RESEARCH BULLETIN OF THE NATIONAL VOL. XVI * No. 4 EDUCATION SEPTEMBER - 1938 ASSOCIATION Statutory Status of Six Professions Accountancy, Architecture, Law, Medicine, Nursing, Teaching Published by the RESEARCH DIVISION of the NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street, N. W., Washington, D. C. RESEARCH BULLETIN or in NATIONAL EDUCATION ASSOCIATION Published five times each year in January, March, May, September, and November GIVENS President, REUBEN T. SHAW Executive Secretary, WILLARD E. Director of Research: William G. Carr; Associate Director: Frank W/. Hubbard Assistant Directors: Richard R. Foster, lvan A. Booker, Hazel Davis, Charles P. Tupper Research Assistants and Section Heads: Frances G. Bradley, Louise B. Sease, Helen H. Cox, Anna Haddow, Madaline K. Remmlein, Mildred Wharton, Vera D. Vinogradoff, and Theo C. Hartman Executive and Editorial Offices 1201 Sixteenth Street, N. W., Washington, D. C. Copyright, 1938, by the National Education Association of the United States Entered as second-class matter February 10, 1923, at the Post Office at Washington, D. C., under Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized February 10, 1923. Subscriptions The payment of the $5 membership fee of the National Education Association entitles one to receive for one year the Research Bulletin, the Journal, the An- nual Volume of Addresses and Proceed- ings, and certain other publications of the Association. One dollar of each $5 mem- bership fee is for a year’s subscription to the Research Bulletin. The Research Bulletin may be received regularly thru a special subscription at $1 per year. Many of the early issues of the Research Bulletin are already out of print. The special subscription at $1 per year offers an opportunity to maintain a complete file of future Research Bulletins. Those entitled to receive the Research Bulletin regularly are asked to report at once any change of residence, giving old as well as new address. Purchasing Copies Additional copies of this issue of the Research Bulletin may be obtained at the following prices, postpaid if remittance accompanies order: Single copies, 25¢. 2 to 9 copies—10% reduction. 10 to 99 copies—25% reduction. 100 or more copies—33% % reduction. Orders for Research Bulletins not ac- companied by remittance are subject to transportation charges. Make checks pay- able to National Education Association. Reproduction of Material in Research Bulletins Material appearing in the Research Bulletin is copyrighted. However, De- partments and regularly affiliated organi- zations of the National Education Asso- ciation may reproduce parts of these bulletins for the advancement of education. These departments and organizations need no authority other than this notice previous to such reproduction. In other cases appli- cation for the release of materials is re- quired. Address communications to the Research Division, National Education As- sociation, 1201 Sixteenth Street, N. W.., Washington, D. C. CONTENTS Page FOREWORD 184 INTRODUCTION 185 I. LEGAL REGULATIONS FOR ADMISSION TO THE PROFESSIONS 188 Accountants 1d Architects 190 Lawyers 194 Nurses 198 Physicians 200 ‘Teachers 206 Summary and Conclusions 2 II. LeGAL Provistons FoR EXPULSION FROM PROFESSIONS AND REVOCATION O1 LICENSES } Accountants 14 Architects 215 Lawyers 21 Nurses 219 Physicians 219 Teachers 21 | Summary 294 | III. SAMPLING oF Cases BRouGHT TO TRIAL AGAINST OFFENDERS 225 The Number of Hearings Reported 225 Causes of Hearings and Revocation of Licenses 226 Summary 228 Some CONTINUING PROBLEMS 229 BIBLIOGRAPHY 231 / [ 183 | FOREWORD work along two major lines. First, thru the investigation of cases of unfair dismissal and thru advice to state legislative groups the Com- mittee has exerted a wholesome influence upon current problems. Second, thru the publication of various studies the Committee has attempted to facilitate discussion of conditions affecting teacher employment. The present bulletin is a part of the second general type of activity. | URING RECENT YEARS the Committee on Tenure has been actively at It is interesting to note in this report the extent to which professions, with the exception of teaching, are licensed and regulated by selected members of each profession. The licensing of teachers is generally lodged in lay hands, which makes a profound difference in attitudes and results. Attention should be called to the fact that licensing in most professions is for life, whereas in a number of instances, teachers’ licenses are for a limited period of time. Recently there has been a movement in a number of states to get away from life licensing of teachers and to substitute therefor a five-year certification plan. This tendency is contrary to the trend in most other professions and is viewed by many teachers as destructive to tenure and seniority rights. In some states teachers’ licenses may be revoked without specific provisions for a hearing, presence of counsel for the teachers, and a right to introduce evidence and to appeal to the courts. The tendency in most professions is to erect legal safeguards similar to the best tenure procedure, to prevent improper revocation of licenses. Teaching differs fundamentally from the other professions dealt with in this report in that teachers are public employees who can be effectively driven out of the profession by dismissal from position, as well as by revocation of license. Members of other professions can be driven out of their profession only by cancellation of their licenses. In order to give teachers the professional security and continuance in their profession, enjoyed by other professions, they need not only sound and well-guarded legal procedure for revocation of licenses but also a like procedure before positions are terminated. In other words, teachers need a dual protection, whereas the other professions considered ordi- narily need only a well-guarded protection against improper revocation of l icenses. In the preparation of this report, the Research Division has made a com- prehensive and constructive contribution to professional literature. Teachers generally, and the Committee on Tenure in particular, appreciate the fact that original and interesting materials are constantly being made available. Donatp DuSHANE, Chairman, Committee on Tenure. { 184 ] Introduction The purpose of this investigation was to determine what restrictions are put upon ad missions to and expulsions from certain pro- fessions, as compared with the profession of teaching. The laws governing teachers are reported herein, but only as one section of the study. No more emphasis has been given to it than to the other sections of the report dealing with the certification and the revocation of certificates of five other professions, namely, architecture, public accountancy, law, medi- cine, and nursing.* The study should provide evidence for com- parison on several points. Questions which might be asked are: 1. Is the professional preparation required in each of these six professions sufhciently equivalent so that all six professions may be considered as being in the same occupational classification? Unless this question is answerable in the affirmative, a com- parison would be impossible. The finding is not first in importance but must be considered first for the sake of logic. 2. Are there dominating forces which have in fluenced standards in the various professions and which may constitute “leads” for the other profes sions to follow? 3. Are some states more careful in the selection and maintenance of professional personnel than others, regardless of the type of occupation? Or, is the regulation of some profession or professions more stringent than for other professions even in the same state? Has the centralization of authority for certification influenced standards? 4, Are provisions for safeguarding the rights of members equally protective in the several profes sions? Are provisions for expulsion from the pro- fessions by revocation of license a threat by which the profession is kept in line, or are the provisions for expulsion employed only as a last resort when all else has failed to keep the professional personnel on a high level? Procedure and Limitations of Study Since these six professions are regulated by laws enacted by state legislatures, state statutes were examined for each profession. Altho fur- ther regulations based upon the authority of state boards amplify the provisions of the state codes, these board rules were not included in the present study. The analysis of regula- tions governing each of the six professions is based upon state statutes. It is possible that board rules and practice may differ from the 1 While the selection of these professional groups for study was somewhat arbitrary, two criteria were kept in mind the arts, business, law, and medicine; and (2) to include include representatives of four great areas of human activity written law, especially if the statute gives the power of regulations to the state boards with authority to make and enforce rules such as become necessary from time to time. Since com pilation of such state board resolutions would have been a prolonged task, the present study is limited to the basic regulations included in the legislative enactments. Plan of Report The investigation is reported in three parts. Part I surveys the provisions for admission to the professions of architecture, public ac- countancy, law, medicine, nursing, and teach- ing. The agency authorized to regulate the pro- fession, the prerequisites for license, and the possibility of moving from state to state are the topics discussed for each profession. Part II deals with revocation of licenses in each pro- fession. The provisions for protecting the in- dividual’s rights and the causes to be consid- ered legitimate bases for revocation show both great similarities and some differences among the professions. Part III presents a tabulation of the cases of revocation reported as actually tried in each state. These data indicate the ap- plication of the legal principles set down in Part II and have a considerable, tho indirect, relationship with Part I on admission require- ments. Definition of Terms The terms “license” and ‘certificate’ are used interchangeably in this report. In a few states, especially in the teaching profession, some distinction is drawn between the terms. For example, certificates may refer only to state-granted credentials, whereas license is used to refer to a permission to teach granted by the county authorities. Such a distinction occurs rarely and is not based upon an essen- tial difference. distinction is made in this report between the two terms. Architects may be registered instead of licensed. The distinction has not been carried thru this study. Non-resident physicians may be endorsed rather than licensed—it is a minor Certificate, registration, endorsement, and li- cense are used in this study as the official per- mission to practice—no more, no less. Finer Therefore, no point. (1) to profes sions which were licensed by most of the states and subject to a considerable body of statutory regulation, [ 185 ] distinctions may be of interest to the members of the several professions, but are not pertinent to the approach of the present study. The five professions discussed in the re- port—architecture, public accountancy, law, medicine, and nursing—need little definition. Accountants, as the term is used herein, refers to public accountants, not bookkeepers or ac- countants in private business. The section on law refers to “lawyers” with the intention of including all kinds of persons practicing law. In most states there is no distinction between types of lawyers. The regulatory statutes and Supreme Court rules usually designate their reference to attorneys and counselors-at-law. The distinction between attorneys and coun- selors which obtains in England is not common in the United States. Strictly speaking, an at- torney is one appointed by another to act in his place in a legal matter or proceeding, or in a private matter, or for a certain purpose. Therein resides the basis for the term “power of attorney” which may be administered by persons not legal practitioners. A counsel is a person retained by a client to plead his cause in a court of judicature. A counselor-at-law is an officer in the Supreme Court of the United States and in some other courts who is retained by a party in a cause to conduct the same on its trial in his behalf. An attorney-at-law is an officer in a court of justice who is employed by a party in a cause to manage the same for him. A lawyer is any person who, for fee or reward, prosecutes or defends causes in courts of record or other judicial tribunals of the United States or of any of the states, or whose business it is to give legal advice in relation to any cause or matter whatever. Since “law- yer” appeared to be the more general term, and since the regulations of the profession did not make any distinction among the various terms above defined,? the designation of lawyer was used in this report. Compulsion behind Certification Laws State laws providing for licensing of profes- sional practitioners are of two kinds: compul- sory and non-compulsory. All lawyers, teach- ers, and physicians must secure a license before they practice their professions. These laws are compulsory in every state. Laws providing for registration of architects, accountants, and 2 New Jersey is the only state retaining the English distinction between attorney and counselor. nurses are not always compulsory. That say, architects, accountants, and nurses in some states practice without certifi provided they do not pose as licensed | tioners. For example, the law in these reads so that a person may do the thin; architect usually does without violating law unless he uses the title “architect.” Orly states regulate the right to practice archit: ture regardless of the use of the title; these compulsory. The two kinds of laws, at glance, appear very different as the former not require a license of every person pract architecture. However, the difference is ni great as it would seem since other state statutes provide further limitations. The building ad ministration may require that plans for build ings over a designated low cost or size signed by an “architect” which would mea that, in order to submit plans, the person must be a licensed architect. This indirectly widens the group for which license is required so to include almost all persons doing archite tural work. Other such building requirement working together with the architectural regu lations eradicate most of the differences be tween the compulsory and the non-compulso: laws. Similar to non-compulsory architectural laws are those regulating accountants and nurses Some states allow a person to practice nursing without a license so long as he does not cal! himself a registered nurse, or use the letters “R. N.” after his name. There are also pra tical nurses and hospital attendants who are not often licensed. One law may require the licensing of the registered nurses (R. N.’s), the practical nurses (P. N.’s), and the trained as- sistants (T. A.’s) ; it definitely classifies each type of person giving the service and requires licenses of each class. Another law may require that no person may call himself an “R. N.” without a license. The ordinary non-compu! sory nurse practice act, therefore, does not dif fer greatly from the compulsory act, since both amount virtually to the same thing in practical application. However, Maine and New Hamp shire require registration only for public health nurses. No law prohibits any person’s practicing a profession without a license unless the restric- In New Jersey a license counselor requires a special examination. The applicant must have resided and practiced as an attorney for three years in the state { 186] for signify junta Cent Altl sepal ntral es un nois, Oklahoma, and Tennessee passed ac yntancy laws which were held to be uncon ‘tutional in that they restricted the practice ’ f accountancy to C. P. A.’s. [he accountancy laws were held to be un- stifiable by police power in that the public velfare was not promoted by such legislation. ¢. P. A. laws, therefore, are constitutional so ras they require all public accountants to be censed. Some laws permit accountants to do iblic accountancy work without a license so as they do not use the title or initials jgnifying that they are certified public ac yuntants. Centralization of Licensing Agencies Altho most states license each profession thru separate examining board, a few states have ntralized some or all of the licensing agen- es under the direction of a single administra be for the public welfare, as in medicine. head. In California, Idaho, Illinois, Mas sachusetts, New York, Utah, and Washington regulations for many occupations and profes tive iv ¢ sions requiring license for practice have been segregated under a single head who directs the administration of the regulations thru com mittees or boards responsible to him, each com mittee or board dealing with a single occupa District Commission on tion. In the of Columbia there is a administers field : other professions are regulated by independent Licensure which the examining boards in the medical boards. New York the control of Only in state are teachers in cluded under the centralized in Illinois teachers are affected indi thru the agency; rectly normal school board. In all other states, teachers are certificated by the educational agent or agencies—separate from the agencies created to license all or some of the other professions. I. Legal Regulations for Admission to the Professions In this part of the report each profession is discussed in reference to statutory regulations for licensing. The regulating agencies empow- ered to grant the licenses, personal educational and experiential standards required for ob- taining the licenses, and reciprocal provisions whereby licentiates may move from state to state, are the topics covered under each of the six professions. Brief reference is also made to the work of the national professional organi- zations having exerted influence upon the stand- ards of each profession. Accountants Some states restrict their accountancy legis- lation to certified public accountants; other states include all public accountants; in still others, the law refers to both as different classes of accountants. The main features of the accountancy legislation described in this section have not been classified according to such fine distinctions.* State Boards of Accountancy Appointment and qualifications—Most state agencies regulating the profession of the certi- fied public accountant are independent state agencies.2, Membership in state boards of ac- countancy is from three to five persons ap- pointed by the governor for a term of from one to five years. In every case, at least the ma- jority of the board members are themselves public accountants registered in the state. Fif- teen states set a minimum experience qualifica- tion of eligibility to appointment on the state board of accountancy. Alabama, Connecticut, Delaware, Georgia, Illinois, Maine, Massa- chusetts, Michigan, Pennsylvania, South Car- olina, Tennessee, and Vermont require that one or two attorneys in good standing be ap- pointed on the board. These stipulations com- prise the qualifications required in typical states. Eleven states have further requirements. Illinois, Kentucky, and Massachusetts forbid board members from being connected in any way with any school of accountancy ; Kentucky requires the board members to have been state residents for at least one year; the board mem- bers in Louisiana, Pennsylvania, and ‘| see are chosen from geographical areas state; Idaho appoints the board membe: recommendations made by the state so accountants; and Mississippi requires t! board members be members of the state In Maryland, one board member n an economist recommended by the presid Johns Hopkins University. In Ohio, members must meet only two require: they must be skilled in knowledge and p; of accountancy and not more than two n long to the same political party. In Sout! kota, the board of accountancy consists of } superintendent of banks, the executive ac: ant, and the insurance examiners. In Vern the auditor of accounts, the state treasure: the commissioner of banking and _ insu: comprise the board of accountancy. Finances of state boards of accountan: least nine states do not compensate thei: members. Other states pay from $5 to day for the days spent in state board busin The expenses of the board are met by the collected. Fees for examination are usually $25 altho Kansas and Maryland charge only § The annual renewal fee runs from $1 to $ Fees for out-of-state registration are usu the same as for the resident applicants al: several states double the amount. Personal Qualifications Required for Certification All states stipulate that the applicant mus be a citizen of the United States or have d clared his intention of becoming naturalized If the latter, the license is revoked if natura! zation is not completed within a specified tim: in some states: six years in Florida and Mic! gan, two years in Hawaii, eight years in Nev York. The general requirements for certificat apply to residents of the state, and four stat (Indiana, Maine, Minnesota, and Montan require that the applicant be a resident for a! least one year before applying for certificati Several states require certified public countants to put up a bond and take an « 1 For example, Oklahoma distinguishes between and examines separately ‘commercial accountants’ and ‘‘municipal a ants” but, when certified, both types are called ‘‘certified public accountants.” present study. Such details have seemed irrelevant | 2See Introduction for description of regulating agencies in California, Idaho, New York, Massachusetts, Utah, and Wa ington. In these states the board of accountancy is under the supervision of a general state department. [188] sradua jucatl mers xamin ence nclude f acer ts edu Other acco the ex} All Washi erore nation 1 cert ears ; two s thre Rico it ne ye ceives | perienc me ye; two ye ears ¢ It is een tl certific develoy gradua that e3 and fo in its a n Nev Few juired, uires the faithful and honest performance of rofession. Educational Requirements \|| states except Washington have require ents for education. In most states the requi tes are written in the law; in sixteen states ire board rules but have the authority of iW. The iduation. Some states require graduation, usual requirement is high-school high-school jucation, not necessarily and thers permit the substitution of an academic xamination or equivalent education or expe- ence in commercial work. In New York state the educational require- ents were raised as of January 1, 1938, to nclude, after high school, college or a school f accountancy. This state is the first to raise ts educational requirements above high school. ther states give credit for formal education accountancy, but merely as a substitute for the experience requirement. Experience Requirements All states except Delaware, Montana, and Washington require experience in accountancy efore the applicant is eligible for the exami- nation which will certify him as a C. P. A. or P. A. In two states and Hawaii the period of 1 certain type of experience required is five ears; in three states it is four years; in twen- ty-two states and the District of Columbia it s three years; in thirteen states and Puerto Rico it is two years; in three states it is only ne year. Accountancy college graduation re ceives credit as a substitute for the entire ex- perience requirement in six states; credit for me year’s experience in five states; credit for two years’ experience in four states; and three ears’ experience in two states. It is obvious that experience credentials have een the earlier requisite for the accountancy certification, and that as schools of accountancy developed the educational credits have been gradually accepted as substitutes. It is probable that experience will decrease in importance, and formal education in accountancy increase in its acceptance as is indicated by the new law in New York. Few states specify the type of experience re- juired, as for example, Tennessee which re- juires two years’ experience as assistant or one w’'s Work of the Ameri Carey, John L., secretary. A Ve 4p year as principal, or three years as chief book keeper. Mississippi requires two years’ exper! ence in public accountancy or five years in book keeping. Reciprocity Arrangements In thirty-one states, the District of Colun bia, and Puerto Rico, non-resident certified public accountants may be registered without examination provided the standards of the orig inal licensing states are equivalent or higher Alaska, Hawaii, the non-resident applicant must meet personal re In nineteen states, and quirements regardless of the statutory stand In twenty-four states ards of his home state. and Puerto Rico the provisions are operative only when the other state grants the same con cessions to their accountants. Several states specify an experience period (of from three to ten years) which may be substituted for other Hawaii requires a twelve-month residence. certain requirements ; Florida makes provisions for a ninety-day permit, apparently so that non-resident account ants may do work in Florida, but does not pro vide in the accountancy law for the permanent certification of non-resident accountants. ‘The North Carolina law reads that their non-residents may practice by registering certificate from another state with the North Carolina state board. A recommendation from the home state board as to character of the non-resident applicant is required in Vermont. Provisions for reciprocal certification of pub lic accountants are brief and simple, usually not very explicit or definite. ‘The widespread work of the Board of Examiners of the American Institute of Accountants facilitates the inter state practice of the members of their profes sion, and makes almost unnecessary regulations by individual states. The American Institute of Accountants Wuring 1936 the American Society of Cer tified Public with the American Institute of stitute works for the advancement of profes Accountants merged Accountants. The In sional standards thru such means as a com mittee on professional ethics, a board of exam iners which prepares examinations, a bureau of information, library facilities, and publica The adopted in tions. Institute examinations have been forty-four states and territories. New York: the Institute Institute Some state boards grade their own papers, but the Institute offers to do so and does for thirty- two states and territories. The purpose of this system of national examinations is to make the examinations uniform over the country. Architects Laws have been enacted requiring architects to be registered or licensed in all states and ter- ritories except Alaska, Arkansas, Kansas, Maine, Massachusetts, Missouri, Nevada, New Hampshire, Vermont, and Wyoming. In at least five of these states, architects are ac- tive in the attempt to pass laws which would screen out those not competent professionally or fit morally to be included in their profes- sional group. The earliest legislation of this sort was passed in Illinois in 1897. Only nine- teen states had passed such laws up to 1920; but eleven states enacted architectural regis- tration laws between 1920 and 1930; and nine, since 1930. The latest enactment was in 1937 (Texas). In eight states and two territories the regu- lating board examines and certificates engineers as well as architects; surveyors are included in six of the laws regulating architects and engi- neers.* State Architectural Boards Appointment and qualifications—In Indiana the regulation of architects is under the juris- diction of the Administrative Building Coun- cil; in Wisconsin the board members are ap- pointed by the Industrial Commission. The members of all other state architectural boards are appointed by the governor, and operate as independent governmental agencies except in those states where various professions are seg- regated under one regulating agency, as for ex- ample, the Department of Law Enforcement in Idaho.® The state board usually consists of five or six members, altho in three states there are only three members on the board.* Cali- fornia has two district boards, five members on each, serving the two major geographical dis- tricts of the state. The term of office ranges from two to seven years. Qualifications for eligibility to appointment on the state architectural boards indicate that non-professional people are not appointed , regulate the profession. In every case, th members must belong to the profession chitecture, engineering, or surveying; i; cases a definite number of years’ experi: the profession is specified as a requiremen: ally ten years, under the theory that o experienced professional architect could problems and be capable of judging the ; sional attainments of those seeking registra In addition to professional experience, « ship, residence in the state, practice of tecture in the state, age, and geographical | tion are designated as requirements in the ya ous laws. Alabama includes on its state architecty; board the dean of the College of Mines of +} state university, besides six representative a tects and engineers meeting certain re ments. Idaho requires that one member be the faculty of the agriculture or enginee: department of the state university and that o other member be a sanitarian. Illinois also cludes a member of the faculty of the sta: university ; two members of the South Carol board must be professors of architecture 01 gineering in a university controlled by state. Kentucky requires that the dean of 1 state university school of engineering (o: chitecture if such is later established ) serve the state board. The new Texas law read “No more than one member shall be stockholder or owner of any interest in, no: a member of the faculty, or board of trustee: or other governing board of, nor be an ofc of, any school or college which teaches arc! tecture.” Finances of regulating agency’—The e penses of the board are met by fees collect for examinations, licenses, and renewal otf | censes. Application fees usually amount to $25 per person payable either in advance of examination, or part before the examinati and the rest when the certificate is granted Seldom is all of the fee returned in case o! rejection, even when all of it is paid in ad vance. Occasionally the law requires that portion of the fee be returned. Annual renew! fees range from $1 in Illinois and Rhod * Architects, engineers, and surveyors: Arizona, Michigan, Minnesota, Virginia, Hawaii, and Puerto Rico. Architect engineers: Nebraska, South Dakota, Tennessee, and Wisconsin. 5 See Introduction for discussion of the regulating agencies in California, Idaho, Illinois, New York, Utah, and Washi: ®In those states where engineers and surveyors are included with architects for registration by the same board, the | usually larger to provide for several representatives of each profession. 7 Information on this feature was not obtained from seventeen states, the District of Columbia, and Puerto Rico [190 ] oun turni of th ates pense fund an a Flori techr BE natic the s ences many tice terri! exalr exalr the 1 perie an ac didat Dak as p grad nesse years cons! cussi his p of p grap Island to $10 in about ten states, and $25 in Indiana. If the applicant fails the examination e is usually eligible for reexamination without further fee at a subsequent examination some time during a specified interval, as after six nonths, after one year, or before two years. At least fourteen states forbid compensation for board members, altho their expenses in- irred in attending to the state board business ire met by the board. At least seventeen states prescribe a per diem compensation which is $5, S1U, o1 $15 a day for the days actually spent n the state board business, this in addition to the ordinary expenses of the member. At least en states keep their funds in a separate ac count; three states keep only a contingent fund, turning over the remainder to the general fund of the state treasury. The Virginia law stipu- lates that surplus funds, over and above ex- penses of the board, go to the permanent school fund; Florida sets aside the surplus funds for an architectural course at the University of Florida; Colorado uses the surplus to buy technical books for the board members. Types of Examination for Registration Examinations for registration as an architect are of two kinds. The so-called junior exami- nation is prescribed for admission to practice; the senior examination is designed for experi- enced architects who have been in practice for many years and who wish to extend their prac- In two territories no provision is made for a senior tice to another state. ten states and examination. In those states giving the senior examination, ten years’ experience is usually the requisite. In New Jersey, seven years’ ex perience or three years after graduation from an acceptable architectural school admits a can- didate to the senior examination. The South Dakota stipulation reads “satisfactory record as principal * or two years’ experience after graduation from an architectural course.” Ten nessee requires “obvious ability” and age thirty years. The senior examination is usually oral, consisting of an hour or more of general dis- cussion and questioning of the applicant as to his practice and methods, with the submission of plans, specifications, sketches, and photo graphs of his work. *A principal in architecture is one experienced in full contro Ten years and work executed under his own name as architect the senior examination. *In Arizona, Montana, New ence requirement. Mexico and Virginia, architectur Qualifications for Admission to Practice Requisites for the junior examination, which is written and may be supplemented by oral questioning, are more definite and detailed in the statutes. Most states specify that the appli cant must be a citizen or have declared his in tention to become a citizen; be at least 21 years of age (25 in Arizona, Minnesota, Nebraska, New y ork, good moral character. The educational requir and Pennsylvania); and be of ments vary from state to state and none at all is required by Alabama, Arizona, Colorado, District of Columbia, Florida, Mis sissippi, Montana, New Mexico, Texas, Utah, Virginia, and Washington.® Those states which set educational requirements usually mention Hawaii, graduation from high school, some add that mathematics, history, and languages must be included in the high-school curriculum studied. Idaho and N ew college. Wisconsin requires graduation from a York require two years of four-year college course. On the other hand, Louisiana and Tennessee require only grammar school education. An examination in academi subjects may be substituted for the educational requirements in some states. Graduation from a college of architecture is required in Cali fornia, Indiana, Michigan, New York, North Carolina, Rico, but of these laws provision is made for the substitu and Puerto in each tion of an “equivalent.” For example, if the applicant is not a graduate, California will accept each year of architectural education as one of the ten years’ experience required. Twelve states, the District of Columbia, and two territories do not require experience before the junior examination. In seven laws the ex perience requirement is lowered for those show ing professional education; in six laws the pro fessional education is accepted as an equivalent substitution, year for year, of experience re quired. Arizona, which does not reqtire any professional education, allows the eight years’ experience requisite to be lowered by substi tution of education up to five years of train ing followed by three years’ experience. Idaho allows graduation from an approved college of architecture to be substituted in lieu of other office, with responsible charge of is usually required of 1 of an architect’s employee experience as principal applicants tor il education ibstituted for part or all of the experi {191 ] education and experience requirements, but requires three years’ experience if the applicant has merely met the high-school, mathematics, history, and languages requirements. In New Mexico, four years’ experience is required but four years of teaching or study of architecture is accepted in lieu thereof. South Dakota re- quires six years’ experience for high-school graduates, but requires graduates from ap- proved colleges of architecture to submit only two years’ experience. There are several reasons for the diversity among educational and experiential require- ments in the laws regulating admission to the practice of architecture. One reason is that the laws are comparatively new; perhaps a stronger reason is that formal professional education in this country is comparatively new. There are only forty architectural schools listed in the Patterson directory,'® and only California, Massachusetts, New York, and Ohio have more than one or two schools within their state boundaries. The formal education in the pro- fession has not yet become widespread enough to make professional education a universal re- quirement. Furthermore, each law must contain what is known as the “grandfather clause” to provide for those in practice at the time of the passage of the act. Since professional education in ar- chitecture is so recently developed many of the practitioners have not attended architectural courses but have gained their technical train- ing thru employment in an architect’s office. These practitioners are ordinarily able archi- tects and should not be prevented from regis- tration when the law is enacted. Therefore, the statutory regulation of admission to the practice of architecture gives more emphasis to experience than formal professional educa- tion. Laws are revised from time to time to raise their requirements and the American In- stitute of Architects, a restricted professional organization, fosters higher standards as is evi- denced thru the publication of a model law annotated with the Institute’s principles con- cerning various features of registration.'! The Institute recommends that all registration laws require “graduation from an accredited high school and not less than a four-year course in an approved technical college of architecture, with graduation therefrom, plus three y: diversified practical experience in the off legally qualified architects.” None of isting architectural laws meets this sta as all six states and Puerto Rico, which only ones requiring graduation from an tectural college, allow the = substituti: “equivalents.” Registration of Non-Resident Archite Architects, especially those with a fine tation, have frequent occasion to cross lines to do work in other states. It is not common for an architect from New York, ton, Chicago, or other metropolitan cent be called across the continent for a part kind of work for which he is renowned. practice makes the profession more high] tionalized than many others. It makes 1 sary the provision in state laws for evalua and accepting architects from other st Temporary licenses are permitted in fourt: states and Hawaii but serve such a limited | pose that permanent registration of non-1 dent architects has become a problem. \! laws grant the examining board the pow: make rules and regulations concerning th: ceptance of non-resident architects. In s laws the power of the examining board is 4 ified by such provisos as the following: if state from which the architect comes has equ alent requirements for registration, or if other state grants similar courtesies to tects from the home state. These provisions vague and place too little emphasis upon merit of the individual architect. Furtherm nine states do not register their architects all, and these then would be barred from p: tice in the states which register non-resident practitioners on the basis of equivalent stand ards. The majority of the states grant regist } tion to architects from other states when the) have been duly licensed by examination in th: home state and the record of practice, cha acter, and preliminary requirements are equ alent. In addition, Colorado, the District Columbia, and Washington have an age quirement for non-resident applicants. Arizo: and Hawaii stipulate that the applicant's ord of practice, character, and examination 1 Patterson, Homer L., editor. Patterson’s American Educational Directory. Vol. 33. Chicago: American Educationa 1936. p. 703-704. 11 American Institute of Architects. ‘Recommended Provisions for Registration Laws for Architects.” Washington, D. C.: the Institute. (No date.) Document No [192] sissil prov quir in al tects uate spe rien offic and two arch state acce ina N if tl “adjudged satistactory, a re n which gives discretionary power to the vn state De In Tennessee, applicant rom states equal requirements are ‘red only board a personal appearance befor Washington, the ther tate ? have equal and reciprocal Texas and ents quirem e the applicant is registered. In West Vit reciprocity appears to be the main basis which non-resident applicants ted or rejected. In most of these states the board will con ler the applicant’s record of experience as a rincipal in lieu of possible credit for making o a deficiency if the home state examination not adjudged equivalent, or the deficiencies be made up in one of several other ways: he applicant may be required to submit addi person with ex tional evidence or appear in bits for questioning, or pass an examination equal to the deficiencies. If the examination in the home state is of verv much lower standard the applicant may be required to take the full xamination. or fulfil any or all of the provi sions which in the opinion of the board are necessary to prove the applicant’s qualifications equal to the standards of the state in which egistration is sought. Lack of Distinction between Resident and Non-Resident Applicants There is no distinction made between non- resident applicants with and without state redentials in Alabama, Florida, Mississippi, ind New York. The principle involved is that urchitects from outside the state must meet registration and Mis architects ertain requirements regardless of n the home state. Alabama, Florida, sissippi will provided they meet any of the following re register non-resident quirements: (a) registration in good standing in any state; (b) American Institute of Archi tects membership in good standing; (c) grad- uate of approved college of architecture with specified ) experience. In Alabama this expe rience may be no more than one year in an office of a reputable architect, but in Florida and Mississippi the experience must be at least two years as a principal. Florida adds that architects of long experience as a principal in states having no registration laws will also be accepted ; however, proof of ability is required in any case in Florida. New York registers non-resident architects if they have had ten years of lawful practice 1] pear personally +] pe cal mined 1e board for examination character of w by the boa é oT distinction , arc It would appear that the lacl tween hitect s and those Ss may tend le states and Registration of Non-Resident Architects with out Official Credentials If an architect does not have National Coun ( | ot Architectur il Registration Boards ( amination credentials or registration by « amination in his home state, he has no off submit to the records to state in whi wishes to be registered. Twentvy-fou not register non-resident architects unl have N.C.A.R.B. records or home state tration by examination. Idaho will accept architectural coll ind thr New Mexico will American Institute of ept uation from an ece years experience ; accept membership in the Arch South Ca with ten years’ experience and record of high West Virginia als experience n tects ; olina will ac character and integrity; requires ten years’ lieu of ex . e Toe amination credentials. Colorado requires grad uation from an approved college of archite: ture plus four years’ experience and also mem t bership in the American Institute of Architect The “evidence that applicant is well versed in essen Delaware and Pennsylvania laws re tial qualifications plus good record of practic Kentucky and South Dakota demand a “record of outstanding practice and ind character.”’ architects with the VY are grad character.”’ Ohio will registe: out examination credentials uates of an approved college ot architecture with three years of satisfactory experience will provide a partial examination, altho they provide also th it exemptions applying to Ohio seek! architects registration in other state will be applied Ohio. In other ments, then allows exemptions to! reciproc it to non resident applicant I words, Ohio sets up require National Council of Architectural Registration Boards To facilitate the interstate practice of ircl the National Registration Boards was established. This o1 the clearing-house Council of Architectural tects, ganization, controlled by various state boards, serves as a thru the [ 193 ] standard examinations given by the National Council. State board examinations are rated; when an architect wishes to move from a state with low standards to one with high standards he may apply to the National Council of Architectural Registration Boards; credit is given for whatever examination the candidate has already passed and he is required to make up the deficiency. If a candidate has not been licensed in any state he may take the N.C.- A.R.B. junior or senior examination in its en- tirety depending upon his eligibility for either. Some state boards have substituted these N.C.A.R.B. examination standards for their own resident applicants. The reception by state boards of the N.C.- A.R.B. credentials varies from state to state. In seventeen states no special policy has been laid down and applicants use the N.C.A.R.B. examination in the same manner as a state registration, submitting these N.C.A.R.B. credentials instead of or in addition to their own state records. In thirteen states the board has agreed to accept the N.C.A.R.B. creden- tials altho customary board action is neces- sary. In Connecticut, Kentucky, Minnesota, Oklahoma, Rhode Island, South Dakota, and Virginia, the board action is merely a form, the agreement being that unanimous ballot for approval will be cast immediately upon receipt of the certified record and complete applica- tion. Florida, California, and Tennessee are not typical in their acceptance of the N.C.- A.R.B. records. California requires a general oral examination in addition to the N.C.A.R.B. records; Florida accepts the N.C.A.R.B. rec- ord in lieu of a personal appearance of the applicant where such would otherwise be re- quired, then grants a limited permit to prac- tice. Tennessee waives the personal appearance requirement but otherwise requires the same routine from N.C.A.R.B. applicants as from those applicants who have registered in an- other state. Lawyers The courts have often declared that the power to control the profession of the law is inherent or implied in the powers of the courts. Added to this is the desire of the organized bar to govern itself. The power of stat: latures has been a debatable point since courts have definitely repudiated legi purported to discipline lawyers.'? In cases the court has held that a coordinat: thority exists between the legislative bod the courts.'* Only in a few cases has the admitted the controlling power in the lature. The general opinion seems to be | the legislature may fix grounds for adn to the bar and disbarment therefrom, but courts are not limited to these grounds. ( fusion results from this situation. Diverg; authorities dictate regulations; court decis interpret the terms of general statutes; and ¢| fundamental standards are a mixture of st tory provisions and judicial opinions. H¢ at least, the profession of law differs cons ably from the other professions considered this report. The legislature may prescribe rules but t must be reasonable and should not deprive courts of their inherent power to prescribe t! own rules according to opinions in Calit nia, Connecticut, Kansas, New York, N« Carolina, Ohio, Oregon, Washington, Wes: Virginia, and Wisconsin. The legislature | no right to prescribe rules in Illinois, New | sey, and Pennsylvania. The state bar asso tion is self-governing in seventeen states: Al bama, Arkansas, California, Idaho, Kentuc Louisiana, Michigan, Mississippi, Nevad New Mexico, North Carolina, North Dakot Oklahoma, Oregon, South Dakota, Utah, a: Washington. New York might be includ also from a practical point of view.'* The Su preme Court of Illinois cooperates with ¢! state and the Chicago bar associations in su a way as to make Illinois practically eligib for inclusion in this list also. The self-governing plan of regulating law yers in these seventeen states is a recent devel opment based upon the integrated plan adopted by the American Bar Association.'® Former! and to date in the other states, membershi in the bar associations was a voluntary matte! Under the new plan membership is compu! sory; it is correlative with admission to pra tice. The association then is able to regulat +} 2 Bradway, J. S. ‘Moral Turpitude as the Criterion of Offenses That Justify Disbarment.” California Law Review November 1935, 18 Editorial. “Inherent Power of the Courts with Respect to Unlawful Practice of the Law.” 241; May 1937. 4 Editorial. ® Rutherford, M. Louise. 1936. p. 33. United States Law Re Journal of the American Judicature Society 19: 77; October 1935. The Influence of the American Bar Association on Public Opinion and Legislation. Phil [ 194 ] evel pted erly, shiy tter. |pul- , late its membership as to admission and expulsion. Undoubtedly, lawyers as a group have achieved self-government to a much greater extent than ny other profession. State Bar Examiners Most examining agencies consist of five mem- bers altho they range from three to fifteen. The term of office is from one to seven years; in nineteen states it is three years: in seven states the members serve at the pleasure of the appointing power. Fourteen states make mn provisions for compensating the board mem- bers. In twelve states the per diem remunera- tion is from $5 to $25 in addition to expenses. In eight states the compensation is set at an annual figure, from $100 to $1500. Examina- tions last from one to six days and cover “‘the whole field of law” in two states and specified subjects designated in other states. When item- ized, the subjects covered in the examination range from five to thirty-three, averaging nine- teen.'® Personal Characteristics Required for Admission to the Bar Almost every state requires that applicants for admission to the bar be citizens of the United States or have declared their intention of becoming citizens. Georgia requires that an alien have been a resident of the state two vears and have declared his intentions of citi- zenship. Massachusetts admits to examination aliens who have declared intentions of becom- ing naturalized but does not permit practice until they are citizens. Most states require that the applicants be residents of the state or have declared their intention of residing in the state. About half set a resident time requirement from 60 days to one year. West Virginia requires that the applicant be a resident of his county for one year previous to the examination. Delaware admits to examination applicants eighteen years of age and over; North Caro- lina names twenty as the minimum age accep- table; all other states require that the candi- dates be twenty-one or over. Arkansas and Maryland waive the age requirement if the applicant is a graduate of an acceptable law school and meets the other requirements. In Florida the age limitation may be waived by * This paragraph has been abstracted from the Handbook of 30, and 31, 1936. The ssociation, 1936 Nebraska Law Bulletin 1 03 Thirty-fourth Annual Meeting Held at Chicago, December 29, 17 Tewell, J. L. ‘Admission to the Bar and Disbarment a circuit court. In Virginia applicants ove nineteen will be admitted to the examinatior but will not be permitted to practice until they are twenty-one. Connecticut and Wiscon sin admit to examination those applicants not vet twenty-one but who will reach their twen tv-first birthday before the next examination Good moral character is mentioned as a re quisite for all persons admitted to practice law In North Carolina, if fused on account of character, will be barred from the examination for two vears. Proof of good moral character varies an application is re the applicant from state to state. Some laws do not provide any means for verifying character; others rely upon certificates or affidavits from reputable attorneys of the state. In seven states a com mittee is appointed for the special function of inquiry into the character of applicants for admission to the bar. This committee is usually called “Committee on Character and Fitness.” This plan operates in Alabama, Colorado, Illi nois, Kentucky, Maryland, New Jersey, and New York. When the Committee on Char acter and Fitness is satisfied with its findings, it gives to the applicant a certificate signify ing his moral fitness for admission to the bar Such certificate is requisite to the examination on legal knowledge. Educational Requirements Arkansas is the only state which makes no general educational requirement of prospective lawyers. Kansas was the first state to raise its requirements to seven years of college (three years’ academic work followed by four years of law or four years of academic work with three years of law). Delaware requires a col lege degree before beginning the study of law or passage of a general educational examination on certain specified subjects conducted by the University of Delaware. Pennsylvania has a similar regulation: a college degree is required before beginning the study of law or passage of a general educational examination inde pendently conducted by the College Board for the State Board of Law Examiners. The majority of states, however, require only two years of college or its equivalent be fore law study or before admission to the ex amination. This requirement meets the re¢ ommendations of the American Bar Associa tion.'? In nine states, however, the educational! ls and Proceedines the Association of American Law School November 1934 [ 195 J requirement is lower than the American Bar Association recommendation. California, Dis- trict of Columbia, Florida, Georgia, Iowa, Kentucky, Louisiana, Mississippi, and South Dakota require only high-school education or its equivalent before admission to examination, not necessarily before law study. The American Bar Association recommends at least three years of legal study. Thirty-nine states meet this recommendation. Kentucky, Montana, South Carolina, Tennessee, and Vir- ginia require only two years of legal study; ‘Texas, twenty-seven months. Arkansas, Flor- ida, Georgia, and Mississippi make no require- ments regarding the period of legal training. Some of the thirty-nine states requiring three years of legal study keep their standards higher than others by restricting the school in which the study takes place. Schools approved by the American Bar Association are favored ; this or some similar restriction is placed upon legal education of applicants in 21 states: Alabama, Connecticut, Delaware, Idaho, Indiana, Kan- sas, Maine, Minnesota, New Mexico, New York, North Carolina, Ohio, Oregon, Rhode Island, South Dakota, Utah, Vermont, Wash- ington, West Virginia, Wisconsin, and Wyo- ming. Oregon requires approval of the school by the state supreme court. Alabama requires three years’ study in a school approved by the American Bar Association or accepts four years at an unapproved school. Of the 190 law schools with more than ten students, 94 were approved by the American Bar Association in 1936.'® Six of these schools require a degree for admission to the study of fective July 1937. The tendency is to the American Bar Association recommer that “graduation from a law school not confer the right of admission to t! every candidate should be subjected examination by public authority to det his fitness.” Another A. B. A. recommendation generally accepted. This is in regard to study without law school attendance. 0 Alabama, Kentucky, New Mexico, Ohio, \\ Virginia, and Oregon (after July 31 refuse credit for office study. All other permit candidates to gain all or part of legal training in an office. Most states r ing three years of law study accept four of law study if it is divided between school and a law office. The American Ba sociation does not approve of admissi practice law on the basis of office study but does not rule concerning supplement office study during or after law school tendance. Delaware, New Jersey, Penr vania, Rhode Island, and Vermont require office experience in addition to their requi: ment of law school study. In New Jersey t years of legal study is required; graduat from law school may be substituted f more than two of these three years. The ot! four named states require six months’ ex; rience in a law office, part of which maj some cases be interpolated into the law vacations. Non-Resident Attorneys Attorneys, like architects, physicians, accountants, have occasion to cross state li requ law. Entrance requirements in other law Requirements are set up in all bar acts ma! Op schools are three years of college in thirty possible the transfer of a lawyer from one Cant schools, two years of college in 97 law schools. to another under certain conditions. In shov Fifty-seven schools admit students with high- teen states and Puerto Rico, non-resident n> school education only, some of these not even torneys are admitted without the bar exami: pp! requiring high-school graduation. All law tion provided they meet the qualifications sti —_— schools except seven give at least a three-year ated. In Florida, Hawaii, Idaho, and Texa as tl law course. There are no law schools at all in non-resident attorneys are admitted onl} orgs Delaware, New Hampshire, New Mexico, examination and must meet certain quali! whe Nevada, Rhode Island, and Vermont. tions before becoming eligible to the examin oar Admission to the bar on a diploma from law tion. In Kansas, non-resident attorneys tuck school, without an examination as to the appli- are examined but separately from the resid: ee cant’s knowledge of law is permitted in Ala- applicants and “in such manner as the board high bama, Arkansas, Florida, Mississippi, South deems proper.” In Colorado, District of C a, Dakota, West Virginia, and Wisconsin. Ne- lumbia, Montana, and New York, an exami! has f braska has abolished this custom by repeal ef- tion may or may not be given depending u aaa fective September 1938; Texas’ repeal was ef- the discretion of the board. An oral exami: = pron 18 Shafroth, Will, editor. Annual Review of Legal Education for 1936. Chicago: American Bar Association, 1936. {| [ 196] nay or may not be given in North Dakota nd Utah. In Kentucky the non-resident attor must take the examination if he has prac- ticed less than five years; in Pennsylvania, if ; experience is less than eight years. Vermont requires an examination after six months’ study na law office in Vermont unless the non-resi il lent attorney has had more than one year’s experience in actual practice. Oregon gives a two-year temporary certificate. Personal qualifications of age and residence re included in the requirements in Califor nia, Connecticut, New York, Rhode Island, ind Wisconsin. In Missouri, North Dakota, ind South Dakota, the non-resident applicants must meet the personal requirements set up for resident applicants. Certificates, affidavits, or recommendations from judges, attorneys, bar sssociations, business men, and others are vari- ously required as proof of good moral char- acter and high professional standing in twenty- eight states and two territories. Some practice in law or professional expe- rience is required for non-resident attorneys in forty-five states, the District of Columbia, Hawaii, and Puerto Rico. New Mexico gives a temporary license for the first year if the applicant has not had seven years’ experience. Only Kentucky, Louisiana, Minnesota, and Montana do not require experience, and in three other states a period of professional experience may be replaced by other qualifica- tions. Kentucky requires five years’ experience in the highest court of the home state, that the applicant meet the personal qualifications required, and bring certificates from a judge as to professional standing. However, if the appli- cant has practiced less than five years, he must show the requirements in his own state. If the requirements are less than in Kentucky, the applicant must study two years and take an examination. It appears in the Kentucky law as tho the five years’ experience would be ac- cepted to make up the deficiency in those cases where the requirements for admission to the bar in the home state are less than in Ken- tucky. In Montana the requirement is that the standards in the home state be equivalent or higher than those required in Montana, but if less, the applicant will be accepted provided he has practiced two years. In Minnesota an appli- cant with less than three years’ experience must take the examination. The question of equivalent standards is not as prominent in the requirements for non-resident rneys as in the | of the other Arkansas, Connecticut, District of Thi Massachusetts, Mississippi, Nebraska, New Mexico, Oregon, ind New Jerse i! the only States menfiol | New Jerse \ +} resident applicant meet protesst ! Colum! Montar lennesse¢ practitioners in some nols, + + 1] lis requiremen specincally. +} ihe quires that the non same educational qualifications as met by res dent applicants unless the attorney has been practicing at least ten years. The alternatives Kentucky \Iontana are and mentioned above National Conference of Bar Examiners Chis organization was formed seven years ago as a conferring group ot bat examiners Its original purpose was to bring together representatives of the various state boards for the exchange of ideas and experience. At the National round-table discussions of the sub beginning the Conference concen trated on jects of character investigation, methods and content of bar examinations, and the minimiz ing of the repeater examinees. Recently, the examination Conference has instituted bai clinics where visits are made to state boards during examinations, the members of the Na Conference participating in the Gradually tional oral examinations conducted. emphasis was put upon the character investigations cul minating in the Foreign Applicant and Attor ney Investigation Service. State boards have individually checked character of local applicants, but they found it difficult to upon the investigate thoroly the character of applicants from out of the state. The National Confe: ence of Bar Examiners initiated and offered to all state boards its service in this connection since thru its nationwide contacts it was able to conduct a particularly thoro and successful investigation. The charge for each individual investigation is $25 which is generally added to the admission fee or required to be paid di rectly by the applicant himself. ‘Twenty-three states now subscribe to the character investiga tion service of the National Conference. The organization collects the information on the ap plicant’s character for the state bar examiners but does not make any recommendation as to whether or not the applicant should be admitted. In this respect the National Conference of Bar Examiners differs from national organizations in other professions such as the National Coun cil of Architectural Registration Boards and the National Board of Medical Examiners. [197 ] Nurses The regulation of the nursing profession dif- fers somewhat from the regulation of the other professions reviewed in this bulletin. The em- phasis appears to be upon nursing education, to raise the standards of the schools of nursing. State Boards of Nurse Examiners Nurses are not registered in Alaska. Again, altho most states regulate the profession thru an independent government agency, states place the regulating agency under some other government or professional group. The departments or agencies controlling the state fifteen boards of nurse examiners are listed for the following states: State Department of Public Health—California, Iowa, Rhode Island, and Wisconsin Secretary of State—Georgia Department of Law Enforcement—Idaho Department of Education and Registration—Illinois Department of Civil Service and Registration—Mas- sachusetts State Department of Education—New Hampshire, New York, and Pennsylvania Department of Registration—Utah Director of Licenses—Washington State Nurses Association—North Carolina Appointment and qualifications — State boards of nurse examiners are usually com- posed of from three to seven members whose term of office runs from two to six years. In Alabama, Arizona, Arkansas, District of Co- lumbia, Georgia, Illinois, Indiana, Louisiana, Maryland, New Hampshire, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, South Carolina, South Dakota, Vermont, Virginia, and Wyoming — twenty states and the District of Columbia — the nurses appointed to the board are recommended by the nurses association of the state. In Mon- tana the members must belong to the state as- sociation but apparently are not nominated to the state board by the association. In Arkansas, New Mexico, North Dakota, South Dakota, and Texas there is an age limitation. Residence in the state is usually a requisite; in Montana the board members must have been state resi- dents for at least one year. In Nebraska they must have been residents of their districts for at least three years. In California the members of the state board are given civil service ratings. In Florida, Geor- gia, Hawaii, Oregon, and South Carolina, each member must be from a different training school. The Georgia law also reads ¢! member may be connected with a tr school, while the Rhode Island law pre that three of the five members must be nected with some training school. In In not more than three of the five members belong to the same political party. In Neb not more than one member may be fron congressional district and in Tennesse: membership of the state board is divided a the geographical divisions of the state. In thirty-one states, the District of C: bia, and Hawaii, some experience in nu: after graduation is required of board men In Illinois, Minnesota, Montana, North 1) kota, Texas, Vermont, and Wisconsin, of the board members must have had expe; ence in nursing education. The experience quirements range from two to five years majority sets three years. Alabama, Arkansas, Delaware, Hawa Idaho, Kansas, Louisiana, Massachusetts Michigan, Mississippi, North Carolina, So Carolina, South Dakota, Tennessee, Vermont: and West Virginia require at least one MI. D on the state board of nurse examiners. |; Kansas and Massachusetts the M. D. is secretary of the state board of medical ex iners; in South Dakota he is from the stat: board of health. Most states prescribing medical members be on the board do not set up qualifications for those members. [dali South Carolina, and ‘Tennessee stipulate certain period of experience which the med cal member must have; North Carolina a: South Carolina provide for the election of ¢! medical member by the state medical societ Vermont requires that the medical membe have experience in nursing education. In le nessee the medical member must be a membe: of the state medical society in good standing must have had hospital experience but not the time be conducting a training school t nurses. Several states require other qualifications certain members of the board. Michigan cludes the state health commissioner on state board; Nebraska and Pennsylvania clude the state superintendent of public instruc tion; North Carolina requires that one men be elected by the state hospital associatio South Carolina requires that one membe: hospital superintendent of a nursing schoo! otherwise represented by the membershi the board. [ 198 ] Dak twen set TV licens ippre evide TI mend stude is not Calif. gan, brask Dako Verm [he requirements for the Wisconsin board wre especially definite. This board, which is inder the jurisdiction of the state board of ealth, consists of one public health nurse, one ivate duty nurse, a director of nursing edu- ation, and four registered nurses with three ears’ experience, two of whom have had expe ence in administration of nursing education. Mem- rs of state boards for the examination of Financing state boards of nursing nurses are usually paid from $5 to $10 a day for the days which they devote to official busi- ness. North Carolina specifies that surplus funds shall be used for the extension of nursing education in the state. Examination fees are isually $10, altho Louisiana, Michigan, Mis- sour, Montana, and Texas charge $15, and Arkansas, California, Massachusetts, Missis- Hampshire, Rhode Island, Fee for registration of sippi, New and Tennessee charge $5. non-resident nurses is the same as for resident ipplicants or higher. Renewal fee is usually $1, sometimes $2. No renewal is prescribed in sev- eral states. Legislative appropriations finance nurses’ registration or at least supplement the tunds taken in as fees in sixteen states. Personal Characteristics Required for License The prospective nurses are not enumerated in de- personal characteristics required of tail in the laws regulating the profession of nursing. Age is specified either as a requirement for license or for entrance to nursing school. If the latter, it is eighteen ; the age at which the graduates may be licensed varies from eighteen n Texas and Puerto Rico, nineteen in North Dakota, twenty in five states and Hawaii, to twenty-one in Virginia. The rest of the states set twenty-one as the age required for a nurse’s license. Good moral character is mentioned in approximately two-thirds of the laws, but the evidence required is not indicated. Educational Requirements The American Nurses’ Association recom- mends that all nursing schools require their students to have completed high school.'® That is not the case in many states to date. Arizona, California, Florida, Indiana, Kentucky, Mich- Minnesota, Missouri, Montana, Ne- braska, New Hampshire, New Jersey, North Dakota, Ohio, Pennsylvania, South Carolina, igan, Vermont, and Wisconsin state in their statutes Legislation and the Future of Nursing 1934. 12 p * Eldredge, Adda American Nurses’ Association a requirement of general education which and Washington makes no provision at all for general education requ less than high school, site. The statutes may be of lower standard than the nursing schools maintain of their ow: volition, however. This is the case in Pennsy] vania, for example. The law requires only on vear of high school for license; the schools all require four years of high school as an entrance requirement. Therefore, if the same situation prevails widely over other states, the statutor regulations do not present a true picture of the general education possessed by the graduates who appear for license examinations. two o Hawaii require three years’ professional education; fif Nursing school courses are usually three years. Twenty-eight states and teen states require only two years. However, here again the statutory regulation is often less than the requirement of the nursing school and sometimes, as in Arkansas, the board rules a three-year nursing course in spite of the statu tory acceptance oft two years. Regulation of Nursing Education One reason for the apparent discrepancy be tween statutory regulations and board or nurs ing school regulations is that almost every law provides for nursing school regulation and in spection by the board or a member of the board or an educational director appointed or em the Inspecting of nursing schools, the staff of schools, and evaluating the curriculum of nurs ployed by board. advising with nursing ing schools appear to be principal features re quired of the board members thru the statutory exposition of their powers and duties. ‘Theré is probably greater regulation of professional education by the state regulatory board in nurs ing than in any of the other professions analyzed herein. The National League of Nursing Educa tion has set up a standard curriculum which has been adopted with modifications to meet state conditions by boards in at least thirty two states. Altho not required in Iowa, it is recommended. The curriculum to be followed by nursing schools is prescribed by the state board in Delaware, the District of Columbia, Idaho, Indiana, Maine, New Hampshire, North Dakota, Pennsylvania, South Carolina. Schools are inspected usually once and a year; in seven states the inspection is said to Proceedings, Twenty-Ninth Biennial Convention New [ 199 ] be only occasionally which may mean more or less often than once a year. The statutes in South Carolina do not provide for inspection of schools; in Illinois the inspection is made by board members only at the request of the director of the Department of Education and Registration. The law does not prescribe cur- riculum standards in Illinois. Nevada does not have any schools of nursing, but keeps a list of accredited schools. Inspectors or educational directors usually have their duties outlined in the law as fol- shall be to visit the nurses’ train- and give lows: “. . ing school located in the state . . advice, aid, and encouragement to such schools or student nurses in maintaining high profes- sional ideals, and keep them informed of the progressive methods such as obtain in other states and countries and look over records and ascertain the educational status of such schools and students as prescribed by the board of examiners.” The system for advice, inspection, and reg- ulation of schools of nursing in New York state is handled thru an advisory council. The law reads as follows: An advisory council shall be appointed by the regents. Such advisory council shall consist of three nurses, three physicians, and three representatives of incorporated hospitals, and members of each of these three groups shall be appointed for terms of one, two, and three years respectively. Nominations to membership upon this council in twice the num- ber of the vacancies to be filled shall annually be made to the department by the New York State Nurses Association and the New York State League of Nursing Education, in agreement between these associations upon the nominees; by the Medical Society of the State of New York, and by the Hospital Conference of New York City or the State Hospital Association, or both. It shall be the duty . . . to ad- vise the department as to courses to be pursued and standards to be maintained in training schools for nurses and for trained attendants, and also as to the rules for the examination of nurses and trained attendants applying for certification, and from time to time to make such recommendations to the de- partment as it shall deem proper for the right en- forcement of this article. Licensing Non-Resident Nurses Most laws state that the restrictions do not apply to nurses who accompany a patient into the state for a temporary sojourn. If a regis- tered nurse wishes to take up permanent resi- dence in a state in which she is not licensed, she must be registered in the new state. All except Indiana, Nebraska, and ‘Tennessee specify that the examination will bx if the nurse meets certain qualificat thirty-six states and two territories the ; is that the other state maintain equ standards; in eight states if the non-1 nurse is a graduate of a training schoo] taining standards equivalent to those in the new state. In sixteen states and H the proviso deals with the personal qu tions of the nurse whose qualifications n satisfactory regardless of the state’s star Kansas, Maryland, and West Virgi: quire recommendations from the home board concerning the character of the cant. JTowa, Kansas, Kentucky, Lou Maine, North Dakota, Ohio, Puerto South Dakota, and Vermont accept only t nurses from states which them. In Tennessee there is no waiver amination, but non-resident nurses ar gible for examination if their personal q fications are satisfactory and they are grad of a training school of equivalent stand In Indiana the law merely states that board shall have power to make rules that same shall be conditional on recipro In Nebraska the statutory regulation pro no basis for acceptance of non-resident nur: except that the bureau may modify star for a specified period relative to licenses other states. The present bureau rule accept non-resident nurses if the home maintains equivalent standards after the n has had one year of experience. This only experience requirement discovered reciprocate Physicians The regulation of the profession of med is complicated and confused by a numb kinds of medical practitioners. Some maintain a regulating agency or exan board for each type of medical practice. plan is called the multiple system of reg tion. Other states separate some systems medicine and segregate others. For exam) in some states an osteopath would be exan by a state board of osteopathy and give: license to practice as a qualified osteopat! other states, he would be examined by a board of medical examiners and given a | ical license of limited applicability; in other states the state board of medical e) iners would examine the osteopath and him a license to practice medicine wi [ 200 ] mitation appearing on the license. Most tates provide for a separate board to examine steopaths even if this board is under the con trol of the medical de for an osteopathic board member on the board; nine states pro nedical board; in eight states osteopaths are licensed by the medical board as drugless heal limited licenses). In eleven states chiropractors are given lim the yard, the other states providing for examina ted medical licenses by regular medical tions by a separate board of chiropractic. Five states do not recognize chiropractors who, in der to practice, would have to qualify as regular physicians. [he ramifications of the licensing and reg lating of the medical profession in all its branches are too detailed for inclusion in the present report, which will be limited to the regulations for those who qualify to practice medicine and surgery in all its branches—an unlimited licentiate—with only casual men tion of osteopaths and chiropractors as the case May necessitate. State Medical Boards boards of examiners in the basic to the state boards of State sciences—In addition medical examiners there are in at least twelve states a separate board called the Board of Examiners in the Basic Sciences, which board examines all candidates for all types of li- censes for healing (dentists and optometrists excluded). The subjects of the examination usually include gross anatomy, physiology, pathology, chemistry, bacteriology, and sometimes others. The this board signifying the successful passage of hygiene, certificate from ts examination is a requisite to the examina- tion for a license to practice any type of medi- cine in those states having incorporated the plan. These states are Arizona, Arkansas, Colorado, Connecticut, District of Columbia, lowa, Michigan, Minnesota, Nebraska, Okla- homa, Oregon, Washington, and Wisconsin. The basic sciences examination by a separate board, composed of educators rather than practicing physicians, was established in sev- eral states having the multiple system of med- ical licensure to avoid unequivalent examina- tions in the basic sciences. The purpose of the examination by the Board of Examiners in the Basic Sciences is to weed out of the license * Holloway, J. W., Jr ‘Qualifications in Basic Science.’’ American Medical Ass¢ examination thos ficiently learned to the profess Or of the type of YasIC science laws ] In those state requiring all applicants for all types of licenses { I n the healing irts to pass the same examina sciences, statistics are aval 1925 to 1935. l iwhty tions in the basi able for the period from \ nine percent of the medical students or grad the osteopathi 20 percent of the chirop uates passed; 63 percent of applicants passed ; warned away | the that they will flock seek licen es without facing a basic science examination and tors passed, Cultists are examinations. It likely to other states where they may these other states will be forced to pass similar Anticipating the growth of the movement Medi cine and Legislation of the American Medical laws in self-defense. the Bureau of Legal Association has published a model basic science law.” Control of state hoards of medical E€XaT Most independent state agencies; iners state boards of medical exam iners are but in many states they are under the jurisdiction of some larger governmental department. The departments or agencies controlling the state boards of medical examiners are listed for the following states: Department of Professional and Vocational Stand ards—California District of Columbia Idaho Department of Registration and Education Commission of Licensure Department of Law Enforcement- Illinois Instruction—Pennsylvania York Registration, Depar Department of Public Board of Regents—New Division of Professional tment of Education Department of Registration—Utah W ashington lennessee Director of Licenses Department of Health—Kentucky, Florida, Hawaii, Iowa, Mississippi, Missouri, Rhode Island, South Dakota, West Virginia Civil Service and Registration Department—Massa chusetts Medical Society North Carolina Alabama, Arkansas, Maryland, Composition of state boards of medical ex aminers—Some medical practice acts do not that the chosen in consideration of their system of prac- tice. Other acts stipulate the proportion or mention board members are to be membership among each of the systems of medicine to be represented on the board. In tion Bulletin 31 ( November [ 201 ] three boards Arkansas, there are separate working together to license physicians: the Homeopathic State Medical Board, the Ec- lectic State Medical Board, and the State Board of the Arkansas Medical Society. In Connecticut there are two boards: one ts composed of members chosen by the governor from recommendations made by the Con- necticut Medical Society; the other is chosen by the governor from recommendations made by the Connecticut Homeopathic Medical So- ciety. Delaware, District of Columbia, Louisi- ana, and Maryland have each a situation sim- ilar to that in Connecticut. Arizona, Colorado, Delaware, Kentucky, New Jersey, Virginia, and Wis- consin require that an osteopath be included in the board membership; Florida, Kentucky, and Wisconsin include a proportion of allo- paths. Kentucky also requires one pharmacist. Michigan and Oklahoma add a physio-medical member to the board. Twelve states stipulate the proportion of board members to be dis- ‘regular,” eclectic, and Indiana, ‘ tributed among the homeopathic schools of medicine. These states are Florida, Georgia, Kentucky, Michigan, New Jersey, North Dakota (omits eclectic), Oklahoma, Oregon, Pennsylvania, South Da- kota (omits eclectic), Tennessee, Vermont, and Wisconsin. The Indiana law requires four members to be from the system having the largest number of practitioners in the state and the other two board members from dif- ferent systems. Iowa requires that no more than one of the three members belong to the same system. Kansas and QOhio specify that the different systems should be represented on the board in proportion to their numerical strength in the states, respectively. In Texas, no system of medicine may have a majority on the board, and in Missouri the law forbids discrimination against any of the various sys- tems of medicine. The rest of the states (twenty) do not mention the systems of medi- cine to be represented on the state board of medical examiners. These board members are appointed from recommendations or nominations of the state medical society or the various medical asso- ciations of the different branches of medicine in many states. This procedure is required by law in twelve states: Delaware, lowa, Michi- gan, Minnesota, North Carolina, Nebraska, Pennsylvania, South Carolina, Vermont, and Virginia; but the practice is more widespread than the legal requirements would Very few states set forth any requisites { gibility to the board other than a period fessional experience. ‘Thirteen state Puerto Rico require from three to six as the general experience requirement ; sylvania requires ten years’ experience other states do not mention any pe! experience as a requirement. Arizona re that the board members have graduated schools recognized by the American \ Association. In New Mexico, the board bers must meet the requirements of the B of Regents of the University of New Mey Six states—Arizona, Florida, Georgia, \ braska, Tennessee, and T'exas—stipulat board members may not be in any wa nected with medical schools; California, kK tucky, Oklahoma, and Wisconsin f “financial interest” in medical schools; w! Indiana, lowa, Kentucky, Maine, Mass setts, Michigan, Vermont, and Wisconsin m« tion specifically that no board member n on the faculty of a medical school. Calif does not forbid faculty members on the bx but stipulates that no more than one member may be from the same faculty. Nevada specifies that board members be selected without regard for political be! in Indiana, no more than three of the members may be of the same political part In Montana not more than two members the board may come from the same count in Alaska, South Carolina, and Virginia board members are distributed by con, sional or geographic districts. Finances of state boards of medical exc ers—Board members are compensated for th labors by a per diem rate in many states few states set an annual compensation; seve pay the board members a rate per examinat In Alabama, Delaware, Florida, Mississip; and Texas, the compensation of the bh members depends upon the amount of mon taken in thru fees. After all expenses of board are paid in these states, the surp! funds are divided among the board memb« sometimes equally, sometimes in proportior their labor. Examination fees are usually $ in Alabama, $10; in Montana and New \I ico, $50. The fees for medical licenses charg: non-resident applicants are almost alw higher than for residents, in high as $100; that is, if a non-resident app! many states [ 202 ] for the license on the basis of a license already ral ted in another state. If the non-resident ipplicant wishes to take the regular examina rion the fee is the same as for residents. ‘The renewal fees range from $1 to $5, but several states do not have any provisions for annual renewal of license or registration. Personal Qualifications Required for License Citizenship is not stressed so much in the medical practice acts as in the statutes regu- lating admission to some of the other profes sions. However, tion that the applicant must be have declared his intentions of becoming nat- uralized, and Rhode that nat uralization must be vears or the license is void. The minimum age a number of states do men a citizen or Island adds completed within six is 21 but many states do not set a minimum age requirement. This omission may be be cause the period of professional education is long enough to make very improbable the application for a license to practice medicine earlier than one’s majority. requisite stip- altho Good moral character is a ulated in the proof of character is not usually defined explicitly. “Satisfactory must be produced. Alabama states that the board has most medical practice acts evidence a right to refuse a license on the basis of repu tation of the applicant; and apparently bases the reputation of the applicant upon references provided thru the application blank. Vermont requires testimonials from two reputable physi- cians in the same county or town as the appli cant. Undoubtedly al! application forms re quire references which are apparently sidered sufficient proof of character of the applicant. Oklahoma stipulates that the ap- plicant must present satisfactory evidence that he is not addicted to habitual intemperance or to the habitual use of habit-forming drugs; that he has not been convicted of a felony or any crime involving moral turpitude; has never con been guilty of unprofessional conduct; has never had license revoked in any other state; and is not suffering from active tuberculosis or venereal disease. There is another point, however, bearing upon the character of applicants for license to practice medicine. The laws usually read that the board may refuse to issue a license, or may revoke a license after it has been granted, for certain reasons. Reasons in the two instances are often the same or at least overlapping. As a matter of fact, many med ical practice acts list reasons for refusal of license, including unprofessional conduct; a later paragraph the law may indicate that revoked for and this is amplified by definitions of unpro licenses may be the same reasons fessional conduct. The emphasis seems to be equally upon the reasons for refusal of licens« and for revocation of license. Appeal is pro vided in many cases for hearing of evidence when an applicant is refused a license becaus« of character qualifications. Educational Requirements for License ‘Two years’ premedical education is the rec Medical Asso requirement ommendation of the American ciation. Most this However, California, Connecticut, and Penn states make sylvania require only one year premedical edu and four states (Massachusetts, Mis Nebraska, and Ohio) have to date r high-school NM assa 1937. educational | re cation sour, only. quired graduation chusetts, in raised its quirements to two years of college but the affect who will 1939 have matriculated before January | new law will not students Even in those states having low preliminary educa tional requirements, the applicants probably more than meet the statutory minimum since most medical schools will not accept students have less than two vears of college The education who work. fessional statutory requirements fot pro usually state four years (of such-and-such length term) in an approved school. A law that an approved school is one which meets Medical Wisconsin medical few states specify in the the American Association standards. New Mexico and American Medical Class A or B (not Class C) schools. and West Virginia accept only graduates of Class A the American further define Association standards as Hawaii schools. Some other states may use Medical practice but so far as the statutory Association ratings in actual regulations are concerned schools must be approved individually by the state board. Ala bama and Georgia define the requirements fo1 faculty, curriculum, laboratory, hospital, and library facilities in terms very nearly the same Asso ciation in making their ratings. Pennsylvania as those used by the American Medical has a system of periodic inspections, a ten point plan of rating, and warnings if the school is below standard. [ 203 ] The American Medical Association has been working for many decades on the problem of accreditment and rating good medical schools, and has discouraged by disapproval many of those which are hopelessly inadequate. This work is so generally accepted that state boards of medical examiners need do little more than accept the A. M. A. ratings. Massachusetts, in the 1937 law, has pro- vided for the approval of medical schools, the approving authority to consist of the secretary of the board of registration in medicine, the commissioner of education, and the commis- sioner of public health. To date, Massachu- setts has admitted to examination applicants from unapproved schools with a consequently high mortality. Forty-four and one-tenth per- cent of the total number of applicants in Massachusetts during the 1931-35 failed the examination; 84 percent of the ap- plicants from unapproved schools failed.