A Fair. Start in Life- Every child has the 

right to be z veil bom and. to be protected itdth 
special care dxiring the first year of life. 
These are responsibilities primarily of the 
parents , the family doctor , and the com- 
mzmity. The educational and health agencies 
of the state and nation -rmtst help parents 
make intelligent use of the available health 
resources. 


Photograph by 

H. Armstrong Roberts, Philadelphia 



•vcv 









HEALTH 
in SCHOOLS 


© 

TWENTIETH YEARBOOK 


Copyright, February 1942 

AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS 

A DEPARTMENT OF THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 
(fonneily Ihc Department of Supeinitendeuce) 

1201 Sixteenth Street, Northwest, Washington, D. C. 


PRICK 12 oo 



AMERICAN ASSOCIATION OF SCHOOL 
ADMINISTRATORS 

Commission on Health in Schools 


John L. Bracken, Superintendent of Schools, Clayton, Missouri, 
Chan man. 


VT. W. Bauer, M.I)., Director, Bureau of Health Education, Ameri¬ 
can Medical Association, Chicago, Illinois. 

Margaret Bell, M.D., F.A.C.P., Professor of Hygiene and Physical 
Education, Chairman of the Department of Physical Education 
for Women, and Physician in the Health Service, University of 
Michigan, Ann Arbor, Michigan. 


Robert G. Bernreuter, Professor of Psychology, Pennsylvania 
State College, State College, Pennsylvania. 

Burke, M.D , Assistant Superintendent of Schools, Sclie- 
necW New York. ^ 

K c - Superintendent of Schools, C^kttf^ia, Sotfjh Carolina. 
WtitmlJ. Hamilton, Superintend Park 

' ' Iif[n # \ 
n Tr t \ Jr* 

JTpF T Kelly > former SuperimeAdepH)! Schools, Binghamton, 
Aew York. 


Bernice Moss, Director of Health, Physical Education, and Recre¬ 
ation, State Department of Public Instruction, Salt Lake City 
Utah. ’ 


C E. Turner, Dr, P.H., Professor of Biology and Public Health 
Massachusetts Institute of Technology, Cambridge, Massachu- 


Charles C. Wilson, M D., Professor of Health and Physical Edu¬ 
cation, Teachers College, Columbia University, New York New 
lork, ’ 



Foreword 

A sound mind in a sound body is a short but full description 
of a happy state in this world.—John Locke. 


T hus in his book Some Thoughts Concerning Education John 
Locke has expressed the primary purpose of health education. 
For as Locke continues, “He that has these two has little more 
to wish for; and he that wants either of them will be little the better 
for anything else.” Not only is health the basis of the individual’s 
well-being but, as Disraeli remarked, it is the foundation of the 
people’s powers as a state. 

For several years within the Association there has been a demand 
for a statement of the administrator’s role in a school program of 
health education. The Executive Committee authorized a yearbook 


on this topic in 1939. President Ben G. Graham appointed the mem¬ 
bers of the Commission. At the first meeting in Pittsburgh, May 
1940, the Commission outlined its general plans and initiated it's - 
program of work. Thru conferences and correspondence, but par¬ 
ticularly thru the efforts of its individual members, the Commission 
moved toward the completion of the present volume. Manuscripts 
were reviewed and revised several times. On no issue was the Com"', 
mission ever seriously divided, and the present report represents the 
point of view of the Commission as a whole. 

In presenting this volume the Commission is aware that it will be 
compared with other publications on the same general subject. One 
of the most important and useful of these is Health Education, pre¬ 
pared by the Joint Committee on Health Problems in Education of 
the American Medical Association and the National Education Asso¬ 
ciation, Health Education and the present yearbook are comple¬ 
mentary publications. The first is designed primarily for classroom 
teachers and for teacher-training supervisors; this yearbook will be 
most useful to school administrators. There are also numerous pub¬ 
lications issued by the federal government and by individuals thru 
various well-known publishers. Many of these books and bulletins 
will be found listed on pages 353-63 of this yearbook. In purpose 
and in content most of these materials are designed to further the 
same educational objectives and for that reason will find a welcome 
place in many professional libraries. 



The Commission is aware of the presentday interest in health and 
has given what it considered to be a reasonable amount of space to 
current problems. It would have seemed wise to some if the year¬ 
book had devoted itself exclusively to a single subject such as nutri¬ 
tion or remedial work. Some may expect to find in the following 
pages “scarehead” titles urging social action to overcome the defects 
revealed by the Selective Service Act. Those who look for extreme 
positions and bizarre statements will be disappointed. The view of 
education is a long-time view; the health of the nation will not be 
permanently or constructively influenced by the technics of propa¬ 
ganda or by spasmodic campaigns. 

Health has long been an aim of education. Presentday conditions 
require intensification of educational efforts because “gold that buys 
health can never be ill spent.” Altho the yearbook points no moral 
or draws no conclusions (labeled as such), several lines of possible 
action appear from a reading of the chapters: (a) that more careful 


attention to a study of individual nature and health needs is needed; 

(b) that more effective machinery should be developed to eliminate 
physical and mental defects; (c) that the school program and its 
organization must be studied to eliminate the unnecessary tensions 
and strains harmful to both pupil and teacher health; and (d) that 
the possibilities of cooperative action in creating a healthful com¬ 
munity should be explored under the leadership of educators. These 
are not the only roads to immediate action, but they suggest some of 
the types of activities that will concern school administrators. 

In the preparation of a yearbook of this type the Commission 


must necessarily draw upon the work and publications of others. 
Most of the debt to these other sources is indicated in footnotes. 
Photographs were in some instances supplied by school systems. 
I he Commission is genuinely grateful to all who have helped. 
Special acknowledgment is made to the staff in Washington for 
its share in the production of the volume. S. D. Shankland, executive 
secretary of the American Association of School Administrators 
handled the business affairs of the Commission and participated help- 
u y in all deliberations. Frank W. Hubbard, director of research of 
t le National Education Association, served as coordinator and edited 
the yearbook for publication. He was ably assisted by Beryl Evans 

''f ,/°^ Phme Sullivan of the Research Division and Marjorie Starr 
of the Division of Publications. 


m 



CONTENTS 


Page 

Foreword ... . 5 

CHAPTER 

■ I. A Point of View on Health Education . . 9 

II. Organization and Administration of the General Program 14 
■- III. Guidance of Individual Pupil Health ... 27 

IV. School Health Instruction Program . 59 

V. Health Instruction in Related Areas ... 89 

•' VI. Health Aspects of Physical Education and Recreation . 106 
S/VII. Mental Hygiene in the School Program . . 133 

VIII. School Programs for Physically Exceptional Children 153 

IX. Communicable Disease: General Control Measures 171 

X. Communicable Disease: Types and Specific Controls . 190 
XI, Injuries and Emergency Illness 213 

XII. Healthful School Environment 227 

v XIII, Functions and Preparation of School Health Personnel 250 

XIV. Administrative Practices Affecting the Health of the 

School Personnel .... . 273 

XV. Coordination of Idealth Agencies • ,297 

XVI. Legislative and Legal Aspects of the School Health 

Program ... . . .320 

Questions Regarding School Health Problems . , . 345 

References on Health Education 353 

APPENDIX 

Methods of Appraisal in School Health Programs 366 

Organizations with Materials and Services of Use in Health 
Education . .374 

Speech Clinics and Institutions Offering Speech Correction 
Training 397 

OFFICIAL RECORDS 

Report of Executive Secretary 401 

Members of thfe American Association of School Administrators 427 
Index of Persons • • • 337 

Subject Index . .539 

m 



The educated person 


5 understands the basic facts concern¬ 
ing health and disease. 

5 protects his own health and that ot 
his dependents. 

works to improve the health of the 
community. 


—The Purposes of Education in Amei ican Democracy 
Educational Policies Commission. 



CHAPTER I 

A Point of View on Health Education 

O UR nation was created by people who hoped for freedom 
of thought and for an opportunity to achieve. Our govern¬ 
ment was established in the hope that homely virtues might 
endure, that men might live together peacefully, with liberty and 
justice for all. From the beginning, a democratic way of life had to 
be learned. The people had to devise new governmental forms and 
to invent new safeguards for the rights of man because a govern¬ 
ment almost without precedent was being established. Each indi¬ 
vidual had to learn new ways for himself. The democratic govern¬ 
ment which the people created required them to substitute self- 
discipline for the tyranny under which they had previously lived. 
Their children had to be trained for a new way of life and to help 
create that life. 

As was natural, the schools were called upon to play a part. At 
first the school’s role was small, but it has grown much greater as 
other methods for attaining the democratic ideal have failed ."'It has 
finally been recognized that the responsibilities of the school include 
far more than the mere teaching of subjectmatter. The child must 
be prepared for his life in a democracy. He must be taught to develop 
a healthy body, an educated mind, and a self-disciplined, self-reliant, 
socially-minded personality. In brief, he must be helped to adjust 
happily and successfully to the American pattern of living-.' 

Health—A Continuing National Problem 

The nation’s health is measured primarily by mortality statistics. 
The United States has little in the way of accurate morbidity statis¬ 
tics. On the basis of official figures published by the United States 
Bureau of the Census, there can be no doubt that the nation’s health 
has been steadily improving, but on the basis of these same rates it 
is equally certain that there is room for more improvement. 

The death-rate from all causes was 13.6 per 1000 of estimated 
population in 1915 and 10.6 in 1939. There have been marked 
changes for the better in infant mortality rates and death-rates from 


[ 9 ] 



Health in Schools 


JO 


the communicable diseases, especially tuberculosis, typhoid, diarrheal 
diseases of infancy, diphtheria, and scarlet fever. The life expectancy 
at birth, otherwise known as the average length of life, increased 
from approximately fifty-five years in 1915 to an average of sixty- 
one years in 1941. The infant mortality rate, which exceeded 150 
in many communities in 1915 and now exceeds 50 only in relatively 
unfavorable areas, has dropped below 30 in many and below 20 in 
some—all on the basis of 1000 living births. 

In the recent annual reports of the surgeon general of the United 
States Public Health Service appear the following quotations: 

A comparison of the present gross and specific death rates with those of 
a few years ago indicates that public health workers have reason to congratulate 
themselves on what has been achieved. More than three-quarters of a million 
lives were saved in the United States in 1936 as compared with the number of 
deaths that would have occurred had the death rate remained the same as in 
1900 ( 193S Report.) 

An appreciable decline in the general death rale for the United States was 
indicated by the provisional rate of 10.6 per 1,000 population for 1938 as com¬ 
pared to the final rate of 11 2 for 1937 This is the lowest rate since the death 
registration area was established by the United States Bureau of the Census 
in 1900. (1939 Report.) 

Health conditions remained generally favorable throughout the nation during 
the calendar year 1939. (1940 Report.) 


On the less favorable side we find steady increases in deaths from 
heart disease, cancer, brain stroke, diabetes, and other diseases inci¬ 
dent to middle and old age. Motor vehicle accidents (except among 
school children) and accidents in the home have increased, while 
industrial accidents have declined sharply in response to safety edu¬ 
cation programs. At the same time, it is estimated that large numbers 
of persons at all ages are inadequately nourished and it is certain 
that many have uncorrected physical defects, unsatisfactory health 
habits, and faulty mental hygiene. 

i T uu I d J a l t rejections have been cite d as an index to the nation’s 

l oan S en Claimed that the large P ro P 01 'tions of rejections 
in 1940 as compared with 1917 were an evidence of deterioration in 

leaith an d physical fitness of the nation. As a matter of fact, the 

nf -VicAijuH Public’llralt'h. “PbyucaM^ne^ lu be [olm d in R™ 1941 

« f Am-nca" Vouth” (June 19tD. toWftZr CNovembei 1940) and "Physical 
Health of Army Better Than in First World Wai ’’ Merl,r-,l *p Wetro P° ,1,an Life Insurance Co., 
imn,ra„ Midicat Umial.c, October II WI n/m w[f P Sectlon ’ }amnttl °! l! ‘ r 

tmpl,ration, far School Health Programs ” 1» Z P , ' Draftce R =*^°"s Have 

f “" • Wwo1 Boar ‘ l Journal 103 • 27-28, Octobe! 1941 



A Point of View on Health Education 


11 


1917 and 1940 draft figures are not directly comparable for many 
reasons. The Army standards have been raised since 1917; medical 
knowledge has advanced and diagnostic methods are more effective; 
draft selections in 1940 were being made with more deliberation and 
more thoroness than in 1917. The examination for the Army is 
specialized. Many men who are rejected for military service are fit 
for peace-time jobs and are as healthy as men who are taken into the 
Army. The rejection rate for the Army is far higher than for life 
insurance. America’s youth today is more fit to serve the country 
than was any previous generation including the youth of the First 
World War period. America’s new Army is in better physical shape 
than the forces of 1917-18. 

The health of the nation has not reached an ideal status or even a 
satisfactory status; it nevertheless is no cause for despair. It is 
neither as good as it could be nor as bad as it might be and it is 
constantly improving. The opportunity for improvement constitutes 
a challenge to the schools and an obligation to evaluate their present 
contributions with a view to improvement. 

The school is not the sole agency responsible for the health of 
the people. The health of the people is determined by many factors, 
including heredity, home environment, nutrition, personal attitudes, 
intelligence, information, economic status, accidents, disease, or 
injury. It would be as unfair to attribute ill health in the nation to 
failure of the schools as it would be unwarranted to claim all health 
progress as caused solely by the schools. Yet the schools are a vital 
factor. In the school is offered unparalleled opportunity for acquir¬ 
ing health knowledge, forming health attitudes, and establishing 
health practices. Ignorance about health remains widespread, even 
among otherwise well-informed and well-educated persons. Super¬ 
stition and misinformation are by no means confined to the illiterate 
or those with limited education. 

■'' Health—A Continuing Educational Problem 

In the health program of the modern school in a democracy theie 
are six basic areas of responsibility .(Here they are merely listed. The 
remainder of this volume is concerned principally with the part 
played by the school administrator in making them effective 1 ^ 



12 


Health in Schools 


1. A healthful environment must be provided —Such an environ¬ 
ment is essential in any functioning health program. Creating it 
involves such things as the health of teachers, the control of com¬ 
municable diseases, the elimination of the causes of accidents, the 
avoidance of conditions harmful to health, and the use of teaching 
methods which are effective without causing worry or fear. The pub¬ 
lic school has a unique position among the agencies interested in the 
welfare of children and from it should come the initiative for coordi¬ 
nating all the community resources. Thru its leadership not only the 
school but also the homes and the entire community can be made 
safe for all the children. 


2. A health guidance program is essential —Day-by-day observa¬ 
tions by the teachers, periodic health examinations, and health his¬ 
tories are necessary to discover children who have conditions which 
are detrimental to themselves or others. Whenever such conditions 
are found, appropriate steps must be taken to eliminate them. 


3. Emergency health conditions demand immediate care —No 
matter how healthful the school environment may be, some illness 
is certain to develop and some accidents to happen. Both the pupils 
and the school staff must be prepared to care for such emergencies. 
The teachers need to be on the alert for symptoms of acute condi¬ 
tions. They should recognize them and should know the proper 
procedures to follow. They must have the authority to do whatever 
is necessary to protect both the ill child and his classmates. 

The children themselves ought to know the procedures to follow in 
case of accident or illness. Otherwise, by their attempts to be help¬ 
ful they may aggravate a bad condition and cause needless suffering. 

t is part of the school health program to formulate the procedures 
to be used in emergencies, to instruct the pupils and teachers con¬ 
cerning them, and to make them effective when emergencies do arise. 

4. Accurate health information should be taught—The child needs 
to know a great deal about health, and it is a responsibility of the 
school instruct him. For example, he needs to know how to 
develop good health for himself, how to avoid illness and accidents 
and how to protect the health of others. Similarly, he mast mde r 
stand such thmgs as the difference between an adequate and an 



A Point of View on Health Education 


13 


inadequate diet, the effect of drugs and stimulants, and the value of 
vaccination and immunization, 

Unfortunately, the child is constantly receiving much misinforma¬ 
tion by means of the radio, newspapers, and magazines. He is being 
misled by superstitions, sales talk, and faddists. His best hope of 
finding the truth is thru his school. 

5. Sound health habits and attitudes need to be established — 
Besides knowing what things are good for one’s health, a person 
needs to establish sound health habits. It is only by the practical, 
habitual use of one’s knowledge that both physical and mental health 
will be maintained. The program of the school is designed to develop 
habits such as cleanliness, proper eating, regular elimination, rec¬ 
reation, adequate exercise and rest, and the practice of seeking 
medical advice when needed. The school’s efforts are effective to the 
extent to which desirable habits and attitudes are carried over from 
the school into daily life. 

6. The exceptional child requires a modified school program —In 
order to achieve the aims of a democracy, it has been necessary to 
educate children in groups. For some exceptional pupils the regular 
program must be varied. This is particularly true for children who 
are ill or crippled or who do not see or hear normally. The health 
program includes the special care that is needed to give these children 
an educational opportunity comparable with that of normal children. 

Whether or not these health responsibilities of the school will be 
faced depends first of all upon administrative leadership. It is the re¬ 
sponsibility of the school administrator to stimulate the formulation 
of policies and to translate those policies into working procedures. To 
a large extent, health in the school, in the home, and in the whole 
community depends upon his vision, j 



CHAPTER II 


Organization and Administration of the General Program 

A s in any other phase of schoolwork the primary responsi¬ 
bility for the successful functioning of the school health pro¬ 
gram must rest on the administrator. How to meet this 
responsibility most effectively should be the concern of every school 
administrator, and no satisfactory results should be expected unless 
he accepts this responsibility with sympathy, intelligence, and force¬ 
ful leadership. When failure has occurred it has usually been due to 
this lack of leadership. 

If the administrator comprehends the meaning of health and its 
relationship to the educational process and has a clear concept of 
the major objectives and the more immediate aims in the function¬ 
ing of the school, he has taken the first step in meeting his responsi¬ 
bility in health education and in the assurance of a successfully 
functioning program. 


Health: A Vital Factor in Life and in Education 

Since to the school is assigned a large part in the educative process, 
particularly in the formative years of childhood and youth, educa¬ 
tion in health becomes a direct responsibility of the school. The 
White House Conference report of 1930 sets forth this fact clearly 
in the following words,.“The school program must be arranged to 
protect and improve the physical, mental, and emotional health of 
eveiy child and to preserve that most sacred thing to every child— 

his personality—and allow him the fullest opportunity to develop his 
best self.” 1 


Many similar pronouncements have been made in recent years by 
eminent authorities in the field of education and by members of the 
medical profession who are deeply concerned with the present and 
u ure health of the nation and the race. That>education for health- 
__!!!!!? should be one of the main objectives of any school system” 

Reports. New Ynrk^'ccnluiy Ca Prolect,on - Addresses and Absttacts of Committee 


r u i 



Administration of the General Program 


IS 


is now generally accepted. Still, confusion exists because of a lack 
of clear concepts of health and a lack of clarity as to the aims of 
health education. 1 

Health has been defined by Jesse F. Williams as “the quality of 
life that renders the individual fit to live most and to serve best.” 2 
Vrhis is a broad but nevertheless true interpretation of health, some¬ 
thing more than the physical well-being due to absence of disease or 
defects in the smooth performance of the bodily functions. Of course, 
physical health is fundamental but there exists also the need of 
emotional stability and social adaptability. It is the ability to meet 
“the crises of life in such a way that distinct advance has been made 
for the individual or for society or both.” The ultimate criterion of 
health is conduct.; 

Health education as applied to the school thus resolves itself into 
creating and maintaining those conditions, experiences, and oppor¬ 
tunities that will enable each individual connected with the school 
to do his best work with maximum satisfaction and enjoyment to 
himself and to society during both school and post-school life. 

As for the aims in health education, no better presentation has 
been made than that given by the Joint Committee on Health Prob¬ 
lems in Education of the National Education Association and the 
American Medical Association: 

1. To instruct children and youth so that they may conserve and improve 
their own health. 

2. To establish in them the habits and principles of living which thruout their 
school life and in later yeais will aid in providing that abundant vigor and 
vitality which are a foundation for the greatest possible happiness and service 
in personal, family, and community life. 

3. To promote satisfactory habits and attitudes among parents and adults thru 
parent and adult education and thru the health education program for children, 
so that the school may become an effective agency for the advancement of the 
social aspects of health education in the family and in the community as well 
as in the school itself. 

4. To improve the individual and community life of the future; to insure a 
better second generation, and a still better third generation; to build a healthier 
and fitter nation and race 3 

2 Williams, Jesse F Peisonal Hygiene Applied, Philadelphia W. B, Saundcis Co., 1941. p. 2. 

"National Education Association and American Medical Association, Joint Committee on Health 
Pioblems in Education Health Mutation. Washington, E> C • the National Education Association, 
1941 p. IS, 



16 


Health in Schools 


Practically speaking, then, health education calls for such studies 
and activities, together with such environmental conditions, as will 
make possible an optimum realization of these aims: To meet this 
responsibility fully the school must have a definite, adequate, and 
successfully functioning program in health education which influ¬ 
ences every condition, situation, and experience in the operation 
of the schools fwhether in the classroom, auditorium, shop, labora¬ 
tory, or playground. It must extend its influence to the out-of-school 
and post-school life of the children and it would be well if it included 
their preschool years This program must be built on sound edu¬ 
cational philosophy and practice, giving due consideration to the 
needs, aptitudes, and capacity of each individual. 

The planning of the program must be fully comprehensive in 
scope and practicable in its application. There is today an abundance 
of authoritative material and approved activities; therefore, it is 
mainly a problem of selection and organization of content and its 
incorporation in the work and life of the school. The test of adminis¬ 


trative ability lies in the wisdom of selection and skill in adjust¬ 
ment, followed by effectiveness in operation, y 

The school health program is made up of several components, each 
with its own distinctive purpose but at the same time so interwoven 
with the others that no one can function completely by itself while all 
have the same ultimate objective—health. To achieve the most satis¬ 
factory results all phases of the health program must be included 
and coordinated. For example, there is that section which introduces 
the doctors, nurses, and other specialists. Its work is based strictly 
on the knowledge and skill of the medical and dental professions, 
k et these workers are never to achieve the results sought unless the 
principals and classroom teachers as well as the custodial and 
janitorial staff add their intelligent, wholehearted effort. 

The health aspects of the physical education program require 
t e participation and active support of physicians. Pupils with irregu¬ 
larities must be referred to the medical staff for guidance or instruc¬ 
tion. Then again, principals, teachers, and others must cooperate 
in carrying out the program and in some levels carry on the work 
directly. The same rule applies in health instruction. In meeting 
his problem of general school hygiene every staff member must make 
his or her contribution. Distinct separation of these components can- 




cm 


FIGURE I.—BINGHAMTON (NEW YORK) PLAN 










IS 


Health in Schools 


not be made without devitalizing each component, thereby weaken¬ 
ing the complete program. Well-planned coordination to secure 
mutual support and harmony in action is essential. . 

To assure harmony in action with maximum efficiency there imist 
be unit direction or control by the administrator, either directly by 
the superintendent or someone designated by him as assistant super¬ 
intendent, director, or coordinator. One possible administrative 
organization is that of Binghamton, New York, shown in Figure I. 
This plan is unique in that the health education service is coordi¬ 
nate with such other services as business management, instruction, 
and adult education. Under such an arrangement the possibility of 
the coordination of all personnel and activities designed to promote 
health is increased. In rural areas an administrative setup similar to 
Figure IT may be followed for a county school system. In this plan 
various phases of the school health program are allotted to the vari¬ 
ous divisions which are assisted by specialists from the state govern¬ 
ment. Figure III shows a plan that may be used in a large city sup¬ 
plemented in this instance by local health and welfare agencies. In 
this yearbook these cooperative relationships are discussed in 
Chapter XV. 

General Outline of the Health Program 


The several components of the health program may be enumerated 
and briefly described as follows. Details will be given in subsequent 
chapters. 

Health Guidance and Protection 

For the phase of the program designated as “health guidance and 
protection” there is some difficulty in securing the right title. It is 
sometimes designated as medical inspection which is obviously a 
misnomer according to the presentday practice; it is also called medi¬ 
cal service which is misleading. There exist different viewpoints as to 
the administration of health and medical services apart from health 
instruction in the schools. There are those who believe that school 
health work should emphasize the discovery and correction of defects 
as a function of the school itself extending full corrective measures 
as a public service to all school children. Others believe that this 
health service is a fundamental factor in education and should be 
approached from the standpoint of its educational possibilities. 
Fhysicians engaged in full-time schoolwork, or connected with 




FIGURE II.—COUNTY PLAN IN UTAH 


























CITY SCHOOL SYSTEM city Health 



r ?n 1 


















Administration of the General Program 


21 


departments of health, may incline to the former view. Physicians 
in general practice are generally in accord with the latter view. The 
following presentation is in accord with prevailing educational 
thought. 

Thru the work of the health staff, which may include doctors, 
nurses, dentists, psychiatrists, and other related specialists, children 
are examined, followed up, and protected thru hygienic safeguards. 

The examination should be provided as often as necessary and 
should be as complete as the situation demands. The examination 
should inquire into the status of the whole child. Physicians will 
detect defects; but they should appraise attitudes, personality traits, 
and responses, as well as organic disturbances. An important part 
of child guidance begins in the health examination. Physicians should 
arouse in children motives of effort, cooperation, and personal sup¬ 
port for improvement. In short, the examination is an educational 
experience of great import. More than arches are involved in a case 
of flat feet, and children are more than biological specimens, with 
or without tonsils (see Chapter III). 

School physicians should possess the natural aptitudes and special 
training for this form of service. School nurses are essential staff 
members and should also be trained. School dentists and oral hygien¬ 
ists, when employed, may be important personnel and should thoroly 
understand their functions. Psychologists and psychiatrists are not 
only valuable aids but are quite necessary (see Chapter XIII). 

The classroom teacher is strategically placed to aid in this service 
to children. Her observation of changes in children whom she sees 
every day and her alert recognition of signs and symptoms of health 
disturbances are vital in control of communicable disease and in 
early detection of abnormality. In the professional preparation of 
the classroom teacher, adequate instruction in her role in this pro¬ 
gram should be given. 

Health Instruction 

Health instruction means teaching children in the classrooms and 
in all situations in the school, both by direct and by incidental meth¬ 
ods, so that each child may learn, for example, the scientific basis 
for correct living as related to nutrition, clothing, exercise, rest, 
cleanliness, immunization, first aid, safety, sanitation, and desirable 
social relationships. At the same time, there should be developed 



22 


Health in Schools 


those habits and attitudes that lead to a consistent practice. The 
work in this field should be graded, organized, and applied in accord¬ 
ance with the same principles and procedures as those used in any 
other part of the school program. Chapters IV and V deal particu¬ 
larly with health instruction. 

Trained specialists are necessary for supervision and for at least 
some of the instruction. In the elementary grades, most of the teach¬ 
ing must be done by the classroom teacher. On the secondary level, 
the direct teaching should be done by specially trained teachers, 
while incidental teaching should be the concern of every teacher. A 
specially qualified person is essential to coordinate these efforts. 


Special Provisions 

Special service is required for those exceptional children who are 
so handicapped, physically or otherwise, as to make it impossible 
for them to participate fully in the regular school program. Adapted 
progiams may be used for some individual cases; with others, 
enrolment in special classes or schools is necessary. Orthopedic, 
sight, hearing, speech, cardiac, pulmonary, nutritional, and many 
other defects are included in these areas. Regular class and school 
environment is always to be preferred when possible. 


Physical Education and Recreation 

There is some difference of opinion as to whether physical educa¬ 
tion should be organized as a separate division in the school cur¬ 
riculum or whether it should be an integral part of the school health 
piogram. Regardless of the point of view, it must be recognized that 
physical education makes a distinct contribution to physical, mental 
emotional, and social health, and must be included in a considera¬ 
tion of the school health program 

By the most approved methods, thru instruction and training the 
human organism should be developed as harmoniously and com¬ 
pletely as possible. Thru the daily use of activities, such as individual 
exercises, rhythmic activities, games, gymnastics, athletics, and hik- 

SnecTfic't " 1 S ° CiaI , fitneSS must be established and maintained. 

Specific teaching and practice for body control, power agility 

and endurance must be provided. There must also be provided spe- 

ic caching and practice m group activities to develop courage 
initiative, self-discipline, cooperation, and loyalty. ‘ § ’ 



Administration of tiie General Program 


23 


This program has a fourfold function as follows: 

1. To develop bodily efficiency 

2 To Leach serviceable skills that function in leisure activities for iecrea- 
tional purposes 

3 To establish attiLudes and social behavioi in accordance with the best 
standards of the time 

4. To aid in the development of mental and emotional poise, power, and 
control. 

The health aspects of physical education and recreation are dis¬ 
cussed in Chapter VI. 

Healthful School Environment 

School hygiene may, in simple language, be defined as practicing 
what we preach. All environmental conditions should meet the most 
approved health standards. Buildings should be suitably located, well 
arranged, and adequate in space, providing proper heating, ventila¬ 
tion, lighting (both natural and artificial), sanitation, cleanliness, 
safety devices, seating, handwashing and bathing facilities (with hot 
water, soap, and towels), clinic rooms, and rest rooms for teachers, 
together with attractive interior decorations and freedom from 
external disturbances or health menaces. The general school program 
with its class arrangement, time schedules, and rest or recreation 
periods should show due consideration to health requirements. 

Adequate playgrounds and play equipment are essential. These 
should include recreational and athletic facilities. The teacher per¬ 
sonally is an important health factor. Grooming, manners, and voice 
are important while ability to maintain stimulating and wholesome 
pupil-teacher relationships is essential. Chapters VII and XII pre¬ 
sent many of the environmental problems in school health education. 

Mental Hygiene 

Special provision should be made for the important factor of 
mental hygiene in child health and development. It should be so 
integrated in the complete health program as to lose its identity but 
at the same time be so positive in its influence as to make it easily 
recognizable. ^Chapter VII presents details on this point of view.J 

Mental abnormalities as reflected in behavior or attitudes need 
special consideration. The psychologist, the trained home visitor, and 
the psychiatrist each has a highly important part in the operation 
of the school. Their placement might vary but it seems logical that 
they belong with the health specialists. 



2 4 


Health in Schools 


Teacher Education 

Teacher preparation needs must be met by: 

1. Adequate facilities and approved standards for training all specialists in 
health and physical education, such as doctors, denlists, nurses, oral hygienists, 
physical educators, recreational experts, and special health instructors. 

2. Provisions in all teacher-training institutions so that each prospective teacher 
may acquire the knowledge, skill, attitudes, and habits whereby she may recog¬ 
nize the importance of health in education and whereby she may be able to meet 
her responsibility in her personal behavior and professional service. 

Provisions must be made thru conferences, lectures, or other means for 
in-service preparation by specialists on the staff or by those engaged especially 
for the service. Summer and extension courses offer opportunities for both 
.-pecialists and regular teachers. 


Cooperation with Nonschool Agencies 
In order that the health program may function completely, some 
scheme must be utilized to bring about cooperation between the 
school and all the community agencies that are interested in health, 
both for the purposes of obtaining and giving aid or support. These 
are of two classes: official and nonofficial. Included in the former are 
departments of health and their staffs, public welfare departments, 
and others. In the second group are found such agencies as the 
American National Red Cross, tuberculosis societies, and public 
health associations. Relations with state and national agencies are 
also important. 

The Superintendent’s Role 


To develop the school health program so that it is complete in all 
its parts, comprehensive in its scope, and well coordinated in its 
organization is not sufficient. “Plan your work, then work your plan” 
is the slogan that applies. However excellent the program may be in 
its completeness, in its adjustments, or in the procedures and tech¬ 
nics adopted for its operation, no school health program is worth 
anything unless it is actually translated into living by those to be 
served or affected. The school administrator may have a clearly 
defined concept of health; he may understand the educational 
processes involved; he may be intelligent and faithful in his planning- 
but unless he makes the thing “go” he fails in his relation to the 
school health program. This does not necessarily mean that the 
administrator himself shall do the work, but if not he shall see that 
U is done by those capable of doing it. 



Essentials in the Organization and Administration 
of a School Health Program 


1. A clear concept of health and its relation to the edu¬ 
cative process. 

2. A recognition of the opportunity and responsibility of 
the school in relation to health. 

3. An understanding of the objectives of health educa¬ 
tion and of the responsibility of the school in reaching 
these objectives. 

4. An acceptance by the school administration of this 
responsibility. 

5. An understanding of what constitutes the compre¬ 
hensive school health program and the scope and work 
of each component. 

6. A proper placement of health education in the admin¬ 
istrative setup of the school or school system. 

7. A proper coordination of the several components to 
secure the best functioning of each unit and the 
effectiveness of the complete program. 

8. The selection of the special staff members with due 
consideration for the adequate training and necessary 
qualifications of each. 

9. Adequate facilities and necessary allotments in the 
school time schedule for the work. 

10. A definite assignment of work and duties of each staff 
member. 

11. An assumption by each and every member of the 
school staff of his or her responsibilities and duties. 

12. Adequate financial support for salaries, equipment, 
and supplies. 

13. A centralized control definitely established to as¬ 
sure smooth running and maximum achievement in 
attaining the aims. 


[ 25 ] 



Health in Schools 


2 (\ 


The answer to the problem Is a variable depending largely on the 
size of the unit to be served, which ranges all the way from the 
small one-teacher and sometimes one-pupil school, in many instances 
remote from any other school, to the school system in our largest 
city. Obviously, we must expect wide variation in administrative 
organization There are, however, some fundamentals in any and 
every case or situation (see page 25). 

Of these fundamentals, special emphasis must be placed, first, on 
assigning to one person the responsibility for administering the com¬ 
plete health program as a unit. That person should be an expert in 
education. In most school systems the superintendent or the super¬ 
vising principal must assume responsibility for the coordination. 
In larger communities a director or coordinator may be assigned. 
For the very small units the answer lies in establishing areas suffi¬ 
cient in extent and numbers to justify the employment of a com¬ 
petent director. In any event, that which belongs to the school should 
be kept under the supervision and control of school authority. 

Next, the administrator must see that the personnel, both special¬ 
ists and regular teachers, is qualified. Thru individual and group 
conferences staff members should learn the nature of their duties. 


In fitting the health program into the regimen of the school, due 
time allowance must be made in the daify and weekly schedules. It 
should not be necessary for specialists and sectional workers to find 
theii own time or fight for their places in the school activities. The 
general administrator should attend to this definitely and positively 
Needed equipment, supplies, and other facilities must be provided 
which again is an administrator’s responsibility. 

. As fav as P osstblc there should he included some means of evalua¬ 
tion to determine achievement. Of course in health, as in any other 
phase of education, complete results can never be known A regular 
system of checking can and should be maintained, supplemented by 
a practicable system of records. 


S “? P “ rt is essenlial - To this is an obligation rest- 

mg on the administrator. 

J n( ! l3S } the ; sch ° o1 administrator must give wholeheartedly his 
offical and moral support, making everyone within and without the 
schools fee that he is back of the health work to the extlffi that h e 
believes in it and is bound to make it go. 



CHAPTER III 

Guidance of Individual Pupil Health 


O ne of the most ferplexing problems facing the school ad¬ 
ministrator is that of organizing and maintaining an effective 
health guidance program. This program has to do with dis¬ 
covering the health needs of pupils and planning ways to meet those 
needs. It was formerly referred to as “medical inspection” and, in 
some places, as “health service.” Plans and procedures must be 
judged not only by what they do for the individual child but by 
what they lead him and his parents to do, It is of little value year 
after year to discover and to announce that William has defective 
vision—if nothing is done to correct the defect. Little progress is 
made if the advantages of prevention are discussed in the health 
program but neither the school nor the community makes it possible 
for the individual to practice what has been accepted as desirable. 
In sports the follow-thru is evidence of skill and expertness. In the 
health program similar effectiveness is possible only when the ad¬ 
ministrator and his staff continuously and systematically review the 
outcomes of their efforts. 


The Role of Guidance 

The problem in health guidance is to recognize the cooperative 
nature of the activity and to provide thru organization the means 
for bringing home, school, and community into closer and better 
relationships for the extension and improvement of the health of 
each child. Guidance permeates the entire educational process. In 
actual practice it cannot be isolated without the danger of making 
it sterile and ineffective. It should not be too limited or labeled as 
something special in the school program. As an educational ac¬ 
tivity, it must operate smoothly, naturally, and unobtrusively in 
accord with the needs of the child, the youth, and the adult. 

For purposes of analysis, guidance may be considered as having 
various aspects: 

1. Biological —including those activities related to the development of dynamic 
health 


[27 1 



28 


Health in Schools 


2. Social —emphasizing the problems pertinent to the individual as a func¬ 
tioning member of the group 

3. Ethical —relating to the formations of attitudes and ideals that may be 
translated into worthy individual and social purposes 

4. Vocational —stressing activities which contribute to the satisfactoiy eco¬ 
nomic life in all aspects of productive individual activity. 


Guidance of tlie individual in any of these aspects must be demo¬ 
cratic in its procedures. Even biological guidance cannot be con¬ 
sidered as mere indoctrination in certain routine habits or unques¬ 
tioning adherence to the pronouncements of educators, physicians, 
or nurses. As an educational procedure within a democratic pattern, 
it should proceed to develop attitudes and ideals concerning bio¬ 
logical needs thru functional teaching. By this process the individual 
is made conscious of his physical and emotional nature and the need 
to follow certain procedures and practices which will result in the 
correction of actual defects, the overcoming of handicapping weak¬ 
nesses, and the attainment of dynamic health. Guidance is progres¬ 
sive inculcation of attitudes and habits thru self-recognition of needs 
and the importance of meeting them, instead of blind and rote ac¬ 
ceptance of authoritative mandates. 


Preventive and corrective measures should be instituted in the 
preschool and elementary-school years in accordance with accurate 
knowledge of growth and development. It is immediately obvious 
that a correction in one area influences the reactions of the whole 
child and that if we are to have an effective individual good integra¬ 
tion is indispensable. The longer poor influences are at play the 
more fixed becomes the faulty pattern; and the more fixed the pat- 
tein, the more difficult it becomes to change. 

Handicaps to robust health, growth, and development lie in sev- 

n al m he phyS1Ca1 ’ menta1 ' emotional, and social. The child 
lay be handicapped by heredity, accidents of birth, disease such 

□Hiving Jackof^l deCreaSed hearin & P°° r Habits 

vmg, lack of sleep, undernutrition, or lack of exercise. He may 

school 0 rc PP ■ WOrry and nervousness inci dent to the home 
Ciool, or community environment. In whichever of these areas the 

i nd.cap lies, it conditions health. Growth and development te 

adversely affected, and the resulting behavior of the childTtd" 




Guidance of Individual Pupil Health 


29 


Procedures for Determining Guidance Needs 

Discovering the needs of individuals is essential to a sound pro¬ 
gram of guidance. The ultimate purpose of all individual health 
programs should be the determination of the health status and the 
guidance of the individual in an understanding of his responsibility 
for keeping in dynamic health for personal, social, and vocational 
efficiency. 

The sources from which the health needs of the child may be dis¬ 
covered are as follows: 

1. The family 

a. Conferences with the parents to obtain the health history, includ¬ 
ing a record of medical and dental care prior to entrance into 
school 

b. Information supplied by the family physician, dentist, and others 
during the school life of the child 

2. The teacher and school nurse 

a. Daily health inspections and observations 

b Weighing monthly and measuring height semiannually 

c Observation in school activities with notations of changes in ap¬ 
pearance, attitude, and behavior 

d. Periodic health inspections of eyes, ears, nose, throat, teeth, skin, 
posture, and nutritional state. 

3. Special examinations 

a. Mental and emotional testing 

b. Dental Inspections 

c. Medical examinations. 

All the foregoing sources of information are called upon in school 
systems with outstanding health programs. All can be made avail¬ 
able in every school system, even those in rural areas. Thru coopera¬ 
tion with county and state public health authorities, local medical 
and dental societies, and various public agencies the school adminis¬ 
trator can overcome the impediments of distance, public indiffer¬ 
ence, and finance. 

Cooperation with the Family 

Under the influence of many agencies, including schools, public 
health departments, and various private organizations, there has 
been marked progress in the reduction of deaths and illness in the 
early years of childhood. Many parents make use of the informa¬ 
tion and services available in their own communities. Parent- 
teacher associations, thru their educational activities and summer 










32 


Health in Schools 


roundup program, have done much to make families aware of the 
health needs of children. Few pupils enter school today without 
having had some medical care, vaccinations, immunizations, dental 
examinations, or other skilled attention. Conferences with the 
parents should deal not only with the child’s past medical history 
but with the findings of examinations thruout the entire period of 
school attendance. 


Health history —An indispensable part of the school’s health 
guidance program is the health history of each pupil. It has been 
said that a good history is a better guide for the health adviser than 
a medical examination. This statement is somewhat exaggerated, 
but in dealing with an apparently healthy or average child, cer¬ 
tainly if it were a choice between a good history and an unreliable 


examination, the history should be chosen. It is true that a physical 
examination without a history is inadequate and has no place in the 
health education program. It is better to limit the examination and 
keep the history up to date. Principals and teachers, with the assist¬ 
ance of the school nurse, should go to all necessary lengths to get a 
good history. 

Some aspects of the health history are best obtained by an inter¬ 
view with the parent, preferably by the school medical adviser. 
When the physician has the privilege of an interview with the parent 
he will not only learn more about the child but he will have an ex¬ 
cellent opportunity to understand the parent. This may give him 
considerable insight into the behavior of the child. 

The school health examination frequently has carried little or 
no space for history records. At the most, the history has consisted 
°. a f heckIlst of childhood diseases, an undated checklist of immu¬ 
nizations and occasionally a list of corrected defects of tonsils 
teeth, and eyes. Figure IV illustrates the individual history items’ 
that might be included in school record forms. 

heaIth histor y the doctOT will have no evidence of cer- 

H mav te7eft° r pteclinical si ^ of disease. 

He may be left completely ignorant of school progress behavior 

and personality problems. Such conditions as headaches; reoTe ni 

attacks of bronchitis, shortness of breath, asthma, hay fever ab 

domma, pain, vomiting, diarrhea, frequent urinata^^ 



Guidance of Individual Pupil Health 


33 


heart and kidney disease, and diabetes might be left out of con¬ 
sideration. 

The school staff will find a dependable history invaluable in the 
guidance program. All the data found on this form, from the iden¬ 
tifying data to the parents’ comments, should be used. It is con¬ 
venient to know if the child has a family doctor. It is a relief to 
know that a child exposed to measles has had measles and is prob¬ 
ably immune. A child suffering from some abdominal pain, with 
vomiting, may have previously been operated upon for appendicitis. 

If the tonsils are out and the teeth are regularly cared for—these 
facts are important and useful to know. A child who fails to gain 
weight over a period of three successive months has always been a 
problem and should be under the close observation of his doctor. 
In addition, the teacher and the nurse can be more discriminating 
in the observations they add to the record. As a result, the child’s 
guidance program will be better defined. 

The essential items in a health history are as follows: 

1. Identifying data: name; address; parents’ names, nationality, religion; 
lather’s occupation; mother’s occupation; medical and dental advisers’ 
names and addresses. 

2. Family history: appraisal of environment and hereditary trends, age 
and slate of health, presence of disease in parents, siblings, or grand¬ 
parents, and cause of death of deceased members of the family. 

3. Personal history: 

a. Diseases, accidents, and operations 

Abnormalities of birth 
Diseases and dates 
Accidents and dates 
Operations and dates. 

b. Immunizations, skin tests, and vaccinations (with dates) 

c. Complaints present 

d. History of exposure to disease, for example, tuberculosis 

e Dental examinations (last date) 

f. Health habits of rest, sleep, nutrition, play 

g. Eye examinations (last date) 

h. Parents’ comments: regarding general health, endurance, and in¬ 
tellectual, emotional, and social behavior and attitudes 

i. Menstrual history—girls aged eleven years and up 

j. Source of information or signature of parent 

k. Date of the report. 

The placement of many of these items upon a typical school 
record form is shown in Figures V and VI. How well these records 



HEALTH 

HISTORY 


Disease Date of Sickness 

Disease 

Date of Sickness 

Diphtheria . . . ■ 

Smallpox . 


Measles 

Infantile Paralysis... 


Whooping Cough . .... 

Discharging Ears 


Scarlet Fever .... 

Pneumonia .... 


Rheumatism 

Convulsions , 


Frequent Colds 

Chorea 

Mumps . 


Special Treatments or Tests Date Results or 

Other Comments 

Smallpox Vaccination 



Diphtheria Immunization 



Schick Test 



Mamoinc Test 

X-rav 




Notes by nurse or teacher on school, adjustments, causes of absence or special 
_recommendations. 





HEALTH RECORD — HARTFORD SCHOOLS 


Name 

Address 


School 


Grade 





' 

r 



■ 

— 

— 

— 


Room No. 














Date (Month and Year) 














Age 














Height—Inches 














Weight—Actual 














Weight—Average 














Vision—R 














—L 














Vision—with glasses—R 














—L 














Hearing—R 














—L 














Eye Defects 














Ear Defects 














Lymph Nodes 














Thyroid 














Heart 














Lungs 







ZJ 







Teeth—Permanent 







i 







—Tempormy 














Gums 














Throat 














Nose 














Orthopedic 














Nervous 














Nutrition 














Skin 




























Parent 














Physician. 














Nurse 


_ 

J 

. 

_ 


] 

. ... 

_ 

.. 

... 

1- . 



TO TEACHERS The marks nbovc may be interpreted by the following 
Marks of 1 and 2 indicate normal condition. 

Marks of 3 and 4 indicate chit examination for diagnosis, and treatment, if necessity, 


should be mad© by family physician or dentist. 

Vision—20/20 and 20/30 indicate normal vision, all other fractions indicate need of 
further examination or treatment 

Corrected , Tr.s=_Treated; ——No information obtained, N T A — No treatment advised. 

FIGURE VI.—HARTFORD, CONN. RECORD (REVERSE) 


L 35 I 









































36 


Health in Schools 


are kept in complete and up-to-date form depends largely upon the 
organization developed by school administrators. Where indifference 
prevails or proper blanks are lacking the results are likely to be 
unsatisfactory. 

Conferences with parents —The physical examination is usually 
more significant when the parent accompanies the child. With the 
nurse recording, the work is expedited and the activities of the phy¬ 
sician and the nurse are harmonized. Here is a teaching situation 
where the doctor has an opportunity to explain the findings. 

Conferences should be “give and take” affairs, for the carrying 
out of recommendations will depend upon the conviction of the 
parent, child, teacher, and nurse. The recommendations must be 
understood, acceptable, practiced, and reinforced if they are to pro¬ 
duce action. Significant weaknesses and strengths revealed by the 
history and the physical examination are brought into relief. Why 
are good health habits so important? Why must one have adequate 
sleep, a balanced diet, and good muscular development? Why must 
marked correctable defects be cared for immediately? With the 
adolescent, acne, irregularities of growth, sexual development, and 
coordination need to be discussed with clarity and sympathy. 

The recommendations of the family doctor can be reinforced. The 
medical adviser presents his reasons for suggested changes in the 
child s school program. The child may be referred to the family 
physician or dentist for further examination or treatment. Where 
the family needs financial assistance to obtain clinical services, 
proper direction to the community resources should be given. Where 
possible the assistance of the nurse can be enlisted to carry on. 

ihe confeience is the time when the medical adviser can gain the 
confidence of child, family, and teacher. The child, and particularly 
the adolescent, who has been impressed with the friendliness, sin¬ 
cerity, and capability of the medical adviser, will make use of his 
opportunities to return with his problems. 

The findings of physical examinations and conferences should 
be made a matter of record for school and family. It is good practice 
to give the parent a written report. In the absence of the parent a 
suitable statement may be sent to the home. On occasion, the medical 
adviser will confer with the attending or family physician. It is ad¬ 
visable to give the family physician or dentist a report of the find- 



19 


To the Parents of 


At the regular health examination of this pupil a condition of 
the nose or throat was noticed which in the opinion of our school 
physician should be investigated by your private physician. 

Many serious conditions are encouraged by abnormal or unhealthy 
tonsils and adenoids, such as severe and frequent colds, ear infections, 
and contagious diseases. The usual treatment is removal of the tonsils 
and adenoids by operation. This is a relatively simple operation but 
of course it should not be done unless there are definite reasons for 
doing it. 

We recommend that you see your physician about this pupil's nose 
and throat unless you have recently consulted him on this question. The 
abnormal conditions seen by our school physician are underlined below. 

If you present this information to your doctor he will understand why 
further examination was recommended. 

Respectfully yours, 


School 

Nurse 


To the Private Physician: 


This pupil is being referred for further examination and advice 
concerning the nose and throat because at the time of examination at 
school the items underlined below were noted: 


1. History of frequent colds 

2. History of mouth breathing 

3. History of frequent sore 

throat 

4. History of rheumatic pains 

or chorea 

5. History of frequent middle 

ear diseases 


6. Marked hypertrophy of tonsils 

7. Observable tonsillar infection 

8. Injection of faucial pillars 

9. Tonsils pitted and scarred 

10. Cervical adenitis 

11. Demonstrable obstruction to 

nasal breathing 

12 . 


Respectfully yours. 


_ M.D. 

FIGURE VII.—HARTFORD (CONN.) FORM LETTER TO PARENTS 


[37] 



38 


Health in Schools 


ings but not to give detailed recommendations of what needs to be 
done. Figure VII illustrates one type of form letter now in use. 

The intraschool health guidance program begins in earnest at the 
conclusion of the conference. The health guidance programs of the 
school and the home must reinforce and supplement each other. 
When a thoughtful, simple guidance program is mapped out, it 
should be followed in detail. When advice in regard to improvements 
in health performance is ignored either by the family or the school, 
the child suffers. Ignored or inaccurate medical advice is prone to 
discount all professional services and health education in general. 
From experience it would seem wise to limit, explain, and follow 
every suggestion that is given; otherwise, the logical course of events 
may be as follows: 

Logic is often forgotten in the health education program. Recently, in a paper 
as yet unpublished, Turner cited an example of what happened to a health edu¬ 
cator (it is assumed that all public health workers are health educators whether 
they know it or not’) who forgot about logic. The pupils did not forget about it. 
Here is what happened A child, being asked what he must do to preserve the 
health of his teeth, answered in effect. “The books say they must be kept clean 
and we must eat lots of fruit and vegetables, and drink milk, but you don’t have 
to do it because there’s a dentist in school all the time to fix them up.” 1 

Observations by Teachers and Nurses 
When examinations by physicians are not possible, careful ob¬ 
servations by nurses and teachers are particularly important. A bul¬ 
letin, Health Inspection oj School Children / outlines procedures 
that can be carried out by the nurse or the teacher. These instruc¬ 
tions were prepared especially for school situations where a phy¬ 
sician’s time was either not available or limited. 

This Joint Committee monograph describes the minimal equipment 
and a series of technics that may be used by nurse or teacher to in¬ 
spect, measure, weigh, and test for height and weight, behavior 
habits, posture and gait, nutrition, skin, eyes (vision), nose, mouth 
and gums, teeth, tonsils, throat, adenoids, glands of neck, thyroid, 
ears, chest, spine, extremities, feet, and general condition. 

1 W w "A Philosophy of Public Health Education,” Proceedings. Seventh Institute on 

I HbliL Health Education of the American Public Health Association, Detroit, Michigan, October 6, 
m° Also in second revised edition of Health Education oj the Public , by W. W. Bauer and Thomas 
<} Hull (Philadelphia* W. B. Saunders Co., 1942), 

J National Education Association and American Medical Association, Joint Committee on Health 
’rnblwiw in Education. Health Inspection of Si haul Children Washington, D C.. the National 
I, dm a turn Assui miun. 1911. 2d p 






Health Habits Early in Life— In the 
home are initiated many of the health habits 
and attitudes upon which the school will build 
its program . Sunshine, play, sleep, good food, 
and interesting activities during the preschool 
period help to build the resources so neces¬ 
sary later . Every effort should be made to 
help parents send happy and healthy children 
to school . 


