "text": "988\n\nNational\n\nEducation\n\nRural service, report of the division of (How¬\nard A. Dawson), 937\nRussell, David W.\nPersonality development\nthru science, 607\nS\nSafety education, 159, 160, 162, 216, 278, 283,\n289, 309\nSafety philosophy for teachers, A (W. H.\nCameron), 159\nSalaries and economic welfare, 175\nSalaries, committee on, members of, 743; re¬\nport of (Willard S. Elsbree), 909\nSalesmanship, 416\nSamuelson,\nAgnes.156 N. E. A.’s program of\nteacher welfare,\nSchool administration in garden education\n(Willis A. Sutton), 144\nSchool gardening on the elementary level\n(Frances M. Miner), 148\nSchool journey movement, The (Alvin Rob¬\nerts), 108\nSchool publicity, 246\nSchools for democracy, 921\nScience instruction, department of, 603; his¬\ntorical note, 604; report of secretary, 613\nScience instruction, community as the core of\nscience unit organization (W. A. Betts),\n609; elementary science enriches curriculum\n(Gladys Forler), 612; how science contrib¬\nutes to personal and community welfare\n(William H. Johnson), 605; making the\nphysical sciences more useful (Jack Huds¬\npeth), 610; personality development thru\nscience (David W. Russell), 607; social im¬\nplications of (Benjamin J. Rohan), 610;\nsocializing general science (Philip G. John¬\nson), 609; soil conservation : a neighborhood\nproblem, 611; soil conservation in the junior\nhigh school (Helen M. Strong), 612\nSecondary education, 253, 522, 535\nSecondary school principals, discussion group\nproject (Walter E. Myer), 951\nSecondary-school principals, national associa¬\ntion of, 533; historical note, 534\nSecondary-school principals, national associa¬\ntion of, continuing education (Edward\nLandy), 539; guidance in secondary educa¬\ntion (Francis C. Rosecrance), 535; speech\nin the high school (Rexford S. Mitchell),\nSecondary\n\nteachers,\n\ndepartment\n\nof, 615;\n\nhis¬\n\ntorical\nnote, 616; secretary’s minutes, 624\n537\n^\nSecondary\neducation, books in the making of\nmen (Edward A. Fitzpatrick), 619; forest\nconservation: its importance to youth and its\nplace in the curriculum (H. N. Wheeler),\n617; problems in directing reading in high\nschool (Frederick Houk Law), 623; what\nyouth expects of education (W. W. Theisen),\n622\nSecretary of the N. E. A., annual report of\nthe (Willard E. Givens), 914\nSecretary’s office, report of the (Harriett M.\nChase), 939\nSelective admission in teachers colleges, 326\nSeman, Philip L. Adult education and cul¬\ntural living, 203\nShankland, S. D. American association of\nschool administrators, report of, 947\nShaw, Albert M. Administrative considera¬\ntions relating to garden education, 143; re¬\nport of appraisal committee, 885\nShaw, Reuben T. Affiliated associations, re¬\nport of committee on, 879\nSherrod, Charles C. An introductory state¬\nment, 325\nShields, H. G. Standards in business educa¬\ntion, 418\nShorthand speed building (Clyde I. Blan¬\nchard), 416\nShumaker, Edna C. The social adjustment of\nthe high-school pupil, 522\nSmith, Elphe K. Response, 32; report and\nrecommendations of the president, 423\n\nAssociation\n\nSmith, Harold H. A demonstration of train¬\ning for typing skill, 417\nSmith, S. L. American teachers association,\nreport of committee to cooperate with the,\n883\nSocial adjustment of the high-school pupil. The\n(Edna C. Shumaker), 522\nSocial efficiency in the kindergarten, 483\nSocial implications of science (Benjamin J.\nRohan), 610\nSocializing general science (Philip G. John¬\nson), 609\nSocial problems, 60, 68\nSocial studies, national council for the. See\nnational council for the social studies\nSocial studies, The national council and the,\nteacher, 559\nSoil conservation: a neighborhood problem\n(Marjorie Haines Campbell), 611\nSoil conservation in the junior high school\n(Helen M. Strong), 612\nSome implications of verbatim records of highschool classroom talk (Stephen M. Corey),\n371\nSome imponderables in the American economy\n(Spencer Miller, Jr.), 193\nSommers, Hobart. Music in the high school,\n58\nSowers, Alice. The contribution of home\nnomics to general family living, 470\nSpaulding, Francis