*' Internship is required in seventeen states, Alaska, and the District of Columbia. Pennsyl- vania has a system of rotating internship which is highly approved by the American Medical Association. By this system the intern gains a definite amount of experience in each type of medical treatment. Internship is required by some schools before the degree of doctor Massachusetts _li- period of medicine is conferred. censes interns for practice limited to the hos- pital, under the regulations of the hospital. Such licenses may be revoked at any time. Kentucky and North Carolina have each a provision in their law, which fay have a tendency to lower the standards of the physi- cians of the state if the provision is permitted to operate on a large scale. These provisions are quoted rather than interpreted: The board may, whenever in its opinion the con- ditions of the locality where the applicant resides are such as to render it advisable, make such modi- fications of the requirements of preceding sections, both as to application for examination and examina- tion for license, as in its judgment the interests of the people living in that locality may demand, and may issue to such applicant a special license, to be entitled a “Limited License” authorizing the holder thereof to practice medicine and surgery within the limits only of the district specifically de- scribed therein —North Carolina, Section 6616. Any person who has completed a_premedical course prescribed on the recognized standards of medical schools and who has completed two or more years in a reputable medical school practic- ing under the recognized standards in this or any ~~ “Medical License Statistics for 1935.” Journal of the American Medical Association 106: 1475-93; April 25, 1936 [ 204] other Commonweaith or state and who has fied statement to that effect from the dea: said medical school, shall be examination conducted by the Health. If the person examined pass the said nation satisfactorily the said board shall gra or her a limited certificate to practice genera cine in a county or counties of this Commo: where it appears to the said board that phy are needed for a period of five years, o moval to some other county or counties by t board or until such certificate shall be revo provided in Section 4 hereof. Such limited shall by said board be renewed at the ex; of five years for five years upon applicatio: holder thereof to the said board.—Xentu tion 2613-a-2. permitted to t State Bi Undoubtedly the working of these pro may fit local conditions and meet a nex known to those who have no informatio vond the wording of the law. Reciprocal Provisions Florida, Massachusetts, and Rhode | do not reciprocate with any states unde: conditions; all applicants must meet cert requirements and pass the examination license regardless of residence. Statutory provisions in the other states licensing out-of-state physicians may be c! fied by three equivalent stand personal qualifications of applicants, and aspects : procity. Licenses are granted to non-resident | cians if the home state maintains equi standards except in Alaska, Florida, Haw Kentucky, Louisiana, Massachusetts, \! tana, New Jersey, North Carolina, N Dakota, Oregon, Puerto Rico, Rhode Is! and West Virginia. Idaho, Minnesota, New York make provision for examinat to make up deficiencies if the standards of original state are less than in these st respectively. Applicants must meet individually the quirements of personal qualifications reg less of the standards of the home state Alaska, California, District of Colun Maryland, Nebraska, New Jersey, New Y: North Carolina, Pennsylvania, and West \ ginia. Licensure of non-resident applicants is b by statute, at least partly on a reciprocal rangement in Alaska, Alabama, Arkan:s California, Georgia, Illinois, lowa, Kentu: Maryland, Michigan, Minnesota, Miss: Viontana, Nebraska, Nevada, Ohio, South Dakota, Washington, West Virginia, Wis consin, and Wyoming. The Wisconsin law states that if other states do not reciprocate applicants must take a practical examina statutory [In addition to provisions in the ibove states reciprocal arrangements have been sade by the following states so that the quali fications of applicants are accepted: District of Columbia, Indiana, Kansas, Maine, Mississippi, New Jersey, New York, North North Dakota, South Carolina, and Tennessee. Louisiana, Carolina, Oregon, Experience in the practice of medicine is Nevada, New Delaware, required in ten states: Mexico, lexas, and Wisconsin—one year; District of Columbia, and Virginia—2 years; Arizona New York—10 years under certain circumstances. and Connecticut—3 years; Internship is sometimes included and some times required exclusively of the experience requirement. Substitute by other qualifications is sometimes permitted. Good moral character is a specified requisite in Arizona, Connecticut, Illinois, Utah, and Virginia. In addition, aff davits or credentials of professional standing are required in Arkansas, Colorado, Illinois, Nebraska, Pennsylvania, Texas, and Virginia. Virginia also requires a certificate from the superintendent of public instruction as to pre- liminary education. Several states attempt to prevent what is called “back door entrance” by stipulating that a non-resident may not be licensed by the reciprocal provisions if he has previously failed the examination in that state California, District of Columbia, and Wash- ington ). Other special regulations peculiar to certain states may be outlined as follows: Alabama—Physician from adjoining states may make calls, but not open office in Alabama, by registering certificate from state the judge of the probate court of the county. California—The original have been obtained within ten years previous to the ap plication. One-year residence in original state home with license must or two years’ experience anywhere is required. Idaho—At least 80 percent grade on the original examination is required. Louisiana—If applicant is a graduate of a Class A college. Maine—The board may make rules but same must be approved by a justice of the superior court. Maryland—Special provisions obtain for reciprocity with the District of Columbia. Michigan ~ — . "aR . | Citizenship is a requirement. Nevada j Minnesota examination is required. A practical red 5 percent grade on the tion on ¢ York il conceded r 1agNnosIs 18 re {Ul New reached sion, other North Carolina rok rraduation year course South Carolina—Boar wally d may make rules Temporary Licenses vranted in Florida, Georgia Louisiana, Missis South Caroli are specil which these temporary lice: ‘Temporary licenses are Delaware, Hawaii, Indiana, Kansas, sippi, Missouri, Nebraska, and Tennessee. Usually there zona, Arkansas ditions undet may be granted. For example, in Delaw temporary license 1s granted to out-ot physicians for a minimum of two weeks, maximum of four months, at the request of a phy siclan for substitution practic during the Delaware physician. In North Carolina the tempor Delaware illness of the ibsence oO! to those with five In Wisconsin the In Tact, licenst 5 af©re license is issued only experience as a practitioner. temporary license is conditional. most states where temporary void after the first subsequent sued, they are examination date and are presumably issued only until the applicant has an opportur redentials to the board for Virginia West ginia, the law states explicitly that the bo present his ¢ manent license. In and has no power to grant temporary licenses but non-resident applicants wishing to secure license between examination sessions of board may do so at any time, and if | tical examination is requisite in the individu case such examination will be viven. Board of Medical Examiners Like several other professions, the medi National group has provided a national board to facil tate interstate practice. The examination cre National Board of Medical recognized without furth dentials of the Examiners are qualification investigation in most states. Only Florida, Idaho, Texas, and Wisconsin do not recognize the N. B. M. E. Connecticut Illinois, Maine, Montana, Island, and Wyoming give a short oral exan to those with N. B. M E cre 1 Hawaii, Rhode ination only dentials. A other requisite in North Carolina and Mary land. In Pennsylvania the N. B. M. E. suffices provided the applicant has had a ro personal interview is the on record [ 205 ] tating internship as is required of all appli- cants. In California the applicant must have had one year’s residence in some state after obtaining the N. B. M. E. diploma. Idaho requires an examination in medical jurispru- dence. Oregon and Washington require an examination in the basic sciences ; Connecticut, District of Columbia, Minnesota, and Ne- braska accept the N. B. M. E. credentials for the examination in basic sciences. The National Medical Examinations con- sist of three parts.** The first part consists of a written examination in each of the six fundamental medical sciences. Part two of the N. B. M. E. examination is also written and covers medicine, surgery, obstetrics and gyne- cology, and public health. Five schools require their students to take this part of the N. B. M. E. examination, or parts one and two.** Several other schools give students the option of taking the N. B. M. E. examinations or the examinations of the medical school. In one or two other medical schools, N. B. M. E. grades excuse the students from part of the final ex- amination at the end of the four-year course. Part three is a clinical and practical examina- tion. The last part is taken after the medical course and internship have been completed ; but medical students may register for part one after the first two years of the medical course. Teachers All states require that teachers obtain a license, certificate, or permit before accepting a teaching position in the public schools. The type of teaching position available depends somewhat on the type of teaching license held by the prospective employee. Special certifi- cates are usually required for such special sub- jects as art, music, home economics, and physi- cal education. Other special certificates are required in some states for teaching excep- tional or handicapped children. Such certifi- cates are not included in the present survey. Most states have a multitude of certificates of different kinds for the teachers of normal chil- dren in the regular course of study; these various certificates differ one from another in the qualifications requisite, the scope of * National Board of Philadelphia: the Board, 1937. 8 p. *8 Rodman, J. S., and Elswood, E. S. Medical Education. Chicago: American Medical Association, 1936 1937 Walter D. Cocking, College of Education, University of Georgia. * Reavis, William C., chairman. “School Organization.’’ Review of Educational Research 4: 410-12 Some Features of State Educational-Administrative Organization. Washington, D. C Chambers, M. M Education, 1936. 283 p. Medical Examiners of the United States “Comments on National Board Examination.” p. 60-63. ** Cocking, Walter D., and Peyton, W. W. Certification of Teachers. 1930. Table II, p. 32 teaching positions and of school which they may be used, and the lengt period during which they valid. S some states have as many as two hundred | t\ pes are of certificates it is impossible in this stu mention requirements for each. Therefor: present survey is restricted to the minimun quirements for the lowest regular eleme: and secondary teaching certificates. State Boards of Education and Departments Appointment and qualifications—In states, the control of the issuance of teac! certificates is in the hands of the state, st tory power being given to the state departn of education, the superintendent, both.** In Arkansas, Missi the state governs the issuance of certificates county authorities may issue some certifi under the state regulations; the state is however. state Illinois, and responsible regulating agency, Mississippi the state does not have full co: trol; county authorities issue certificates bas: upon county examinations but the state ¢ erns the examinations and prepares questi therefor. In California and Wisconsin bot the state and county authorities tification regulations and _ issue Massachusetts is the only state power for the issuance of licenses to lo town committees. The state of Massachusetts state-aided hig govern credentials giving ful issues certificates only to school teachers and to schools in superintendency unions. In Colorado, Idaho, Kansas, Missouri, Mo: tana, Nebraska, New York, and North Dakot certain educational institutions are authoriz to grant certificates. In addition, certain larg cities are permitted to issue certificates in ce! tain situations. In some states the cities do not invoke the authority legally accorded the: The general tendency over the last few ye is to place full authority in the hands of a stat: agency. State board of education members are occa sionally elected by the voters, but usually a; pointed by the governor.*” The term in th various states is from two years to an indefinit: period. Ihe membership ranges from three t superintendents Circular of Information. Bulletin No. 3, Revised Janua Proceedings of the Annual Congr Athens, G (Typewritten. ) See October 1934 American Coun { 206 ] yrteen In ifteen states, mainly in the West, the qualifications of board members persons. re set down in state constitutions; In many however, no legal qualifications are tate specified. Eight states make requirements as to [ : Ss residence. New Jersey and West Virginia pro bit more than half the membership from longing to the same political party. In Cali fornia and New York no salaried educational ficer is eligible for appointment and in only few states must the board members possess certain professional qualifications, to wit: all must be educators or have experience in edu itional work in Kansas and Oklahoma; Georgia three-fourths of the board must be In experienced educators and in West Virginia, half. In Massachusetts, the clude one teacher; in Arizona, New Mexico, Virginia, and Washington, one county super Virginia, and Wash ngton, also one city superintendent; in Ari Washington, board must in- ntendent; in Arizona, zona and also one high-school principal. In many states the state superintendent of public instruction, or the commissioner of edu cation as he is sometimes called, works either under the direction of or in cooperation with the state board of education for the regulation of public education, specifically certification of teachers. The superintendent may be elected by the people, appointed by the governor, or ippointed by the state board of education, in th g no professional qualifications requisite for tin the le various states. There are many states hav appointment or election of their chief state officer.”° and residence requirement, and twenty school Eleven states have an age have a professional qualification requirement. Ar kansas, for example, stipulates that the chief state school officer be a practical school man. Maryland requires that he be an experienced and competent educator, a graduate of a stand- ard college or the equivalent, and have had not less than two years of special academic or professional graduate preparation in a standard university, with seven years’ expe Wyo ming requires a person of literary and scientific rience in teaching or administration. attainments, versed in the theory, history, and principles of education with practical know]l- *6 Reavis, William C , p. 413-14 “7 In addition, Florida requires the examining board t at the law does not prescribe an oath. Other States are the only ones making the oath or pledge a requisite “8 Summarized from unpublished data of the op. cit states require the federal Office o oat n edge of the organization and management a standard tou equl\ ile t schools. who raduate ot yeal college or university o1 has an education and train and shall be an exp Inf’, rienced educato ictively engaged in educ the within two yea tional work at time or ot the time ot assuming the duties ot office. marized as follows: These and othe: requisites may be M Dennesse only: Arkansas Mexico rience New Requiring school expe New Vermont, nesota, Hampshire, Virginia school er. and Wa, graduation experience Michigan, West Vi College ware, Georgia, lo W voming College graduation, school experience, and a Idaho rtincate: ing certificate Graduation Montana or ceé College graduation, graduate work, and school per ience: Maryland Highest grade state certificate only Nebraska North Dakota Highest grade state certificate and experience Wiis consin. Highest grade state certificate, graduation, and ex Ne ada certificate or perience \ highest grade certificate Utah state state, or graduation: some The annual state superintendent is employed on an salary ° the members ot the state boards of education are paid a per diem honorariun In some states; in othe states, they are rein bursed for thei expenses only. Personal Qualifications Required for Teaching Licenses Citizenship or the declaration of intentios to become naturalized is required in eighteen ‘wo years’ residence is required in states. Florida. An oath ot allegiance to the Con of the United States and the state constitution Is required in nineteen state stitution or to and the District of Columbia: Arizona, Cal Colorado, Georgia, Indiana, Massa chusetts, Michigan, Montana, New Jersey, New York, North Dakota, Ohio, Oklahoma, Oregon, Rhode Island, South Dakota, Ver mont, Washington, and West Virginia. A f1 physician that the applicant is in good health is required Arkansas, California Connecticut, Delaware, District of Columbia Idaho, Maryland fornia, certincate om a indicating in twenty-five states: Florida, Georgia, Indiana, itsell as to tf or a pledge for the certificate f I duc atior [ 207 ] Minnesota, Missouri,*® Montana, New Jer- sey, New Mexico, New York, North Caro- lina, Oklahoma, Pennsylvania, Rhode Island, South Carolina, South Dakota, Utah, Wash- ington, and West Virginia. A minimum age requirement of eighteen years is set in most states 7° In Alabama, Flor- ida, Maine, and Vermont the age is seventeen ; in Rhode Island it is nineteen. In Delaware and Oklahoma it is twenty. College admission age requirements constitute minimum certifi- cation age requirements in many states which require college work for certification regard- less of their age requirement for certification. However, Wyoming issues certificates to grad- uates of high-school training departments with no age requirement specified. The District of Columbia, Illinois, Indiana, Kansas, Louisi- ana, Massachusetts, Minnesota, Missouri, New Hampshire, and Wisconsin make no age requirement for certification. Recommendations from educational _insti- tutions or other testimonials as to character and professional promise are required in New York, Rhode Island, and California. A speci- fied amount of college work is required in educational institutions of the state in three regulatory codes: nine weeks in Montana and six semester hours in Missouri and Nevada (in these two last named states the require- ment must be met before the renewal of the first year’s temporary certificate. ) Professional Requisites for Licenses Course credits or examinations in state school law are required in Montana, Nevada, and New Hampshire; on the United States Constitution in California, Texas, and Wyo- ming; on the state constitution also in Wyo- ming; on state government and history in Montana; on the state course of study or the secondary-school program in New Hampshire, Montana, Texas, and Washington. Other than these special examinations which in some states may be waived on account of college credits, examinations on professional preparation are the exception rather than the rule for certification of teachers. In Alabama, California, Massachusetts, Idaho, and Wash- ington, certification on examination is au- thorized by law but in actual practice most certificates are issued on credentials. In Ar- kansas, District of Columbia, Florida, Illinois, * High-school certificates only. lowa, Kansas, Mississippi, Missouri, tana, Nebraska, North Dakota, Ok! South Dakota, Tennessee, Texas, We ginia, Wisconsin, and Wyoming, at least type of certificate or license is granted « amination. Offsetting these seventeen and the District of Columbia, are the twenty-six states in which certification is entirely on credentials, examinations bei: authorized by statute or board of edu regulation. (Maine provides for exami: of superintendents only. ) Obviously since college credentials take an important part in the certification of t ers, the curriculum requirements are ot! stipulated in detail and certain standard for the institutions. Elementary certification requiremer From one-sixth of a year of post-high-sc} education to graduation from a_ four course is required in the various states certification as elementary teacher on the of credentials. Mississippi, requiring only sixth of a year, has the lowest standards. zona, California, Connecticut, Delaware, Rhode Island require four years of col! training. Thirteen states require only year and twenty states require two yé The latter is the minimum requirement re: mended by the American Association Teachers Colleges. The fact that certification standards a1 a transition stage at present is shown by fact that several states have raised their st ards effective at a date in the near futur Louisiana will require a degree in 1940; N Carolina, which has required two years’ pre; aration, will require three after July 1938 Oregon the requirements will be two and tw thirds years from January 1939 to Janu 1941 and three years after January 1941. In those states permitting certification on t basis of examination no preliminary training specified as a requisite for the examination Arkansas, Florida, Mississippi, North Dakot Tennessee, and Texas. Most of the other states specify high-school graduation or the equivalent Only Montana requires the same as for cert! cation by credentials (two years of college All requirements include that the time spent in professional preparation be in an appro\ or standard institution ; some specify the nun [ 208 J academic and of tech semester hours of education required. Seven states must the ve the curriculum ; twelve states requir¢ tain number of academic semester hours + ty five states set requirements as O 1 tne Georgia, and Oklahoma) while Mlississippi, _ stit Nebraska, and Texas have not raised their pro statutory requirements for the senior high school certificate above two years’ post-high school training. Specification of the number of semester hours ave required in professional education is more un versal for the high-school certificates than for tor the elementary certificates. The lowest is Con necticut with only eight hours required; the usual requirement is eighteen hours; the high me est requirement is in Rhode Island where fou: h tne hundred class appointment or clock hours the study of education are required. hoe No practice teaching is required in Connex ticut, Florida, Georgia, Idaho, Illinois, Mary- ace land, Massachusetts, Mississippi, Montana, sch Nebraska, New Hampshire, New Mlexico, the hours of practice teaching. In New Jersey, the Estimated by the federal Office’of Education as the equivalent Summarized from reports of the North Central Association and [ 209 ] ganizations as Tear hit mm b ese amount of ALLOK rement is not lesigna utions provided these ved. ver of technical semester hours. These mav be recalled that Flo quirements, however, are usually indefinite state specify dence req ncomplete. Indiana requirements are most quisite to issua f teache finite, as the technical studies and the spe es issue one nore types fic number of semester hours to be devoted to upon the basis credits fron ch are prescribed in full for each type of ele stitutions located in other stat entary certificate. ie certificates on the basis of ce ; sa ther states. Those few which do Secondary certification requirement \Iost ’ . . , lence concerning the preparation « tates Issue a secondary certificate which is ; ; , ; ; ; ; cant. In Delawar such a certifi lid in high-school grades; some states have, , ae ; oa ‘ Wie onal under any circumstances unior high-school certificate which is valid V , , hi i G | VII | VIII I ermont will issue a license to teas teaching in Grades an - but the ; ae Sige - . 5 ah 2 cated in other states provided the senior high-school certificate is necessary J -] . ms for Grade 1X he other states are as high as the hese states tor Grade 1A upwards. ese sta 25 I ; \laine and Vermont. respecti\ ely Post-high-school training necessary for the gissippi, and Virginia have prov inior high-school certificate is three years in tificating out-of-state teachers. I) nine states, two years in fourteen states. The also it is permitted but not act thers require four years, as is the most general practice > mstitutior Accreditment of Teacher-Tr Instituti ncies authorized to | ons otate departments of education icense te len rt thre \l LIne ners certif standards of standards of Lowa \l ons ft r Denne ] lar i tilt requirement fot the senior high school or the [he problem of interstate reciprocity is not tour-year high-school certificate. so important for teachers as for some other | Arizona, California, District of Columbia, fessions, especially since there is not the re ind Washington require the fifth-year prepara dence requirement usual in other profession tlon fo1 the senior high-school certificate. Yet, ind state departments ot education will certil three states require three years Alabama, cate graduates of out-of-state educational i: re YT 4ining ind ¢ the ichers do the most part on ¢ redentials of edu ition t 77 1 approved liberal arts ind official accreditment of nt of education whic unofhcial accreditme - 1erican Association of The regional associati redit liberal arts co oo!s. The various associations are Middie States and South Carolina, Tennessee, and Utah. Most Delaware. District of teachers these tea h leans i nt by pro I he regional associations and Teachers ms were e lleges an Maryland Columbia New England Association North Dakota, Rhode Island, and Texas, prac- Maine, Massachusetts, 7 the American Ass« tion of Te New ] Col leges. Th he: trall institutions is a function of the state depart heavily upor ressional 0 College stabdlished d SOK onda is tollow A scociatior \I iryl ind of the other states require from two to six New Jersey, New York, and Pennsylvania Connex ticut Hampshire Rhode Island, and Vermont) ; the North Cen tral Association, which covers twenty from Indiana west almost to the Rocky Moun- tains: the Northwest ( Alaska, California, Idaho, Montana, Oregon, Utah, and Washington) ; and the Southern Associa- tion, including eleven of the southern states. states Association These regional associations accredit and grade liberal arts colleges, junior colleges, and _ sec- 1931 teachers colleges the list of liberal ondary schools. Since been arts have graded in colleges. The American Association of Teachers Col!- leges developed out of the North Central Coun- cil of State Normal School Presidents in 1917. In 1923 the American Association of ‘Teachers Colleges adopted a set of standards for grading teachers colleges. These standards have been revised and amended from time to time. The Association cooperates with the regional asso- ciations above mentioned for the enforcement of their standards. The American Association of Teachers Col- leges has two committees particularly inter- ested in the certification of teachers. One com- mittee is that on Standards and Surveys; the other is the Committee on Accrediting. These committees work hand in hand to set standards for teacher-training institutions, and thru in- vestigation, to determine how the standards are met. The Association’s Committee on Accredit- ing rates those schools which seek accreditment. The Association’s Committee on Standards and Surveys recommends and suggests standards which the schools should meet; but the stand- ards set and the ratings accorded thereon to teachers colleges are unofficial and have no legal status. The Association cannot enforce its standards. The state legislatures or state departments of education set standards for cer- tification of teachers; the link between the state departments of education and the accrediting organizations is unofficial. As a matter of fact, state departments certify graduates of schools which are accredited by the regional associations or the American Association of Teachers Col- leges, but it is possible that they approve their own state teachers colleges or normal schools regardless of their accreditment by these asso- ciations. One reason for this is that most teach- ers colleges are state institutions under the su- pervision of the state departments of education. Summarized from: United States Department of the Interior, Office of Education. Spécial Survey Studies Washington, D. C.: Government Printing Office No. 10. National Survey of the Education of Teachers, Vol. 5 Expiration of Teaching Certificates Teaching certificates are of three types with regard to the length of tin which they are valid. Renewable certit are good for a definite period and can newed for a definite period. Exchangeab! tificates may be exchanged for others of h grades in the same field. Permanent certi! —the third tvype—are valid for life. Many states specify that to renew a c cate, or to exchange a certificate for one higher grade, or to earn a permanent certit the holder must show evidence of profess growth usually called inservice educati opposed to preservice education required bet the teaching experience is begun. Altho statutes and regulations are not always det on these points, the following tabulation tificat . ° ° P ° he be indicative of the general requirements vhen Renewable certificates renewed : Without ins educ atior On the basis of inservice education Alabama Florida Georgia Kentucky Massachusett Arizona Delaware Illinois Indiana Michigan South Carolina Vermont Virginia West Virginia Mississippi Nevada Oregon South Dako Texas Washingto: Wyoming Exchangeable certificates may be exchang : Hy requl Without inser education On the basis of inservice education tivel) Alabama Wes! California with Florida of ty Idaho N Louisiana Nevada , New Mexico and Oregon ates Tennessee Texas Arizona Georgia Illinois Indiana Maryland Montana North Dakota Loui quire in f Mai mon It should be noted that Arizona, Illinois, a: Indiana appear in both lists as states requiring inservice training for the renewal or exchang of certificates ; that Alabama, Florida, Nevad Oregon, and Texas appear in the list of states making no inservice training requirements { either the renewal or exchange of certificates pern Bulletin 1935 p { 210] [he amount of preservice education requisite particular type of renewable certificate es not often affect the requirements tor re ewal; that is, certificates usually can be re ewed with or without inservice education re vardless of the number of years and type of rofessional education required for the original cense obtained prior to teaching experience. [his practice means that certificates based on ne vear of preservice education are usually as isily renewable as those based on three years f preservice training. However, exchange of certificate for one of a higher grade is usually related at least indirectly to the preservice training requirements. Sixty-one and one-tenth vercent of the kinds of exchangeable certificates sued on less than one year of preservice prepa- ition cannot be exchanged for higher cer- tificates without inservice education; whereas, when exchangeable certificates are issued on three years of preservice preparation, 78.6 per- cent of the various kinds may be exchanged without inservice training.* The permanent or life certificate is frowned ipon in some educational circles. When based upon length of experience only, they are said to cause stagnation. Most states require suc cessful teaching experience, with or without in- service education as the requisite for a perma- nent certificate. The probationary period ranges 2? to 5 from 9 months to 15 years, usually from years. Rhode Island requires a definitely pre scribed program of professional growth during the 5-year probationary period. On the other hand, such states as Georgia and South Dakota require 70 and 72 months’ experience, respec- tively, with no professional requirements, and West Virginia requires 15 years’ experience with one summer school session or the reading of two professional books. Not even a probationary period is required in Louisiana, Michigan, Oklahoma, ‘Tennessee, and Texas (also for certain permanent certifi cates in Colorado, Kansas, Missouri, Missis- sippi, and New York). Continuous use or periodic training is re- quired to make the permanent certificate valid in Alabama, Florida, Idaho, Lowa, Kansas, Maine, Nebraska, South Dakota, Utah, Ver- mont, and Wyoming. Florida stipulates that a permanent certificate will expire for incompe- Stine, Mark E ‘ertification as Potential Influer York University, 1932. p. 12 *Zaugg. Walter S. Permanent Certification of 7 ®* Ibid., p. 147 State ( ) eachers ; this must have been included as a pt rency to care tor unusual cases, since the probationa period of two vears and the first certifi \ alid tor five years must make Virtu lly 1sevel ‘ar probation. Competency should thereto ascertained before the Ver mont In expires if permanent certif cate is granted. the permanent certincate the teacher fails tend summer school every six vears. In the othe disuse oT the \mor rt these eleven States only tour provide tor r states from three to five vears certificate will cause its expiration statement after fulfilling certain protessio: requirements. , Permanent certificates are not issued to clas room teachers in Arizona, Delaware, Mar land, Massachusetts, North Carolina. and \ vinia. | he maximum length of certificate ' ] ssue ? states is 3 Delaware ind Mar ) 10 ve In these years in ind \Iassachusetts ; + years in Arizona land; 5 vears in North Carolina; and in Virginia. The Division of ‘Territories and Island Po directs the educational tac Puerto Rico. No teacher is eligible for service > Sesslons ilities who is not a citizen of the United States positions as “teachers of English” (element teachers who use English as the medium for teaching academic subjects) the applicant must be a graduate of a first-class college or univet sity with an A.B practice teaching, and 15 semester hours’ credits Normal graduates are eligible after two vears of expe In education, one semester of | SCnOO in elementary-school methods. ence. High-school teachers must have bachelo: redits high practice least 21 semester hours’ « be in oft teaching. “The academic and professional er degrees with at in education, 6 of which should school methods, and one semester dentials of applicants are examined by the de partment of education in Puerto Rico and thoss applicants who are given teaching positions are accordingly licensed by the department ot education. Citizenship is a requirement also tor teaching license in Hawaii. The department of public in struction evaluates the credentials of applicants on the basis of the following requirements: for elementary teachers, graduation from a regula: four-year teachers college with a_ bachelor’s degree in education is required plus one ye D Doct { 27%.) of graduate work including special work in education; for high-school and intermediate- school teachers, one year of graduate work in teaching subjects in addition to a bachelor’s degree including at least eighteen credits in education from an accredited college or uni- versity is the requirement. Summary and Conclusions State boards in the professions studied are, with the exception of state boards of educa- tion, usually composed of technically trained members experienced in the profession in which they are to serve as examiners. This practice is not generally true of the state boards of education. In the other five professions, also, the professional organization has at least some voice in the choice of board members. This procedure is most common in the legal, med- ical, and nursing professions. Thru the new plan of the integrated bar, the legal profession is becoming the most completely self-governed profession of the six studied; the medical pro- fession should probably be considered second in this regard. The teaching profession is pos- sibly at the other extreme as teachers have comparatively little voice in the regulations which govern them. Reciprocity or interstate practice of the five professions, other than teaching, is recognized in each case as desirable and procedures to facilitate the mobility of the accountants, architects, lawyers, physicians, and nurses have been evolved on a nationwide basis. Examina- tions and investigations are conducted by na- tional agencies which serve as a clearing-house for professional people who wish to move from one state to another; at the same time this works toward a more uniform standard of license prerequisites. The accountants, architects, and, to a lesser degree, physicians have carried the nationwide uniform examina- tion procedure to a greater extent than have lawyers and nurses. Mobility of teachers is tacitly if not openly discouraged. If we should attempt to summarize the out- standing regulations for admissions to each profession in one brief statement it would be necessary to emphasize the following points: high-school education is the most usual educa- tional requirement for certification as a pub- lic accountant, but from one to five years’ professional experience is also required. Archi- tects are classified as juniors or seniors; the junior examination, which forms the sion requirement, requires high-school gra tion plus several years of experience. ‘| years of college is the generally accepted quirement for admission to the legal profe and rigid investigation into moral cha: of the applicant takes a prominent part. P! cians are required to have two years’ premed cal education, three years’ professional educa tion, usually a year’s internship, and in certai, states to pass an examination in the basic ; ences before they are eligible for license ex amination. High-school graduates are eligible for examination for license as registered nurse the two or three years of professional prepa: tion usually required includes practical perience. All five of these professions license th: members thru an examination procedure. |; a few instances only, are examinations waived and certification granted upon the basis of professional educational credentials. In teaching profession, fewer personal prerequ sites are listed in the statutes; less emphasis is placed upon character investigation or ret erences; certificates are granted more ofte: on credentials than on examinations. Teach ers’ examinations were at one time more generally used but in recent years have be replaced to a large extent, and more so each year, by prerequisite credentials. This reall) places the immediate responsibility for certi! cation of teachers upon the educational inst tutions, except so far as state accreditment of training institutions may exert a limited cor trol. Few teachers are licensed by city or count) authorities; the trend is toward centralization of certification authority in the state board of education. Lawyers, too, are growing awa\ from local certification. Many states have centralized the licensing power in a state bar examining board; in the last decade some states have adopted the integrated bar scheme: but still a few lawyers are licensed by county courts just as a few teachers are licensed }) county examinations. All other professions are licensed by state agencies only. The outstanding fact brought out in foregoing analysis is that these professions not differ, one from another, as much as mig/it be expected at first thought. Nurses have ¢! least educational requirements to meet; phy: cians apparently the most. Other than thes {.212] two, there is little difference in formal educa- tion requirements among the other four pro- fessions. These six professions are organized, some more so than others; but all are organized to protect the interests of their members. They themselves urge higher standards, rather than discourage the raising of standards merely for personal convenience. This statement is especially true in the fields of law, medicine, and nursing. An important impetus behind the movement to raise standards in the teaching profession is given by the accrediting organiza- tions. The American Medical Association, the American Bar Association, the American In- stitute of Architects, the American Institute of Accountants, the American Nurses’ Association —these are the organizations which have car- ried on the struggle, sometimes over a long period of years, for professional standing thru high standards of licensure. Obviously these associations could not work without the sanc- tion, the cooperation, and the help of their members. License laws setting forth the requirements for practice in each of these professions are so written as to attempt to keep out unquali- fied applicants. That is one prime purpose of setting the qualification standards. If a pro- fession does not exclude unqualified persons, it can have little standing. To achieve and main- tain high standards in the profession it is nec- essary to set up a high level of entrance to the practice of the profession. The investigations of the Committee on Character and Fitness in the legal profession and the examination in the basic sciences in the medical profession are examples. Experience is required of all ap- plicants—hospital training for nurses, intern- ship for physicians, office experience for accountants, architects, and lawyers. These experience requirements are in addition to for- mal professional training (with a few excep- tions of permissive substitution). Teachers are not always required to do practice teaching before the initial license; when required, it is usually for a short period, much less than the experience requirement in the other profes- sions. Even tho practice teaching is indispensable, greater value may be obtained from the first few years of teaching as a regularly employed teacher. Teaching