Photograph by 
Fred Hess, Atlantic City 


[40] 



Guidance of Individual Pupil Health 


41 


Daily health inspection by the teacher —An important source of 
information is the result of keen daily observation by the teacher. 
It is usual for the room teacher to make a daily inspection of each 
child. The first objective of this inspection is to detect signs of be¬ 
ginning disease such as colds, red eyes, high color, sniffles, infected 
throat, rashes; abnormal attitudes disclosed by facial expressions of 
weariness; complaints of headache and stomach-ache; and irrita¬ 
bility. The teacher’s daily inspection, noting changes in appearance 
and behavior, is invaluable in recognizing early signs of communi¬ 
cable disease and in observing the personal hygiene of the child. 
Specific details as to the common signs of communicable disease 
and the steps which should be taken are given in Chapter X. 

Screenings and special tests —Certain procedures such as weigh¬ 
ing and measuring are unusually good teaching devices and as such 
could well be left to the teacher. Weighing and measuring are useful 
devices when understood and correctly used. Gains in height and 
weight vary with the individual. Each child is a pattern unto him¬ 
self and his rate of growth will vary seasonally, increasing in summer 
and fall, according to his heredity and eating habits. However, in 
addition to the above factors, influencing both gains in weight and 
in height, sickness and other unsatisfactory conditions of living may 
cause a temporary and unexpected retardation. Formerly, measures 
of height and weight were considered adequate indexes of nutritional 
state, Now it is recognized that reasonably exact measures of nutri¬ 
tional state are not available. This decision has been reached as a 
result of intensive research. 

The medical adviser must decide when the nutritional state is 
satisfactory. The medical adviser comes to a decision when he has 
examined the child and knows the history of the child and the 
quality and quantity of musculature, subcutaneous tissue in addi¬ 
tion to the height and weight. 

The teacher or nurse should weigh the class monthly and measure 
height semiannually. The conditions under which the children are 
weighed and measured should be standardized, that is, measure¬ 
ments should be taken at the same time of day, the same clothes 
should be worn, and bowels and bladder should be empty. The 
technic should be standardized; scales and wall measures must be 
accurate. Data should be recorded systematically. Children showing 



42 


Health in Schools 


no gain in three successive months should be automatically referred 
to the medical adviser for an explanation. In matters of nutrition, 
the teacher and the nurse will do well to confine their health in¬ 
struction to a presentation of the importance of the basic diet. 

It is exceedingly important for a child to understand that varia¬ 
tions in growth exist and that his pattern is unique. Adolescents 
especially are prone to compare themselves with their classmates, 
and when they do not compare favorably they may become appre¬ 
hensive. No personal health attribute should be made an objective 
for competition. 

Studies over a period of years have demonstrated the teacher’s 
ability to perform health inspections.’ 1 In general, because of the 
many demands on the classroom teacher, she should be expected to 
carry out only those tests and procedures which are direct teaching 
aids. The teacher may be prepared for these duties by the doctor 
or the nurse thru continuous in-service training. Since these ac¬ 
tivities are closely related to the daily work of the teacher, the prin¬ 
cipal should help teachers to have both the time and necessary 
facilities for these observations. 


Continuous observation by teacher —The alert teacher is able to 
detect many conditions which may not be revealed by the health 
examination. The child who is constantly inattentive attracts atten¬ 
tion. Does he hear the discussion? Does he see the board? Can he 
read the printed page? Is there some physical cause that makes him 
so apathetic that his interest wanders? Is he bored by class proce¬ 
dures or is he unable to keep up? What are the health difficulties 
behind these conditions? 

Observation of the children at play may be equally revealing of 
physical health and of social and emotional attitudes. There are 
children who always prefer quiet and retreat from active play—why? 
There is the child who occasionally declines to play and also the 
child who can never lose himself in the group play, who continues 
to be so individualistic that he is always left out. The chronic com- 
plainer, the shy, the awkward, the belligerent, the overactive child 
should be observed and accurate diagnosis and well-planned sys- 
tematic g uidance secured. All such obvious handicaps as have been 


■Wheatley. Gforce V. “Case-Finding 
1 he ( hild 4 283-01 _ Muy-June 1040. 


Procedures 


Developed by the Astoria 


School Health Study," 



SYMPTOMS OBSERVED BY TEACHER ClaflaH* 


Styes or Crusted lids 


Inflamed eyes 
















































44 


Health in Schools 


indicated should be noted by the teacher. As the teacher becomes 
more experienced, she will become increasingly discriminating in 
selecting the cases with which she will deal herself and those she 
will refer to the specialist. To fulfil these functions, it is obvious 
that observation of children must be thought of as a continuous 
process—something that goes on thruout the school day. 

A pupil health card provides a simple means of recording these 
informal observations by the teacher (see Figure VIII). These brief 
notations may be easily reviewed by nurse or doctor and followed 
up according to their importance. The important skill to be de¬ 
veloped by the teacher is that of knowing when to call upon the 
services of the specialist. At this point the school administrator can 
be helpful by arranging for conferences, clinics, and booklets of 
information whereby Lhe teacher may become alert to typical situ¬ 
ations and to the possibilities of expert aid. 

Special Examinations 

Previous sections of this chapter have dealt with the importance 
of conferences with parents and with the observations of teachers 
and nurses as sources of information in guiding the health of the 
child. Important as these systematic explorations are, alert admin¬ 
istrators have found it necessary to provide for three general types 
of examinations by specialists. 

Mental testing —Every teacher is aware of the fact that there are 
great differences among pupils with respect to their mental abilities. 
These differences have been demonstrated for many years, par¬ 
ticularly with respect to intelligence or the ability to do schoolwork. 
While classroom teachers are often prepared to give group tests of 
intelligence as a screening process, the individual test is best given 
by experienced psychologists. The necessity for skilled attention 
in cases of suspected abnormality is discussed in Chapter VII. 

Emotional or personality difficulties, often called behavior prob¬ 
lems, usually require skilled attention. Teachers often recognize 
these cases thru such overt signs as bullying, masturbation, timidity 
excessive fears, dishonesty, daydreaming, and unhappiness. Thai 
teachers do not always recognize the significance of atypical be- 
havior ha s been shown by various studies. 4 With the help of such 

l4 W! 2 C nT’ E K ' Chmr ' n ' S Behavhr a " d T ™ hm ' Altitudes, New York, Commonwealth Fund, 



Guidance op Individual Pupil Health 


45 


publications as Mental Hygiene in the Classroom , B teachers may do 
much to discover these maladjusted children and to alleviate many 
of the conditions associated with each case. In giving the various 
tests of personality (see Appendix list) and interpreting the results, 
classroom teachers need the help of persons trained in the fields of 
psychology and psychiatry. The preventive aspects of mental hygiene 
are discussed in Chapter VII. 

Dental examinations —It has been said that nine out of every ten 
children selected at random in any schoolroom will be found to 
have one or more decayed teeth. Recent reports of the young men 
rejected by draft boards show that defective teeth is one of the most 
prevalent physical disabilities. The importance of sound teeth and 
a healthy mouth can be stressed by the classroom teacher and by 
school nurses. 

Nyswander reported from the Astoria, New York, survey: 

Experience indicated that the dental health of school children in Astoria would 
not be improved by better case finding techniques in the school. Two things were 
needed, namely, education in the values of dental care and dental service In two 
experiments emphasis was placed on these aspects. In one the dental hygienist 
assumed the responsibility for instructing children and parents; in the second the 
classroom teachers took over the task. In both experiments the private dentists 
gave most of the treatment services. 

Both procedures brought comparable results but it is evident that the dental 
hygienist who conducts such a program for an entire school would be sorely taxed 
for time to give prophylactic treatments or assistance to the dentist in the clinic. 
Furthermore it is now out of keeping with sound educational theory in health 
education to overemphasize one program (such as dental) without regard to all 
other educational efforts providing for the child’s welfare. The child cannoL be 
helped to form sound attitudes toward assuming future responsibilities for his 
health through campaign methods of specialists. His teaching must be unified 
through one source of instruction—the teacher. 0 

A general program of dental examinations is outlined in the bul¬ 
letin Mouth Health of School Children , 7 Possibilities as to adminis¬ 
trative policies and cooperation between community agencies will be 

E National Education Association and American Medical Association, Joint Committee on Health 
Problems in Education. Mental Hygiene in the Classroom, Washington, D. C : the National Education 
Association, 1939. 70 p. 

0 From an unpublished study by Dorothy B. Nyswander. Report to be issued by the Common¬ 
wealth Fund early in 1942 

7 National Education Association and American Medical Association, Joint Committee on Health 
Problems in Education Mouth Health oj School Children. Washington, D C * the NaLional Education 
Association, 1938 66 p. 



Far hers name ---—.— -Mother's name 





























Guidance of Individual Pupil Health 


47 


found in “Suggested School Health Policies” 8 and Social Services and 
the Schools” Chapter XV also indicates certain cooperative commu¬ 
nity procedures. The Commonwealth Fund suggests the oral exami¬ 
nation card shown in Figure IX. 

Medical examinations —In addition to appraising the health status 
of pupils, the health examination is now recognized as an educational 
experience contributing to pupils’ understanding of health. It in¬ 
fluences their attitudes toward health and toward physicians and 
nurses; it affords opportunities for giving information related to their 
individual problems. Consideration of educative values requires 
that attention be given to the attractiveness of rooms used for ex¬ 
aminations, the personality of personnel, and the procedures used. 
The examination should be a pleasant experience, conducted in 
privacy in as attractive a room as is available and with due con¬ 
sideration by examining personnel to pupils’ feelings. The physician 
and nurse should give individual attention to pupils during examina¬ 
tions, talk with them, give opportunities for questions, and answer 
these as fully as possible. Only thru attention to these matters can 
the examination be made to contribute most to the health educa¬ 
tion of pupils. 

The main purpose of the school health examination is not to make 
a detailed diagnosis but rather to review the health status of the child 
with the idea of bringing into relief handicaps of body and mind 
which need further observation, treatment, and guidance. As a result 
of this examination, the school medical adviser is able to determine, 
sometimes in a specific way and sometimes in a more general way, 
what further medical care is needed, what educational adaptations 
are required, or what changes in the child’s personal life may be 
necessary. 

It goes without saying that a sound knowledge of the characteris¬ 
tics of the growing and developing child is basic to this undertaking, 
as it is to the whole problem of health guidance. A number of recent 
growth studies have increased insight into this important field. 10 

8 National Committee on School Health Policies. "Suggested School Health Polities.” Journal oj 
Health and Physical Education 11* 283-86, 333-35, 358-61, 389-91; May-June 1940. 

0 National Education Association and American Association of School Administrators, Educational 
Policies Commission Social Services and the Schools. Washington, D. C.: the Commission, 1939. 147 p 

30 Fiank, Lawrence K. "Problems of Child Development.” Child Development 6* 7-18; March 1935 
HKehher, Alice V Life and Growth. Progressive Education Association, Commission on Human Re¬ 
lations Series New York D. Apple ton-Century Co , 1938. 245 p fl Olson, W. C Concepts in Human 
Development of Importance for the Education of Teachers. Lecture given at the Teacher Education 
Conference at the School of Education, University of Michigan, July 18, 1940. 




48 


Health in Schools 


It is well recognized that while growth and development proceed 
in an orderly sequence from infancy to adulthood, all organs and 
processes do not mature in parallel at a regular rate. For example, 
an eight-year-old child may have grown to be as large as a twelve- 
year-old child and will continue to behave intellectually and emo¬ 
tionally as a child of his chronological age. The important fact is to 
recognize certain broad indexes and to realize that each child is a 
pattern unto himself. These irregularities of growth and development 
become most apparent at puberty, and here they become especially 
important because the adolescent is likely to be concerned over his 
growth phenomena. 

Where possible every child should have a thoro preschool health 
examination by the family physician. Indicated immunizations and 
correction of defects should be cared for before the child enters the 
school. A full report of the findings and recommendations of the ex¬ 
amining doctor should go to the home as well as to the school and 
be incorporated in the health guidance plan that will follow. 

In the best medical practice the individual’s health guidance plan 
begins at birth and is carried out consistently until death. It is under¬ 
stood in any health examination that the personality make-up and 
the behavior patterns of the child should be given equal considera¬ 
tion with the physical aspects. 

Many children, however, do not have the advantage of either a 
family doctor or a preschool examination. It has been necessary, 
therefore, for the schools to incorporate into their health guidance 
program the so-called periodic health examination. However, the 
best school examination cannot take the place of the series of exami¬ 
nations done by the family doctor, or his alternate, the medical clinic. 
One of the advantages of a private medical examination is that the 
office or the clinic is equipped to carry out the necessary laboratory 
tests and treatments. However, even the best general physicians need 
understanding of the school’s program if they are to cooperate 
fully. By working with the local medical society the school adminis¬ 
trator can develop the kind of intelligent cooperation required. 

In the American Medical Association monograph on periodic 
health examinations, the schedule for the minimum frequency of 
the periodic examination is as follows: 

Prenatal: monthly to bi-weekly 

First 6 months: bi-weekly; second 6 months, monthly. 



Guidance of Individual Pupil Health 


49 


One to 2 years: quarterly. 

Two to 5 years: semi-annually. 
Five to IS: every 2 to 3 years. 
Fifteen to 35: every 2 years. 
Thirty-five to 60: annually. 
Above 60: semi-annually. 11 


Indications for more frequent repetition of the health examina¬ 
tion arise when a child shows changes in appearance and behav¬ 
ior; then the teacher or nurse should immediately send the child 
to the school doctor or urge the parents to take him to the family 
doctor. 


The average child could 
high-school years—at entrance 
examination may be combined 
certificate.” 

A minimum list of the specific 

1. eyes and lids 

2. cars, canals, and drums 

3. nose 

4. teeth and gums 

5. throat and mouth 

6. lymph nodes 

7. thyroid 

8 heart before and after 
exercise 


be examined twice during the 
and before graduation. The last 
with that required for a “work 

to be made is as follows: 

9. lungs 

10. nutrition 

11. skin 

12. orthopedic defects 

13. posture 

14. hernia 
15 feet 

16. nervous system 

17. speech. 12 


Regardless of the frequency of examinations, it must be empha¬ 
sized that all examination procedures should be supplemented by 
the day-by-day observation of pupils by teachers and referral to the 
school medical adviser or school nurse of those who show deviations 
from normal. This concept is based on a recognition of health guid¬ 
ance as a cooperative venture of teachers, nurses, and physicians. 
In past years, some schools unfortunately organized their health 
efforts in a way which required physicians and nurses to work inde¬ 
pendently of teachers, with the consequence that these special 
health workers were considered as auxiliary to the school staff 
rather than an integral part of it. We now know that physicians and 
nurses working without coordination of their efforts with those of 

11 American Medical Association. Periodic Health Examination Chicago: the Association, 1940, p 7. 

13 Smiley, D F “An Approach to the Problem of School Medical and Dental Service.” Journal 
of the American Medical Association 108. 435-39. February 6, 1937. 



50 


Health in Schools 


teachers cannot conduct an ideal, functioning health guidance pro¬ 
gram. In order to achieve coordination of the efforts of teachers, 
nurses, and physicians, the school principal should plan for joint 
meetings of these members of his staff. These meetings may be used 
for planning, for developing new procedures, for discussing the par¬ 
ticular contribution of each and how it fits into the whole program, 
and for devising methods of evaluating the results of health 
guidance. 

The present trend is to de-emphasize the annual periodic school 
health examination. In many cases, the time consumed by the annual 
repetition of the examination used all possible time available of 


medical, dental, nursing, and teaching staff. Annually, defects of 
vision, hearing, teeth, tonsils, nutrition, and personality were re¬ 
discovered, recorded, and filed away. Lack of personnel has led to 
hasty, perfunctory, and inexpert examinations so that no effort could 
be made to sort out even those cases needing immediate medical 
care. Emphasis was placed on examinations as such, and it naturally 
followed that no in-school guidance program worthy of the name 
could be anticipated. Reviews and studies of existing conditions have 
pointed out the necessity for a complete revision of this service. 13 


The school medical adviser needs more free time not only to review 
the results of the medical examination but to plan the health guidance 
program. 14 He needs free time to confer with the school personnel 
teachers and maintenance staff, pupils, family, family physician’ 
public health officers, and representatives of medical societies and 
of other health and welfare agencies. He should plan and participate 
m the in-service health education training program of the school. 
The school medical adviser must have time to keep abreast of his 
field. He should be familiar with such studies as Olson’s investiga¬ 
tions of growth or maturation of the body and its effect upon learn¬ 
ing. 1 " Attempts to evaluate development and physical status over a 
period of years 1(1 have greater significance for education than has 
been generally recognized. It is toward this area that the school 
administr ator should direct some of the skill of his medical staff 


Fr °r ssive Elh,cat,m 16: 576 - 81 : The Chan S“8 Task of the School 

Wheatley, George M „p clt “ v ' 

1-1 Olson, W C , op rit. 



Guidance of Individual Pupil Health 


51 


Solving Health Problems thru School Procedures 

The purely medical and dental aspects of the guidance programs 
are directly concerned with further specialized care and supervision. 
In general, following the school health examination, further diag¬ 
noses, corrections, and treatment are to be referred to the family or 
to the community health agencies. The coordination of health 
agencies is discussed in Chapter XV of this yearbook. 

The school has the responsibility for assuring that procedures 
recommended by the school medical adviser are carried out. This 
medical follow-up frequently entails educating the parents as well as 
the child in the importance of carrying out the doctor’s advice. 
With the coordinated effort of administrator, medical adviser, nurse, 
and teacher, and even with the best cooperation the family can 
provide, the school may have to assume the responsibility for all 
services short of medical treatment. 

The school authority, with the assistance of the county, district, 
or parish medical society, may find it necessary to recommend the 
private doctor or health agency, find means of financing the visit, 
make the appointment, and transport the child to and from the clinic. 
It is obviously unsound to use health advice alone, when definite 
disease has been found even in the so-called “healthy.” 

When the teacher is approached with the problem of health guid¬ 
ance, she will find the greatest advantage in having a complete his¬ 
tory of the child. It is desirable to know everything possible about 
the chi ld—his heredity, economic status, living conditions, home life 
(important physical and mental characteristics of parents, brothers, 
and sisters), history of disease, health practices, and intellectual, 
emotional, and social make-up. 

The health record must be easily available to the teacher. Thru 
an increasing knowledge of the child, gained by the observation of 
his behavior and his attitudes, the teacher adds pertinent facts to 
the health history. Periodic conferences with the child concerned, 
with respect to extraschool activities, may be especially helpful 
in appraising the child’s total program, particularly on the high- 
school level. All children need supervision to reinforce good patterns 
of living and to prevent formation of unsatisfactory practices. 

Careful inventory of the school child’s health needs permits of 
classification. Some children need (a) marked change in home or 


52 


Health in Schools 


community environment; (b) special classes; (c) further care by 
the medical and allied professions; (d) improvement in health 
habits; (e) mental hygiene on the personality and behavior levels 
in mental, social, emotional, and moral guidance; or (f) institu¬ 
tionalization. 

a. Marked change in home and community environment —The school author¬ 
ity may be called upon to assist in the readjustment plan. The problem may be 
referred to the proper community or state agency. 

b. Special classes —Where the child needs special instruction with regard to 
vision, hearing, speech, and other conditions, the school sysiem should make the 
services available. (Discussed in Chapter VIII.) 

c. Further professional care from the medical, dental, and allied professions — 
This group is usually the largest. Some of the children will need special school 
guidance programs in addition to the medical follow-up for further diagnosis, 
correction of defects, treatment, and supervision. 

d. Improved health behavior —This group overlaps with group c. Each child 
would profit by receiving, even occasionally, the personal attention of the teacher, 
nurse, or medical adviser. This personal guidance would be in addition to the 
more formalized group health instruction. In this teacher-pupil relationship, the 
teacher would recognize what health habits need reinforcement and commenda¬ 
tion and what habits could best be supplanted by more desirable ones. 

e. Mental hygiene —This is a term often used to cover the treatment of prob¬ 
lems of nervousness, worry, emotional unbalance, and behavior problems that 
are not easily accounted for by physical causes. The explanation for these phe¬ 
nomena, however obscure, may still be of a physical nature. On the other hand, 
they may be accounted for by faulty home conditions, such as lack of sleep, over- 
stimulation, inadequate diet, too much or too little discipline, no companionship, 
poverty, or no play. They may be the result of worry over school situations or 
they may be based upon irregularities of growth or concern over sex. (Discussed 
in Chapter VII.) 

f. Institutionalisation —This will be needed for certain of the markedly handi¬ 
capped. (Discussed in Chapter VIII.) 

Whatever the problem is, it is well to have the expert advice of 
the doctor before jumping to conclusions and taking the chance of 
giving faulty advice and guidance. The source of mental hygiene 
problems is too often obscure. Every child is not confronted by 
difficult problems of adjustment. However, all children could profit 
by sound educational guidance. The schools must focus on methods 
that will avoid the setting up of inadequate and immature emotional 
patterns. 

When a serious mental hygiene case is observed, it should be 
referred to the school medical adviser for disposal. Special arrange- 



Guidance of Individual Pupil Health 


S3 


ments within the class will have to be made for selected cases. The 
greatest effort must be made to get the child to help himself (see 
Chapter VII). 

A shortened school day or rest periods in a comfortable, quiet 
place may be required by delicate children, the easily fatigued, the 
high-strung, the recently ill, and the occasional heart case. The 
undernourished, the obese, children with faulty eating habits, and 
the diabetic may need dietetic guidance, extra meals, or help in the 
selection of food. The growth of these children should be checked 
monthly. Where a nutritionist is available, this group could well 
be placed under her supervision. 

The overactive, restless child may need even more play and free¬ 
dom to move about than the program provides. The functional pos¬ 
tural defects and cases exhibiting faulty body mechanics may be 
referred to the physical educator by the medical adviser as discussed 
in Chapter VI. In addition to corrections it is often necessary to 
make special seating arrangements for children with handicaps of 
vision, hearing, and speech. Simple, hygienic rules must be reinforced 
in regard to cleanliness, adjustment of clothing, taking off coats, 
putting on rubbers, avoiding drafts, overheating, chilling, putting 
hands into the mouth, picking the nose, and the like. Mental hygiene 
cases should be reviewed by the psychological guidance clinic. The 
findings of the psychologist will be of great advantage to the medical 
adviser in his appraisal of the situation. 

The clinical psychologist has the advantage of a battery of tests 
at his disposal. Some of these tests will aid in determining the intelli¬ 
gence and achievement of the child. Certain special diagnostic tests 
of reading, arithmetic, and spelling may be helpful in locating the 
major difficulty. Many clinics test motor development. Tests of 
growth and development, with the exception of height and weight, 
are usually carried out as special studies. Attention and ability to 
concentrate, memory, imagination, personality, attitudes, and special 
aptitudes may be submitted to testing procedures. 

A few valuable principles for school health guidance are as follows: 

1. Be familiar with the health liabilities and assets of the community. 

2. Practice what you preach. 

3. Add continuously to your knowledge of growth and development. 

4. Familiarize yourself with the needs of each child by reviewing the history 
and the medical adviser’s advice. 




Health in Schools 


54 


5. Learn to know the child as a friend, 
ft. Keep abreast of his ever changing interests. 

7, Depend upon his interests to motivate his health behavior 
S Find occasion to talk with him alone, especially as regards his extraschool 
program and current ambitions 

9. Get acquainted with the family and join forces to achieve results. 

10 Answer all questions accurately Do not hesitate to admit your lack of 
accurate, up-to-date, factual knowledge 

11. Freely seek accurate advice by conferring with your medical adviser, com¬ 
munity agencies, and source material. 

12. Be alert to observe day-to-day changes in appearance, attitude, and 
behavior. 

13. Realize that it often requires professional judgment to decide whether the 
changes observed in the child are based on physical or menLal conditions. 
It is easy to guess incorrectly, 

14. Do not overestimate the value of any procedure. 

15. Remember that the child is conditioned to a large degree by his home and 
community environment. 

16. Recognize the fact that a child may behave one way in school and the 
opposite way at home. 

17. Agree on objectives and methods, for to change a child’s health behavior 
and consolidate satisfactory patterns of living the family and school must 
cooperate. 

18. Where necessary, confer with the parents on the child’s needs, for this may 
be the most important factor in making the indicated corrections. Educat¬ 
ing the parents means discovering their characteristics and getting them 
to agree that something needs to be done. 

19. Build your health instruction program around the child’s changing inter¬ 
ests and needs. 

20. Be encouraging always. 

21. Keep competition completely out of the health practice, for each child 
is a pattern unto himself. 


Health Service Records 

Too much emphasis cannot be placed upon the need for a com- 

f uotott r rd JTi With the Clerical heI P re ^ ired to keep 
of ah no t 7? XI r Ua reC ° rd 15 “ ° rderly ’ brief accumulation 
tr'h , P , . ent data that are easiI y available, confidential, and con- 
lbuted to routinely by all members of the school as the activities 
and appearance of the child dictate. This record should be inter 

Zne th^ me f Cal adVlSer and r6vieWed P^dically to deter- 
“Tr Sta L US ° f tbe cWid ' Has advice been followed by 
l/,CI ’ teacher > and the school personnel? Have defects 



Guidance of Individual Pupil Health 


55 


been corrected? Has the school program been adjusted? bias 
the child gained weight? Does his work progress as expected? 
Is he more cooperative, happier, less conspicuous? 

The form of the record is important. It is often recommended 
that this card be a cumulative record card. There is some question 
of the desirability of one cumulative medical examination card, de¬ 
sirable as it may seem as a device for noting changes in history and 
examination from time to time. Too often the attempt to get too 
much material on a card jeopardizes its usefulness. Space is too 
limited for adequate notations, even with a checklist system, and 
writing becomes illegible. It would seem far better to use a cumu¬ 
lative history card with a new examination form for each subse¬ 
quent examination. The history card must not be too detailed but 
should carry all essential information pertinent to the child. It is 
important that the health record accompany the other records of 
the child. Some school systems provide for this by using large indi¬ 
vidual envelopes containing the school records of each child. 

The school record of the child should include his personal health 
record, which should contain: 

1. The preschool examination 

2. The school health service examination (history, findings, advice) 

3. Correspondence with family 

4. Correspondence with family medical advisers 

5. Correspondence with clinics and agencies 

6. School health service; notes; reports from teachers, special teachers, 
nutritionist, and psychologist; and the doctor’s summary 

7. Nurses’ reports 

8. Notes of counselors and record of use made of these data for guidance 
purposes 

9. A chronological record of examinations, tests, corrections, illnesses, and 
observations from all sources. 

Another barrier to success has been purely mechanical and is con¬ 
cerned with handling the data. If a central record system is not 
maintained, the principal’s office should have the files to maintain 
all data up to date and abreast of current progress in such matters 
as refers, corrections, teacher observations, and changes in the 
guidance program. Special care must be exercised so that the 
health records may not be used in an unprofessional way. These are 
confidential files and must be properly maintained and protected. 



56 


Health in Schools 


It is not always necessary for the classroom teachers to know the 
exact medical findings altho they must have an interpretation of 
the child’s health status in order to make the necessary instructional 
adjustments. Where confidential information is made available, pro¬ 
fessional ethics should prevent teachers from carelessness which will 
result in harm either to the child or his family. 

It is highly desirable to set up the record system so that the local 
data are comparable. This should not mean that at the present time 
research data are the criterion for the setting up of the record 
system. The record system should be set up on a utilitarian basis. 

Variations from the Suggested Procedures 

Current school health service may be considered woefully inade¬ 
quate in terms of total coverage. There are not enough provisions 
for health service outside urban districts. Within these urban centers 
principal attention has been focused on the problem of annual health 
examinations and suggestions for immunization. Problems involving 
the cooperation between home, school, public health authority, prac¬ 
ticing physicians and dentists, and community have not been care¬ 
fully thought out. In the wealthier school districts good provision 
has been made for examination rooms and specialized, well-trained 
personnel. Frequently the employment of a public health nurse is 
the first step. Records are generally inadequate and there is little 
correlation between these health records and the total instructional 
piocess. Some specialized guidance exists but generalized guidance 
integrated within the several curriculum divisions is strangely lack¬ 
ing. There is much too little correlation between physical education 
departments, home economics, and other divisions. 

How much of this total program exists currently in the public 
schools? If the total number of administrative areas (126,849 school 
districts) is taken into consideration, the general conclusion is that 
the great majority (some estimates are as high as 80 percent) are 
without any or else practice only the most rudimentary form of 
health service. Health service is confined largely to urban school 
systems. Even these urban systems are handicapped by the com¬ 
plexities of the problem, the areas of overlapping and conflicting 
authorities, the lack of cooperative planning between the school, 



Guidance oe Individual Pupil Health 


57 


the community health service, the practicing physician, the dentist, 
and the home. 

With the foregoing plan as a goal, what minimal health guidance 
procedures should be undertaken? 

1. Provide for joint planning of school program by school administrator, 
school medical adviser, school nurse, and teacher. 

2. Select and use systematically a simple history card. 

3. Encourage the teacher to test and inspect vision and hearing peri¬ 
odically. 

4. Weigh monthly and measure height twice a year. 

5 Plan for teachers’ day-by-day observation of pupils and referral to 
physician or nurse of those showing deviations from normal. 

6. Provide periodic healLh examinations for all pupils if possible, but 
where facilities and personnel are inadequate limit the examinations 
to those who need it most. 

7. Note mental hygiene cases and develop guidance plan. 

8 Survey community health assets and liabilities. 

9. Use the coordinated efforts of the community as discussed m Chap¬ 
ter XV. 

10. Provide in-service training for the teachers and maintenance staff. 
The county medical and dental societies and the local public health 
authority will cooperate in all aspects of the program. 

The federal government, thru the United States Public Health 
Service and the Children’s Bureau, is assisting the states with budget 
and personnel to promote health education. Consult the directory 
in the Appendix for further details on these services. 

Possibilities in Cooperative Guidance 

Some administrators have focused attention on the teaching 
process. Doctors have been devoted to diagnosing disease and the 
care of the sick. The layman has been interested in avoiding pain 
and discomfort and enjoying feelings of buoyanejr in the hope that 
he may live a long life of satisfaction without the handicap of 
disease. The interests of these three groups must be brought into 
a unified plan of action if the health promotion program is to be 
adequate. The educator and the doctor must point the way, for the 
educator is familiar with school procedures, educational psychology, 
and methodology, while the doctor is trained in the science of health. 
Each must come to a clear understanding of the nature of the school 
child and his needs and the contributions of his profession to the 



58 


Health in Schools 


perfection of the health of the school child, When this is done, a 
joint plan of action can be agreed upon thru which the child may 
be exposed to the most enlightened procedures. 

After years of experience with the health problems of school 
children, there is no evidence to show that the doctors alone are 
prepared to take over the direction of the education of the child in 
matters of health any more than there is evidence that the edu¬ 
cator alone is capable of directing the health practices of the child. 
It must be a cooperative process with the parents playing an impor¬ 
tant role. This is illustrated in the field of medical service, where 
responsibility must be assumed jointly by the individual, school, 
home, family physician and dentist, and the community . 17 Every 
effort should be made by the schools to educate the family in its 
responsibility for the protection of the child. The responsibility 
for medical and dental service must not be usurped by the school 
because of the immediacy of current health problems. 

The schools, in general, have avoided undertaking medical treat¬ 
ment. The medical service has been limited to health examinations, 
consultations, and advice, The recommendations within the school 
are concerned with the child’s program, involving shortening of the 
school day, adding rest, extra feedings, and indications for special 
classes. Every effort should be made to use the medical situation 
as an educational experience from which may be derived principles 
that will function thruout life. The child will learn discrimination 
regarding adequate medical care and practices in order that his 
health may be protected and promoted so that he can live with 
satisfaction. 


17 Sep Chapter \V for cooperation among health agencies 



CHAPTER IV 


School Health Instruction Program 

H ealth teaching today aims at more than mastery of facts. 
It is concerned with the improvement of human living. So 
conceived, much that is called education is in reality health 
education, and that which is termed health instruction becomes im¬ 
portant in every school. The goal of intelligent self-direction of health 
behavior by every person in our society is an ideal toward which 
to strive. Organization of the curriculum to provide experiences and 
instruction for children which will help them to develop acceptable 
health practices, scientific and wholesome attitudes, and under¬ 
standing of sound health principles constitutes the desirable pro¬ 
gram of health instruction in the schools. 

Health is so vitally a part of all living experience that it is impos¬ 
sible to circumscribe the health teaching program with courses, plans, 
and study outlines. The child gains health understandings, exhibits 
behavior of import to health, and develops attitudes toward such be¬ 
havior in all phases of his school experience. These continuous ex¬ 
periences and concomitant learnings are of such importance and the 
understanding of their relation to all education so necessary that each 
teacher must become aware of her role in health guidance and 
teaching if the school program is to be effective in health improve¬ 
ment. Health instruction is the responsibility of every teacher. 

It is recognized that the school provides only a part of the total 
experience of the child. He lives in a home in a community and has 
a multitude of daily experiences, not directed by the school, which 
affect his health behavior. The cooperative action of school, home, 
and community is essential if the most effective type of health 
direction is to be developed. In fact, there may be conflict between 
that which is taught or practiced at home and that which is advo¬ 
cated at school. The child who comes to school with patterns of 
behavior and belief which are contrary to health principles must 
be carefully guided toward improved thinking and doing, without 
arousing in him emotional reactions of contempt, rebellion, or doubt 
concerning his home. The school health instruction program must 


rs9i 



60 


Health in Schools 


be but one phase of a broader health improvement program involv¬ 
ing all groups and agencies which touch the life of the child. 

Realizing these relationships, this chapter will attempt to point 
out the opportunities for improvement of practices, beliefs, atti¬ 
tudes, and knowledge to be found in the school health instruction 
program. Administrators are prone to voice a recognition of need for 
such a program and then to ignore it when curriculum planning and 
program scheduling are under way, allowing no time for it and 
providing no trained teachers. Opportunities for healthful experi¬ 
ences and the development of health understandings should be as 
carefully provided as any other phase of the school curriculum. 
Organization for health instruction is an outstanding need in the 
schools today, and the responsibility for such organization rests 
squarely on the shoulders of the administrator. These leadership 
responsibilities are discussed in greater detail in Chapter II. 

Health Instruction in the Elementary School 

If it is agreed that the measure of success of health instruction 
is its influence on the behavior of the child, then it is readily seen 
that emphasis on facts and knowledge is of subordinate importance 
to the development of desirable practices, attitudes, and under¬ 
standings, particularly in the elementary-school child. Knowledge 
functions as it bolsters practice or makes it intelligible. Health in¬ 
struction in the elementary school is primarily a matter of helping 
the child to live most healthfully each day and to learn to meet 
changing situations in a healthful manner, Health instruction thus 
becomes an aid to a way of life rather than a subject to be taught. 

Such a concept, if truly grasped, would result in a continuous 
health instruction program thruout the school day in connection 
with all activities, and the designation of a specific period in the 
daily program for health teaching as such would be unnecessary. 
Unfortunately, such an ideal is difficult to attain in practice. Many 
schools and teachers are still subjectmatter-conscious to the degree 
that unless a period in the school day is set aside for health instruc¬ 
tion it will be almost completely neglected. Certainly, in all those 
schools where the curriculum is based directly on the needs and 
interests of children and is really functioning on this basis, there 



School Health Instruction Program 


61 


will be little or no necessity for a time requirement for health 
instruction. Possibly the questions listed at the end of this yearbook 
will be helpful in appraising the effectiveness of the health program. 

The nature and content of the health instruction program for ele¬ 
mentary-school children should be determined by the needs and 
interests of the particular group and by the accepted developmental 
standards for children of about the same maturity. No set course of 
study can be prescribed which will fit the needs of all groups or of 
all children, but a guide may be of value to the teacher in charting 
the course of her group in accord with standards recognized as 
being important for similar groups of children. State and local 
courses of study can be of most value if they embody the results 
of group thinking and experience directed to this end, together with 
suggestions as to the means of discovering the needs in a particular 
group and methods which have been used in meeting these needs. 

Knowledge of the developmental and behavior needs of all chil¬ 
dren indicates that health teaching in the elementary school will 
center around the formation and extension of desirable practices, 
attitudes, and understandings associated with (a) nutrition and 
growth, (b) relaxation, rest, and sleep, (c) activity, (d) fresh air 
and sunshine, (e) elimination, (f) cleanliness and care of teeth, 
body, and clothing, (g) importance of and means of securing dental 
and medical attention, (h) control of infection, (i) care of eyes and 
ears, (j) posture, (k) safety, and (1) emotional and social adjust¬ 
ment. In the upper grades of the elementary school there is, in 
addition, need to widen the horizons of the pupils to introduce 
them to health problems of the home, school, and community. 
These problems should not be considered in any predetermined 
sequence but should be more or less constant concerns of the teacher 
as she works with children and discovers their needs and interests. 
The scope and extent of the consideration of any particular prob¬ 
lem will depend on the age and maturity of the children. As the 
child gains maturity he gains in capacity for understanding the 
reasons for health procedures and in ability to solve problems 
related to them, and should be given opportunity for the develop¬ 
ment of such understandings. 

How, then, can the needs and interests of a particular group of 
children be discovered and charted as a basis for the selection of 



Health in Schools 


f>2 


content for that group? Sources of such information for teachers 
are to be found in: 

1. Knowledge of the social , economic, and cultural background of the com¬ 
munity and of the child —Obviously a program adapted to the needs of a child 
of foreign extraction in a mining town will not fit the child from an isolated 
ranch home on the prairie or one from the home of a professional man in a 
metropolis. Nor will it be of value to teach safety principles for rnban areas 
in a one-room school in the mountains The seLting of the child gives the first 
clue to his needs, attitudes, and understandings 

2. An understanding of the individual health condition of each child as re¬ 
vealed by the results of the health appraisal, records of illness, and observations 
uf behavior —Both individual and group health needs come to light by a study 
of the health record cards Each teacher should he familiar with such records 
for her group, Additional records are often available which reveal mental and 
emotional needs. These, loo, should he used as a basis for development of the 
health instruction program for a particular child or group. 

3. Observations of behavior —The child reveals his health habits and attitudes 
constantly in his everyday action. The teacher can observe and note behavioi 
in relation to cleanliness, posture, food, activity, use of eyes, control of infec¬ 
tion, safety, and emotional and social adjustment Helping each child to improve 
his behavior is the goal of health teaching. Certainly an understanding of his 
daily actions is necessary as a starting point. 

4. Expressions of child hit ere st— Thru daily contact with children the teacher 
discovers their interests and, if wise, utilizes them to teach health principles as 
well as to lead them on to the development of additional interests. For example, 
interest in a playground accident may be the initial factor in the development 
of a comprehensive safety unit which leads the child on to interests not inherent 
in the original incident. 

5. Tests of health knowledge and attitudes-- For upper-grade children particu¬ 
larly, knowledge and attitude tests can be used to discover strengths and weak¬ 
nesses in their health background. Such tests should be diagnostic in nature and 
can be of value in planning the health instruction program A list of available 
tests of this nature is to be found in the Appendix section on methods of ap¬ 
praisal of school health programs 

These, then, are some of the ways of discovering needs and inter¬ 
ests. Such material should be compared with the accepted develop¬ 
mental standards for similar groups and an effort made to lead chil¬ 
dren on from their present status to improved understanding and 
practice. Some interests may never develop accidentally. It is the 
business of the teacher to use the interests which are present in a 
child or a group to lead on to wider horizons of experience. With 
such a basic concept, the health curriculum becomes a vital, develop¬ 
ing, changing force in the guidance of children in improved living. 



School Health Instruction Program 


63 


Primary Grades 

Particularly in the primary grades, health instruction should be 
thought of as a way of helping children to live healthfully at home, 
at school, and at play. It is questionable whether any particular 
period should be set aside for health instruction, but every effort 
should be made to direct teachers so that they will become conscious 
of the health opportunities and implications in all their teaching. 

In the primary grades health teaching can be most effectively 
accomplished thru (a) the utilization of daily experiences for guid¬ 
ance in health behavior, (b) stimulation of the practice of health 
habits, (c) development of understanding of the environments and 
the activities of people, and (d) the use of health readers and 
creative expression. The extent to which each method is used will 
depend upon the needs of the group, the availability of materials, 
and the understanding of the teacher. 

Utilization of daily experiences —Opportunities for guidance of 
boys and girls in their daily living experiences are numerous. A few 
illustrations of typical school experiences replete with opportunities 
for health instruction are indicated. 

1. A unit on safety may easily develop from the necessity of training in safe 
practices going to and from school, or from the occurrence of an accident in 
or near the school. 

2. The morning inspection should lead to consideration of problems of illness 
and personal appearance. Care should be exercised to insure that children will 
not be embarrassed before the group if they fail to meet standards of personal 
cleanliness 

3. Checking the roll may lead to inquiry concerning causes of absence and 
a consideration of means of reducing absence due to illness. 

4. The school lunch offers many opportunities for training in cleanliness, 
food habits, manners, and desirable social experience. The educational outcomes 
of the school lunch are sometimes of as much or more significance in the 
lives of children as the actual nutritional benefit accruing from consumption 
of food The properly conducted school lunchroom will be a factor in training 
children to wash their hands before eating, to eat and like a variety of foods, 
to sit down Lo a leisurely meal, to practice good table manners, and to converse 
with others. The school lunch offers an unexcelled opportunity for health in¬ 
struction. 

5. The weighing and measuring program can be the source of many health 
learnings. Children are and should be interested in growth, and concern for 
growth is one reason for the institution of weighing and measuring procedures. 
Interest in things which help children grow will be motivated by growth records 



64 


Health in Schools 


kept by the individual child. The old practice of classifying children as “over¬ 
weight” or “underweight” on the basis of heiglit-weight-age tables has been 
abandoned because of the many false interpretations put upon such data. The 
important thing to discover about each child is the fact that he is or is not 
growing, using this information to encourage health performance favorable to 
growth. 

6. Rest periods are desirable for younger children and should be utilized to 
teach relaxation. It is important that floors should be warm and free from drafts 
if children lie down on them, and that clean mats, rugs, or papers be used to 
protect clothing. Relaxation while seated in chairs or at desks can be taught if it 
is impractical to use the floor. 

7. Learning to use toilets, wash bowls, and drinking fountains correctly pre¬ 
sents many opportunities for health teaching. 

8. The health examination, dental appraisal, audiometer testing, immunization 
program, and tuberculosis testing procedures are sources of many health learn¬ 
ings, Children should know what to expect, how to conduct themselves, and the 
reasons for such procedures as far as they are capable of understanding them 
Discussion should both precede and follow such programs, and attention should 
he paid to the development of desirable attitudes and understandings in connec¬ 
tion with them. 

9. The use of books and materials involves problems related to the use of 
the eyes, lighting, and cleanliness. 

10. Adaptation of clothing to weather conditions is an important consideration 
as weather changes. Wearing coats, rubbers, galoshes, and snow suits for protection 
outside in stormy, cold weather and removing them indoors is important. The 
use of short hose in cold weather is a special problem Children need to be 
guided in behavior in regard to clothing. 

11. Play periods offer opportunity for experience in desirable exercise habits, 
safety skills, enjoyment of fresh air and sunshine, desirable emotional expression, 
and social adaptation. If the play or recess period is to be an educational ex¬ 
perience, it must be planned, organized, and directed by pupils and teachers 
working together. The positive experiences noted are just as possible on the 
playground as fights, quarrels, poor sportsmanship, swearing, and accidents. 
Planning and leadership make the difference. 

Stimulation oj health practices —Because of the fact that health 
behavior is important at home and at play as well as at school, 
efforts have been made to stimulate children in the performance of 
health practices. Many devices have been used—some of them good, 
some questionable. Any device for checking health-habit perform¬ 
ance which encourages dishonest reporting in order to secure appro¬ 
bation of teachers or classmates should be abandoned. Gold stars 
and similar motivations are seriously questioned because of their 
effect on child attitudes. Methods which might be used to stimulate 



School Health Instruction Program 


65 


health practices if efforts are made to keep them educationally sound 
are noted. 

1. Informal morning inspections may be used to check on cleanliness. Such 
inspections should be conducted by the teacher and not by childien This check 
may be made at the same time as the inspection to discover signs of illness. 

2. Attractive posters or charts illustrating “Things We Should Do” may stimu¬ 
late interest in performance. 

3. Individual health-liabit checking devices may interest the child in improv¬ 
ing his performance. These should be used as competitive devices only as far 
as a child is encouraged to compete with his own record. 

4. Quiet commendation of children for desirable performance brings satis¬ 
faction to them. Children are interested in pleasing the teacher and in being 
accepted and approved by other children. This natural desire can be utilized in 
some instances to improve health behavior. Commendation should be expressed 
quietly to the individual child, so that embarrassments and conceits may be 
avoided. 

Understanding the environment and people —In the primary 
grades an effort is made to help the child to explore, understand, and 
adjust to his environment and to the people who touch his life. In 
the study or exploration of any phase of the social or physical en¬ 
vironment, health considerations are of importance. Experiences 
in these grades will include studies of milk, water, food, housing, 
clothing, pets and other animals, plants, transportation, industries, 
and many other problems, all of which have important health im¬ 
plications. The alert teacher will do much health teaching as she 
helps children to become acquainted with and to solve problems 
concerning the world in which they live. There is no need for labeling 
such teaching “health instruction,” but it is important to recognize 
the value of this method of approach. 

Use of health readers and dramatic expression —Health readers 
which are educationally sound may well be placed in the primary- 
grade library to be used as supplementary reading material. Readers 
and stories chosen should avoid the fantastic and unreal, emphasiz¬ 
ing instead stories of real children participating in real experiences. 
Health fairies, personified vegetables, and talking toothbrushes are 
not conducive to the development of the most wholesome attitudes 
and concepts. 

Dramatic and rhythmic expression may be encouraged, using 
real or probable experiences as a basis for pantomimes, plays, 



60 


Health in Schools 


rhythms, and stories. Rather than searching for printed material 
in this area and training the children in its performance, it is con¬ 
sidered more worthwhile to help children in the creation of their 
own dramatic and rhythmic activities. Such experiences are helpful 
in developing desirable attitudes if they are skilfully guided. 

Intermediate Grades 

The health instruction program of the intermediate grades will 
in most respects be similar to that suggested for the primary grades. 
Guidance in daily living, recognition of the health aspects of other 
curriculum experiences, reading, dramatic expression—-these are 
continuing methods to be used thruout the elementary school. In 
addition, the older child has need for more information, more under¬ 
standing, and more knowledge. He needs to know more of the “why” 
of health behavior and to be able to solve problems arising from 
the need for adaptation of behavior to changing situations. Continued 
emphasis on health practice and health attitudes is needed, but these 
do not constitute the whole program. 

Whether or not a specific period of health instruction as such 
should be provided in the intermediate grades depends on the organ¬ 
ization of the school. Those schools operating on a flexible schedule 
will provide for consideration of health problems as problems arise 
and needs become evident. Those whose schedules are more fixed 
will find advantage in designating a period for health instruction. 
Whatever the type of organization, opportunity for improving the 
health practice and understanding of every child should be con¬ 
sciously provided. Flexibility in scheduling should result in integra¬ 
tion, not in neglect. 

It is important that in the attempt to teach more of the factual 
background of health behavior the material used shall be that 
which meets the needs and interests of the particular child or group. 
As soon as a health teaching program begins to concern itself with 
knowledge, there is a tendency to emphasize the technicalities of 
body structure and function without reference to the developmental 
needs and interests of children. Facts which have meanings for 
children in the terms of their experience should be taught. 

Another observation of significance is that there is need for a 
graded program of instruction thruout the intermediate groups. 
It is recognized that the health teaching program will continue to 



School Health Instruction Program 


67 


center around the same areas as it did in the primary grades, but 
the material for health classes for older children should be adapted 
to their level of intelligence and understanding, challenging them 
to thought and action. Teaching the same concepts and conning 
the same health rules year after year will develop in children a wide¬ 
spread dislike for “health classes.” They want to hear and know 
more than is included in “The Rules of the Game” or similar ele¬ 
mentary concepts. Conversely it is important to avoid teaching 
material beyond the level of their development. A practical knowl¬ 
edge of the body and its working is necessary, but the technicalities 
of anatomy and physiology have little place in the elementary school. 
Even in the high school such technicalities have little or no mean¬ 
ing unless they are directly connected with the problems and inter¬ 
ests of pupils. 

There is need for the inclusion of many activities, projects, and 
problems in the health instruction program at this level. Finding 
out how and why things work as they do, evaluating and rational¬ 
izing individual and group practice, planning and executing prac¬ 
tical projects—these capture the interest and enthusiasm of chil¬ 
dren and are the most effective means of learning. Thru such activ¬ 
ities children come to know and to be intelligent concerning health 
problems of the individual, the home, and the community. 

The opportunities for correlation of health material with other 
school areas of experience are many, and the alert teacher will 
recognize and utilize them. Other possibilities are given in Chapter V. 
No attempt should be made to inject health concepts in an artificial 
manner, but certainly opportunities which are inherent in subject- 
matter and activities in other fields should not be neglected. 

Social studies 

1 Study of food supply, housing, clothing, community services, recrea¬ 
tion, transportation, inventions, and disease problems of people of 
this and other countries 

2. The local community, its health services and problems 

3. Health conditions of past generations and cultures. 

Science 

1. How animals and plants grow, develop, and reproduce, and the fac¬ 
tors which favorably and unfavorably influence these life functions 

2 Microscopic life and the role of disease-producing organisms—nature, 
spread, and control 

3. Appreciation and love for the out-of-doors. 




<>$ 


Health in Schools 


Language arts 

1. Health experiences and problems foi written or oral discussion 

2. Child-planned dramatizations 

3. Health articles for the school newspaper 

4. Stories and poems which favorably influence attitudes concerning 
many aspects of living. 

Art 

1. Posters, borders, murals, illustration of individual health records 
Physical education 

1 Safety in physical activities 

2. Adaptation of activities to individual health conditions 

3. Mental and emotional values in participation in wholesome activities 

4. Posture and feet conditions. 


In schools where the activities, experiences, and interests of chil¬ 
dren are the bases of the curriculum, health activities will be an 
integral part of the total picture. In programs of curriculum con¬ 
struction there is need for a recognition of the health relationships. 
Any curriculum which is concerned with the total growth and de¬ 
velopment of children will not neglect the health aspects. 


Selection of Materials for Health Instruction 

The materials used in health instruction vary widely in nature, 
and the choice of materials depends upon the particular activity 
or unit of instruction. 1 Effective health instruction programs depend 
to a certain extent upon the wise selection of materials, and teachers 
often need help in making a selection. The materials used may in¬ 
clude books, magazines, newspapers, bulletins, stories; audio-visual 
aids, such as charts, models, posters, graphs, motion pictures, slides 
radio; construction materials for scrapbooks, murals, charts; and 
environmental materials to be found in the home, school, and com¬ 
munity. 

The most important criterion upon which to judge the worth of 
materials is their effect on the attitudes, information, and behavior 
of the child. More specifically, criteria which may be used to evaluate 
health materials include the following: 

1. Are the materials scientifically sound? Is the subjectmatter valid and is it 
prese nted m such a way that it will facilitate learning? 


lion, Joint ComnmteeTn Health'PrewS' 1 n d j:d^cat^/ m" A ™ r!can Med 
the National Education Association, 1941. Chapters S, S, lo/a'nd 


Associa- 
D. C.: 














School Health Examinations —When the 
child first enters school the thoro physical 
examination, with a parent present, lays the 
groundwork for future cooperative plans. 
Disabilities which have not been corrected 
durmg the preschool period, should receive 
attention at this time. On the basis of the 
information obtained the school can deal in¬ 
telligently with the individual nature and 
needs of the child. 