T. What\nsecondary schools, 253\n\neco¬\n\nis right with the\n\nSpecial ability with particular reference to ar¬\ntistic aptitude (Norman C. Meier), 395\nSpecial occasions, American education week,\n39,\n931 170, 171, 932; citizens recognition day,\nSpeech education\nson), 553\nSpeech education\ncombe), 554\n\nand\n\npsychology\n\nand\n\nresearch\n\n(Ray\n\nE. Hol¬\n\nSpeech education\nMitchell), 552\n\nin the adult theater\n\n(Ronald\n\nSpeech in the high school (Rexford\n537\n\n(Jon\n\nEisen-\n\nS. Mitchell),\n\nSpeech\neducation\nthru the\n(Winifred\nL. Ward),\n551 children’s\n\ntheater\n\nSpeech training\nchers), 549\n\nL.\n\nSpecial\neducation,\ncal note,\n628\n\nin Europe\ndepartment\n\n(Gladys\n\nBor-\n\nof, 627; histori¬\n\nSpecial education, integration of character and\npersonality (Harry J. Baker), 631; the pro¬\ngram for gifted children in Cleveland\n(Dorothy E. Norris), 639; Wisconsin pro¬\ngram for education of exceptional children\n(Frank V. Powell), 629\nSpence, Hon. Arthur T. Greetings, 32\nStadtman, Charles C. A curriculum for rural\nelementary schools, 586\nStandards in business education (H. G.\nShields), 418\nStanding rules, 696\nStimulating and elevating reading interests\n(Louise Farwell Davis), 129\nStockdale, Allen A. The future of America,\n429\nStolz, Herbert R. Individual\nof committee on, 893\n\nguidance,\n\nreport\n\nStratton, Dorothy C. The professional train¬\ning of residence hall directors, 519\nStrong, Helen M. Soil conservation in the\njunior high school, 612\nEducating youth to meet\nStudebaker, John W.\nnational problems, 68\nStudent aid program, 109\nStudent personnel policies and practices of 151\ninstitutions engaged in teacher education.\nThe, 360\nStullken, Edward H. American education and\njuvenile delinquency, 133\nSummary of reports of committees,\nsions, and councils, 877\n\ncommis¬\n\n"}
{"page": 993, "printed_page": null, "text": "Index\n\nSupervision, 442; creative materials suited to\n(Henry Harap), 651; kinds of experiences\nfostered thru (John A. Hockett), 643; role\nof the teacher in (Dale Zeller), 647\nSupervisors and directors of instruction, de¬\npartment of, 641; historical note, 642; sec¬\nretary’s minutes, 655; report of (Ruth Cun¬\nningham), 953\nSupply, preparation, and certification of teach¬\ners, committee on, members of, 745; report\nof (Richard E. Jaggers), 910\nSutton, Willis A. School administration in\ngarden education, 144; what is right with\nAmerican youth, 259\nSwanson, Edwin A. Consumer and social\nbusiness, 415\nT\nTask before us, The (Amy H. Hinrichs), 36\nTax education, committee on, members of,\n747; report of (Martin Wilson), 911\nTaxes and education, 915\nTaylor, Katharine W.\nConserving family\nideals. 472\nTaylor, Louis. National council on teacher\nretirement, report of, 899\nTeacher and supervision, 647\nTeacher, economic status of the, 940\nTeacher education, 941; student personnel\npolicies and practices, 360\nTeacher examination service, The proposed\n(Albert Lindsay Rowland), 339\nTeacher selection, 335\nTeacher, The principal and the, 301\nTeacher welfare, 156; report of division of\n(Willard E. Givens), 940\nTeachers’ and administrators’ liability for ac¬\ncidents (Harry N. Rosenfield), 162\nTeachers colleges, American association of.\nSee American association of teachers col¬\nleges\nTeachers of speech, national association of\n547; historical note, 548; secretary’s min¬\nutes, 555\nTeachers, philosophy of, 299\nTeaching profession, 40, 43, 103, 181, 296, 301,\n326, 331, 335, 339, 343, 349, 360, 373, 647,\n904, 915, 940, 941\nTeamwork among teachers, 443\nTenure, committee on, members of, 748; re¬\nport of (Donald DuShane), 912\nTheisen, W. W.\nRelation of research to class¬\nroom teaching, 373; what youth expects of\neducation, 622\nTheses on a policy for adult education (Lyman\nBryson), 183\nTheses on the internal control of education\n(Ernest O. Melby), 182\nTorkelson, M. W.\nConservation and land use,\n140\nTranscription, 412, 413\nTreasurer, duties of, 697; report of (B. F.