licenses are not permanent tor inexperienced teachers (with few excep tions) ; but after from one to fifteen years of experience, most states grant permanent cet tificates, comparable to the life licenses granted to other professional persons. This “proving ground” requirement of teachers corresponds to the experience requirement in the other pro fessions. The teaching profession has a requirement inservice keep methods which other professions do not have This teachers up to date and modern in training. requirement tends to and subjectmatter. It is a phase of professional regulation which might well be other professions, especially in medicine. initiated by It has been said and is frequently noted in the preamble to license laws that the purpose of the law is to protect the public. An unquali- fied physician or nurse might injure or cause death thru incompetence. An unqualified archi- tect might injure scores of people if his con struction is contrary to architectural prin ciples. An unqualified accountant could disrupt financial records; while a lawyer, if not ade quately trained, would be unable to serve his clients and thus might injure the ability of the enforce law laws courts to and render justice. License are enacted, requirements are stipulated as high as the traffic will bear, to exclude the incompetents, to protect the health and the property of the public. Standards for admission to the teaching profession should be even higher—to protect the efficiency of the educational service upon which the perpetua tion of all our democratic culture and civili- zation depends. This protection is even more important than that we wish for our health and property, for we may individually choose the accountant we wish to audit our books; we may individually choose the architect we wish to build our home; we may individually choosé the lawyer to plead our cause, the physician to attend our ailments, and the nurse to serve us when sick; but we seldom choose the teachers for The choice is left ordinarily to our representatives, the schoolboard members and their executives. In order that they may have the best from which to choose, it is desirable that the stand- ards for all be high enough to warrant safety in the education of the oncoming generation. can our children. II. Legal Provisions for Expulsion from Professions and Revocation of Licenses No provisions for revocation of licenses are included in the Massachusetts regulations for teachers or in the Nebraska regulations for C. P. A.’s. Several states have listed the power of the examining board or governing body to revoke licenses but make no further pro- vision. Other laws stipulate, in the minutest detail, the procedures necessary and the causes considered valid for revocation. While the degree of detail may be to some extent correla- tive with the type of law preferred in certain states, it seems more obvious that regulations of some professions tend to be written in greater detail than others. For example of the first distinction, it might be mentioned that all the New York state laws are drawn in great detail, while some of the western states have brief and less explicit provisions. In gen- eral, however, laws regulating disbarment of lawyers emphasize procedures more than other professions which stress causes more than pro- cedures. The teachers’ and the accountants’ laws are brief in both procedures and causes. Causes for revocation of physicians’ licenses, especially definitions of unprofessional con- duct, are probably the most definite and ex- plicit lists among the six professions studied. Almost all the laws attempt to give legal rights to the licentiate accused of conduct justifying revocation. The six professions are summarized in these respects below—mention being made briefly of the provisions for notifi- cation of charges, hearing, appeal of case, and reinstatement. The causes peculiar to each profession are listed together with the number of states subscribing to each. A summary tabulation of causes which are common in two or more professions is given at the end of this part of the report. Accountants Practically all laws for certified public ac- countants provide penalties for violation of the provisions of the act. These penalties take the form of fines or imprisonment for misrepre- senting oneself as a C. P. A. or unlawfully practicing in the profession. Further penalties are provided in some states for conviction of falsifying statements. Florida, Hawaii, Iowa, Kansas, Michigan, Missouri, Montana, New Mexico, New York, North Dakota, Okla- homa, Puerto Rico, South Dakota, and Wis- consin stipulate fines from a minimum of $| to a maximum of $1000 in the various star: or imprisonment from three months to tw years. Only Kansas specifies the automat revocation of license upon conviction, but rev: cation undoubtedly does follow generally, e\ tho not expressly stipulated in the laws of the other states. In addition to these pr visions, Hawaii, New Mexico, South Dakota and Wisconsin provide for a fine for neglige: or carelessness in professional practice. The revocation provisions in the professio: of public accountancy are not as detailed o definite as in some other professions. There is in some cases merely a brief statement | the effect that the board has the powe: revoke for cause. Florida specifies that th: board “may promulgate and amend canons of professional ethics and suspend for a period not exceeding two years for violation of same.” Since the statutory provisions are often ge: eral and not detailed, many laws do not det nitely state the rights of the accused, except that no revocation may take place without hearing. In Montana the state university may appoint a committee of disinterested persons to conduct a hearing and report thereon. The advanced notice of intended revocation is twenty days in most states, ten in I]linois, two months in Alaska. In Nebraska, Rhode Island, New Jersey, and Washington the no tice is required, but the amount of time is not specified. In Texas fifteen days’ notice is required if the charges are served on the ac cused personally, but if mailed twenty days’ notice must be given. Kentucky does not pro vide for advanced notice of revocation, but requires the unanimous vote of the board. The other states rely upon majority vote. Few states provide for appeal from the state board decision to the courts. This state ment does not mean, however, that in the other states no appeal is possible, since no law expressly denies such right of the ac cused. Georgia, Illinois, Louisiana, Michigan, Mississippi, Rhode Island, Virginia, Washing- ton, and Wisconsin do make such provision. In Illinois a rehearing may be requested within twenty days—said rehearing to be held by the same or another special committee. Restoration provisions are included in the laws of Florida (by majority vote), Illinois { 214] (at any time on recommendation of the ex- amining committee), Louisiana, Minnesota (within two years by petition after hearing by the board), Mississippi (at any time), New York (the Regents may reissue a certificate in their discretion after pardon), and Rhode Island (after disqualification has been re- moved). Other states do not specifically men- tion the board’s authority to reissue a certifi- cate after revocation. The Supreme Court of Alabama ruled as follows in such a case: “The statute clearly confers no authority on the board, either expressly or by necessary im- plication, to reinstate one whose certificate has been canceled for unprofessional conduct; or to revive and restore to life a certificate so revoked and canceled; and, if such certificate was restored to the petitioner, it would confer no authority on him to practice as a certified public accountant.’” Connecticut and New York provide for grievance committees. In New York the Com- mittee on Grievances consists of ten members —each a certified public accountant in good standing for at least ten years prior to appoint- ment. The term of office is for five years. The committee serves without compensation. This committee “shall have jurisdiction to hear charges against certified public accountants for any fraud, deceit, or gross negligence in the public practice of accountancy, and the regents may, upon the receipt from the com- mittee of the record, findings and determina- tion of the committee . . . and after due no- tice and an opportunity to be heard, revoke and annul his certificate . . . or suspend him from practice as a certified public accountant, or reprimand him.’” Only Mississippi restricts the ortgin of com- plaints to members of the profession. No men- tion is made in the other accountancy laws of the proper persons to make charges, thus in- ferring that any person may complain to the state board concerning the actions of an ac- countant certified by the board. Mississippi, however, specifies that ‘‘three or more persons, qualified to practice as certified public ac- countants, may prefer charges against any person, practicing as a certified public ac- countant, for misconduct or/and unprofes- sional conduct, by filing a sworn bill of com- plaint with any member of said board with 1123 So. 33, 219 Ala. 632. double the cost." The Mississippi law continues these provisions with the state bond of ment that the Mississippi society of certified public accountants may make such a bill of complaint by resolution adopted by its board of governors. States more often revoke the certificates of public accountants for “good, reasonable, ot sufficient cause” than the licenses of other pro- fessions. There are fewer specific reasons stip ulated in the accountancy laws than in the regulations of other professions and more gen- eral provisions. The tabulation below indi cates the number of states subscribing to each listed cause for revocation of public account ants’ certificates. Good, reasonable, sufficient cause: 27 states, 2 terri- tories, D. C. Unprofessional conduct: 20 states, 1 terr'tory, D. ¢ Conviction of a felony: 12 states Misdemeanor involving moral turpitude: 5 states, 1 territory Fraud or dishonesty in profession: 9 states, 2 ter ritories Fraud in obtaining license*: 7 Incompetency, ignorance, inefficiency: states, 1 territory 8 states, 1 ter ritory Negligence: 6 states, 1 territory For cause: 4 states Insanity: 3 states Any act or default discreditable to the profession: 3 states If certificate of original issue be revoked: 3 states Bad moral character: 2 states Violating state regulations for profession: 2 states Delinquency or dishonorable conduct: 1 territory Illinois does not list causes for revocation, but merely states that the cause must be in- cluded in the notice of hearing. Idaho and Massachusetts do not include causes in the laws regulating accountants. It should be noted that intemperance and addiction to drugs, mentioned in some of the other professional regulations, are not included in the above list. The scattering of causes in the accountants’ list above indicates that few states list many specific reasons for revoking certificates of public accountants, but many rely upon the general statement “good, reason- able, sufficient cause,” under which specific situations are more easily absorbed. Architects Revocation provisions in almost half the states require thirty days’ notice. In Illinois 2 Education Law, Laws of 1909, Chapter 21, as amended in 1929 by Chapter 261, section 1495 * For this offense in Ilinois there is also a fine not to exceed $1000, or imprisonment for a maximum of six months [ 215] and South Dakota the notice of charges may be given only ten days before the hearing; in North Carolina, sixty days. No notice is pro- vided for in the laws of Alabama, Connecticut, Louisiana, Maryland, Pennsylvania, and Wis- consin,. Unanimous vote of the board is required in Colorado, Hawaii, New Jersey, and Pennsyl- vania. Provisions for suspension and revocation are the same in Illinois, Hawaii, Indiana, Penn- sylvania, and South Carolina. The same pro- visions apply to review of refusal to issue license in Illinois, Indiana, and New Jersey. Thru the same procedure the board may reprimand or suspend for not more than one year in Califor- nia. In New York the board may revoke, sus- pend, annul, reprimand, censure, or otherwise discipline architects. The board itself does not hear the charges in Idaho. Appeal to the courts must be within thirty days in West Virginia, twenty days in Indiana. Few states, however, provide for appeal. Restoration after revocation of license of architects is provided for in sixteen states. In California and Idaho restoration may take place after one year. In Colorado and Missis- sippi restoration is said to depend upon proper reasons and a fee of $10. The fee is $10 in Florida also. In Michigan the fee is $5, but restoration depends upon five or more votes of the board. In Minnesota the only provision is for a fee of $1. Nebraska may restore revoked licenses upon the vote of fur or more board members after payment of a $10 fee. Tennessee also requires four votes, but does not designate a restoration fee. Six months’ lapse of time is required in Ohio, Pennsylvania, and South Dakota. In the last named state a four-fifths majority vote of the board is necessary. Restora- tion in New York and Oregon rests upon the discretion of the board. New York is said to maintain the most strin- gent provisions for the discipline of architects. Any person may prefer charges which must be in writing and sworn to by the complainant. Charges must be heard by the board within six months, unless dismissed as trivial, or the board may initiate proceedings in any case. A copy of the charges and notice of the time and place of the hearing must be served upon the accused at least thirty days before the hearing, and where personal service cannot be effected, the board must publish once a week for four consecuti\ weeks the notice that charges have been pr: ferred against the accused. These publicatio: must appear in a newspaper published in th county in which the architect last practiced and also be mailed to his last known address. Th: fourth publication must appear at least thirty days before the hearing. The accused has th: right at the hearing to appear personally with counsel and to cross-examine witnesses against him and to produce evidence and witnesses i: his defense. The provisions of this law in New York state may be considered stringent by the members of the profession on account of the itemization of causes for discipline, but the other provisions of the law surely give to the accused full justice in the opportunity to be heard. South Carolina provides: “In judging un ethical practice, unprofessional conduct, and incompetence, the Standards will be ‘Principles of Professional Practice, and the Canons of Ethics of the American Institute of Archi tects.’”” Undoubtedly other states are guided by these principles even tho the fact is not ex pressly stated in the law. Causes listed in statutes for revocation of architects’ licenses are not numerous. The following tabulation indi cates the states subscribing to the various causes: Incompetency: 31 states, 1 territory, D. C. Negligence: 27 states, 1 territory, D. C. Fraud or dishonesty in profession: 26 states, D. C. Fraud in obtaining license: 24 states, 1 territory, D. C, Conviction of a felony: 15 states, D. C. Misdemeanor involving mora! turpitude: 1 state Unprofessional conduct: 10 states, 1 territory Intemperance, habitual or excessive: 6 states Addiction to drugs: 6 states Violation of state regulations for profession‘: 5 states, 1 territory Proof that the holder of license permitted his sea! to be affixed to any plans, specifications, or draw- ings that were not prepared by him, or under his personal supervision by his regularly employed subordinate: 3 states Proof that holder of license is falsely impersonating a practitioner or former practitioner, or is prac- ticing under an assumed, fictitious, or corporate name: 2.states Good, reasonable, sufficient cause: 2 states Aiding and abetting in the practice of architecture any person not duly authorized to practice archi- tecture under the provisions of the act: 2 states Proof that any money, other than prescribed fees, were paid to secure license: 1 state Addiction to habits of such character as to render him unfit to practice architecture: 1 state * For this offense two convictions are specified as cause for revocation of architects’ licenses in Illinois and Indiana. [ 216 ] Lawyers As Arant has pointed out, there are four general types of organizations for the discipline of the bar.® The first is the grievance committee of the voluntary bar association. These com- mittees are limited in authority to investigation and recommendation to the bar association, without the power to subpoena witnesses or require them to give testimony under oath. Since membership in the bar association in these states is voluntary, the organization has limited powers and is therefore not very effective since the lawyers most needing discipline may be outside the membership. The second type of disciplinary organization obtains also in states wherein the bar associa- tion is voluntary. This type consists of com- mittees of the bar association adopted by the courts and endowed with extraordinary powers. Illustration of this setup may be found in Colo- rado and Illinois. Having wider powers and being responsible to the courts, it is more effec- tive than the first type. The third type exists in Missouri and has about the same degree of efficiency as the second type. The committees are appointed by the court and have like powers, but are not official com- mittees of the bar association. The distinction between types two and three is not extremely important. In Tennessee there is even less chance for adequate discipline of the profession since no agency is established to report cases and act thereon. The state supreme court has no super- intendence over the lower courts as in Mis- souri. Therefore, a case must arise in the lower court, and the supreme court has no power over it unless the case is appealed.® Since the institution of the new plan of the integrated bar in some states, a fourth plan for discipline has grown up—a plan which is more efficacious since the organization represents the bar which includes all lawyers licensed to prac- tice in the state. Since the bar does not depend upon voluntary membership, all lawyers in the state are subject to its regulations. In this plan the board of governors of the state bar appoints local administrative committees that may re- ceive complaints, subpoena witnesses, and make investigations. Their proceedings are usually 5 Arant, H. W. Journal 22: 410-12; July 1935. ® Editorial. Law Journal 40: 78-81; March 1937. “Some Observations on the Washington Conference on Disciplinary Procedures.”’ “Committee Finds Supreme Court of Tennessee Unable To Enforce Missouri Plan of Bar Ethics.’ private. Trivial complaints are dismissed upon ofhx ial with investigation by an who maintains offices for plainants. This official is always available, and preliminary consultation com even when he considers the case unworthy of the attention of the local administrative com mittee, he is able to give the complainant a feeling of satisfaction in having been heard When the complaint is well founded, the grie\ ance officer turns over the facts to the local administrative committee which reports to the board of governors. The board may then hold a public or private hearing and administer a private or a public reprimand. When a more severe punishment such as suspension or disbar- ment seems necessary, the board submits its report and recommendations to the court for review and decision. Whether or not state supreme courts accept the findings of the board of governors varies with the several states. In Nevada the supreme court has never reversed the recommendations of the board of governors of the state bar. However, during the eight years of the inte- grated bar in California (to September 20, 1935), the board of governors filed 191 cases with the supreme court. Ninety-one cases were contested. In 46 cases the court followed the recommendation of the board; in 27 cases the court imposed a lesser sentence (often one yea instead of recommended suspension revoca- tion ).’ On account of the confusion of regulatory powers, the examination of applicants for licenses to practice law and the discipline of practitioners are separated to a greater extent than are these two functions in other profes- sions. Rarely in other professions does the dis- cipline of members go directly to the courts without at least an initial hearing by the state board of examiners, the theoretical assumption being that the agency which grants a license has the power to take it away. However, as has been shown in Part I of this report, licenses to practice law are granted more often by the courts than by independent state agencies. In Tennessee, as has been pointed out above, the supreme court cannot administer discipline un- less the case is appealed thru the lower courts. In states where the bar is integrated the two Association American Bar Commerce * Turrentine, Lowell. “Bar Discipline.’ Michigan Law Review 34: 200; December 1935. [ 217 } functions regarding licensure and discipline are handled by separate committees, for purposes of efficiency. The statutory provisions regarding the dis- cipline of lawyers may be classified into those which hand the matter over to the organized bar or court and those which prescribe a set of standards, violation of any of which calls for disciplinary action. The statutes which list specific offenses usually include conviction of a felony, moral turpitude, unprofessional con- duct, and retaining client’s money or property unlawfully. Many bar acts specify that conviction of a felony calls for revocation or disbarment auto- matically. Acquittal in a criminal court of a serious offense, however, does not mean that disbarment is obviated. Trial by the board of governors, the supreme court, or some other agency of the profession follows acquittal by a criminal court, and even tho disbarment is not automatic as in conviction, disbarment or dis- cipline of some sort usually follows. A proceeding for disbarment is neither civil nor criminal in the legal terminology, but rather a proceeding sui generis, that is, a trial of a member by members of the group. There- fore, the members can make their own rules. Rules may be retroactive, and offenses com- mitted ten years previous to the establishment of the rules have been admitted as adequate cause for disbarment. In Michigan the attempt was made to place a time limitation upor the disbarment statutes. It was proposed that pro- ceedings must be brought within two years of the offense or within one year of discovery, but the law was declared unconstitutional. In the other professions regulations cannot be made retroactive since trial proceedings for revoca- tion of licenses are civil or criminal rather than proceedings sui generis. Disbarred lawyers are frequently reinstated. In the integrated bar the board of governors passes upon petitions for reinstatement. These petitions are usually signed by a large number of members of the bar. In Georgia, altho the bar is not integrated, the law prescribes that the petition be signed by two-thirds of the bar association of the county, and that the petition may not be proposed until after one year has passed and must be approved by the county judge. In Missouri, also, one year’s time must elapse; in Kansas, two years. North Carolina provides for reinstatement on the basis of hearing of evidence of reformation. Causes adjudged sufficient for disbarment of lawyers may be itemized in some states, but a tabulation would necessarily be incomplet inasmuch as they are not expressly included statutes. The canons of ethics of the America: Bar Association are not rules of law, but have been made so by adoption as rules of court several states. Such indefinite statements as in Maine, when a lawyer has become disqua! fied, indicate that the basis for disbarment left to the discretion of the court to a larg: extent. Twenty-three states mention unpro fessional conduct as a statutory cause for re voking lawyers’ licenses, twelve states mention conviction of a felony; and twenty-four states misdemeanor involving moral turpitude. Man, of the general causes listed for the other pro fessions are mentioned occasionally in the state bar acts of the several states, but such mention is rare, and the list below should be considered incomplete. The number of states subscribing to the causes listed has been omitted from this list to avoid the inference that no other states subscribe to these causes. Any conduct prejudicial to the administration of justice. Any such single act or crime or vice as may show him to be unfit for the trusts and confidences re posed in him as an attorney. Suppressing or attempting to suppress any testimony in any case. Tampering with, destroying, secreting, withdrawing mutilating, altering any record. Stirring up (soliciting) litigation. Collecting money for a client and refusing to pa) it over on demand. Failing to pay professional tax. Any professional acts which unfit him for associa tion with the fair and honorable members of the profession. Wilfully violating oath as attorney. Wilful disobedience or violation of an order of th court requiring attorney to do or forbear to act Disbarment by a foreign court. Practicing law in cooperation with a disbarred at torney. Division of fees with disbarred attorney or person not licensed as attorney. Doing any other act to which such a consequenc« is by law attached. Ungentlemanly conduct in the practice of his pro fession. Conduct authorizing or justifying suspension from practice or disbarment. Commission of a criminal offense showing profes- sional unfitness. Violation of professional ethics. [218] Corrupting or wilfully and without authority ap pearing as attorney for a party to an action ot proceedings. Lending name to be used as attorney by person not licensed as attorney. another Nurses Provisions for hearing of complaints against registered nurses are not very explicit. In Rhode Island the Director of Public Health is responsible for discipline of nurses; in Wis- consin the Commission on Nursing Education. In Arizona, Louisiana, and Texas hearing goes directly to the courts. From ten to thirty days’ notice is provided in the various state laws; usually it is thirty The majority vote of the full board is days. required in most states; unanimous vote, in Arizona, Missouri, Oregon, Pennsylvania, Texas, Virginia, West Virginia, and Wyoming. Appeal is denied in Indiana; appeal to the courts is provided in less than a dozen states; appeal to the state medical board in Ohio is final—there being allowed no court action thereafter. for incompetency by the board, after one year, if deemed desirable. In Connecticut and Montana appeal from the decision of the board regarding the issuance of a license is provided. In Connecticut a board of appeals is composed of three members, Wisconsin provides for a review one representing each of three medical and hospital associations of the state. This board of appeals reviews the case when decision of the board of nurse examiners aggrieves the applicant for a license. In such a case the applicant must appeal within thirty days. The board of appeals may affirm, modify, or reverse the decision of the board of examiners, and the decision of the board of appeals is final and binding on all parties. In Montana an appli- cant refused a license may appeal to the Mon- tana State Association of Graduate Nurses at their first annual meeting thereafter. The ma- jority vote of the association after a full hear- ing is not, however, final. A second appeal may be made within thirty days to the district court. In case of a jury trial the jury consists of three registered nurses and three physicians in active practice. The laws are silent on the question of resto- ration; only in one or two states is express provision made for reinstatement after revo cation. Causes in other states follow Incompetency: 24 states, D. ¢ 24 states excessive: 21 Fraud or dishonesty in profession Intemperance, habitual or states territory Fraud in obtaining license: 18 states Unprofessional conduct: 12 states 13 states Any other act derogatory to the morals Immorality: or standing of the nursing profession: 19 states A habit rendering a nurse unsafe to be entrusted with or unfit for the care of the sick: 8 states Addiction to drugs: 8 states, 1 territory Conviction of a felony *: 8 states Misdemeanor involving moral turpitude: 1 state, 1 territory Conviction of any crime in the practice of the pro fession of nursing: 1 state Violation of state regulations for profession: 7 states Good, reasonable, sufficient cause Negligence: 4 states, 1 territory Continued practice by a person knowingly 9 states having an infectious, communicable, or contagious dis ease: 3 states Dishonorable conduct: 3 states Distribution of intoxicating liquors or other than lawful purposes: 2 states Wilful violation, or the wilful knowingly assisting in the violation of any act which is now or which hereafter may be in force in this state relating to the practice of abortion: 1 state Wilful violation, or the wilful procuring of, or know- ingly assisting in the violation of any act which is now or which hereafter may be in force in this state relating to the use of habit-forming drugs 1 state Wilfully betraying a professional secret: 1 territory Misconduct: D. C. Afflicted with a contagious or communicable disease: 1 territory Professionally incapacitated: D. C., 1 territory Use of untruthful or improbable statements in adver tisements: 1 state Similar cause: 1 state Any conduct contrary to good morals or calculated to lower the standard of the profession of nurs ing: 1 state Fraud in representations as to skill or drugs for procuring of, or ability: 1 state Physicians Evidence for revocation of physicians’ li censes is usually heard by the state medical board. In several states, however, provision is made for the original trial to go directly to the courts. For example, in Iowa the attorney general must file the complaint in the district court of the county. In Michigan the pro- ceeding is instigated in the criminal court; in Mississippi, in the circuit court. 8In Massachusetts ard Vermont revocation is automatic without hearing [ 219 ] Connecticut and New York operate thru grievance committees as has been described in the other professions. Unusual provisions ob- tain in the laws of several other states also. In Alabama provision for a hearing by the state medical board is made with the proviso that said hearing is unnecessary if the trial originates in the courts. The Louisiana law states simply that the board has the right to initiate proceedings for revocation and may reinstate in its discretion. The only provision in Minnesota is that revocation is subject to appeal in the district court. North Dakota provides for appeal in the county court, but, like Minnesota, is silent upon the original hearing. It may be inferred in these two states that the usual hearing by the medical board takes place. Ten to twenty days’ notice is provided in thirty-two states and Alaska. The board usually is given the power to subpoena wit- nesses, and the accused has the right of counsel and witnesses. Appeal is denied in Idaho and North Carolina. This practice is especially noteworthy for in North Carolina the medical profession is governed by the state medical association, which apparently considers its de- cisions final. Appeal is not expressly provided in Arizona, Arkansas, California, Colorado, Delaware, Indiana, Louisiana, Maine, New Hampshire, New Jersey, New Mexico, Penn- sylvania, South Dakota, and ‘Tennessee. In these fourteen states, however, non-provision for appeal need not be interpreted necessarily as denial of right of appeal. Even in North Carolina where appeal is denied cases have been taken to the Supreme Court for trial de novo. In Montana the appeal of a case requires a jury of six physicians with not less than two from the same school of thought. Four of the jury may render a verdict, but no member of the medical board may sit on the jury. Usually provisions refer generally to sus- pension or revocation, inferring that the de- cision of the trial board or court will depend upon the seriousness of the offense. In Idaho provision is made for suspension over a period from one to five years. The license may be restored or revoked at the end of the suspension period. In Oklahoma, aside from revocation, medical licenses may be suspended for a maxi- mum of five years, and reinstatement at th end of the suspension is possible on a probatio of from one to five years. Puerto Rico states in its law that if a medical license is suspended for longer than one year, the decision is not final until reviewed by the courts. Reinstatement after revocation of license i: possible in Alabama and Louisiana in the dis cretion of the board. Several other states mak: special provision for reinstatement depending upon evidence of reformation (Nerth Caro lina) or upon a time element. The latter are: in Florida and Georgia, after five months, by majority vote of the board; in Maryland within two years, if the requirements are met. Illinois will restore a revoked medical license upon recommendation of the medical commit- tee; Pennsylvania, by unanimous vote of the medical board. In Oklahoma and Tennessee reinstatement is not possible; in Idaho, not unless the decision is reversed; in Wisconsin not except by order of the trial court afte: the first offense when recommended by the president of the state board upon evidence of reformation. The causes for revocation of licenses in the medical profession are more numerous and outlined in greater detail than in the other professions. Many of the listed causes deal with unethical practices which would injure the public and disrupt its trust in the pro fession. These causes follow: Addiction to drugs: 34 states, 3 territories Intemperance, habitual or excessive: 33 states, 3 ter- ritories Criminal abortion: 34 states, 3 territories Fraud in obtaining license °: 30 states, 2 territories Advertising . . . in such manner as to mislead or deceive the public in matters pertaining to health (includes specific mention of types of advertising forbidden as well as blanket prohibitions): 29 states, 3 territories Misdemeanor involving moral turpitude: 28 states, 3 territories Conviction of a felony: 21 states, 1 territory Unprofessional conduct: 25 states, D. C., 2 terri- tories Claiming to cure incurable disease and receiving fee for same: 19 states, 1 territory Wilful betrayal of a professional secret: 16 states, 2 territories Immorality: 13 states, 1 territory Fraud or dishonesty in profession: 12 states, 2 ter- ritories Use of cappers or steerers: i2 states, 1 territory Splitting fees, buying or selling patients: 9 states Me In \ eames “{mpersonation or acting as proxy in medical examinations”; in Minnesota “fraud on behalf of another as wel! as for self.” [ 220] Violation of state regulations for profession: 11 states Insanity: 6 states Giving to addicts narcotics other than in legitimate treatment: 3 states Illegal distribution of liquors or drugs: 5 states Illegal distribution of liquors (in addition to above) : 1 state Illegal distribution of drugs (in addition to above) : 1 state Prescribing habit-forming drugs in other than legal manner: 3 states Guilty of unprofessional conduct of a character likely to deceive, defraud, or injure the public in matters pertaining to health: 5 states Purchase or sale of medical degree, or offer of same: 1 state Illegal conduct in practice of profession: 1 state Practicing, beyond limits of license, as major sur- geon when not licensed to do so: 5 states, 1 ter- ritory If moral character or personal habits are such as to unfit one for the practice of medicine: 1 state Violation of rules of board of health (such as sani- tation, quarantine, and school inspection, report of infectious disease, registration of births and deaths): 4 states Violation of, or evasion of, any narcotic law: 3 states Any persons interdicted by due process of law: 1 state Violation of state and federal statutes regulating control of social disease: 1 state Accepting fee as witness, in addition to fee of court and without the know!edge of the court: 1 state Continued practice after knowing he (practitioner) has contagious disease: 2 states Gross malpractice resulting in the permanent in- jury or death of a patient: 3 states Professional incapacity: D. C. Violation of any statute regarding use or disposition of narcotics: 5 states, 1 territory Failure to record license as required by law: 1 state Employing or aiding to practice unlicensed or sus- pended practitioner, lending name to or in any way being connected with same: 9 states Using fictitious name in any way, impersonation of another licensed practitioner of a like or different name: 12 states Allowing another person to use license: 1 state Wrongfully encouraging or conspiring with any person to bring action against practitioner for malpractice or agreeing for share of payment to be recovered in such suit: 1 state Advertising professional superiority to fellow prac- titioners: 1 state Street advertising or public peddling of, or selling of, medicine or surgical remedies or appliances in person or by proxy: 1 state For any other cause which in the opinion of the board shall render the holder of certificate unfit person to practice medicine in the state: 1 state Enumerated or similar causes: 3 states Revocation of license of sister state by virtue of which certificate has been granted (by reciprocity or endorsement): 1 state Teachers In the teaching profession more than in any other the theory is practiced that the licensing agent has the power to revoke the license it has granted. Usually brief provision is made whereby the state department of education or the state superintendent may revoke teachers’ certificates. Those few states, permitting the granting of certificates by county or city boards of education or superintendents, permit these agencies also to revoke their licenses. Nineteen states give power to revoke licenses to the state superintendent; in seventeen states the state board of education has the authority; twelve states permit revocation by local au- thorities as well as the state agency. In Geor- gia and Mississippi the county superintendent has sole power. In California, Kansas, Okla- homa, Oregon, and Washington the authority to revoke teachers’ certificates is dispersed among several agencies: California, by the state board of education, the county board, city, or city and county board of examination; Kansas, by the body issuing the certificate, the state board of education, the state teachers colleges, county boards of examiners, city boards of examiners; Oklahoma, by the body or person issuing the certificate or the board of examiners; Oregon, by the authority who granted the certificate, upon the written com- plaint of any county superintendent ; Washing- ton, by the authority granting the certificate which means the county superintendent, the state superintendent, the faculty of the state university, state college, or normal school. No provisions for revocation are included in the laws of Massachusetts. Fifteen states specify provisions for revoca- tion of licenses, but do not include rights and privileges of teachers as to notice, hearing, and appeal. In twenty-one states the teacher is given legal right in the law to notification of charges and a fair hearing. Several states require a hearing before revocation, but make no other provision for justice to the teacher: Michigan, Nebraska, New Jersey, and New Mexico. Rhode Island requires that due no- tice be preferred and a hearing granted, if desired. Wisconsin requires written notice and hearing; Wyoming requires written charges and hearing. Eleven states provide for appeal of the case. In all except Missouri the appeal is to a higher [ 221] 134 Be] asinu pele wsisey ‘ uUBDpBAgg ** WAMET * peyory CV ‘d “D) Wey :Aduazeduoouy ee | ny a *** AMET “ peyory CY ‘d ‘D) WweWNODDy :asuaoT] Sururezqo ul pneiy i ot then oe tr beeen tweens "cs" * SST parsIsBoy ** “ * ® ee Cy ‘d 9) quejyuNosy :e@pNzidin} [esioul BULA[OAU! JOURIUIApSIPy FS OES ESE RA Sea SS Sa se :AUOJaJ & JO UOTDIAU0D ASINU PI19zSIB3Iy Veilyoy ee CY ‘d >) quRWNODy :JONpuos feuorssajoidu ys) [ASN JUaIIYgNS ‘ajqeuosvas ‘poor 878g SASNAOIT dO NOILVOOARA AOA SNOISIAOAd ALVLS 40 AAVAWNS—I!I AIAVL 1ayoee J pele sissy uepnsAyd TIAMP’] Wey d *D) we Noy :Ayuesuy ayes 8INU Pass}siB9ay uepissyd "*** AME Y ** payoy V ‘d “D) WweNosy SZnup 0} UOTIIppy * gayoeay asINU Pate sisZ9y uensAyd JIAMP’] peIqoy VW ‘d )) JUBJUNODYy ss0uBIedui9}uU] Jayoea eSINU Pole sis9Iy ueDpsAyd JIAME’T ** paiyory CY ‘d ‘D) weuNODy :UOISS9JOId JOJ SUOTIEINBas 97e3S JO SUOTETOIA "** JaueaT aSINU PpIla{sIZIay uvDpAyg JaAMR’] “+9 = q99qmyDay CW “d °D) WeWnoDy :90UIB [Zen ‘*** Jove] aSINU pele wsisIy “reese ss“ GeppAgd “59 AMET 9 = q3aqTgony CV ‘d “O) weINODDy :AJSSUOYSIP ‘Jooep ‘pnely ** Jaya '* @81NU perez sisay Sees ss “UBpBAgd “**#e * AMET CV ‘d “D) WaeyUNODDy > Appesow wy Jayove school official or tribunal. In Missouri only is provision made for appeal to the circuit court; such appeal is to be made within ten days and only after revocation by other than county superintendents. In Georgia the appeal is to the county board of education, whose decision is final (county superintendents are the only revoking agency in this state). In most of the other states providing for appeal to the state superintendent or state board of educa- tion, the authority empowered to revoke the certificate includes county or local agencies. In Iowa the appeal to the state board of edu- cational examiners means virtually a rehearing by the same body, since only this state board is empowered to revoke certificates in Iowa. Only Oregon provides for possible reinstate- ment. Its law requires one year to have elapsed before application for reinstatement is made, but does not state the basis upon which rein- statement is granted. Connecticut and Vermont do not specify the causes to be considered valid reasons for revo- cation of teachers’ certificates; New Hamp- shire states for reasons satisfactory to the commissioner of education ; and Idaho specifies no reasons other than the general statement that revocation shall take place for those rea- sons justifiable in refusing the issuance of a certificate. ‘Ten other states include the latter statement, but list also specific reasons for revocation. Seven states also include “any good cause” among specific reasons listed, while three other states make no statement regarding specific reasons, but rely solely upon the pro- vision for revocation for any good cause ; these states are Arkansas, Maine, and Rhode Island. Among the specific causes for revocation included in the other laws, the most frequently mentioned are immorality, incompetency, neg- lect of duty, and intemperance. The list of causes with the tabulation of states subscribing to each follows: 35 states 26 states 19 states 13 states 10 states 8 states Immorality Incompetency Negligence Intemperance, habitual or excessive Good, reasonable, sufficient cause Cruelty (to pupils) Annulling of the written contract without consent of the majority of the board... Unprofessional conduct Delinquency Unbecoming behavior, behavior unbecom- ing a teacher Evident unfitness for teaching 8 states 7 states 6 states 5 states 5 states Fraud or dishonesty in profession Indecent behavior, disreputable conduct, misconduct Sectarian instruction; tional books Unsuccessfulness . Unworthiness Insubordination Tuberculosis or affliction with any com- municable disease . . Physical inability .. Being sales agent for supplies .. Profanity Incapacity ............ Altering certificate ... Refusal or neglect to attend a county in- stitute unless excused use of denomina- textbooks or Summary Rarely does any state law fail to provide for the legal rights of a professional accountant, architect, lawyer, physician, and nurse when accused of conduct for which their licenses may be revoked; but fifteen states make no mention whatsoever of the rights and privi leges of teachers. Only eleven states provide for appeal. of the case by the teacher; and only one state provides for reinstatement if justified. Some causes for revocation which are com mon to two or more professions of the six studied are listed in Table 1 together with the professions in which these causes are opera- tive and the states which prescribe each as legal reasons for expelling the offenders. The three most frequently mentioned causes for revoca- tion of licenses in the several professions are: for accountants, unprofessional conduct, con viction of a felony, and commission of a mis- demeanor involving moral turpitude ; for archi- tects, incompetence, negligence, and profes- sional fraud or dishonesty; for lawyers, un- professional conduct, conviction of a felony, and commission of a misdemeanor involving moral turpitude; for nurses, incompetence, professional fraud or dishonesty, and intem- perance; for physicians, criminal abortions, addiction to drugs, and intemperance; fo: teachers, immorality, incompetence, and negli- gence. There is greater uniformity among states in regard to the enumerated causes for re- voking the licenses of architects, nurses, and physicians than for revoking the certificates of accountants and teachers. Fewer causes are specifically listed for disbarring lawyers than for revoking licenses of any other profession. [ 224 ] III. Sampling of Cases Brought to Trial against Offenders In the preceding section the statutory pro- visions for discipline of members of six pro- fessions have been described. In. the present section, the application of these provisions is reported. The survey of actual disciplinary cases was investigated thru a questionnaire sent to the governing body in each state for each profession. These questionnaires listed the statutory causes for revocation of licenses and asked that the respondents enter after each cause the number of hearings, if any, held on account of each cause, and the number of revo- cations resulting from such hearings. Informa- tion was not received from all states, and altho the period between 1920 and 1937 was speci- fied on the questionnaires not all respondents were able to supply the facts for this period. Data are meager especially for the architects since sixteen states and the District of Colum- bia passed their governing laws subsequent to 1920 and in nine states there is no such law existent. For the 40 states (including the Dis- trict of Columbia) having regulatory archi- tectural laws, data were reported from 21 states and the District of Columbia. Most of the other prcfessions have been regulated by laws enacted prior to 1920 with very few exceptions in specific states. The number of each profession practicing in the states covered by these reports represents 59 percent of the public accountants of the country, 65 percent of the architects practicing in those states where their profession is regis tered, 17 percent of all lawyers and justices, 46 percent of the nurses, 49 percent of the physicians, and 19 percent of the teachers. Over 1200 hearings were reported on ques tionnaires received from 117 sources in the Six professions. Forty-three questionnaires re ported that no hearings had been held. The 1204 hearings therefore distributed among 74 sources, creating an average of ap were proximately sixteen hearings per source. ‘This average is misleading since the data below will show that professions and states vary greatly in the number of hearings. The Number of Hearings Reported Table 2 presents the basic data gathered fo the comparison of the six professions in this part of the study. The total number of hearings reported in the several professions indicates that many more offenders are brought to trial in the medical and legal professions than in any of the other professions. These data ex clude failure to pay revocations for annual 1 Data on teachers were obtained from the report of W. Willard Barlow, Revocation of Teachers’ Certificates in the United States, in which a similar inquiry was sent to state departments of education (Master’s thesis, Ohio State University, 1936. it seemed unnecessary to repeat the procedure Since this investigation was made about a year ag 60 p. ms.) TABLE 2.—NUMBER OF PERSONS IN EACH OF SIX PROFESSIONS AND DATA REGARDING TRIALS AGAINST OFFENDERS IN PROFESSIONAL ETHICS Item Accountants 1 2 Number in profession (1930 Census)¢ Number states certifying (including District of Columbia). . 23,000 Number states reporting vu Number states reporting no hearings Total number hearings reported? . Hearings per state return. . 5 te wie siete Revocations resulting from hearings*. . Proportion of hearings resulting in revocations. Architects 20 ,000 Lawyers Nurses Physicians Teachers 3 4 5 6 7 161,000 294,000 154,000 893 ,000 40 49 49 49 49 21 14 32 20 13 1 17 2 20 275 41 816 .95 19.6 1.3 40.8 8 243 32 478 40% 88% 78% 58% ® These figures were taken from the 1930 Census with the exception of the accountants, which figures were supplied by the American Institute of Accountants, and figures for public school teachers which were taken from Advance Statsstics of State School Systems, 1935-36. The census figures for the legal profession include justices as well as lawyers. Not all the accountants architects, nurses are necessarily certified as the laws in some states are not compulsory. Therefore, a comparison per member of profession would not be accurate. ® Includes report from one state over period 1909-37 for medicine; following number of states reported over a shorter period than was requested, namely 1920-37; accountants, one state 1930-37 only; lawyers, two states 1933-37 only medicine, one state 1924-37; 1930-37, one state 1933-37, one state 1925-37; nurses, one state one state 1926-37, one state 1930-37 * Not all states listed suspensions and probation verdicts separately; when so listed they were not counted as revocations [ 225 ] registration fees or failure to reregister at required intervals. These trials deal with un- professional conduct and personal actions of the members of the profession which are causes for discipline by state law as outlined in Part II. Table 2 shows that more than half the re- ported trials resulted in revocation of license except in architecture which is a newly licensed profession. Next to architecture, accountancy and teaching reported the lowest proportionate number of revocations. In the other professions revocations occur in a larger proportion of trials ranging from 58 percent in medicine to 88 in law. These differences may be due to the fact that trivial offenses are dismissed by griev- ance committees of the bar associations before they reach the courts, whereas in the other pro- fessions some non-legal tribunal tries the case originally and probably hears a larger propor- tion of the complaints brought to their atten- tion. It may be that few revocations, propor- tionately, indicate the triviality of many trials. Since the reports from the various states in the several professions cover differing periods of time, a comparison can be made only ap- proximately by prorating the total number of hearings reported by each state agency over the years covered by all reports. Since all reports covered the past five years, at least, those cov- ering a longer period of time were adjusted on the basis of the number of hearings per year. With this adjustment, it appears that over a period of five years, approximately 248 physi- cians were brought to trial in 20 states, 101 lawyers in 14 states, 23 teachers in 10 states, 14 nurses in 32 states, 10 architects in 21 states, and 7 public accountants in 20 states. If the incidence of offense and trial in the states not reporting were the same as in those whose records are available, and if the pro- portion of verdicts for revocation would be the same, it might be estimated that in the country as a whole, 105 lawyers, 58 physicians, 13 teachers, 5 nurses, 1 architect, and 2 public accountants may annually lose their licenses by revocation. There are in the United States six times as many teachers as lawyers and physi- cians, but eight times as many law licenses are revoked as teachers’, and four times as many physicians’ licenses are revoked as teachers’. Altho only one-half as many nurses’ licenses are revoked as teachers’ yet there are three times as many teachers as nurses, and not all nurses are required to obtain licenses. Causes of Hearings and Revocation of Licenses Table 3 lists for each of the six professions the most frequently reported causes of actual hearings held and the number of revocations resulting therefrom. Of the 38 hearings re ported held against public accountants, 31 were caused by 5 offenses or types of offenses. Onl) in the “conviction of a felony” was the license usually revoked. Altho 4 hearings were held on account of negligence, only one revocation resulted from these trials. Of the 20 hearings reported held against architects, all but two were caused by the 5 most frequently mentioned offenses. In two types of cases, however (unprofessional or un ethical conduct and affixing seal to plans not prepared by the holder of the license), no revocations resulted. Dishonesty appears to be the most serious offense as 75 percent of the cases resulted in revocation. This offense was second most frequently mentioned and was exceeded only by the offense of deceit in obtain ing license in which there were 5 cases, 3 of which resulted in revocation of the license. Among lawyers, conviction of a felony o: crime results automatically in revocation; therefore, altho this offense is fourth in fre quency of mention, it results in revocation in 100 percent of the trials. Again dishonesty of one kind or another is the most serious offense. The most frequently reported offense was col lecting money for a client and refusing to pay it over on demand or at a specified time, causing 92 trials, 90 percent of which resulted in revocation. The second most frequently mentioned offense was fraud, deceit, or dis- honesty in which there were 79 cases and 53, or 76 percent, revocations. Of the 41 trials reported for nurses, 29 are covered by the 5 causes most frequently men- tioned. Addiction to drugs, most frequently mentioned offense, results in revocation in 100 percent of the cases. Immorality and fraud or deceit in obtaining license are second most fre- quently reported offenses and revocation has occurred in 83 percent of the cases for each cause. Altho intemperance is listed as one of the 5 most frequently mentioned causes for trial against nurses, there were only 3 such cases, [ 226 ] TABLE 3——-MOST FREQUENTLY RE- PORTED CAUSES OF TRIALS IN SIX PROFESSIONS Num- Num- Percent of ber of ber of hearings hear- revo- resulting in ings cations revocation 2 3 4 Accountants Fraud, deceit, or dishonesty Any act or default discreditable to the profession Conviction of a felony Negligence. . ove epee Unprofessional conduct... 82 percent of total number of trials reported Architects Fraud or deceit in obtaining license Professional honesty Eee Unprofessional or unethical conduct Proof that the holder of license per- mitted his seal to be affixed to any plans, etc., that were not pre- pared by him or under his per- sonal supervision 90 percent of total number of trials reported Collecting money for a client and refusing to pay it over on de- mand, or at a specified time Professionai fraud, deceit, or dis- honesty . ia ellie odie Unprofessional conduct....... : 46 Conviction of a felony or crime 38 Stirring up litigation ; 20 88 percent of total number of trials Ss o 6.0 s¥0 . 266 Nurses (Registered) Addiction to drugs........ ; 10 Immorality 6 Fraud or deceit in obtaining license 6 Conduct derogatory to morals or standing of nursing profession... 4 Intemperance 3 71 percent of total number of trials reported........ ay. Physicians Criminal abortion Illegal distribution of drugs (viola- tion of narcotic laws) Conviction of a felony or crime.... Unprofessional or unethical con- duct, malpractice , Sufficient, good, reasonable cause. . Addiction to drugs Intemperance . Employing, aiding or abetting un- licensed or suspended practitioner Fraud or deceit in obtaining license Fraud, deceit, dishonesty 73 percent of total number of trials Immorality Intemperance Altering certificate............. Unprofessional conduct........ Incompetency 73 percent of total number of trials Ten types of trials are listed for physicians, since the large number of causes reported made necessary the inclusion of more than 5 as are given in the other professions. The causes for trials of physicians are more varied than for lawyers, and in both professions many of the less frequent causes for trials do not result in revocation. Of the 10 causes listed for physi cians, the two most frequent deal with types of activity in which members of other profes- sions are practically excluded. The other 8 types of offenses might equally well apply to members of other professions, yet a greater number of cases have been reported from the medical profession than from any other pro fession. Forty-eight percent of the trials against teachers are caused by immorality, the most The 5 listed account for 77 percent of all trials re frequently mentioned cause. causes ported. Incompetency, which is fifth in order of frequency of mention, resulted not once in a revocation, all 5 of the trials based on in- competency as cause being dismissed. Among the 5 most frequently mentioned causes of trials, teachers’ licenses are revoked in a larget proportion of trials than among accountants, but in a lesser proportion than among archi tects, nurses, physicians, and lawyers. TABLE 4.—SUMMARY OF FREQUENTLY MENTIONED CAUSES FOR TRIALS Per- Total Total cent hear- revo- revo- ings cations cations Num- ber of profes- sions Cause of trial 1 2 4 oO Unprofessional conduct Fraud, deceit, dishonesty Fraud in obtaining license Conviction of a felony Intemperance Addiction to drugs Immorality Incompetency Good, sufficient cause Negligence NNwWe wu wwr Table 4 summarizes these frequently men tioned causes for trials among the six profes sions. The number of trials, the number of revocations, and percent of trials resulting in revocation are shown. Unprofessional conduct has been used as the cause for trial in 114 cases resulting in revocation in 60 percent of the cases; all six professions had at least 3 trials based upon this cause. No other cause has been reported by all professions. The conviction of { 227 ] a felony, most frequently reported cause, was reported in four professions; accountants, law- yers, nurses, and physicians, totaling 124 trials resulting in revocation in 92 percent of the cases. Fraud, deceit, dishonesty was reported in five professions totaling 117 cases resulting in revocation in 67 percent of the trials. Fraud in obtaining license was also reported in five professions and, altho the cases totaled to only 54, revocations resulted in 87 percent of the trials. Intemperance and negligence are the only other causes reported by more than two professions: nurses, physicians, and teachers have been tried for intemperance totaling 49 trials but revocation resulted in only 57 percent of the cases. There were few cases of negligence and only one revocation. Incompetency was reported by two professions; architects and teachers, with one revocation resultant. Incom- petency appears to be difficult to prove and this may be one reason why it is seldom brought to courts. Summary The incompleteness of the foregoing data permits only tentative generalizations. Sev- eral facts have been disclosed, however, show- ing tendencies which may be important in the comparison of the professions. 1. In general, trials brought against offend- ing lawyers are more likely to result in revo- cation of license than in other professions, re- gardless of the cause for action. 2. Physicians are more often tried for of fenses than other professional persons ; lawye: next most often, teachers third, nurses fourth accountants fifth, and architects sixth. 3. When the number of revocations is r lated to the number of persons in each pro fession, the estimated number of revocations in each profession is most frequent for physi cians, lawyers second, nurses third, account ants fourth, architects and teachers least often 4. Causes for trials of lawyers and archi tects are more uniform than in the othe: professions, since the five most frequently men tioned causes account for the following per cent of cases: 88 percent for lawyers, 90 pe: cent for architects, 82 percent for accountants, 77 percent for teachers, 71 percent for nurses, and 48 percent for physicians. 5. The most frequent causes for trials in these professions are: fraud, deceit, or dishon esty among accountants, fraud or deceit in obtaining license among architects (probably this is true because the architectural regulation laws are comparatively new and practicing architects have sought devious ways of evading the requirements), collecting money for a client and refusing to pay it over on demand or at a specified time, among lawyers; alleged immorality among teachers; criminal abortion among physicians, and addiction to drugs among nurses. Some Continuing Problems From this analysis of nearly 400 state laws one may obtain a number of general impres- sions. Most of these are constellations of prob- lems for further study by teachers and, in some instances, for wise legislation. 1. Professional groups, like individuals, pass thru rather definite periods of development. The present study shows that from a statutory angle the professions of nursing, accountancy, and architecture are relatively undeveloped. For the nation as a whole, law and medicine represent mature professions. Teaching seems to lie somewhere between these two extremes; it must soon decide whether or not it wishes to follow in the associational and legislative foot- steps of law and medicine. 2. Despite a number of clear-cut similarities between the six professions studied, teaching, more than any of the others, represents a high degree of socialization. That is to say, the vast majority of teachers are public employees while most individuals in the other professions derive their income from private sources. What effect does public employment have upon the develop- ment of strong professional organizations, upon training, ethics, and practice, and upon individ- ual morale? 3. There is a distinct movement to central- ize the certification or licensing of members of professions in the hands of state agencies. Even more than this, in some states all licenses are issued by a single administrative unit of the state government. Teaching, more than any of the others, is under its own special state board or department. Is there a type of centralized authority (such as New York state) which would be better for the teaching profession than some other emerging types? 4. In the case of most professions, with the exception of teaching, the state regulating board is made up wholly or in large part of professional members. Teaching, even at the state level, retains the characteristic of local control, namely, direction by boards made up almost exclusively of laymen. Should educators seek more professional representation on state boards of education or is the present lay control a distinct advantage? 5. At the same time that licensing power tends to be centralized in state agencies, the discipline of practicing members of various pro- fessions tends to be handled by professional as- sociations. This tendency is most advanced in law, next in medicine, and to a very much less degree in the other four professions. Should the National Education Association and its affili ated state associations seek the professional sup port and legislation whereby the enforcement of teachers’ codes of ethics would be in the hands of the profession ? 6. It is general practice in the statutes gov erning the non-teaching groups to specify not only the conditions under which licenses are granted but the legal rights of the individual in case a license is to be revoked. In at least one-third of the states the law makes no pro- vision for the rights of an accused teacher. What can the organized profession do, not only to obtain tenure laws in states where they do not exist, but to benefit from the types of protection adopted by other professional groups? 7. Most states grant licenses to the non teaching professional groups after a state exam ination based upon training. In other words, there are two selective operations before the state approves an individual practitioner. Edu cational authorities have long debated between certification based upon examinations and cer tification based upon systematic training. State teaching credentials are usually granted on the basis of evidence of successful completion of prescribed college courses. This procedure tends to be, therefore, a single selective opera tion in which major responsibility is assumed by the training agency rather than by the state board of education or state department. What advantages and disadvantages would there be if teachers’ certificates were granted thru a double selective process similar to that used for other professions ? 8. State licenses for most professions are granted for life, unless revoked for certain causes. In recent years, there has been a marked tendency to abolish life certificates for teachers and to substitute certificates limited to a period of years. The theory behind this change is that short-term certification (5 to 10 years) accom- panied by compulsory study -will keep teachers more professionally alert and efficient than under any life certification plan. It is obvious, however, that the administration of tenure and retirement laws may become vastly more difh- cult under short-term certification plans. The [ 229 ] problem then is to provide continuous training in service without endangering the necessary safeguards which have been built around the conditions of employment. 9. An examination of state laws clearly indi- cates that most professions have an extensive and systematic experience period prior to the granting of state licenses. In medicine the try- out is an internship; in the other professions it resembles the apprenticeship plan. Education uses the “directed teaching” courses of the training institution in place of supervised ex- perience. Most of such courses do not begin to approach in intensiveness of work or extent of time the internship period of the non-teaching professions. Is it possible that teaching needs to insert between professional college preparation and the granting of licenses a period of pra tical experience under typical classroom con ditions? The foregoing problems have a definit: bearing upon tenure legislation. The conditions under which certificates are granted, the pos sibility of revocation of licenses, the enforce ment of ethical practices, the amount of direct control of the profession by laymen—may in crease or decrease the effectiveness of tenure legislation. It is of interest to teachers also to understand how other professions are raising their standards in the hope that similarly effec tive methods may be used. The present study of state laws should facilitate the progress which has already been made in most of the foregoing areas. Bibliography The primary sources of facts for the present bulletin were obtained by an the statutes of the 48 states, Alaska, District of Columbia, Hawaii, and Puerto Rico work involved a study of nearly 400 separate laws as well as many amendments. A analysis of The mimeo graphed list of the statutory references will be supplied upon request. General Cooke, D. H. “Standards of Training for Lawyers and Teachers.” Tennessee Law Review 14: 174- 79; April 1936. Accountants Carey, John L., secretary. 4 Year's Work of the American Institute of Accountants, 1936-1937. New York: the Institute, 1937. 34 p. Carman, Lewis A. “Education for Professional Ac- countants.” Journal of Accountancy 59: 210-18; March 1935. Dean, J. E. “Regulation of Public Accountants, In- terference with Freedom of Contract (Wangerin v. Wisconsin State Board of Accountancy ( Wis.) 270 NW 57).” Marquette Law Review 21: 93-94; February 1937. Editorial. “College Degree as C. P. A. Prerequisite.” Journal of Accountancy 63: 321-23; May 1937. Editorial. “Restrictive Accountancy Legislation.” Journal of Accountancy 59: 681-83; December 1934, Editorial. “Two-Class Legislation Decried.” Jour- nal of Accountancy 58: 404-406; December 1934. Editorial. “Uniformity in Accountancy Legislation.” Journal of Accountancy 63: 164-66; March 1937. Nissley, Warren W. “Education for Professional Ac- countants.” Journal of Accountancy 59: 12-27; January 1935. Towns, C. H. “Principles of Accountancy Legisla- tion.” Journal of Accountancy 63: 444-47; June 1937. Architects American Institute of Architects. “Recommended Provisions for Registration Laws for A-chitects.” Document No. 279. Washington, D. C.: the In- stitute. (No date.) Holden, Thomas S. “Does Registration Protect Life, Health, Property?” Architectural Record 82: 58- 59; August 1937. Oberwarth, C. Julian. “Requirements for State Registration of Non-Resident Architects.” The Octagon. Supplement to June 1937 issue. Wash- ington, D. C. Lawyers Arant, H. W. “Some Observations on the Washing- ton Conference on Disciplinary Procedures.” American Bar Association Journal 22: 410-12; July 1935. Bradway, J. S. “Moral Turpitude as the Criterion on Offenses That Justify Disbarment.” California Law Review 24: 9-27; November 1935. DeL., J. J. “Attorneys, Disbarment, Statute of Limi- tations (In re. Tracy (Minn.) 266 NW 88).” Michigan Law Review 35: 130-31; November: 1936. Editorial.’ “Attorney and Client, Disbarment, Effect of Executive Pardon (In re. Bozarth (Okla.) 63 Pac. (2d) 726).” Minnesota Law Revieu 40; June 1937, Editorial. “Committee Finds Supreme Court of Ten 21: 837 nessee Unable To Enforce Missouri Plan of Bat Ethics.” 78-81; March 1937. Editorial. “Inherent Power of the Courts with Re spect to Unlawful Practice of the Law.” United States Law Review 71: 241-48; May 1937 Editorial. “The Courts and Disbarment.” Bar Association Journal 21: 98; February 1935 Golf, G. W. “New Cases in Massachusetts.” Boston University Review 15: 215-33; April 1935 Phillips, O. L., Hon. “Making Disciplinary Proce dures More Effective.” American Bar Journal 21: 520; August 1935. Rogers, J. G. “Higher Bar Standards and the Ameri can Tradition of Democracy.’ American Bar As sociation Journal 21: 713; November 1935 Shafroth, Will, editor. Annual Review af Legal Education for 1936. Chicago: American Bar As sociation, 1936. p. 39. Swancara, F, “Reinstatement of yers.” Massachusetts Law Quarterly 20: 61-68; February 1935. Tewell, J. L. “Admission to the Bar and Disbar ment.” Nebraska Law Bulletin 13: 203; November 1934. Turrentine, Lowell. “Bar Discipline.” Law Review 34: 200; December 1935 Commerce Law Journal 40 Ame rican Immunity Law in Disbarment Lau 1ssociation Disbarred Law Michigan Nurses Burgess, Elizabeth C. “A Good Nurse Practice Act— What Are the Essentials?” Proceedings, Twenty ninth Biennial Convention, American Nurses’ As- sociation, Washington, D. C., 1934. New York: the Association, 1934. p. 280-86. Burgess, May A. Nurses, Patients, and Pocketbooks. New York: Committee on the Grading of Nursing Schools, 1928. 618 p. Committee on Education of the National League of Nursing Education. 4 Curriculum for Schools of Nursing. New York: the League, 1932. 236 p. Committee on the Grading of Nursing Schools Second Grading of Nursing Schools. New the Committee, 1932. 132 p. Eldredge, Adda. “Legislation Future of Nursing.” Proceedings, Twenty-ninth Biennial Convention, American Nurses’ Association, 1934. New York: the Association, 1934. p. 100-10. The York: and the 1 Law journals frequently contain unsigned articles. Since the author is unknown, these articles have been listed as editorials { 231 ] The National League of Nursing Education. Digest of the Laws of the States Requiring Registration for Nurses and Attendants—1932. New York: the League, 1932. 13 p. Physicians American Medical Association. American Medical Directory. Fourteenth edition. Chicago: the Asso- ciation, 1936. 2484 p. American Medical Association. “Medical License Statistics for 1935.” Journal of the American Medical Association 106: 1475-93; April 25, 1936. Bachmeyer, A. C. “Medical Profession and Medical Education.” Journal of Medicine 17: 273-76; Au- gust 1936. Bierring, W. L. “Standards of Medical Education and Qualifications for Licensure.” Annual Law School Review 8: 7-13; December 1934. Commission on Medical Education. Final Report. New York: the Commission (630 West 168th St.), 1932. 560 p. Crane, T. J. “Enforcement Procedure.” Proceedings of the Annual Congress on Medical Education. Chicago: American Medical Association, 1936. p. 71-73. Holloway, J. W., Jr. “Qualification in Basic Sci- ences.” American Medical Association Bulletin 31: 166-72; November 1936. Holt. “The Need for Administrative Discretion in the Regulation of the Practice of Medicine.” Cor- nell Law Quarterly 16: 495; June 1931. MacGregor, D. A. “Our Medical Profession.” W est Virginia Medical Journal 32: 202-205; May 1936. McDavitt, T. V. “Legislation of Interest to Physi- cians Considered by State Legislatures in 1937.” Organization Section of the Journal of the A meri- can Medical Association 110: 59B-68B, 87B-95B; February 5, 1938, February 12, 1938. McDavitt, T. V. “Survey of Legislation of Interest to Physicians Considered by State Legislatures from January 1 to December 21, 1936.” American Medical Association Bulletin 31: 190-98; Decem- ber 1936. Morgan, A. C. “Aggressive Versus Passive Attitudes of State Board Members.” Proceedings of the An- nual Congress of Medical Education. Chicago: American Medical Association, 1936. p. 75-77. Platter, H, M. “Enforcement Procedure.” Proceed- ings of the Annual Congress on Medical Educa- tion. Chicago: American Medical Association, 1936. p. 74-75. Porros, L. P. “Our Legal Status as Physicians.” Journal of the Philippine Islands Medical Associa- tion 16: 73-80; February 1936. Posten, H. J. “Law of Medical Malpractice in West Virginia.” West Virginia Law Quarterly 41: 35- 49; December 1934. Rodman, J. S., and Elwood, E. S. “Comments on the National Board Examinations.” Proceedings of the Annual Congress on Medical Education. Chi- cago: American Medical Association, 1936. p. 60-63. Shafroth, W. “How the Doctors Solved the Coordi- nation Problem. An Account of the Reorganization and Present Constitution of the A. M. A.” A meri- can Bar Association Journal 21: 221-23; April 1935, Twitchell, Clark, and Eckley, Attorneys-at-Law “Medical Anarchy.” Colorado Medicine 34: 64¢ 50; September 1937. Yankwich, L. R. “The Physician and the Law Commerce Law Journal 42: 202-206; July 1937. Teachers Bachman, Frank P. Education and Certification of Elementary Teachers. Field Study No. 5. Nas! ville, Tenn.: Division of Surveys and Field Studies, George Peabody College for Teachers 1933. 225 p. Barlow, W. Willard. Revocation of Teachers’ Cer tificates in the United States. Master’s thesis, Ohio State University, 1936. 60 p. ms. Brandenburg, W. A., chairman. “Report of the Com mittee on Accrediting.” Proceedings, 1937. Wash ington, D. C.: National Education Association, 1937. p. 631-33. Butsch, Russell L. C. “The Preparation of Teach- ers.” Review of Educational Research 1: 76-82; April 1931. Chambers, M. M. State Educational-Administrativ. Organization. Washington, D. C.: American Coun cil on Education, 1936. p. 283. Chambers, M. M. “The Legal Status of Teachers.’ Review of Educational Research 7: 307-308; June 1937. Cocking, Walter D., and Peyton, W. W. Certifica tions of Teachers. 1930. 51 p. (Typewritten Athens, Ga.: Walter D. Cocking, College of Edu cation, University of Georgia. Cook, Katherine M. State Laws and Regulation: Governing Teachers’ Certificates. U. S. Dept. of the Interior, Bureau of Education, Bulletin, 1927 No. 19. Washington, D. C.: Government Printing Office, 1928. 292 p. Dearborn, Ned H., chairman. “Report of the Com mittee on Standards and surveys.” Proceedings 1931. Washington, D. C.: National Education As sociation, 1931. p. 882-85. Edwards, Newton. The Courts and the Publi Schools. Chicago: University of Chicago Press, 1933. p. 402-411. Hostetler, Ivan. “Legal Causes for Revocation of Teachers’ Certificates in the United States.” American School Board Journal 89: 39, 69, Au- gust; 17-18, September 1934. McKeag, Anna J. Laws and Regulations Concerning State Certification of Teachers in High Schools and in Junior High Schools. Ann Arbor, Mich.: Edwards Brothers, 1933. 50 p. (Mimeo.) Nelson, Henry B., and others. “Organization of Ad- ministration.” Review of Educational Research 4: 404-30; October 1934. Pittenger, L. A. “Raising Certification Require- ments.” Proceedings, 1931. Washington, D. C.: National Education Association, 1931. p. 897-911. Ransil, Rebecca C. “Steps in the History of Stand- ardization of Normal Schools and Teachers Col- leges.” Peabody Journal of Education 7: 164-67; November 1929. Reeder, Ward G. The Chief State School Official. U. S. Dept. of the Interior, Bureau of Education, Bulletin, 1924, No. 5. Washington, D. C.: Govy- ernment Printing Office, 1924. p. 67. [ 232] on Pa ra ee = eS of Edu Schrammel, partments Studies, graphs, No. 6. Press, 1926. 171 p. U. S. Department of tion. “Minimum St Bureau of Educational Columbus Organizati Ohio § he cation. ( hio Interior, (¢ the ate or County Research State yn of State Di tate University Mono University fice of Educa- Educational Re- quirements in Years Above High School Gradua tion, for Lowest Junior High Scho Certificates Granted to Inexperienced September 1937. December 1937. 5 Grade Regul ol, or Academ Washington, D p. Mimeo ar Elementary, High \pplicants, Office, ic School ( the Department S pe nal Survey 1935. p degratf, Harlan. ration - Re VICU 193 7 89: December R. I Standards West on W ashington, 1937. p. 6 ' 33 ot al Survey of 5. Washington, D 300 of . 5 and oe, 2.2 35 chairman the Siudi the State Adn Educat Report Surveys National | eae OTHER TENURE REPORTS The Status of Teacher Tenure. July 1938. 31 p. 25¢. A revision of the 1936 Research Bulletin, “A Handbook on Teacher Tenure.” Presents information on the position of the National Education Association on tenure, status of state provisions for teacher tenure, local regulations for teacher tenure, and digest of research studies on teacher tenure. Analysis of Schoolboard Rules. June 1938. 39 p. 25¢. Presents a sampling from the analysis of printed schoolboard rules and regulations issued by local boards in 40 cities over 100,000 population. Only those rules dealing with the employment conditions of teachers were studied for the present report. Court Decisions on Teacher Tenure Reported in 1937. April 1938. 35 p. 25¢. The fourth annual review of court decisions affecting teacher tenure. This report shows that in 1937 the proportion of decisions against teachers continued in about two cases out of every three. Notice has been given in this review to the decision of the United States Supreme Court on the Indiana tenure law Reports are available also covering court decisions for the years 1932-34, 1935, and 1936. Teacher Tenure Legislation in 1937 to Date. October 1937. 39 p. 25¢. Consists of a brief summary of tenure legislation reported since the first of 1937, a state-by-state review of current tenure legislation, a summary of the salient points contained in tenure bills which were defeated, and reproductions of the texts of tenure laws enacted during the sessions up to September 15, 1937. Mandatory State-Adopted Contract Forms. June 1937. 31 p. 25¢. An analysis of the official contract forms for the employment of teachers in 13 states and the Terri- tory of Hawaii. Contains excerpts from school codes authorizing state contract forms; also the text of 14 mandatory state contract forms. Minimum-Salary Laws for Teachers. January 1937. 38 p. 25¢. Describes the laws and regulations on minimum salaries and presents facts on the operation of such laws in 20 states having specific minimum-salary standards for teachers. All orders for publications should be accompanied by funds in payment for same and must be so accompanied when orders for material amount to $1.00 or less. Orders not accompanied by funds in payment are subject to transportation charges. Discounts on. quantity orders of the same publication: 2-9 copies, 10 percent; 10-99 copies, 25 percent; 100 or more copies, 33% percent. Make checks or money orders payable to the National Education Association of the United States, 1201 Sixteenth Street, N. W., Washington, D. C. [ 234] RECENT RESEARCH BULLETINS Why Schools Cost More. Vol. XVI, No. 3, May 1938. 56 p. 25¢. From High School to College. Vol. XVI, No. 2, March 1938. 64 p. 25¢. Population Trends and Their Educational Implications. Vol. XVI, No. 1, January 1938. 60 p. 50¢. Improving Social Studies Instruction. Vol. XV, No. 5, November 1937. 56 p. 50¢. Federal Support for Education; the Issues and the Facts. Vol. XV, No. 4, September 1937. 32 p. 25¢. Teacher Retirement Systems and Social Security. Vol. XV, No. 3, May 1937. 64 p. 50¢. Salaries of School Employees, 1936-37. Vol. XV, No. 2, March 1937. 32 p. 25¢. Financing Public Education. Vol. XV, No. 1, January 1937. 56 p. 50¢. Safety in Pupil Transportation. Vol. XIV, No. 5, November 1936. 44 p. 25¢. A Handbook on Teacher Tenure. Vol. XIV, No. 4, September 1936. 32 p. 25¢. The Efforts of the States To Support Education. Vol. XIV, No. 3, May 1936. 64 p. 50¢. The Preparation of Teachers’ Salary Schedules: Part II: Drafting the Schedule. Vol. XIV, No. 2, March 1936. 48 p. 25¢. The Preparation of Teachers’ Salary Schedules: Part I: Administrative and Fact-Finding Procedures. Vol. XIV, No. 1, January 1936. 48 p. 25¢. All orders for publications should be accompanied by funds in payment for same and must be so accompanied when orders for material amount to $1.00 or less. Orders not accompanied by funds in payment are subject to transportation charges. Discounts on quantity orders of the same publication: 2-9 copies, 10 percent; 10-99 copies, 25 percent; 100 or more copies, 33% percent. Make checks or money orders payable to the National Education Association of the United States, 1201 Sixteenth Street, N. W., Washington, D. C. E FEEL that, as a professional body, we are distinctly called on to form a national organization, that we may be the better enabled to meet the continually enlarging demands of our vocation for higher personal attainments in the individual, and for more ample qualifications ade- quately to fill the daily widening sphere of professional action. We wish, as teachers, to reap whatever benefits our medical brethren derive from their national association, in opportunities of communication for mutual aid and coun- sel. We desire to see annually a professional gathering, such as may fairly represent the instructors of every grade of schools and higher institutions, throughout the United States.—William Russell, addressing the first convention of the National Teachers Association, 1857. Part II relates to methods of teaching safety, cational and non-school agencies maki: reported as being in use in various schools at able school materials on safety, and a « the present time. Included in this section are tion of representative state courses of opinions of teachers as to the methods which Part VII is a review of visual materia have proved to be of most value to them in the _ tion pictures, still films, slides) on safet teaching of safety. which may be obtained at little or no Part III is a report on sources of materials , te: aime amare Use of the Bulletin used in safety instruction. That is, information is given on the proportion of study bulletins Safety is, to a large extent, a new o provided by local boards of education, and also for the schools and, like most new areas on the extent to which agencies have given help. not always been given an adequate pla In addition, here are presented opinions of school curriculum which is already « teachers regarding types of agencies which have Methods of teaching safety are ofte: provided the most effective help in the devel- and their effectiveness undetermined. | opment of safety programs in the schools. tional materials have not been obtai: Part IV is a discussion of the future devel- some cases because the teachers are not opment of safety programs in terms of teacher of the sources of available materials. |: opinion. In other words, the classroom teachers _ cases there are no sources for desired mat: gave their own views on the ideal place of These and many other problems have to | safety education in the curriculum, on the im- sidered and solved before educators « mediate, urgent needs in safety instruction, and to achieve the ultimate purpose of safet on agencies which should provide the greatest cation. help in safety teaching. Teachers find it necessary to exercise Some of the continuing problems in safety deal of caution and restraint in attempt education are reviewed briefly in Part V. The teach a subject like safety in which result sixth part of the bulletin includes lists of edu- measured in terms of life and death. In TABLE 1.—DISTRIBUTION OF REPLIES RECEIVED FROM CITY TEACHERS IN SURVEY OF SAFETY EDUCATION Elementary- Junior high- Senior high- school teachers school teachers school teachers Tot Classification bases ~ ~ - _ nun Number Percent Number Percent Number Percent 1 2 3 4 5 6 7 8 City size: Under 2,500 ehaee 6 erahe nike wtece 1,606 22.9 375 13.3 1,301 27.7 2,500-—10,000. . , 980 14.0 367 13.0 872 18.6 10,000--50,000 : és , 1,595 22.8 776 27.4 979 20.9 50,000—100,000 7 . . ‘ 592 8.5 365 12.9 320 6.8 100,000—500,000 . tac 0 1,240 17.7 533 18.9 522 11.1 Over 500,000........ be 990 14.1 411 14.5 700 14.9 Total 7,003 100.0 2,827 100.0 4,694 100.0 i School enrolment: Less than 100 917 13.1 42 1.5 187 4.0 100-499.... 3,523 50.3 726 25.7 1,224 26.1 500-999 1,924 27. 1,055 37.3 1,042 22.2 ' 1,000 or more........ ares 639 9.1 1,004 35.5 2,241 47.7 Total 7,003 100.0 2,827 100.0 4,694 100.0 14 Geographic area: a, SS ee ee su . ; 408 5.8 119 4.2 192 4.1 Middle Atlantic. .... ck 1,810 25.9 735 26.0 1,069 22.8 3 South Atlantic: East and West South Central. 843 12.0 253 8.9 506 10.8 East North Central...... Pe PP 2,136 30.5 1,013 35.8 1,560 33.2 4 WU Bee Gs ocr ccccseence 718 10.3 319 83.3 598 12.7 ] Mountain. . aes ee eer 344 4.9 146 a.2 286 6.1 Pacife. ...6.: eT PCT ey rey ee Tre F 744 10.6 242 8.6 483 10.3 1 WEE. 6 AUS ob hs 5 46S CEA de Su cee 7,003 100.0 2,827 100.0 4,694 100.0 14,524 [ 242 ] FIGURE | BOTH ESSENTIAL @o sc as-uou) Bujuiey s2ANG suossa) A1o}e10Q9e7} (jooyss) Buiuiey 120g sqnj> Ayayes $}82}uU02 Aessy Buipeas Aseiqi7y vonezjneweig sjoned Aog sioyuow jidng sainjydid uonoyw SUOISSNISIP P2ze/2y (jOoyrs-uoUu) si2sn}224 UOISSNISIP WOOISSe|> paeog unaiing ' ind ine ' ot 09 OS OF OF O8 OF GOHLaw IN33u3d jOoyss Asejyuawa)3 SYSHIVAL AP GISN ONIHDV3L Al3dVS JO SGOHLIW III AANA For details consult Table 5 cidents (called the laboratory method on the ( nguiry form) are probably seldom used be- suse of the time it takes and the possibility f seeing unpleasant sights (item 13, Table 5). Few of the teachers make use of such extra- urriculum activities as safety, traffic, and auto lubs (item 11, Table 5). ‘This result does not agree with the finding of MacMillan who, n 1935, School systems in general seem to feel that the made the following statement: est means of arousing and keeping safety con siousness in a pupil group is thru student safety organizations.” * Perhaps this difference represents the lag between desired practice and ictual accomplishment. The following seven methods were reported use by about 50 percent of the school teach- ers: (1) lectures by non-school people, (2) safety discussion directly related to use of equipment and materials in certain courses, 3) motion pictures on safety, (4) pupil moni- tors or patrols within the schocl buildings, 5) school patrols outside the school buildings, 6) dramatization of safety lessons and of safety plays, and (7) library and leisure-time reading of pamphlets and booklets on safety. Some of the methods of teaching safety ap- pear to be especially suited to certain grade levels. For example, 64 percent of the ele- mentary-school teachers reported the use of dramatization of safety lessons and _ plays, whereas few of the junior and senior high- school teachers checked this method as being in use in their schools. The junior high-school teachers use it to a greater extent than do the senior high-school teachers. This practice agrees with the theory of Harriet E. Beard, supervisor of safety education in the public schools of Detroit, who has recommended the use of dramatization in the elementary grades for providing practical lessons in accident pre- vention.