Photograph by 

St Louis (Missouri) Public Schools 


[ 7o] 



School Health Instruction Program 


71 


2. Do the materials make provision for individual needs and differences? Are 
they flexible in their application? 

3 . Do the materials selected provide for progression in activities and con¬ 
cepts? Is there opportunity for growth? 

4 Are the materials related to the experiences of children in such a way that 
they assume significance in their thinking and behavior? 

S. Are they attractive and hygienic? Do they conserve vision? Are they 
easily cleaned? 

6 Do they have real educational value and not merely entertainment appeal? 

In the selection of materials for health classes, teachers are 
always faced with the problem of the use of materials from com¬ 
mercial sources. Many companies publish charts, bulletins, pamph¬ 
lets, and posters which are available to schools free of charge. 
Much of this material is sound; some of it is questionable. Teachers 
must abide by the policy of the school in which they teach and if 
such sources of materials are prohibited, abide by the ruling. If com¬ 
mercial materials are permitted, a qualified committee should evalu¬ 
ate them and recommend those suitable for school use. Organizations 
from which materials may be secured are listed in the Appendix. 

Things To Avoid in Health Teaching 

The interest of schools in health and the sincere attempts to 
establish programs which will be helpful have given rise to many 
fine practices but have also resulted in some questionable procedures. 
In order that teaching programs may develop along lines which are 
educationally sound, a few cautions are advisable. Things to avoid 
in health teaching are summarized in the following statements: 

1. Artificial rewards are unsound sources of motivation for the 
performance of health habits. They may stimulate dishonest report¬ 
ing, create antagonisms within groups, and attach value to the reward 
rather than to the performance. 

2. Children should not compete in health-habit performance. 
Some children are handicapped because of home conditions or their 
own health status and cannot compete on a fair basis. Further¬ 
more, antagonisms and dishonest reporting are probable outcomes. 

3. No child should be made to feel conspicuous or inferior by 
calling attention to his health condition in the presence of other chil¬ 
dren. Crippled children, overweights, underweights, and other 
deviates should not be subjected to any special comment. 



Health in Schools 


72 


4. Children should not be expected to meet standards which 
are impossible because of home conditions. For example, many chil¬ 
dren cannot have a quart of milk each day because their parents 
cannot supply it. 

5. It would be well for teachers to avoid talking to young children 
about health in abstract terms. They are interested in growing or in 
being big and strong but they are not interested in abstract health 
meanings. 

6. Every effort should be made to avoid emphasis on the morbid, 
the abnormal, or the fearful. Health, life, and growth should have 
happy connotations for all. 

7. Dogmatic statements in respect to health practice should be 
avoided. Each individual is a unique organism whose needs vary 
according to his own particular make-up. It is granted that all have 
basic needs in common, including food, air, water, elimination, 
activity, sleep, and protection from weather and disease, but in 
meeting such needs adaptation to individual differences is essential. 
All children should not and do not eat the same amounts or kinds 
of food, sleep the same number of hours, have the same eliminative 
rhythms, require the same amount of activity, need the same num¬ 
ber of glasses of water, or weigh the same number of pounds. Basic 
concepts and accepted practices should be taught, but not as dog¬ 
matic rules which cannot be altered or adapted to individual needs. 

8. Nursery rhymes, songs, and good literature should not be 
parodied to “teach health.” By so doing, finer appreciations may be 
destroyed. 

9. The teacher who is a poor example to children should be willing 
to alter her health practices so that she may exemplify her teachings. 

10. Teaching which is above or below the intellectual level, or 
which is far removed from the interests of children, shonld be aban¬ 
doned. Every successful health teaching program is based on the 
needs, capacities, and interests of the individual group. 

Many other suggestions for health instruction will be found in 
the publication Health Education' 2 and in “A Report on Health 
Teaching” (December 1941 Journal oj Health and Physical Edu¬ 
cation, p. 556-57, 587-88). Consult also the bibliography given in 
the back of this yearbook. 





School Health Instruction Program 


7.1 


Secondary-School Health Instruction Program 

The organization of health instruction in the secondary school has 
long been a problem. While recognizing the need for such instruction 
for the adolescent, administrators have been hesitant to organize 
their curriculums and schedules in order to provide it. Consequently, 
health teaching has become the responsibility of first one department 
and then another until in many schools it has little or no status. 
There is need for a well-defined policy in regard to health teaching 
on the secondary level. Administrators need to become increasingly 
conscious of this need and to formulate and follow a positive policy 
in regard to it. 

The fact is recognized that health concepts and materials are con¬ 
tained in science, home economics, physical education, and social 
studies courses. The contributions of these areas are discussed in 
Chapters V and VI. Experience has shown that if no additional in¬ 
struction is provided beyond the “accidental” correlated material in 
the courses indicated, the health instruction program is usually in¬ 
adequate. There is a need for a required, health instruction program 
in both junior high- and senior high-school divisions. 

Organization for Health Instruction 

The most important single factor in organizing for health instruc¬ 
tion in the secondary school is the employment of a teacher trained 
in the health sciences and in health education to direct the program. 
Good teaching in this area is made prominent by its scarcity, and 
on good teaching the success of the program depends, no matter 
what type of organization is used. 

Possible administrative arrangements to provide a required health 
instruction program in the secondary school are as follows: 

1. Separate health instruction courses may be established and. 
required o} all pupils —The plan of separate courses has particular 
merit in the senior high school and is recommended as the most 
effective means of providing an adequate program. Physiology or 
human biology is at present included in most high-school courses of 
study. Such a class can be broadened in scope and vitalized so that 
it includes a variety of human conservation problems, both personal 
and public, with physiology and anatomy serving as a background of 
explanation for some of these problems. The emphasis should be 



74 


Health in Schools 


shifted from bones and blood vessels to problems of living. Concepts 
of racial improvement, public health, and adequate personal and 
social living are the sources of curriculum materials. Such a course 
is most profitable in the junior or senior year in high school. It should 
meet daily for at least one semester, preferably for two, and be recog¬ 
nized as on a par with other school offerings. The course might be 
called “Problems in Human Conservation,” “Human Biology,” “Per¬ 
sonal Living,” or something similar. 

In the junior high-school division it seems less desirable to confine 
the required health course to one year or one semester. An ongoing 
program of health instruction can be provided thruout the three 
years of the junior high school on a two-day-a-week basis, alter¬ 
nating with some other subject. This course needs to be definitely 
coordinated with the work being done in science, social studies, and 
physical education so that a unified, nonduplicatory program will 
result. 

2. Health instruction may be conducted in connection with physi¬ 
cal education classes on an alternate day basis —Holding such in¬ 
struction only one day a week is not profitable, but if given at least 
twice a week it can be of value. 

Advantages of teaching health and physical education on an alter¬ 
nate day basis are to be found in (a) the administrative advantage 
in scheduling classes where more than one group must use the gym¬ 
nasium the same hour (one group can be scheduled for the classroom 
while the other is in the gymnasium and then alternated daily); (b) 
the fact that physical education teachers are in an excellent position 
to know the health needs of pupils; (c) the nature of physical edu¬ 
cation programs and the possibility of making them laboratory 
periods for health practice in posture, use of feet, exercise, safety, 
cleanliness, training rules, and emotional habits; and (d) the fact 
that the sexes are naturally segregated and certain phases of body 
development can be more easily considered in separate groups. 

Disadvantages of such an arrangement are to be found in (a) the 
negative attitudes of some pupils toward health instruction when 
they feel that they are being deprived of their physical activity in 
older to study health principles; (b) the attitude of some physical 
education teachers who consider health instruction to be a burden 
instead of an opportunity; (c) the fact that classes are often too 



School Health Instruction Program 


75 


large for successful classroom teaching; (d) the lack of classrooms, 
books, materials, and other teaching aids; and (e) the fact that 
many physical education teachers are not qualified to teach health 
education. Most of these disadvantages can be obviated with good 
scheduling, adequate planning, and excellent teaching. The admin¬ 
istrator has a responsibility in providing the situation in which such a 
program can work successfully. 

3. Health instruction can be made a part of the general science 
curriculum in junior high school ij the science teacher is trained in 
health education —If science is taught each year, certainly health 
instruction can be included in the course of study. In some schools, 
science is taught for one semester and health for the other. The more 
desirable arrangement would be to integrate health instruction units 
thruout the science course (see Chapter V), If this latter plan is 
followed, care must be exercised to insure the inclusion of an ade¬ 
quate health instruction program. Some science teachers become so 
concerned with the technicalities of their subjectmatter that they 
pay little attention to the health needs and interests of boys and girls. 

Whatever method of organization is used, the instruction in health 
principles should be more than a makeshift and an incidental affair. 
There is no course given that is of more importance in helping chil¬ 
dren to improve their living. For that reason such classes should be 
given every advantage so that they may succeed. The practice of 
holding hygiene classes in the gymnasium or auditorium should be 
abandoned. Classes should meet in classrooms, be no larger than 
those in other classroom groups, be allowed credit on a par with other 
school subjects, and be provided with texts, references, charts, slides, 
models, moving pictures, and similar instructional aids. Teachers 
trained in the health sciences should be employed to direct such 
courses. 

The course of study needs to be carefully planned to avoid dupli¬ 
cation and to meet the needs, interests, and capacities of the par¬ 
ticular group. The content of such courses might well include many 
phases of personal, home, school, and community hygiene, including 
nutrition, respiration, excretion, exercise, rest, play and recreation, 
mental hygiene, social relationships, personal care, disease and dis¬ 
order, alcohol, tobacco, drugs, community and industrial health, 
safety and first aid, preparation for marriage and parenthood, 



Health in Schools 


7 (> 


heredity, eugenics, or any other subjectmatter in the field of hygiene 
that may be important to the individual or to the community in 
which he lives. 3 

The selection of subjectmatter for any particular group will de¬ 
pend upon interests, needs, and backgrounds. Discovery of health 
needs can be made by studying health examination records and by 
observing health behavior, as well as by becoming acquainted with 
the social, economic, and cultural background of the group. (See 
material in preceding section on “Health Instruction in the Elemen¬ 
tary School.”) Knowledge needs are evidenced thru an analysis 
of the results of an adequate health knowledge test and thru a survey 
of the informational background supplied in other courses. Health 
interests may be discovered thru awareness of the questions and ex¬ 
pressions of pupils in daily contacts with them and by asking them 
to submit or check a list of health topics or questions in which they 
are interested. If awareness of pupil needs and backgrounds is the 
first concern in selection of subjectmatter, health courses will become 
more functional. 

If health classes are taught each year, care must be taken to see 
that the same general areas are not emphasized too often, or pupils 
will become weary of repetition. For example, in the junior high- 
school division, personal health problems may be emphasized in the 
seventh grade, community problems in the eighth (or vice versa), 
and first aid and safety in the ninth. This arrangement need not 
exclude consideration of pertinent problems outside the particular 
area if need or interest arises for taking up some other material 
related to a particular situation or problem. Flexibility is to be 
desired in the choice of material, but boring repetition is to be 
avoided. 


Methods 


The conduct of hygiene classes does not differ materially from 
the method used in other courses, The choice of methods will vary 
with the size and maturity of groups, available source materials, 
teaching environment, and the training and experience of teachers' 
More desirable methods which may be employed are discussed 
briefly in the following paragraphs. 


3 Moss, Rernice, and Orion, W. H 
Ketreation.” Journal of Health and 


"The Public School Program in Health, Physical Education and 
Physical Education 10: 435-39, 494, October 1939 . ’ 



School Health Instruction Program 


77 


1. Discussion —Pupils in secondary schools will gain much from 
well-conducted discussion. General group discussions led by the 
teacher or the division of the class into small discussion groups under 
student leaders will prove profitable. Panel discussions are interest¬ 
ing and can be used occasionally. 

2. Activities and problems —Activities growing out of interests 
and the solution of problems arising from discussion or reading give 
pupils an opportunity to work in real situations. This method of 
teaching is usually productive of increased interest and application 
on the part of the pupils. It aids the teacher in breaking away from 
formalism in instruction and is helpful in building initiative and 
self-direction in pupils. Projects should be carefully chosen and 
planned, and pupils should be allowed freedom in carrying them 
thru to completion. They may be either group or individual in nature 
and several may be going forward simultaneously in the same class. 

3. Provision of scientific material —Books, pamphlets, magazines, 
and monographs should be made available to pupils. These should 
be placed in the library or classroom and utilized by pupils in work¬ 
ing out their problems. The research attitude and procedure' 1 should 
be developed so that pupils may learn methods of attacking problems 
as they arise in their lives. 

4. Visual instruction—The, use of graphs, charts, posters, slides, 
moving pictures, and similar visual aids adds to the effectiveness of 
health teaching. 

5. Special lectures and demonstrations —It may be desirable to 
have an occasional special lecture or demonstration of technics given 
by a physician, nurse, dentist, oculist, social worker, or other quali¬ 
fied individual. Laboratory demonstrations are helpful in presenting 
certain problems to pupils. Such lectures and demonstrations should 
be integrated with regular class instruction. 

6. Teacher example —The example of the teacher may be con¬ 
sidered a method of teaching inasmuch as impressionable youth is 
so readily influenced by the attitudes and practices of persons with 
whom he associates. Young people who admire and respect their 
teachers often strive to emulate their behavior. 

4 Gregg, Fred M,, and Rowell, Hugh G Health Studies, Home and Community Yonkeis-on-Hudson, 
N. Y.: World Book Co, 1932 258 p. 



Hf.alth in Schools 


78 


Whatever the method employed, whatever the course of study 
pursued, the teacher may consider her efforts successful if she has 
succeeded in building in youth respect and appreciation for the 
human organism and the life process, an understanding of the prob¬ 
lems that confront him in building and maintaining his health, and 
a disposition to meet life’s situations in a sane and wholesome manner. 

Need for Interdepartmental Correlation 
In order that the health instruction program in the high school 
may function most successfully, it is desirable for all departments 
in any way concerned to integrate their efforts. Under the leadership 
of the principal, representatives from science, homemaking, social 
studies, physical education, and health education departments should 
confer and plan together. In this way, undesirable duplication and 
serious omission may be avoided and the pupil introduced to a co¬ 
ordinated program of health instruction. One of the serious criticisms 
of the high-school instructional program in health is that often 
several teachers and departments are conducting programs in this 
area with no concern for or interest in what is being done elsewhere. 
While every teacher should be a “health teacher” in that each is 
conscious of needs and adapts her program to meet them, there is 
danger in having each teach what she thinks necessary without 
understanding the total program. 

What Not To Do in Secondary Schools 
Attempts to include health instruction in already crowded high- 
school programs have resulted in many experimental plans. Good 
has come from such attempts, and thru experimentation schools have 
gradually discovered desirable practices. Unfortunately, all have not 
yet discarded some of the questionable procedures. A few of these 
are noted, together with a few “don’ts” for teachers. 

1. Herding large groups of pupils into the auditorium or the gym¬ 
nasium one day a week for a health lecture is productive of little 
interest. Unless students are active in discovering, compiling, ana¬ 
lyzing, and evaluating material themselves they are, at best, passively 
interested. 

2. In many schools health instruction is allowed to become a make¬ 
shift, “bad weather” program associated with physical education. 



School Health Instruction Program 


79 


Health classes can be profitably held in conjunction with physical 
education, but unless they are regularly held and properly taught 
they can do more harm than good to pupil attitudes. When a health 
instruction schedule has been established it should be maintained in 
the face of the temptation to slip outside when a sunny day comes 
along. Even tho the sunshine may temporarily do children more good, 
a serious attitude toward health classes will be of more value in the 
long run. 

3. Prizes are sometimes given for the most healthy boy and girl 
or to those with 100 percent correction of defects. Such a procedure 
unfairly penalizes the pupil who has no chance to qualify for such 
recognition because of inherent body weakness or unfortunate home 
conditions. In addition, it glorifies the child who, thru no effort of 
his own, happens to be a biologically superior specimen. 

4. Children should not be exploited for the sake of organization 
advertising. Many times an organization will hit upon the idea of 
holding a health contest, an essay, poster, or speech competition— 
not particularly for the benefit of the pupils but more often for the 
glorification of the organization. Groups that desire to serve children 
and improve their health status can do it in more substantial ways 
than by offering a medal or a trip to the one who achieves the peak. 

5. Health facts and concepts poorly adapted to the intelligence 
and interests of high-school pupils are often taught. These may con¬ 
sist of infantile platitudes to which they have been exposed since 
kindergarten, or premedical anatomy and physiology far beyond 
their level of comprehension. Nothing is so boring to high-school 
youngsters or so unproductive of interest as the emphasis on the 
technicalities of anatomy and physiology without reference to their 
interests and problems. Why should we expect them to learn the 
names of the bones of the cranium when they are more concerned 
with knowing how to be attractive, to be accepted socially, to get a 
job, and to understand themselves? 

6. Teachers should rely on accepted and scientific sources of 
material for the health facts and concepts which are taught (see 
Appendix of this yearbook). There is no field in which personal 
prejudice and experience, hearsay, and sensationalism are so apt 
to be substituted for proved facts as in this area of human living. 

7. The belief that the school has met its responsibility for sex 
education when an occasional, isolated lecture on venereal disease 



80 


Health in Schools 


or on the “facts of life” has been provided should be abandoned. 
A truly functioning program aimed at the development of under¬ 
standings and the social adjustment of all boys and girls is the busi¬ 
ness of the entire school and constitutes the program of sex education. 

S. The teacher should not expect boys and girls to develop desir¬ 
able health practices when she consistently exhibits poor practice in 
their presence. The intellectually honest teacher will not teach foot 
hygiene while wearing unhygienic shoes, talk good nutrition and 
lunch on hot dogs and soda pop, or preach temperance and toss off 
a few drinks to celebrate an athletic victory. 

Special Problems 

Among the many problems and concepts which are included in 
the health course of study are several which are likely to be sources 
of difficulty for teachers. A point of view concerning several of these 
special problems is presented. 

Temperance Education 

Tliere is little question but that the physical, mental, social, and 
moral welfare of children and youth would be improved if they would 
avoid the use of alcohol, tobacco, and narcotic, sedative, and stimu¬ 
lating drugs. The damage which these substances inflict upon human 
health is difficult to estimate, but there is no doubt about its being 
extensive and serious. Mental disintegration, moral irresponsibility, 
and social maladjustment follow in the wake of the use of alcoholic 
beverages. The increase in automobile accidents may be partially laid 
at the door of alcohol. Sexual promiscuity is often a result of lack 
of control which follows consumption of alcohol. Crime, poverty, and 
delinquency are frequently associated with the use of alcohol' and 
chugs, loung people should be made aware of the dangers involved 
so that they may avoid the use of harmful narcotics. 

In approaching this problem in the schools, care must be taken to 
insure a type of instruction which will promote the desired results 
rather than a type which produces antagonism and negative attitudes. 
Scientific facts which condemn the use of alcohol and tobacco are 
plentiful and there is no need to draw upon unproved beliefs to 
bolster the case. The misuse of both narcotic and stimulating drugs 
can be readily proved to be harmful to human health. Pupils should 



School Health Instruction Program 


81 


be introduced to scientific fact and experiment and encouraged to 
draw conclusions therefrom. While emphasizing the scientific back¬ 
ground it is well to recognize that emotions and desires largely de¬ 
termine behavior. It is important to help them to “feel right” about 
the problem. An appeal to a youngster’s desire to be strong, well, 
vigorous, and skilled in games; to be able to get and hold a job; to 
become a respected member of the social group—these are important 
in influencing his attitudes and behavior. 

Temperance education should receive more attention in the second¬ 
ary than in the elementary school but should not be neglected in the 
latter when the need and occasion arise. Biology, health education, 
and social studies courses in the high school offer the best oppor¬ 
tunities for this teaching and should be so utilized. Coordination in 
the program is needed, as in all health teaching. In addition to the 
classroom instruction, a wholesome recreational program should be 
provided in the school where young people may participate in desir¬ 
able social experiences. The athletic program provides a particularly 
potent opportunity for the director to instil ideals and standards of 
behavior in these as in other relationships. Individual guidance 
should be attempted in those cases where tobacco or alcohol habits 
have become established. Finally, the example of the fine, clean, 
wholesome, and respected teacher will go far in influencing the 
behavior of many boys and girls. 

The school should not assume complete responsibility for tem¬ 
perance education. If the home is not sympathetic the best results 
cannot be expected. More significant still are the community 
attitudes and situations in respect to law enforcement, roadside 
bars, cabin camps, cocktail lounges, public dance halls, pool halls, 
and other commercialized recreation establishments. Unless the 
community unites to provide a wholesome and safe social environ¬ 
ment for its young people, temperance will remain an unrealized 
ideal. The organization of community councils which attack this 
as well as other social problems is a hopeful development. Only 
thru concerted action will such problems be solved. 

Self-Medication, Fads, and Quackery 

There is particular need in the secondary school to develop in 
pupils a scientific background and understanding which will enable 
them to direct their health practices intelligently and to be critical 



82 


Health in Schools 


of faddists, quacks, and unsound advertising. It is recognized that 
much of the advertising of products important to health is honest 
and helpful but that some of the advertising on the radio, in mag¬ 
azines and newspapers, and on billboards presents exaggerated 
claims and an intensified emotional appeal to the desires for social 
approval and personal fitness as a means of selling medicines, cos¬ 
metics, dentifrices, mouth washes, beverages, and foods. Boys and 
girls need to be helped to discriminate between honest and exag¬ 
gerated advertising in this area. Fads flourish among our people 
and quackery persists despite the efforts of intelligent organizations 
and people to counteract their appeals. Education must concern 
itself with such problems. 

Self-medication is a practice indulged in to varying degrees by 
practically every individual. Minor injuries and ailments may not 
always require medical attention. However, even minor ailments are 
sometimes the danger signals of more serious disorders, and the 
individual who prescribes his own treatment may delay diagnosis 
and effective treatment by so doing. Certainly, continued self-dosing 
is a dangerous practice and should be condemned because (a) it 
delays correct diagnosis and treatment, (b) it builds a false sense 
of security, (c) it may be an expression of excessive concern over 
minor or imaginary ills, (d) it is costly when rated on the basis of 
results secured, and (e) it often results in taking harmful drugs and 
preparations into the body. 

The widespread and constant use of proprietary remedies is a 
universal American problem. Laxatives, headache remedies, sleep¬ 
ing powders, kidney remedies, obesity cures, and preparations for 
diabetes, epilepsy, and women’s diseases are to be found in the 
medicine chests and on the pantry shelves of millions of homes. Their 
effects are often harmful, often absolutely useless, and may be dan¬ 
gerous in that they become a substitute for effective aid. 

Fortunately the vast bulk of cosmetics, mouth washes, dentifrices, 
and similar preparations on the market are harmless in their effects. 
There are a few cosmetics which may prove harmful, but attempts 
are being made to bring them under effective control. Dentifrices, 
mouth washes, gargles, and deodorants are often highly overrated 
by their advertisers and the effects claimed for them out of all 
reason, but most of them are not dangerous. The price paid for 



School Health Instruction Program 


83 


many such preparations may be an unwarranted drain on the family 
budget. 

Fads in diet, exercise, clothing, exposure to sunlight, and other 
practices affecting health come and go. Young people should be 
helped to evaluate the claims of faddists on the basis of scientific 
knowledge. They should be so grounded in the fundamental prin¬ 
ciples of human health and conservation that they will not be gullible 
believers in exaggerated claims of any type. Health is the result of 
a variety of factors and influences properly integrated into living, 
and no one rule or principle can constitute the sole means of attain¬ 
ing the goal. 

The existence of health cults and quackery cannot be overlooked. 
It seems that some people are always looking for short cuts to 
health, for a cure-all type of procedure, for bizarre and unusual 
treatment. Some shrink from the realities of correct diagnosis and 
treatment and seek retreat in promises and procedures that do not 
involve pain or risk. Why, how, and where to seek effective profes¬ 
sional aid for illness and disorder should be a part of the curriculum 
in every secondary school. 

Sex Education 

The problem of orienting each generation of young people to the 
aspects of human living which have to do with the relations of the 
sexes is one which constantly faces society. The scope and nature 
of these relations are broad and varied, including attitudes and 
conduct associated with personal development, friendship, court¬ 
ship, marriage, and parenthood. Sex education is not a subject to be 
taught, a set of facts to be learned. It is a program of living together, 
a phase of education of the total personality of the child. “It means 
instruction, of course, but far beyond that it is a comprehensive and 
progressive process of education calculated to bring about the 
socially desirable adult attitudes and practices necessary to insure 
homemaking, the establishing and building of families.” r ‘ 

The need for guidance in this area is indisputable. Changing 
moral standards and customs, increased freedom from adult re¬ 
straint, changing social conditions with respect to employment of 
women, marriage, divorce, size of families—these are but a few 

c Gruenberg, Benjamin C., and Kaukonen, J. L High Schools and &ei Education Federal Security 
Agency, U S. Public Health Service, Bulletin No. 75. Washington, D. C Government Printing 
Office, 1939 p. XIII. 



84 


Health in Schools 


indications of need for guidance. The young person wants to under¬ 
stand his body development, feelings, and desires, to adjust himself 
to his group and its customs. The need is evident. Society must 
attempt to meet it thru the right type of education and guidance in 
the home, the school, and the community. 

It is evident that the school must assume an increasing amount 
of responsibility in this area if the need is to be met. The school 
cannot do it alone, but working with the home and other community 
agencies it can provide leadership and direction to the program. 
Cooperation and understanding are essential to the establishment 
of a sex education program. Parents are usually not only sympa¬ 
thetic but anxious to have the school assume the leadership, but 
in order for them to support the school as well as to carry on an 
effective program in the home, their interest and help must be 
enlisted. Parent study groups, lectures and discussions in meetings 
of adults, coordinating community councils—all open the way for 
better understanding and cooperative effort. 

The effective sex education program is continuous thruout the 
life of the child. The home, community, elementary school, and 
high school make their contributions. In the elementary school there 
is need for the development of wholesome attitudes in regard to 
sex as well as the establishment of a foundation in factual knowledge. 
It is in the high school, however, that the emphasis needs to be 
placed. The problems of the sex aspects of living are more acute 
during adolescence due to the physiological and psychological stage 
of development then existent. In any sex education program, knowl¬ 
edge is not to be considered the sole or major aim. Knowledge of 
biological processes is necessary, but it alone will not suffice. Emo¬ 
tional attitudes, ideals of behavior, understandings of social forces 
—these constitute the mainsprings of action. Facts are important, 
but interpretation of facts to build ideals of behavior is even more 
essential. 

The many phases of the sex education program cannot be 
discussed here.' 1 That phase which is more directly related to the 
health instruction program merits some comment. In health educa- 
tion, biol ogy, and physiology courses consideration can be given 


For a splendid consideration 
Benjamin C., and Kauhonen, J 


of sex education in the high school. 
L„ op, at., 110 p 


readers are referred lo 


Gruenberg, 




School Health Instruction Program 


85 


to topics such as developing into maturity, reproduction, embryonic 
development, heredity, ductless glands, and venereal disease. This 
latter topic should be taught as a phase of communicable disease 
control and disassociated from the other problems noted. Problems 
of a more personal nature, such as bodily changes, menstruation, 
seminal emissions, and intimate relations between boys and girls, 
need to be considered in unmixed classes, usually in connection with 
the physical education program. There should be opportunity for 
discussion and questions from pupils. 

Contributions of homemaking, social studies, and language arts 
courses are significant and should be correlated with hygiene, biology, 
physiology, and physical education. In the latter department there 
is an excellent opportunity for informal and individual consideration 
of many personal problems. The physical education teacher is in 
a particularly strategic position to help pupils because of the informal 
contacts and opportunities to observe individual needs. 

The personality and understanding of the teacher are perhaps 
the most important factors in the success or failure of teaching in 
this area. Teachers who attempt to give guidance in the sex aspects 
of human living should be emotionally mature and have a balanced 
attitude toward life; should have a sympathetic understanding of 
the problems and feelings of boys and girls, approaching their prob¬ 
lems with insight and judgment; should be persons of good char¬ 
acter, exemplifying only the highest type of behavior in their own 
living; and should have an educational background which fits them 
for this work. Poise, judgment, balance, frankness, understanding, 
knowledge, and sympathy are needed to insure positive teaching 
results in sex education. 

As in temperance education, the school cannot do all that is 
needed. Even tho the school supplies teaching, guidance, and a 
good recreational program, undesirable conditions in the home and 
community may result in undesirable behavior. Coordinated effort 
on the part of all people and all agencies touching the lives of 
children is of paramount importance. 7 

1 American Association of School Administrators Education lor Family Life Nineteenth Yearbook. 
Washington, D C.: the Association, a department of the National Education Association, 1541 368 p, 
!l Folsom, Joseph K. Youth, Family, and Education. Prepared for the American Youth Commission. 
.Washington, D C.: American Council on Education, 1941. 299 p, 1! Goodykoontz, Bess, and Coon, 
Beulah I., co-chairmen. Faintly Living and Our Schools Sponsored hy the Department of Home 
Economics of the NEA, the Society for Curriculum Study, and the U. S. Office of Education New 
York' D Appleton-Century Co., 1941. 468 p. 



86 


Health in Schools 


Safety Education 

There are certain aspects of the safety education program which 
lend themselves to coordination with health instruction. In many 
schools the health and safety curriculum has been worked out as 
a unit, and safety concepts and activities are included thruout the 
entire span of the health instruction program. In other situations 
safety has been taught as a separate subject or correlated with 
other courses of instruction, including social studies, science, indus¬ 
trial education, physical education, language arts, and home eco¬ 
nomics. Whatever the method selected, safety education has an 
important place in the curriculum offering of every school. 

The aspects of safety instruction which are most readily and 
logically taught in conjunction with health classes are those which 
relate to personal safety practices, first-aid procedures, and certain 
community safety problems. Industrial safety, fire prevention, flood 
control, driver education, and certain aspects of traffic safety can 
better be taught in connection with other courses. Health classes 
should not assume the complete responsibility for safety instruction 
but should logically include many important phases of safety edu¬ 
cation within the scope of their work. 9 

Adult Education 

If the health program for children is going to bring positive 
results, it must become a cooperative enterprise which enlists the 
best efforts of all persons in the community. Citizens, parents, and 
schools must work together for the improvement of opportunities 
for healthful growth and development of children; in order to be 
able to do this, opportunities for adult education are of especial 
importance. 

Thruout the United States there is a growing program of adult 
education being sponsored by both public and private agencies. 
Parents are becoming increasingly interested and concerned with 
problems affecting their children and are welcoming opportunities 
provided in this area. Schools can be centers of functional adult 
education programs for parents in several ways, a few of which are 
indicated. 


'Ament an Association of Vhunl Llniinistidtun 
mglun. Ii C. the A-.sijii.inun, a department uf the 


Solely Rd in of ion Eighteenth Yearbook IVash- 
Naliunnl Eiiuution Association, 1040. 544 p. 



School Health Instruction Program 


87 


1. Forums, lectures, adult classes, and study groups for parents 
can be organized, centering around the understanding of the child, 
his growth and development, his needs and interests, and means of 
providing the environment and guidance which will result in im¬ 
proved living for all children. Such groups may meet at the school 
under competent leadership or may be organized in neighborhoods 
on a more informal basis. They should give parents an opportunity 
to meet and discuss their problems as well as to receive instruction 
from trained people. 

2. Community councils may be organized which are concerned 
with studying the health needs of children in the community and 
developing programs and procedures to meet such needs. Again, 
leadership is important and such a council may be the center of 
an educational program for all adults, particularly parents. The 
school is often the force behind the organization of such community 
planning groups. 

3. General public health education may be conducted thru the 
use of the radio, the newspaper, special exhibits, bulletins, leaflets, 
and similar materials. This type of activity is more often the respon¬ 
sibility of local and state departments of health, but certainly the 
schools can employ similar technics in reaching parents concerning 
the health problems of their children. 

4. Parents may and should be invited to the school to participate 
in health activities centering around their children. The health ap¬ 
praisal of the child should be interpreted to the parent. Immuniza¬ 
tion and tuberculin testing programs depend upon parental cooper¬ 
ation for their success. If parents are invited to help plan for these 
activities instead of just being told about them after they have been 
organized, a more wholesome and cooperative relationship will exist 
between home and school. 

5. Visiting nurses and visiting teachers who go into the homes 
can do much to help parents to understand better the needs of their 
children and to organize their living so that these needs are met. 
In the final analysis it is the individualized approach to the prob¬ 
lem of adult education which probably bears the most marked 
results. Such relationships between home and school must be 
friendly and cooperative if good is to result from them. 



as 


Health in Schools 


The school can do much to bring the parents and all other adults 
into its program of helping children. Only thru the development of 
an interested, informed citizenry cooperating with public health 
agencies and with the schools in their efforts to improve human 
living can real progress be expected. 



CHAPTER V 

Health Instruction in Related Areas 


I f each subject or area of school experience is to contribute to 
health education, three fundamentals must be provided. First, 
the superintendent of schools must make it clear thru statements 
of policy and thru administrative organization that cooperative 
health instruction is desirable. Second, the course of study bulletins 
must provide illustrative materials, units, and purposes designed to 
promote health. Third, principals and supervisors must provide a 
continuous program of encouragement and assistance that will help 
teachers in the related areas to contribute to the health program. 

Possibilities of Cooperative Health Teaching 

Once the administrative policy and organization have given the 
proper cue, teachers will readily find in the school program many 
opportunities for cooperation within and among the various subject 
fields or grade levels. Situations and problems constantly arise which 
serve as a basis for cooperative study. In fact, the working together 
of several groups and several teachers in the solution of a pertinent 
and interesting problem is a fine type of health teaching. Possible 
projects of this type include: (a) the school lunch program; (b) 
school housekeeping, lighting, and ventilation; (c) safety at school 
and in the community; (d) school recreation program; (e) health 
conditions in the community; and (f) control of disease in the school. 

Organization of a faculty group for such cooperative teaching is 
a necessity and should be initiated by the principal or by the health 
coordinator (if one is employed). Thinking and planning together, 
teachers can discover needs, pool ideas, evaluate suggestions, and 
formulate programs. A suggested procedure for getting under way 
might include the following: 

1. Recognition of a health problem which involves many pupils in dif¬ 
ferent groups. The problem may be brought to the attention of the 
principal or coordinator by a teacher, a pupil, or a group of pupils 
and teachers 

2. Calling together a committee, representative of the group (faculty and 
pupils or faculty alone) 


r 89 1 



90 


Health in Schools 


X Discussion of problem and exploration of educational needs 

4. Pooling of ideas and suggestions for teaching, for committee action, 
for pupil action 

5. Evaluation of ideas and suggestions 

C. Formulation of a plan of procedure 

7. Putting the plan into operation 

S. Evaluation of entire eftorL 

In some instances the need for cooperative teaching may originate 
not in an immediate problem but in an area of study involving several 
subjectmatter fields. For example, the milk supply of the community 
is just one problem which may be studied in agriculture, science, 
social studies, home economics, and hygiene. Again there is need for 
cooperative action so that the teaching in these fields may be related, 
duplication avoided, and pupil interest maintained. Teachers of these 
subjects on the secondary level should definitely work together in 
planning their courses of study for the year. It is important that 
each knows what the other is doing and that health material is neither 
monotonously duplicated nor blithely omitted. Needless to say, 
teachers should be sure that the sources of materials they use are 
authentic. 

Incidental health correlations will arise in practically every sub¬ 
ject area taught in the school. The teacher should become conscious 
of these opportunities and utilize them educationally. There is no 
necessity of injecting health material where it does not naturally fit. 
The opportunities are sufficient for natural treatment without “drag¬ 
ging it in by the heels.” Most of the illustrations that follow relate to 
the secondary-school level where subjects are usually departmen¬ 
talized. The correlated type of instruction common to elementary 
schools is discussed in Chapter IV, 

Examples of Cooperative Health Teaching in City Schools 

Reference has been made to the fact that health teaching is the 
concern of all teachers and that valuable contributions to health 
information and attitudes are inherent in several of the subjectmatter 
fields. Provision can be made in the school program for cooperative 
health teaching projects in which many or all teachers and pupils 
participate. Thru related area teaching and cooperative school action, 
health instruction can be implemented and vitalized, becoming more 
significant in the lives of pupils. 



Health Instruction in Related Areas 


91 


The following examples merely illustrate some of the teaching 
areas which may be used to make substantial contributions to the 
health program. The descriptions are necessarily too brief to indi¬ 
cate the complete instructional processes. Only enough detail has 
been given to show the possibilities which alert administrators and 
classroom teachers may use in developing an interest in the coopera¬ 
tive aspects of health instruction. 

Some of the illustrations assume a departmentalized school situa¬ 
tion such as is found in platoon schools and in secondary schools. 
Most of the suggestions are adaptable either to departmentalized or 
to integrated programs. Illustrations might have been cited for such 
areas as English, physics, and chemistry. The possibilities for health 
work in physical education and recreation are treated in Chapter VI. 

Social Studies 1 

In the first example a junior high-school teacher of social studies 
briefly indicates the health instruction aspects of certain typical 
units. The basic philosophy underlying this statement is that the 
social studies should help the individual to understand and to adjust 
to his environment. Obviously, healthful living is involved in this 
adjustment. 

In our first unit of orientation to the new school we investigate our physical 
environment, studying the plan of the building, arrangement of classrooms for 
convenience and lighting, the purpose and use of ventilating system, and the 
locaLion and care of lavatories. Quite logically we come to traffic rules in the 
halls, emphasizing the element of safety. In the discussion of the schedule we 
budget time for a week, planning all activities for balanced living of study, play, 
and rest. In explaining legal and illegal causes of absence we speak of avoidance 
of common colds by etiquette and sanitation. The subject of proper sleep comes 
in our drive for punctuality. 

We also learn about the gymnasium, its purpose and use, accenting the health 
side. In the same way the physical aspects of the homeroom as housekeeping, 
dusting, care of books, cleanliness of blackboards, adjustment of window shades 
and seats, general order, and cleanliness contribute to the health factor. Even 
more obviously we learn about the cafeteria, “what to eat and why,” by planning 
sample well-balanced menus in keeping with the budget. 

Last we study the school clubs, bringing out their recreational purpose and 
fostering the hobby idea for mental health. 

We spend a great deal of time on the family as an institution, showing how 
the duties and responsibilities of each member bring about a well-adjusted family 

1 Based on a statement by Sara Kroner, Oneida School, Schenectady, New York. 


92 


Health in Schools 


life. We show how leisure lime may he spent profitably within the home Usually 
the housing problem will occur in this unit, giving opportunity to stress ventila¬ 
tion, heating, lighting, plumbing, and even furnishings fiom the health standpoint. 
Last, the idea of the home as a place of rest, furnishing a sense of security and 
teaching morality, is certainly a health contiibution 

An entire unit is devoted to worthy use of leisure time In this are shown the 
necessity for recreation, amusemenLs of earlier times and today, community serv¬ 
ices for recreation, reading for leisure, hobbies, and games for all the family. 
Some time is given to commercialized amusemenLs and the harmful effecLs of 
overindulgence in leisure-time activities. 

Where the school administrator encourages the use of excursions, 
cooperation with various branches of the local government, sched¬ 
uling of outside lay speakers, and similar procedures, it is possible for 
social studies instruction to deal with many important problems 
directly related to individual and community health: 

Another unit called “My Value to Society” can be approached entirely from 
the safety viewpoint. It teaches automobile and traffic regulations, fire prevention 
and protection, insurance, sanitation, sewage disposal, pure water supply, build¬ 
ing codes, quarantine laws, clinics, and care of and help to the handicapped. 

In the eighth grade where we interpret the community, we study community 
agencies for maintaining health and safety regulations in home and industiy 
We also hope to build further health protection thru the unit on propaganda 
where superstitions, patent medicines, and cure-alls are discussed. 

The foregoing program obviously provides health instruction a 
logical and natural place. It is not necessary to use artificial means 
to build understanding and appreciation of the importance of health¬ 
ful living when social studies instruction is coordinated with health 
instruction. 

General Science 

In the field of general science, many opportunities arise which are 
admirably suited for both the introduction and the clinching of 
health facts and habits. The words “opportunities arise” are indica¬ 
tive of teaching situations not explicitly planned for in a course of 
study. The individual teacher can insure the existence of such oppor¬ 
tunities thruout the course by carefully integrating “leads” into his 
lesson plans. The success of related health teaching depends on the 
ability of the individual teacher to make the most of those oppor¬ 
tunities which have been insured existence, in addition to those 
which will arise naturally from class investigations and discussions. 



Health Instruction in Related Areas 


93 


How does a teacher take advantage of these situations? Individual 
differences among teachers will, of course, color the treatments of 
any particular situation. The following treatment of a classroom 
discussion hinging on the study of the weather may suggest some 
useful procedures related to health teaching. 

The eighth-grade class has been studying weather factors. The dis¬ 
cussion for the day concerns “relative humidity”—its meaning and 
its determination. It is assumed that several attempts may be needed 
to get the correct pupil response which will be the only one here 
noted. 2 

Instructor • Shortly before this class came into the room I had the blackboards 
washed. You can see the last spots drying now. Where has the water gone? 

Pupil ' It dried up into the air. It evaporated. 

Instructor: That’s true That accounts for there being some water in the room. 
John, suppose you walk over to the window and blow your breath on it. What 
do you see? Water. We have thirty-five pupils here all breathing water into the 
air What’s going to be our feeling if we keep this room airtight for the day? 

Pupil: We’ll all get headaches. We’ll feel stuffy and sticky. 

Instructor: What will happen to the amount of water in the air? 

Pupil: The air will become more and more filled with water. 

Instructor: That’s important. It shows us that the air can hold different and 
ever varying amounts of water. We use the word “humidity” to describe the 
amount of water in the air. On warm, sticky days you’ve heard people say, “It 
isn’t the heat; it’s the humidity.” We will attempt to prove for ourselves later 
Lhe truth of that remark. I have here two thermometers. One has its mercury 
bulb covered with a dry wick Paul, will you read these thermometers for us? 

Pupil: They both read 72° F. 

Instructor: I am going to wet the wick of the one with water at 72° F. Can 
you notice any change taking place? 

Pupil: The wet bulb thermometer is going down. 

Instructor: Remember the water was the same temperature as the air in the 
room. Can anyone tell me why the thermometer should drop? 

Pupils: (Answers unsatisfactory.) 

Instructor: Let us try to solve that problem by another experiment. Mary, 
I’m going to place a drop of alcohol and a drop of water on the back of your 
hand. You tell the class how they feel. 

Pupil: They feel cold. The alcohol spot feels colder than the waLer. 

Instructor: Which one is drying faster? 

Pupil: The alcohol has dried up already. 

Instructor: Notice that the colder spot dried faster. Also that both were colder 
than the dry part of the hand. Where do we use alcohol to cool our skin? 

2 Based upon a report by Robert Murray, Washington Irving Junior High School, Schenectady, 
New York 



94 


Health in Schools 


Pupil: Patients in hospitals arc given alcohol baths in summer to cool them off. 

Instructor: True. I’d like to show you why liquids cool off your skin when 
they dry. We will place some ether, which evaporates faster even than alcohol, 
in a watch glass which is placed on a drop of water. By fanning the glass we 
make the ether evaporate even faster. You can see that the watch glass has frozen 
to the water it was resting on. The evaporating ether took enough heat from 
the water to lower its temperature below the freezing point. Liquids absorb heat 
when they evaporate. Someone tell us where else he has noticed this. 

Pupil: When we are standing around all wet after swimming we are cold, but 
when we dry we are warm again. 

Instructor: Good. Do you see now why it is a good idea to have a towel along 
to dry quickly? Those wet feet and clothes which we are apt to disregard in the 
winter and spring make us colder than usual as they dry off A quick change 
saves us a bad cold or even worse. I am reminded of how you boys like to throw 
the windows open to cool off after coming in all perspiration from the gym class. 
Does anyone see the clanger in that? 

Pupil: We can catch cold by drying off Loo quickly m the cool air. 

Instructor: Yes, That quick-drying perspiration is likely to cause dangerous 
chills. Keep this idea of coolness from drying perspiration in mind. I am going 
to come back to that later. You can see now why the wet bulb thermometer is 
lower. James, suppose you check the readings now' and at the same time state 
an explanation. 

Pupil: The dry bulb reads 72°; the wet bulb, 62°. The water evaporating 
from the wet bulb took heat away from the mercury, making it contract. 

Instructor: Remember that ether evaporated faster and thus took away more 
heat. What would happen if the water were made to evaporate faster? 

Pupil: The difference between the two bulb readings w'ould increase. 

Instructor: And if the water were made to evaporate more slowly? 

Pupil: The difference between the two becomes less. 

Instructor: Can anyone offer a suggestion as to what would vary the speed 
with which the water is evaporated? 

PupiP A dry day would evaporate the water faster. A wet day would mean 
slower evaporation. 

Instructor: Now we can see why this device enables us to determine the amount 
of water in the air. On a dry day the difference between the thermometers is 
greater than on a damp day. By the use of these wet and dry bulb thermometers 
and this humidity chart we can calculate what we call the “relative humidity” 
of the room. You can see on the chart that the greater the difference between 
readings, the smaller the numbers become which indicate the percent of the air 
filled with water vapor. Today’s humidity in the room is 49 percent. This is a 
healthful figure Any humidity reading between 40 to 60 percent is ordinarily 
acceptable for good health. Under what conditions would you expecL a high 
humidity? 

Pupil: On hot summer days just before a storm. 

Instructor: Yes. When would you find a high humidity inside? 




Health Instruction in Related Areas 


95 


Pupil: When there are a great many people in the room, the air gets sticky 
and stuffy. Is that from water in the air? 

Instructor: That’s right. Remember I told you that we would get back to the 
point previously mentioned, that liquids (in this case, perspiration) take away 
heat as they evaporate. Your perspiration which is continually evaporating from 
your body controls your body temperature thru its cooling action. When a room 
gets saturated or filled with water vapor it is like a sponge; it can hold no more. 
That means that your perspiration stays on your skin. That accounts for the 
wet, sticky feeling. The hot, stifling feeling is due Lo the failure to have lieaL 
removed by perspiration evaporating. What is the solution to the problem? 

Pupil: Circulate fresh, dry air so that more moisture can be evaporated. 

Instructor: Good You will recall, perhaps, air conditioning advertising. Air 
conditioning not only regulates temperature but also keeps the humidity be¬ 
tween 40 to 60 percent. 

Pupil: What do they do to keep it there? 

Instructor: By circulating fresh air which is of high or low humidity as the 
occasion demands. In the winter, air in homes needs to be watched carefully. 
Which direction does the humidity tend to go? Up or down? 

Pupil: We have to add water to our furnace so it must be that the air is dry. 

Instructor: Right. Heating devices lower the humidity. Perhaps you have 
noticed your mouth drying up, causing you to take frequent drinks of water. Dry 
air irritates the lining of your nose and mouth. That dryness contributes toward 
the chance of catching cold. Make sure that the water reservoir in your furnace 
at home stays filled. 

We have on the blackboard a few problems related to the work we have just 
completed. They are problems which will require some original thinking on your 
part, 

1. Some days in summer we are more uncomfortable than on others which 
have a higher temperature. Explain. 

2. How does a fan cool us even tho it is blowing the same air that is making 
us warm? 

3 Why are wet swimming suits cold even tho the water they come from is 
the same temperature as the air? 

4. Why does spraying water on hot days momentarily cool off the ground? 

5. Why does the humidity in a classroom rise as the morning class begins? 

Even a casual survey of courses and texts in general science indi¬ 
cates a fairly uniform subjectmatter content despite a great vari¬ 
ance in treatment. The following topics, for example, offer oppor¬ 
tunities for both indirect and direct health teachings: air, combus¬ 
tion, heat, water, distillation, light, sound, bacteria, and foods. Where 
teacher and supervisor are alert to the purposes of the health pro¬ 
gram, general science can be an effective channel for influencing both 
individual and group health behavior. 



% 


Health in Schools 


Home Economics" 

In a program where there is planning for integration of subjects, 
many areas of health education and home economics education will 
dovetail so completely that the integration will be largely a matter 
of working out the procedures. Administrators should encourage 
teacher and pupil participation in the planning of any program and 
recognize the necessity of basing such a program on the needs of the 
specific community and particular groups and individuals in that 
community. In many of the areas of home economics education the 
correlation with health education is obvious. The following is not 
offered as a complete discussion of the possibilities of correlation; 
it is intended to be suggestive rather than limiting. 

There is general agreement that the right food habits are closely associated 
with good health and yet we know that it does not follow that acceptance of 
the truth insures its practice. There are still fertile fields for home economists 
to cultivate to improve the food habits of people of all income levels thruout 
the United States. This is not a new challenge. It was recognized and accepted 
in the early days of so-called “domestic science” The fruits of those early 
efforts arc evident today, but there is still much to be desired in the food habits 
of the nation. 

Teachers of foods and nutrition are attacking the problem in many ways to 
meet the needs of their pupils in such a manner that knowledge gained in home 
economics classes is truly functional Adequate dietaries are planned and pre¬ 
pared in foods classes to meet the needs of families at different income levels. 
Pupils develop a background of nutritional facts which help them to evaluate 
the wide variety of available food items on the market today. Children of foreign- 
horn parents arc encouraged to study and evaluate the dietaiy habits of the 
country of their parents' birth. A realization that it is natural for adults to cling 
to the customs of the home of their youth and an understanding of those customs 
will frequently improve parent-child relationships. Of equal importance will be 
the realization by the pupil that with a few additions to, or substitutions in, the 
family dietary il can be made adequate according to the nutritional standards 
she has learned. 

Home economics teachers in schools certified for using surplus 
commodities are supervising the preparation and serving of a hot 
lunch at school. In this way the problem of faulty nutrition can 
be solved by adding the lacking nutrients to the pupils’ diets. The 
hot lunch at school should also be regarded as a means of improving 
eating hab its. A study of the working ability and mental alertness of 

N™ B Yo?k!' t,nn a Sla,emi ' nt by LuCill< ' S,arr d,Kl Ma,iorie ott ’ Mt High School, Schenectady, 




Health Instruction in Related Areas 


97 


pupils could be carried on cooperatively by pupils and teachers in 
controlled situations to test the results of a cold lunch eaten hurriedly 
in contrast to a hot lunch eaten more slowly in pleasant surroundings. 

Realizing that girls and boys of high-school age may be called 
upon to care for members of the family who are ill, the school phy¬ 
sician, nurse, and home economics teacher may plan, with the co¬ 
operation of the pupils, a unit on caring for the sick in the home. 
The cooperation of outside agencies such as the American National 
Red Cross and the Public Health Nursing Association can be in¬ 
vited for demonstrations of nursing technics, and in addition the 
pupils should be allowed as much participation and practice of these 
technics as is possible with available equipment. The home eco¬ 
nomics teacher can contribute her share in such a cooperative pro¬ 
gram by directing the study of the invalid dietary. 

The correlation between home economics education and health edu¬ 
cation is readily seen in a study of housing. House care and sanitation 
have been taught since the beginning of home economics. These skills 
and technics for making a home livable are given a broader interpre¬ 
tation today but are none the less important. In the study of housing, 
there is increased recognition of the factors contributing to a safe, 
sanitary, and attractive home. Boys and girls of high-school age have 
a growing interest in homes—their present home, but more par¬ 
ticularly in a home of their own in the not too distant future. They 
are developing standards for living and consumer purchasing. These 
standards will affect the housing and human welfare of the com¬ 
munity of the future. 

The informality and easy rapport characteristic of many home 
economics classes in secondary schools provide opportunity for the 
adjustment of social problems of young people. In some classes the 
members may be told that the course is theirs to plan in order that it 
may help them to meet the problems which confront them now or 
are apt to confront them in the rather near future. 