\nStanton), 866\nTrend of teachers colleges toward general col¬\nleges is bad for the profession, The (Leslie\nR. Gregory), 349\nTrend of teachers colleges toward general col¬\nleges is good for the profession, The (Grady\nGammage), 343\nTribute to all departed members, A, 19\nTypewriting, 411, 417\n\nU\nUlbricht, Elsa E. The Milwaukee handicraft\nproject: its significance to education and the\ncommunity, 398\nUnderstanding the child (Margaret L. White),\n441\nUnemployment, 109, 193, 259, 419, 669, 673\nUnits of work, 643\n\n989\nV\n\nValue of the library in the field of kinder¬\ngarten-primary education, The (Garry Cleve¬\nland Myers), 489\nVan Horn, Mary E. Report of the president,\n495\nVesper service, 19\nVictory honor roll, 1940, 923\nVisual aids in education, 106, 595\nVisual instruction, department of, 657; his¬\ntorical note, 658; secretary’s minutes, 666\nVisual instruction, the individual school pro¬\ngram (R. B. Woodworth), 659\nVital\ndiplomatic\nfronts. The (James G. Mc¬\nDonald),\n266\nVocational education, department of, 667 ; his¬\ntorical note, 668\nVocational education, problems of unemployed\nyouth (Orin W. Kaye), 669; vocational edu¬\ncation (Harry O. Eiken), 672. See also\n127, 201\nVoight, Irma E. Guidance — a challenge to our\nschools, 515\n.\n/\nW\nWard, Winifred L. Speech education thru the\nchildren’s theater, 551\nWest, Robert. A critique of the rationale of\ntests of hearing, 499\nWest, Ruth. The national council and the\nsocial studies teacher, 559\nWhat does American democracy mean to me\n(Frank W. Kerr), 257\nWhat is happening to our human and natural\nresources (Charles H. Judd), 118\nWhat is right with American youth (Willis\nA. Sutton), 259\nWhat is right with the elementary schools\n(Edgar G. Doudna), 244\nWhat is right with the secondary schools\n(Francis T. Spaulding), 253\nWhat we do to prepare our pupils to obtain\nand retain positions in business thru train¬\ning in — clerical skills (Ruth J. Plimpton),\n413; consumer and social business (Elvin S.\nEyster), 414; salesmanship (W. Harmon\nWilson), 416; transcription (Nellie A. Ogle),\n412; (Ann Brewington), 413; typewriting\n(Viola DuFrain), 411\nWhat youth expects of education (W. W.\nTheisen), 622\nWheeler, N. H. Forest conservation: its im¬\nportance to youth and its place in the curric¬\nulum, 617\nWhite, Margaret L. Understanding the child,\n441\nWilliams, Chari Ormond. Field service, re¬\nport of division of, 921; national seminar on\nbuilding stronger professional organiza¬\ntions, 103\nWilliams, H. M. How to make mistakes in\nestimating capacity to learn, 371\nWilson, Charles C. Health problems in edu¬\ncation, report of committee on, 892\nWilson, Martin. Tax education, report of\ncommittee on, 911\nWilson, W. Harmon. What we do to prepare\nour pupils to obtain and retain positions in\nbusiness thru training in salesmanship, 416\nWinifree, Mary Jane. Accounts and records,\nreport of division of, 917\nWinn, Agnes. Affiliated associations, report\nof division of, 918\nWinning, Freda G. Report of the president,\n469\nWisconsin program for educating exceptional\nchildren, The (Frank V. Powell), 629\nWisconsin, The lure of (Edgar G. Doudna), 33\nWise, H. A. A tribute to departed members,\n19; necrology, report of committee on, 900\n\n"}
{"page": 994, "printed_page": null, "text": "990\n\nNational\n\nEducation\n\nAssociation\n\nY\n\nWithers, John William, 230\nWood, Ben D. Making use of the objective\nexamination as a phase of teacher selection,\n335\nWoodruff, Caroline S. Invocation, 167\nWoodworth, R. B. The individual school pro¬\ngram, 659\nWord on the exhibits, A (James A. Campbell),\n243\n\nYoung, Paul R. A program of school-home\nprojects in gardening, 146,\nYouth problems, 68, 109, 112, 114, 116, 131,\n133, 201, 209, 259, 411, 412, 475, 617, 622,\n669, 672\nYouth program, 475\nYouth views the future (Caspar R. Ordal),\n\nWork of the American Youth Commission,\nThe (Howard Y. McClusky), 109\nWorld federation of education associations,\n677; historical note, 678\nWyman, Mary May. The inspired teacher in¬\nterprets the curriculum, 160\n\nZeidler, Hon.\nZeller, Dale.\nvision, 647\n\nCarl F. Greetings, 30\nThe role of the teacher in super¬\n\n"}
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