® Schoolboy patrols outside the school build- ing were reported by 58 percent of the ele- mentary-school teachers and by 46.6 percent of the junior high-school teachers, but by only a few of the senior high-school teachers. Pa- trols within the school building are employed in relatively more junior high schools than at the lower and Nit her grade levels accord nf the reports of the teac hers. On the other hand, the replies indicated that ‘safety discussion directly related to use of equipment and materials in certain courses’ is more commonly used by senior and junio1 high-school teachers than by elementary-school teachers. As would be expected, senior high school teachers also reported a higher percent of high schools offering driving instruction by the regular teachers than did the elementary or junior high-school teachers (item 12, Tabl ae Methods in safety instruction, currently used, do not vary a vreat deal with the popula tion of cities. In general, the findings indicated greater use of motion pictures, pupil monitor: or patrols, and extracurriculum organizations (safety, trafic, and auto clubs) in the large cities as compared to less use in the smallet cities. In high schools, however, outside safety patrols are employed to a greater extent in the cities under 50,000 population. This situation also is found in the use of “library and leisure time reading of safety articles and books.”’ What conclusions, then, may logically be drawn in view of this survey of methods cut rently used in safety teaching? Can one as sume, since over two-thirds of the teachers report the use of two methods, (1) bulletin board display of posters and pictures on safety, and (2) classroom forums and general discus sion of accidents and safety problems, that these two methods are the most effective in the teaching of safety? Or, are they used because they represent the line of least resistance? Do most of the teachers employ these two methods because they are not sufficiently equipped te types of safety programs 01 carry out othe: because they are not familiar with other meth ods? As an aid in finding answers to these questions the teachers were asked for thei appraisal of the fourteen methods listed. Relative Value of Certain Methods of Safety Teaching While it is generally agreed that safety teaching in the public schools not only is im portant but is essential, there is uncertainty on the part of some individuals connected with the 2 MacMillan, Robert. Safety Education in the Public Schools of the United States. Doctor’s thesis. Philadelphia: Temple versity, 1936. p. 94. § Beard, Harriet E. Safety First for School and Home. New York: Macmillan Co., 1924. p. 104-106 [ 251] teaching of this subject as to the best methods _ briefly some of the more successful safety ¢, for their schools. This uncertainty is readily understood in the light of varying school con- ditions, and different types of communities and students. In some instances, reluctance in using a good method may arise from a lack of prep- aration for safety teaching on the part of the teacher. It is the aim in this section, principally, to point out methods considered effective by classroom teachers, and, incidentally, to review ing technics suggested by various educato: In an attempt to discover what method more widely and successfully used today teachers who filled out the questionnaires cussed in this study were asked to rate four: methods of teaching safety (see Table 6 methods) on the basis of the following s1 ards: (1) indispensable, (2) valuable. useful, (4) ineffective, and (5) harmful TABLE 6.—RELATIVE VALUE OF CERTAIN METHODS OF TEACHING SAFETY AS REPORTED BY CITY SCHOOL TEACHERS Methods of teaching Motion pictures on safety Safety discussion directly related to use of equipment and materials in courses in science, physical education, shop, etc. Lectures by non-school people (e.g., firemen, policemen, traffic experts, etc.) on accidents, first aid, and similar topics. Classroom forums and general discussion of accidents and safety problems. Bulletin board display of posters and pictures on satety. Schoolboy patrols for direction of pupil traffic outside the building and on nearby streets. Dramatization of safety lessons and perform- ance of safety plays. Driving instruction by motor club officials Laboratory lessons in safety facts by excursions to factories, congested highways, and other scenes of accidents. Pupil monitors or patrols for corridor, stairway, and cafeteria traffic within the school build- ing. Safety, traffic, and auto clubs as extracurric- ulum organizations in school. Library and leisure-time reading of pamphlets and booklets on safety. Driving instruction by regular teachers Essay contests on safety and related subjects. Grade level Elementary school Junior high school Senior high school Elementary school Junior high school Senior high school Elementary school Junior high school Senior high school Elementary school Junior high school Senior high school Elementary school Junior high school Senior high school Elementary school Junior high school Senior high school Elementary school Junior high school Senior high school Elementary school Junior high school Senior high school Elementary school Junior high school Senior high school Elementary school Junior high school Senior high school Elementary school Junior high school Senior high school Elementary school Junior high school Senior high school Elementary school Junior high school Senior high school .Elementary school Junior high school Senior high school Percent of teachers rating methods Numbs Ineffec- Harm- teachers tive ful reporting Use- ful Indis- Valu- pensable able 4 6 [ 252] Evaluations of the group as a whole—Rela vely few of the methods listed were regarded indispensable” by many senior high-school veachers. At least one in five elementary- or 1n1o! high-school teachers considered three iethods as indispensable: (1) safety discussion ctly related to use of equipment and ma ils in certain courses, (2) schoolboy patrols itside the school building, and (3) classroom yrums and general discussion of accidents and safety problems. Eight of the fourteen methods listed were udged “valuable” by about half of the teach rs. Nearly seven teachers in ten reported two if these methods as valuable, namely, ‘‘mo tion pictures on safety” and “lectures by non school people.”” The other methods that were rated as ‘“‘valuable” by five teachers in ten were: (1) bulletin board display of posters and pictures on safety, (2) dramatization of safety lessons and of safety plays, (3) classroom forums and general discussion of accidents and safety problems, (4) driving instruction by motor club officials, (5) laboratory lessons in safety facts by excursions to scenes of accidents, ind (6) safety, traffic, and auto clubs as extra- urriculum organizations in school. A very small proportion of all teachers from 2.3 to 3.0 percent) judged the follow- ing methods to be harmful: (1) laboratory les- sons in safety facts by excursions to scenes of accidents, (2) schoolboy patrols outside the school building, and (3) driving instruction by regular teachers. It can be understood that these three methods would be definitely harm- ful if employed by inexperienced teachers or teachers who are not aware of varying temper- aments of the pupils. Also all of these meth- ods may result in accidents to the pupils and raise complicated questions as to liability. Opinions on the basis of grade level and city size—The estimates of teachers as to the value of methods now in use in the schools do not vary greatly when classified according to grade level. Nevertheless, the variations should indi- cate, partly at least, the adaptability of the methods to grade levels.’ For example, over 40 percent of each group of teachers rated as in- dispensable “safety discussion directly related to use of equipment and materials in certain courses,” which fact might indicate that this method is effective in all grades. This method [ 53 ] was the only one declared to be indispensa y a comparatively large number of junior and nior high-school teachers, while many of the elementary-school teachers judged two oth the le ler: | } }} tr | it In the same manne |) schoolboy patrols ou side the s« hool yu ld ny, and 2) classroon forums and general discussion of accidents and safety problems. ‘he junior high-school teach ers disagreed with the elementary-school teacl ers on the last-named method above, givit a htly higher evaluation to “pupil monit or pat ols Vv ithis the school building = The elementary- and junior high-school teachers (ove ) percent) emphasized value of dramatization, designating it as ‘“‘valu ible,” whereas less than 50 percent of the senior high-school teachers classified it a uable” to them. Over half of the junior and senior high-school teachers declared drivin instruction by motor club officials to be val able. This difference in value of these met] ods, according to grade level, is to be expect in view of the difference in ages of the puy The methods appraised as “ineffective” by as many as 10 percent of the junior and senior high-school teachers are as follows: (1 ( contests on safety and related subjects, driving instructions by regular teachers, an (3) library and leisure-time reading of pan phlets and booklets on safety. One in ten senior high-school teachers rated both types of safety patrols as ineffective ; one in ten elemen chers thought that essay con tary-school te tests and driver training were not eftective Of the elementary-school teachers 3.6 per cent declared laboratory lessons in safety facts by excursions to scenes of accidents to be harm ful; 4.4 percent rated as harmful the item, driving instruction by regular teachers. Little variation was noted in the answers of teachers when classified according to size of city. The method, schoolboy patrols outside and inside the buildings, was emphasized by all teachers located in cities with populations ove! 50,000. Item 11 in Table 6, safety, traffic, and auto clubs as extracurriculum organizations, was valued as “indispensable” by many of the junior and senior high-school teachers located in the larger cities. The “valuable and indispensable’ methods lly reported in use to the ex Table 7 The most extreme example of this difference were not gene! tent of their reported values: (see was found in the case of driving instruction by motor club officials, which was rated of highest value by more than two-thirds of the teachers and was reported in use by about 5 percent. Other similar examples are items 11, 12, and 13 in Table 7. Only one method, bulletin board display of posters and pictures on safety, was reported in use by a percent of teachers larger than the percent rating this method as “valuable” and “indispensable.” Summary—The principal conclusion to be drawn on the basis of this appraisal, by the teachers, of methods in safety instruction is that widespread use of certain methods does not imply that those methods are the best. Con- trary to such an implication is the opinion of the majority of teachers that the most effective methods are: (1) safety discussion directly re- lated to use of equipment and materials in cer- tain courses, (2) motion pictures on safety, and (3) lectures by non-school people. The next best methods, according to com- posite teacher opinion, are: (1) classroom forums and general discussion of accidents and safety problems, and (2) schoolboy patrols outside the school building. Other methods believed by the teach be valuable are the following: (1) Bulletin board display of posters and ; on safety (2) Driving instruction by motor club offici (3) Dramatization of safety lessons and of s plays (4) Laboratory lessons in safety facts by sions to scenes of accidents (5) Safety, traffic, and auto clubs as extra ulum organizations in schools (6) Pupil monitors or patrols within the building. “Laboratory lessons in safety facts by e) cursions to scenes of accidents” is consid by some of the elementary-school teache: be harmful. The teachers think that outside school building” and and auto clubs as extracurriculum orga: tions” in schools are especially valuable for us: in schools located in larger cities. This con clusion may arise from greater familiarity wit! these two methods since automobile clubs hay. been most active in sponsoring these devices in the larger cities. “schoolboy pat “safety, traft nom vuay mar TABLE 7.—EXTENT TO WHICH THE TEACHERS USE THOSE METHODS REPORTED BY THEM TO BE VALUABLE AND INDISPENSABLE Methods of teaching Percent of teachers reporting in Senior high schools Junior high schools Highest value Elementary schools Highest Highest value value Used Used Used 2 3 4 5 6 1. Bulletin board display of posters and pictures on safety... 2. Classroom forums and general discussions of accidents and problems 7 80 safety . Lectures by non-school people (e. g., firemen, policemen, traffic experts, etc.) on accidents, first aid, and similar topics Safety discussions directly related to use of equipment and materials in certain courses (science, physical education, shop, etc.) . Motion pictures on safety. . Pupil monitors or patrols for corridor, stairway, and cafeteria traffic within the school building Schoolboy patrols for direction of pupil traffic outside school building and on nearby streets . Dramatization of safety lessons and performance of safety plays . Library and leisure-time reading of pamphlets and booklets on safety. . . Essay contests on safety and related subjects... . Safety, traffic, and auto clubs as extracurriculum school . Driving instruction by regular teachers organizations in . Laboratory lessons in safety facts by excursions to factories, congested highways, and other scenes of accidents. . Driving instruction by motor club officials Safety Teaching Technics Suggested by Research and Experience Educators have outlined, discussed, and ex mented with many methods of safety teach ever since safety became a subject of cor leration by the schools. In order to show riely the trend of thought regarding thes« ching technics, reference Is m ide here to a ew educators who have done work in the field of safety. In 1919, E. George Payne prepared “‘a treatise showing how accident prevention may made a part of regular school instruction without the addition of another subject to the Most of his illust1 itions were ot. Louis irriculum.”’ 4 taken from the program in the schools. His general plan in the elementary grades was to stress habits of safety in the nome, in the school, and on the streets. Lan suage, arithmetic, and drawing were the pri mary channels for this safety instruction. In the upper grades considerable emphasis was placed upon the use of committees of pupils to study safety problems and to teach other chil lren. Dramatizations, demonstrations, essays, xcursions, and discussion groups were the specific devices most frequently used. In 1924, Harriet E. Beard,*® supervisor of safety education in the public schools of De troit, pointed out ways to secure good results by correlating safety with the subjects of draw ng, civics, language, and arithmetic. She also discussed procedures developed, in a large city school system, which included the utilization of local happenings, the adaptation of safety to seasons, and the safety activities of the pupils. She stressed games and drarnatizations as effec tive ways of teaching safety to young pupils. The 1926 yearbook of the National Society for the Study of Education gives illustrative descriptions of methods ef teaching safety for the various types of schools—elementary, sec ondary, rural, and vocational.® QOutlines of procedures are given for different grades which represent actual classroom practices in pat ticular schools, but no attempt was made to compare them with other methods in relation to effectiveness. * Payne E. George. Education in A f ntion. \ 5 Beard, Harriet E., op. cit., p. 101 ® For detailed information on these 1 r ee: Nationa ) Education. Twenty-Fifth Yearbook art I. Bloomington, | 7 For other conclusions reached by Vaughn, see his P Casualty and Surety Underwriters, 1928. Educational Series, \ 5 For classification of some effective and least effective me Safety Education in Schools. Report of the Subcor t ® MacMillan, Robert, op. cit., p. 107 In 1928, ] Tt | cholo ' t ft Uy rsitv of Cin stated that the instructor of safety shou lirst of all, that Tt tudents und tar \\ y is to be stud He did some ey work to de ne the effect or « ypes of teachit the beha of th dents and found that verbal instru ( upported by ot r torn ot s nulati latively inettective, e pecially with cl He found the most effective type oT ft to be that which provided actual exper the ill effects of wror reactions. Another e) periment proved that demonstrations of manner in which more effective than mere negative or po directions. Che Subcommittee on Safety Educat the White House Conference on Child He nd Protection reported in 1932 that sch do not adequately empha ize the more eftect methods. ‘The Subcommittee listed the fol \ ing as the most eftective methods of te Sarety : l Having pupils undergo actual experiences regard to the hazard concerned 2) Habit-forming lessons in having pupils prac tice safe crossing of streets, safe use of shar t ind so forth 3) Simulating experiences with hazards safety games 4) Demonstrations of the causes and re ts o accidents 5 Che use of motion pictures or stereopticon show dangero experiences, unsafe and safe | tices 6 The use of poster lessons showing sate or safe practice (7) Projects involving safety 5 Storv lessons 9 Dramatizing safety MacMillan reported l niversity, entitled yet In 1935, Robert study at Ten | le Education in the Public Schools of the Unit States, in which one of his conclusions is tha all teachers cannot and do not us« Mou h mu be left to the initiative of the individu il teacher same methods for the same end. or to the needs of a particul ir community Lyons and Cart i l p ety for the § l Ed tion. The Pr nt Statu ic School Put ( l p } l Versus Negative nstruction. New York: N me 2. p. 16 ee: White H ( Ct H l Education. New k: ( ( | Many of the courses of study contain infor mation relating to methods found to be suc cessful in various schools. For example, there is noted in the Tennessee course-of-study bulle tin the following: ““The teaching of safety in actual situations where the need for it is ap- parent; the integration of the subjectmatter of safety with that of the regular subjects of the curriculum; and the organization of extracur ricular activities such as junior safety coun- cils, schoolboy patrols, and safety clubs have been found to be successful methods of teach- ing safety.” '° The Michigan Department of Public In- struction listed methods commonly used which are stated by that department as “good ones if properly used.” The list is given below: (1) Informal discussion of right practices and hazards and dramatizations (3) Demonstrations of best practices (4) Motion pictures and other visual material (5) Safety patrols (6) Scrapbooks and bulletin boards (2) Plays ‘© Tennessee Department of Education 1934 p 1 't Michigan Department of Public Instruction. Education for Safety Outline for Teaching Safety for the Elementary Schools (7) Use of school paper (8) Radio broadcasts (9) Writing of compositions, poems and and letters to parents (10) Trafhe surveys and other similar act (11) School assembly programs (12) Cooperation in social action (13) Programs for parents (14) Other methods such as talks, posters club activities, and stories.’ The department states that the first more commonly used method, and that and dramatizations are particularly eff with children, especially if they are allow write the plays themselves. No comparison can be attempted he: tween evaluations of methods by the fore; reports and the opinions of the classroom t: ers in the present study because of the var interpretations given to the term “meth: In general, however, it can be said that them meet on common ground in recogniz the values of direct experience, learning by ing, the emotional appeal of dramatizat and self-direction by the pupils. Nashville the De; Lansing, Mich.: the Department, 1936. p. 13-14 FIGURE IV DONT LOSE YOUR HEAD! ton Nisaatcet hi ciela: the Result of Inattention Courtesy, Hartford Accident and Indemnity Companv WAIT ON CURB until traffic Courtesy, American Automobile Associati [ 256 ] III. Sources of Instructional Materials (lassroom .- woes h comes from course-of-study bulletins, 1dbooks, and other instructional materials \lany ils and agencies and organizations have ma equipment readily available for ssisting teachers and others responsible for the iching of safety. In general, they are also co ratively-minded in regard to dissemination if their materials. In order to ascertain the ex tent to which these agencies and organizations ictually do provide assistance in the promotion it satety education, the teachers who received opies of the questionnaire were requested to report the sources of their instructional ma terials. Study Bulletins Provided by Local Boards of Education The first question asked of teachers was: “‘Is course-of-study bulletin in safety education provided by the local board of education?” that wards of education supply classroom teachers [he replies indicated very few local with course-of-study bulletins on safety. This failure on the part of the local boards is even more marked at the higher grade levels. Un loubtedly this result merely reflects the fact that safety has been recognized as an impor tant part of elementary-school education for a much longer period than at the higher grade levels.? Of the 13,028 teachers who reported, 70.1 percent replied that they received no curricu lum bulletins; 65.2 percent of the 6299 ele mentary-school teachers replied in the nega tive; 70.9 percent of the 2536 junior high school teachers and 77.1 percent of the 4193 senior high-school teachers gave the same an swer. In other words, of the teachers partici pating in the present study less than one-third are supplied with course-of-study bulletins by their respective local boards of education, and the percent of teachers receiving these course of-study bulletins decreases at the higher grade levels. ‘Tabulated according to size of city, the replies show that course-of-study bulletins are } provided by local boards of education to a 1 National Society for the Study of Education ngton, Ill.: Public School Publishing Co., 1 2Sharpe, Elizabeth, and others. Safety Edu Council, 1933. p. 5 ® White House Conference on Child Healt! Education. New York: Century Co., 1932. p , ; teachers weicome the issistance reate! extent over 500.000 } | J } scnoots toca ted 2500. Types of Agencies Providing Effective Help in Safety Instruction | certain public agencl provide help to teachers in safety instructior is TtTo the TO erests of some pr! iwencies fO ass this problem ; ind ot all To! both pu work together In the essential to the welt re ind private groups t bulletin of the safety program of the Tennesse public schools t} lere Is expressed the followi to cooperation in one pha “No ( hool and opinion in respect of accident pre ntion: safety pro; organized in one kept strictly school activity can of its very nature be | ductive of results. Safety education must re out into the community and enlist the int and inspire the cooperation of every pede tt and driver of the city or county in which being fostered.” * In this respect it is inter ing to note the statement on outside agenci and their help in safety education by the Sub Education in the School Child rotection, which is as follow committee on Safety of the White Health and P ‘National o1 life ovel look House Conference on local organizations interested in conservation problems cannot aftord their opportunities to secure a n nificent return on their investment by encour izing schools in their safety programs, where it is necessary, they may actually pro vide the leadership, material, or \Loreover, the of the organization, such aid as equipment needed. from viewpoint may be ren reflect munity goodwill and engender popular sup dered the schools will certainly COrT roup rendering assistance.”’ discov er port for the In order to which agencies providing eftective help in safety teaching teachers reporting were asked to check any the ten agencies listed in column 1 of Table 8, which provided such effective help to them. The order of the items Was not the same on the inquiry form as it is in Table 8.) Of the 13,258 teachers who answered this question at least 50 percent received effective help from the national safety organizations (e.g. National Safety Council, American Red Cross, etc.) or from automobile associations and clubs. The state department of education was checked by only 23.4 percent of the teachers, which was less than the percent (30.5 percent) reporting “officers and staff of local school system.”’ Only one other agency, i.e., “insurance companies” (28 percent), was checked by more than 20 percent of the teachers. The answers of the teachers grouped by grade levels show some variations. For ex- ample, a larger proportion of junior and senior than teachers reported assistance from automobile high-school teachers elementary-school manufacturers and insurance companies. Tabulations according to city size clearly in- dicate that schools in the small cities receive more help from state departments of education than those in the larger cities. Fewer teachers in the cities with populations over 500,000 than those in the smaller cities reported receiving * White House Conference on Child Health and Protection help in the nature of instructional m from national safety organizations. Agencies Providing the Most Effe Help in Safety Education The teachers were asked to check t! ticular agency (of the ten listed) whic! vided the most effective help in safety « tion. Nearly ten thousand teachers con with this request. The replies taken as a (column 6, Table 8) indicate that the effective assistance is received from the mobile associations and clubs and from nat safety organizations. This report tends t out the following statement found White House Conference Report on C!} Health and Protection: “A large number cities use automobile club or safety c lesson outlines but have no regular sylla their own.” * The two specific school agencies mention: in the list (Table 8) were not reported outstanding helpfulness. About one teach: ten reported the local administrative staf rendering most effective help; about + t ) ibid., p. 14-15. TABLE 8.—AGENCIES PROVIDING EFFECTIVE HELP AND MOST EFFECTIVE HELP IN SAFETY TEACHING AS REPORTED BY CITY SCHOOL TEACHERS Agencies 1. National safety organizations 2. Automobile associations and clubs Officers and staff of local school system Insurance companies State department of education . Chamber of commerce, service clubs, etc State departments other than department of education Automobile manufacturers Manufacturers of safety devices 10. Various other agencies Number of teachers reporting Percent of teachers reporting for Senior high schools Ele- Junior mentary high schools schools Help provided 2 5 Effective. . V ost effective Effective. . Most effective Effective . Most effective Effective Most effective. Effective Most effective Effective Most effective. Effective. .. Most effective Effective. .. Most effective. Effective . Most effective Effective Most effective Effective Most effective... twenty gave a similar report for state depart Summary ents of education. This situation may be con os eee ; — 4 if \ , s ft Liat jlered explained, in part, in the White House eres Ser evan oil inateucelon Conference report, thus: “. . . . The safety isle the fallawine shatenmnte aaaw tet ement is relatively recent and there is some |. Few te } ' supplied with course tendency tor the schools to | ig behind the gen study bulletins on s tv [| their local bo | advance of social needs.”’° The possibility of education 2. The majority of the teachers, p1 expanding the activities of local and state educational authorities toward safety educa with course-of-study bulletins by the tion is treated in Part IV of this bulletin boards of education, are in elementary Che teachers at different grade levels empha 3. The agen most likely to supply sized practically the same agencies as providing ¢Ts ith useful instructional safety m est help (Table 8). The junior and senior are: a) national safety organization ° +] > 0) T ." be high-school teachers emphasized “insurance @Utomobile associatior and clubs, ve oe nd le school systems ) ompanies”’ slightly more than did the elemen ind staff ol chool systems, (d tary-school teachers. ince Compantt nd (e) state department o { ry : >ducation. The replies of the teachers tabulated accor sag 4. In the opinion of classroom teachet 7 ' — most effective help Is likely to be ov1vel ng to size of city show that most effective \ help by national safety organizations is pro ots ; ided i iti ler 500,000 | RB mobile associations and clubs and the natior vided in cities under 5UU,VUU population. but b - : ; . safety organizations e.g. National Satet the ofhcers and statt ot local school systems are . ’ . eo ‘re Council, American Red Cross, ets — likely to be most effective in the largest 5. Relatively Tew teac hers report recely > > or + > . r par ties. On the other hand, the majority of teach- she mace effective assistance in safety educatior ts who reported “most effective” help from from state departments of education and fron the agencies, insurance companies, state depart local school authorities. By wav of contra ments of education, and state departments the opinions of the classroom teachers concert ther than education departments are located Ing the assistance to be expected trom these two n cities with populations under 50,000. agencies are discussed on page 26. 5 White House Conference on Child Health and Prote AFETY EDUCATION represents an area which is developing rapidly out of social needs. The recurring evidences of carelessness and neglect are all too frequent demonstrations of the grave importance of this problem in our American life. Safety has vast opportunities for motivating instruction in other school subjects, pioneering in a field in which the support and the co operation of the general public will be forthcoming, and for developing atti tudes and habits needed in everyday life situations lanes Samuelson. LEARLY THE MANDATE to the schools is to make safety instruction an integral part of the presentday school curriculum. This does not mean necessarily that separate courses in safety should be given in our schools altho this may be done, but it does mean that well-thought-out plans should be put into operation to make the pupils safety-minded.—Charles B.. Glenn IV. Necessary Improvements in the Teaching of Safety in the Schools It has been said that the effectiveness of safety teaching may be judged by the subse- quent results.’ The decrease in accidents which involved school children, as heretofore men- tioned, suggests some progress on the part of schools in the field of safety. If, however, the teachers are to obtain better results they must have specific objectives, they must employ the methods best adapted to local needs, and they must have cooperation from local and national agencies, particularly from state and _ local school administrators. In order to accomplish these aims the needs of the schools must be brought to light, and the opinions of those who have been, and are, closely connected with safety education in either an administrative or a teaching capacity should be noted. It is the purpose of this section to present opinions of the classroom teachers concerning some of the problems which need to be solved for the de- velopment of better programs of safety edu- cation. 1 White House Conference on Child Health and Protection Education. New York: Century Co., 1932. p. 54. "Ideal Place of Safety Instruction in : Curriculum According to the information suppli: the teachers who reported on the present of safety in the curriculum, the majo: teachers either refer to safety incidenta! teach it as a distinct unit Does this mean that these two practices in other su best possible emphases for safety in the curriculum ? In order to get the opinions teachers on this point, they were asked to nate the place in the school curriculum they consider ideal for the subject of s Nearly fourteen thousand teachers expr: their views on this point (Table 9). It is significant that only 9.2 percent the teachers believe that referring to incidentally is by any means adequate re: tion for the subject of safety. Nearly 44 ; cent of the teachers replying believe that safet should be included as a distinct unit in ot Safety Education in Schools. Report of the Subcon FIGURE V 0 ELEMENTARY TEACHER OPINION AS TO PRESENT AND IDEAL PLACE OF SAFETY IN SCHOOL CURRICULUM PERCENT 50 Present practice | Ideal practice | JUNIOR HIGH Present practice Ideal practice SENIOR HIGH Present practice ot x peneecassees pSSssssssssssss Oe i Ideal practice Cc] Seperate course EA Distinct unit HHH Auditorium Extracurriculum as No teaching EZ) Incidental Es Combinations For details consult Tables 3 and 9. Research Division, Nations! Education Associat jects. Many of the teachers (28.2 percent think that safety should be made a separate rse in the curriculum; only one teacher in , thousand would omit the teaching of safety together. The the levels (elementary, junior high, and senior high teachers at three grade schools) are in accord, generally speaking, in regard to the ideal place of safety in the cur riculum. TABLE 9.—DIFFERENCES IN TEACHER OPINION AS TO CURRENT AND IDEAL PRACTICES REGARDING SAFETY IN THE SCHOOL CURRICU- LUM Percent of teachers reporting Place in curriculum Ideal practice Current practice 1 2 3 Jistinct unit in other subjects 28 Separate course 10.‘ Referred to incidentally 26 \uditorium programs 9 Extracurriculum activities 9 mbinations of above 14 ¢ Not taught in any way 0.5 tal 100.0 100.0 Number of teachers reporting 14,339 13,929 A comparison of teacher opinion and of actual practice in regard to the placement of safety in the school curriculum shows some interesting differences. For instance, as against 43.6 percent who think that safety should be taught as a distinct unit in other subjects, 28.2 percent of the teachers reported this as practice TABLE 10.—URGENT NEEDS IN SAFETY INSTRUCTION AS their schools ne widest difference ox ncidentall g? ‘ ; 1.4 percel the teachers believe t in respect to satety as referred to only to be the proper place in the curriculum safety, whereas percent ) reported it } | ui current practice. here is also a marke that reported safety 10.9 \ taugnt the tion in the number as a separate course percent ) and number that believe that ideal/y it should organized as a separate course (28.2 percen lable 9 shows the differences in opinion tween practice and ideal conditions in the c riculum for safety. Urgent Needs in Safety Instruction Reported by City School Teachers Because of the strategic position of all teach ers to observe the needs of the schools, it should that than other educators what is most needed to follow they understand probably more provide an eftective safety program. ‘T'welve (Table 10) safety were listed in the questionnaire and the items concerning the teaching of teachers were asked to check both the urgent and the most today. The urgent needs in the schools of “most urgent” needs are not pre sented here since they did not differ materially from the “urgent” needs given in Table 10. It should be noted in passing, however, that the order of the items in Table 10 is quite different from the order in which they were printed or the inquiry form. The replies of the teachers indicate that much can be done toward improving the teach ing of safety. First, there is an inadequacy of REPORTED BY CITY SCHOOL TEACHERS 1 1. Better organized courses of study on safety More motion pictures on safety Lesson plans showing how other teachers h More space given to safety in textbooks Booklets on common accidents in the home Lists of books on the teaching of safety More safety posters Checklists for discovering traffic hazards en route t 9, Rating scales to check accident hazards in pupil's home 10. Pamphlets on how to drive a car 11. Rating scales to check safety of playground apparatus 12. Various other needs Number of teachers reporting Percent of teachers reporting for Senior Tota high schools Ele Junior mentary high schools schools 3 63 32 27 7 instructional materials which not only give in- formation on accidents but also present tried and tested methods of teaching safety. A ma- jority of teachers (over 50 percent) reported that there is a need for better organized courses of study on safety and that this is a need which should receive the immediate attention of edu- cators. This majority also expressed a need for more motion pictures on safety. A number of them indicated that it is desirable to obtain lesson plans which show how other teachers have taught safety. Many teachers think that more space should be given to the subject of safety in textbooks. They would also like to have booklets on common accidents in the home, lists of books on the teaching of safety, and more safety posters. The reports of the teach- ers, based on grade levels, show general agree- ment as to the specific needs in safety education. The answers of the teachers tabulated ac- cording to the size of city show that in the small cities (under 50,000) there are more teachers proportionately who emphasize the need for better organized courses of study than in the larger cities. The opposite is true in re- gard to motion pictures, that is, the majority of the requests for more motion pictures is from the largest cities (over 500,000). Agencies Which Should Provide Great- est Help in Developing Safety Programs Many agencies and organizations have con- tributed a great deal to the safety movement and have cooperated with the schools by sup- plying instructional materials and equipment, by sponsoring and organizing safety patrols and other groups, by making available acciden: formation, by enforcing safety rules, a: many other ways. There is given elsewhe: this study information relating to agencie their contributions in the teaching of safe: Since teachers are in a position to know principal needs in safety instruction, it teresting to discover what their opinions a: to the type of agency which should logi offer the greatest aid to the teachers. Of ten items listed in Table 11, the teachers y requested to check the agency whose duty according to their opinion, to give help t teachers of safety. There are rather wide differences i: number of teachers reporting agencies w do give (Table 8) the most effective hel; safety instruction, and in the number reporti: those agencies which should give such aid. | example, 31.7 percent of the teachers (‘T 11) think that the state department of edu tion is the proper agency to offer help to 1 teachers, and 6.4 percent of the teachers (T 8) reported that they receive mest effectiv: sistance from this agency. Table 8 shows that the agencies rated first and second by the teachers in the contribut of excellent aid in safety teaching are (1) aut mobile associations and clubs, and (2) nationa safety organizations. The second of these tw agencies retains its place in the group suggest: by the teachers as one which should contribut most to the development of safety programs the schools, whereas the first ranking age! (automobile associations and clubs) is moved TABLE 11.—AGENCIES WHICH SHOULD LOGICALLY OFFER THE GREATEST AID IN DEVELOPING SAFETY PROGRAMS AS REPORTED BY CITY SCHOOL TEACHERS Agencies . State department of education...... . National safety organizations (e.g. Nat'l Safety Council, American Red Cross, etc.) . Officers and staff of local school system . Automobile associations and clubs : . State departments other than department of education Chamber of commerce, service clubs, etc. 7. Insurance companies . Automobile manufacturers . Manufacturers of safety devices . Various other agencies Number of teachers reporting... . Senior Total high schools schools schools 2 3 29 32 32.3 19.; NOUCUSOROEUNA CreNNN WwW N | | 100.0 100.0 2,571 13,154 FIGURE VI Now providing help SOURCE State education department National safety groups Local school officers Automobile clubs Non-school state departments Chambers of commerce, etc. Insurance companies £ + turers Safety-device manufacturers Miscellaneous SOURCES FROM WHICH TEACHERS RECEIVE AND EXPECT EFFECTIVE HELP Should provide help PERCENT For details consult Tables 8 and 11 to fourth place, being superseded by (1) state departments of education, (2) national safety organizations, and (3) officers and staff of local school systems. In other words, one teacher in three of the entire group thinks that the state department of education should take the initiative and as- sume leadership in the work of supplying ad vice, materials, equipment, and other help to classroom teachers. Nearly as many feel that leadership should come from the national safety organizations, and about one-fifth of the teach- ers feel that they should look to the officers and staff of the local school system. The percent of teachers designating other agencies for this par- ticular duty is very small—less than 7 percent. No great differences appear to exist on the basis of grade levels of those reporting. Compilation of these opinions of teachers ac- cording to size of city shows no significant trend except that the largest percent who think that the state department of education should accept the responsibility for giving adequate help to teachers of safety are from the small cities (population under 50,000). Again, as pre viously indicated in this study, the small cities are looking to state departments for leadership. The problem of relationships with agencies outside the local system is a perplexing one. The report of the White House Conference on Child Health and Protection states that school systems can either cooperate with the outside agencies in the development of safety programs or ignore them entirely. It is pointed out that those schools which maintain friendly relations with these agencies secure good results, and that this cooperative attitude is certainly better. The report also lists the following steps that the city and state should take to improve the teaching of safety. City (1) Each city should have its own course of study. Even tho much help is obtained from mate- rial put out by various agencies, that material should not take the place of courses of study. (2) The cities should provide for the purchase of readers and other safety materials for the schools. (3) City superintendents should solicit the co- operation of local organizations interested in safety. (4) Special weeks or days should be set aside for emphasizing some phases of safety. (5) Cities should have an accident reporting sys- tem which should be used as the basis of special stress in safety. State (1) It is a responsibility of the state to undertake the education of its people in the proper use of and respect for all things potentially dangerous, how- ever slight the degree. (2) The state department of education should prepare courses of study, obtaining help, when de- sired, from national agencies that have done re- search work in the field of safety. (3) The states should establish standards of school transportation that will assure the removal of as many travel hazards as is possible. (4) There should be a plan of cooperation estab- lished with all departments, motor vehicles, health, labor, forestry, etc., which would provide for an interchange of ideas and materials. (5) The state should provide for adequate and safe playgrounds. (6) The state department of education should cooperate with parent-teacher associations in the dissemination of safety information. (7) The state should provide for the training of teachers in the state teacher-training institutions. (8) The state should improve the construction of schoolhouses from the standpoint of safety features. (9) The state department of education should act as a clearing-house for safety materials and infor- mation. Some states set aside special days or weeks; a few provide motion picture and stereopticon slides. Some cooperate in the sending out of fire preven- tion and other safety literature from various depart- ments.” Another point of view on the help and in- fluence of non-school agencies in safety instruc- tion is expressed by MacMillan, who says con- cerning parent-teacher organizations: “We find these organizations taking the initiative indi- vidually and collectively to forward the intro- duction and continuation of the move: Thru their efforts many school systems become aware of the accident situation a: using varied means to overcome it. of the spread of safety teaching has und edly been due to the unceasing efforts of parent-teacher organization.” Then, con ing chambers of commerce, local, state national: “Thru their influence boards of « cation have been persuaded to introduce sat teaching into the schools in many places. Almost all of them have committees w! work it is to study local situations from safety viewpoint and suggestions as to what + teach and how to teach it have been mac: the proper authorities.” * That these outs pressures are not always helpful or welcon: indicated in the replies of superintendents t: inquiry circulated for the 1940 yearbook c mission.