Thru the use of question boxes in which anonymous questions may be 
placed, all sorts of conflicts come to light. Youth has a difficult time assuming an 
adult role, due largely to the attitudes of their elders. One day they are treated 
as immature children; the next, reprimanded for their childish behavior. There 
is no status for the adolescent. He is neither adult nor child—one day one, one 
day the other, his cues coming largely from older people. 

During the depression, every effort was made to keep youth in school They 
were not to want jobs. Now that they are needed for defense, they are adults. 




98 


Health in Schools 


So there is a definite conflict on this score of their status. Boys and girls encounter 
all manner of trouble at home. Some parents seem unable to cope with these 
young people who are trying desperately to assume an adult role Thus problems 
arise within the home and there results conflict between parent and child. 

Thru discussion in class of problems presented anonymously or as “my friend’s 
problem,’’ many a boy and gill have been helped with their conflicts 

The mental state of a high-school student is shifting; it fluctuates 
from the feeling of being quite important to an inferiority complex. 
These fluctuations are accompanied by their characteristic behavior 
patterns. Emotional instability with the social insecurity about which 
the present generation knows much needs a clearing-house such as is 
found in classes in home economics where social problems, personal 
problems, and economic problems are laid open, discussed, and 
evaluated. 

In connection with the work planned, outlined, explored, and evaluated by 
students under teacher guidance in home economics courses, all sorts of vistas 
are opened up These vary with the needs, capacities, and backgrounds of the 
group and of individuals in the group. Problems of living successfully and satis- 
fyingly in the family and in the community open up many avenues of expression 
and offer opportunities to understand people which always work to the advantage 
of the individual who is doing the work. In one school it was found that girls 
working with problems of child care, training, and development unconsciously 
did a perfectly splendid job of recognizing personal problems and habits which 
(hey had never before recognized or admitted. Violent temper tantrums in chil¬ 
dren became quite personal and several girls went Lo work on themselves. 

One girl who disliked children cast the only dissenting vote against work 
with children but agreed to follow along only because the group voted to do so 
Too many babies in her own family and conditions in the home were responsible 
for her attitude. After doing her share of first observing, then participating, in 
the nursery school and studying child behavior, her attitude gradually changed 
and, incidentally, her whole attitude toward her home and herself. 

When problems of defense are mounting rapidly, many girls are 
needing help in stabilizing emotions. The marriage age is lowering 
and hurried marriages are the order of the day. There is need to 
differentiate between love and conscription. The changing roles of 
women make a special demand for mental and emotional health. It 
seems important that every school should develop its own program 
of health education and integrate subjects so well that boys and 
girls may have opportunities to find answers for their every need. 
Sex education, temperance, and other problems related to home 
life are discussed in Chapter IV. 



Health Instruction in Related Areas 


99 


Biology i 

Biology properly interpreted and taught becomes a rich source of 
understandings, information, and attitudes concerning health. The 
concept that all forms of life have a few common basic needs which 
must be met if life is sustained is fundamental in biology. This is 
particularly emphasized in a study of the animal world when needs 
of humans are under consideration. The basic processes of digestion, 
assimilation, respiration, excretion, sensory stimulation, and mus¬ 
cular response are important in the maintenance of all animal exist¬ 
ence, and boys and girls may gain important knowledge and under¬ 
standing of such processes thru their study of animal life. 

The adaptations of organisms to their environment is another 
phase of biology which holds important implications for health. 
The necessity of such environmental needs and adaptations thruout 
the entire plant and animal world is evident when one becomes ac¬ 
quainted with the world around him. Biological faults in man’s 
modern city environment may be considered as an outgrowth of this 
problem. Lack of sunshine, fresh air, space for muscular activity, 
and natural foods are biological handicaps in the civilized world. 
Means of adjusting to such factors constitute an interesting study. 
Man’s increasing control of his environment needs to be evaluated 
as it relates to human biological welfare. 

The relation of man to microscopic organisms is another important 
aspect of biology. In such a consideration the disease-producing 
organisms receive attention and boys and girls can study the nature, 
spread, and means of control of important communicable diseases. 
Actual experience with microorganisms by means of the use of micro¬ 
scopes and bacteriological experiments is invaluable in the develop¬ 
ment of understandings of microscopic life. 

From knowledge gained by careful scientific research and experi¬ 
mentation, man has made tremendous advances in recent years in 
the control and prevention of many diseases. He has learned that 
the causes of disease are many. If man is to succeed on this earth, 
he must learn how to combat the organisms and conditions that are 
inimical to his welfare. In order successfully to combat an organism, 
its life history and habits must be clearly understood. In biology 
students should acquire these important health learnings. A knowl- 

4 Based upon a report by Esther Fagel, Mt Pleasant High School, Schenectady, New York. 




00 


Hfat.tii in Schools 


idge of the causes of diseases and their prevention will fall quite 
taturally into a biology course. Antiseptics, asepsis, quarantine, 
.mmunization, sanitation, health supervision, and control of con¬ 
tagious diseases are suggestive of important topics. 

In order to know how best to care for the body, we need to know 
how it functions. The human body is similar to that of lower animals 
and very much like that of other mammals. Therefore, rats, cats, 
and rabbits are used in the laboratory to study anatomy and 
physiology. 

All organisms need food for growth and energy, but most foods 
cannot be used by the body unless they are digested. Health also 
depends upon the proper choice and preparation of food. The neces¬ 
sity for vitamins in preventing certain diseases may be proved by 
experiments with rats or guinea pigs in the laboratory. 

Biology also includes a study of man’s nervous and endocrine 
systems and their interdependence. How one develops mentally and 
physically is determined not only by his heredity and diet but also 
by the secretions from his ductless glands. These glands which 
secrete chemicals called “hormones” have a tremendous influence 
on one’s mental and physical development. He may be extremely 
thin or stout, not because of what he eats but because his thyroid 
gland is not functioning normally. 

These and other aspects of biology may be explored in greater 
or lesser degree to the advantage of students. Where there is no 
special course in health in the high-school curriculum, the emphasis 
placed upon such teaching in biology classes should be increased. 
At all times efforts should be made to coordinate such teaching with 
other phases of the school health instruction program. 

An Illustration of Integrated Health Instruction 
in a Rural School 5 

A group of rural children in Grades VI, VII, and VIII undertook 
to answer the problem of “how to improve the lighting in our class¬ 
room.” These students had previously experienced little of the prob¬ 
lem-solving technic of instruction. They had been accustomed to 
studying hygiene from a textbook in the traditional recitation 
manner. 


6 Utah State Board of Health. Health Bulletin No 2. (James A Ball, Loa School, Wayne County, 
Utah ) 



Health Instruction in Related Areas 


101 


The teacher and pupils became interested in their problem thru 
a light meter which was lent to them. This served to disclose the 
inadequacies of their classroom and to motivate them to want to do 
something about the problem. A group decided they would like to 
learn what constituted good lighting and so began reading and dis¬ 
cussing what they could find on the subject in the books and pam¬ 
phlets loaned from the state board of health library. Thru the 
teacher’s guidance, they began to criticize and question certain light¬ 
ing conditions at home, in the church, and at school. Definite plans 
were then worked out by the group for making the study. Thruout 
the study reports were made and written records kept. They evalu¬ 
ated conditions in their own room, in terms of facts, and studied and 
compared their situation in detail to the standards suggested in 
A Program of Eye Health in a School System, a publication of the 
National Society for the Prevention of Blindness. 0 

Members of the group started to work measuring the glass area 
in relation to floor area of the classroom. They found that the glass 
area did not meet the minimum standard. The placement of windows 
was seen not to be satisfactory because there were windows on two 
sides, making cross lighting, and the mullions between windows were 
found to obstruct the light. 

The students used the light meter to test the intensity of lights 
about which they were doubtful. In some parts of the classroom, 
especially away from the windows, there was very little light. In the 
front of the room there was a glare on the blackboards because of 
the light coming in from two of the side windows. The meter showed 
that in parts of the room there were less than two foot-candles of 
light, and in other parts, nine to twenty-five foot-candles. At different 
times of the day they noticed a variation of light in the same place. 

The blackboard on the side of the room which was not used much 
seemed to darken that part of the room where the sixth grade sat. 
They decided that this blackboard could probably be covered with 
wrapping paper which would reflect more light. Their seats were so 
arranged that no one faced light, but there was much glare on the 
front blackboard. They thought the charts and maps were well 
lighted but not particularly well located for class use. In considering 

n Smith, Mary E A Piog/am oj Eye Health in a School System New York National Society foi 
the Pi even lion of Blindness, 1934 14 p 



102 


Health in Schools 


the question of light reflections, they found the walls and ceiling 
were a cream color but were quite dirty. According to tables of re¬ 
flection, 75 to 85 percent of light should come from light colors, but 
much of the reflection value of their walls must be lost because 
of the dirt. 

After summarizing their findings, the children decided that there 
were many things they could do to improve their situation. They 
decided the following things needed to be done: 

1. Change the direction of light for some of the pupils, especially those 
exposed to glare and cross lighting 

2. Protect all children from glare and leakage of light 

3. Try to get more light in certain parts of the room, especially the side 
where the unused blackboard was located. 

4. Change the arrangement of school furniture and some of the equipment, 
like maps and charts, for greater ease in seeing. 

The students were rather at a loss as to how to begin since this 
type of activity was so new to them. The questions raised by the 
children were listed as a possible way of discovering the next steps: 

1. Does the blackboard on the side have any effect on the amount of 
light? 

2 . Would the chart on the wall near the desk have any effect on the 
amount of light? 

3. What are the effects of poor lighting? 

4. Why do we say that the eye is like a camera? (This was demonstrated.) 

5. How can we get more light in our room? 

6. What are the advantages of good vision? 

7. Why do we wear glasses? 

8. If we appealed to the sclioolboard, could it change the windows? 

9. What does good lighting do for one? 

10. How does the eye use light? 

11. How much light should one have? 

12. How does lighting today compare with lighting long ago? 

13. How should we care for the eyes? 

14. What are the common defects of the eyes? 

15. Should everyone go to an eye doctor even tho his eyes do not seem to 
trouble him? 

16 Of what value will this study of lighting be to us? 

17. What are the causes of eye infection? 

This rather heterogeneous array of questions provided tangible 
materials for further study. The different grades furnished reports 



Health Instruction in Related Areas 


103 


and information on the various problems. When they had completed 
their work, there were certain conclusions which they drew: 

1. Colors have an effect on lighting. 

2. The blackboard on the side of the room naturally darkened that part 
of the room. 

3. Poor lighting not only produces bad effects on the eyes but on the whole 
body, and thereby impairs efficiency of work. 

4. Eyes are very delicate structures and are so important that we should 
take good care of them. 

5. Too bright or strong light is as harmful as too little light. 

The results of the project were summarized as follows: 

1, The schoolboard became interested in improving lighting conditions in 
the school. 

2 The parents became interested and cooperated in helping as never before, 
some changing the globes and lighting in their own homes. 

3. The children worked splendidly together and developed good social 
habits of cooperation. 

4. They developed a stronger feeling of loyalty to their school. More and 
more, they felt that the school was their home and that they had some respon¬ 
sibility in making it congenial and attractive. 

5. The children became eye-conscious in school If they felt the light was 
not good for studying at their seats, they would quietly adjust themselves to 
improve the condition. 

6 And lastly, the children have learned more about eyes, vision, and sight 
than they would have learned if they had confined themselves to the textbook 
and only a few reference books. The work and experience, along with the study 
in the wide range of references, were very interesting and made the children 
say, “Let’s do more work like this ” 

Administrative Procedures 

The statement has been made in this chapter that upon the 
school administrator falls the task of making the school health pro¬ 
gram effective. This statement is particularly true with respect to 
health emphases which may be made in those school subjects where 
the primary goals are not health education. 

Why is this so? In the first place, in the various areas of the cur¬ 
riculum teachers have been prepared to concentrate their efforts 
upon the subjectmatter of their respective areas The teacher of 
biology tends to focus upon “pickled grasshoppers” and the cus¬ 
tomary facts in the field of his specialty. Teachers of the social 



104 


Health in Schools 


studies have a similar focus upon the clearly recognized aspects of 
their own subjects. Other teachers, even tho they are in general 
programs, such as the typical city elementary school or the rural 
school, also tend to be too respectful of the boundaries of the various 
areas of human experience. Altho for decades educators have dis¬ 
cussed “correlation” and, in more recent years, “integration,” there 
is likelihood that the health aspects will be neglected unless some¬ 
thing systematic is done to guide classroom activities. 

It must be clearly recognized that classroom teachers are not 
always at fault in this matter. Teachers have to adapt themselves 
to administrative policies, bell-ringing schedules, courses of study, 
standardized tests, and a host of other factors over which they have 
little control. Too frequently administrators have set goals for 
instructional programs and then, usually inadvertently, set up 
unnecessary impediments for teachers. A few specific aspects of 
the problem will be reviewed: 


Administrative policy —-In some instances the policy of the board of education 
and superintendent with respect to health education is not clearly defined. The 
health agencies within the school system may, under this policy of drift, do 
effective work, but the school program as a whole makes only incidental contri¬ 
butions to the health program. From observation it has been noted that health 
education permeates the entire instructional program when healthful living, not 
subjectmatter, is clearly recognized as one of the major goals of the educational 
program 


Organization Departmentalized subjectmatter plans, whether at the elemen¬ 
tary- or secondary-school levels, do not encourage cooperative efforts in health 
education. In fact, no administrative plan or device works automatically to 
promote instruction. It is necessary constantly to examine the effect upon class¬ 
room activities of such commonplace things as fire drills, schedules, testing pro¬ 
grams, promotion standards, marking systems, and classroom equipment. Upon 
the school administrator, particularly the principal, falls the responsibility of 
making administrative procedure an aid and not a hindrance to instruction. 

Supervision In recent years, instructional leadership has assumed increased 
importance as a function of school administrators, This fact is of importance to 
health education Working with the committees of classroom teachers it is pos¬ 
sible to prepare courses of study in which the health contributions of all subject 
areas will be developed. To provide teachers with bone-dry outlines of subjecl- 
matter-to-he-karned and then to expect an effective, integrated approach to 
healthful living is, to put it mildly, wishful thinking. Teachers also need to work 
in groups studying methods and materials dealing with health education if in 
many instances, they are to overcome the deficiencies of their preparation 



IeAmh Insttoion in Related Areas 


Health education in the various related areas of the curriculum 
in many school systems is frequently not carefully planned, Here 
and there, where the students themselves have expressed their inter¬ 
ests and needs to an alert teacher, exceptionally creative health 
experiences have been developed, If this casual basis is to be replaced 
by a systematic health program, then teachers must have oppor¬ 
tunities to plan and to work together, If these opportunities are 
made available, it will be because the school administrator feels 
that the problem deserves appropriate consideration and action, 



CHAPTER VI 


Health Aspects of Physical Education and Recreation 

W hile health education is interwoven into all parts and 
departments of the school program, there are particular rela¬ 
tionships with physical education and recreation which make 
it essential that these be closely coordinated with the school health 
program. There is need for protecting pupils from excessive and 
inappropriate activities in physical education and there are specific 
contributions which physical education makes to health. Recreation 
plays an important role in the development and maintenance of 
emotional health and also is a wholesome antidote to monotonous, 
tense, and highly emotional work in which presentday commercial 
and industrial organization places many people. This chapter will 
consider some phases of physical education and recreation and the 
relationship of these areas of education to the school health program. 

Health and Leisure-Time Values 

Perhaps the outstanding development in physical education during 
the past few decades has been a broadening philosophy which now 
centers attention on the effect of physical activities on the entire 
personalities of pupils rather than solely their effect on muscle, cir¬ 
culation, respiration, and other bodily functions. Whereas programs 
of so-called “physical training,” prevalent in the early 1900’s, lim¬ 
ited their objectives to the development of strength, neuromuscular 
cool dination, posture, and physical endurance, presentday programs 
add to these attention to recreative interests and skills and to the 
social values resulting from pupils’ learning to play with each other, 
to give and take, to choose and respect leaders, and obedience to 
rules of the game. Basic to this changed philosophy are the con¬ 
cepts that physical education is a phase of education rather than 
merely an exercise period and that physical education contributes 
to many of the objectives of education. The content of physical 
education in schools reflects this change in philosophy and gives 
a prominent place to games, dances, and athletics. 


\ 10fi l 



Health Aspects of Physical Education 


107 


Physical education contributes to health, strength, and physical 
fitness; to social education; and to the development of enduring 
interests and skills. Its objectives may be listed as follows: 

1 To provide activity during the school day as a preventive of fatigue; a 
means of self-expression; a method of relaxation from more formal types of 
education; an aid to the development of strength, physical fitness, and organic 
power, and a contribution to health, particularly mental health. 

2. To utilize school and after-school activities as opportunities for pupils to 
learn how to react to other pupils and to leaders, thus contributing to their social 
development and helping Lhem to grow in social adaptability. 

3. To teach the skills of many types of activities and provide sufficient oppor¬ 
tunity to use these skills so that a reasonable degree of proficiency, which will 
encourage participation outside school and in the years following the completion 
of school, can be attained 

The attainment of these objectives requires a physical education 
program, for both boys and girls, which includes (a) a class program, 
and (b) a program of intramural athletics and sports days. In all 
but small communities these will be augmented by an interscholastic 
athletic program for senior high-school boys. In the ideal program 
these various phases of physical education will be closely coordinated, 
with personnel and facilities intelligently and judiciously allotted 
to each. 

Physical Education Class Program in Elementary Schools 

Presentday schools universally provide regularly scheduled classes 
of physical education in which the basic skills of various games, 
sports, and rhythmic activities are demonstrated, taught, and 
practiced. The class program in physical education is required of 
all pupils; frequently state law makes it mandatory. 

In the elementary grades, physical education is usually taught 
by classroom teachers with the help, wherever possible, of specially 
prepared supervisors. Whether or not the help of a supervisor is 
available, teachers should have the assistance of a locally prepared 
course of study giving suggestions for units of instruction, helpful 
hints on methods, suitable references, recommended plans for evalu¬ 
ation, and suggestions for integrating physical education with other 
phases of their program. Such a course of study for physical edu¬ 
cation should be prepared thru the cooperative efforts of admin- 



JOS 


Health in Schools 


istrators, supervisors, teachers, pupils, and others in the same man¬ 
ner as materials for other parts of the school program are prepared. 

In order that physical education may be conducted out-of-doors, 
except when the weather is inclement, a minimum play area of 
three acres adjoining each elementary school is desirable. 1 When 
indoor classes are necessary, they may be conducted satisfactorily 
in the classroom for kindergarten and first grade, but for other 
grades a playroom is desirable. The playroom need not be equipped 
as a gymnasium but should provide unobstructed space not less 
than the size of a regular classroom, preferably the size of two class¬ 
rooms, where running games may be played safely without danger 
of tripping or running into desks and chairs. Windows and doors 
should be screened for protection of property and pupils. Adequate 
indoor and outdoor space is essential for the proper development 
of a modern physical education program. 

In addition to space, it is essential that various physical educa¬ 
tion supplies be made available. Such things as balls, bats, rackets, 
jumping ropes, victrola records, music, jumping standards, nets, 
baseball bases, table tennis equipment, and mats are as essential 
to the physical education program as books, maps, and charts to 
other parts of the school program. Superintendents and principals 
should see that adequate budgetary provisions are made for these 
supplies. 

Time allotment for physical education varies, but it is believed 
that a minimum of thirty minutes daily—fifteen minutes or more 
in the morning and a like period in the afternoon for lower grades 
and a single period for upper grades—can profitably be used in 
elementary schools for class instruction in sports, games, dances 
and other forms of physical education. This time allotment would 
be in addition to that given for recess periods where such periods 


Administrative Phases of the Secondary-School Class Program 

ized h an1 C ^ ed m C f? ^ Secondar y- sch ° o1 level is departmental- 

fied in thi U fi 1H aU f 1; ° nly bY th ° Se Speda11 " pre P ared and cer- 
tified^this field of education. Adequate space for physical educa- 

a nd Emilpwen , New 




f , 

- 

1 



” up 





Accident Prevention —The school helps 
to develop the attitudes and skills necessary 
to live safely in the modern world. The physi¬ 
cal education program builds coordination 
and alertness which in turn contribute both 
to sound limbs and to longevity. Pupils are 
taught to be watchful of the safety of others 
as well as of their own welfare. 


Photograph by 

Rochester (New York) Public Schools 


[ 110] 



Health Aspects of Physical Education 


111 


tion is particularly important at the secondary-school level. It is at 
this level that interest in team games is intensified and that the 
skills of many individual sports should be taught. The crowding of 
large groups of pupils into a small gymnasium or on a limited play 
area makes impossible a constructive modern program of physical 
education. For outdoor activities, from ten to twenty acres of play 
area should be provided for secondary schools. For indoor programs, 
adequate gymnasiums in the ratio of approximately one for each 
1000 pupils should be provided. 2 

A written course of study for physical education, locally prepared, 
is important for secondary schools. It should give specific and pro¬ 
gressively more difficult pupil goals adapted to their capacities. 
Pupils’ progress in physical education should be evaluated by 
methods similar to those used in measuring their progress in other 
phases of the educational program (see tests listed in Appendix). 

The need for proper supplies and equipment for physical educa¬ 
tion is as great at the secondary level as at the elementary level, 
perhaps even greater. There should be sufficient supplies to permit 
all members of the class to participate at one time. Inadequate sup¬ 
plies may cause one part of the class to waste most of its physical 
education period while another part uses the limited amount of 
available equipment. Such poor administration can be avoided thru 
proper budget provisions for physical education supplies. Supplies 
provided for class-time physical education will also be used, quite 
naturally, in after-school programs of sports and recreation. 

The scheduling of pupils for physical education is an important 
administrative task greatly influencing the value of secondary-school 
programs. In some schools, pupils’ schedules are prepared so that 
the two subjects which all pupils take, physical education and 
English, are scheduled first. This plan permits pupils to be sched¬ 
uled according to interests, needs, height-weight-age, strength, or 
previous accomplishments in physical education. While various bases 
for scheduling classes all have their warm advocates, it is believed 
that each is better than the hodgepodge which results from the 
promiscuous scheduling of pupils whenever they have a free period, 
regardless of interests, abilities, or needs. The scheduling should 

2 Williams, Jesse F , and Brownell, Clifford L The Administration of Health and Physical Education. 
Philadelphia. W. B Saunders Co, 1939 634 p. 



112 


Health in Schools 


give particular attention to handicapped pupils so they may partici¬ 
pate in the types of activities which their handicaps permit. The 
so-called “physical moron,” whose neuromuscular skills and strength 
are considerably below average, should also be given special consider¬ 
ation in scheduling. To place him with a group vastly superior to 
himself may cause discouragement, humiliation, and embarrassment, 
with detrimental personality effects and a lifelong influence on his 
attitudes toward physical activity. The secondary-school principal 
who -arranges for the intelligent scheduling of physical education 
classes is laying a foundation on which a modern physical education 
program can be built. 

A number of secondary schools now provide five periods a week 
—one each day—for physical education. This plan is recommended 
wherever facilities permit. Some schools provide only two or three 
periods a week, usually because of inadequate staff or facilities. It 
is suggested that these schools plan for increased staff and facilities 
so as to permit the time allotment suggested. Because of what phys¬ 
ical education can contribute to presentday youth, this allotment is 
desirable even tho it means decreased time to other areas of educa¬ 
tion. From a practical point of view, secondary-school principals 
may find that the allotment of a period for physical education each 
day simplifies the scheduling of pupils. 

In recent years attention has been directed to the possibilities 
for coeducational physical education, including various sports such 
as golf, swimming, and winter sports, as well as social dancing. 
This desirable trend is one that might be accelerated profitably. 
Thru coeducational activities at school, boys and girls are prepared 
for normal reactions to the many out-of-school situations where 
they have opportunities for joint participation in sports. Also, such 
programs offer opportunities for wholesome boy-girl relationships 
under desirable conditions. 

Increased Attention to Intramural Sports and Athletics 

Intramural sports and athletics constitute an extremely important 
part of physical education. It is this part of the program which 
gives pupils an opportunity to put into use the skills learned in 
the class program. It is a program for all pupils, regardless of size 
or proficiency. Among activities included in intramural programs 



Health Aspects of Physical Education 


113 


are badminton, archery, soccer, basketball, volleyball, golf, swim¬ 
ming, hockey, bowling, hiking, riflery, winter sports, dancing, touch- 
football, and other sports and games. Particular emphasis is now 
being given to those activities which pupils may use in later life. 

The organization and conduct of intramural programs present 
several administrative problems. One has to do with personnel. How 
can personnel be provided for such an extensive, varied program? 
Altho it is part of the physical education program, it frequently 
cannot be carried on without the help of interested teachers of other 
departments. During a season in which he has responsibilities for 
coaching an interscholastic team, the physical education teacher has 
little time to devote to intramural programs. To ask him to do both 
usually results in neither job being done well. Assigning faculty 
members from other departments in the school brings up the question 
of how much after-school activity may be expected of a teacher 
without providing extra compensation. This cannot be answered 
in one way for those working in the physical education field and 
in another for those in other departments. Each school must develop 
some plan for providing personnel for after-school activities. If the 
time required for after-school athletics is greater than that usually 
required of other teachers, appropriate adjustments must be made. 
Frequently, a reduction in school-time assignments will be found 
to be the preferable arrangement. 

In addition to securing sufficient personnel to give leadership to 
intramural athletics, the school administrative head must see that 
there is some definitely arranged schedule for the use of gymnasiums 
and play fields by different groups. Neither boys nor girls should 
be allowed to monopolize physical education facilities, nor should 
those on interscholastic squads be permitted sole use of available 
space. A specific time schedule, allotting certain time to boys and 
other time to girls and specific time for both interscholastic and 
intramural activities, is essential for the smooth functioning of a 
complete physical education program and is the only way that 
assures an adequate use of facilities by girls and intramural groups. 
The preparation of such a time schedule is the responsibility of the 
secondary-school principal or some person to whom he delegates 
this responsibility. 

For high-school girls, “sports days” have proved a valuable type 



114 


Health in Schools 


of recreative competition. They follow extensive intramural pro¬ 
grams, offer opportunities for the less skilful, and emphasize social 
as well as physical values. Sports days, as well as other high-school 
physical education activities for girls, should be under the leader¬ 
ship of women teachers, and officiating at all girls’ contests should 
be by women officials. In all physical education for girls, and par¬ 
ticularly in competitive contests, special rules suited to the capacities 
of girls are recommended. 1 

Sports clubs, such as hiking clubs, swimming clubs, bowling clubs, 
and tennis clubs, are effective forms of intramural activities for either 
boys or girls or as coeducational clubs. While centered around a par¬ 
ticular form of activity, they, like all other club programs, offer 
opportunities for social education and practice in the democratic 
procedures used in clubs. 

Interscholastic Athletics and Boys’ Physical Education Program 

The interscholastic program for boys at the senior high-school 
level gives the most skilled players of the school opportunity to 
match their skill with groups equally superior. It is an integral 
part of the physical education program and contributes directly to 
educational objectives. In addition to its value to individual par¬ 
ticipants, interschool competition can be an aid to developing desir¬ 
able school morale. As with other parts of physical education, best 
results are obtained when adequate facilities are available and when, 
in selecting personnel, character and personality as well as education 
and athletic proficiency are considered. 

While interscholastic athletics are an integral part of physical 
education programs for boys at the senior high-school level, they 
should not be permitted to usurp an undue part of physical educa¬ 
tion teachers’ time or a disproportionate use of gymnasium, play¬ 
ground, or swimming pool facilities. A well-balanced program of 
physical education will first provide an extensive, varied program 
of intramural sports, and then, if necessary, the intramural pro¬ 
gram will be supplemented with an interscholastic program. A pro¬ 
gram for large groups certainly must be given precedence over a 
program for a few. 

. 3 American Association for Health, Physical Education, and Recreation Standards m Athletics for 
titrte and Wo writ Washington, D C. the Association, a department of the National Education 
Association, 1937, Sfi p 



Health Aspects of Physical Education IIS 


Because interscholastic athletics are a part of the school pro¬ 
gram of education, the effectiveness of the coach is measured not 
solely by the number of games his teams win but by his contri¬ 
butions to social and character education. Unquestionably the 
physical educator working in the interscholastic realm is in a 
strategic position not only to give guidance to those under his im¬ 
mediate supervision but to influence the attitudes, ideals, and be¬ 
havior of the entire student body. 

Interscholastic athletics should be amateur competition in fact 
and in spirit. Pupils should consider participation as recreation and 
should play for the joy of the game rather than because the school, 
principal, or coach desires a winning team, or because of any antici¬ 
pated material reward. In presentday administration, school officials 
responsible for administering interscholastic sports consider the 
effect of these activities on the pupil as a whole and find it important 
that pupils develop interests in a variety of activities so as to prevent 
undue absorption in one. 

Interscholastic athletics are not recommended for elementary and 
junior high-school boys. At these levels most boys are prepubescent, 
growing rapidly, and insufficiently developed to withstand the physi¬ 
cal and emotional strain of interscholastic competition. Their needs 
can be met best by a varied program of intramural activities. In a 
similar way it is recommended that girls’ programs be limited to 
intramural, sports day, and club programs. 

As part of the school physical education program, interscholastic 
athletics should be directly administered by school authorities. There 
is no place for alumni control or control by outside agencies or by 
students. Students may act in an advisory capacity, but actual con¬ 
trol must be retained by school administrators. A type of outside 
control of school physical education programs is that in which school 
groups are invited to participate in athletic contests and tournaments 
conducted by nonschool groups. These may unduly emphasize one 
phase of physical education and by their disrupting influence hinder 
the school in the conduct of its own planned, constructive program. 

The educational outcomes of the interscholastic program depend 
to a great extent on the preparation, character, and ideals of the 
teacher in charge. He should be a bona fide member of the school 
faculty and paid entirely from board of education funds. He should 
be technically trained and fitted by disposition and ability for work 



11(> 


Health in Schools 


with boys. It is particularly important that he fully appreciate the 
educational opportunities which his close contact with pupils makes 
available. 

The financing of interscholastic athletics from gate receipts and 
athletic association memberships creates many problems. Some¬ 
times receipts are insufficient to provide adequate equipment for the 
proper protection of players. At other times receipts will be more than 
is necessary for financing the interscholastic program, and surplus 
funds will be used for other purposes. This may result in requests 
for athletics to finance other activities, with a resultant effort to have 
the athletic program make as much money as possible. The natural 
result is the commercialization of athletics with emphasis on gate 
receipts rather than on educational outcomes. Occasionally such 
emphasis results in pupils playing when not in condition to do so 
and in such an extreme emphasis on winning that principles of sports¬ 
manship are sacrificed on the altar of victory. 

As one way of avoiding the dangers of commercialism, it has been 
suggested that the interscholastic athletic program be financed from 
tax funds. This stand is taken on the ground that interscholastic 
athletics are an integral part of education and should be financed 
as are other phases of education. There is need for further 
study of this suggestion. Altho it is undoubtedly true that such a 
plan would solve many of the problems associated with interscho¬ 
lastic athletics, it is also true that available tax funds should be used 
first for a diversified, after-school, recreation program for all pupils. 

Physical and Mental Health thru Physical Education 

Physical activity stimulates the circulation of blood, increases the 
appetite, and improves the functional capacity of muscles including 
the heart. Thru activity, physical endurance may be developed and 
neuromuscular skills learned. From the health point of view, the 
physiological effects of exercise are an increase in functional effi¬ 
ciency and organic power. In other words, the body becomes more 
efficient in performing physical activity and withstanding strain and 
exertion. Thru this development of organic vigor and functional 
efficiency, exercise contributes to physical health. 

Physical education also contributes to mental health thru the 
personal satisfaction, joy, and pleasure which accompany participa- 




Health Aspects of Physical Education 


117 


tion in various activities. When an individual participates in play, 
his body, mind, and emotions are working together; he is function¬ 
ing as an integrated personality; and it is this integration of func¬ 
tioning which is the foundation for mental health. 

While recognizing the mental hygiene value of recreation and the 
value of exercise in developing strength, neuromuscular skills, and 
organic vigor, we must not lose sight of the fact that, as far as is 
known, physical strength produces no immunity to disease. A strong, 
robust body may be an asset in recuperating from sickness, but well- 
nourished, well-developed, muscular individuals are as likely to have 
colds, rheumatic heart disease, tuberculosis, diphtheria, appendi¬ 
citis, and certain other afflictions as are the weak and underdeveloped. 
It is essential that children develop physical strength, endurance, and 
skill, and it is just as important that they receive all known treatment 
for the prevention of disease. Consequently, in addition to programs 
of physical education it is essential that schools develop well-rounded, 
integrated programs of health protection, health guidance, and health 
instruction. A physical education program cannot take the place of 
a health program, nor can health education take the place of physical 
education. 

Teachers of physical education have many opportunities for inci¬ 
dental health instruction. In particular, opportunities for discussion 
of cleanliness, appropriate clothing, and the need for individual 
drinking cups occur not only in the class program but in connection 
with intramural and interscholastic athletics. Providing individual 
cups and individual towels for members of a football or basketball 
team during regularly scheduled games with other schools is a more 
effective way of teaching the dangers of infection from common 
articles than lecturing on these subjects in a class. 

Pupils participating in athletics frequently ask physical education 
teachers about diet, rest, care of minor injuries, and acceptable first- 
aid procedures. These reflect pupils’ interest in health as a basic re¬ 
quirement for maximum performance in physical activities. All such 
questions should be answered carefully, completely, and accurately. 

Safeguarding Health in Physical Education 

There are many necessary measures for safeguarding the health of 
pupils participating in physical education activities. Some are the 
responsibility of the school medical adviser, others the responsibility 



118 


Health in Schools 


of the physical educator, and still others are administrative in nature. 

Pupils participating in strenuous athletics, whether in a class pro¬ 
gram or in interscholastic or intramural activities, should have the 
protection afforded by an annual medical examination. As outlined in 
Chapter JII, ‘'Guidance of Individual Pupil Health,” this examina¬ 
tion is best obtained from the pupil’s private physician, but where 
this cannot be arranged, examinations should be conducted period¬ 
ically by the school medical adviser. At the high-school level it is 
desirable that a tuberculin test be included and positive reactors be 
X-rayed. 

On the basis of information received from pupils’ private physi¬ 
cians, from their health history, and from his own examination, the 
school medical adviser should, either directly or thru the school 
nurse, inform teachers of the intensity of physical education, that is, 
mild, moderate, or strenuous, in which each pupil may participate. 
For pupils with defects or abnormalities, special adjustments should 
be made so that the program will be in keeping with their limitations. 
These adjustments must give due consideration to the emotional 
reaction of pupils to programs which are different from the rest of the 
class. They must be taught to accept the limitations imposed by their 
handicaps, while at the same time recognizing the extent to which 
they may enjoy certain types of games and activities. Sympathy and 
kindliness are required, but pampering and oversolicitous attention 
may have detrimental effects. With an adequate staff of well-prepared 
physical educators, desirable facilities, and close coordination of the 
work of school medical advisers and physical educators, it is pos¬ 
sible for schools to provide a suitable physical education program 
for all pupils. 

The physical education teacher should be conscious of his re¬ 
sponsibilities for the health guidance and health supervision of all 
pupils in his charge. He must be sure that his pupils, whether in a 
class program, intramural program, or interscholastic program, have 
no defects which might be aggravated by strenuous activity. He must 
observe them day by day and recommend medical examination or 
care when unusual conditions are noted, such as extreme fatigue, 
breathlessness, or pallor. He should be well prepared in first aid and 
should utilize the many opportunities which arise to present informa¬ 
tion on this subject to his pupils. 


Health Aspects of Physical Education 


119 


Close cooperation between school medical advisers and physical 
educators is needed in developing plans for excusing from physical 
education those who are temporarily physically below par. Those 
convalescing from serious sickness or operations and pupils who are 
just recovering from colds should be excused from vigorous physical 
activity. With attractive facilities, a program adapted to pupils’ 
interests and abilities, and a teacher with a pleasing personality and 
leadership ability, often it will be necessary to insist that pupils re¬ 
frain from activities under some of these circumstances. On the other 
hand, there may be requests for excuse when the program, facilities, 
or teacher do not come up to desirable standards. Because of these 
varying factors each school must, with the cooperation of the medi¬ 
cal adviser, principal, and physical educators, work out the plan best 
suited to its particular circumstances. 

When private physicians give evidence of the need for modifica¬ 
tion or excuse from physical education for their patients, the school 
should make every effort to fit its program to the needs expressed 
by the physician. Occasionally, schools may receive what they con¬ 
sider unjustifiable requests for these types of adjustments. These 
may arise because the school personnel does not know all the details 
of the case or because the private physician is not being fully in¬ 
formed of the purposes and procedures of school physical education. 
Difficulties of this type may be partly overcome by conferences, by 
telephone or otherwise, between school medical advisers and private 
physicians and partly by keeping physicians informed of the objec¬ 
tives of modern physical education programs. A school health com¬ 
mittee composed of representatives of the schools and of the county 
medical society may be valuable in developing procedures helpfid 
to both the school and the practicing physician. 

Protecting the Preadolescent from Inappropriate Activities 

The health protection of pupils requires measures to prevent ex¬ 
cessive strain or exhaustion from unlimited amounts of activity and 
from activities inappropriate for their age. This is particularly true 
of the rapidly growing adolescent or preadolescent pupil. While 
vigorous activity is stimulating to normal, healthy persons, excessive 
amounts may result in exhaustion and chronic fatigue. Recognizing 
the dangers involved in the overstimulation of immature boys in 
the elementary and junior high schools, the American Association 



120 


Health in Schools 


for Health, Physical Education, and Recreation passed the following 
resolution in April 1938: 

Inasmuch as pupils below tlie 10th grade are in the midst of the period of 
most rapid growth, with the consequent bodily weaknesses and maladjustments, 
partial ossification of bones, mental and emotional stresses, physiological read¬ 
justments, and the like, be it therefore resolved that the leaders in the field of 
physical and health education should do all in their power to discourage inter- 
scholastic competition at this age level, because of its strenuous nature. 

Be it fuither resolved that where school systems continue to foster a program 
of interscholastic sports competition for pupils below the 10th grade, that they 
lie urged to limit it to pupils who are physiologically mature as measured by 
Roentgen pictures of the degree of carpal bone ossification, advanced chronologi¬ 
cal age plus beard growth, or some other such indication of physiological ma¬ 
turity. 4 


In keeping with the above recommendation, most schools limit 
interscholastic competition to pupils in Grades X, XI, and XII. 


Special Precautions for Girls’ Athletics 
The protection of girls participating in physical education demands 
that jumping activities be limited, for physiological reasons, and 
that body-contact games be omitted. As stated previously, all girls’ 
activities should be under the supervision of women teachers, with 
women officials and special girls’ rules. The Section on Women’s 
Athletics of the American Association for Health, Physical Educa¬ 
tion, and Recreation has done much to encourage a high type of 
athletics for girls. Its report, Standards in Athletics for Girls and 
Women/' should be on the bookshelf of each high school. These 
standards, quite naturally, condemn such developments as the pro¬ 
motion of football for women, in the same manner as the' following 
resolution of the American Association for Health, Physical Educa¬ 
tion, and Recreation: 


Whereas, a set of rules and a plan of organization and promotion for 
a game called “American Football for Women” have been published and 
sold in sporting goods stores; and 

Whereas, the game has received considerable publicity through motion 
pictures and certain pictorial magazines; and 

Whereas, the game has been originated and organized by men and is 
being promoted by men on the basis of the most intensive competition 


4 Joumiil of Health and Physical Education “Two Tmpoitant Resolutions.” (Editorial.) 
Health and Physical Education 9: 488; Octobei 1938. 

“American Association for Health, Physical Education, and Recreation, op. dt. 


Journal of 



Health Aspects op Physical Education 


121 


including “national championships” and the naming of an All-American 
Team; and 

Whereas, severe bodily contact and injury may well occur in this game, 
in spite of the ruling out of the tackle; and 

the dangers of commercialization and of exploitation of girls and women 
in this game are extreme, due primarily to the fact that these practices are 
ahead}' well established in connection with the game of football, 

participation of girls and women in the game of football is not in harmony 
with Lhe main purpose of the athletic program for women as stated in 
the “Standards” of the National Section on Women’s Athletics, i.c,, “the 
good of the participant,” 

Therefore be it resolved, That the Association go on record as opposed 
to the development of the game of football for women and that it give 
all possible publicity to this resolution among gioups which are in any way 
concerned with the welfare of girls and women. 0 

The exploitation of girls’ athletic competition for commercial and 
publicity purposes is to be condemned. Commercialized sports con¬ 
tests are conducted for purposes other than the best interests of each 
individual girl and frequently result in overemphasis on winning, 
detrimental health effects, and undesirable social outcomes. The 
efforts of schools to prevent exploitation of girls in athletics are 
supported by parent-teacher associations, 7 as well as other groups 
with social or health interests. 

The greatest value will be obtained from physical education only 
when proper safeguards are taken to protect girls taking part in 
athletics, when girls’ athletic programs are properly supervised, and 
when commercial exploitation is prevented. 

The Health of Boys Playing on Interscholastic Teams 

Because senior high-school boys playing on interscholastic teams 
are frequently under considerable emotional strain, as well as be¬ 
cause of the strenuous nature of their physical activity, it is im¬ 
portant that special precautions be taken to protect their health. 
Perhaps the most important measure is for the board of education 
and school administrative staff to adopt and publicize a policy which 
calls on physical education teachers to consider the health of boys 
and their sportsmanship of greater importance than the winning of 

0 Adopted by the Legislative Council, Apiil 1940, on file in the office of the executive secretary of 
the American Association for Health, Physical Education, and Recreation, 

7 Journal of Health and Physical Education. “It May Interest You to Know —Journal of Health 
i mil Physical Education 12: 384, June 1941. 



122 


Health in Schools 


games. Such a policy will obligate them to see that all teams during 
practice sessions and games are under the direct supervision of quali¬ 
fied teachers. It will also obligate them to see that no team plays 
without the protection afforded by suitable equipment. Football in¬ 
juries certainly can be minimized by seeing that each player has a 
helmet of good quality as well as hip pads and shoulder pads. In a 
similar way it is apparent that severe injuries may occur in baseball 
where the protection afforded by a catcher’s mask and chest pro¬ 
tector arc missing. Naturally, the teacher in charge of teams will be 
expected to instruct pupils in the proper use of protective equipment. 
Fie will also be expected to give thoro instruction in the fundamentals 
of games because this instruction may be a factor in reducing acci¬ 
dents. It will also be his responsibility to see that the intensity of 
activity at the beginning of the season increases gradually and that 
boys “warm up” before each practice session or game. School lia¬ 
bility for accidents is discussed in Chapter XVI. 

At games, and also at practice sessions, the teacher in charge 
should give particular attention to those showing signs of fatigue 
and to those experiencing minor injuries. A pupil showing unusual 
fatigue should be immediately withdrawn from a game. Likewise, 
any pupil who becomes unconscious or dazed during a game should 
not be allowed to re-enter but should be referred to a physician. 
The best practice is for the board of education to have on the field 
at all football games a school medical adviser who has absolute 
authority to decide whether or not boys may enter a contest and 
when they should be removed. The teacher in charge should work in 
close cooperation with the physician, making available to him his 
special knowledge of individual boys. A pupil injured in athletics 
should be given first aid by either the school medical adviser or 
physical education teacher and then referred, if necessary, to his 
private physician or clinic for further treatment. Procedures for 
caring for accidents are presented in Chapter XI, “Injuries and 
Emergency Illness.” 

The health protection of boys in interscholastic athletics, as well 
as interest in their general welfare, requires that the number of 
games played each season be limited and that practice sessions be 
limited in length and frequency. This need has been rather generally 
recognized. Specific recommendations on this subject are contained 
m a report of a Committee on Interscholastic Athletic Standards 




Health Aspects of Physical Education 


123 


for Boys of the City Administrative Directors of the American 
Association for Health, Physical Education, and Recreation. 8 

An excellent series of recommendations covering interscholastic 
athletics and other phases of physical education is contained in a 
booklet published by the New York State Department of Education, 
entitled Regulations of the Commissioner of Education Governing 
Health and Physical Education." Among the recommendations con¬ 
tained in this report are the following: 

1. That no post-season games or post-season tournaments other than those 
conducted by school authorities in accordance with approved standards be 
permitted. 

2. That interschool athletic activities for boys be limited to competition 
between high-school teams, composed of boys in Grades IX to XII inclusive. 

3. That interschool competition in fooLball be limited to seven games. 

4. That interschool competition in basketball be limited to a maximum of 
sixteen scheduled games a season, exclusive of sectional games. 

5. That interschool competition in track be limited to a maximum of five 
meets a season, exclusive of sectional competition. 

A number of cities, including New Rochelle, New York, Spring- 
field, Massachusetts, and Hartford, Connecticut, have prepared 
statements of policies concerning interscholastic competition which 
include many provisions for protecting the health of participants. 
It is recommended that superintendents of all schools having inter¬ 
scholastic competition ask that secondary-school principals and 
physical education teachers cooperatively prepare written policies 
for this part of their program with due consideration given various 
factors affecting the health and safety of pupils. 

State Athletic Championships and Interscholastic Boxing 
The effect of state athletic tournaments on the health of boys 
deserves careful study and consideration by school medical advisers, 
school administrators, and physical educators. Particularly where 
there is considerable travel followed by a series of games with but 
short intervals of rest, the physical strain may be excessive. In 
addition, consideration should be given to emotional factors which, 
because of the tension of crucial games and the excitement produced 

8 Committee on Interscholastic Athletic Standards for Boys. ,£ Interscliolastic Athletic Standards for 
Boys—A Committee Report,” Journal of Health and Physical Education 10. 371-74, 423; September 
1939. 

8 New York State Department of Education. Regulations of the Commissioner of Education Gov¬ 
erning Health and Physical Education. Albany, N Y, * the Department, May 1940. 23 p 



124 


Health in Schools 


by large audiences, may cause greater fatigue than that resulting 
from usual games. The protection of pupils requires that schedules 
and tournaments be arranged so as to promote health rather than 
dissipate it. 

Because of health factors, and for other reasons, the American 
Association for Health, Physical Education, and Recreation dis¬ 
courages state championship contests. In April 1940 the Legislative 
Council of that organization adopted the following resolution: 

Whereas, there seems to he a growing tendency to promote slate cham¬ 
pionships in interscholastic sports for both girls and boys, and 

Whereas, there seems to be sufficient evidence that the winners of 
these championships do not necessarily represent the teams deserving these 
honors, and 

Whereas, there seems to be but little doubt that the participants are 
being exploited by “outside” factions, and 

Whereas, there seems to be no evidence that the leceipLs of such con¬ 
tests are being diverted into educational channels, and 

Whereas, there seems to be a growing tendency to permit these con¬ 
tests to disrupt the school day, 

Be it therefore resolved: That the A.A.HPE R. encourage the elimina¬ 
tion of all interscholastic State Championship Contests for both boys and 
girls. 

Be it further resolved: That Lhe A A H.P E R. seek the assistance of the 
National Federation of High School Athletics in gaining the above 
objective 10 


In conjunction with the resolution on state championships, the 
Association passed another resolution expressly condemning inter¬ 
scholastic boxing. This reads as follows: 


Whereas, theie seems to be an increasing tendency to promote inLer- 
scholastic boxing in some communities and on the part of some individuals 
and 

Whereas, boxing on a highly competitive basis is known to be poten¬ 
tially dangerous to the safety and welfare of boys participating; 

Be it therefore resolved- That the American Association for Health, 
Physical Education, and Recreation recommends the discontinuance of 
interscholastic boxing for boys eighteen years of age or younger; 

Be it further resolved. That this Association shall encourage all school 
administrators to immediately take steps Lo eliminate boxing Horn their 
interscholastic athletic programs. 11 


IXiuca,".!;!".,n,. 1 " f lhe eXl ' rU,iVrSCCretaryof thC J'M 

^Adoplcd by the Legislative Council, April 1940, on file in the office of the executive secietarv 
of the American Association fur Health, Physical Education, and Rec.eation ‘ y 



Health Aspects of Physical Education 


12S 


These various resolutions have been enacted in the interests of 
protecting the health and safety of high-school boys participating 
in interscholastic activities. They deserve the wholehearted back¬ 
ing of school administrators. 

Posture Education thru Physical Education 

Education relating to posture and posture defects has always been 
a part of school programs, but changing views on this subject 
have brought about different emphases in teaching and different 
procedures in caring for those with posture defects. 

The old concept of a rigid, static, uniform, upright posture has 
given way to the idea that individuals have innumerable different 
postures depending on changes in activity. In other words, we now 
think of posture as something dynamic, changing from moment to 
moment and requiring continual adjustments between different 
parts of the body. Because of developmental factors, the standards 
for good posture for high-school pupils are considerably different 
from those for kindergarten children. Similarly, there are differ¬ 
ences in standards due to race and body build. 

Presentday teaching emphasizes the esthetic value of posture 
rather than its effect on health; it states that good posture is desir¬ 
able because it is a social asset. While not overlooking the effect 
of poor posture in causing fatigue or the symptoms which result 
from some cases of poor posture, this viewpoint recognizes that 
many minor deviations from either mechanical or esthetic standards 
of good posture have comparatively little effect on health. Mechani¬ 
cal interference with the functioning of the heart or lungs, fre¬ 
quently emphasized in past years as a detrimental effect of poor 
posture, is now considered likely only in pronounced cases. 

Every pupil needs to know what good posture is, why it is desir¬ 
able, and the interrelationships of nutrition, fatigue, heredity, and 
mental attitude with bodily posture. While physical educators will 
give leadership in this program, it should be a responsibility of 
all teachers to consider the posture of their pupils thruout the 
day. 

Some schools select pupils with poor posture and immediately 
schedule them for special corrective programs of physical educa¬ 
tion. This unscientific approach does not recognize the many things 



126 


Health in Schools 


which could cause poor posture; it considers poor posture an 
entity rather than a symptom. In preadolescent children poor nutri¬ 
tion is frequently the condition which produces poor posture, and 
consequently the treatment is the improvement of nutrition rather 
than exercise. In a similar manner, poor posture at any age level 
may be a result of fatigue, infection, emotional attitudes, or a con¬ 
genital defect of bone or muscle. 

Because of the variety of conditions which may cause poor 
posture, the first step in helping a pupil is to study him as an in¬ 
dividual, making use of the health examination, teachers' observa¬ 
tions, and knowledge of home conditions. From such a study, 
information may be obtained concerning the reasons for his poor 
posture and a rational program inaugurated for his care. This pro¬ 
gram may include additional rest, an adjustment of the amount 
of schoohvork or out-of-school work, treatment for infections or 
correction of remediable defects, a program directed toward im¬ 
proving nutrition, or a program, of special exercise. The study of 
individuals and the preparation of plans to meet their particular 
needs should be the foundation of school efforts to help pupils with 
poor posture. 


Girls' Activities during Menstruation 


With the onset of puberty in girls, schools are faced with the 
question of what changes should be made in girls’ programs dur¬ 
ing the period of menstruation. Should girls be excused from physi¬ 
cal education during menstrual periods or should they be encouraged 
to continue their usual programs? What should schools do for girls 
with painful menstruation? Should changes be made in bathing 
and swimming programs? 

Most girls desire to continue participation in usual types of 
activities during the time of their menstrual periods, and there is 
no reason why they should not do so. In fact, the continuance of 
regular activities wherever possible is beneficial rather than harm¬ 
ful and is helpful in developing the concept that menstruation is 
not sickness but is a normal, biological phenomenon. 12 Excessive, 


-Brti M^aret The Do, ter Ans-.vm Some Practical Questions on Menstruation Washington 

R “-» d — “ 




Health Aspects of Physical Education 


127 


fatiguing activity is not advised, nor is sports competition in which 
there is a considerable emotional element in addition to the strenuous 
physical activity. 