* Summary The present survey of current practices safety education reveals conditions which not generally considered the best by the clas room teachers. At least, many teachers aware of the fact that there is room for provement. Some of their points of view garding future development of better safet programs include the following suggestions (1) Make provisions for teaching safety a distinct unit in other subjects or as a separat course in the curriculum. (2) Supply the teachers with better organ ized courses of study and with more motior pictures on safety. (3) Provide lesson plans which show how other teachers have taught safety and give more space to the subject of safety in textbooks ; als: provide booklets on common accidents in the home, lists of books on the teaching of safety and more safety posters. (4) Leadership in providing the foregoing aids should be taken by the (a) state depart ments of education, (b) national safety organ izations, and (c) officers and staff of loca! school systems. 2 Based upon: White House Conference on Child Health and Protection, ibid., p. 15-18. % MacMillan, Robert. Safety Education in the Public Schools of the United States. Doctor’s thesis. Philadelphia: Temple | versity, 1936. p. 63. * Unpublished data prepared by the Research Division for the Commission on Safety Education of the American Associatio: School Administrators, 1938. The present study of the opinions of class room teachers reveals at least six areas where immediate improvement is greatly needed. It is expected that the 1940 yearbook of the American Association of School Administrators will throw some light upon these problems. The Research Division also is planning to issue other materials which should be helpful. How- ever, in the classrooms of the nation, in the state departments of education, in the teacher- training institutions, and in the offices of local school supervisory and administrative authori- ties the most extensive activity may be expected. The indefinite place of safety instruction in the curriculum—There is general agreement that the number of injuries and the loss of life make it imperative that schools give a definite place to instruction in safety. Whether this instruction can best be given thru separate courses, thru definite units within the regular school studies, or thru less formal extracurricu- lum activities is a problem to be worked out in each school system. Certainly incidental teach- ing alone or complete neglect of safety work cannot be endured much longer. Yet in the present study we find almost one teacher in three who reperts that incidental treatment is characteristic of the school in which he is teach ing. The disproportionate responsibility for safety education allotted to classroom teachers— While it is generally recognized that the class room teacher ultimately determines the success or failure of any type of instruction, it is a doubtful practice which places the major re- sponsibility upon the teacher. The present study indicates that in the opinion of four teachers in ten, the major responsibility for school safety programs falls upon classroom teachers. Less than one teacher in ten reports the help of a safety supervisor; three in ten state that the major responsibility rests with the school prin- cipal. Since classroom teachers and principals need help with their safety activities there should be more in-service training programs. Teacher-training institutions, school superin- tendents, and state departments should organ- ize conferences whereby teachers may acquire the necessary familiarity with the safety field. Highway and police departments have shown V. Problems That Lie Ahead [ 265 ] more than usual interest in cooperating in suc activities. The lack of courses of study in safety Seven teachers in ten participating in the pres ent study reported that the local school system did not provide them with a course of study in safety. This fact undoubtedly accounts in part for the failure of one teacher in four to give safety more than incidental attention More than that, | , t among teachers, waste of time in seeking out it means diversity of aims sources of materials, and neglect of many local examples for excellent safety instruction. | less educators develop instructional guides for } classroom work safety education will tend t crystallize into the patterns now being advo cated by non-school groups. There will be courses in “trafic safety” or ‘‘home safety” i stead of an integrated program. Safety educa tion like character education consists of con structive reactions to life situations. Confusion as to the advantages and limita Closely allied with the fore going problem is the apparent lack of discrimi tions of methods nation in selection of methods and devices. While the composite opinion of teachers in the present study places a number of methods and devices in a general order of value, these opin ions are neither unanimous nor conclusive. That many teachers recognize the problem is shown by their answers to the question on ur gent needs. One teacher in three wanted lesson plans showing how other teachers have taught safety. Even more necessary than this trial and-error procedure of isolating the effective methods are controlled experiments which re late the instruction to factors such as the age of the pupils, the facilities of the school, and the hazards of the community. Professional articles describing such experiments are still relatively few; standardized tests which get beyond mere information to emotional and physiological factors scarcely exist ; few schools have considered the methods which are de manded by the peculiar conditions of their environments. The shortage of instructional materials and equipment—In spite of the extensive contribu tion of instructional materials by non-school agencies there is a definite shortage of aids suitable for school use. Many publications and motion pictures have been developed for use with adults and are entirely unsuited for school children. Other materials obviously have been prepared for advertising or selfish propaganda purposes. Furthermore, the arrangements are often inadequate for bringing the best of these materials to the attention of school people and for distributing them where they are needed. It is possible that some coordination of the efforts of non-school agencies would improve the “school usefulness” of the present output. No doubt the systematization of present school curriculum practices would encourage indi- viduals to prepare instructional materials or to invent classroom equipment. Finally, educa- tors themselves should stimulate the develop- ment of teaching aids thru in-service training of teachers, demonstration classes in teachers colleges, curriculum committee activities, and local research programs. The need for leadership by educators—lt must be admitted that up to the present the most effective leadership in safety education has been supplied by the non-school agencies. This fact is brought out clearly in the present study by teachers’ statements that the most useful assistance is being supplied by automo- bile clubs and national safety organizations. In the past, these and other non-school groups have borne a heavy educational task. Many of the leaders of non-school organizations would like to turn their energies to new fields, leaving the major responsibility for training youth to the school authorities. Are educational lead particularly administrative officers, ready willing to undertake the work with the acti which the accident situation demands? ‘J 1940 yearbook of the American Associatior School Administrators indicates a genuine terest as far as superintendents of schools concerned. To whom among educational leaders teachers think they should be able to turn? According to the present study the three majo: sources of aid should be (1) state department: of education, (2) national safety associations and (3) officers and staff of local school sys tems. What the leaders of these agencies do the next few years is in reality a matter “life or death.” The pessimistic tone of many of the fore going statements is unavoidably associated wit! a movement where the need is desperate and progress is still inadequate. At the same tim: it would be unfair to overlook the following hopeful facts: (1) nine out of ten of the co operating teachers were aware of the need for some safety instruction; (2) four out of ter teachers reported that the study of safety systematically organized into separate courses or units in other subjects; (3) three teachers in ten stated that local supervisory authorities provide them with course-of-study bulletins in safety; (4) nine teachers in ten could indicate on the inquiry form, their most urgent needs with regard to teaching aids. Upon these pron ising conditions the school leaders of the nation should build with increased enthusiasm. N EDUCATION must be had for a world in which things do not happen but are caused, an education for a world which, whether we like it or not, must be planned and in which we must take an aggressive and a responsible part. Accidents have no place in such a world; for accidents are the typical product of an unplanned world. Furthermore, in such a world we cannot afford to have accidents; there is no great harm in making mistakes in a world that is beyond our control, but it is a very different matter to make mistakes in a world over which we have as much power as we have over the world today.—Albert W. Whitney. The following lists constitute an outline su1 3 vey of the work of organizations engaged in the Mm ot field of safety education. Each list is intended e to be as comprehensive as possible. No evalua 5 are tion has been made of any of the publications or films listed herein. Most of the materials listed contain various amounts of advertising. Irn! Reference to a specific agency, publication, ot ajo film does not mean either approval or disap ent proval by the Research Division of the Na ons tional Education Association. The section has + Sys been divided into the following main parts: 0 of Non-school organizations distributing free and inexpensive material yre B. Non-school organizations distributing vith safety films and slides ind 1. National sources ; ‘me 2. State and local sources, excluding . Ing city school departments of visual co instruction for C. University departments of visual instruc ter tion distributing safety films and slides is D. State departments of instruction offer Ses ing courses of study in safety education. ers - A. NON-SCHOOL ORGANIZATIONS DISTRIB In UTING FREE AND INEXPENSIVE MATE te RIAL “sg 1. AETNA Lire INSURANCE COMPANY AND AFFII ' IATED COMPANIES, 151 Farmington Avenue, mn Hartford, Conn. Does work in the fields of automobile acci dent prevention and fire prevention. Issues _ pamphlets, such as Let’s Be Skillful, for general student distribution, teachers’ guide books, and safety posters. Also has safety films and slides - available for school showings. Material free z upon request. 2. AMERICAN. AUTOMOBILE ASSOCIATION, Mills Building, Washington, D. C. Does work in field of highway accident pre vention. Issues posters, safety lessons and charts, crayon sheets, bibliographies, playlets, and vari- Sportsmanlike Driving Series, a group of books to be used in training young drivers. Titles in- clude: The Driver, Driver and Pedestrian Re- sponsibilities, How To Drive, Society's Respon sibilities, Sound Driving Practices, Teachers Outline, and Training New Drivers. These pub- lications are available in quantity from local AAA clubs or from the American Automobile Association, Washington, D. C. Local clubs also distribute films on safety topics. | 267 | VI. Where Safety Education Aids May Be Obtained ous miscellaneous publications. Issues also 9 AMERICAN Lt N \mericanism Commissiotr Indianapolis, Ind Safety work done largely thru local posts Safety slide films Stop, Look, and Live” “Night Driving’: “Inertia”; and “The Othe Fellow,” dealing with highway safety and suit able for use in high schools, are available thru local posts. Booklet, The American Legion and the Traffic A ident Problem, of interest chiefly to teachers, is issued free upon request to tional headquarters AMERICAN MUSEUM OF SAFETY Greater New York Safety Council), 60 East 42nd Street, N York, N. Y. Publishes Safety, a monthly magazine dealing primarily with industrial safety, but containing a monthly lesson plan for teachers. Subscri ) tion rates: $2 per vear; in blocks of ten o more, $1.5( per yeal AMERICAN MUuTUAL LIABILITY INSURANCE CoM PANY, 142 Berkeley Street, Boston, Mass Issues one publication, The Man at the Wheel 100 Percent Driver, single copies ot which are distributed free of charge east of the Mis sissippi. AMERICAN RED Cross, 17th and E Streets, N. W Washington, D. C. Interested primarily in home and farm acci dent prevention. Most of its work is done thru local chapters. However, national organization issues following publications suitable for teache1 use and available free on request: Jnjuries on the Home and Farm, Lecture and Group Dis cussion Course on Home and Farm Accident Prevention, Chapter Handbook on Accident Prevention. Distributed for pupil use is a Home and Farm Self-Check List. First aid and life saving textbooks available at 60¢ each. Com plete list of publications free upon request AMERICAN STANDARDS ASSOCIATION, 29 West 39th Street, New York, Ee Sets up standard safety codes for all branches of industry. Publishes following codes of par ticular interest to school executives: Building Exits Code, 75¢, and Standards for School Light ing. Works are largely technical in nature. Com plete list of publications sent upon request. AUTOMOBILE MANUFACTURERS ASSOCIATION, 366 Madison Avenue, New York, N. Y. Issues free booklet, Automobile Facts and Figures, containing complete statistics on regis tration, gas consumption, etc., of American auto mobiles. Several pages are devoted to statistics of street and highway accidents. Also issues Auto Facts, a monthly publication containing the latest statistical information on automobiles and accidents . AUTOMOTIVE SAFETY FOUNDATION, 366 Madison Avenue, New York, N. Y. Sponsored by Automobile Manufacturers As- sociation. Works thru other groups in field of highway safety. Does not engage in direct safety activities and has no publications for use in schools. . Boy Scouts or AMERICA, 2 Park Avenue, New York, N. Y. Has several books dealing with safety in Merit Badge Series. Titles include Safety, Fire- manship, Swimming, and Life-Saving. These are sold at 20¢ a copy. Health and Safety, a four- page bulletin, is issued bimonthly to members of the Health and Safety Committee. . CLEVELAND SAFETY CoUNCIL, Terminal Tower Building, Cleveland, Ohio A non-profit organization which issues one publication, Safety Education, a course of study for elementary and junior high schools, which supersedes the series of safety instruction pam- phlets formerly issued monthly and used thruout the country. This publication is available free to schools in the Cleveland area, and at cost to other schools. There is a schedule of prices, ranging from $1 for a single copy to 40¢ each for 200 or more. . COMMERCIAL INVESTMENT TRUST SAFETY FOUNDA- TION, 1 Park Avenue, New York, N. Y. Established to promote care in traffic. Work is done largely in field of newspaper publicity. School teacher’s plan for teaching safety to be available in near future. Free upon request. . COMMITTEE ON PuBLIC RELATIONS OF THE EAST- ERN RAILROADS, 143 Liberty Street, New York, MT. Distributes safety posters to grade schools. Also distributes National Safety Council publica- tions dealing with safety in railway transporta- tion. . Cycte Trapes oF America, Chanin Building, New York, N. Y. Distributes one film, “Bicycling with Complete Safety,” 16mm. sound (one reel). There is no charge for the use of this film. Also has sev- eral safety posters available free upon request. . THe Emptoyers Group, 110 Milk Street, Boston, Mass. Does publicity work in the general field of accident prevention. Issues the following book- lets on home and highway safety free on re- quest: Danger Spots in the Home; Now I Am Going To Drive; and Why Die in a Fire? . Emptoyers Mutuats, Accident Prevention De- partment, Wausau, Wis. Issues the publication, Safety Through Educa- tion, a guide book on safety education for all grades from kindergarten to senior high school. 20. This book is sold at 25¢ copy. Also tributes posters. per FiLMs OF COMMERCE, 21 West 46th Street York, N. Y. Distributes “Speaking of Safety,” a on street safety film designed primarily for ek tary schools. This film was produced wit cooperation of the Metropolitan Branch of Department of Visual Instruction of the Nat Education Association, and is loaned fre: schools. Available in 16 and 35mm. silent . GENERAL ELEcTRIC CoMPANY, Illuminating ] ratory, 1 River Road, Schenectady, N. Y. Illuminating Laboratory works for hig! safety thru improvement of highway lighting Issues booklets, pamphlets, reprints, et highway lighting, which are available fre: limited distribution. Publications are of a t¢ nical nature, altho interesting for data on nig accidents. Sample publications free on request Also distributes free sound-slide films for hig school showings. GENERAL Motors CorporaTiION, Department Public Relations, Detroit, Mich. Issues one booklet, We Drivers, concerned rectly with highway safety. Also issues follo ing booklets dealing with the manufacturing of automobiles and discussing safety incidenta When the Wheels Revolve; Putting Progr Thru Its Paces; Diesel-—the Modern Powe and Metallurgy and Wheels. All of these book jets are available in quantity. Distributes “W: Drivers,” one-reel picture available in 16m: and 35mm. silent and sound. Gir_ Scouts, Inc., 14 West 49th Street, New York, N. Y. All publications pertaining to health, safet and first aid are now in process of revision be ready towards the end of 1938. Only p lication now available for free distribution Minimum Standards for Girl Scout Camps . Goon HouseKEEPING INSTITUTE, 57th Street ar 8th Avenue, New York, N. Y. Issues free pamphlet, Safety in the Hom which lists various precautions to be taken avoid home accidents. Automobile safety als covered. . GREATER NEw YorK SAFETY COUNCIL. See Ame . Highway EpucaTion’ Boarp, [ 268 | ican Museum of Safety. Pan America Building, Washington, D. C. Does work in field of highway safety educa tion. Issues prize-winning lesson plans for us by teachers available free upon request. Pul lishes also booklet, 4 Safety Lesson for Ea Grade, containing sample lesson plans for us in elementary schools. This booklet is availab|: free upon request in single copies or in quantity le t ot it ree 25 | hw htis e f te, nig jues ’ hig ) 6 t it ld ] low Eo! ally 7 la DOK Wi nr ai 28 n 1 29. t 30 [NSTITUTE OF MAKERS OF ExpPpLosives, 103 Park Avenue, New York, N. Y. Safety work consists largely in publicizing dangers of blasting caps. Issues posters and pamphlets dealing with this subject. Also dis tributes a one-reel film, “How Jimmy Won the Game,” 16mm. silent copies of which are avail ible free of charge. Picture distributed from Room 13451, Nemours Building, Wilmington, Del. INTERNATIONAL ASSOCIATION OF ELECTRICAL IN sPECTORS, Public Relations Committee, 85 John Street, New York, N. Y. Works in fields of electrical safety and fire prevention. Issues free leaflet, How To Safe- guard Electric Service in the Home, for wide spread distribution. Available in more limited numbers is the reproduction of this leaflet in the form of a wall chart. The booklet, Electric Serv ice with Safety, is available at 2¢ per copy. INTERNATIONAL HARVESTER, 606 South Michigan Avenue, Chicago, III. Issues two booklets, J Drive Safely and The Best Way To Fight Fire Is To Prevent It From Starting. These booklets are available in limited numbers free upon request. INTERNATIONAL SOCIETY FOR CRIPPLED CHILDREN, Elyria, Ohio Does no specific work in the field of child Safety education articles loaned upon request from Back Safety Education magazine also available for loan. safety. copies of society’s files. MuTUAL LIFE INSURANCE COM Department, Boston, Mass. JoHN HANcOocK PANY, Publicity Does general safety work. Issues two book lets: Picture Yourself as the Safe Driver Safe at Home, both of which are available in quantity lots free upon request. Also distributes and “Why Be Careless?” a 16mm. silent picture dealing with highway safety. KEYSTONE AUTOMOBILE CLUB, Broad and Vine Streets, Philadelphia, Pa. Textbook for High W ashington, Issues Highway Safety Schools. Free to high D. C., Maryland, southern and central New Jer- Pennsylvania. Twenty-five schools in and eastern cents per copy to schools outside this area. sey, a | LipeRTY MuTuAL INSURANCE COMPANY, 1 Berkeley Street, Boston, Mass. Distributes highway safety material. Has one booklet, Peter and the Whiffle-hound, suitable use. Also available is a safety song for use for elementary-school “Song of the Highway,” by high-school traffic clubs and adult safety o1 ganizations. 31 LUMBERMEN’S MUTUA CASUALTY COM Mutual Does extens work in field of auton safety. Issues lletins and posters free charge. ¢ t's Safety Lessons Booklet Preventable Accidents Booklet are available limited numbers free from local agent o i small cost from Chicago office. Driver’s Hand book available in small quantities free of charg: “Not Over 50” ¢ issues literature and insignia of interest to hig! all safety Company lub, whicl sponsors school driving classes. Distribution of material for Rocky Mountain region and in the Southwest is nationwide, except states in the MARYLAND CASUALTY COMPANY, Engineering Division, Baltimore, Md. Does extensive work in the field of accident prevention. Issues small enclosure cards, leaflets postcards, posters, etc., all of which are avail able free upon request. METROPOLITAN LIFE INSURANCE COMPANY, Wel York, N. Y. Does work in the field of general safety. Is fare Division, New sues the following publications which are avail able free upon request: How Safe Is Home? Calling All Drivers; First Aid; The Junior Safety Volunteer; Safe Walker’s Memo Book Health Bulletin for Teachers, February 1937 “Safety in the Home, School, and Community’ Health Bulletin for Boys and Girls, “The Secret of Safety”; Health Bulletin for Parents, “Safety in the Home, School, and Community”; and Swimming and Life Saving. Distributes also the safety film “Once Upon a Time,” which is suy plemented by a study guide and song. Issues for more limited distribution the booklet Jnmdustr Safety Education in Schools NATIONAL BoarpD OF CASUALTY AND § UNDERWRITERS. See National Conservation B reau. NATIONAL BOARD OF FIRE UNDERWRITERS Street, New York, N. Y. Does extensive work in the field of fire | vention. Issues technical publications, inspect blanks, Safeguarding the Home struction of School Buildings, most of which are available free of charge. Complete list of pul playlets, and other publications, such as Against Fire and Con lications free upon request. NATIONAL CONGRESS OF PARENTS AND ‘TEACHERS Trafic Safety Education Project, 20 North Wacker Drive, Chicago, Ill. Issues following safety material for distribu tion to parent-teacher groups: Organized Safety) by Organized Parents and Teachers, ters, and posters. Also issues Aids to ( Study Committees Desiring Materials on Safety Education. This mimeographed news let murse of material has been issued in Then and Safety publications: three Now in Safety Education, Visual Aids in Education, and 225 Safety References 37. NATIONAL CONSERVATION BuREAU (formerly Na- tional Bureau of Casualty and Surety Under- writers), 60 John Street, New York, N. Y. Sponsored by the Casualty and Surety Under- writers. Does work in all fields of safety edu- cation, with emphasis on highway safety. Pub- lications include many designed to give aid in building courses of study. Issues Man and the Motor Car, a textbook on traffic safety, which is sold at 45¢ a copy in lots of ten or more, as well as many free publications. Sells at small cost copies of standard tests covering various fields of safety education. Complete list of pub- lications free upon request. NATIONAL EpucaTIon AssociATIoN, Safety Edu- cation Projects, 1201 16th Street, N. W., Wash- ington, D. C. 38. Has prepared a Research Bulletin dealing with “Safety in Pupil Transportation,” which is available at a nominal cost. Also distributes one mimeographed publication, Courses in Safety Education, an annotated list of state and city courses. Single copies free upon request. NATIONAL FirRE PROTECTION ASSOCIATION, 60 Bat- terymarch Street, Boston, Mass. we = This is an independent fire prevention or- ganization. Has an extensive list of publications, posters, and inspection blanks designed for school use and containing no advertising. Minimum charge for most of these publications. Complete list free upon request. 47. 40. NATIONAL Fire WAsTE COUNCIL (afhliated with the Chamber of Commerce of the United States), 1615 H Street, N. W., Washington, D. C. Distributes bulletins in the general field of fire prevention. The Insurance Department of the Chamber of Commerce also has free pamphlets on accident prevention and health conserva- tion. NATIONAL RECREATION AssocIATION, 315 Fourth Avenue, New York, N. Y. Safety work restricted to safety in physical education and playground safety. Issues monthly bulletins on playground safety, and also has available a limited number of publications deal- ing with this subject. There is-a small charge for most of these publications. List available upon request. 41. 48. NATIONAL SAFETY CoUNCIL, Education Division, +49. 20 North Wacker Drive, Chicago, III. Issues publications, posters, safety packets, films, etc., dealing with all aspects of school safety. There is a charge for virtually all of these publications. There are three types of membership in the National Safety Council: (a) for school executives; (b) for the elementary school; and (c) for the secondary school. Each of these memberships is $5 a year and includes subscriptions to two monthly magazines, Safety Education and Public Safety, as well as posters, bibliographies, monthly bulletins, and various 42. [ 270 ] 43. 45. 46. miscellaneous services and publications. Lis; ,; so, I publications and complete information on bership available free upon request. NATIONAL SAvE-A-Lire LEAGUE, 299 Ma Lis ou Avenue, New York, N. Y. t Founded solely for the prevention of s "7 struction. Issues no safety publications. , NATIONAL SOCIETY FOR THE PREVENTION OF B a NESS, 50 West 50th Street, New York, N. \ te Does extensive work in prevention of ey, 1 U accidents. Publishes pamphlets dealing , hazards in play and in athletics, firew: school lighting, movies, and eyestrain from ing. There is a small charge for certai: r these publications. Complete list free upo: a quest. 0 NORTHWESTERN MUTUAL FIRE ASSOCIATION, Pine 52. 1 at Third, Seattle, Wash. \ Issues one publication, The Road to Saf Driving, which is available in limited qua I tities free of charge. . r a PORTLAND CEMENT ASSOCIATION, 33 West Grand 7 1 Avenue, Chicago, III. Does publicity work in the field of safet highway construction. Issues various booklets 53. such as Safety Sealed in Concrete. Distributes one film, “Keep Up With Traffic,” which available only thru district offices. Roya. INDEMNITY CompPAny, 150 William St: New York, N. Y. Issues a monthly lesson in safe driving. These are prepared primarily for use by commer concerns, but are also suitable for high-schoo | driving courses. Sample copies free upon r quest. Quantity lots obtainable from Davis, De laney, and Harris, 141 East 25th Street, New York, N. Y., at $3.50 per hundred copies. R: duced rates for larger orders. SAFETY ENGINEERING MAGaziNnE, 75 Fulton Street 54 New York, N. Y. A rather technical publication, which fré quently contains articles of interest to high-school driver-training classes. Distributes “The Truck and the Driver,” a 16mm. sound film (two reels which is rented at $15 a day. Film deals with driver training. TRAVELERS INSURANCE ComMPANY, News Burea Hartford, Conn. 55. Does extensive work in the field of highway safety. Issues an annual publication containing charts and statistics dealing with automobile accidents. The current issue is entitled Deat/ Begins at #0. Publishes also Fun with Facts, con taining problems built around aspects of high way safety. Issues Highway Hazards, a monthly 56. publication containing safety articles and tests released during each month of the school term Materials available free upon request. Also dis tributes several sound-slide films. a wn UNDERWRITERS LABORATORIES, INC., 207 East Ohio Street, Chicago, III. Sets up standards for various appliances. Is sues following lists of inspected articles: Ele: trical Appliances; Fire Protection Appliances, {ccident Hazard Appliances; and Gas, Oil, and Miscellaneous Appliances. These the names of the manufacturers of lists include all approved appliances, and are available to school superin tendents free upon request. AGRICULTURE, Washing U. S. DEPARTMENT OI fon, oo. ©. Has prepared many publications dealing with farm fire safety. A complete list of these is avail able from Division of Publications, Department of Agriculture, Washington, D. C. U.S. Department of Agriculture, Forest SERVICE, Washington, D. C. Does work in field of forest fire prevention Issues free posters and pamphlets. Has films and slides dealing with forest fire prevention. These are primarily for the use of the Extension Serv- ice but are loaned to schools when copies are available. U. S. Department of Agriculture, BUREAU of PuBLic Roaps, Washington, D. C. The Bureau issues only one publication avail- able in quantity lots for children, Drive Safely, a four-page pamphlet. Also available for use by teachers is the booklet, Guides to Tra fhe Safety, which was originally the National Conference on Street and Highway Safety. For available five issued by advanced students the Bureau has booklets containing a uniform Other Bureau publications marily for highway engineers, and are of too vehicle code. are designed pri technical a nature for use in the schools, except for a new free bibliography on highway safety PRE U. S. Department of Commerce, ACCIDENT VENTION CONFERENCE, Washington, D. ( No longer active. Issued three pamphlets, 4. cidents and Opportunity, How to Stop Hom: Accidents, and How to Stop Farm Accidents, which are still available free thru the U. S. De partment of Commerce or thru the Superin tendent of Documents, Government Office, Washington, D. C. Printing U. S. Department of Commerce, BUREAU OF AIR CoMMERCE, Washington, D. C. Distributes one five-reel film, “Safety on the Federal Skyways” (16 mm. silent) which deals with the work of the Bureau in preventing air accidents. There is no rental charge for this film. U. S. Department of Commerce, BUREAU OF THI Census, Washington, D. C. automobile accident bulletin fatalities in Issues weekly containing statistics on specified 59 large cities. Als ssues an annual report Fatal Accident United States, the available copy of which is the report for 1935 U. S. Department Commerce, NATIONAL ( FERENCE ON STRI AND HIGHWAY SAFETY, Was ington, D. ¢ No longer acti Issued technical bulletins on street markers, uniform trathe codes, and stand ards for highway vehicles. These publications are now available thru the federal Bureau of Public Roads, 515 14th Street, N. W., Washing ton, D. C. U. S. Department of Interior, Orrice or Ebt CATION, Washington, D. C Has issued several publications dealing with safety, all of which are now out of print except Safety and Health of the School Child; a Self Survey of Sch Conditions and Activities 10¢ the Superin tendent of Documents, Government Office, Washington, D. C. which is sold at per copy by Printing MINES U. S. Department of Interior, BUREAU Oo! Washington, D. ¢ Does work in field of first aid and prevention and treatment of carbon monoxide poisoning Free publications available only for very lim ited distribution. Other publications must purchased thru Superintendent of Documents Government Printing Office, Washington, D. ¢ List of publications dealing with carbon monox ide free on from Director, Bureau of Mines, Washington, D. C. The Bureau a number of safety films, including several deal request also has ing with highway safety, as well as those dealing with carbon monoxide. Films available from Bureau of Mines Forbes Street, Pittsburgh, Pa Experiment Station, 48 U. §. Department of Interior, NATIONAL Part SERVICE, Washington, D. C. Right suggestions for ife Distributes one free publication, Drive which contains lists of driving. U. S. PuBLic HEALTH Treasury Department, SERVICE, Washington, D. C Issues publications, such as What to Do in Case of Acct Also has statistical studies of child accidents. dent, dealing with first aid WESTERN ACTUARIAL BUREAU, Fire Prevention Department, 222 West Adams Street, Chicago Ill. Issues home inspection blank intended for general free distribution in central states. Small numbers of this blank will be distributed free of charge in other sections of the country WESTERN UNION, Local office Distributes, for small rental, sound-slide film “Death Takes No Holiday.” Also rents viso matic projectors to schools. B. NON-SCHOOL ORGANIZATIONS DISTRIB- UTING SAFETY FILMS AND SLIDES In parts B and C of this list the films distributed by each organization have been classified as to type, size, and charge for use. Also under each organiza- tion is indicated what subject its films deal with: street and highway safety, fire prevention, first aid, or driver training. Under the heading “driver train- ing” are included all films dealing with the construc- tion and care of the automobile. Names of films are not given, except in the case of those produced by Hollywood companies. For complete information on available films, teachers should write individual organizations for catalogs and lists. In writing, be sure to specify whether films desired are 16 or 35 mm., silent or sound. In ordinary circumstances, films should be requested at least two weeks in ad- vance of their showing. In virtually all instances, the borrower is required to pay transportation charges both ways, altho com- panies distributing films free of charge sometimes pay transportation to the borrower. Users of films are reminded that films sent by express may be re- turned by express at half rate. The non-school crganizations distributing safety films and slides have been separated into those whose distribution is nationwide, and those whose distribution is purely local. Key to Abbreviations 16—16mm. so—sound f—loaned free 35—35mm. I—lantern slides c—service charge si—silent sos—sound slides s—films for sale only r—rental charge National Sources 1. AgTNA Lire AFFILIATED COMPANIES, Safety Edu- cational Department, 151 Farmington Avenue, Hartford, Conn. 16, 35, so, si, l, f Street and highway safety, fire prevention, driver training 2. AMERICAN AUTOMOBILE ASSOCIATION, 17th and Pennsylvania Avenue, N. W., Washington, D. C., or local club 16, so, si, sos, f Street and highway safety, driver training 3. AMERICAN Lecion, Local posts sos, f Street and highway safety 4, AMERICAN MuseuM oF NATURAL History, Cen- tral Park West at 79th Street, New York, N. Y. 16, si, f Street and highway safety, first aid, driver training 5. AuToMOBILE CLUB OF SOUTHERN CALIFORNIA, Public Safety Department, Los Angeles, Calif. 16, 35, si, s Street and highway safety an ™N o => 10. — 12. 35. 16. 17. [ 272] . BELL AND HoweLt, Film Library Division 15 Larchmont Avenue, Chicago, IIl. 16, si, r Bicycle safety . Bray Pictures CorPoraATION, 729 Seventh St;; New York, N. Y. 16, si, r Driver training CHRYSLER CORPORATION, Plymouth Division troit, Mich. 16, so, f Street and highway safety . Coca-CoL_a Company, Local office sos, f Street and highway safety CoLUMBIA PIcTURES CoRPORATION, Local dist utor 35, so, r Street and highway safety (“The Devil |s Driving,” starring Richard Dix) CycLte Trapes oF America, Chanin Building New York, N. Y. 16, so Bicycle safety WituiamM M. Dennis Fi_m LIsRarigEs, 2506 W. 7th Street, Los Angeles, Calif. 16, so, r Bicycle safety (one picture) . WILLIAM H. DupbLey Visual EpucaATION Servic: 736 South Wabash Avenue, Chicago, III. 16, si, r Street and highway safety, fire prevention first aid . EASTMAN Konak Company, Teaching Films Di vision, Rochester, N. Y. 16, 35, si, s Street and highway safety, fire prevention first aid, miscellaneous safety films F. C. Picrures CorporaTicen, 505 Pearl Street Buffalo, N. Y. 16 (sale), 35 (rental), si First aid, general safety Fi_m Liprary oF New ENGLAND, 239 Columbus Avenue, Boston, Mass. 16, so, r Street and highway safety Fis, INCORPORATED, 330 West 42nd Street, New York, N. Y. 16, so, r Distributes Paramount Picture, “And Sudden Death” 24 26. tion eet FiLMS OF COMMERCE, 21 West 46th Street, New York, N. Y. 16, 35, si, f Distributes “Speaking of Safety,” film spon sored by Department of Visual Instruction of the National Education Association FIREMAN’S FUND INDEMNITY COMPANY, 116 John Street, New York, N. Y., 401 California Street, San Francisco, Calif., or local agent 16, 35, si, so, f Street and highway safety WILLIAM J. GANZ ComPANyY, 19 East 47th Street, New York, N. Y. 16, si, so, f First aid (Red Cross GENERAL ELectric CoMPANY, Visual Instruction Section, Schenectady, N. Y., or othces in Atlanta, Boston, Chicago, Cleveland, Dallas, Philadel- phia, Portland, Ore., Salt Lake City sos, f Street and highway safety GENERAL Morors CorRPORATION, Detroit, Mich 16, 35, so, si, f Street and highway safety, driver training GENERAL TIRE AND RuBBER CoMPANY, Akron, Ohio 16, so, si, f Street and highway safety, driver training GOODYEAR TIRE AND RuBBER CoMPANY, Akron, Ohio 16, 35, si Street and highway safety WALTER O. GUTLOHN, INC., 35 West 45th Street, New York, N. Y. 16, so, r Street and highway safety Harcot Motion Picrure INpustries, 600 Ba- ronne Street, New Orleans, La. 16, 35, si, f Street and highway safety, fire prevention, first aid IDEAL PicTURES CORPORATION, 28 East 8th Street, Chicago, IIl. 16, so, r Street and highway safety, driver training INDUSTRAFILM, INC., 8634 Sunset Boulevard, Hol- lywood, Calif. 35, so, s Fire prevention INSTITUTE OF MAKERS OF ExpLosives, Room 13451, Nemours Building, Wilmington, Del. 16, 35, si, f Dangers of blasting caps > 41. INTERNATIONAL ASSOCIATION OF CHIEFS OF POLICE ind NORTHWESTERN UNIVERSITY TRAFFIC SAFETY INSTITUTE, 1827 Orrington Ave., Evanston, | 16, sO, Si, SOs Street and ghwavy safety, first aid JOHN Hancock LIFE INSURANCE COMPANY, Bos ton, Mass 16, 35, si, f Street and highway safety KEYSTONE VIEW COMPANY, Meadvill i ls Street and highway safety Lewis Fitm Service, 105 East First Street Wichita, Kans 16, so, 1 Street and highway safety Metro-Go_pwyN-MaAYER, Local distributor 35, so, 1 Street and highway safety Hit and Run Driver” METROPOLITAN LIFE INSURANCE COMPANY, Wel fare Division, New York, N. Y. 16, 35, sO, Si, sos, f Street and highway safety NATIONAL CONSERVATION BUREAU, 60 John Street New York, N. Y. 1. sos, f Street and highway safety, fre prevention miscellaneous safety lantern slides NATIONAL CouncIL, Y. M. C. A., Motion Picture Bureau, 347 Madison Avenue, New York, N. 4 or 19 South LaSalle Street, Chicago, Ill 16, 35, si, so, (annual registration fee Street and highway safety, driver training NATIONAL EpUCATION ASSOCIATION Sce Films of Commerce NATIONAL FIRE PROTECTION ASSOCIATION, Visual Education Committee, 222 West Adams Street Chicago, II] 16, 35, si, so, f Fire prevention NATIONAL Motion Pictures COMPANY, Moores ville, Ind. 35, so, r Street and highway safety NATIONAL SAFETY CouNcIL, Film Service, 20 North Wacker Drive, Chicago, III 16, 35, si, film strips, r Street and highway safety, first aid PARAMOUNT Pictures, INc., Local distributor 16, 35, so, r Street and highway safety ‘And Sudden Death” 43. 45. wn 46. 47. 48. 49. 50. 51. 52. 53. 54. PeENNzoUL Company, Oil City, Pa. 16, so, f Street and highway safety, driver training Rockwoop SPRINKLER COMPANY, 38 Harlow Street, Worcester, Mass. 16, so, f Fire prevention SAFETY ENGINEERING MAGAZINE, 75 Fulton Street, New York, N. Y. 16, so, si, r Street and highway safety Society For VISUAL EpucATION, INc., 327 South LaSalle Street, Chicago, III. 16, si, film strips, r First aid, miscellaneous subjects in film strips TRAVELERS INSURANCE COMPANY, Hartford, Conn, sos, f Street and highway safety, vocational safety ALAN B. TwyMan, Sound Film Libraries, 29 Central Avenue, Dayton, Ohio 16, si, r Driver training U. S. DEPARTMENT OF AGRICULTURE, Division of Motion Pictures, Washington, D. C. 16, 35, so, si, l, f Fire prevention (films prepared primarily for extension service, loaned to schools when copies are available) U. S. Bureau or Mines, 4800 Forbes Street, Pittsburgh, Pa. 16, 35, si, f Street and highway safety, first aid, driver training WARREN PROJECTION SeERvicE, 605 American Building, Dayton, Ohio 16, 35, si, so, f, r Street and highway safety WELSH Stup10s, 25th Street and Lehigh Avenue, Philadelphia, Pa. 16, si, so, r Street and highway safety Western Unton, Local office sos, r “Death Takes No Holiday,” available with necessary projection equipment. WuHoLesoMeE Fitms Service, 48 Melrose Street, Boston, Mass. 16, si, s Street and highway safety State and Local Sources, Excluding City § Departments of Visual Instruction In many instances local organizations do not films but will, upon request, furnish an operato: projector for showing them to schools. 55 56. SF. 58. 99. 60. 61. 62. 63. 64. 65. [ 274 ] . ELwoop BANCROFT, 67 South La Vista Bouleva Battle Creek, Mich. 16, si (write for charges) Street and highway safety BUFFALO MUSEUM OF SCIENCE, Buffalo, N. \ l, f Street and highway miscellaneous safety slides safety, fire prevent CoLorapo SAFETY CouNCIL, Denver, Colo. 16, 35, so, sos, f (pictures shown by direct in connection with safety talks) Street and highway safety, fire prevention Co_umBus SAFETY CoUNCIL, Columbus, Ohio 16, 35, si, so, f Street and highway safety CONNECTICUT STATE DEPARTMENT OF Moror Veunic.es, Hartford, Conn. 16, so, si (films distributed thru speakers bureau) Street and highway safety GREATER SPRINGFIELD SAFETY COUNCIL, Spring field, Mass. 16, so, si, sos, | (showings arranged by coum Street and highway safety, fire preventio miscellaneous films and strips ILuLInoIs STATE Division oF HIGHWAYS, Spring field, Ill. 16, so, sos (showings put on by division men bers) Street and highway safety ILLINOIS STATE DEPARTMENT OF PUBLIC HEALTH Springfield, Ill. 16, si, f (projector also available) Street and highway safety Iowa STATE SAFETY CoUNCIL, Des Moines, Iowa 16, si, so, sos, f Street and highway safety KEYSTONE AUTOMOBILE CLUB, Broad and Vine Streets, Philadelphia, Pa. 16, so, si, f Street and highway safety H. M. Kuckuk, Rufus King High School, Mil waukee, Wis. 16, si, f ~— nN ent rect on OTOR nN x 76. New JERSEY STATE DEPARTMENT OF CONSERVA rlON AND DEVELOPMENT, State House Annex, [renton, N. J 16, 35, si, .¢ Street and highway safety, fire prevention, first aid New JERSEY STATE COMMISSIONER OF MOorTor VEHICLES, Division of Safety Education, Tren ton, N. J. 16, 35, so, f Street and highway safety STATE Mustum, Trenton, N. J New JERSEY 16, 35, si, dl f Street and highway safety, first aid, fire pre vention, driver training NoRTH CAROLINA STATE DEPARTMENT OF REV ENUE, Raleigh, N. C. 16, so, si, f Street and highway safety Oun10 STATE DEPARTMENT OF EDUCATION, Di vision of Visual Instruction, Columbus, Ohio 16, si, l, t Street and first aid, driver training highway safety, fire prevention, PENNSYLVANIA GOVERNOR’S HIGHWAY SAFETY CouncIL, Room 355, State Capitol, Harrisburg, Pa. so, si (films exhibited to schools by traveling unit) Street and highway safety 908 PITTSBURGH BETTER ‘TRAFFIC COMMITTEE, City-County Building, Pittsburgh, Pa. 16, si, so (projected by committee representa- tives) DEPARTMENT, SouUTH CAROLINA STATE HIGHWAY Columbia, S. C. 16, so, si, a Street and highway safety, first aid sos, ToLepo SAFETY COUNCIL, Toledo, Ohio 16, so, si (films exhibited to schools by Council representative ) Street and highway safety, first aid U. S. Bureau or Mines, Northwest Experiment Station, Seattle, Wash. ts, 34, 0,.2 Street and highway safety, first aid, driver training DEPARTMENT EDUCATION, VIRGINIA STATE Oo! Richmond, Va. l, f Street and highway safety, play safety N Ww 7. WESTERN PENNSYLVANIA SAFETY COUNCI 104 Empire Building, Pittsburgh, Pa 16, so, si, | Street and highway safety. fire revention first aid 78. WISCONSIN STATE CONSERVATION DEPARTMENT Madison, W 16, si, t Forest fire evention C. UNIVERSITY DEPARTMENTS OF VISUAI INSTRUCTION DISTRIBUTING SAFETY FILMS AND SLIDES Che following colleges and universities have de partments of visual instruction which distribute films dealing with safety. Terms of distribution vary with the university, but in most cases films may be obtained tor transportation costs, plus a small serv ce containing complete film lists 1. > 3. charge or an annual registration fee. Catal information as to charges and are available from all agencies listed UNIVERSITY OI \RIZONA, Extension Di Tucson, Ariz 16, si, r Street and highway safety, fire prevention first aid Distributes to adjoining states. Boston | NIVERSITY, School of Education 508 ton, Mass. 16, si Fire prevention, first aid, driver training Distributes to New England. BRIGHAM YOUNG UNIversiTy, Extension Divi sion, Provo, Utah 16, so, si Street and highway safety, fire prevention first aid Distributes to Utah, Idaho, and parts of Ne vada and Wyoming. BUCKNELL UNiversiTy, Lewisburg, Pa 16, sl Street and highway safety, fire prevention first aid Distribution limited to Pennsylvania UNIVERSITY OF CALIFORNIA, Extension Division, Berkeley, Calif 16, so, si Fire prevention, first aid, driver training Distributes to California, Oregon, Washing ton, Utah, Nevada, New Mexico, and Ari zona. UNIVERSITY OF COLORADO, Extension Division, Boulder, Colo 16, si Street and highway safety, fire prevention, first aid, driver training Distributes to out-of-state schools 7. University oF FLoripa, General Extension Divi- sion, Gainesville, Fla. 16, si, ] Street and highway safety, fire prevention Distribution limited to Florida. ~n UNIverRsITy SysTeEM OF GeorGIA, Division of General extension, 223 Walton St., Atlanta, Ga. 16, si, so Street and highway safety, fire prevention Distributes to states in South and Southeast. 9. UNIveRSITY OF ILLINOIS, Division of University Extension, Urbana, IIl. 16, so, si Street and highway safety, fire prevention, first 19. U NWERSTY OF MINNESOTA, General Exten aid, driver training Division, Minneapolis, Minn. ’ Distributes to Illinois, Michigan, Mississippi, 16, si D. § Tennessee. Street and highway safety, fire prevent O ‘ ae first aid e 10. INDIANA University, Extension Division, Bloom- Distributes to adjoining states. ington, Ind. Ch 16. so. si 20. UNIveRSITY OF Missouri, Extension Divis “an Street and highway safety, fire prevention, Columbia, Mo. ng first aid, driver training 16, 35, si een Distributes to out-of-state schools. Street and highway safety, fire prevent have first aid aS . sz, / Span — tions 11. Iowa State CoL_L_ece, Ames, Iowa Distributes to adjoining states. pe 16, 35, so, si, | F Street and highway safety, driver training 21. UNIversitTy OF NorTH CAROLINA, Extension Diy Distributes to out-of-state schools. sion, Chapel Hill, N. C. : _— 16, si, so 12. University oF Iowa, Extension Division, Iowa Fy . ‘ ; Ci : Street and highway safety, first aid ; ity, lowa Distribution limited to North Carolina 16, si : y Q . Street and highway safety, driver training 22. UNIVERSITY OF OKLAHOMA, Extension Divisi Distributes to middle-western states. Norman, Okla. 2. " . —— 16, so, si, | 13. University oF KAnsas, Extension Division, Law- . ‘ . ‘ : , , Se 4 9 Ss © | nonant Uiteas Street and highway safety, forest fir ’ ny vention, first aid, driver training 3, 16, so, Si Distributes to Oklahoma and Arkansas. Street and highway safety, fire prevention, , first aid, driver training 23. OREGON STATE AGRICULTURAL COLLEGE, Corva : Distributes to out-of-state schools. lis, Ore. ‘ . “- 16, 35, si, so 14. UNiversiry OF Kentucky, Department of Uni- Sear . : : 5 " : : Street and highway safety, fire preventi: versity Extension, Lexington, Ky. ; oo ’ . driver training 16, si Distribution limited to Oregon. 6. Street and highway safety, forest fire preven- . j tion, driver training 24. Purpue University, News Bureau, Lafayett - Distributes to Kentucky, Tennessee, Virginia, Ind. , West Virginia, North Carolina, and South 16, si ‘ Carolina. Street and highway safety . ‘ . Distribution limited to Indiana. 15. Louisiana STATE University, General Extension . Division, University, La. 25. UNIveRsITY OF SOUTH Dakota, Extension Divi 4 96. ok. co sion, Vermillion, $. Dak. ites | Street and highway safety, fire prevention 16, 35, si 1 Distribution limited to Louisiana. Fire prevention p Distributes to adjoining states. 16. MassAcHuseTts STATE Division OF UNIVERSITY 1 EXTENSION, State House, Boston, Mass. 26. COOPERATIVE EDUCATIONAL FiLM Liprary, Syra 16. si cuse University, Syracuse, N. Y. 1 Street and highway safety, fire prevention, 16, si, so first aid, driver training Street and highway safety, fire prevention Distribution limited to Massachusetts. Distribution limited to New York. [ 276 ] 17. UNIVERSITY OF MICHIGAN, Extension Ss; UN Ann Arbor, Mich. Au 16, si ] Street and highway safety, forest fire p tion, first aid Distributes to schools in adjoining state 18. MILLERSVILLE STATE TEACHERS COLLEGE, M ville, Pa. 16, si Street and highway first aid, driver training Distribution limited to Pennsylvania. | distributed on membership basis only D: safety, fire preve D UNIVERSITY OF TEXAs, Division of Extension \ustin, Texas 16, 35, so, si Street and highway safety, fire prevention first aid Distributes to adjoining states not having vis ual instruction service. UNIVERSITY OF WISCONSIN, University Extension Division, Madison, Wis. 16, si, so Street and highway safety, fire prevention first aid, driver training Distributes to adjoining states STATE DEPARTMENTS OF INSTRUC OFFERING COURSES STUDY SAFETY EDUCATION PION OF IN his list of available safety courses has been pre pared primarily for committees engaged in prepat ng courses of study. All publications listed have een issued by state boards of education. Courses have been classified under the following three se« tions: General Safety, Highway and Traffic Safety, ind Fire Prevention. 1. 11, 12. General Safety, including courses in health and safety ALABAMA. A Course of Study in Safety Educa tion for All Grades. Bulletin, 1932, No. 15. Mont- gomery, 1932. 192 p. ARIZONA. Course of Study for Elementary Schools. Bulletin No. 9, Health Education, Phys ical Education, 1935. Phoenix, 1935. 212 p. IowA. Safety Education. Des Moines, 1932 125 p. Kansas. Course of Study in Safety Education for Elementary Schools and Junior High Schools Topeka, 1937. 65 p. Kentucky. Safety Education. Educational Bul letin, August 1937. Frankfort, 1937. 61 p. LoulIsIANA. Course of Study in Safety Education, August 1936. Baton Rouge, 1936. 79 p. MAINE. Suggested Outline for a Course of Study Mimeo. ) Massacuusetts. A Course of Study in Safety in Safety. Augusta, 1936. 9 p. Education for the Elementary and Junior High School Grades. Boston, 1931. 66 p. MICHIGAN. Education for Safety. Bulletin No 303. Lansing, 1936. 84 p. New Hampsuire. Report of Council Committees on Safety Education. Concord, 1938. 80 p. New Jersey. Standards in Health and Safety Education. Trenton, 1932. 36 p. New York. Safety Education, a Section of Part III of a Guide to the Teaching of Health in the Elementary School. Albany: University of the State of New York, 1937. 72 p. N | 7 NorTH CA Health and Citizer pl ation 1 Su sted Procedure for Tea Safety and First Aid. Publication N 174 Raleigh, 1933 Ono. Safety Bu n for EF nentar .) Columbus, 1937. 37 PENNSYLVANIA. Course of Study in Health 1 struction and Physical Education, Bulletins 12A 12B, 12C. Harrisburg, 1934. PENNSYLVANIA. Safety Education in Pu Schools. Harrisburg, 1935. 46 p RuHopE ISLAND. 4 Course of Instruction in Safety Education. Providence, 1938. 150 p. SoutH Dakota. Handbook and Guide to t/ South Dakota Elementary Course f Study Pierre, 1938. 112 p TENNESSEE, Safety Education. Nashville, 1933 79 p UTAH. Safety Education in the Elem ivy Schools. Bulletin, 1935, No. E-18. Salt Lake ¢ 1935 VirGiIniA. Safety Education. Richmond, 193 76 p. 1 Teacher's Manual in Safety WeEsT VIRGINIA. Education. Charleston, September 1936. 152 | Wryominc. Course of Study for Elementary Schools: Health Education, Including Safety) Bulletin No. 16—Series CS. Cheyenne, 1937 316 p Highway and Trafic Safety ARIZONA. Suggested Course of Study for a Class in Automobile Driving. Phoenix. 7 p. (Mimeo ARKANSAS. Suggested Units on Sportsmanlike Driving. Little Rock, January 1938. 134 p (Mimeo. ) CALIFORNIA. Manual of Traffic Safety for Cali fornia Secondary Schools. Bulletin No. 8. Sacra mento, November 1936. 83 p. Cotorapo, Course of Study in Traffic for Junior and Senior High Schools. Denver, 1936. 63 p Cororapo. Teacher’s Lesson Plans for Use with Sportsmanlike Driving Series. Denver, 1938. 131 p. (Mimeo Connecticut. Intelligent Driving. Hartfor: 1936. 32 p DELAWARE. An Outline of a Syllabus for the Training of Young Automobile Drivers. Dove: 1936. 11 p. (Mimeo.) Inuinois. Trafic Safety in Secondary Schools Springfield, 1938. (Mimeographed but available in printed form by end of year.) Iowa. Car Owner’s and Driver's Course, Cit cular No. 633; Plans for Teaching Highway Safety Education, Circular No. 740. Des Moines 10 p. (Mimeo Iowa. Instructional Units on Efficiency of Move ment in Traffic and Automobile Operation. Des Moines, 1938. 118 p. Plans for the Bulletin No LouIsIANA. Suggested Lesson Sportsmanlike Driving Sertes . $6060 Baton Rouge, 1938. 132 p. - Massacnusetts. A Course of Study in Highway 21. Ruove Istanp. Traffic Efficiency and Aut Safety Education for Junior and Senior High Operation for Rhode Island High Schools Schools. Bulletin No. 10. Boston, 1935. 37 p. idence, 1938. (Mimeo. ) . Minnesota. Traffic Safety Manual—for Use in 22. Texas. Traffic Safety; a Manual for Junior and Senior High Schools. St. Paul, 1934. School Teachers. Bulletin No. 374, Octobs 46 p. Austin, 1937. 35 p. . MONTANA. A Traffic Safety Program for Mon- 23. VERMONT. Course of Study in Highway § tana High Schools. Helena, 1936. 8 p. Montpelier, 1937. 56 p. . New Hampsuire. An Elective Non-Unit Course ‘ ‘ “r en no teursé 24. Wisconsin. Suggested Units on Sportsma in Automobile Driving in Secondary Schools. Driving, Madison. 1938. 100 Mime Concord, 1936. 17 p. sitions: ies ni . New Jersey. Highway Safety. Trenton, 1937. 110 p. i Fire Prevention . Ono. Highway Safety; a Manual for Secondary Schools. Columbus, 1937. 81 p. 1. NEBRASKA. Fire Prevention Manual. Li . OKLAHOMA, Tentative Instructional Units in 1932. 92 p. Street and Traffic Education for Junior High : ’ 2. PENNSYLVANIA. Protection Against Fire. H Schools. Oklahoma City, 1937. 40 p. (Mimeo.) burg. 49 p akhoe _— . . Orecon. Traffic Safety Institute. Salem, 1937. : oie 8 p. (Mimeo.) 3. Roope IsLtAnpb. A Course of Study in Fire P; > s ‘ vention, Providence, 1921. 30 p. . PENNSYLVANIA. Course of Study in Highway Safety. Bulletin No. 108. Harrisburg, 1935. 4. Texas. Fire Prevention Handbook for 17 16 p. Public Schools. Austin, 1935. 46 p. FIGURE VII "RIRE isa good servant but a BAD MASTER Courtesy, Automobile Insurance Company of Hartford, Connecticut [ 278 ] Courtesy, Aetna Casualty and Surety Company VII. Reviews of Safety Films and Slides Persons intending to borrow films included Brown. Scott is a trafhe policeman who es 2 : . > ‘ : sahea a echo fae doling ‘ drt re rances n this list are advised to write to the distribu egy a apres sregheiciage hs cA Drake, a sj 1 rich girl, is sent to this sche tor at least two weeks in advance of showing : . , after four speeding offenses. Romance beiweet! Borrowers should make clear whether they the two veseits. Tom Brows. brother of th 7c .e ~ 1 } } | wish 16 or 35 mm. films, silent or sound. An drives while drunk and hits a school bus, ki ‘no a child. Emphasis is laid on the dangers o ilternate date for showing should be included ing a child. Emphasis is laid on the dang I . . . drunken driving and speeding. Its entertau n case the film is already booked for the first eed : hep Celtic - . 1 ment values overshadow its suitability for date requested. Films listed as free are usually stiinttums nites Diab ti Gals tine Vale distributed on the condition that bor rowers pay the city morgut The picture contains no ! transportation charges both ways. Films sent vertising by express may be returned via express at half 3. Bicycling with Complete Safet; rate. Forac te lis r state < cal di . ate. For a complete list of state and local dis a Ee ee ee ee tributors of safety films and slides, including Butidias New Vork. M. ¥. iniversity departments of visual instruction, 16mm. sound (1 reel); free see Part VI. Level: Elementary grades thru senior hig Laid in Kansas City. This film presents Films and slides are classified as follows: account of what the Kansas City police have done to prevent accidents. A boy on a bike is Motion Pictures, Silent and Sound A Ss + iizel shown involved in an accident. Afterwards the cil aie ohwav cafe : . PEPER an ve saies atety way in which he could have avoided tl nis B. Fire prevention hap is illustrated. Police are shown inspecting C. Forest fire prevention bicvcles, demonstrating the correct ways to ride D. First aid and cautioning those who are breaking the law : . a An adequate presentation of the danger E. Driver training (background mate 1 , volved in bicycling, with only a small amount rial ) of negative instruction F. Miscellaneous 4. The Chance To Lose Sound-Slide Films oe ms ~ " Distributor Chrysler Corporation, Plymouth Film Strips, Silent Division, Detroit, Mich. Lantern Slides 16 and 35mm. sound (1 reel); free Level: Junior high and above MOTION PICTURES Awarded prize as best safety film of 1937 / . Various chances taken by drivers are illustrated \. Street and Highway Safety ; : and compared to different types of gambling 1. America’s Safest City for School Children Factory scenes of safety features built into the = : goa , : modern car conclude the picture. This film Distributor: Warren’s Projection Service, 605 \ ; Buildi D hi teaches its lesson with humor and should be American Building ayton, Ohi ' . , . ~ sf 1.4 valuable in both junior and senior high school 6mm. sound an ilent (2 reels) ; rental: $2 pe . : ‘d —— —— aa : } es s Dac } I | | \ 16 and 35mm. silent and sound eels free ta naterial in , . - wn W ehicies : , Level: Junior high and above . yt scrence ¢ juent me le tf ( his picture 1s suit ible chi vy tor adrive Motors rod training courses or for classes where comm safety is being studied. It is concerned primari ». The Story of a Spark Plu : ¢ hi ] , str: y w hig avs ci na , ; with demon tr iting ho lighwa can be Distribut ———— more sightly and, incidentally, more safe Sereet. Pies ie “) 16 and 3 é ? reels fre Human Mileag : : F ‘ P I Sel nd above Distributor: General Tire and Rubber Com pany, Akron, Ohio Opens with scenes of various types of 16mm. silent and sound (1 reel free sing spark gs in their engines. 1 Level: Senior high and above the picture is devoted to a detailed explat : of the process by which sillimanite is « Prepared primarily for use by General ‘Tire . . . . : trom ore nto a finished plug he pict salesmen, this picture opens with an incidenta ' ; : , : : . cludes tl estions on proper op discussion of the trafhe safety program by : : ‘ spark J re is no advertising Lowell Thomas. Various shots of accidents ar¢ used to drive home the lesson: ‘The brakes stop 80. The Story of a Storage Batters the wheel, but the tires stop the car.” Fully two ° ° ° , dis buto sure i s thirds of the picture is devoted to advertising Distribute U. S. Bureau of Mines, 4 I ae \ ; tte roh » General Tires. treet, Pi gh, Pa. 16 and 35mm. silent (2 reels): free Making a V-Type Engine Level: Senior high and above Yietri -U.S : Mines, 4800 bes , Distributor: U. S. Bureau of Mines, 4 Forbe Opens with scene of tail” Wallen Stree ; y »- . . Street, Pittsburgh, Pa. discovered that dissimilar metals in contact | ‘tont (2 vn ‘ -” 16mm. silent 2 reels : free duce electric current. Most of the pict wel: Se - rh : P - : Level: Senior high and above voted to an explanation of the constr A matter-of-fact technical presentation of the storage battery. The concluding part de construction of an engine. The film begins with the cofrect method of caring for the mining of the ore and carries the process of battery construction thru the installation of the engine This A , ‘ “= ; 81 his Moving World in the car. Suitable only for showing to driver , o training and physics classes. Distributor: General Motors Corporat 1) troit, Mich Modes and Motors : 16mm. sound (2 reels): free Distributor: General Motors Corporation, Ds Level: Junior high and above troit, Mich. 16mm, sound (1 reel); free \ history of transportation from Level: Senior high and above tion of the wheel to the present time. Emphasis is laid on the fact that each important new in Pictures the development of the designs of vention in the history of transportation h various General Motors products. The process come from the dreams of youth. There by which a drawing becomes a finished product scenes of a young boy in the Stone Age. th i ’ » > > There i . y > { “a 5) . a followed “— by rig? There is a good deal of Middle Ages, and the present time. This picture indirect advertising in the picture is excellent as background for driver tra a : courses. There is a small amount of advertising The Power Within bs die aiehien in the pict r Distributor: U. S. Bureau of Mines, 4800 Forbes Street, Pittsburgh, Pa. 82. Tough Friends 16mm, silent (2 reels); free Diastiias: Cheveiek Sie Car Comma A silent version of Where Mileage Beains (see Detroit, Mich. item 83). There is no advertising in this copy of 16 mm. sound (1 reel) ; free the film. Level: High school and above Progress on Parad. Ihe story of iron from the mine until its naa : P mate transformation into steel. The proce f Distributor: General Motors Corporation, Ds ner aaa ‘ : . making steel is given in detail. Examples of the troit, Mich. %. a mee t , 80 different alloys of steel used in making an 16 and 35mm. sound (3 reels); free a P : , . automobile are given. Construction diftte Level: Junior high school and above ca id parts of the automobile ts shown [he Edwin C. Hill, Lowell Thomas, John B. Ken gives a good summary of one phase of a nedy, and John Young discuss the various constructiol 83. Where Miieage Begins Distributor: General Motors Corporation, De- troit, Mich, 16 and 35mm. sound (2 reels); free Level: Junior high and above An explanation of the construction and oper- ation of an internal combustion engine. Engine is compared to old-fashioned muzzle-loading cannon, and operation of both is demonstrated. The latter part of the picture is devoted to an extremely interesting demonstration of the con- struction of the engine. As the commentator de- scribes the various parts, each jumps into its own place as if it were obeying his commands. The clarity of this picture makes it especially valuable for driver training course background material. F. Miscellaneous 84. 85. 86. Ask Daddy Distributor: National Safety Council, 20 North Wacker Drive, Chicago, IIl. 35mm. silent (2 reels) ; rental: $5 daily to mem- bers of the National Safety Council; $10 to non-members Level: Elementary and above A picture dealing with home safety. A father describes to his two children the dangers of the age of the caveman as compared to those of today. Afterwards the young boy borrows his father’s gun, and his sister is accidentally shot. The children of the neighborhood then form a safety club. The activities of the club are com- pared with the chivalrous deeds of the medieval knights. This picture is old and attempts to teach much in a short space of time. It is suit- able for showing to upper elementary-school pupils and contains no advertising. The Beneficent Reprobate Producer: National Women’s Christian Tem- perance Union 16mm. silent and sound (4 reels); distributed by the Y. M. C. A. Motion Picture Bureau, New York, N. Y., at small rental Level: Senior high and above This picture is concerned directly with the effects of alcohol on man, and only very indi- rectly with its effects on his driving ability. Half of the picture is devoted to a history of alcohol and a portrayal of its uses in science and industry. The effects of alcohol are shown in a prolonged series of tests given at North- western University, and there are a number of complicated charts used in the picture. Dangerous Dusts Distributor: Division of Motion Pictures, De- partment of Agriculture, Washington, D. C. 16mm. sound (1 reel) ; free Level: Senior high and above Deals with cause, effect, and cure of dust ex- plosions. Opens with highly emotional scene of 87. 89. 90. { 290 ] women watching a burning building. Sce: various explosions during the past quarte: tury are shown, followed by an account of work being done by the Bureau of Chen and Soils in preventing such explosions appeal of this picture is restricted to science vocational classes. Factory Safety Distributor: Chevrolet Motor Car Com Detroit, Mich. 16mm, sound (1 reel); free Level: Senior high and above A complete resume of factory safety. The shows in order: the planning for safety by « pany engineers, safety meetings for shop { men, the use of various safety devices, and ¢| necessity for having clean shops. The emp! sis, however, is laid upon the importance of ¢ individual in the safety program. This pict is excellent for demonstrating to school shops the part played by safety in the great factorie; Advertising is limited to mention of the spo sor’s name at the film’s beginning. The Hand of Fate Distributor: Liberty Mutual Insurance Compa Boston, Mass. 16 and 35mm. silent (2 reels) ; free Level: Junior high and above An industrial safety film, containing a heay dose of romance. Despite the emphasis placed upon the need for shop safety and the results of carelessness in the factory, the age of this film as well as its love scenes, makes it undesirab| for school use. Advertising is limited to mentio of company name at beginning and end. The Handicap Distributor: National Safety Council, 20 Nort Wacker Drive, Chicago, III. 35mm. silent (1 reel) ; rental: $2.50 daily Level: High school and above Industrial safety. A young worker, about be married, loses his arm in an accident. Th: picture deals with his inability to take adequat care of his family and drives home the lesso: that his trouble was caused solely by careless ness. This is an old picture, containing muc! sentiment and shots of an amputation in a hos pital. It is suitable for showing in shop safet classes, altho it deals with results of shop acci dents, rather than with prevention. Contains n advertising. Health and Safety at Coney Island Distributor: American Museum of Natural His tory, Central Park West at 79th Street, New York, N. Y. 16mm. silent (1 reel) ; free Level: Elementary and junior high schools Steps taken by the New York City government to keep Coney Island clean and safe. Various amusements at the beach and in Luna Park are shown, followed by illustrations of the right and wrong way to use the beach. The dangers of leaving broken glass are particularly empha sized. Lifeguards on the shore and attendants at This photography the first aid station are shown in action. picture is technically the being particularly bad, and its appeal is limited poor, to schools in the Greater New York area. How Jimmy Won the Game Distributor: Institute of Makers of Explosives, Room 13451, Nemours Building, Wilmington, Del. 16 and 35mm. silent (1 reel) ; free Level: Junior and senior high This picture is designed particularly to show the dangers of blasting caps. It tells the story of a small boy who prevented several of his com panions from setting off a blasting cap. In this manner, he saved the star baseball pitcher from possible injury and thus won the championship game for his team. The picture makes its appeal thru the team element and is suitable only for those communities in which blasting caps are in common use. The Outlaw Distributor: Liberty Mutual Insurance Company, Boston, Mass. 16 and 35mm. silent Level: Senior high and above (2 reels) ; free An industrial safety film dealing with the out law, King Carelessness, and his tribe of mis chief-working imps. A series of factory accidents caused by the imps is shown in detail. Finally, a safety engineer, with the aid of the workers, routs the trouble-makers. This film is old, and its acting, direction, and photography are dis tinctly of a 1920 vintage. It is not suitable for general school use, altho it might be shown in shop classes or evening schools for industrial workers. Advertising is limited to mention of company name at beginning and end. Railroad Safety Producer: Eastman Kodak Company, Rochester, B. XY. 16 and 35mm. silent (1 reel) ; sold by Eastman Kodak Company at $24 per reel. Available thru various state and local depositories Level: Junior high and above First part gives scenes of railroad construc- tion. These are followed by shots of track main- tenance. The picture concludes with illustrations of the various safety devices used to prevent railroad accidents. Crossing signals, semaphores, automatic brakes are shown. This picture has no direct safety value for the average person, but it is an interesting account of the progress made in railroad safety work. 96. EL [ 291 ] Safety on the I Skyways edera Distributor: U. S. Bureau of Air Commerce, De partment of Commerce, Washington, D. ¢ 16mm. silent (4 reels tree Level: Senior high and above A detailed presentation of the functions of the Air (¢ reports, Bureau of ymmerce. Its work in obtaining weather ing shown. maintaining beacons, establish landing fields, inspecting pilots, et is This is a factual account of what has been done to make air travel safer and is suit able for showing to classes studying the history of transportation. Its value for teaching safety is negligible Safety at Sea Producer: Eastman Kodak Company, Rocheste1 - F 16 and silent (1 Kodak Company at $24 per reel. Available on rental basis from various local depositories Level: All levels 35mm reel); sold by Eastman Built around the work of the Coast Guard Shows lighthouses and bell buoys in operation and concludes with a dramatic rescue carried Chis picture work out by means of the breeches buoy. is particularly useful to demonstrate the of the Coast Guard, but the safety situations depicted are not those in which the ive ige person is likely to be involved Sentinels of Safety Distributor: Aetna Life Insurance Company Hartford, Conn. 16 and 35mm. sound (1 reel) ; free Level: Junior high and above Opening with shots of the national and local agencies of protection, such as the police and fire departments, the army and navy, etce., the pic ture draws a comparison by emphasizing the need for guardians in the home. A long series of potential causes of home accidents, such as loose wires, crowded stairways, weak chairs, and others, is shown. The emphasis is placed upon the bad habit rather than on the correct pro cedure. Advertising is confined to mention of sponsor’s name at beginning and end Stop Silicosis Distributor: U. §. Department of Labor, Division of Labor Standards, Washington, D. C 16mm. sound (1 reel); free Level: High school and above An industrial fairly comprehensive study of the problem of safety picture, presenting a silicosis. Hazardous conditions resulting in the disease are shown, and followed by illustrations of the correct method for avoiding each specifi hazard. The appeal of this film is limited to shop classes in which the dust problem is discussed. 98. 99. Under Control Distributor: Pennzoil Company, Oil City, Pa. 16mm. sound (2 reels) ; free Level: Junior high and above A Pennzoil advertising film. Deals with im- portance of control over fire, machines, etc., as a safety factor. There are many shots of differ- ent types of machines using Pennzoil under various conditions. Why Not Live? Distributor: William J. Ganz Company, 19 East 47th Street, New York, N. Y. 16mm. sound and silent (1 reel) ; free Level: Junior high and above Prepared for the American Red Cross as an account of its activities. Reviews the work of the Red Cross in highway first aid, home accident prevention, and farm safety. The picture abounds with accidents and lays emphasis, not on prevention, but on first aid. It is suitable for showing in connection with the annual Red Cross drives, but its value for safety purposes is limited. SOUND-SLIDE FILMS America’s Fatal ‘Streets Distributor: General Electric Company, 1 River Road, Schenectady, N. Y. Length of film: 25 minutes; free Level: Senior high and above The importance of street lighting in the gen- eral safety program. The picture opens with a number of charts giving statistical information showing that night accidents are worse than day accidents. A comprehensive plan for reducing night accidents is outlined, and results of such a program in certain cities are cited. This film is of particular interest to high-school civics classes and adult community organizations. Death Takes No Holiday Producer: National Conservation Bureau Length of film: 15 minutes; distributed by Western Union at moderate rental charge Level: Senior high and above A vivid presentation of the present accident situation, its causes and possible remedies. Acci- dent statistics are graphically presented, and the results of careless driving shown. There are brief talks by Florence Nelson of the National Safety Council and George Wellington of the American Association of Motor Vehicle Admin- istrators, giving the progress of safety education and the need for uniform legislation. This pic- ture has many gruesome scenes and is prepared particularly for use by civic organizations. It may be of value to classes of older children. [ 292 ] 3. The Fall Guy Distributor: National Safety Wacker Drive, Chicago, III. Length of film: 15 minutes; week to council members Level: Senior high and above Council, 20 N rental: $2.75 A skeleton, representing death, talks to a ¢ cal careless worker. Together, they tour a tory, where they see various types of haz causing falls. Death explains how these { could be avoided, and the worker resolves take no chances in the future. Altho a brief ; tion of the film discusses falls in the home, m of the picture is devoted to factory scenes. ‘| film is primarily for vocational schools. H ever, its general arguments against carelessnes, make it suitable for showing in other safet classes. Inertia Distributor: American Legion. Local Americanism Commission, Indianapolis, I: Length of film: 15 minutes; free Level: Senior high and above post Opening with an illustration of the law inertia as applied to bowling, this picture th: shows how inertia affects an automobile. 1) importance of slowing up for curves and start ing slowly is emphasized. Inertia’s effect upo: the mental reactions of the driver is also illus trated. The picture concludes with a summa: of correct driving practices in relation to inerti: The positive instruction and simplified ps) chology of this film make it particularly effectiv: and the explanation of the force of inertia makes it very good for science classes. Lady Luck’s Husband Distributor: Travelers Hartford, Conn. Length of film: 30 minutes; free Level: Junior high and above Insurance Compan An “Ozzie” picture showing the adventures of the factory worker who refuses to take safety precautions. Ozzie is involved in numerous mis haps, from which he always emerges smiling!) unscathed, confident in the power of his good luck charm. The film closes with a summary ot Ozzie’s mistakes and how they could be avoided This picture is intended primarily for vocationa school or for shop classes, and is of small gen eral interest. Advertising is confined to mention of sponsor’s name at beginning and end. Life Savers of the Highway Trath Avenue, University Orrington Northwestern 1827 Distributor: Safety Institute, Evanston, Ill. Length of film: 10 minutes; free Level: Senior high and above Prepared primarily for police accident investi gation bureaus, this film deals with the correct methods of giving first aid to highway accident victims. The mistakes made by well-intentioned but uninstructed officers are shown and con trasted with the right procedure of treating a person injured in an accident. This picture is one of the very few safety films that cover high way first aid, and as such is particularly desi: able for showing to driver training classes best means for preventing these accidents. | picture concludes with a discussion of var types of lamps, proper adjustment of head lights, and ways of avoiding night accidents Designed as propaganda for highway lighti this film might be of interest in connection wit a study of community safety or in driver train j ing courses. There is a good deal of direct and indirect advertising thruout the picture I a f Live Longer with Light a Distributor: General Electric Company, 1 Rive: Sajety in Numbers a Road, Schenectady, N. Y. Distributor: Metropolitan Life Insurance Com ‘ef Length of film: 20 minutes; free pany, New York, N. Y. i: Level: Senior high and above Length of film: 10 minutes; free s. J An argument in favor of more and _ bette Level: Senior high and above HH lighting for our highways. Statistics on night Outline of a plan for community safety. | essn accidents are given, and the importance ot good phasis is placed upon the importance oft gro safe lighting in reducing accidents is emphasized action. The picture is designed primarily fo Che whole film is an indirect advertisement for adult groups, and is suitable for showing at General Electric products. However, there is P. T. A. and similar meetings. There is no ad little specific mention of the various services vertising and materials offered by the company ee 12. Safety for Sa I 8. Night Driving Distributor: General Electric Company, 1 R Distributor: American Legion. Local posts o1 Road, Schenectady, N. Y. Americanism Commission, Indianapolis, Ind Length of film: 20 minutes; free iW Length of film: 15 minutes; free Level: Senior high and above “es Level: Senior high and above in deren oe tie ek ob oe i el rhis film was prepared primarily for showing Council. Emphasis is laid on the economic values = to adult groups. However, it is also suitabl of safety. This picture is designed particul - for use in high-school driver training courses to stimulate interest of civic groups. A compre _— Charts and statistics on night driving accidents hensive plan to be followed by these groups — are shown. A woman, a young man, and a bus outlined. The film has some value for use in socks driver describe the precautions they take whil driver training courses, but its general appea Ps) driving at night. The following three-point is limited to Ohio civic organizations oh safety program for night driving is emphasized ae : 7 — 1) Inspect and adjust your headlights regu 13. Stop! Look! and Live larly. (2) Use meeting lights when passing car Distributor: American Legion. Local po coming in the opposite direction 3) Do no Americanism Commission, Indianapoli Ind overdrive your headlights Length of film: 15 minutes; free on \ The Other Fellow Level: Junior high and above — ‘ ‘ \ demonstration of correct pedestrian habits Distributed by local American Legion posts a al bs shite Glen aeitn Se delileene anti > Is given in this him strip le audien a Length of film: 15 minutes; free . ; : 1 te : panies a postman along his route. He intro sia Level: Senior high and above duces a city policeman and a highway patrol fety This film emphasizes individual responsibility man, both of whom describe examples of cor nis for community safety. It presents a fifteen-point rect and incorrect walking. Most of the ex gly safety program for use by cities and towns and amples shown are those of incorrect procedures od gives examples of what has been done to make altho several persons are shown crossing streets ot Evanston, IIll., safe. This picture is particularly walking on highways, and obeying trathe lights ed good for driver training courses and for civic correctly. The picture is made particularly con na and club groups. Prepared primarily for an vincing by the naturalness of its performers en adult audience, it is suitable only for the upper ion classes in high school. 14. The Wheel of Chance , . P Te Distributor: Local Coca-Cola Bottling Company Safe Seeing—Safe Driving . ; : , . Length of film: 15 minutes; free Distributor: General Electric Company, 1 River Level: Senior high and above hi Road, Schenectady, N. Y. Scenes of gambling at Monte Carlo are com a Length of film : 25 minutes; free pared with chance-taking by automobile drivers. Level: Senior high and above A series of near-accidents and correct driving A lengthy and highly technical presentation practices involving a Coca-Cola truck is shown of the night accident problem. The causes of Much emphasis is laid on the three yardsticks : night accidents are discussed, and a brief is pre of safety: preparedness, carefulness, and cour 4 sented for improved highway lighting as the tesy. This film was prepared for the instru [ 293 | tion of Coca-Cola truck drivers. Consequently there is in it advertising in the form of views of company trucks and constant emphasis upon building goodwill for the company. However, this is one of the better films of its kind and could be used to advantage in driver training courses. . Willie Worry vs. Safety Sam Distributor: Chevrolet Motor Company, De- troit, Mich. Length of film: 15 minutes; available at $3 per record and film from above, or loaned free by local dealer Level: Senior high and above This is a picture prepared primarily for use by General Motors salesmen. While General Motors products are not mentioned by name, the cars are easily identifiable. The picture gives a detailed presentation of the safety features of the modern car and should be of particular interest in a driver training class, altho it tends to place emphasis on the car rather than on the driver. this time. He is sentenced to a year in ja his various misdemeanors. The mora! |} sugar-coated covering of humor that ten obscure its point. Also, it tries to cove many phases of traffic violation in too sh space of time. There is no advertising than mention of the sponsor’s name at be ning and end. FILM STRIPS, SILENT (These strips are distributed by the Edu Division, National Safety Council, 20 N. W Drive, Chicago. Most of the strips are very and in every case the title is self-explanatory strips are suitable for showing in junior and high schools.) Automobile Fleet Maintenance Child Accidents in the Home Condition of the Car Driving Safely Between Intersections First Aid Home Safety Make It Safe Methods of Safety Teaching 16. You Bet Your Life Preventable Automobile Accidents Distributor: Travelers Insurance Company, Safe Driving at Intersections Hartford, Conn. Safe Electrical Equipment for the Home Length of film: 25 minutes; free Safe Heads and Good Eyes Level: Junior high and above Safe Housekeeping Practices The adventures of Ozzie on the highway. Safety in Bicycle Riding Ozzie goes for a drive in a defective car, breaks School Boy Patrol numerous traffic laws, and ends up being fined Taking Chances by the traffic court judge. Next day he goes out To Drive Without Accidents again, is careless again, and has an accident Traffic Signals LANTERN SLIDES Title Level Source Fire Prevention Elementary and junior high National Conservation Bureau, ¢ John St., New York, N. Y. Home Safety All levels Learning Skills of Road Junior and senior high ~ Let’s Be Skilful High school Aetna Life Insurance Companies Hartford, Conn. Primary Play Safety Elementary National Conservation Bureau Safety in Aviation High school Safety in Baseball Elementary and junior high . Safety on the Highway High school Keystone View Company, Mead ville, Pa. Safety in Parks and Playgrounds High school and adult National Conservation Bureau Safety Patrols High school and adult " Safety in Play and Recreation Elementary and junior high Safety in Railroad Transportation High school ° Safety in Water Transportation High school " Street and Highway Safety Elementary sy Swimming and Water Safety High school and adult . Upper Grades—Play Safety Elementary ‘i Vocational Safety High school and adult What Price Accidents Elementary vs (The slides of the National Conservation Bureau are also available from a number of state and local depositories. For a c plete list, write the New York office.) | 294 ] nies iny 25 1938 RESEARCH BULLETIN os? “ee OF THE NATIONAL org XVI * No. 5 EDUCATION NOVEMBER - 1938 ASSOCIATION Safety Education thru Schools Published by the RESEARCH DIVISION of the NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street, N. W., Washington, D. C. RESEARCH BULLETIN or 1 Published five times each year in January, March, May, September, and November President, REUBEN T. SHAW NATIONAL EDUCATION ASSOCIATION Executive Secretary, WILLARD E. GIVEN Director of Research: William G. Carr; Associate Director: Frank \W. Hubbard Assistant Directors: Richard R. Foster, lvan A. Booker, Hazel Davis, Charles R. Tupper Research Assistants and Section Heads: Frances G. Bradley, Louise B. Sease, Helen H. Cox, Anna Haddow, Madaline K. Remmlein, Mildred Wharton, and Theo C. Hartman Executive and Editorial Ottices 1201 Sixteenth Street, N. W., Washington, D. C. Copyright, 1938, by the National Education Association of the United States Entered as second-class matter February 10, 1923, at the Post Office at Washington, D. C., under Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized February 10, 1923. Subscriptions The payment of the $5 membership fee of the National Education Association entitles one to receive for one year the Research Bulletin, the Journal, the An- nual Volume of Addresses and Proceed- ings, and certain other publications of the Association. One dollar of each $5 mem- bership fee is for a year’s subscription to the Research Bulletin. The Research Bulletin may be received regularly thru a special subscription at $1 per year. Many of the early issues of the Research Bulletin are already out of print. The special subscription at $1 per year offers an opportunity to maintain a complete file of future Research Bulletins. Those entitled to receive the Research Bulletin regularly are asked to report at once any change of residence, giving old as well as new address. Purchasing Copies Additional copies of this issue of the Research Bulletin may be obtained at the following prices, postpaid if remittance accompanies order: Single copies, 25¢. 2 to 9 copies—10% reduction. 10 to 99 copies—25% reduction. 100 or more copies—33 14% reduction. Orders for Research Bulletins not ac companied by remittance are subject to transportation charges. Make checks pay able to National Education Association. Reproduction of Material in Research Bulletins Material appearing in the Research Bulletin is copyrighted. However, de- partments and regularly affiliated organi- zations of the National Education Asso- ciation may reproduce parts of these bul- letins for the advancement of education. These departments and organizations need no authority other than this notice previous to such reproduction. In other cases appli- cation for the release of materials is re- quired. Address communications to the Research Division, National Education As- sociation, 1201 Sixteenth Street, N. W.., Washington, D. C. EN ALSO ON SAFETY Safety in Pupil Transportation. Research Bulletin, Vol. XIV, No. 5; November 1936. 44 p. 25¢. Directs attention to some of the possible causes of pupil injury associated with school bus operation. Suggests numerous safeguards and safety precautions which have proved effective in eliminating school bus accidents. Indicates some of the common qualities which characterize safe drivers. Outlines certain minimum standards fot school bus equipment. Calls attention to safe Operating practices and to a number: of administrative and supervisory procedures having vital safety implications OTHER RECENT RESEARCH BULLETINS Statutory Status of Six Professions: Accountancy, Architecture, Law, Medicine, Nursing, Teaching. Vol. XVI, No. 4; September 1938. 56 p. 25¢. Why Schools Cost More. Vol. XVI, No. 3, May 1938. 56 p. 25¢ From High School to College. Vol. XVI, No. 2, March 1938. 64 p. 25¢. Population Trends and Their Educational Implications. Vol. XVI, No. 1, January 1938. 60 p. 50¢. Improving Social Studies Instruction. Vol. XV, No. 5, November 1937. 56 p. 50¢. Federal Support for Education; the Issues and the Facts. Vol. XV, No. 4, September 1937. 32 p. 25¢. Teacher Retirement Systems and Social Security. Vol. XV, No. 3, May 1937. 64 p. 50¢. Salaries of School Employees, 1936-37. Vol. XV, No. 2, March 1937. 32 p. 25¢. T Financing Public Education. Vol. XV, No. 1, January 1937. 56 p. 50¢. All orders for publications should be accompanied by funds in payment for same and must be so accompanied when orders for material amount to $1.00 or less. Orders not accompanied by funds in payment are subject to transportation charges. Discounts on quantity orders of the same publication: 2-9 copies, 10 percent; 10-99 copies, 25 percent; 100 or more copies, 334% percent. Make checks or money orders payable to the National Education Association of the United States, 1201 Sixteenth Street, N. W., Washington, D. C. "@. ie e a gelling Our i Shar om