Girls should omit swimming in pools during menstrual periods, 
but regular bathing should be continued. In years past, some people 
held the fallacious opinion that bathing during menstruation was 
harmful, but it is now known that there are no harmful effects from 
bathing and that baths may be continued thruout the entire period, 
provided water of body temperature or slightly warmer is used and 
that the bathroom is suitably warm. 

Painful menstruation is an individual problem requiring medical 
care, and one which sometimes taxes the sagacity, wisdom, and 
patience of specialists. It is known that emotional attitudes are 
important and that at times a sympathetic, informative discussion 
of the function and mechanism of menstruation will have a bene¬ 
ficial effect. This is particularly true with girls whose mothers have 
failed to prepare them for this epoch in their development. Nutri¬ 
tional status and general physical condition are believed to be 
important factors; consequently, efforts to improve general health 
thru adequate food, rest, and recreation may help the girl with men¬ 
strual difficulties. In some cases, the difficulty may be due to dis¬ 
turbances of the endocrine glands; in others medication may be 
needed; and in still others surgical procedures. 

From the point of view of physical education, girls occasionally 
experiencing pain and discomfort should be excused from activity 
and, if necessary and possible, a rest period substituted. Those who 
regularly request excuse because of pain should be referred to their 
physician. If they have no regular physician, the school nurse or 
school medical adviser may give information regarding facilities 
in the community for examination and treatment. 

So-called “corrective exercises” have been suggested for the treat¬ 
ment of painful menstruation. While these have been reported 
effective by some, it is believed they should be taken only on the 
recommendation of a physician, following a study to determine, if 
possible, whether exercise is the best form of treatment or whether 
the condition should be treated otherwise. Because the condition 
may result from a number of different causes, no single type of 
treatment can be recommended for all cases. 



128 


Health in Schools 


Recreation and Education 

Closely related to programs of physical education are programs 
of recreation, and like physical education recreation makes a definite 
contribution to the present and future health of pupils. Recreation 
is that which we do voluntarily for our own enjoyment and satis¬ 
faction. For some, recreation will be active; for others, passive. 
For some, it will be an individual activity; for others, a group 
activity. Regardless of the type of activity or the manner of partici¬ 
pation, the fundamental outcome of recreation is enjoyment. 

Education is concerned with recreation because it sees in recrea¬ 
tive activities opportunities for pupils to learn. The pupil whose 
recreative interest is stamp collecting gains enjoyment from trading, 
arranging, displaying, and comparing his collection. But, in addi¬ 
tion, his interest creates an ideal learning situation, and his hobby 
promotes a wider understanding of geography, history, printing, 
and other topics related to philately. In a similar manner, a hobby 
in photography, athletics, dramatics, wood-carving, debating, or 
music may be the beginning of wide exploration and study with 
great educational outcomes, as well as intense satisfaction and joy. 

In 1918 "education for worthy use of leisure time” was included 
as one of the seven cardinal objectives of education. More recently 
the Educational Policies Commission has considered the development 
of recreational interests as part of the objective of education which 
has to do with the fullest development of the potential capacities of 
each individual—the objective of self-realization. In speaking of 
recreative arts, this group expressed the opinion: “A shallow respect 
for false and harmful ‘standards’ has in the past kept the recreative 
arts in the place of the poor relation. It is time to place them in a 
position of honor at the educational table.” 18 

Perhaps presentday educational interest in recreation is due to 
an increased recognition of the responsibility of education to equip 
pupils with interests, attitudes, and skills useful in living as con¬ 
trasted with making a living. Concentration on so-called academic 
subjects for the sole purpose of preparing pupils for more education 
seems to be slowly giving way to the demand that pupils be given 
a preparation for life. Increased thought given to preparation for 

National Education Association ami American Association of School Administrators, Educational 
iolicies Commission The Purposes oj Education in American Democracy, Washington D C * the 
Commission, 1038, p. 67, ' 



Health Aspects of Physical Education 


129 


life will undoubtedly result in more definite planning for, and greater 
prominence of, school recreational programs. 

While consideration of the effect of recreative skills on the future 
leisure-time activity of pupils has been a factor centering attention 
on the need for this phase of education, we must not limit our atten¬ 
tion to the future. Because boys and girls need recreation while they 
are still boys and girls, our plan for it must include forms which 
have immediate presentday value, as well as those useful for the 
leisure time of adult life. Probably teaching boys and girls how to 
participate in and enjoy the recreative activities of childhood is the 
best possible preparation for their participation in recreative pursuits 
in later life. 

Increased recognition of the mental hygiene value of the absorbing 
interest and emotional release of recreative activities has given 
impetus to increased education for recreation. Presentday work for 
many industrial employees is a dull, emotionless repetition of 
monotonous movement. The shoe craftsman of past years, for ex¬ 
ample, took pride in his creation because he started with unfinished 
leather and ended with a product which bore his name and was a 
mark of his workmanship. In contrast, the machine operator in a 
modern shoe factory does but a single operation and knows not 
where or to whom the finished product goes. He has no opportunity 
for creativeness, for expressing individuality, or for joy of accom¬ 
plishment. In his after-work time he must get these things. 

In a similar way, other workers must work at high speed, under 
continual tension and excitement. They also need in after-work hours 
relaxation, wholesome recreation, and a change in activity. Social 
changes, quite fortunately, are supplying workers with increased 
leisure time. It is important that education prepare individuals for 
its wise use. 

The particular contribution of recreation to mental health is the 
provision of interests thru which the individual will gain an inte¬ 
grated personality. The mentally healthy person is one whose be¬ 
havior shows a unity of feeling, thought, and action. Such behavior 
is found in recreational activities where action is unified with atti¬ 
tudes reflecting emotional reaction and study, and thought repre¬ 
senting intellectual effort. Absorbing interest, pleasure, and an oppor¬ 
tunity for expression make recreative activities an ally of mental 
hygiene. 



130 


Health in Schools 


When personality development and character are considered 
objectives of mental hygiene, the contributions of recreation to 
mental health assume increased importance. Under wise leadership, 
recreation is a constructive force in molding group patterns of 
behavior and favorably influencing personality development. These 
factors make the selection of leaders particularly important. From 
another point of view, supervised recreation in favorable surround¬ 
ings acts as a substitute for less desirable—possibly degrading and 
devitalizing—forms of recreation. The boy or girl interested in club 
activities, sports, or dramatics may find the time absorbed by that 
program so great that none is left for loafing or delinquent behavior. 

Activities of Many Departments in Education for Leisure Time 

The development of interests and skills useful for leisure-time 
activity is a responsibility to be shared by all parts of the school 
program. Physical education makes important and increasingly 
recognized contributions in the realm of sports and games for leisure¬ 
time use. Each year we find teachers in this field giving additional 
emphasis to the skills of activities which have leisure-time value. 
One of the important objectives of intramural athletic programs, 
sports days, and sports clubs is to provide recreation and to develop 
interests and skills which will be useful in later life. We would, how¬ 
ever, have a narrow view of recreation if we limited it to sports, 
games, and big-muscle activity. 

Education in music or participation in a choral club, a band, 
or an orchestra may create an appreciation of music and provide 
the basis for leisure-time enjoyment, both in school years and later. 
Art classes at school may be the beginning of a hobby of sketch¬ 
ing, painting, or art collecting, Science classes may ignite the spark 
which kindles a lifelong interest in radio or photography, and a 
lifelong interest in reading may be started in literature classes. 
Indeed, there is no department of our presentday schools which 
cannot contribute to recreation. 

In thinking of recreative interests and skills we frequently center 
our attention on after-school, so-called extracurriculum, activities. 
It is quite true that many of the clubs of high schools sow the seed 
of recreational interests and hobbies. The members of a chess club 
orchestra, badminton league, stamp club, or other similar group' 
are banded together by a mutual interest and a desire to further 



Health Aspects of Physical Education 


131 


their knowledge and skill in a particular field. In many cases these 
interests and skills result in an interest which is sustained long 
after school years. However, despite the value of extracurriculum 
activities in this area, the curriculum itself, in regular school hours, 
should also contribute to education for leisure time. 

Proficiency Contributes to Enjoyment 
For the enjoyment of most forms of recreation a reasonable 
degree of proficiency is needed. An individual need not be expert 
to enjoy tennis, but he does need sufficient proficiency to afford a 
reasonable chance of winning a game. 

Likewise, reasonable skill in piano playing will afford consider¬ 
able pleasure even tho the individual be far from expert. We enjoy 
doing the things we do well. Consequently, the inculcation of at¬ 
titudes toward recreational activities must be coupled with oppor¬ 
tunities for developing some degree of proficiency. 

In considering the proficiency needed in recreative activities, 
emphasis should be placed on the need for only a fair amount of 
skill. In other words, recreative activities should not be taken so 
seriously that individuals avoid participation if they do not excel. 
It is not necessary to rationalize participation in a hobby or sport; 
one should participate merely for the joy derived therefrom. To 
make a job out of one’s recreation defeats the purpose of recreation. 

Proficiency in activities requiring motor skill and coordination 
is best developed in the formative years of childhood. Swimming, 
golf, piano playing, and similar activities may be learned in adult 
life only with considerable effort and rarely with the success which 
accompanies similar learning in childhood. During school years 
children should have opportunities to learn the basic skills of a 
variety of recreational activities. 

Community Recreation Programs Needed 
The need for community recreation is broad. Curriculum and 
extracurriculum activities may develop interests and fundamental 
skills, but much more is needed if recreational needs are to be met. 
For school children there is need for after-school, Saturday, and 
vacation programs. And in addition to programs for school chil¬ 
dren there is need for recreation programs for the preschool and 
post-school ages. A picture of what may be done is presented by 
the Educational Policies Commission in the statement that follows. 



Health in Schools 


132 


In many communities, school authorities have incorporated play and other 
leisure activities into the program at pre-school, in-school, and post-school levels 
The nursery school and kindergarten devote much emphasis to arts, crafts, and 
simple games all designed to help the child become adjusted to living in a group 
Elementary and secondary schools supplement the program of physical educa¬ 
tion with the study of art, music, dramatics, shopwork, and use of the library, 
designed to inculcate useful leisure-time appreciations and skdls. For the oul-of- 
school \outh or adult some school systems offer arts and crafts, music, dramatics, 
shopwork, sports, games, dancing, discussion groups, and library service These 
recreation objectives are achieved not only through the use of the school building 
but also through utilization of such community facilities as parks, botanical gar¬ 
dens, zoos, and museums .' 4 


Many areas of the school plant may be used for recreation pur¬ 
poses. Shops may be used for woodworking and metal groups; 
gymnasiums, playgrounds, and swimming pools are suitable for 
sports clubs and games; the auditorium is useful for recreative 
programs in dramatics and music; laboratories may be used for 
photography clubs; and classrooms may be made available for 
meetings of various types. These facilities, as well as all other facil¬ 
ities possessed by the community, should be available for general 
recreation purposes. Communities have too much invested in school 
properties to limit their use to the hours school is in session; they 
should be used afternoons, evenings, and during vacation periods. 

The development of an all-round, all-year, recreation program 
for citizens of all ages is a community responsibility. The schools 
have a big share of this responsibility because, as outlined previ¬ 
ously, the entire school curriculum and many school facilities con¬ 
tribute to it. Schools may, in fact, give leadership and provide 
personnel and administration for the entire community program. 

Where outside groups such as park departments or recreation 
commissions share responsibility for administering the recreation 
program, there is need for some way to facilitate cooperative action. 
This plan may be a recreation commission with representatives 
of various groups interested in or concerned with recreation. The 
supei intendent may well take the lead in developing such com¬ 
missions in communities in which they seem desirable or necessary. 


National Kdfir.itinn Association ami American Association 
tinnal Policies Commission Educational Polinrs Sm Community 
Commission, I MO p 17-18 


of School Administrators, Educa- 
Recrcalion, Washington, D C.: the 



CHAPTER VII 

Mental Hygiene in the School Program 

D uring the past pew decades there has been a rapidly in¬ 
creasing recognition of problems of mental and emotional 
health, together with an understanding of their extensive 
ramifications into all phases of life. Teachers are more and more 
interested in the personality development of their pupils ; 1 schools 
are organizing guidance staffs, with counselors, visiting teachers, 
and sometimes guidance clinics; physicians are increasingly con¬ 
cerned with possibilities for the prevention and treatment of mental 
disorders and defects; lawyers and clergymen are studying emo¬ 
tional factors relating to behavior; taxpayers are studying amounts 
spent on institutions for the mentally diseased and defective and 
wondering what preventive measures are available; and many 
parents are giving careful attention to the habit training of infants 
because they have learned that habits have a bearing on later 
behavior. These efforts are all related to mental hygiene. The 
diversity of professional groups concerned and their varied inter¬ 
ests and approaches give an indication of the widespread purposes 
of mental hygiene. 

Mental hygiene is interested in measures aimed at preventing 
mental diseases and defects, in the provision of treatment and care 
for the mentally sick or defective, and in the prevention of delin¬ 
quency and crime thru educational and social measures. In addi¬ 
tion, our presentday interpretation of mental hygiene includes an 
interest in personality development and the prevention of tensions, 
stresses, and strains which may not produce clinical disease or 
extreme social maladjustments but which do cause unhappiness, 
ineffectiveness, discontentment, or other evidence of maladjust¬ 
ment between an individual and his social environment. 

The aim of mental hygiene, to help individuals develop integrated 
personalities so that they may adapt to the usual exigencies of 
life with feelings of competence and satisfaction, coincides with 

1 National Education Association, Department of Elementary School Principals, Personality Adjust¬ 
ment of ike Elemental y-Sckool Child Fifteenth Yearbook Washington, D C : the Department, 
1936 44S p 


[133 1 



134 


Health in Schools 


the view that education should provide experiences promoting 
growth in the direction of self-confidence, social adaptation, self- 
expression, and the facing of reality. Thus, from the point of 
view of schools, the phase of mental hygiene dealing with per¬ 
sonality development is identical with some of the aims of education; 
both are directed toward the development of individuals capable 
of satisfactory living. 

School interest in mental hygiene is a practical application of 
its much stated interest in the whole child. To a responsibility for 
children’s intellectual development and physical health, schools 
are adding an interest in the emotional development of children. 
This attention implies recognition of the importance of attitudes 
in influencing learning and behavior and a realization that the 
way one feels is as important as how one thinks and acts. This 
need for considering and furthering the emotional development of 
children must be coupled with an understanding of the unity of 
the individual and the need for his feeling, knowing, and acting 
in an integrated manner. While we may dissect the child into mental, 
physical, and emotional components for convenience of discussion, 
we must work toward an integration of them in the individual. 

How can schools apply the principles of mental hygiene? What 
school procedures need changing? What type of personnel is re¬ 
quired? As a convenience in discussing these questions, school mental 
hygiene activities will be grouped under four general topics, namely: 
fa) the emotional and social environment of pupils, (b) adaptation 
of school programs to pupils’ mental abilities, (c) identification and 
guidance of pupils with emotional problems, and (d) instruction 
relating to mental hygiene. 

The Emotional and Social Environment o£ Pupils 

The first responsibility of schools in the field of mental hygiene 
is to provide a social and emotional environment for pupils which 
will not only avoid those things known to have undesirable effects 
but will provide experiences known to contribute to desirable 
emotional development. Some of these definitely constructive ex¬ 
periences will be brought out in considering ways in which schools 
may produce desirable environmental conditions, and likewise some 
present practices which have undesirable effects will be pointed 
out and condemned. 



Mental Hygiene in the School Program 


135 


School Administration and Organization 

There are a number of phases of menial hygiene which relate 
directly to school administration and organization. The general 
philosophy of the school system, the manner in which curriculums 
are prepared, the selection and appointment of teachers, types of 
supervision, administrative attitude toward discipline, and school 
procedures in promotion and grade placement all affect the emotional 
health of pupils. 

The superintendent of schools and school principals, as the direct- 
line administrative officials of a school organization, thru their 
attitudes and their methods have a great deal to do with the school 
mental hygiene program. As each classroom has an atmosphere 
reflecting the personality and philosophy of the teacher, so does 
each school reflect the individuality of a principal, and a school 
system that of its chief administrative official. The general policy 
of the administrator may be one which encourages teachers to 
develop programs centering around the growth and personality 
of individual pupils or it may compel teachers to follow rigid pro¬ 
grams emphasizing the memorization of factual material with little 
consideration of its relation to the growth of pupils. The first 
step in a school mental hygiene program is for administrative offi¬ 
cials to promulgate policies and procedures indicating their interest 
in the all-round growth of pupils in contrast to subject mastery. 

A second and extremely important administrative responsibility 
in the school mental hygiene program is the development of pro¬ 
cedures contributing to the mental health of teachers because teach¬ 
ers are the most important factor influencing the emotional and 
social environment of classrooms and contribute most to the mental 
health of pupils when they themselves are emotionally healthy. 
Selection and appointment of teachers must be on the basis of 
merit with no elements of political pressure, personal friendship, 
or prejudice. It follows that tenure should be based on continued 
satisfactory service. Provisions for retirement in old age and for 
sick leave add to teachers’ feelings of security. Administrators 
should protect teachers from community prejudices which prevent 
teachers from participating in the normal, wholesome, social life 
of the community. Salary schedules must be in keeping with com¬ 
pensation paid others in the community with comparable training, 
experience, and responsibility. All these administrative measures 



136 


Health in Schools 


significantly affect teachers’ feelings of security, adequacy, happi¬ 
ness, and self-respect and thus the character of their work with 
children (see Chapter XIV), 

Among other administrative measures influencing the feelings 
of teachers toward their work are the methods used in curriculum 
construction and the methods and attitudes of supervisors. A rigid, 
specialist-prepared curriculum which the teacher is expected to 
follow regardless of pupil needs or pupil interests tends to mech¬ 
anize his program, emphasize subjectmatter, and ignore personality 
development. To foster teaching which places progressive growth 
above isolated units of knowledge or skills requires a flexible 
program, with opportunities for teacher initiative. The flexible 
curriculum places upon the teacher responsibility for adapting 
programs to the needs of pupils but at the same time gives her 
freedom to meet a challenging task in the manner best suited to 
her abilities. This opportunity for initiative and this planning for 
her individual group give the teacher an increased appreciation 
of the importance of the work she is doing and an added feeling 
of usefulness to society. 

Methods of supervision affect the emotional atmosphere of the 
classroom because they are related to teachers’ feelings of adequacy, 
security, and happiness. Modern methods of supervision are di¬ 
rected at teacher growth thru methods which protect the self- 
respect of teachers and emphasize cooperative teacher-supervisor 
activities. Thru positive, constructive, and friendly help the super¬ 
visor respects the personalities of teachers in the same manner 
teachers respect the personalities of pupils. Dictatorial, supercritical, 
belittling forms of supervision are as much out of place in the 
school giving consideration to mental health as the horse and buggy 
on modern highways. It is the responsibility of administrative offi¬ 
cials to provide teachers with the best available supervisory help 
and to provide administrative machinery permitting both teachers 
and supervisors to work effectively, cooperatively, and enthusiasti¬ 
cally for the progressive growth of children. 

Administrative attitudes toward discipline influence the rela¬ 
tionships between pupils and teachers of all classes. Does the school 
administrator condone corporal punishment? Is misbehavior to be 
followed by routine, retributive punishment or is the pupil in trouble 
considered one to be studied and helped? Only when administrative 




Mental Hygiene in ti-ie School Program 


137 


staffs consider behavior as symptomatic evidence of basic attitudes, 
desires, and urgings is it possible for a school to deal intelligently 
with problems of discipline. Behavior must be studied not only 
from the point of view of its annoyance to the teacher but with a 
knowledge of how it is affected by home conditions, group attitudes, 
physical health, inherited tendencies, past experiences, and other 
factors. A program of school mental hygiene requires that disci¬ 
plinary problems be approached with a determination to discover 
the underlying causes for undesirable behavior coupled with a 
sincere desire to help the pupil. This attention to the individual 
pupil can be given only with administrative backing and approval. 

Consideration of the emotional and social atmosphere of class¬ 
rooms requires that thought be given such factors in school organ¬ 
ization as the grading of pupils, promotion methods, report cards, 
and homework. Much study has already been given to the effects 
of grouping pupils into grades, thus limiting school social contacts 
to those of close chronological age and implying that a group of 
children should all have identical experiences. As a result of these 
studies, some elementary schools are now breaking down the grade 
barriers of lower grades so as to permit participation in group activ¬ 
ities by those of varying ages and to provide more individualized 
programs and greater opportunities for leadership and followership. 
The minimizing of grade placements in the elementary grades and 
less rigidity in promotion makes possible progress in accord with 
individual achievement and growth. Many changes in report card 
forms and the substitution of letters and conferences for more 
formal reports and arbitrary marks are further indications of 
school interest in the development of the whole child rather than 
solely in his acquisition of knowledge. In a similar manner the 
subject of homework is now considered in the light of what the 
child does during his entire day and its effect on recreative oppor¬ 
tunities and participation in extracurriculum, home, church, and 
community activities. The abundant literature on all these topics 
in current educational periodicals and books testifies to educators’ 
interest in organization procedures as they relate to personality 
development thru influencing the atmosphere of the classroom. 2 

-National Education Association, Depaitmcnt of Supervisor and Directors of Instruction. Mental 
Health in the Classroom Thirteenth Yeaibook, Washington, D, C . the Depaitinent 1940 304 p 
iJNational Education Association, Department of Elementary School Principals, op. ett. 



138 


Health in Schools 


The Teacher and Teaching Methods 

General policies of school administration, administrative proce¬ 
dures relating to teachers’ welfare, supervisory methods, attitudes 
of superintendents and principals toward discipline, and general 
organization procedures indirectly affect the emotional tone of 
each classroom. But more direct than any of these is the influence 
of the teacher’s personality, her teaching methods, and her under¬ 
standing of the growth and development of children. 

The personality of the teacher is quite likely a more important 
factor in the child’s education than her technical knowledge. The 
emotional reactions of teachers cause similar emotional responses 
in pupils; the happy, tolerant, resourceful teacher is helping each 
pupil develop these same qualities. Further, the attitude of the 
teacher is important in developing the rapport essential for expres¬ 
sion, creative activity, and social growth. 

To exert favorable influences on the personality development of 
pupils, the teacher must consider her own emotional health. She 
must have the security offered by administrative measures mentioned 
previously, but in addition she must live a life which gives satisfac¬ 
tion coupled with a feeling of accomplishing something worthwhile. 
She must develop out-of-school interests, take a real part in com¬ 
munity life, participate in a variety of recreative activities, maintain 
many social contacts, and take pride in the responsibility which her 
job entails. Thru her professional affiliations she can satisfy a need 
for identification with a larger group, a need closely related to main¬ 
taining one’s self-respect. Thru complete living, the teacher develops 
broader vision, a greater understanding of human values, and a closer 
contact with the world at large. She gets more satisfaction and happi¬ 
ness from life, and in consequence she becomes a better teacher in 
the classroom. 

From the negative point of view, the emotionally unstable teacher 
exerts such a detrimental influence on children that she should not be 
allowed to remain in the classroom. The teacher with an uncon¬ 
trollable temper, or one severely depressed, markedly prejudiced, 
flagrantly intolerant, bitingly sarcastic, or habitually scolding may 
endanger the emotional health of pupils as seriously as one with 
tuberculosis or some other communicable disease endangers their 
physical health. Such teachers need help, but while they are being 



Mental Hygiene in the School Program 


139 


helped they should be out of classrooms so their pupils may be freed 
from the psychic injury, repression, and fear which their presence 
creates. There is need for educators and physicians to devise pro¬ 
cedures for protecting children from inhibited, frustrated, distorted 
personalities. 

Many factors influence the emotional tone of the classroom. The 
physical environment may be attractive, colorful, pleasing, and dis¬ 
tinctive, or it may be drab, identical with all other classrooms, and 
depressingly void of decorations (see Chapter XII). The teacher’s 
voice may be harsh, loud, and grating, or pleasing, inviting, and 
friendly. The way she dresses, and even the way she smiles—and we 
presume she smiles frequently—does something to pupils, either 
making them responsive, proud, and encouraged, or inhibited, de¬ 
spondent, and repressed. 

The teacher interested in the mental health of her pupils recognizes 
their need for feelings of security. She sees that each pupil’s special 
abilities are known to the group and she develops cooperative under¬ 
takings in which each pupil makes a significant, worthwhile contribu¬ 
tion. She provides plenty of opportunities for pupils to experience 
the joy and happiness which should be birthrights of children. Tasks 
are assigned which, tho challenging, carry a reasonable opportunity 
for successful completion, because she is aware of the stimulating 
effect of success and the inhibiting power of constant or repeated 
failure. Fear is not used as a motivating factor because of its detri¬ 
mental psychological effect. Pupils are given as much freedom as is 
consistent with the best interests of the group, and opportunities 
for expression and movement are numerous. In these various ways 
the teacher respects the personalities of pupils, thus helping them 
develop self-respect and self-confidence, and in a friendly, sym¬ 
pathetic manner she leads them toward increased independence, 
greater resourcefulness, and well-rounded growth. They develop a 
feeling of belonging to a group, and feelings of security and of happi¬ 
ness. They are growing emotionally, as well as intellectually and 
physically. 

To accomplish most for the emotional development of pupils, 
teachers need a knowledge of children, factors influencing their 
growth, and general principles of mental hygiene. Teachers now in 
service should be familiar with recent publications dealing with 



140 


Health in Schools 


these topics 3 while prospective teachers need to have this material 
presented in their teachers college courses. 

Emphasis in teacher education should be placed on human be¬ 
havior as contrasted with “regular” subjects. This changed emphasis 
may be brought about by substituting a study of mental hygiene and 
emotional behavior in the place of old courses, or by vitalizing courses 
now being offered in psychology, health education, or similar fields. 
Regardless of how it is done, it is important that prospective teachers 
gain a fundamental understanding of the “wholeness” of children 
and how educational experiences may help them develop all their 
potential capacities to the fullest degree. 

As schools become concerned over the complete growth of chil¬ 
dren, they develop increased awareness of the importance of home 
and community influences on the education of children. This 
acknowledgment results in an understanding of the need for home 
and school cooperation. It follows that teachers find the necessity 
of knowing the home conditions of pupils, the advantage of teacher- 
parent conferences, and the need for parents and teachers jointly to 
develop plans for the benefit of children. Thru joint planning and 
joint action both parents and teachers expand their interests and 
significantly increase their contributions to the welfare of children. 

Adaptation of School Programs to Pupils’ Mental Abilities 

An important phase of school mental hygiene is the determination 
of pupils’ mental (intellectual) abilities and the subsequent adapta¬ 
tion of school programs to these abilities. This adaptation is im¬ 
portant for both those with superior ability and those who are below 
average. The superior pupil may be definitely harmed by a program 
for average pupils because the lack of challenge and the development 
of slovenly work habits never prepare him for more difficult tasks.' 1 
The ease with which he accomplishes usual assignments may produce 
idle time which may be used in annoying, disrupting ways rather 
than in productive accomplishment. On the other hand, pupils with 

3 National Education Association and American Medical Association, Joint CommilLee on Health 
Problems in Education Health Education Washington, D C * the National Education Association, 
1941. Chapter 4, “Facts All Teachers Should Know Relating to Child Growth and Development,” 
p 40-73 ilNational Education Association, Department of Supervisors and Directors of Instruction, 
op eit. t flMcClusky, Howard Y, chairman “Mental Hygiene and Health Education ” Review of 
Educational Research 10 403-527; December 1940, 

4 National Education Association, Research Division “High-Sclinol Methods with Superior Students” 
Research Bulletin 19 155-95, September 1941 



Mental Hygiene in the School Program 


141 


below-average intelligence faced with competition with those of 
“normal” intelligence will experience continued failure, with result¬ 
ing feelings of inadequacy and incompetence. They may be con¬ 
tinually nagged and exhorted to do things which their innate capaci¬ 
ties make impossible. To avoid these undesirable developments, 
schools need a psychological testing program which will provide 
teachers with information concerning the intellectual potentialities 
of their pupils. 

Our knowledge of psychological testing has increased greatly dur¬ 
ing the past few years. We know now that psychological tests have 
substantial reliability and validity. But we also know that environ¬ 
mental and emotional conditions influence test results, that the rate 
of mental growth of children varies, that changes in intelligence 
quotients may occur over a period of years, and that most changes 
in mental status occur in young children. 

Variations in intelligence tests indicate the need for careful in¬ 
terpretation and guarded prognosis. A standard psychological test, 
either group test or individual test, gives the teacher valuable, use¬ 
ful information, but it must not be considered infallible or unchange¬ 
able. Teachers should be informed of the various elements of the 
testing program and use information of special abilities revealed 
by the tests. 

Because the IQ cannot be helpful in planning a program except 
as it is interpreted in the light of a pupil’s age, teachers will generally 
find the MA (mental age) more helpful. For this reason all reports 
to teachers of the psychological testing of their pupils should include 
the mental age. 

Experience indicates that factors influencing the validity of psycho¬ 
logical testing include: (a) What test was given? Is it a standardized 
test with reliably established norms? (b) Who gave the test? Was 
it someone specially trained and experienced? (c) When was it given? 
The more recent the test, other things being equal, the more valid 
the results. These factors need consideration by all who use test 
results. 

The type of psychological testing possible will depend on the size 
of a school, the preparation of teachers, the availability of a psycholo¬ 
gist, and other factors. Group testing is found to be economical and 
practical, but in addition to group tests there should be resources 



142 


Health in Schools 


for individual testing. Individual testing should be conducted by a 
trained psychologist. Regardless of the type of test or the person 
giving it, pupils should not be allowed to fail because attempts were 
not made to discover their intellectual capacities. 

Those found to be mentally retarded—but not feeble-minded, 
requiring institutional care—need an educational piogram which 
will help them become healthy, happy, and useful members of their 
community. Despite intellectual limitations they have the same 
physical and emotional needs and urgings as other pupils. They 
need physical health, good character, and feelings of security, use¬ 
fulness, and self-respect. Thru programs suited to their needs and 
abilities, schools can prepare them for happy, socially acceptable 
living; without suitable school experiences they may become un¬ 
happy, delinquent, criminal, rebellious, or dependent. 

The plight of the mentally retarded adolescent is particularly de¬ 
plorable. At this period, his physical development is marked by the 
onset of puberty, and he is no different from his classmates in this 
respect. Emotionally he has the same feelings to express, the same 
craving for approbation, the same sensitivity to criticism and failure, 
lie, like others in his class, may be sensitive, jealous, happy or de¬ 
pressed, jubilant or morose. But altho he is similar to his classmates 
from the physical and emotional point of view, intellectually he 
may be only ten or twelve years old. Despite this limitation, some 
high schools still provide him with nothing but a college preparatory 
program. They provide subjects which prepare him for more educa¬ 
tion rather than for living; and usually this is because of tradition, 
administrative indifference, false pride in academic measures, or 
ignorance of the effects of such programs on boys and girls. A few 
years after terminating their high-school careers, either following 
graduation or previously because of discouragement, disinterest, or 
possibly school advice, these mentally retarded youngsters will be 
active citizens in the community. They will be voting for various 
officials, including members of the board of education; they will be 
members of social and civic groups; they will be marrying and 
raising children. Cannot the school devise a program which will help 
them assume responsibilities for citizenship, for making a living, 
and for parenthood? These are the essentials in a program for the 
retarded. 




- 








'* ,-• • ..tH," 

.^y yVy^.. 

w- ■ r' 


•Wfi?' 



Health Information —One part of the 
school’s health program Is to provide infor¬ 
mation. Too frequently in the past this has 
been the limit of the school’s efforts. In better 
schools isolated facts, unrelated to child in¬ 
terests and needs, have steadily given way to 
an integrated program of vital activities. 


Photograph by 

GreenhiUs (Ohio) Public Schools 


[ 144 1 



Mental Hygiene in the School Program 


145 


Mentally retarded pupils, when they leave school, will be living 
in a world made up of all types of individuals. Consequently, during 
school years provision should be made for them to have social con¬ 
tacts with those of varying intellectual abilities and of their own 
chronological age. Special class placement may be desirable with 
some groups, for example, those with IQ’s from 50 to 70, but such 
placement should be resorted to only when a satisfactory program 
cannot be piovided otherwise Where special class placement is 
necessary, provision should be made for pupils to have some contact, 
either in school or out of school, with pupils of different intellectual 
capacities. 

Mentally superior pupils also present the question of whether they 
should be enrolled in special classes or given an “enriched” program 
in a regular class. As pointed out previously, the ease with which 
the usual age-grade program is achieved by one of superior intelli¬ 
gence may lead to lazy work habits or misbehavior. Advancing a 
superior pupil, thus removing him from contact with those of his 
own age and placing him entirely with those of a different chrono¬ 
logical age, different social development, and different social interests, 
may create a social misfit. Placement with others of superior ability 
may result in difficulties in adjusting to average persons, feelings 
of snobbishness, and exaggerated feelings of importance. Because 
of these considerations, a common adaptation now suggested for 
a. pupil with superior mental ability is an enriched curriculum in his 
usual age-grade class. This curriculum involves extra independent 
projects, special readings and reports, and more difficult sections 
of assignments. It is prepared by the teacher with a view to chal¬ 
lenging the imagination and ability of the student, requiring him 
to exert himself, and developing habits of application, creativeness, 
concentration, and continued effort. Without programs adapted to 
the varying abilities of pupils, a school cannot completely fulfil its 
responsibilities in the field of mental hygiene. 

Identification and Guidance of Pupils with Emotional Problems 

From the point of view of children’s behavior problems, the phases 
of school mental hygiene previously discussed may be considered 
preventive efforts. The administrative and teaching factors affecting 
the social and emotional atmosphere of the classroom are directed 



146 


Health in Schools 


partly toward adequate personality and social development and 
partly at the prevention of emotional problems. Likewise, adapting 
educational experiences to intellectual capacities is one measure 
aimed at preventing undesirable forms of behavior. These preventive 
aspects of school mental hygiene are extremely important, but what 
is the school to do about those exhibiting emotional problems or 
social maladjustment? Does the school have any responsibility for 
the shy, withdrawing type of pupil who never mixes with other 
children, expresses himself only when forced, daydreams, and has 
no outside interests? Can the school do anything for the pupil who 
lies, masturbates, or steals? What can be done for the pupil who has 
average or better than average intellectual ability but whose achieve¬ 
ment is below average? Our modern concept of school mental hygiene 
places upon schools the responsibility for identifying these evidences 
of social and emotional maladjustment and for devising and institut¬ 
ing plans to help such pupils. 

There are a number of reasons why this phase of mental hygiene 
is a function of the school. First, it must be recognized that some 
maladjustments may be due to school programs; there may not be 
the environmental conditions which permit the pupil to make a satis¬ 
factory school adjustment or he may be asked to accomplish more 
than his capacities permit. Second, and closely related to the pre¬ 
ceding, the treatment of a maladjusted pupil may involve school 
procedures regardless of whether the cause is something within or 
outside the school. Frequently the treatment of emotional and social 
maladjustment involves participation in group activities either as 
part of the regular school program or as part of a recreation program. 
Third, the treatment of emotional problems is essential if pupils are 
to gain most from their school programs. They cannot do good 
work if worried, depressed, unhappy, or emotionally upset. 

A fourth reason for school acceptance of responsibility is that the 
school has the privilege of contacting greater numbers of children 
than any other agency. It is known that many adult maladjustments 
are sown in childhood, and the school has a better opportunity than 
any other group of detecting these early evidences of emotional 
difficulty. Finally, the objectives of education cannot be achieved 
for an individual pupil if emotional maladjustments are not cor¬ 
rected. The school has not done the best job possible if a pupil leaves 
school with an excellent knowledge of language or mathematics but 



Mental Hygiene in the School Program 


147 


also lias emotional attitudes of jealousy, inferiority, or inadequacy 
which later result in discontentment, rebellious quarreling with co¬ 
workers, or marital unhappiness. Nor has its program been satis¬ 
factory if its salutatorian graduates with fears or conflicts of feel¬ 
ings which later cause neurotic complaints and eventually an un¬ 
happy life and unsuccessful career. The purposes of our democratic 
program of education require that pupils with evidences of mal¬ 
adjustments be studied and helped as a means of aiding them to live 
more satisfactorily today and to remove, if possible, attitudes which 
if continued will produce serious conditions later. 

It should not be assumed from the foregoing that the teacher or 
other member of the school staff is to assume responsibility for the 
psychiatric treatment of emotional problems. Such is not the case. 
But members of the school staff may, thru a broader acquaintance 
with mental hygiene, select pupils to be referred to appropriate 
agencies or individuals for further study and treatment. And they 
may give guidance to those whose problems center around school 
adjustment or whose maladjustment is such that educational, rec¬ 
reative, or social measures rather than psychiatric treatment are 
needed. It is difficult to draw the line between those cases which 
may be treated by the school staff and those which should be re¬ 
ferred to psychiatrists or child guidance specialists. But as in the 
field of physical health the layman administers first aid, then refers 
to the physician cases which are severe or unusual, so also in the 
field of mental health unusual or severe cases require the advice 
of a specialist. 

The identification of pupils with emotional problems is usually 
not a difficult procedure because many evidences of maladjustment 
are noticeable to the teacher. The pupil who is disinterested, antago¬ 
nistic, unhappy, deceitful, easily embarrassed, or the one who lies, 
steals, or commits sex offenses is usually known to the teacher. Un¬ 
fortunately, however, studies have shown that many teachers con¬ 
sider minor infractions of arbitrary school rules, such as talking, 
note-passing, and moving from one part of the room to another, as 
evidences of undesirable behavior while not giving adequate con¬ 
sideration to the shy, docile, retiring type of pupil. From the psychi¬ 
atric point of view the latter is considered much more serious. While 
most teachers are aware of emotional problems among children, the 



148 


Health in Schools 


following list of characteristics may be suggestive of pupils requiring 
study and help: 

1. Overstudious, docile, and withdrawing 

2. Bullying, overaggre&sive, and domineering 

3. Unhappy and depressed 

4. Overexcitable; uncontrollable emotions 

5. Stuttering 

fi Lack of confidence, self-denying, and self-censure 

7. Poor accomplishment in comparison with ability 

8. Lying (imaginative or defensive) and lack of appreciation of prop¬ 
erty rights (stealing) 

9. Masturbation, abnormal sex interests, sex offenses, sex notes 

10. Antagonistic, negativistic, continually quarreling. 


As teachers gain increased knowledge of children, of emotional 
attitudes influencing behavior, and of mental hygiene as related to 
children, the problem of identifying children needing help will not 
be difficult. 


The first step in helping a pupil with a behavior problem is a study 
of the entire child. What is his physical make-up and physical con¬ 
dition? What is his intellectual ability and what type of work has he 
been doing? What are the social factors in his life? What are his own 
attitudes toward his problems and his behavior? Without informa¬ 
tion from all these fields no intelligent approach can be made to his 
pioblem. Behavior is not solely the result of inheritance or physical 
health and emotional attitudes, nor of home and community condi¬ 
tions, nor of intellect and school adjustment, but a result of an inter¬ 
play of all these influences. If we are to help the individual we must 
know him and we must know the home, school, and community en¬ 
vironment to which he must adjust. 

Sometimes the study of a pupil has valuable therapeutic results. 
It gives the school a better understanding of the perplexities, handi¬ 
caps, and burdens which a pupil faces, and thus encourages tolerance 
sympathy, and understanding. It helps the school discover adapta¬ 
tions which it should make in its own purpose and program The 
opportunity afforded a pupil to discuss his troubles with a sympa¬ 
thetic, understanding person is an important part of the study. It 
gives him a feeling of relief and a clearer understanding of his prob- 
em and possible solutions to it. Further than this, it leads him to 
he has a friend, that there is someone willing to understand him 



Mental Hygiene in the School Program 


149 


and help solve his problems. This may change not only his attitude 
toward school but his attitudes toward society, toward his problems, 
and toward life in general. In these various ways the study of a 
pupil and friendly teacher-pupil conferences utilize two duly funda¬ 
mental devices in mental hygiene: (a) making adaptations in the 
environment, and (b) giving the individual insight into his problems 
and changing his attitudes toward them. 

Teachers are faced each day with many situations demanding a 
knowledge of the principles of mental hygiene. Some of these situa¬ 
tions have been outlined recently with suggestions for dealing with 
them in a practical, effective, and helpful manner, in a booklet en¬ 
titled Mental Hygiene in the Classroom , G 

Different schools will use different procedures in helping pupils 
with emotional problems. In many schools the only one available 
for this will be the classroom teacher. Her knowledge of mental 
hygiene may be limited and she may have had no training or expe¬ 
rience in making studies of children. Nevertheless, unless she under¬ 
takes the task it will not be done. In other schools, counselors with 
special preparation in guidance, including mental hygiene, will be 
available. His special preparation, together with provision of time 
for special conferences, frequently permits the counselor to conduct 
a more complete study than could the teacher. This complete study 
is possible, however, only where the counselor is not overloaded with 
routine procedures, such as checking absences, course requirements, 
and class scheduling, and where he is not identified as an official 
responsible for discipline. The counselor needs time for repeated, 
sometimes lengthy conferences if he is to be a vital force in helping 
pupils with their emotional and social problems. 

During recent years the visiting teacher has become an integral 
member of many school staffs and has contributed much to the un¬ 
derstanding of children’s emotional problems and ways of helping 
them. 0 The term “visiting teacher” should be limited to the trained 
psychiatric social worker whose training includes mental hygiene 
and case work subsequent to successful teaching experience. This 

6 National Education Association ai.d American Medical Association, Joint Committee on Health 
Problems in Education. Menial Hygiene in the Classioom Washington, D C ; the National Educa¬ 
tion Association, 1939 70 p. 

«American Association of Visiting Teachers Visiting Teacher Service Today San Diego, Calif 
the Association (See Mary Nithnlls, Bmeau of Child Guidance, Cily Srhauls), 1940 21 p 

(Planngraphcd ) 



150 


Health in Schools 


background of experience in both teaching and social work makes 
the visiting teacher an invaluable aid in the study of pupils and the 
development of constructive school mental hygiene programs. Her 
work is most effective when she has available for consultation a psy¬ 
chiatrist who has specialized in child guidance work. In many situa¬ 
tions, the visiting teacher acts as an adviser and helper to teachers 
in the study of pupils with emotional problems, rather than as one 
to whom the teacher refers a case and then feels relieved of all 
responsibility. In working with pupils the visiting teacher will utilize 
the subject or classroom teacher’s continuous daily contacts with the 
pupil for both observation and help. 

Some large school systems have organized, or have available in 
the community, child guidance clinics where the services of a psy¬ 
chiatrist, psychologist, and social worker are available. This group 
is ideal in the consideration of the whole child and his whole environ¬ 
ment; we should look forward to the time when the services of such 
a group are available to all children who need them, either thru the 
school system, if it is large enough to warrant it, or thru a consoli¬ 
dation of a number of schools, or on a township, county, or district 
basis. The end results of social and emotional maladjustments in 
children are so costly that an amount spent on child guidance clinics 
would eventually save the community many times that amount. 
Prevention is better, and also cheaper, than care. 

Instruction Relating to Mental Hygiene 

School health instruction programs should include topics related 
to mental hygiene. While it is important for pupils to learn about 
nutrition, care of the eyes and ears, measures for the prevention of 
disease, and other subjects usually found in health instruction pro¬ 
grams, it is equally important that older pupils learn something 
about the factors contributing to mental health and what their com¬ 
munities are doing to prevent mental disease and to care for the 
mentally defective and mentally sick. 

Health instruction relating to mental hygiene can be directly 
related to many phases of instruction. In connection with instruction 
concerning physical health it can be pointed out that physical health 
and mental health are interrelated and that sound physical health 
is a foundation stone for building mental health. In home economics 



Mental Hygiene in the School Program 


151 


classes, and in othci classes where family life is discussed, the in¬ 
fluence of home life on personality development and emotional health 
can be biought out, with paiticular reference to the detrimental 
effect of bioken homes on children’s emotional development and 
the positive value of children’s early habit training. Physical educa¬ 
tion classes may discuss the relationship between recreation, hobbies, 
and mental health, the need for play, the need for rest, and the social 
values of games. Classes in literature offer innumerable opportunities 
for discussion of personality development and the relationship of 
social factors to emotional health, because novels now included in 
courses of study contain many illustrations of incomplete and in¬ 
adequate personalities as well as examples of the effect of different 
types of environment and different social situations on the emotional 
life of individuals. Thru efforts of this type, instruction relating to 
mental hygiene may be integrated with practically all subjects in the 
school program. To be most effective this type of instruction needs 
to be presented tactfully with due regard to pupils’ home situations 
and social background. 

In addition to the material on mental hygiene which may be inte¬ 
grated with various subjects, it is desirable for schools to consider 
the possibility of some direct instruction on this subject by a teacher 
especially trained in health education. This may be part of a regular 
high-school course in “Healthful Living” or “Modern Health Prob¬ 
lems,” or it may be a separate special course organized for the 
particular purpose of stimulating and directing study of problems 
of mental health. The latter procedure was followed in some Dela¬ 
ware schools where an experimental course in “Human Relations” 
was presented to seventh-grade pupils in fifteen weekly periods of 
from fifty minutes to one hour each. Commenting on this experi¬ 
mental instruction in mental hygiene, H. Edmund Bullis of the 
Delaware State Society for Mental Hygiene writes: 

That children, or even adults, do not learn much regarding their personal 
emotional problems as a result of didactic teaching or lecturing is generally be¬ 
lieved to be true Most of our insights regarding our emotional life are obtained 
through personal experience, through being in close contact with well-adjusted 
people. Although it is difficult to provide in the school room the actual emotional 
experiences desired, an attempt has been made in these human relations classes 
to provide as near to “actual experiences” as is humanly possible. Shy children 
are encouraged to participate more freely in stimulating social relationships. 
After the first few classes, almost all of the children voluntarily discuss in the 



152 


Health in Schools 


class emotional experiences they have had They bring out in the open matters 
that have at some time been perplexing and worrying them. 

Through the use of specially edited sound-movie films from Hollywood pro¬ 
ductions it is possible, after the showing of the film depicting ceitain emotional 
problems of adolescent youth, to get the children to discuss in a lively fashion 
the reasons they attribute for the actions of the youngsters in the film. The par¬ 
ticipation of the children in the spontaneous discussion is almost the same as 
their actually having had the experience depicted in the picture Frequently, very 
personal experiences are given by the students in their contributions to the dis¬ 
cussion. Not only sound films, but also plays, stories, personal anecdotes, 
newspaper accounts of current events, edited case sLudies, recorded dramatiza¬ 
tions, panel discussions, and debates have been used successfully as stimuli for 
discussion 7 

Another phase of mental hygiene can be presented in courses 
dealing with community organization and activities. In this there 
could be discussed community measures for caring for the men¬ 
tally sick and defective; community education regarding the causes, 
treatment, and prevention of disease and defect; community re¬ 
sources for psychiatric treatment and child guidance; and com¬ 
munity recreation facilities. 

In education relating to mental hygiene, particular emphasis 
needs to be placed on the need for sympathetic, kindly treatment 
of those with mental problems and the improved outlook due to 
our growing understanding of the causes and treatment for these 
problems. Mental disease and defect should not be regarded as a 
disgrace, any more than having pneumonia or appendicitis. There 
are many kinds and degrees of mental disease, some amenable and 
some resistant to currently known methods of treatment. These 
facts, if presented thru health education, should lead to a more 
sympathetic attitude toward those afflicted and encourage them to 
seek medical advice and treatment at the earliest development of 
abnormal symptoms. As with other forms of disease, it is an 
advantage to have treatment instituted before the condition becomes 
advanced. 

.,; B ';' lis - 1 ?;,f n,und ’ “ Wcmal f ° r Normal Children " Delaware State Medical Journal 13: 



CHAPTER VIII 

School Programs for Physically Exceptional Children 

I N each school system, some children are to be found who can¬ 
not be fitted into the regular program of the school because of 
physical handicaps. It is the responsibility of the school super¬ 
intendent to make special arrangements for them, either by pro¬ 
viding special facilities within the system or by seeking outside 
assistance. There is no school system which does not contain such 
children. 

The types of children who are most likely to need special educa¬ 
tional facilities are as follows: 

1. Deaf and hard of hearing 
2 Blind and partially sighted 
3 Crippled 

4. Speech defective 

S. Undervitalized 

6. Cardiac 

7. Tuberculous 
8. Epileptic 

The presence in the school district of children with severe physical 
disabilities is often not known to the local school authorities because 
of the failure of parents to inform the superintendent. These chil¬ 
dren are often forced to grow up illiterate, ignorant, and unable 
to take their places in society. Family pride, ignorance, or some¬ 
times plain shiftlessness is the cause; only by taking the initiative 
himself can the superintendent make sure that each child in his 
district has a proper education. 

In locating the physically exceptional child there is no adequate 
substitute for a house-to-house school census. A census that is made 
by having the teacher query the pupils or by asking the parents 
to take the initiative in making a report is not adequate Each home 
must be visited by a representative of the school. Such a census 
requires excellent organization, but if properly organized it does 
not require an undue amount of labor. 

The problem of placing physically exceptional children in special 
schools or special classes is often vexing. Some persons feel that to 


[1S3] 



154 


Health in Schools 


remove a child from a regular classroom is to brand him as an 
abnormal child. Others argue that every physically exceptional child 
should be removed from the regular grades to prevent his having to 
compete with children who are not handicapped. 

A good general rule to follow is to enrol a child in a regular class¬ 
room if his physical condition permits and if he can get a sound 
education there. If his condition requires constant medical super¬ 
vision, or if he is apt to do himself injury, he must be enrolled in a 
special class. If his condition requires it, special teaching proce¬ 
dures can be provided by enrolment either in a special class or in 
a regular class with part-time special teaching. 

Because of the difficulty later in life that physically exceptional 
children are apt to have in economic competition, the school pro¬ 
gram for them must include both vocational training and vocational 
placement. The remarkable achievements of physically handicapped 
persons who have been properly educated serve as an inspiration 
to the superintendent who is faced with the necessity of providing 
special facilities for an exceptional child. 


Deaf and Hard-of-Hearing Children 


Deafness in young children is often not recognized. Even total 
deafness may not be noticed for some years after birth. A deaf L 
child will feel vibrations and will react to them, which may lead a 
casual observer to believe that the child can hear but is stubborn. 

Deafness has a profound effect upon the intellectual development 
of the child, and a deaf child is often mistaken for a feeble-minded 
child who would not profit from an education. Such children are 
sometimes placed in an institution for the feeble-minded without 
an examination of either their hearing or their intelligence. As a 
consequence, a child with great educational possibilities may be 
allowed to become a permanent ward of the state, in no wise able 
to contribute to his own welfare. It is an important rule that no child 
should be considered deaf or hard of hearing or feeble-minded until 
both his hearing and his intelligence have been carefully examined. 


1 It is customary to distinsmsh between “deaf” and “deafened” rhiMr«n t n 



Physically Exceptional Children 


155 


Finding Deaf and Hard-of-Hearing Children 

An adequate school census will disclose the presence of the totally 
deaf children in the district. Locating them is usually a much simpler 
problem than that of picking out, from among the children who are 
enrolled in school, those who are sufficiently hard of hearing to 
require special facilities. 

There are two general methods by which hard-of-hearing chil¬ 
dren can be found. One consists of the informal but careful obser¬ 
vation of the children for such symptoms as the following: 

1. Inattention when the speaker is not seen 

2. Inability to answer easy questions 

3. Habit of asking to have questions repeated 

4. Turning one ear toward the speakei 

5. Picking at the ear 

6. Faulty pronunciation, unnatural pitch of the voice. 

The other method consists of the examination of all children by 
the school nurse or teacher. There are three commonly used pro¬ 
cedures for making such examinations. One is the watch test, in 
which the ability of a child to hear the ticking of a watch held at 
varying distances from each ear is measured. A second is the 
whisper test, in which the ability of the child to repeat what he 
has heard whispered at varying distances is determined. Both of 
these are useful for making preliminary studies where the audiom¬ 
eter is not available. The third procedure involves the use of an 
audiometer. One type of audiometer makes use of phonograph 
records and earphones. Each child hears in his earphone a series 
of numbers which decrease in loudness until he can no longer hear 
them. The child writes all the numbers he can hear. As many as 
forty children can be tested at one time. The other type of audiom¬ 
eter can be used with only one child at a time. It provides the 
most accurate picture of the hearing disability. In his earphone the 
child hears a pure tone which is made progressively soft or loud by 
the examiner. He is tested at each octave or half-octave from a 
point well below the pitch range of speech to a point well above the 
speech range. By this means a chart, called an audiogram, is filled 
out for each ear separately. 

It is customary to use an audiometer of the first type for testing 
all the children and one of the second type for retesting the chil¬ 
dren shown by the first test to have a hearing disability. 



156 


Health in Schools 


Modifications of the School Program for Deaf 
and Hard-of-Heanng Children 

Depending upon the seriousness of the hearing disability, children 
should be placed in three groups: (a) special schools or classes for 
Lhe deaf, (b) special classes for the hard of hearing, and (c) regular 
classrooms with some adjustment made in the program. 

Special schools or classes for the deaf— A child whose hearing 
loss is so profound that he cannot be taught thru his ears must be 
educated as a deaf child, even tho he can hear some sounds. Only 
a few of the largest cities have found it feasible to establish special 
schools or classes for their deaf children. Other school districts 
must utilize state-maintained schools. Enrolment should be made 
as early as possible—preferably at the kindergarten level. This is 
sometimes diffi cult, to accomplish because parents hesitate to give 
Iheir permission. Nevertheless, early enrolment is essential if the 
child is to be properly educated because the processes of developing 
a vocabulary, learning to read lips, and learning to speak are very 
time-consuming. 

Special classes for the hard of hearing —A child who has a marked 
hearing loss but who can nevertheless gain information thru his 
ears should be placed in a special class for the hard of hearing. The 
class should meet the following standards: 

1 The maximum class size should be ten or twelve pupils. Classes of 
fewer childien are sometimes necessary. 

2 The teacher should have special training in Leaching lip reading, in speech 
correction, and in methods of teaching the usual school subjects to the haul 
of hearing 

3 Electrical hearing aids should be available. 2 These are usually of the type 
which permits the child to plug his earphone into a circuit with the teacher’s 
microphone at any place in the room. Individual aids are much more expen¬ 
sive but have the advantage that they may also be used outside the classroom 
A wide assortment of visual aids is also essential 

4. In addition to the usual school subjects, training must be given in the 
interpretation of sounds, in lip reading, and in speech. 

5 It is necessary to use specialized teaching methods, especially in the 
language arts 


-A list of satisfactory hearinK aids may be obtained from the Council on Physical Tlleiapy of the 
American Medira! Association, Chicago, Illinois 



Physically Exceptional Children 


157 


The hard of hearing in schools for the deaf —Considerable harm 
can be done to the hard-of-hearing child by enrolling him in a school 
for the deaf and educating him as if he were deaf. He is apt to 
think of himself as deaf, to develop the mannerisms of the deaf, and 
to fail to use the hearing he possesses. Placement in such a school 
should be made only when the school maintains entirely separate 
classes for the hard of hearing which meet the standards estab¬ 
lished for such classes in the public schools. 

The hard of hearing in the regular classroom —When circum¬ 
stances do not permit the enrolment of a hard-of-hearing child in a 
special class, the regular classroom should be made to provide as 
good a learning situation as possible. A hearing aid should be made 
available by the school or by a local charitable organization if the 
parents are unable to provide one. The child should be seated in the 
front of the room near the windows. From this location he can see 
the teacher and the other pupils, with the light from the windows 
upon their faces. This will enable him to read lips more easily. He 
should be encouraged to turn and look at the speaker. If at all pos¬ 
sible he should be given instruction in lip reading by the regular 
classroom teacher, by the speech correction teacher, or by an itinerant 
lip-reading teacher. 

Blind and Partially-Sighted Children 

Totally blind children are so easy to recognize that it seems strange 
any should be overlooked. When this happens, it is usually the fault 
of the school census or of a school administrator who either does 
not know the proper procedure to follow in providing an education 
for the child or who lacks the proper initiative. Partially blind 
children are more difficult to recognize and frequently are em oiled 
in school without realization of their need for special education. 

Finding Partially Blind Children 

A blind child cannot see clearly even momentarily. Partially blind 
children usually can see if conditions are right. The book may need 
to be six inches from the eyes, or three feet. The pupil may have to 
contort his face, guide his eyes with his finger, dry his eyes, or 
walk to the blackboard, but usually he can see clearly, momentarily, 
if he is permitted to do so. 



15S 


Health in Schools 


Even so, he may have trouble with vision. Over extended periods 
of time he may see double, things may blur, or his eyes or head may 
ache. Such conditions are frequently the cause of irritability, of 
dislike for school, of reading disabilities, and of unpleasant per¬ 
sonalities. 

The ability of the child to see for short periods is fairly well 
measured by means of the Snellen chart. This chart has rows of 
letters ranging in size from large to small, to be read at a distance 
of twenty feet. The use of this chart, preferably by the school 
doctor or nurse, is an excellent first step in a search for children 
with defective vision. 

However, such a chart will fail to disclose the child who is unable 
to see comfortably over long periods. Defects of fusion and of 
muscular balance are the commonest, altho not the sole, causes of 
such discomfort. Children who possess these can be located either 
by the observations of the teachers or by the use of specially con¬ 
structed tests. 

The careful day-by-day observations of the pupils by the teachers 
should include looking for the following symptoms: 

1 Red, inflamed eyelids or eyeballs 

2. Frequent blinking aud rubbing of the eyes 

3. Tilting the head awkwardly 

4. Holding a book very close to the eyes 

5. Inability to read the blackboard. 


The use of specially constructed tests, such as the Betts’ test , 3 
for fusion defects and muscular imbalances has been a relatively 
recent innovation in the school program. Some systems are finding 
their use a definite help. Others have found that the precautions 
with which the tests must be used make their application inadvisable 
under typical school conditions. 

No child should be classified either as blind or as partially sighted 
solely upon the basis of the Snellen chart, the fusion and muscular 
balance tests, or the observations of the teachers. Such technics 
should be followed by thoro examinations by qualified specialists 
in every case in which a significant difficulty is found. Further 
guidance may be necessary as discussed in Chapter III. 


3 Betts, [vmmetL A-. Visual Sensation ant! Pnception Tests of the 
Ta : Keystone View Co , 1934. CRevised 1936 and 1941 ) 


Ready to Ruud Tests 


Meadville, 



Physically Exceptional Children 


159 


Classification of Pupils on the Basis 
of Degree of Visual Defect 

Pupils may be classified into three broad groups on the basis of 
their degree of visual defect. Classification is usually based upon 
the ability of the child to see, using both eyes or just his better eye 
after he has been fitted with glasses. The final classification of a 
child as blind or partially sighted should be made by a qualified 
ophthalmologist. 

Blind children are those who for all practical purposes have no 
vision, or who are barely able to see at 20 feet what the normal 
person can see at 200 feet. This is spoken of as 20/200 vision. 

Partially-sighted children are those who have vision between 
20/200 and 20/70 (the ability to see at 20 feet what the normal 
person can see at 70 feet) or who have other visual defects so 
serious as to require special school procedures. 

Regidar classroom children are those whose vision is better than 
20/70. They may have visual difficulties but the school does not 
need to provide any special program for them. 

The School Program for Blind Children 

In general, there are two ways in which blind children can be 
educated. One is instruction in the regular classroom, with special 
attention in reading and writing Braille and in typewriting. The 
other is enrolment in the special school or special class. Each method 
has certain advantages and disadvantages. 

The special school is able to offer the child more highly spe¬ 
cialized materials, methods, equipment, and teachers. A larger library 
of books in Braille and of maps in relief is usually available. The 
vocational training program can be more diversified and specialized. 
The physical education program can be modified to teach the child 
to use his body and to have grace and confidence. The teachers can 
be expected to have more insight into the personal adjustment prob¬ 
lems of the blind child. 

On the other hand, the special school usually requires that the 
child live away from his own home. Only the largest cities can main¬ 
tain a school for the blind; most children must be enrolled in state- 
maintained schools. In some instances such separation is beneficial 



160 


Health in Schools 


because of bad home conditions. In other instances parents refuse 
to permit the child to leave home for sentimental reasons. 

The enrolment of a blind child in the regular classes enables him 
to remain in his own home and permits him to associate with other 
persons who are not blind. This constant association with normal 
persons is usually good mental hygiene. However, not many school 
systems are able to provide a teacher of Braille. When they do, the 
teacher usually travels from building to building thruout the school 
system, teaching one or two children at a time since the problem of 
transportation makes it difficult to bring all of them to a single school. 

The School Program for Partially-Sighted Children 

Partially-sighted children must not be educated as if they were 
blind. Neither should they be enrolled in schools for the blind. Such 
schools are not equipped to conserve vision; they usually present 
the worst possible reading conditions for partially-sighted children. 
Nor should partially-sighted children be taught Braille. It is vir¬ 
tually impossible to force a partially-sighted child to read Braille 
with his fingers. Unless he is blindfolded, he will try to read with 
his eyes, thus subjecting them to far greater punishment than if 
he were reading ordinary print. 

The content taught partially-sighted children should be the same 
as for children with normal vision. Only the methods, materials, and 
general classroom equipment need to be modified. The following 
standards describe a satisfactory sight-saving classroom; 

1 The methods of instruction should be suited to the needs of the pupils. 
Essentially, the sight-saving room is a homeroom in which lessons are prepared 
and reading done. The pupils go to their regular classrooms when feasible to 
recite and to participate in other activities that do not cause a strain on the eyes. 

2. The teacher should be specially trained in eye hygiene and in the methods 
of instructing partially-sighted children. 

3. The classroom must be equipped with sufficient indirect light to place 20 
to 30 foot-candles on each pupil’s desk, without shadows and without glare 
Translucent window shades should be attached at the center of the windows! 
instead of at the top. They should cover the glass only when necessary to keep 
out direct sunlight. All furniture, walls, and floors should have a dull finish in 
order to avoid glare. Desks should be movable and should have tilt-tops to hold 
books at a proper reading angle. The blackboards should be of the nonglare 
variety Of course, these minimum standards for sight-saving classrooms are 
maintained, ideally, in the regular classroom for all children. 

4. Books should be printed in large type on nonglare paper. So-called “clear- 



Physically Exceptional Children 


161 


type” texts are recommended. Maps should be drawn to a large scale, free from 
detail. Typewriters equipped with “jumbo” size type should be used both by the 
teacher and the pupils. Paper should not have a glossy finish. 

S. The maximum class size should be twelve or fifteen pupils, depending upon 
the number of grades in the room. The larger the number of grades represented, 
the fewer is the number of pupils who can be adequately taught. 

When it is not feasible to enrol a partially-sighted child in a sight¬ 
saving class, the program of the regular classroom should be modi¬ 
fied to meet the special class standards as nearly as possible. It is 
especially important to have adequate light, freedom from glare, 
and large-sized type. The child should be taught orally as much as 
possible. 

Types of Crippled Children 

Crippled children are those who are not able to make normal 
use of their bones, muscles, and joints. Some of them are paralyzed; 
some of them are deformed in a way which prevents normal move¬ 
ments; and others are affected with a disease of, or an injury to, 
their bones, muscles, or joints. A child who is misshapen or dwarfed 
but who does make normal use of his body is not a crippled child 
and should not be educated as one. Such a child should be placed 
in a regular class and should be encouraged to think of himself as 
being an entirely normal child. 

Fincling Crippled Children 

Except for locating those who have not been reported by their 
parents, finding the crippled children who require special school 
facilities is principally a medical problem. During the medical in¬ 
spection the condition of the child should be diagnosed and the type 
of special education required should be determined. When the family 
physician of the crippled child reports a need for special education, 
the case should be given full consideration. It is well, however, to 
have an orthopedic specialist recommend the remedial procedures to 
be used, the amount of time each day the child may spend on school- 
work, and the special equipment, such as braces and furniture, which 
the child requires. The choice of school subjectmatter and the meth¬ 
ods by which it is taught should be determined by the school super¬ 
intendent or teachers rather than by the physician. 

Some types of crippled conditions, especially those involving in¬ 
jury to the brain, are accompanied by mental retardation, which in 



162 


Health in Schools 


some cases is great enough to represent feeble-mindedness. This 
makes a psychological examination of the crippled child necessary 
before a course of study is selected for him. Due consideration must 
be given to his limitations in evolving his school program. 

Modifications of the School Program 
for Crippled Children 

A mentally normal crippled child who does not need special medi¬ 
cal supervision, who is able to walk either with or without braces or 
crutches, and who is not apt to suffer accidental injury by his 
classmates should be enrolled in a regular classroom. His teacher 
should think of him, and should encourage him to think of himself, 
as a normal member of the group. 

When, however, the physical condition of the child makes it 
unsafe for him to be in a regular classroom, special facilities must 
be provided. These special facilities may take several forms: 

1. A special school, wherein children are graded as in a regular school —A num¬ 
ber of the larger cities have found it feasible to establish such special schools. 
They make it possible to provide full-time medical and nursing supervision, 
ramps and elevators instead of staiis, muscle-training equipment, heat and light 
treatment equipment, baths, cots for resting, balanced lunches, and special furni¬ 
ture. The larger number of children who will use the specialized equipment in a 
special school makes it easier to justify the necessary expenditure than would 
be true with a single class. 

2. An ungraded special class in a regular school building —The number of 
crippled children in a district may be too small to justify a special school. In 
other communities, the problems involved in transporting the children to a 
central building may make single classes in different buildings preferable. In such 
a situation the crippled children are apt to have more contact with noncrippled 
children, which is usually desirable. However, it is not always possible to provide 
as adequate equipment or medical supervision in single class units as can be had 
in special schools, 

3. Special teaching in a hospital or convalescent home —Providing school facil¬ 
ities in a children’s hospital or convalescent home frequently works very well. 
The facilities provided will, of course, vary with the number of children and 
with their needs. At one extreme, a room adjacent to a ward may be permanently 
equipped with school supplies, a blackboard, maps, typewriter, and other equip¬ 
ment, and a full-time teacher. At the other extreme, a teacher voluntarily and 
without extra pay may go to the hospital after her regular teaching is over for 
the day and teach one or two children. For children who must be in a hospital 
for an extended period, especially those in tuberculosis sanitariums, the oppor¬ 
tunity to continue their schooling is usually excellent therapy even tho their 
physical condition may permit only a small amount of time to be spent on les¬ 
sons each day. 



Physically Exceptional Children 


163 


4. IItouching joi the home-bound child —Some children are home bound 
permanently or for extended periods They need to be educated, and the fact 
that they are unable to attend school does not take from them their right to a 
free education. An itinerant teacher, "who visits the homes of five or six children 
daily, is often the only feasible method of making school training available. 

5. State-maintained residential school —Altho it is customary for the states to 
maintain residential schools for the blind and for the deaf, it is sometimes ar¬ 
gued that a similar school for the crippled is less desirable. It is true that no 
crippled child should be enrolled in a state-maintained residential school if it is 
possible for him to be educated in his own school district. There are, however, 
large numbers of home-bound crippled children in areas so remote that home 
teaching is not feasible. As a consequence, they do not have a chance to become 
educated. For such children, enrolment in a residential school is absolutely 
necessary if they are to receive the benefits of an education. 

Transportation of crippled children —It is almost always neces¬ 
sary to provide transportation for crippled children. When the school 
district maintains its own buses and has its buildings equipped with 
ramps and elevators, the problem is greatly simplified. Some dis¬ 
tricts utilize taxis or bus companies; others make contracts with 
private individuals, usually parents of crippled children. 

It is sometimes found best to employ an attendant who assists 
the children on and off the bus, into the building, and to the toilet. 
In some instances this may involve carrying the child. In the case 
of a single crippled child such service may be provided by the 
janitor or by a strong teacher. Local ingenuity can solve many a 
problem when the importance of an education to the child is realized. 

Vocational education and guidance of crippled children —Because 
of the difficulty they are apt to have in economic competition, it is 
essential that the older crippled children receive an education dis¬ 
tinctly vocational in nature. All states cooperate with the federal 
government in its program for the vocational education of the phys¬ 
ically handicapped. The superintendent should make use of the 
services rendered for the benefit of the children in his district. 

Speech Defects 

The production of clear speech, which conveys meaning precisely 
and effectively, is a highly skilled art. It requires the working to¬ 
gether of a large variety of muscles in widely scattered parts of 
the body. Many different factors may cause poor speech; some ate 
under control of the speaker, whereas others are beyond his control. 



164 


Health in Schools 


In order to speak well a child must hear accurately, he must 
hear good speech, because all speech is imitative, he must not have 
any structural defects which will prevent him from imitating the 
sounds he hears; he must be free from emotional instability, and 
he must have a well-integrated nervous system. A program for the 
development of good speech and the correction of speech defects 
must, therefore, be a broad one, attacking the problem from a 
variety of angles. 

Finding Speech Defective Children 

At the time of entrance into school, many children have already 
developed speech defects; others develop them during their school 
careers. In order to locate the children who need special help, the 
regular classroom teacher should be asked to report upon the chil¬ 
dren in her class. Her report should be based upon her observation 
of the following types of defects: 

1. Stuttering 

2. Lisping 

3. Baby talk 

4. Nasality 

5. Foreign or unpleasant local accent 

6. Substitution of one sound for another 

7. High pitched, guttural, harsh, or monotonous voice. 

The average classroom teacher will be able to recognize many 
of these defects; others she will fail to observe. It will be necessary 
to have a speech specialist make a survey of all the children in the 
system if all who need help are to be located. It is possible for 
one person to examine about twenty or thirty pupils a day. 

The Diagnosis of Speech Defects 

Following the finding of the children who possess speech defects, 
it is necessary to have the nature of the defects diagnosed. This 
procedure consists of two aspects. One is the diagnosis of the under¬ 
lying cause of the difficulty. For example, the cause may be defec¬ 
tive speech heard by the child in his home, a partial deafness which 
prevents his hearing low tones, wide spaces between his front teeth, 
a lesion of the nervous system, or any one of a large number of 
other causes. 

A well-trained speech correction teacher will be able to make 
an adequate diagnosis of the cause in a majority of the cases. 



Physically Exceptional Children 


165 


Occasionally however, it will be necessary for her to refer the child 
to a speech clinic or to a medical clinic. A majority of the state uni¬ 
versities and a number of the teachers colleges maintain speech 
clinics.’ 1 Some of them are mobile clinics, which will send a staff 
to the local district to make the diagnosis and to recommend treat¬ 
ment. 

The othei part of the diagnosis is the determination of the par¬ 
ticular speech skill with which the child has difficulty. This aspect 
can be made adequately by the well-trained speech correction teacher 
without any outside assistance. 

The Correction of Speech Defects 

The collection of speech defects also consists of two aspects. As 
fai as possible the causes must be removed. In a minority of cases 
this may requite medical or surgical treatment. It may require the 
purchase of a hearing aid, or it may require that the child be moti¬ 
vated to imitate the speech of his friends and teachers rather than 
that of his parents. It sometimes requires the removal of personality 
conflicts. Such work must be done largely on the individual basis. 

I he other aspect of the process of correction consists of training 
the child to produce correct speech. This training can usually be 
given successfully in small groups meeting two or three times a week. 
Difficult cases will require individual attention. The necessary re¬ 
training may be provided either by an itinerant teacher who travels 
from school to school or by a speech correction center. The pupils 
should be enrolled in regular classrooms but should be excused from 
the regular work during the visit of the speech correctionist or during 
their visit to the speech center. 

The itinerant-teacher plan makes it possible for the children to 
do all their work in one building and is usually the best plan for 
the milder cases which do not require elaborate equipment. Under 
this plan, one itinerant teacher can give adequate retraining to not 
more than seventy-five or one hundred pupils. 

The speech center plan is usually more desirable for the severe- 
cases. It makes possible the use of more highly specialized technics. 
Full-time speech classes or special schools for speech defective chil¬ 
dren are not recommended. 


1 A hst of those institutions is Riven in the Appendix of this yearbook, pages 397-98 



166 


Health in Schools 


Speech dejects associated with other handicaps —It is not un¬ 
common to find that children who are suffering from other types of 
handicaps also have speech difficulties. Mentally defective children, 
children who are paralyzed due to a birth injury, and deaf children, 
for example, are frequently in need of speech correction. 

In some instances, it is possible to enrol such children in the regu¬ 
lar speech correction classes. Usually, however, the nature of these 
defects makes a more highly specialized program necessary. 

The Undervitalized, Cardiac, Tuberculous, and Epileptic 

In addition to the types of physically handicapped children pre¬ 
viously described, there exist other types which require special con¬ 
sideration in a school health program. These include the under¬ 
vitalized child, the cardiac child, the tuberculous child, and the 
epileptic. Each of these types differs distinctly from the others, and 
each presents special problems, but at the same time they are alike 
in regard to certain desirable modifications of the school program. 

The discovery of these children is distinctly a medical problem. 
They will be recognized by the medical officer in a well-conducted 
school medical inspection. Also, they will be reported to the schools 
by the family physicians. Unfortunately, however, many schools 
do not find it possible to have adequate medical examinations. Fur¬ 
thermore, many of the children come from underprivileged homes 
which cannot provide medical attention. Under such circumstances, 
all the resources of the community must be called upon to assist 
in the discovery and proper treatment of these exceptional children. 

The Undervitalized 

The child with lowered vitality may be suffering from malnutri¬ 
tion, fatigue, anemia, poor heredity, poor habits of living, or other 
conditions. He may have a relatively permanent condition which 
will last thruout his whole time in school, or he may merely be 
temporarily weakened following an illness. Whatever the basic con¬ 
dition may be, he does not possess the physical energy necessary for 
success in a full school schedule. 

The majority of such children can best be educated in regular 
classrooms, with only simple modifications in the school program. 
The most frequently desirable modifications are as follows: 



Physically Exceptional Children 


167 


1. A shortened school day, with a reduced program of studies in which 
the essentials are stressed 

2. Rest instead of exercise during recess and physical education 

3. A warm lunch at noon and such other feeding as recommended by medi¬ 
cal adviser or family physician 

4. Visits to the home by the school nurse or visiting teacher to insure ade¬ 
quate food and rest and freedom from heavy household duties 

5. Adequate ventilation and heating (also necessary in regular classrooms). 

While the majority can best be cared for in the regular classroom 
when these modifications of the program have been made, there 
are some children whose conditions are so serious that they need to 
be enrolled in a special class. The old-fashioned, open-air classroom 
which was unheated even in the coldest weather is no longer advo¬ 
cated. 5 In its place has come a newer type with the following char¬ 
acteristics : 

1. Adequate ventilation, but with reasonable temperature 

2. Mid-morning and mid-afternoon rest periods, during which clothing is 
loosened and the children sleep on cots 

3. Morning, noon, and mid-afternoon feeding, when prescribed 

4. Transportation to and from school 

5. A drastically reduced program of studies, which usually requires addi¬ 
tional years in school to complete the minimum essentials 

6. Practical instruction in personal hygiene and preventive care. 

The enrolment of a pupil in such a class should be made only upon 
the basis of the findings of the family physician or the school health 
service. Transfer to a regular grade, with the suggested modifica¬ 
tions of the program, should take place as soon as it is feasible. 
The aim of the special class should be to build up the energy of the 
child to the point where he can again take his place in a regular 
classroom. 

The Cardiac 

The cardiac child is one who is suffering from an abnormal heart 
condition. As a consequence, his school program must be modified to 
the extent necessary to avoid further injury and to permit recovery. 
As with the undervitalized child, the majority of the cardiac cases 
can best be enrolled in the regular grades. The modifications of the 
program found necessary for the undervitalized child may be needed 
for the cardiac as well. In addition, it is usually important for him 

5 National Education Association and American Medical Association, Joint Committee on Health 
Problems in Education. Open Ah Classrooms . Washington, D C,: the National Education Associa¬ 
tion, 3937 13 p 


168 


Health in Schools 


to avoid climbing stairs. If no elevator is available, he must be 
placed in a ground floor room, 

In more severe cases, and during acute conditions, it will be neces¬ 
sary for the child to remain at home in bed. If his condition permits, 
he should be visited daily by the teacher for the home-bound. 

The Tuberculous 

The tuberculous school child is usually suffering from the “child¬ 
hood form” of the disease rather than from the “adult form.” 
Whether he should remain in the public school or go to a sanitarium 
depends upon both the extent to which he is apt to infect others and 
the influence his school attendance will have on his own health. A 
child with a progressive form must undergo treatment which makes it 
impossible for him to attend public school. In this connection, the 
discussion of tuberculosis in Chapter X should be read carefully. 

When the disease is in an apparently arrested condition and is not 
in an infectious state, the child should attend school. Depending 
upon the seriousness of his condition, he should be enrolled in a 
regular grade under the restrictions recommended for undervitalized 
children or, in more severe cases, in a special class for the under¬ 
vitalized and cardiac cases. 

While at a sanitarium, or undergoing treatment in his home, he 
should have the same school opportunities that are provided for the 
crippled child under similar circumstances. The likelihood of a com¬ 
plete physical cure is so great that no tuberculous child should be 
permitted to grow up without the benefits of an education. 

The Epileptic 

Epilepsy is a disease characterized by seizures. It takes many 
forms. Some types are subject to improvement and cure thru dietary 
and medical treatment; others are destined to be relatively perma¬ 
nent cases, sometimes accompanied by deterioration in the individual. 
In some, the seizures are slight and involve only momentary loss of 
consciousness. In others, the child loses consciousness, falls, and has 
extreme convulsions. 

Children who are suffering from a mild form may be enrolled in 
the regular classrooms. When the seizures are extreme the effect upon 
other children must be considered and the epileptic child may need 
to be excluded. Epileptic children, however, are as educable as nor¬ 
mal children. If they cannot be enrolled in school, they must be 



Physically Exceptional Children 


169 


taught by the teacher of the home-bound, as is done in the case of 
crippled children. When it is necessary to place the epileptic child 
in a hospital, he should have the same educational opportunities 
that are provided for other hospitalized children. 

The Estimated Number of Children for Whom Special 
Programs Are Required 

The number of physically exceptional children to be expected in a 
school district will depend principally upon the effectiveness of the 
health program, and upon the educational and economic status of the 
citizens of the district. Wherever the health program is effective, and 
wherever the parents are aware of the need of their children and are 
financially able to provide proper prevention and care, the number 
of physically exceptional children will be greatly reduced. 

In an average district the estimates made in Table 1 may be 
considered to be reasonable. These estimates may be used to de¬ 
termine the approximate number of children of any one type in a 
district. Divide the total number of school children in the district 
by the value given in the table for each type. The quotient will be 
the estimated number of that type in the district who require special 
attention. 


TABLE 1.—ESTIMATED SIZE OF THE SCHOOL POP¬ 
ULATION FOR EACH TYPE OF EXCEPTIONAL 
CHILD IN THE TYPICAL SCHOOL DISTRICT 


For one child of each type 
for whom a special 
program is required 

Corresponding approximate 
size of the school population 
in the district 

Deaf 

1500 

Hard of hearing 

300 

Partially sighted 

2000 

Crippled 

300 

Speech defective 

40 

Cardiac 

150 

Epileptic 

1200 


For example If there are 3000 school children in the district, there are likely to be 2 
who are deaf. 



Health in Schools 


170 


The Organization of Special Classes 

A number of national societies, interested in specific types of ex¬ 
ceptional children, have published pamphlets which are very helpful 
in organizing special classes. Information concerning such topics as 
recommended equipment, costs, daily schedules of activities, and 
teacher-training institutions is available. Superintendents who are 
organizing classes for the first time should write to the following 
societies whose addresses and services are outlined in the Appendix 
of this yearbook: American Heart Association, American Medical 
Association, American Society for the Hard of Hearing, National 
Foundation for Infantile Paralysis, Inc., National Society for the 
Prevention of Blindness, National Tuberculosis Association, and the 
United States Office of Education. In addition to these, the following 
groups may be helpful: American Foundation for the Blind, Inc. 
(15 West Sixteenth Street, New York, N. Y.); American Society To 
Promote the Teaching of Speech to the Deaf (1537 Thirty-Fifth 
Street, N. W., Washington, D. C.); American Speech Correction 
Association (419 Boylston Street, Boston, Mass.); and National 
Foundation for the Blind (105 East 22d Street, New York, N. Y.). 



CHAPTER IX 

Communicable Disease: General Control Measures 

P rotection against disease is one phase of school health work 
upon which there is general agreement regarding the respon¬ 
sibility of the school. As long as the law, amply supported by 
public opinion, compels every child to attend school, the school must 
face the responsibility for protecting the child against preventable 
diseases which may be acquired in connection with the school pro¬ 
gram. Practical necessities extend this responsibility to varying de¬ 
grees beyond the limitations of the physical property of the school. 

In emphasizing the importance of the school in the control of 
communicable diseases, it is important not to overlook other com¬ 
munity factors. The school is by no means the only factor or neces¬ 
sarily the principal factor in the spread of epidemic diseases, altho 
it is popularly so regarded. "The school age . . . is one , . . where 
the attack rate from communicable diseases is quite high, and 
where physical defects are common.” 1 The school may be either 
a serious menace to the health of its children or an important factor 
in their protection, depending upon its organization and administra¬ 
tion as regards the control of the communicable diseases. 

Communicable diseases are often avoidable by the exercise of 
forethought and precautions. These precautions involve three prin¬ 
cipal factors which are: (a) the construction, equipment, and opera¬ 
tion of the school plant; (b) the school program in its broadest 
sense; and (c) the personnel of the schools, including the school 
employees as well as the pupils. 

General Control Measures 

General control measures for communicable diseases include cer¬ 
tain phases of construction, equipment, and operation of the school 
plant, and certain general policies with respect to exclusion of sick 
children from school, readmission after illness, and exclusion of 
exposed persons. Immunizing procedures, for the encouragement of 


3 Mustard, Harry S. An Introduction to Public Health . New York’ Macmillan To,, 1935. p. 220 

r i7i i 



172 


Health in Schools 


which the school should take a certain responsibility, are always in¬ 
volved, as are opening and closing of schools in the presence of 
epidemics. 

Specific control measures vary for the different diseases. In the 
sections immediately following, consideration will be given to gen¬ 
eral control measures and policies. Specific measures directed at 
individual diseases are discussed in Chapter X. 

Construction, Equipment, and Operation 
of the School Plant 

“There can be no argument regarding school responsibility for 
a healthful environment. Pupils are required to attend school and 
the authority to compel attendance implies the responsibility to 
provide an environment conducive to growth, learning, and health.” 2 
Among the most important points in a healthful environment which 
contribute to the prevention of communicable diseases may be briefly 
enumerated the following: 

1. Sufficient classroom, gymnasium, locker room, and playground space to 
avoid undue crowding 

2 Adequate toilet and washroom facilities readily available to maintain 
the cleanliness of the hands which is most important in preventing the spread 
of the communicable diseases of childhood, and cleanliness of body which 
may influence spread of skin diseases and vermin 

3. Proper ventilation and heating to prevent either rapid chilling or over¬ 
heating of the body with consequent reduction of resistance to the communi¬ 
cable diseases 

4. Pure water, drinking fountain with running water, as a safeguard 
against intestinal diseases such as typhoid, dysentery, and acute nonspecific 
intestinal infections 

5. Use of pasteurized milk as a safeguard against milk-borne diseases 

6. A system of exclusions and control of readmissions which will keep 
children suspected of communicable diseases away from contact with healthy 
children 

7 Abandonment of emphasis on "perfect attendance” records of pupils 

8. A policy toward teacher absences that will not put a premium on keep¬ 
ing teachers in school when they may be spreading communicable diseases, 
especially colds 

9 Inspection by parents of their children each morning before sending them 
to school, to make sure that no evidence of acute illness is present 
10. Training of the class teacher to recognize evidence of acute or chronic 
illness. 


a National Committee on School Health Policies. "Suggested School Health Policies." Journal of 
Health and Physical Education 11. 285; Ma> 1940 



Communicable Disease: General Control 


173 


The school plant has been mentioned here mainly for emphasis 
since it is covered more fully in Chapter XII. 

Exclusions and Readmissions 

“The experiences of children with communicable diseases and the 
way in which those diseases are prevented and controlled in the 
public school are in themselves educational. These experiences should 
be utilized in instruction. The health education program should de¬ 
velop sound knowledge and right attitudes toward immunization and 
make pupils intelligent, reasonable, and cooperative in communicable 
disease control.” 3 

The regulations for handling the communicable diseases once they 
have been diagnosed should be enforced by the health department. 
The school itself must undertake to protect itself from these diseases 
and others by an effective system of continuous supervision. This 
supervision should be carried on as inconspicuously as possible so 
as not to disrupt the routine of the school. It can be carried out effec¬ 
tively without taking much time or constituting an undue burden on 
school personnel whose principal duties are administrative or in¬ 
structional. 

The principle on which general protection against communicable 
diseases is based is simple, namely, exclude all children with sus¬ 
picious signs without waiting to establish a diagnosis. The suspected 
child should be sent, without delay, to a separate room in the school 
where study can be continued without endangering other children 
and remain there until the school physician or nurse inspects the 
child. It will be noted later that the common cold is the key to com¬ 
municable disease control because its several symptoms may be 
present in one or more of the communicable diseases. Thus, a cough 
might mean a cold, measles, influenza, whooping cough, pneumonia, 
or bronchitis. Hoarseness might have similar significance. A running 
nose might be due to a cold, chicken pox, measles, German measles, 
influenza, or infantile paralysis. A sore throat might indicate a cold, 
scarlet fever, measles, septic sore throat, or diphtheria. A skin rash 
might be a simple flush accompanying a cold with fever or it might 
indicate measles, scarlet fever, German measles, or chicken pox, or 
one of the skin diseases, such as ringworm, impetigo, or itch. Pain 


3 Turner, C E. Personal and Community Health. St Louis. C. V Mosby Co, 1939 p. 498. 


174 


Health in Schools 


may be present in the head, the throat, the chest, or the abdomen, or 
jever may occur in any of the diseases already mentioned and many 
more. Nausea, vomiting, diarrhea, or constipation might accompany 
any of the acute diseases of childhood. Pallor, lassitude, or irritability 
may indicate oncoming illness, possibly communicable. 

Several days frequently elapse before an identification can be 
made. In the meantime, the child exposes others if allowed to stay in 
school. A policy of prompt exclusion on suspicion, without waiting 
for definite diagnosis, is necessary to protect the schools against the 
spread of epidemics. Such a policy appears at first glance to be de¬ 
structive of attendance records, but experience proves the contrary. 
It is true that many exclusions are made in circumstances where no 
major disease develops and the child is back in forty-eight hours. 
It is possible to make many brief exclusions without injuring the 
attendance record as much as it will be injured by two or three long 
absences due to a fully developed case of scarlet fever or other 
major communicable disease. Moreover, the short exclusions are use¬ 
ful even when no major disease develops because they tend to mini¬ 
mize if not prevent the spread of colds. Finally, and most important, 
no child can do good schoolwork when suffering from a cold or in¬ 
cipient disease and should, therefore, be at home for his own good. 
“When a pupil in school is suspected of having communicable dis¬ 
ease, such as measles, scarlet fever, or chicken pox, he should be 
separated immediately from other pupils and arrangements made 
for sending him home. In addition to sending him home, it may be 
desirable to have the desk and other fixtures which he has touched 
washed with soap and water.” 4 

To summarize, children should be excluded from school whenever 
they manifest any of the following symptoms: 


flushing 

repeated sneezing 
sniffles 

red or watery eyes 
eyes sensitive to light 
running nose 
sore throat 
listlessness 
abnormal irritability 
pallor 


fever 

nausea or vomiting 

diarrhea 

skin eruption 

skin peeling 

rash 

pain 

cough 

dizziness. 


4 National Commuter on School Health Policies, up iii . p 314. 




■Am? 

mBMmm 






Playing the Game —Vigorous exercise helps 
to build mental and emotional stability. Self- 
control and sportsmanship developed thru 
games are among the school’s contribution to 
successful living. Health education is one 
means whereby the school creates lifelong 
interests and habits . 


Photograph by 

Los Angeles (California) Public Schools 


[mi 



Communicable Disease: General Control 


177 


When children have been excluded from school on suspicion of 
communicable diseases or when they return to school after illness, 
consideration should be given to whether or not it is safe to readmit 
them. Readmission policies will depend upon existing organization 
and health facilities. The following are mentioned in order of their 
desirability: (a) medical certificate from school medical adviser or 
family physician, (b) certificate from school nurse or health depart¬ 
ment, (c) note from parents, or (d) judgment of teacher or principal. 

Immunizing Procedures 

Most of the immunizing procedures which will be mentioned in 
connection with individual diseases should have been done before 
the child reaches school. As a matter of fact there will be large num¬ 
bers of children, amounting in some communities to an overwhelming 
majority, who come to school having had no immunizations whatso¬ 
ever. In addition, there are some immunizations which cannot be 
applied as mass procedures in anticipation of possible future exposure 
but must be applied between the time of known exposure and the 
possible development of the disease. Most questions relating to im¬ 
munization are medical problems, but they have administrative and 
educational aspects which are briefly outlined here. 

The most important, universally recommended immunization 
measure is vaccination against smallpox. It should be done during 
the child’s first year of life, again upon entering the elementary 
school, and again upon entering the secondary school. In the mean¬ 
time it should be repeated whenever the child has been exposed to 
smallpox unless a successful vaccination within the five years pre¬ 
ceding exposure can be demonstrated either from the scar on the arm 
or from available health records. It is important to remember that a 
failure to “take” does not indicate immunity to smallpox. The school 
medical adviser should be asked to interpret to the administrators 
the significance of the three forms of vaccination reaction which are, 
briefly, as follows: 

1. The successful vaccination, or “take” 

2. The immunity reaction, a modified “take” which indicates persist¬ 
ence of immunity 

3. The negative reaction, which indicates nothing but failure. 

In the ideal situation, children would start school previously im¬ 
munized against diphtheria, and Schick tests would have been given 



178 


Health in Schools 


to verify their immunity. In actual situations, this is often not the 
case, and the school, therefore, should exercise leadership in coopera¬ 
tion with medical and health authorities to procure immunization 
against diphtheria in kindergarten and lower-grade children. Above 
the age of ten years, diphtheria immunization decreases in impor¬ 
tance, and above the age of twelve it should be done only when 
advised by the family physician. Teachers occasionally get diphtheria, 
but adults should be immunized only upon the advice of the family 
physician. 

Immunization against typhoid is highly effective but is not neces¬ 
sary as a routine measure in all circumstances. In communities with 
poor water supply or with milk which is not universally pasteurized, 
in rural areas, or where sanitation is poor, vaccination against 
typhoid should be done routinely. The duration of immunity is about 
three years. It requires three injections. 

Vaccination against whooping cough should be done in infancy. 
By the time a child has reached school age there is little point in 
recommending it. 

Immunization against measles is theoretically possible but not 
practically feasible. From the school administrator’s standpoint it is 
necessary only to know that children who are weak or for some other 
reason liable to serious complications from an attack of measles 
should be referred to the family physician by the school medical 
adviser. This procedure will enable the family physician to immunize 
such children as he deems advisable by the use either of convalescent 
human serum or placental extract. 

Immunization against scarlet fever is a procedure which the schools 
should leave to the judgment of the family physician. Such immuniza¬ 
tion can be performed but it is a procedure which belongs in the 
office of the family doctor. In general, it may be said that mass 
immunizations against scarlet fever do not seem to be advisable in 
view of the relatively mild character of the disease as now prevalent, 
the improvement of nursing and medical facilities, and the availabil¬ 
ity of a serum for treating the more severe cases. 

Immunization against tetanus or lockjaw, if not previously per¬ 
formed in combination with diphtheria immunization (see “Tetanus” 
in Chapter X), becomes an emergency measure when injuries are 
sustained which carry with them the danger of infection with 
tetanus bacilli. This danger is present when there are punctured 




Communicable Disease: General Control 


179 


wounds or injuries involving considerable laceration and bruising, 
especially where street or playground dirt is involved. In this con¬ 
nection it may be pertinent to remark that athletic events or practice 
should not be held on fields where horses or cattle have been allowed 
to pasture. 

Closing School for Epidemics 

To close the schools or keep them open—this is one of the 
principal topics of discussion among school administrators and health 
officers. Traditionally, public opinion has been taught to expect and 
often to demand the closing of schools for the sake of controlling 
epidemics. Conditions change more rapidly than public opinion can 
follow them. Modern developments in public health procedure sug¬ 
gest a changed attitude toward the closing of schools (Figure X). 

If schools are already in session and an epidemic develops, the 
decision as to closing the schools should rest largely upon the 
availability of resources for supervision of school children. It should 
be remembered that closing the schools leaves the children at loose 
ends and favors community contacts and dispersion of infection 
thru such channels as theaters, playgrounds, public conveyances, 
stores, and neighborhood contacts to a greater extent than would be 
the case if schools were open. On the other hand, keeping the schools 
open creates a definite hazard unless means are available to administer 
effectively a policy of close supervision and rigid seclusion as outlined 
previously. 

If the schools are not yet in session and an epidemic begins, as is 
often the case in infantile paralysis, it may be desirable to postpone 
the opening of the schools for a few weeks. This is not the same as 
closing the schools, because if the schools have been open, school 
contacts have already been made and not as much is gained by 
closing the schools. If they have not yet been opened, the school¬ 
room and schoolground contacts can be avoided by postponing the 
opening. 

Where school administrators are faced with public opinion based 
on misinformation which demands the closing of schools, the situation 
can usually be met most satisfactorily by agreeing to close the 
schools provided children are rigidly excluded from all public places 
and are kept on their own home premises. This paralyzing alternative 
usually convinces parents that a properly supervised school is as 




'Ill 

Jon. Feb Meh. Apr. May June July Aug Sept. Oct Nov. Dec 

FIGURE X.—RELATIONSHIP OF DISEASE CURVES TO OPENING 
AND CLOSING OF SCHOOLS 


L ISO] 





Communicable Disease: General Control 


181 


safe as any other place during an epidemic, with the possible excep¬ 
tion of the home. Unless the home is administered by exceptionally 
wise and firm parents, the school may be even safer than the home. 

Whenever the schools are reopened after being closed for more 
than a few days, it is desirable to make a comprehensive inspection 
of all children on the first day of the newly opened session. This is 
best done by doctors and nurses, but teachers can do it. Exclusions 
should be based on the list of suspicious symptoms previously men¬ 
tioned. Many a minor epidemic of communicable disease or skin 
infection can be stopped in its incipiency by such a procedure. 

Lunchrooms and Cafeterias 

Lunchrooms and cafeterias are dealt with in Chapters X and XII. 
Here they will be considered only as they may affect the transmission 
of the communicable diseases. 

The principal disease groups transmissible thru lunchrooms are 
the respiratory group and the intestinal group (see Chapter X for 
classifications). 

The respiratory type, transmitted thru the transfer of infection 
from nose, throat, and mouth, can be minimized as far as the lunch¬ 
room or cafeteria are concerned by providing room enough to avoid 
crowding, encouraging those with colds and related infections to eat 
by themselves, and excluding from duty food handlers with acute 
respiratory symptoms while such symptoms remain in evidence. Raw 
food especially should be protected against handling by such per¬ 
sons. Transmission thru dishes can be prevented by adequate washing. 
Dishes washed and rinsed in lukewarm water may appear clean but 
may carry infection. It has been found that dishes must be washed 
in hot, soapy water and thoroly rinsed in hot water at a temperature 
not less than 170° Fahrenheit. This applies with especial force to 
dishes and utensils which may be placed in contact with the mouth, 
such as glasses, cups, forks, and spoons. Dishes left to dry after a 
hot rinse are cleaner than those dried on towels; they must be 
covered against dust while drying. Chemicals in the dish water are 
needless, if the supply of soap is ample and the water is hot enough. 

The intestinal type of disease is spread by swallowing infection. 
The infection is usually derived from one of four sources: (a) con¬ 
taminated food, (b) food washed in contaminated water, (c) un- 



182 


Health in Schools 


clean hands of food handlers, or (d) unclean dishes. The foods most 
commonly contaminated are milk, meat, sausage, ground meat 
products, cream-filled bakery goods, and warmed-over foods, es¬ 
pecially if they contain cream sauces. The necessary precautions are 
obvious: 

Mtlk —Use only pasteurized or boiled milk, keep in refrigerator at all times 
except during actual serving or use. 

Meat and meat products—Vie good quality products, thoroly cooked; refrig¬ 
erate except when in actual serving or use; discard left-overs if there is the 
slightest suspicion of taint. 

Cream-filled bakery products—Use only when fresh, especially in summer or 
hot weather. 

Warmed-over foods —Avoid when possible; discard if there is the slightest 
suspicion of taint. 

Examination of food handlers has been advocated as a safeguard 
to the patron of a public eating place such as a school lunchroom or 
cafeteria. This statement is true only within limitations, and much 
money can be wasted by relying too much on this relatively expensive 
procedure. Food handlers with obvious colds or related symptoms, 
those who have had digestive upsets, and those with skin infections 
should not be allowed to work around foods or to wash dishes until 
they have fully recovered and have been certified by a physician as 
safe for their occupation. Venereal disease in noncommunicable 
stages need not preclude employment as a food handler, especially 
if the individual is under treatment. 

Certificates of freedom from communicable disease are of current 
value only; they give no assurance as to the future. The certificate 
sometimes issued “good for one year from date” is a delusion and a 
snare. Even tuberculosis may become manifest and communicable 
within a few weeks after the best examination. The principal purpose 
of the health examination is to establish the individual’s health status 
at the time of examination and to afford an educational contact with 
the food handler. 

Training of food handlers in cleanliness of the hands and clothing, 
scrupulous attention to handwashing before any foods are handled 
and after every use of the toilet, and establishment of willing co¬ 
operation in remaining away from work when suffering with the 
symptoms previously enumerated are more important than health 
examinations of food handlers, unless the latter could be done every 



Communicable Disease: General Control 


183 


day. It is reasonable to suggest that a food handler staying away 
from work for the benefit of others should not be unduly penalized 
for thus exercising consideration. Arrangements should be made to 
employ such persons temporarily on other tasks, to allow a reasonable 
amount of absence without loss of pay when such absences are duly 
certified by a physician, or to exchange “shifts” with other employees. 

Scrupulous cleanliness of the lunchroom or cafeteria plus adequate 
screening against flies are obvious necessities which should not need 
to be emphasized. Mice, rats, and pets should be rigidly excluded; 
often accidental contamination of food with animal droppings, 
especially those of small rodents which may reach the shelves, is 
responsible for outbreaks of intestinal diseases. 

Food should be stored in containers with secure covers and dis¬ 
played only during actual serving hours. The best practice is to have 
glass between the food and the customers. Bread, rolls, and similar 
items should be handled with forks, forceps, paper napkins, or 
handkerchief tissues, not with the hands, no matter how clean. 

Commercially canned foods have offered no health hazard for a 
number of years. Home-canned meats and vegetables which are 
neither acid nor strongly sweetened may become infected, especially 
with a dangerous organism called bacillus botulinus. This is rare but 
dangerous when it occurs. Contents of cans which bulge or hiss, 
except vacuum-packed products which always hiss, and canned food 
products which are frothy or foamy should be discarded and never 
tasted, for the botulinus poison is powerful even in minute amounts. 

The suggestions above can be carried out only if the board of 
education and the school administrator are willing to make the 
following provisions: 

1. Facilities for the cleanliness of food handlers, such as ample 
locker space, convenient wash basins with hot and cold running 
water, liquid soap, and towels 

2. An ample supply of clean uniforms or aprons of neat appearance 

3. Responsible and well-trained supervisors who insist upon thoro 
routine inspection. 

The School Bus 

In common with other places where many persons spend an ap¬ 
preciable amount of time in close contact in narrow and perhaps 
poorly ventilated quarters, the school bus should be included in the 



184 


Health in Schools 


consideration of preventive measures against diseases spread by 
such contact. It is illogical to recommend avoidance of streetcars, 
stores, and motion pictures and then expect or compel children to 
use an equally crowded or more crowded school bus. In communities 
where children are transported long distances to school, the salutary 
effect of inspections, observations, and exclusions by the teacher, as 
previously recommended, may be nullified by previous contacts 
made in the school bus. Apparently the only remedy for this situation 
is the slow process of teaching parents to keep children at home when 
they have symptoms of communicable diseases or of colds. Altho 
communicable diseases are transmitted more by persons than by 
inanimate objects, the school bus should, nevertheless, be kept in a 
clean and presentable condition at all times. 

Cleaning and Disinfection 

The general aspects of cleanliness in the schools are treated in 
Chapter XII, but certain special emphasis seems desirable here in 
view of the relationship of cleaning and disinfection to the com¬ 
municable diseases. 

The traditional method of disinfection after communicable diseases 
is fumigation accompanied usually by the liberation of formaldehyde 
or sulphur gas into the room or rooms after sealing doors, windows, 
and crevices. Both these methods are expensive, destructive, un¬ 
pleasant, inconvenient, sometimes dangerous, and, what is most 
important, always ineffective. The proper use of fumigation is for 
the destruction of vermin, not the eradication of germs. Fumigation 
for contagious diseases was aptly described by Ruhland as “an idle 
ceremony, an empty gesture, a sacrifice upon the altar of ignorance, 
and a bad smell.” 

In the schoolroom, the principal sources of infection are human 
beings. The presence of communicable diseases does not involve 
special methods for insuring cleanliness, nor is the use of chemical 
disinfectants necessary or even desirable. All that is required is a 
little more thoro application of four simple ingredients of complete 
cleanliness, namely, soap, water, sunshine, and enthusiasm. Thoro 
cleanliness is the watchword. Little danger attaches to furniture, 
walls, and desks, and little more to commonly handled objects such 
as doorknobs, pencils, pens, and books, unless they are handled 




Communicable Disease: General Control 


185 


almost immediately after being freshly contaminated. Nevertheless, 
children, parents, teachers, and possibly even school administrators 
may experience a greater sense of security if desks, window sills, 
and doorknobs are washed after a communicable disease has been 
discovered. This means, of course, not all the desks in the room but 
the ones used by the sufferers. 

Disposal of Schoolbooks 

The probabilities are that schoolbooks and public library books 
are unimportant as far as the transmission of disease is concerned. 
Unless they are grossly contaminated and passed almost immediately 
to another user, the danger of infection is slight. In view of the 
numerous cases of unrecognized disease which exist, thru whose 
hands these books may pass without any precautionary measures 
becoming possible, it is rather illogical to apply extreme measures to 
books which are known to have been more or less recently in the 
hands of persons suffering with communicable diseases. Nevertheless, 
public opinion changes slowly, and there are demands that something 
be done. The following simple measures are suggested: 

1. Books which have been used by patients with minor communicable diseases 
such as chicken pox, German measles, and mumps require no special attention 
unless they have been grossly contaminated, in which case they should be de¬ 
stroyed. 

2. Books which have been used by persons with major communicable diseases 
such as infantile paralysis, meningitis, smallpox, or diphtheria should be put 
out of use for thirty days and disinfected in a formaldehyde container equipped 
with racks on which books can be stacked slightly open so that the formaldehyde 
gas can penetrate between the leaves. 

The term “grossly contaminated,” as used herein, means obvious 
contamination with nose or mouth secretions. 

If books have been in the home where major communicable disease 
exists, it should be assumed that they have been used or handled by 
the patient and they should be treated accordingly. Pamphlets or 
leaflets used for accessory reading and of small intrinsic value may 
be destroyed. 

Opposition from Obstructionist Groups 

Control measures against the communicable diseases, as well as 
other health measures, 5 may be opposed by community groups 


s See also Chapters III, V, and XV. 



186 


Health in Schools 


actuated by various motives or beliefs. Obviously, the sincerity of an 
individual’s attitudes can be known only to himself. Therefore there 
is no point in discussing motives beyond saying that the results of 
certain actions are the same, regardless of whether these actions are 
prompted by religious belief, devotion to antimedical cults, super¬ 
stition, ignorance, or prejudice. The results are contrary to the 
public health and safety of the school children and personnel when¬ 
ever any person or group persists in: 

1. Failing or refusing to comply with necessary preventive measures 

2. Demanding admittance of children to school in violation of established 
health policies 

3. Discrediting and obstructing the school health program by promulgating 
falsehoods and scare stories about immunizations or the menace to democ¬ 
racy of school health inspections and examinations. 

Many groups do these things in various ways. Among the most 
active are the antivivisectionists, often supported openly or otherwise 
by the antimedical cults. Their stock procedure is to claim that vac¬ 
cination does not prevent smallpox, that immunizing preparations of 
all kinds are “poison,” and that school health procedures are a 
violation of democratic spirit and an encroachment upon the preroga¬ 
tives of the home. Often this is done by means of letters to local 
papers from New York or other large cities. The school administrator 
can readily get the facts about these groups, many of which have 
deceptively reputable sounding names, by writing to the American 
Medical Association in Chicago. 

This small-group obstructionism is not to be confused with com¬ 
munitywide misunderstandings which may occur. The latter can be 
overcome, if sometimes slowly, by wise and considerate educational 
leadership. The professional “anti” wants no education or leadership 
except the tyranny of his own warped ideas. 

Responsibility of School Personnel 

Responsibility of school personnel for communicable disease con¬ 
trol differs somewhat as do the general administrative functions of 
principals, teachers, and other school personnel, but as in other 
matters teamwork rather than differentiation is the important ele¬ 
ment in success. The principal functions of the different members of 
the school personnel are outlined separately for emphasis on their 



Communicable Disease: General Control 


187 


principal contributions, but each should regard himself as a member 
of a coordinated team and should not hesitate to make an appropriate 
contribution to communicable disease control when the opportunity 
occurs, even outside his immediate sphere. The school program 
against communicable diseases depends upon all members of the 
administrative, instructional, and operating forces of the school 
system. If any one of these fails, the whole program is jeopardized. 

The specific responsibilities of the several groups may be outlined 
briefly as follows: 

1. The administrative personnel —Schoolboards, superintendents, 
assistant superintendents, supervisors, and principals are responsible 
for the adoption of appropriate policies, their supervision, and the 
time and facilities necessary for putting them into effect. 

2. Classroom teachers —Teachers constitute the most important 
link in the chain of school personnel. By close but informal observa¬ 
tion of classes, the teacher is in a position to observe promptly the 
symptoms or signs which call for exclusion and to refer the child to 
the school physician, if any, or the school nurse or principal, or, if no 
doctor, nurse, or principal is at hand, to make the exclusion herself. 
The teacher is with the class at all times, whereas the physician or 
nurse can call only occasionally. It is exceedingly illogical to permit 
a child to remain in a class from the opening of school until near the 
end of the session when the doctor or nurse may arrive, if such a 
child arouses suspicion of possible communicable disease. The class¬ 
room teacher also has direct control of ventilation, heating, and the 
amount of outer clothing worn by the children. She can exercise her 
influence on cleanliness, especially the washing of hands after use 
of the toilet and before eating. She can link her health instruction 
with classroom hygiene for more effective teaching and more efficient 
disease control. She should herself serve as an example of good 
practice. 

3. The custodian or janitor —Thru a knowledge of principles of 
communicable disease control and his supervision over ventilation, 
heating, cleanliness, and the operation of washrooms and toilet 
facilities, the custodian or janitor can be of great importance. The 
schoolhouse janitor should no longer be regarded merely as a per¬ 
former of menial tasks. He is an important cog in the school 
machinery. His value should be recognized and he should be taught 


188 


Health in Schools 


his own place in the program and given all the facts and facilities he 
needs to function at his best. 

4. The school physician —The physician, if any, should function 
as a consultant or medical adviser to the administrators in the 
development and administration of policies pertaining to health. He 
should be available as a consultant in such matters to the nurses and 
teachers. He should readmit or supervise the readmission of children 
excluded for communicable diseases. He should, when necessary, 
consult with practicing physicians and parents regarding necessary 
exclusions and other recommendations, especially the promotion of 
immunization. 

5. The school nurse —Next to the teacher, the school nurse is the 
most important factor in the communicable disease control program." 
Her function is to observe children, make inspections, consult with 
teachers and principals about exclusions and readmissions, and 
interpret to the home the reasons for apparently unreasonable 
exclusions. She should interpret, especially to new teachers, the 
principles and practices involved in protecting the school against 
communicable disease by a policy of exclusion upon suspicion 
without waiting for diagnosis. She should exercise her influence to 
promote immunization against communicable diseases wherever 
practicable. She should assist the school physician in his contacts 
not only with the home but with the practicing physicians in the 
community. 

6. The parent —Altho not under direct control of the school 
system, the parent is the most important factor in the whole situa¬ 
tion. If it is good practice to protect the school against communicable 
diseases by early exclusion, it is obviously better practice to keep the 
sick child at home than to send him to school only to be excluded. 
By the time he has reached school he has made many contacts even 
if he is excluded at once by an alert teacher. A child makes the fewest 
contacts with other children, including those in his own home, if he 
is kept in his room away from other children until suspicious signs 
previously enumerated either clear up or are definitely identified. 

0 National Education Association and American Medical Association, Toint Committee on Health 
Problems in Education The Nurse in the School . Washington, D C • the National Education 
Association, 1941. 40 p 



Communicable Disease: General Control 


189 


Shall Schools or Health Departments Administer? 

Among the lively discussions now current is the one whether school 
health work shall be supervised by boards of education or by boards 
of health. The underlying principles are dealt with more fully in 
Chapter XV. The specific points in connection with communicable 
disease control are the following: 

1. Responsibility for the administration of quarantine and other control meas¬ 
ures is vested by law in the board of health Communicable diseases must be 
reported to the boaid of health by school authorities if the school health program 
is not administered by the board. 

2 Home supervision of communicable diseases is necessarily earned out by 
the board of health; therefore, close cooperation must be established by school 
authorities with the board of health to coordinate home and school procedures. 

3. If public schools administer their own communicable disease measures, and 
private and parochial schools are served in similar capacity by the board of 
health, the programs musL be consistent and well coordinated to avoid com¬ 
munity confusion, lack of cooperation, and resentments based upon real or 
fancied discriminations. 

4. If the communicable disease program is administered by the board of health, 
it must be carefully coordinated with school schedules and the operations of 
school plants, and there must be opportunities for teacher instruction by the 
health department. 

Like many administrative problems, this one seems to resolve 
itself finally into a question of human relationships. There can be 
(and is) good cooperation between school personnel and health 
department personnel, or there can be (and is) lack of cooperation. 
There can be (and is) good cooperation between various departments 
in a school system, or there can be (and is) friction and failure. In 
either case the fault probably lies not in the system but in the 
spirit of its personnel. 




CHAPTER X 


Communicable Disease: Types and Specific Controls 

T he communicable diseases of childhood are commonly 
classified according to their principal mode of transmission, as 
follows: 

1. The respiratory group, transmitted principally by the secretions of 
the nose and throat, but occasionally subject to transmission by other means. 
A typical example is diphtheria, which is usually a respiratory disease but may 
occasionally be transmitted by infected milk and may also infect wounds. 

2. The skin contact, or mucous membrane contact group, which is usually 
acquired thru broken places in the skin or mucous membrane. 

3. The gastrointestinal group, transmitted as a rule by swallowed infection. 

4. The insect-borne group transmitted by the bites of various insecLs. 

It is important to note that this classification represents a mode of 
transmission and not a clinical classification of the disease. For 
example, a respiratory disease such as diphtheria involves the entire 
body. So does a skin contact disease such as lockjaw, or a gastro¬ 
intestinal type such as typhoid fever, or an insect-borne disease such 
as malaria. The clinical course of disease is not of interest to the 
schools except as it may influence the manner of transmission and, 
therefore, these diseases are classified by their ordinary mode of 
transmission. (See summary of diseases, pages 202-203.) 

This chapter presents the principal communicable diseases of 
childhood, together with an outline of the general principles of 
control for each and suggestions as to the part which may be played 
by the school. 

Respiratory Types of Disease 

The Common Cold 

The key disease common to children and adults on which all 
programs for communicable disease control must be based is the 
common cold. This is because the cold itself is a communicable 
disease and, even more important, “what seems to be the ordinary 
cold may be the onset of measles, whooping cough, or another com¬ 
municable disease, so that every cold should be regarded as the 
possible beginning of a communicable disease. The failure to control 


r 190 1 



Communicable Disease: Specific Controls 


191 


communicable diseases in the school has been due in large part to 
the policy of not excluding children with acute colds.” 1 
The person with the common cold feels ill; his nose suffers either 
from running or stuffiness, or both. His eyes may be inflamed and 
sensitive to light. He may have a cough, sore throat, or fever. Com¬ 
plications may involve the sinuses of the head, the ears, and the 
lungs. The common cold is transmissible by means of the secretions 
of the nose and throat. All these symptoms and this mode of trans¬ 
mission may be found in a large group of communicable diseases, 
classified according to the mode of transmission as respiratory com¬ 
municable diseases. Many of these diseases in their incipiency may 
be mistaken for the common cold. For all these reasons, control of 
the common cold is fundamental in any program of communicable 
disease control in the school. 

In addition to its transmissibility, the common cold is influenced 
by other factors, chiefly fatigue, overcrowding, exposure, poor ven¬ 
tilation, overheating indoors, overdressing indoors, underdressing 
outdoors, overeating, or poor nutrition. Many of our young children 
suffer from a great drain on their physical vitality when styles re¬ 
quire that legs and thighs be completely exposed. To all these factors 
the school can devote attention. Except for undernutrition and over¬ 
eating, most of these factors are definitely controllable as long as the 
child is in school, and the school can exert its educational influence 
and leadership toward better practices in the home. 

Under practical conditions the cold can seldom be eliminated from 
the school entirely, but some measure of control can be exercised 
thru the following procedures: 

1. Discouraging the presence in the school of children and teachers with 
any of the suspicious symptoms enumerated in Chapter IX. 

2. Educating parents and encouraging them to observe children closely 
before sending them to school and keeping them home when there are evi¬ 
dences of the common cold. 

3. Constant and intelligent control of ventilation and heating. 

4. Requiring when indoors the removal of outer wraps, heavy clothes, 
sweaters, mufflers, galoshes, and rubbers. 

5. Discouraging by precept and practice the borrowing of pencils, pens, 
and similar objects which may have been in some other child’s mouth or 
hands. 


1 Chenoweth, Laurence B, and Selkirk, Theodore K School Health Problems, New York, F, S. 
Crofts and Co , 1940 p 102 




192 


Health in Schools 


6. Discouraging by precept and practice the putting of any objects other 
than food into the mouth. 

7 Encouragement of the hygienic use of the handkerchief or handkerchief 
tissues 

S. Abandonment of false emphasis on “perfect” attendance. The special 
pleading that to send all teachers and pupils home who have colds is to 
deplete and disorganize the school and classes is false. If each child and 
teacher were sent home at once they would not infect the others and there 
would be fewer colds. 

Smallpox 

One of the most readily transmitted of the serious communicable 
diseases of the respiratory group is smallpox. It begins like an attack 
of so-called grippe and the eruption does not appear for several days. 
“The prevention of smallpox depends upon vaccination. Vaccination 
was the first specific prophylactic measure given to man; it produces 
an active immunity to smallpox. Despite its importance and great 
practical value, there is much anti-vaccination sentiment due to 
ignorance or misconstruction of the facts.” 2 

The occurrence of smallpox in the school should be forestalled by 
a community wide program of smallpox vaccination by which parents 
are encouraged to have babies vaccinated in the first year, again 
before entering elementary school, and again before entering high 
school. Vaccination should be encouraged, and under some state laws 
may be required regardless of previous vaccinations, whenever a 
case of smallpox appears in the school district. Vaccination of all 
teachers is recommended. Practical enforcement of such laws dictates 
exemption from revaccination of all who can present evidence of 
successful vaccination within the previous five years. 

Altho compulsion is theoretically undesirable except as a last 
recourse, the requirement of vaccination for admission to school has 
worked well in some communities, where intelligent administration 
of the law or regulation emphasized leadership rather than coercion 
and avoided needless and often disastrous controversies with con¬ 
scientious objectors. The principle underlying compulsion is the 
safety of the community. Vaccination should apply to teachers and 
janitors as well as to students. 

In connection with smallpox it is important not to confuse it with 
a similar disease, chicken pox. The latter is of small importance in 

- Rosenau, Milton J Preventive Meditine and Hygiene. New York 1 D Appleton-Ontury Co, 1935 



Communicable Disease: Specific Controls 


193 


itself and at the high-school age and beyond it is rare, but steps should 
be taken routinely to make certain that so-called chicken pox is not 
actually smallpox. 

Diphtheria 

Once a serious menace, diphtheria is now less dangerous because 
of immunization against the disease as well as the comparative ease 
of accurate diagnosis and the availability of highly effective curative 
treatment. Mortality is still higher than necessary; many cases are 
not identified because no one looks for it. It may be passed over as 
tonsillitis, this confusion causing a late diagnosis when early curative 
treatment is so important. Therefore, wisdom dictates prevention 
rather than awaiting the necessity for cure. “In the case of diphtheria 
we have a test for immunity that is lacking for most other diseases.” s 
Prevention is accomplished by injection of a preparation known as 
toxoid. The details of the procedure are of medical interest and need 
not be set forth here. Children should be protected in the first year 
of life, but those who enter kindergarten or higher grades unprotected 
had better be protected late than not at all. 

The difference between protecting the community against epi¬ 
demics and rendering every child safe from diphtheria has been 
demonstrated by Godfrey i who showed that immunization of 35 
percent or more of preschool children will effectively protect a 
community against epidemic outbreaks, while immunization of 
much larger proportions of school children has no such effect. His 
studies emphasize two points, namely, the importance of encouraging 
immunization in the preschool years and the fact that unimmunized 

children are still in danger of diphtheria even tho the community 
* . . 

may be safe from epidemics. 

When a case of diphtheria appears in a schoolroom the child must 
be excluded in accordance with local regulations and nose and throat 
cultures made from other children with whom there has been contact. 
Arbitrarily taking cultures from all persons in a schoolroom and 
ignoring other possible contacts is not good procedure. It is quite 
possible that a child in a remote seat in the same room may have 

3 Chenoivcth, Laurence B , and Selkirk, Thcodoic K,, op, fit , p 170 

‘Godfrey, Edward S “Sludy in the ‘Epidemiology of Diphtheria in Relation lo the Active Im¬ 
munization of Ceitain Arc Groups” Amrrtcan Journal oj Public Health 2 2 2^7-56; March 1932 

II Godfrey, Edwaul S “Practical Uses of Diphtheria Immunization Rccoids” A merit an Journal of 
Public Health 23: 809-12. August 1933. 



194 


Health in Schools 


been less exposed than a child from another room whose contact may 
have been in washroom, playground, corridor, or elsewhere. 

Scarlet Fever 

Scarlet fever is one of the more serious diseases, largely because it 
appears in many forms varying from mild to severe. Mild cases can 
transmit severe infections to others. It is characterized at the onset 
by sore throat, fever, stomach upsets, and a red rash appearing about 
twenty-four hours after the earliest symptoms. According to findings 
of the Sub-Committee on Administrative Practice in Control of 
Scarlet Fever of the American Public Health Association, scarlet 
fever may be present without the rash. Protection of the schools is 
by exclusion until all the symptoms have disappeared. Various state 
laws set minimum quarantine limits at twenty-one days, twenty- 
eight days, and thirty-five days, but cases should be quarantined as 
long as symptoms, or positive throat cultures, persist. The disease 
is often spread by children who have had light attacks but who suffer 
complications such as discharging ears, sores about the nose and 
mouth, draining glands, and infectious discharges from the nose 
and throat. 

Immunization is available but is best left to the judgment of the 
family physician since it is by no means as easy, reaction-free, or 
effective as smallpox and diphtheria immunization and there is ef¬ 
fective curative treatment for cases severe enough to require it. 
Modern drugs probably shorten its course and prevent many com¬ 
plications, thus making immunization even less to be considered. 

Bacterial cultures from the nose, throat, or from any abnormal 
discharge are often utilized in determining return to school after 
scarlet fever; the criterion is the absence of the hemolytic streptococ¬ 
cus from the culture. Similar cultures to identify carriers have also 
been tried with varying success, One excellent way of picking up 
potential cases among exposed children is by taking the temperature 
daily for two or three days after exposure. Children with fever are 
excluded. Some of them prove to have had only a fleeting temperature 
elevation, but enough of them develop scarlet fever to justify the 
procedure which can readily be carried out by the school nurse and 
even by the teacher with appropriate and not too expensive 
equipment. 




Communicable Disease: Specific Controls 


19S 


Streptococcus Sore Throat 

A serious type of throat infection is streptococcus sore throat, due 
to one of the germs of the streptococcus family. It is often closely 
related to scarlet fever and to acute rheumatic fever. It is spread 
principally thru raw milk but is also transmitted from person to 
person. Schools should use pasteurized milk only and should promptly 
exclude children with sore throats. 

Measles 

“Measles is a typical contagious disease because it is one of the 
most readily communicable of all infections, in this regard ranking 
with smallpox and pandemic influenza. As a cause of death it rates 
high among the acute fevers of children.” 5 

It occurs in periodic waves beginning from twenty-four to thirty 
months apart, most commonly in spring or fall. Fall epidemics may 
persist thru the winter and far into the spring but spring epidemics 
usually subside with warm weather. The rise and fall of the curve 
of the prevalence of measles are often independent of the opening 
or closing of school, hence it cannot justly be said that school attend¬ 
ance is primarily responsible for the epidemic (see Figure X). This 
phase of the question is discussed more in detail under the heading 
of “Closing School for Epidemics,” Chapter IX. 

Measles is a disease exceedingly difficult to control because of its 
highly communicable character. The symptoms begin with sneezing, 
coughing, sniffling, watery eyes and nose, a general feeling of illness, 
and other common cold symptoms. Usually from one to three days 
elapse between the initial fever of invasion and the appearance of 
the eruption. The usual practice is to exclude children who have it 
for from seven days to two weeks, according to different state board 
of health rulings. Exposed children who have had the disease are 
generally permitted to remain in school where supervision is pro¬ 
vided. Children who have not had the disease are excluded for two 
weeks, or for the last five days of the fourteen immediately following 
exposure. The disease is not in a communicable stage during the 
earlier part of this so-called incubation period. These exclusions are 
based upon the fact that a second attack of measles is rare tho not 
unknown and there is usually a lapse of from seven days to two 

c Rosenau, Milton J., op cit , p. 75. 




Health in Schools 


1 % 


weeks between exposure and symptoms of the disease. Special means 
for preventing measles by immunization are not of such widespread 
applicability that they need enter into the consideration of school 
authorities. 

Infantile Paralysis 

Poliomyelitis is a relatively rare but much dreaded disease because 
it may seriously impair the effectiveness of those who reach the 
paralytic stage but do not succumb. The key to prevention is the 
fact that the paralytic cases represent only the advanced stage of the 
disease; there are many mild cases with indefinite, vague symptoms 
of fever and illness but no paralysis. The disease is characteristically 
a late summer and early autumn disease. Because of this fact, opening 
of the schools is sometimes delayed when there is an epidemic. 
This procedure is also discussed in more detail in connection with 
closing the schools in the presence of epidemics. The only protection 
the school has against infantile paralysis is the exclusion of sick 
children or of those with indefinite symptoms not readily identifiable 
as noncomnuinicable. 

Meningitis 

There are several types of meningitis, of which the most important 
is epidemic cerebrospinal meningitis, sometimes known as cerebro¬ 
spinal fever. The disease is rare but serious. It is a generalized 
infection centralizing in the brain and nervous system. Its early 
symptoms are deceptive and confusing, It is spread by air-borne 
infection, as are the ordinary contagious diseases of childhood. The 
schools have no specific protection against it except the exclusion of 
sick children and of contact carriers identified by nose and throat 
cultures. 

Epidemic Encephalitis 

Sometimes known as sleeping sickness, this is a disease which has 
been observed only recently. Its method of transmission is not clear, 
altho suspicion has been directed against some sort of an insect 
carrier because the disease tends to disappear with cold weather, 
when insects also disappear. In case of an outbreak of encephalitis, 
current advice issued by state boards of health and the United States 
Public Health Service should be followed. The status of available 
information is too uncertain to permit a definite statement at this 
point. 


Communicable Disease: Specific Controls 


197 


Rheumatic Fever 

This fever and its complication, chorea or St. Vitus’ dance, are 
streptococcus infections due to variants of the same organisms which 
produce scarlet fever and septic sore throat. It is, therefore, more 
common among school children than is generally realized. It is fre¬ 
quently the cause of injury to the heart. When infection attacks the 
brain, nervous symptoms may result, giving the characteristic picture 
of restlessness or twitching called St. Vitus’ dance or chorea. The 
disease itself is not transmissible, but infections which may give rise 
to it are transmissible thru contact by which nose and throat secre¬ 
tions may be “exchanged.” The precaution against it is the exclusion 
of sick children. 

Whooping Cough 

Another disease which occurs in periodic waves from twenty to 
thirty months apart is whooping cough. It is commonly more 
prevalent than other children's contagious diseases during the sum¬ 
mer, but there are many exceptions; it commonly reaches its peak 
in the spring. It begins with a cough which might be due to a cold 
but which persists, finally developing a spasmodic character, usually 
with whooping but sometimes without. The disease is now being 
attacked somewhat experimentally with communitywide immuniza¬ 
tion of babies. As far as the schools are concerned, the only protection 
they have against whooping cough is the exclusion of all children 
with coughs. Excluded cases should remain away long enough for 
practical protection. “The attitude of indifference with which the 
general public regards whooping cough contrasts strangely with the 
fact that it is one of the most distressing and fatal of the acute 
infections of childhood.” 0 

Mumps 

This is a highly contagious condition transmitted thru the secre¬ 
tions of the nose and throat. In little children, aside from the pain 
and discomfort of the swollen salivary glands, it is of little conse¬ 
quence, but at the secondary-school level where most of the pupils 
have passed puberty it must be regarded as potentially a major 
disease, owing to its tendency to involve the sex glands, with possible 
resulting sterility. Fortunately, most children have mumps before 
puberty. From the standpoint of the schools there is little to be done 

11 Rosenau, Milton J , op rit, p 96. 



198 


Health in Schools 


except to exclude children with signs of illness, especially swellings 
about the face or unexplained fever. Parents should be encouraged 
during an epidemic of mumps to watch for suspicious signs and to 
keep such children at home. 

Chicken Pox 

Chicken pox is important largely because of the absences which 
it occasions. It is usually a tnild disease tho not entirely free from 
serious complications. Children are not often very ill or seriously 
incapacitated but their appearance is not engaging. They require 
treatment to control itching which may stimulate scratching and 
result in the development of unsightly scars which could otherwise 
have been prevented. The usual practice is to keep children at home 
until the chicken pox rash has healed. Exposed children need not be 
subjected to any special supervision. Among older children and 
adults it is important to be sure that supposed cases of chicken pox 
are not actually smallpox. Vaccination against smallpox has no 
effect on chicken pox. 

German Measles 

A disease similar to measles is German measles, but it is milder 
and of less consequence. Care should be taken that the more serious 
scarlet fever is not mistakenly diagnosed as German measles. The 
disease rarely has any serious complications except in weakened or 
sickly children; normal children usually are not very ill. The cus¬ 
tomary procedure is to exclude cases from school until the symptoms 
and physical evidences have disappeared. Exposed children require 
no special supervision. 

Tuberculosis 

This is a communicable disease that can be transmitted from 
person to person in the classroom as elsewhere. The principal danger 
comes, however, from the adults in the school rather than from the 
young children. A safe policy should require satisfactory evidence 
that every adult employee of the school, whether or not he comes in 
contact with children, is free from tuberculosis in a communicable 
stage. This is of particular importance as it relates to teachers be¬ 
cause of their close and prolonged contacts with children. 

The discovery of tuberculosis no longer depends on the observation 
of symptoms. It is true that the tuberculous person first manifests 
quick fatiguability, loss of weight, digestive disturbances, persistent 



Communicable Disease: Specific Controls 


199 


cough, and slight fever, but even these symptoms, once designated as 
early signs, are now known to appear only when the disease has al¬ 
ready made considerable progress. Recognition of tuberculosis in 
the modern manner depends upon more precise methods, namely, 
the tuberculin test and the X-ray. 

Tuberculin testing of adults and of children at the secondary- 
school level is now recommended as a universal practice. At the 
primary level tuberculin testing is recommended for children known 
or suspected of having had contact with tuberculous persons. There 
are four ways in which the tuberculin test has been given. The choice 
of technic is a medical problem, but there are certain administrative 
features connected with the various forms of tests. All forms of 
tuberculin testing are performed with preparations known as tuber¬ 
culin, made by various processes from the bodies of killed tubercle 
bacilli. An individual cannot be infected with tuberculosis by any 
form of tuberculin testing. The use of tuberculin in the treatment of 
tuberculosis is not here under discussion except to point out that it 
is a totally different matter from tuberculin testing. 

The tuberculin test is a test of sensitivity. It elicits a reaction from 
tissues sensitized to tuberculin by previous infection with tuberculo¬ 
sis somewhere in that individual’s body. The test is no indication as 
to the activity of the disease. It merely proves, when positive, that 
the patient has been infected once. Whether or not the infection 
resulted in active disease and whether or not the disease remains at 
the time of tuberculin testing are matters for further investigation. 

The four forms of tuberculin testing are as follows: 

1. The Morro Test, performed with a tuberculin ointment. This test is now 
practically obsolete. 

2 The von Pirquet Test, made by scarifying, or scratching, the skin and 
applying tuberculin in much the same manner as smallpox vaccination is some¬ 
times performed. 

3, The Mantoux Test performed by injecting a measured amount oT tuber¬ 
culin preparation between the layers of the skin The Mantoux Test has the 
advantage over other tests in that it employs an accurately measured dosage 
and places it in a circumscribed area where it can readily be inspected. Its 
disadvantages are that it requires the use of a needle, which may alarm some 
patients, and that in children and persons with very delicate skin it is difficult 
to perform. As with all precise tests the accuracy of technic greatly affects the 
accuracy of the test. If injections are made under the skin instead of into the 
skin the result is a false negative. 



200 


Health in Schools 


4. The Patch Test is a newer development tho it is a refinement of the 
Morro Test, previously described. Instead of merely applying the ointment to 
the skin, the ointment is applied on a strip of gauze which is held in contact 
with the skin by an adhesive plaster circle which excludes air from the area 
of skin under testing and holds the tuberculin ointment in close and prolonged 
contact with the skin. 

The Mantoux Test is the most accurate and reliable and should be 
used in every instance except where strong objections are made to the 
use of a needle or where other factors may make it necessary to 
employ a Patch Test. The proportion of errors in the Patch Tests va¬ 
ries between 10 and 15 percent, while in Mantoux Tests properly per¬ 
formed and skilfully interpreted one should expect no more than 
1 or 2 percent error. 

When tuberculin testing has been done, all those with positive 
tests should be further examined and should have X-ray plates of 
the chest. Only a small percent of those with positive tests will prove 
to have tuberculosis in active form. The determination as to whether 
a person with tuberculosis is a menace to others depends neither 
upon the tuberculin test nor upon the X-ray but upon the discovery 
of tubercle, bacilli in the secretions. This may be done by examining 
sputum specimens but not less than thirty negative reports should 
be accepted as assurance of safety because the discharge of organisms 
may he intermittent or there may be so few that they are not readily 
detected by any practicable laboratory procedure. A new test which 
has been employed with great success, where practical, is the ex¬ 
amination of stomach washings instead of sputum. Whether or not 
the tuberculous individual, whether he be teacher or pupil, is a 
menace to others he should, of course, be out of school and under 
treatment as long as he is ill. 

Tuberculosis is really a double infection; that is, in all but rare 
instances, two infections are necessary—a primary type from which 
recovery is the rule, and a secondary infection from which recovery 
may or may not occur. Most primary infections occur in childhood, 
and have therefore been erroneously referred to as “childhood 
type”; most secondary infections occur in adults and have con¬ 
sequently been referred to with equal lack of accuracy as “adult 
type” tuberculosis. This inaccuracy does no harm if it is remembered 
that either type may be found in either child or adult. 



Communicable Disease: Specific Controls 


201 


Vincent’s Infection 

A type of sore throat which may be confused with tonsillitis, 
diphtheria, or scarlet fever is due to Vincent’s infection, sometimes 
called Vincent’s angina. The infection gets its name from the fact 
that it is due to two organisms found constantly in association and so 
described by Vincent. These are a bacillus and a spirillum. The 
disease manifests itself by a sore throat, ulcerative in character, 
tending to be both severe and prolonged in some instances. It may 
also affect gums and cheeks. Identification is usually made by lab¬ 
oratory examination of direct smears from the ulcerated region, plus 
cultures to rule out the possibility of diphtheria or streptococcus 
infections. Children with Vincent’s infection should be excluded 
from school. The disease is spread by contact, by eating utensils, and 
by handling of toys and other objects which may have been recently 
contaminated. Treatment is often prolonged and sometimes unsatis¬ 
factory, and there may be considerable loss of school time. Exposed 
children usually need not be restricted unless health authorities find 
special circumstances requiring such restriction. 

Diseases Entering the Body thru Skin Contacts 

Rabies 

Whenever a child is bitten by a dog, rabies (hydrophobia) must 
be taken into consideration. Most dog bites are due to playfulness, 
accident, viciousness, or teasing, but one can never be sure unless 
proper precautions are taken. The bitten child, or a child who has 
been playing with a dog believed to be rabid, whether or not bitten, 
should be seen at once by a physician. Infection may occur thru cuts 
or abrasions if licked by a rabid dog. Special attention should be 
paid to bites on the face or other areas not protected by clothing. 

The dog should not be shot, but should be locked up for ten days. 
If the dog dies, the head should be sent to a clinical laboratory for 
examination. If it is necessary to shoot the dog in self-defense or 
other emergency, efforts should be made to avoid shooting him in 
the head. If the dog lives for ten days, there need be no fear of 
rabies. If he dies in the interim, a physician should decide whether or 
not Pasteur treatment for the prevention of rabies should be ad¬ 
ministered to persons bitten. 



TABLE 2.—SUMMARY OF COMMUNICABLE DISEASE CHARACTERISTICS 



[202 ] 



204 


Health in Schools 


Tetanus 

Whenever a child sustains a deep-punctured injury from which 
little bleeding results, or a bruised, torn, and battered wound con¬ 
taminated with street dust or playground or athletic field soil, tetanus 
or lockjaw must be considered. Injuries from shiny implements are 
just as dangerous as those from rusty ones, other factors being the 
same. Tetanus is easily prevented by the administration of an anti¬ 
toxin in adequate dosage. Immunization may be carried out by a 
toxoid and is now sometimes combined with toxoid used for 
diphtheria immunization. 

Hookworm 

In certain southern rural areas an important problem is hookworm 
infestation. The life cycle of the hookworm need not be discussed in 
detail here. It should be pointed out, however, that the eggs are 
discharged by the infected person thru the bowels and when the 
larvae are picked up from the ground by persons walking barefoot, 
they cause what is commonly called “ground-itch.” From the point 
of entry on the feet these larvae find their way thru circulatory 
channels to the lungs and eventually to the stomach and thus start 
life over again. The important knowledge for the school administrator 
is that this cycle of transmission can be broken most effectively, with 
the cooperation of physicians and health authorities, in four principal 
ways, which are as follows: 

1. Detection and treatment of all persons infected with hookworm 

2. The construction of sanitary toilet facilities and insistence upon 
their use 

3. The wearing of shoes whenever possible 

4. Thoro training of children and thru them of their parents in the 
use of sanitary toilet facilities in preference to indiscriminate and whole¬ 
sale soil pollution. 

Ringworm Infections 

Infections with a trichophyton fungus, technically known as 
trichophytosis, popularly as ringworm, and commercially as 
“athlete’s foot,” are common problems in school. With the growth 
of physical education and athletic participation and the increase in 
the number of gymnasiums and their use, the most common form of 
ringworm infection today is not the same as was experienced in the 
schools a decade or so ago. In earlier days ringworm infections in 



Communicable Disease: Specific Controls 


205 


the schools involved usually the face or the scalp and sometimes the 
borders of the nails, and except in the latter case were usually 
relatively easy to treat successfully. Now the principal problem is 
ringworm infection of the feet, which is commonly attributed to 
athletics and physical education facilities. It is true that these 
facilities when not properly operated do tend to favor ringworm 
infection of the feet, but they are by no means the only source. The 
fungus is widespread, is hard to kill, and may be picked up by walking 
barefoot anywhere, even in one’s own bedroom. 

From the administrative standpoint the prevention of ringworm 
involves problems of construction and operation of the school plant, 
which are being taken up elsewhere. Assuming that the plant has 
been properly constructed or that satisfactory improvised methods 
can be arranged, the important points in the prevention of ringworm 
are as follows: 

1. Scrupulous cleanliness of floors in gymnasiums, locker rooms, shower 
rooms, and floors surrounding pools and other athletic facilities. Particular 
attention should be paid to the cleanliness of mats used in gymnastic or 
wrestling exhibitions. 

2. Scrupulous cleanliness of towels or swimming suits when used on a 
rental basis 

3. Insistence upon complete bathing of the body and washing of the feet 
before using athletic facilities. 

4. Scrupulous cleanliness of the feet. 

5. Requiring all users of athletic facilities to provide their own footwear 
and wear it at all times; this involves the use of sandals or slippers which 
can be worn into the showers. 

6 Requiring all bathers or users of showers to walk thru a solution of 
5 percent sodium thiosulphate, ordinarily known as photographers’ hypo, 
or 1 percent sodium hypochlorite. 7 

The precautions listed above are not given in the order of their 
importance, since all are equally essential. Even with the exercise 
of all precautions, there will still be a certain amount of ringworm 
infection of the feet acquired from sources other than athletic 
facilities. Altho the infection is not particularly difficult to treat in 
simple cases, reinfection readily occurs owing to the wide distribution 
of the fungus. 

7 Osborne, Earl D , and Hitchcock, Blanche S. “The Piophylaxis of Ringworm of the Feet.” 
Journal oj the American Medical Association 97: 453-S5, August 15, 1931 Free when requested on 
school letterhead. 



206 


Health in Schools 


Septic Infections 

Whenever there is an injury which breaks the skin, septic infec¬ 
tions or local tissue infections may occur. First aid should be 
rendered promptly and effectively. Teachers and children should 
be encouraged to report such injuries. The details of first-aid in¬ 
struction can be found in such manuals as the Red Cross First Aid 
Text-Book 3 and Everyday First Aid'' (See also the discussion in 
Chapter XI of this yearbook.) 

Venereal Diseases 

Except possibly in the secondary schools, venereal diseases are 
not usually thought of in connection with school health programs. 
It should be remembered that these diseases are communicable thru 
nonsexual contacts. Gonorrheal vaginitis in little girls may easily 
become epidemic, and destructive eye infections may result. Rarely 
children may accidentally become infected with syphilis in the home 
and still more rarely may secondarily infect others in the school. 
These diseases are difficult to detect and their handling requires not 
only epidemiological skill but sociological finesse. In addition to 
vigilance of nurses, teachers, and school physicians, general precau¬ 
tions include the standard hygienic procedures such as washing of 
the hands after use of the toilet, the avoidance of common eating or 
drinking utensils, and the use of individual paper towels, plus the 
exclusion of all children with skin rashes or inflammations in the 
mouth and throat, unless the cause has been determined. 

Skin. Diseases 

Almost limitless in their possibilities are skin diseases or eruptions 
which may occur in school. Some of them, such as hives, eczema, 
and other noncommunicable diseases, are of no concern to others 
except that they may be objectionable in appearance or may create 
problems involved in dressings. Some skin eruptions may be early 
signs of communicable diseases, especially measles, scarlet fever, 
German measles, or chicken pox, Still others include the communi¬ 
cable skin diseases themselves of which the most common are 
barber’s itch, impetigo, ringworm, and itch. Owing to the inability ' 
of teachers or nurses to distinguish the communicable from the 

mj Am 2M C *p Nati ° nal Ret ‘ 1! " S> A ’ d ■ PJi'UdelpW: P Blakiston’s Son and Co, 

“Cobb, Waiter F Everyday First Aid New York: D, Applcton-Century Co., 1037. 269 p. 








Examinations in Secondary School— 
In the adolescent years physical examina¬ 
tions , particularly by means oj the fluoro- 
scope and X-ray, arc oj special importance. 
These devices often detect tubercidosis in its 
early stages , The adolescent even more than 
the elementary-school child may be expected 
to improve and conserve his physical endow¬ 
ment. 


Photograph by 
U. S. Public Health Service 


r 20s i 



Communicable Disease: Specific Controls 


209 


noncommunicable, the safest procedure is to exclude all children 
with conditions of this kind until they have been medically certified. 
With respect to the communicable skin diseases the usual procedures 
are as follows: 

1. Barber’s itch —Exclude unless under medical treatment and appro¬ 
priately dressed to prevent spreading and to be unobjectionable. 

2. Impetigo —Exclude unless under medical treatment and appropri¬ 
ately dressed to prevent spreading and to be unobjectionable. 

3. Ringworm —Exclude unless under medical treatment and appro¬ 
priately dressed to prevent spreading and to be unobjectionable 

4 Itch —Rigid exclusion until complete recovery, certified by physician 
or nurse. 

Lice 

The most irreproachable family may be invaded by lice of the 
body and head. Children infested with head lice or body lice should 
be excluded from school until inspection by the school nurse dis¬ 
closes that their readmission is safe. 

Pink Eye 

The most contagious of the eye inflammations which may affect 
children is pink eye. It is due to a specific organism which can readily 
be identified. It is spread by contact, thru fingers, towels, and any 
object which may come in contact with the eye. Children with in¬ 
flamed eyes should be excluded until there has been a satisfactory 
demonstration that no contagious condition exists. 

Diseases Entering the Body thru the Digestive System 
Typhoid Fever 

The typical disease which can be acquired by swallowing is 
typhoid fever. The germs are eliminated from the bodies of those 
who have typhoid fever thru the intestinal discharges and sometimes 
the urine, and may reach the bodies of subsequent victims thru con¬ 
taminated water or milk, food eaten raw, or infected fingers of 
persons with unclean personal habits. Flies also may transmit this 
disease by contaminating food. Related diseases are the paratyphoid 
fevers (see “Food Poisonings” section), dysentery, cholera, and the 
intestinal disease or cholera morbus of infants. As far as the school 
is concerned, control of these diseases consists in insistence upon a 
safe water supply, the use of pasteurized milk only, exclusion from 



210 


Health in Schools 


school of sick children, selection of healthy persons only for duty as 
food handlers, and plenty of facilities for cleanliness of the hands 
after use of the toilet and before eating. 

Food Poisonings 

As in any other restaurant or in the home, food poisonings may 
occur in school cafeterias or lunchrooms. The principal ones are 
those coming from contaminated meat and from other contaminated 
foods eaten raw or from foods which have been infected after prepa¬ 
ration. Certain foods, especially cream fillings for cakes and pastries, 
are particularly susceptible when contaminated with germs of the 
food poisoning group. These germs multiply and produce toxins or 
poisons in such rich culture media, and may give rise to acute and 
sometimes serious symptoms of the kind popularly but inaccurately 
known as ptomaine poisoning. Foods of this class stored in un¬ 
covered containers are sometimes contaminated by mouse droppings, 
with similar results. Protection against these forms of infection 
consists of the following measures: 

1. The use of fresh, unspoiled, inspected meat and thoro cooking of the 
same. 

2. Careful washing with water of known purity of all foods eaten raw, 
particularly salad vegetables. 

3. Scrupulous cleanliness of the hands, and especially the nails, of food 
handlers; exclusion from food handling service of persons with infected cuts 
or sores on the hands and of typhoid or dysentery carriers. 

4. Destruction or pasteurization of all cream-filled pastries and cakes not 
eaten the same day they are prepared, especially in hot weather. 

S Storage of food only in covered containers which assure safety from 
accidental contamination. 

Poisonings from commercially canned foods are extremely rare 
today. 

Undulanc Fever 

This is a disease related bacteriologically to so-called Bangs’ Dis¬ 
ease or contagious abortion in cattle and is transmitted thru infected 
milk. Person to person contact is also sometimes effective. The 
school’s contribution to protection against this disease consists in the 
exclusive use of pasteurized milk and, of course, in the application 
of the general principle of exclusion of sick children without waiting 
for a definite diagnosis. 



Communicable Disease: Specific Controls 


211 


Diseases Transmitted by the Bites of Insects 

Malaria 

Large areas of the United States include communities or portions 
of communities in which malaria may be found. Many of these are 
much farther north than is customarily believed. The anopheles 
mosquito, which is responsible for the spread of malaria, has been 
found as far north as Wisconsin, altho in the northern states malaria 
is not as common as it is farther south. 

From the standpoint of school administration it is important to 
recognize the fact that malaria is transmitted by the bite of the 
female anopheles mosquito, which has previously bitten a patient in 
a transmissible stage of the disease. The malaria parasite spends one 
part of its life cycle in the blood of the human being and the other 
in the body of the mosquito. Without going into detail it is obvious 
that breaking the cycle of transmission involves the following steps: 

1. Prevent the breeding of mosquitoes wherever possible; this is a community- 
wide, not specifically a school, responsibility, buL the school administrator is 
responsible for conditions on school property and he has an obligation to exert 
all his influence toward the correction of mosquito breeding places so located 
as to be a menace to school personnel. 

2. The exclusion of all mosquitoes from quarters occupied by human beings. 
The malaria mosquito, contrary to popular belief, does not bite only at dusk, 
but may bite at any hour of the day; this includes school hours. Screening of 
school buildings in malarial or potentially malarial regions is therefore an obli¬ 
gation of the schools and so is intensive education and leadership looking to¬ 
ward the screening of all buildings used for human habitation. 

3. The treatment of persons suffering from malaria is not only a measure of 
medical care but a preventive measure because as far as it is possible to remove 
clinical sources of malaria the chances of infected anopheles mosquitoes are cor¬ 
respondingly reduced. The mosquito does not generate malarious infection spon¬ 
taneously; she requires the patient as a source. This treatment should, of course, 
be done outside the schools, but the schools should not hesitate Lo take their 
full share of responsibility for seeing that the malaria patient is adequately 
treated as a measure of prevention. 

Yellow Fever 

Yellow fever is not at present a problem in Continental United 
States, but there is always the possibility of its reintroduction thru 
airplane travel from tropical areas in which it is prevalent. Its trans¬ 
mission resembles that of malaria but involves another species of 
mosquito (aedes aegypti ). Elaborate precautions taken by the United 


212 


Health in Schools 


States Public Health Service 10 should be familiar to school adminis¬ 
trators. 

Dengue 

In a few regions in the United States the disease known as dengue, 
or break-bone fever, may occur. This also is a mosquito-borne in¬ 
fection for which the acdes aegypti mosquito is responsible. It is 
subject to the same control measures as yellow fever. 

Typhus Fever 

This should not be confused with typhoid fever, altho its clinical 
course may sometimes be deceptively similar. It is spread by the 
bite of the body louse or the Ilea. In certain sections of the United 
States it appears to be far more prevalent than is commonly recog¬ 
nized. As far as the schools are concerned, their protection lies in 
the rigid inspection of children and exclusion of those who have 
either fleas or lice. This exclusion is made for reasons of general 
policy, regardless of the presence or absence of typhus fever, but 
it remains nevertheless the best protection which the schools have 
against the introduction of this disease. Exclusion of sick children 
is also a contributory measure of defense. Since fleas as well as lice 
may transmit typhus, the eradication of rats and other rodents from 
which fleas may transfer their affections to human beings becomes 
important. 

Plague 

Plague is an Oriental disease which has been held in check in 
the United States by rigid enforcement of rat control at ports where 
foreign shipping touches and by constant exercise of vigilance to con¬ 
trol in western states the ground squirrels and other rodents in which 
there is a constant reservoir of plague infection. Plague is trans¬ 
mitted principally by the flea, altho certain forms may be trans¬ 
mitted from man to man by contact. Few school administrators will 
have any contact with plague, yet the fact that rodents form a 
constant plague menace lends further point to the eradication of 
rats whenever and wherever possible. 

10 Hampton, Brock C “Development of the National Maritime Quarantine System of the United 
States” Public Health Reports 55: 1241-57, July 12, 1940 



CHAPTER XI 

Injuries and Emergency Illness 

I N any group of considerable size, sudden illness or accidental 
injuries are sure to occur from time to time. School children are 
no exception. It therefore becomes necessary for the school to 
have a policy with respect to sudden illness and accidental injuries 
and to make proper provision for carrying this policy into effect. 

The general principle which should govern the schools in relation 
to sudden illness and accidental injury is, in brief, that the school 
is responsible for the emergency handling of these situations but is 
not responsible for subsequent treatment. The function of the school, 
therefore, is to provide facilities and personnel with proper training 
to act promptly and intelligently in emergencies for the saving of 
life, the prevention of further injury, and the alleviation of pain as 
far as this can be done by nonmedical persons. In all such situations 
the two most important responsibilities are to summon medical aid 
and to notify parents or other responsible persons. 

Experience in many schools indicates that parents may not always 
be at home to accept notification and responsibility, or they may 
fail to realize the necessity of taking immediate responsibility. For 
such eventualities the schools should be prepared in advance by a 
community plan adopted with legal advice by the schools, the local 
medical profession, the hospitals, and parent representatives such 
as parent-teacher associations. Such a plan, adopted in conference 
and well publicized, should tend toward more uniform and intelligent 
action in emergencies and should better protect children against 
possible inadvertent neglect and schools against unjustified criticism. 
The development of such a plan offers the school administrator a 
fine opportunity for constructive leadership. 

First aid, as its name indicates, should be immediate aid to a 
person suffering from an acute emergency (either illness or injury). 
It should include nothing more. Too often first aid is visualized, and 
first-aid courses are organized, to embrace a rather wide field which 
includes more minor surgery and medical treatment than actual first 
aid. The true conception of first aid should include only those pro- 

[213 ] 



214 


Health in Schools 


cedures necessary to save life, to prevent further injury, and to 
alleviate severe suffering. Above all, it is important to restrain the 
enthusiasm of the amateur first-aider who has gained a smattering 
of theoretical knowledge about illness and injuries and is eager to 
demonstrate his skill. Often what is not done is as important as what 
is done, or more so. 

Variations in General Procedure 

Few school systems have a doctor in attendance at every school 
at all times. Schools where nurses are constantly in attendance are 
more numerous, but there remain many schools, constituting an 
overwhelming majority of the total number, in which medical and 
nursing attendance is intermittent. In many of these, notably the 
rural schools, a public health official who is a physician may visit 
the school at long intervals, and nurses, altho present more fre¬ 
quently, will visit the school only occasionally. It follows that, altho 
the principles are the same and the obligations identical, the methods 
of meeting emergencies will differ according to the locality of the 
school and the organization, or lack thereof, of its health services. 
A general outline of procedures, therefore, is given for three principal 
types of schools. 

Schools with Physicians Present 

Schools where physicians are in constant attendance are relatively 
rare and represent only the largest and best organized school health 
services. In such a school there should be a first-aid or emergency 
room, with necessary supplies and equipment for emergency treat¬ 
ment of sudden illness or injury. There should be separate rest rooms 
for boys and girls. With such equipment and with a doctor in attend¬ 
ance, emergency treatment presents no administrative problem 
because the doctor is there to take the responsibility. Even so, his 
responsibility should be limited to strictly emergency care and should 
end when the family has been notified and has either come for the 
child, sent for him, or otherwise placed the child in the care of the 
family physician. Emergency care should not include repeated rou¬ 
tine dressings, altho it may, of course, involve the replacement of a 
dressing which has been accidentally dislodged. Emergency care 
does not include continuous medication. The routine treatment of 
the sick, except for emergencies, should remain the responsibility 




Injuries and Emergency Illness 


215 


of the family and the physician chosen by them, not of the school. 
(See Chapter XVI for legal aspects of this question.) 

Schools with Nurses Present 

In schools where nurses are in constant or frequent attendance 
the program will necessarily be more limited because nurses cannot 
properly undertake procedures which would be appropriate for a 
physician. Such a school should, nevertheless, have an emergency 
room and certainly should have rest rooms for boys and girls. Its 
equipment will be simpler than that of the school where there is 
constant medical attendance. The nurse should properly be expected 
to take charge of such acute emergencies as fainting, cuts, bruises, 
stomach upsets, headaches, and menstrual disturbances, but treat¬ 
ment should be limited to simple measures such as rest, the external 
application of heat or cold, emergency measures for wound cleansing, 
temporary dressings and hemorrhage control, and ordinary nursing 
procedures looking to the comfort and safety of the patient. Even 
if a nurse is present medical aid should be summoned at once if the 
emergency is serious, and the family should be notified whenever 
a child becomes ill in school. The nurse should make appropriate 
arrangements for getting the child home safely when he can be 
moved, either by having the family call for the child or by arranging 
other means. Sick children should never be sent home without a 
responsible attendant. 

Schools with Doctors and Nurses Not Present 

In schools where neither a doctor nor a nurse is in attendance, 
provisions for emergency care and first aid will be less elaborate. 
They will involve little more than facilities for rest and for meeting 
emergencies in which life may be threatened, such as hemorrhage. 
In such schools exclusive reliance will have to be placed for imme¬ 
diate action upon several persons of both sexes trained in first aid. 
As a rule, in such schools a physician should be summoned by the 
principal or, in the case of one-room schools, by the teacher, if it is 
impossible to reach the family immediately. The family, however, 
should be notified first unless the emergency appears to be urgent, 
in which case the best judgment of teachers or principal must be 
relied upon to summon medical aid promptly from any source 
available. 



216 


Health in Schools 


Specific Procedures in All Schools 

In all schools, whether doctors or nurses are present or readily 
available on call, there should be as many persons as possible of 
both sexes trained in emergency first aid, especially in the control 
of hemorrhage, the safe handling of patients who are unconscious 
or who have fractured or apparently fractured bones, and the giving 
of artificial respiration to those apparently drowned, electrically 
shocked, or suffering from athletic injuries which temporarily sus¬ 
pend respiration, a condition commonly known as “having the wind 
knocked out.” The ideal is to have every principal and teacher 
trained in first aid. In any school there should be an adequate supply 
of first-aid materials and satisfactory directions as to how to use 
them. 

The list of first-aid supplies (see pages 218-19), with suggestions 
for their use, has been developed by the American Medical Association 
and is recommended as a basic list, subject to modification according 
to the instructions of the school medical adviser or a committee 
from the county medical society. It will be noted that the list con¬ 
tains no drugs. Drugs useful in emergencies should not be used by 
lay persons because they are all potentially dangerous. Simple drugs 
for the relief of pain which are safe to use probably include only 
aspirin, and even aspirin should not be prescribed in school by non- 
medical persons, including nurses. 

Every first-aid room should have a manual on first aid. A list of 
books having to do with first aid and emergency treatment will be 
found on page 359 of this yearbook. This volume cannot give full 
details on first aid, nor is this necessary. Yet it seems advisable to 
point out certain principles and situations which are too frequently 
misunderstood. 

The following discussion covers a few common situations which 
may be expected to occur from time to time in the schools, in which 
it is important that the right thing be done and the wrong left undone. 
Only a few of the most important situations are given here. Further 
reading should be done in the reference books. 

Major Illnesses 

Major or serious illnesses in school children are relatively rare. 
Most commonly they are severe attacks of communicable diseases, 



Injuries and Emergency Illness 


217 


the sudden onset of pneumonia, or occasionally appendicitis or other 
abdominal conditions. If there is a physician at hand to see the child, 
his instructions should be followed. If not, nurses, principals, or 
teachers should make no effort to arrive at a diagnosis. They should, 
however, be able to recognize the signs of serious illness, which 
include one or more of the following: unconsciousness; weakness; 
gray or bluish pallor; fever; dazed or irrational condition; severe 
pain; cold, clammy skin; or small, rapid, or irregular pulse. 

When a child is suddenly seized with one or more of the above 
conditions, iL is important to remember that in many instances speed 
in getting the child under treatment is the most important considera¬ 
tion. The child should be kept warm and removed immediately to 
the home. If contact with the home is not made and responsibility 
accepted by the home within an hour, the school principal or teacher 
is justified in procuring emergency medical treatment, preferably 
from the child’s family physician, if his name is on record, or from 
the nearest reputable doctor of medicine. In such a case it should 
be made clear to the doctor consulted in emergency that he may be 
superseded by the family physician as soon as responsibility is taken 
over by the family. 

Minor Illnesses 

Among common minor illnesses are headaches, digestive upsets, 
toothaches, and earaches. These call for rest in a quiet, semidarkened 
room and the local application of heat or cold. If the child does not 
improve promptly he should be sent home. The common practice by 
which nurses and sometimes teachers give medication for the relief 
of pain is fraught with danger to the child and possible legal com¬ 
plications for the school system. Even the simplest and safest drugs 
may give unexpected reactions in unusually sensitive individuals 
and convert a minor illness into a serious emergency. 

In older girls there may be distress accompanying the menstrual 
period. This, too, calls for rest and for sending the girl home if 
necessary but not for the administration of any drug whatsoever 
by nurses or nonmedical personnel. 

Even when there is a physician in attendance, it is wiser to avoid 
the giving of drugs unless the pain is severe and there is no imme¬ 
diate possibility of placing the child under the care of the family 
physician. 




First-Aid Supplies and How To Use Them 

Prepaied by the Ameiican Medical Association 


Suggested Supplies 
Tinctuie of green soap 
Hospital cotton, roll 

Absorbent cotton, sterilized, roll, box or 
“picking” package 

Dressings, large or small pads, sterilized, 
in individual transparent envelopes 

Dressings, linger, in envelopes 
Adhesive tape, toll, one inch 
Scissors, bandage or blunt 
Toothpicks 

Alcohol 70 % (water 30%) or tubbing 
alcohol 

Iodine, tincture (dilute with equal vol¬ 
ume of water just before using) 

Other disinfectant, if ordered by phy¬ 
sician 

Mineral oil, bottle, or petroleum jelly, 
tube or jar, white or yellow, but not 
medicated 

Boric acid ointment US P. 

Boric acid solution, pint bottle with 
excess of crystals in bottom 

Epsom salts 

Baking soda, powder 

Salt, ciystal or tablets 

Hot-watcr bottle with cover 
Ice bag 

Tourniquet (three feet of soft lubber 
tubing and a stick or pencil) 

Eye dioppers 

Ear syringe, soft rubber 
Graduated medicine glass 
Drugs foi internal use. 


What They Are For 
Washing injured paits 
Laige soft pads or diessings 

Swabs or pledgets for applying medica¬ 
tion 01 wiping wounds 

Foi piolccting injuries 

For piolccting veiy small injuiies 
Fastening dressings oi splints 
Cutting dressings 
Foi making swabs 

Disinfecting skin and minor wounds 

Disinfecting wounds which appear to be 
dirty; do not use on wet skin oi on 
mucous membranes, on face or near 
sex organs; do not cover with diess- 
mgs 

As ordered by physician 

For icmoving ointments; in eye to le- 
heve irritation from foreign body; foi 
burns if no other ointment is at hand 

For minor bums 

Foi cleansing wounds and removing 
dressings which have stuck 

In hot water, a handlul to a basin, for 
soaking spiains, bruises, or infection, 
when ordered by a doctor 

Teaspoonful to a pint of warm water, 
for mouthwash, oi gargle if oidered 

Same as baking soda, or with baking 
soda, as directed 

Local relief of pain 
Local iclief of pain 

Use ABOVE place from where red blood 
spurts Call doctor at once. Release 
every IS minutes to allow circulation 
to reach parts, then leapply 

Cleanse after using and hoil before using 
or rinse with alcohol followed by boric 
acid solution 

For ears only when ordered by physician 
For measuiing liquid medicines 

Only when ordered by physician and as 
directed by him. 


[ 218 ] 




CAUTION 

Headache remedies, laxatives, pain killers, and other drugs for 
internal use are not advised except upon medical advice. They 
may be dangerous, their habitual use is always undesirable, and 
may create bad hygienic habits and actually delay the successful 
treatment of the condition for which they are taken. Commercial 
antiseptics except for the standard tincture of iodine and such 
other preparations as the physician may order are not recom¬ 
mended; those which are entirely safe under all conditions are, 
as a rule, too weak to amount to much. Antiseptic soaps are not 
better than ordinary soap, and may be irritating. Drugs in “candy” 
form have no place in a home where there are children. 


TABLE OF DOSAGES 

i 

A graduated medicine glass is most accurate and should be used whenever 1 
possible. In emeigency, this table may be used' fe 

20 drops (water solution) 

1 cc (metric) || 

1 teaspoon .... . , ., 

. 5 cc. 

1 tablespoon. 

IS cc 

1 wineglass 

50 cc. 

1 tumbler .... .. . 

Use measuring spoons, not “table” silver 

. 250 cc. 


ANTIDOTES FOR COMMON POISONS 


The bast antidote is not to keep poisons in the home unless absolutely necessary, which 
it seldom is. 

If poisons must be kept, they should not be in the regular medicine chest but in a 
separate locked cupboard and in containers which attract attention to their contents while 
being opened. Boxes or bottles containing poisons should have their covers or corks fastened 
With adhesive tape, or pins stuck thru the cork, to make the user stop and consider before 
using 

If, in spite of all precautions, or because of the absence of precautions, poisons are 
taken, the following suggestions may help while the arrival of the doctor is awaited 

CALL THE DOCTOR AT ONCE WHEN POISONING IS SUSPECTED. FIND OUT IF 
POSSIBLE WHAT THE PATIENT HAS TAKEN SO THE DOCTOR MAY HAVE SOME 
WARNING AS TO WHAT TO BRING WITH HIM AT LEAST GIVE THE DOCTOR AS 
BRIEF AND CALM A DESCRIPTION OF HOW THE PATIENT ACTS AS YOU CAN. 


Poison 

Signs Which Suggest It 

What To Do 

Strong acids 

Burns in and pain about the 
mouth, abdominal pain, 
colic, nausea, vomiting, 
diarrhea, collapse. 

Warm water drinks. Repeat 
every ten minutes Milk— 
or egg white, 1 to 2 ounces 
milk of magnesia. 


If breath smells like garlic. 

AVOID ALL OILS. 

Strong alkalies 

White coating , or burns in 
or about mouth, colic, 
nausea, vomiting, diarrhea, 
collapse 

Warm water drinks repeated 
frequently Lemon juice, 
dilute vinegar, salt solution 
—1 teaspoon in l glass, 
repeat in ten minutes 

Nerve irritating drugs 

Excitement, rapid breathing, 
abdominal pains ana 
cramps. Flushed face and 
body. May have nausea 
and vomiting, 

Produce vomiting by 1 table¬ 
spoon mustard in warm 
water or 1 tablespoon of 
ipecac. Repeat in 15 min¬ 
utes 














220 


Health in Schools 


Minor Injuries 

Cuts, scratches, and abrasions are common. For the most part 
they are not serious, but occasionally the presence of a virulent 
organism, such as a streptococcus, may give rise to trouble if prompt 
effective emergency measures are not taken. The most important 
consideration is cleanliness. The wound and surrounding skin should 
be gently but thoroly washed with water and soap. Tincture of green 
soap is safe and effective. A reasonable amount of bleeding helps 
to cleanse the wound. Simple, unmedicated dressings to prevent sub¬ 
sequent infection should be applied. These dressings must, of course, 
be not only clean but sterile. 

Antiseptics are of minor importance compared with cleanliness. 
The most commonly used antiseptics are tincture of iodine and 
various mercurial antiseptics such as mercurochrome and metaphen. 
If tincture of iodine is used, the mild tincture (Zy 2 percent) is 
preferable to standard tincture because it is less irritating, less 
destructive, less painful, and therefore safer. The water solution of 
mercurochrome (2 percent) is a useful preparation for the treatment 
of minor injuries. It is less effective than tincture of iodine but also 
less irritating and less painful. 

If any such minor injury shows evidences of irritation or failure 
to heal promptly, the child should be referred immediately to the 
private physician selected by the family or, if necessary, to a clini c 
or hospital outpatient dispensary. 

Bruises usually require nothing more than the application of cold, 
either by ice cap or cold compress. 

Repeated treatment subsequent to the first emergency aid is not 
the function of the schools. 

Bleeding 

Bleeding is probably the greatest and most immediate emergency 
which faces the first-aider. Ordinary bleeding, such as nose bleeding, 
is no cause for alarm unless it is profuse or persistent, in which 
case medical aid should be sought. Hemorrhage from severed arteries 
or veins may be serious, depending on the size of the blood vessel. 
The panic which commonly seizes bystanders in the presence of 
hemorrhage may be more dangerous than the hemorrhage itself. In 
most instances visible bleeding is readily controlled by the appli¬ 
cation of pressure over the vessel which is bleeding. Full instructions 



Injuries and Emergency Illness 


221 


as to pressure points for the control of various types of hemorrhage 
are contained in first-aid manuals and should be memorized and 
frequently practiced by persons responsible for first-aid service. 

Shock 

Shock is a condition which accompanies many serious injuries 
and may sometimes be precipitated in sensitive individuals by severe 
emotional experiences. It is characterized by a cold, pale, clammy 
skin, weakness, fainting or unconsciousness, and a thin, rapid, 
“thready” pulse. The emergency treatment pending the doctor’s 
arrival is rest in a horizontal position with plenty of blankets and 
hot-water bottles, but with due care to avoid skin burns. 

In many instances shock is the only indication of so-called internal 
injuries. Whenever an individual gives evidence of pain, collapse, 
shock, weakness, or being “shaken up” more-than appears to be 
explained by visible injuries, the possibility of so-called internal 
injuries must be taken into account. These may involve injury to 
the heart, lungs, liver, or spleen. It is always advisable to place 
injured persons at rest for from thirty minutes to an hour in order 
that there may be no likelihood of overlooking hidden injuries which 
may be more serious than is immediately apparent. 

Fainting 

Fainting is due to temporary lack of sufficient blood supply in 
the brain. It may be due to many causes. The individual recovers 
rather promptly but should be allowed to rest, lying down with feet 
elevated and head low, for thirty minutes to an hour. The most 
important factor in a fainting attack is to be absolutely sure that 
it is fainting and not unconsciousness from some other cause. A 
person who has merely fainted recovers rather promptly because 
the temporary anemia of the brain is corrected as soon as the indi¬ 
vidual is no longer in an upright posture. Fainting can often be pre¬ 
vented when it appears to be imminent by having the individual sit 
down with the knees spread far apart and bend forward until the 
head is between the knees, thus allowing blood to reach the brain. 

Unconsciousness 

Unconsciousness from an unknown cause often creates a serious 
problem in diagnosis not only for the lay person but for the phy¬ 
sician. The possibilities are many and need not be outlined here 



222 


Health in Schools 


except to point out some of rather common occurrence. These are 
epilepsy, diabetic coma, and insulin shock. Nonmedical persons 
should make no effort to differentiate among the causes of uncon¬ 
sciousness but should immediately summon a physician to attend 
the unconscious person. In the meantime, the patient should be kept 
warm. To prevent asphyxia the head should be turned to one side 
so that the tongue will not fall back and obstruct breathing. 

Arrangements are now being made to identify diabetic children 
with cards or identification tags. All children in a school system 
known to be diabetic should carry such identification, and all such 
children should be supplied constantly with two lumps of sugar or 
a whole orange to ward off impending insulin shock. In the case of 
a known diabetic, especially one taking insulin, the prompt eating 
of a lump of sugar or of an orange will prevent the occurrence of 
shock. 

Convulsions 

Convulsions are relatively uncommon in children today. When 
they occur they are often of an epileptic type. All that needs to be 
done in the case of a single convulsion is to keep the patient from 
injuring himself in falling and to place him at rest. Medical aid, of 
course, should be summoned at once. In case of recurrent or repeated 
convulsions the individual should be placed in a tub of warm water 
pending the doctor’s arrival. 

Head Injuries 

Serious head injuries may produce fracture, concussion, or brain 
hemorrhage. Unconsciousness is the rule but is not invariable. The 
individual may merely be dazed. The most common mistake is to 
assume that rather prompt recovery of consciousness is an indica¬ 
tion that there is no serious injury. Patients with head injuries should 
be kept at rest lying down until a physician permits them to be 
moved. An ice cap applied to the head is safe and helpful. 

Neck and Back Injuries 

Neck and back injuries may be merely wrenches or bruises but 
may also involve fracture. Where neck or back injuries appear to 
have been sustained the patient should not be moved by those giving 
first aid but should be made comfortable where he lies. This is 
especially important because injudicious movements may injure the 
spinal cord in the area of the important control centers, with possible 



Injuries and Emergency Illness 


223 


immediate fatality or permanent paralysis. Even raising the patient’s 
head to give him a drink of water may kill him if he has a broken 
neck. When persons suspected of injuries of this type are moved, 
it should be only on a stretcher and not on an improvised stretcher 
unless absolutely necessary, and preferably under the direction of 
a physician. 

Limb Injuries 

Fractures of the limbs involve the possible danger of severing 
large blood vessels and producing extensive hemorrhage, of injuring 
nerves, or of bone splinters protruding thru the skin, permitting the 
entrance of infection. Children with apparent fracture, especially of 
the legs, should not be moved until the fracture has been properly 
splinted. They should be kept warm and made as comfortable as 
possible where they are. It is particularly essential that persons 
with fractured bones shall not be hauled and lifted into ordinary 
passenger automobiles and jounced away to the hospital without 
proper support for the fractured limbs. Persons suspected of injuries 
of this type should be moved, if at all, only on a stretcher and 
preferably not on an improvised stretcher unless absolutely neces¬ 
sary. 

Burns 

Burns, if serious or extensive, require immediate medical treat¬ 
ment. The pain from burns is due to exposure and injury of nerve 
endings in the skin. Relief is best given by immersing the patient, 
clothing and all, in warm water, or by applying a thick paste of 
baking soda. Greasy substances still commonly found in first-aid 
cabinets are suitable only for minor burns which do not go beyond 
the stage of reddening. If applied to blistered or destructive burns 
they complicate subsequent treatment. 

Poisoning 

Poisoning by swallowed substances should be treated by imme¬ 
diately inducing vomiting with drinks of strong salt water, followed 
by the giving of large quantities of milk or white of egg to neutralize 
and take up the action of the chemical as much as possible. No 
attempt to pass a stomach tube should be made by untrained 
persons. When calling the doctor it is important to tell him, if 
possible, what substance or class of substances appears to have 
been swallowed. 



224 


Health in Schools 


Eye Injuries 

Foreign bodies in the eye, or eye injuries, involve the possibility 
of serious destruction of eye tissues and loss of vision. Unless a 
foreign body is readily dislodged by the use of simple measures, 
such as an eye cup, a physician should be summoned. Amateurs 
should never attempt removal of foreign bodies by the use of instru¬ 
ments. Temporary comfort can be given by placing a tiny piece of 
white petrolatum (petroleum jelly) or a drop of mineral oil in the 
eye in which a foreign body is lodged. Injuries in which the coat 
or wall of the eyeball is pierced require immediate medical attention. 
In the meantime the patient should be kept quiet, eyes closed, lying 
down with a loose pad of sterile cotton and a light bandage over 

the injured eye. - T ■ . 

J J Ear Injuries 

Foreign bodies in the outer ear canal are more alarming than 
serious, especially if a buzzing insect should be the invader. They 
may, however, be rendered serious by unskilled interference. Justi¬ 
fiable immediate measures include gentle syringing of the ear with 
warm oil. Water should not be used because certain objects, such 
as peas, beans, and seeds, which children may put in their ears, will 
swell when wet and create serious difficulties in subsequent removal. 

Foreign Bodies in the Nose and Throat 

Foreign bodies in the nose and throat require immediate medical 
attention. If the object is in the nose, the child may be sent to a 
physician’s office. If it is in the throat, action will depend on 
whether or not breathing is impaired; if so, the quickest possible 
means must be taken to bring doctor and patient together. Efforts 
at removal by untrained persons usually complicate the situation 
and make it worse. 

Foreign Bodies Swallowed 

Foreign bodies swallowed usually occasion more alarm than is 
warranted. Most such objects, even when pointed or sharp, are 
passed without untoward results unless purgatives are given. It is 
common practice to feed the individual who has swallowed a foreign 
body large amounts of soft food. 

Athletic Injuries 

The problem of athletic injuries is essentially the same as that of 
emergencies occurring in the ordinary course of school life. The 



Injuries and Emergency Illness 


225 


most important responsibility of the school is to prevent athletic 
injuries to the greatest possible extent and to minimize their serious¬ 
ness when they do occur (see Chapter VI). Numerous observations 
have shown that certain definite precautions can be taken to mini¬ 
mize injuries in athletic contests and physical education activities. 
The principal ones are as follows: 

1. Arrange games and contests, especially body-contact events, so that 
participants will be of approximately equal size, weight, and strength 

2. Arrange contests and games only in properly constructed indoor or out¬ 
door play arenas, with appropriate floors, ground surfaces, and safeguards 
against colliding with fixed structures. 

3. Permit participation only by those in good physical condition and with 
training in skills equal to the average training of other participants. 

4. Emphasize the spirit of the game rather than the spirit of winning at 
all costs. 

5. Insist upon prompt removal from participation of any individual who is 
tired, injured, confused, or for any other reason unable to exert his best 
skill and effort in self-protection. 

6. Select appropriate forms of games and contests to suit the age, sex, 
condition, and training of participants. 

7. Provide necessary protective clothing and personal equipment and insist 
upon its proper use. 

It should be emphasized very definitely that while these preven¬ 
tive measures are the immediate responsibility of the coach, trainer, 
or director of physical education, they are none the less the ultimate 
responsibility of the school administrator. If a superintendent or 
principal takes a strong position in regard to these matters and 
lets his position be publicly known, any incipient overenthusiasms 
on the part of coaches or players will be much more likely to be 
held in check. 

While no one can predict who will be injured or when, it is a safe 
assumption that in any athletic pursuit or physical education pro¬ 
gram accidental injuries may occur. Provision should therefore be 
made in advance for the method of handling them. Some schools 
have a physician present at all major athletic events. Others have 
physicians on call. Most schools require parental consent for partici¬ 
pation in athletics. Such consent should include a clear statement 
as to who is responsible for the expenses which may be incurred as 
a result of injury during participation in athletic contests or training 
and preparation for such contests. Such responsibility may be placed 


226 


Health in Schools 


upon the parents, or the school may assume it. If the school assumes 
it, casualty insurance may be carried to cover possible contingencies. 
The policy will vary according to law in the several states and munic¬ 
ipalities, as well as according to the policy adopted by the school- 
board. Whatever the policy, it should be clearly defined and care¬ 
fully explained to the parents of all participants. The legal principles 
involved are dealt with in Chapter XVI. The prevention of need¬ 
less injury, as far as it involves the school plant and its opera¬ 
tion, is dealt with in Chapter XII. 

Notification of Parents 

In some communities, problems are created by the fact that 
children in school may come from homes which cannot be notified 
during the day if illness should occur because both parents work 
or are absent from the home for other reasons. It is difficult to 
advise what to do under such circumstances. In Detroit the problem 
has been attacked by requesting parents to designate a physician 
whom they wish to have called in an emergency. The name of this 
physician is entered on the child’s school record card. Other plans 
may be worked out in other localities thru consultation with school 
authorities, county medical societies, and representatives of parents, 
such as parent-teacher association groups. 

In case of serious emergency where contact with the home is 
impossible and no alternative provisions have been made, the school 
authorities are justified in summoning medical service or an ambu¬ 
lance to take the patient to a hospital. Since laws differ in different 
localities it will be wise for school authorities to ascertain in advance 
what may be the legal status of the school or of individuals acting 
on behalf of the school in circumstances where they are suddenly 
faced with a situation in which threats to life or the likelihood of 
severe suffering necessitate prompt and decisive action without 
parental consent. 

Not only children but also teachers and other adult persons con¬ 
nected with the school may suffer from sudden illness or accidental 
injury. Essentially the same principles apply to the handling of 
these emergencies as in the case of similar situations involving school 
children, except that the adult, if conscious, can take his own 
responsibility in directing what physician to call for subsequent 
treatment. 



CHAPTER XII 

Healthful School Environment 

A dministeators and teachers should give special consideration 
/\ to the influence of the school environment upon the development 
of youth. Too little attention has been given to this problem. 
We are willing to admit that children are “conditioned” by the 
school environment, yet remain quite indifferent to actual working 
situations. School construction has gone forward with too little 
thought as to how good planning can contribute to teaching efficiency 
and the avoidance of strain on teachers and children. Since the school 
contributes favorably or unfavorably to the wholesome development 
of youth, it is essential to give consideration to the health factors 
involved in the total school environment. Good results in the im¬ 
provement of many unwholesome working conditions in our schools 
will be seen only when the administrative leaders, teaching personnel, 
and maintenance staff become sensitive to the need for improved 
physical surroundings. 

Growing boys and girls are conditioned by every experience which 
enters into their lives: 9 

There was a child went forth every day, 

And the first object he looked upon, . . that object he became, 

And that object became a part of him for the day, or a certain part of 
the day, or for many years, or stretching cycles of years. 

—Walt Whitman 

School environment, as considered in this chapter, encompasses 
every aspect of the school’s and the community’s influence upon the 
health of children. The school plant may meet all the requirements 
of comfort and sanitation and yet be so operated as to lack many of 
the essentials of healthful living. The influence afforded by a beauti¬ 
ful classroom environment toward healthful living on the part of 
children may be largely neutralized by a teacher who lacks the skill 
and grace to give meaning and significance to the setting. The 
atmosphere created by beautiful physical surroundings and the charm 
of a radiant teacher personality may be vitiated by the policies of an 
administrator devoid of the finesse and the understanding necessary 


[ 227 ] 



228 


Health in Schools 


to create wholesome human relationships at school. Consideration 
will be given to the contributions which the school community, the 
school plant, the teacher, the classroom practices, the organization 
of the school, and the administration of the program may make 
toward healthful living . 1 

A Healthful Community 

The encroachment of civilization in this hemisphere has left many 
scars on an environment once lovely and healthful. The story of 
exploration and settlement on the American continent is one of 
wastefulness and disregard of the many fine natural environmental 
factors which the first settlers inherited. The forests were laid waste 
and the soil abused until it was robbed of its productiveness; then 
the population moved on to repeat the same cycle on richer lands 
farther westward. We know now that millions of acres should never 
have been denuded of their forests and permitted to erode to the 
point of becoming submarginal lands, practically worthless. 

The story of an era of industrial progress is no less destructive of a 
natural environment once beautiful and healthful. Hills were cut 
down, mountains bored thru, forests destroyed, and rivers were 
bridged in order that a new means of transportation could be pro¬ 
vided. Highways and railroads were dotted with ugly stations and 
dirty, insanitary, and unattractive villages. Industries sprang into 
being, and these were accompanied by one of civilization’s mon¬ 
strosities—the typical American industrial city. In these corporate 
limits one finds miles of uniformity, acres of unattractiveness, 
bareness, filth, and little on which esthetic impulses and healthy- 
minded people can thrive. 

We have learned thru experience that the physical environment in 
which we grow up has important implications in the building of a 
strong, virile, well-conditioned race of men—healthy in mind and in 
body. It is indeed encouraging to observe that we are thinking today 
in terms of recapturing much that has been lost. The interest in 
reforestation, soil conservation, game conservation, recreational 
centers, slum clearance, and rural rehabilitation, together with many 

1 National Education Association and American Association of School Administrators, Educational 
Policies Commission. Educational Policies for Community Recreation. Washington D C • the Com¬ 
mission, 1940. 31 p. ’ 



Healthful School Environment 


229 


other signs, indicates a definite trend to make all environment more 
conducive to healthful living. 

In considering the many factors that may contribute to the health 
of our school population, we must of necessity concern ourselves 
with the entire community, whether it be urban or rural. A healthful 
school situation with respect to the maintenance and operation of 
the school plant and a health program well planned and conducted 
will be less effective if the community lacks the essential health 
services for the prevention and control of disease. Therefore, it is 
obvious that the school must be concerned with the total health 
scene in the community and must relate its program to the needs of 
both youth and adults. 

What Schools May Do 

Definite standards have been set up for building and safeguarding 
the health of individuals living in cities, towns, and rural commu¬ 
nities. In urban centers the schools may, with great profit, encourage 
groups of children to examine their communities in the light of 
accepted standards. Many aspects of their environment can be 
studied with profit, such as water supply, sewage disposal, fire pro¬ 
tection, food inspection, disease control, street safety, slum clearance, 
and recreational facilities. 

Rural schools may with equal profit inquire into their health 
programs by consideration of their provision for typhoid prevention, 
malaria control, water supply, toilet sanitation, recreational facilities, 
and other rural health problems of local concern. 

Many instances can be cited where community health conditions 
have been improved because alert teachers led their students to 
inquire into certain aspects of community practices which affected 
the health of the community . 2 For example, in one city the members 
of the National Honor Society, with an active teacher sponsor, chose 
as their project for the year a survey of the recreational facilities of 
their city. They soon discovered that there was a woeful lack of play 
space for both youth and adults, and further that the program for 
using the space provided was most inadequate. They invited com¬ 
munity leaders to their meeting and presented their findings. A 

2 Particularly stimulating suggestions will be found in the following publications: Hanna, Paul. 
Youth Serves the Community. New York: D. Appleton-Century Co., 1936. 303 p. ^National Education 
Association, Department of Rural Education Community Resources tit Rural Schools. Yearbook 1939 
Washington, D C . the Department, 1939. 109 p. 




230 


Health in Schools 


committee cliosen from this group called on the city council. As a 
result of the information gathered by these students and the wide 
interest created in the community, the council took immediate steps 
to improve the situation by providing more adequate recreational 
facilities and raised its budget from almost nothing to $25,000 a 
year to carry out a greatly enlarged program. 1 

Physical Environment and Delinquency 

Those who are interested in the influences affecting the develop¬ 
ment of normal youth, both physically and socially, should examine 
the many studies of the influence of physical environment on de¬ 
linquency. A study of case histories of 1860 delinquent youths in 
Columbia, South Carolina, covering a period of six years, is quite 
revealing on this point. Almost without exception the homes of these 
delinquent boys and girls were in slum areas and remote from 
recreational facilities. Five of the slum blocks produced more than 
thirty delinquents each, and eleven other blocks accounted for more 
than twenty each. It is worthy of comment to note that approximately 
75 percent of the delinquent youth were charged with stealing and 
acts of carelessness and mischief. 4 Living in bare, sordid homes and 
remote from organized play, they were victims of just “foolin’ 
around.” 

Studies by Shaw, Thrasher, and others clearly demonstrate that 
poor environmental conditions are associated with high juvenile 
delinquency rates. Many of these studies, summarized by the 
National Commission on Law Observance and Enforcement, 0 show 
similar community patterns associated with delinquency: (a) the 
encroachment of business, industry, and other changes forces a 
neighborhood to deteriorate; (b) dwellings become less attractive 
and rents decline; (c) low-income groups move in; (d) neighborhood 
controls thru institutions and community programs disappear 
rapidly; and (e) the area takes on the physical and mental 
characteristics of a “slum” neighborhood. Crime and delinquency 
rates are high in these urban areas which lack wholesome community 
influences, social solidarity, and constructive public opinion. Edu- 

a A useful handbook for guiding community study Cokord, Joanna C. Your Community New York: 
Russell Sane Foundation, 1930 249 p, 

' Report of Children’s Committee, Council of Social Agencies, Columbia, South Catalina 

5 Niltuinal Commission un Law Observance and Enforcement, Report on the Causes o] Crime Wash¬ 
ington, D, C,: Government Printing Office, 1931. 2 vols., 390 p. and 401 p 



Healthful School Environment 


231 


cators who fail to recognize and to improve such conditions are 
taking an unrealistic attitude as to the purposes of education. 

Relation of Housing to Health 

Considerable evidence is being accumulated to indicate that the 
improvement of the physical conditions of family life insures a 
decrease in illness and mortality. Rollo H. Britten, senior statistician 
of the United States Public Health Service, points out: “The ex¬ 
istence of excessive sickness and mortality in the recognized slums 
or over-crowded districts of large cities is an accepted fact. Evidence 
has been accumulating for many years, both in this country and 
abroad.” 0 

Concrete evidence of the effects of housing upon health is given 
in an official report from Liverpool, England, where over 26,000 
families have been rehoused since 189 7. As a result of better housing 
and other attendant factors, death-rates, tuberculosis rates, and in¬ 
fant mortality rates have been cut nearly in half. An even more con¬ 
vincing report is to be found in a recent article of the National 
Association of Housing Officials entitled “Better Health Through 
Better Housing.” Statistics concerning general mortality, infant 
mortality, tuberculosis, influenza, bronchitis, and pneumonia are 
most revealing. The report further indicates that the workmen in 
these better housing centers are absent from work approximately 
half as many days as the workmen from other areas. 7 

The school administrator can no longer remain indifferent to the 
physical environment of the students who attend the schools under 
his supervision. He can find from many sources that the regularity 
of their attendance, their attitudes, and their fitness for successful 
work at school are determined in part by their physical surroundings 
while at home. It follows that school leaders must be concerned with 
the total health scene in the community rather than just the school 
environment as many of them would prefer. Hence it is of particular 
concern to the school that its educational program carry over into 
the home with a reasonable hope that home and community will be 
greatly influenced and improved. 

0 Britten, Rollo H. “Housing and Health” A wet kart Journal of Public Health 28* 957-60; August 
1938. flSec also: Public Health Repoits 49: 1301-13, November 2, 1934, and Mtlbank Memorial Fund 
Quarterly 18* 91-113; April 1940. 

7 “Bettci Health Through Better Housing.” NAHO News, January 17, 1939 (National Association 
of Housing Officials* 8S0 East 58th Street, Chicago, III ) 



232 


Health in Schools 


A Healthful School Situation 

Wise planning in school construction is a responsibility which the 
school administrator cannot evade. The tragedy with respect to 
mistakes made in the location and construction of a school building 
is that the structure stands for decades as a monument to inefficiency 
and lack of foresight. 8 The pity of it is that the health hazards 
resulting from poor location and from a building that is poorly 
constructed, unsafe, uncomfortable, unhygienic, and unattractive 
remain to influence adversely the life and work of students and 
teachers who are forced to work under conditions which wise planning 
could have avoided.' 1 It is a basic assumption of this chapter that 
quiet and harmonious surroundings, comfortable equipment, ade¬ 
quate light, proper ventilation, effective heating, and other factors 
calculated to provide a good teaching environment become health 
assets of first importance. 

Selection of School Site 

The schoolboard in a prosperous industrial and railroad center 
with a population of approximately 10,000 decides to build a new 
high school. Because of the desire to economize, plus the pressure of 
real estate agents, a site is purchased which is adjacent to the railroad 
shipping yards. Except for noise the location is adequate and desir¬ 
able. But the bumping of freight cars and the vibration of the busy 
yard engine shifting cars all day long destroy the peace and quiet 
which should surround a school. A large part of the students work in 
rooms near this incessant noise which serves to distract them from 
effective work and the quiet pursuit of their daily tasks. The assembly 
hour, which should stimulate genuine esthetic and spiritual impulses, 
may be disturbed by the same irritating noises from the outside. 
That this is not a rare problem is shown by a survey of 846 public- 
school buildings in city school systems in which 30 percent of the 
classrooms were almost useless because of disturbing and interfering 
noise. 10 


"Standards on sclioolli’ousc construction are readily available: the Strayer and Engelhardt series pub¬ 
lished at Teachers College, Columbia University, New York, a bulletin by Holy published at Ohio 
State University, Columbus; publications of the National Council on Scboolbnuse Construction dis¬ 
tributed by the secretary at George Peabody College, Nashville, Tennessee; and publications of many 
state departments of education 

” Consult the checklist: National Education Association, Research Division, Safety Education Projects. 
Checklist of Salcty and Solely Education Washington, D C the Association, 1939. 30 p 

10 Dcvereus, Frederick L. “Better Acoustics for the School.” Architectural Record 79 499-503- 

Juno 1936. 



Healthful School Environment 


233 


Such situations may be avoided by leadership and planning on the 
part of the superintendent of schools, who should keep schoolboards 
from making serious mistakes in selecting building sites. 

The following procedure is suggested: 

1. Prepare for the board a spot map of the student population to be 
served by the new schooL 

2. Secure data that will indicate population drift. This may be had by 

a. Spot map of building permits for past five years 

b. Past experience and future plans of public utilities, such as gas, 
electric, and telephone service; and building permits 

c. Study of proposed or anticipated leal estate developments. 

3. Have the schoolboard adopt definite criteria to guide them in the 
selection of a building site. The following are suggested: 

a. Prescribe general area in which site must be located (spot map 
and other data will determine these limits) 

b State the minimum number of acres required 

c. Location must not be adjacent to railways, broken by highways, 
or near factories or other property where unnecessary noises, odors, 
or other disturbances would be likely to interfere with the school 
program 

d. The site should be accessible to the area served—near bus lines, 
paved roads, or streets as now developed, with due regard to future 
development 

e The site must be one that can be easily drained and is suitable for 
lecreational facilities, such as tennis courts and ball grounds. 

If such criteria were adopted and made public before advertising 
for a site, a large part of the wholly unusable locations would not 
be submitted to the board for consideration. 

However, many school districts are burdened with old school 
buildings with inadequate space and surrounded by noise. This calls 
for careful planning in the light of proper housing. Frequently it is 
possible to sell the old property and relocate the school in more 
adequate quarters. If this is not possible, alterations and reorganiza¬ 
tion may help. Shrubbery massed on the noisy side of the building 
serves to reduce noise from the street. Relocation of departments 
to the end that shops and laboratory space utilize the part of the 
building with the greatest exposure to noise helps to relieve the 
classroom situation. Further help may be had thru sound insulation 
and acoustical treatment. 



234 


Health in Schools 


Construction Program 

Frequently school buildings are planned and designed by an 
architect without regard to the educational needs of the community, 
with the result that the program must be adapted to the facilities 
provided. The procedure should be reversed. The function of the 
building should determine the plan. This approach to school con¬ 
struction requires educational specifications as the first step. This 
phase of school planning should be done by the school administrator 
with the aid of teachers and other members of the staff. The specifi¬ 
cations should indicate the space needed for each activity, and the 
functions of each activity should be so defined that the architect can 
make his drawings fit the program which the school proposes to 
undertake. If the health of the school is foremost in school planning, 
then rest rooms, toilet rooms, lunchrooms, gymnasiums, nurse’s 
room, and other health needs should be specified before planning for 
auditoriums and other things less essential to healthful, happy 
student life. 

The hygienic standards generally accepted by school architects in 
the planning and construction of school buildings under existing 
building codes are: 

1, Adequate protection against fire and other life and health hazards 

2. Healthful air conditions secured by effective heating and ventilation 

3 Both natural and artificial lighting to prevent eyestrain or development 
of defective vision 

4. Equipment, particularly chairs and tables, constructed and adjusted to 
meet the individual health needs of children 

5. Playgrounds and gymnasiums of adequaLe size, the latter properly 
equipped with showers, lockers, and dressing rooms 

6. Sanitary provisions for drinking water, toilet, and hand-washmg facil¬ 
ities 

7. Janitorial service, judged primarily for quality of constructive contri¬ 
bution to the health of pupils and teachers, practical service, and personal 
influence. 

Sanitation —A committee report on “Suggested School Health Pol¬ 
icies,” representing the viewpoint of a number of medical and edu¬ 
cational associations, has the following to say of school sanitation: 

The first consideration in providing the desired type of environment is school 
sanitation which includes adequate and hygienic lighting, healthful and comfort¬ 
able heating, proper ventilation, a continuous supply of towels and soap, adequate 
toilet and washing facilities, modern safety and fire-preventive provisions, ample 



Healthful School Environment 


235 


play areas, a sufficient number of drinking fountains of approved design, seating 
which prevents faLigue and encourages good posture, and a school room and school 
building which are clean and attractive. Standards for school sanitary facilities 
are frequently found in building codes of state departments of education and 
sanitary regulations of state departments of health. They are also available in 
textbooks on sanitation and on school health. 

The question of school sanitation is not limited to the provision of sanitary 
facilities, but includes the instruction of pupils in the proper care and use of these 
facilities, the housekeeping procedures used in cleaning the building, and the 
supervision of pupils to see that supplies or equipment are not misused 11 

Water contamination —In the light of recent findings concerning 
water contamination resulting from defective plumbing, school con¬ 
struction should be done under the most careful and rigid supervision 
to guarantee as far as possible the delivery of pure water to the 
school. Regardless of how pure water may be at its source, contam¬ 
ination may enter the water distributing systems in streets or in 
the plumbing systems of buildings. 

There are two principal ways in which plumbing is a factor in 
making drinking water unsafe. They are: 

1 Cross connection of a safe supply with a contaminated supply under pres¬ 
sure which is, or may become, higher than the pressure of the safe supply, and 

2 Interconnection of the safe water supply with fixtures or sewers not nor¬ 
mally under pressure, but which may discharge their contents into the safe 
water supply, if (a) pressure develops in the fixtures or sewers from unusual 
circumstances (flooded streets and sewers), or (b) a negative head develops 
in any water pipe which has an opening submerged in the contents of fixtures, 
drains, or sewers. 

These cross connections and interconnections have long been common, but 
epidemics from them occur only at intervals because usually an additional con¬ 
dition must obtain, such as a leak in the check valve between two water sys¬ 
tems, before the drinking water will become unsafe. 

Dangerous cross connections and interconnections are made by people who 
are either unacquainted with hazards they create or willing to gamble with the 
lives of other people on the chance that the extra condition needed Lo cause 
water pollution will not occur. Neglect of the fundamentals of hydraulics has 
been responsible for arrangements which led to flow of sewage into unprotected 
sources of water supply or into water mains with resultant epidemics and loss 
of life. 12 

11 National Committee on School Health Policies, "Suggested School Health Policies” Journal ol 
Health and Physical Education 11: 285, May 1940 

13 Summarized from: Connolly, Joel I, chairman. “Plumbing” Progress Report of the Joint Com¬ 
mittee of the Conference of State Sanitary Engineers and the Public Health Engineering Section, 
A P.H.A. Ninth Annual Year Book. American Public Health Association Supplement to the American 
Journal oj Public Health 29: 92-98; February 1939 




236 


Health in Schools 


Superintendents desiring to pursue this subject further would 
profit by securing data on recent water-borne epidemics. Four recent 
epidemics referred to in Connolly’s article are good illustrations of 
water-borne epidemics and provide a basis for profitable study for 
sanitary engineers and school superintendents. 

Too great emphasis cannot be placed on the responsibility of su¬ 
perintendents and business managers of schools in safeguarding the 
health of children thru checking the source of the local water supply, 
careful inspection of school construction, and maintenance of plumb¬ 
ing facilities. Many school buildings are old and need plumbing alter¬ 
ations and improvements. Those in charge should permit no make¬ 
shift alterations and should permit no work done except by compe¬ 
tent plumbers. 

Ventilation —With the possible exception of lighting problems, no 
area perhaps exceeds that of ventilation and heating with respect 
to the number and variety of controversial issues. For years discus¬ 
sion has ranged over questions of bacteria, dust, carbon dioxide, 
and ozone without arriving at many practical conclusions. In the 
report of the New York Commission on Ventilation 13 it was recom¬ 
mended both from the angles of health and comfort that (a) the tem¬ 
perature of classrooms be kept between 65° and 70° Fahrenheit, 
(b) some movement or change of air be provided, and (c) humidity 
should range between 35 and 50 percent. These standards must be 
adapted somewhat to the prevailing climatic conditions of various 
regions of the country. Also the seasons of the year and the type 
of clothing worn by the children must be taken into account. 

Beyond the range of these easily attainable standards the heating 
and ventilation problem becomes one of avoiding stuffiness and dis¬ 
comfort. Body odor, sometimes a factor, resolves itself into personal 
factors of hygiene and sanitation. It is obvious that eventually much 
of the ventilation and heating problem is to be solved thru the daily 
inspection and housekeeping procedures of each classroom. 

Lighting —Controversy has raged for many years with respect to 
the effect upon the eyes of various kinds and amounts of lighting. 
Schools have been accused of increasing the eye defects of every 
generation of pupils; few of these critics have made any effort to 

ia New York State Commission on Ventilation. Ventilation. New York: E. P Dutton and Co 
1923 620 p. ■' 



Healthful School Environment 


237 


discover how many children have defective vision when they enter 
school. Altho there have been a number of surveys of lighting con¬ 
ditions, most of them lack evidence of the long-time effects of certain 
types of illumination upon the physical efficiency of the eyes or have 
failed to analyze the amount of light required for different types 
of schoolwork. On the basis of standard educational tests, Loos con¬ 
cluded that efficiency in reading was not improved by the use of 20 to 
27 foot-candles instead of 5 to 10 foot-candles of intensity. 14 Loos 
criticized the standards of the illumination engineers who have rec¬ 
ommended 20 to 30 foot-candles under typical classroom condi¬ 
tions. 15 Other investigators 10 have concluded that the recommen¬ 
dations of the illumination engineers “may be accepted as an au¬ 
thoritative summary of professional opinion.” Thus the discussion 
goes on with little agreement except on generalities: (a) provide 
adequate illumination; (b) distribute the light evenly over the area 
directly before the eyes; and (c) eliminate sharp contrasts and 
glare even in the area surrounding that directly in view. 

A new development that may change the problems in the field of 
lighting is the use of fluorescent tubes. Already reports are being 
made of the advantages of using such lights in classrooms. 17 Experi¬ 
ments are also being made with colored blackboards and colored 
chalk. It is to be hoped that some of this research will relate lighting 
and color to the effect that various educational practices have upon 
the care and health of the eyes. Some idea of the complexity of such 
investigations may be obtained from Betts’ study, Visual Prob¬ 
lems oj School Children.™ 

Plant Maintenance 

The care and maintenance of the school plant are important fac¬ 
tors in the total school environment. 10 An untidy, unclean, neglected 

u Loos, Leonard E. An Experimental Investigation of Levels of Intensity of Schoolroom Illumination 
and Reading Efficiency Doctor' 1 ? thesis New York. New York University, 1940 p 84-86 (Typewritten) 

Illuminating Engineering Society. Standards of School Lighting with Suggested Requirements for 
a School Lighting Code New York: the Society, 1932. 

10 Berens, Conrad, McFarland, Ross A., and Knehr, Charles A “The Eye and Illumination in 
Schools " Proceedings, 1940 National Council on Schoolhouse Construction, Nashville, Tenn Ray L 
Hamon, George Peabody College, 1941. p. 51-60. 

17 Loos, Leonard E. “Fluorescent Light for Schools” Ametican School Board Journal 101' 25-26, 93; 
November 1940 fiMasterson, C. T , and Darley, W. G. “Color in the Schoolhouse." American School 
Boaid Journal 102: 50-52; January 1941. 

l!j Betts, Emmett A , and Austin, Agnes S. Visual Problems of School Children Chicago. Professional 
Press, 1941 80 p. 

10 Florida State Department of Education. School Plant Operation and Maintenance in Southern 
States . Tallahassee the Department, 1940 127 p. 



238 


Health in Schools 


school building provides a poor environment in which to teach habits 
of personal cleanliness and respect for public property. On the other 
hand, the school custodian or janitor finds it practically impossible 
to keep the school plant in order unless the pupils are taught to do 
their part. The role of the teacher means much in this regard. An 
orderly teacher sets the stage for an orderly classroom and provides 
an atmosphere for establishing good habits of cleanliness and con¬ 
duct. 

The role of the school janitor is so important that the selection 
and training of the janitor should be given as much thought and 
care as the selection of teachers. The janitor must be considered an 
integral part of the school system and recognized as a staff member 
who can contribute much to any program for healthful living at 
school. In addition, he may have an important influence on the lives 
of the students. In many elementary schools he is the only male 
employee with whom the children have close contact, and many of 
the boys go to him for advice and help. 

The most effective school custodian organizes his work and also 
the work of his assistants, and keeps constantly informed as to the 
best methods of cleaning, heating, and the many technical details 
of the job. There are many sources of help for the janitor which are 
easily available, some of which are listed in the bibliography of this 
yearbook. In a number of school systems, study courses are pro¬ 
vided for study and discussion of the best methods in heating, clean¬ 
ing, sanitation, ventilation, fire prevention, and similar maintenance 
problems. Aside from the new information gained, the exchange of 
experiences on the part of the members of the janitorial staff is 
often quite profitable, especially where the staff includes specialists 
in the various fields of janitorial work. 

I There is such a general public belief in the value of disinfectants 
and deodorants that it is necessary to state and restate that there 
is no substitute for soap and water generously used by an industrious 
janitor. In order to further substantiate this statement, the following 
is taken from the Journal of the American Medical Association, 
which gives a brief discussion of the effectiveness of disinfectants 
and deodorants: 

In combating contagion, modern sanitary practices have eliminated disinfec¬ 
tants for spraying walls, ceiling and floors of school rooms. The source of infec- 



Healthful School Environment 


239 


lion is (he individual; so long as the infected individual is present in Lhe room, 
any disinfectant that mighL be used on the walls or the floor would be of little 
if any value m preventing infection Removal of the infected individual usually 
suffices to end the danger of spreading the infection. 

Soap and watei is lhe best agent for cleaning floors, together with plenty of 
fresh ail and sunshine It is unnecessary to worry about contagious disease organ¬ 
isms that may be lodged on the walls or ceilings; the same rule applies to toilets 
and urmals Cleanliness will take care of the whole problem without resort to 
strong disinfectants In fact, terminal disinfection, such as fumigation with for¬ 
maldehyde, has been generally discarded as valueless. In the case of lavatories, 
urinals and toilet bowls, so-called germicides in reality accomplish nothing except 
covering up the pnrtiary odor by the stronger odor of the chemical used 

In the school program of health protection, particular attention 
should be given to the sanitation of toilets, rest rooms, lunchrooms, 
locker rooms, gymnasiums, shower rooms, and swimming pools. 
Floors should be thoroly and frequently cleaned, not only for esthetic 
reasons but also because of the possibility of the spread of epider¬ 
mophytosis (ringworm of the feet). All shower rooms should be 
equipped with foot-baths containing solutions for the prevention of 
ringworm, such as a 1 percent solution of sodium hypochlorite or 
a 5 percent solution of sodium thiosulphate. The solution should 
be changed frequently enough to keep it at effective strength and 
give the foot-bath a clean, attractive appearance. Physical education 
teachers should not permit the use of unclean gymnasium mats, 
because mats which are not kept clean may be the means of 
spreading infections such as impetigo and boils. 

Unless swimming pools are maintained in a sanitary condition and 
properly supervised, they may cause the spread of intestinal diseases 
as well as respiratory and eye infections. Wherever there is a school 
swimming pool, operating plans should provide water circulation 
and adequate chemical disinfection of the water, The school medical 
adviser should arrange with the health officer for periodic analysis 
of the water. He should also prepare specific regulations governing 
the use of the swimming pool, covering such items as the bathing 
of pupils previous to the use of the pool, the inspection of pupils 
before they enter the pool, and safety precautions. Besides the pre¬ 
cautions just mentioned, there is need for the physical educator to 
give day-by-day supervision to pupil use of sanitary facilities. Only 

20 Journal of the Amciican Medical Association. "Queries and Minor Notes." Journal oj the American 
Methial Association 96- 1098; March 28, 1931. 



240 


Health in Schools 


thru careful avoidance of the health hazards of insanitary conditions 
may participation in physical education be safe and beneficial. 

Rural School Environment 

The problem of a healthful school environment in rural communi¬ 
ties presents many angles which are quite different from urban cen¬ 
ters. In many areas the absence of water systems, sewerage systems, 
electric current, and other basic health services creates a problem 
apart from the areas which have these services. Each school com¬ 
munity should survey its needs and provide acceptable facilities for 
proper lighting, heating, sanitation, ventilation, seating, water sup¬ 
ply, and sewage disposal. Where teachers are in doubt as to what is 
adequate or standard, they should confer with their state depart¬ 
ments of education and state boards of health. 

There is little doubt that many rural schools need to improve their 
environmental conditions in order to safeguard the health of children 
while in school. A recent inquiry was addressed to the county health 
officers and school nurses in California to secure an overview of the 
specific hygienic conditions which in their opinion needed correction. 
The response, as reported by Helen Heffernan in the California Jour¬ 
nal of Elementary Education, May 1941, indicates that much atten¬ 
tion should be given to the rural schools in the matter of lighting, 
seating conditions, ventilation problems, and sanitation. A sampling 
from reports from counties runs as follows: (a) lighting and heating 
are our greatest problems; (b) no hot water; (c) improper drainage 
of schoolgrounds; (d) questionable water supply; (e) inadequate 
facilities for handling food; and (f) no rest rooms for pupils or 
teachers. 21 

These responses would likely be similar to rural surveys if made 
on a nationwide basis. The major problem is not one of fact-finding 
but one of action. Teachers and school leaders should devise some 
plan to sensitize their patrons to the need of improving the school 
environment to the end that health hazards may be removed. In¬ 
formation regarding approved methods for water supply and school 
sanitation in rural areas is easily available to interested persons. 
The need is one of action. Identify in each school the items that 
need improvement and find some solution. Again we repeat, action 

=‘ Uefieman, Helen "The Health Program in Rural Schools ” Calijornia Journal ol Elementary Edit- 
calmn 9: 2.15-40; May 1941, 






Wholesome Food —A practical application 
of health instruction can be made thru the 
home economics program and the school 
lunchrooms. The importance of a diet of safe 
foods, cleanly prepared and wisely balanced, 
has been recently emphasized. The school 
should help the, student to practice what it 
teaches. 


Photograph by 

Fort Wayne (Indiana) Public Schools 



Healthful School Environment 


243 


is needed. If you do not have the necessary information for definite 
action, refer your needs to your state department of education or 
your state board of health for specific information, plans, or pro¬ 
cedures. The nature of your health problem will determine the agency 
to which you should go for help. 

New and helpful material for the improvement of school health 
conditions is increasingly available to interested persons. A helpful 
bulletin, Plans for Florida’s School Health Program, was issued in 
1939 by the Florida State Department of Education, Tallahassee, 
and the Florida State Board of Health, Jacksonville. 

Provision for safe water and sanitary drinking facilities constitutes 
a real problem in rural schools. In response to this need the Ander¬ 
son County Health Department, Anderson, South Carolina, devised 
and constructed a hand pump drinking fountain called the “Flute 
Sanitary Drinking Fountain for Rural Communities.” Blueprints 
may be had by writing the Bureau of Health Education, American 
Medical Association, Chicago, Illinois. This citation of a device to 
provide sanitary drinking water for rural schools is one of many 
helps which may be had if rural schools will only seek the answers 
to their problems. 

Teachers, supervisors, principals, and other school leaders in rural 
areas should lead the way in each community in a definite program 
for the improvement of rural school environment to the end that 
fewer health hazards may exist in rural schools. 

The School Lunch Peiiod 

Probably in no other area of school practice is there a greater gulf 
between the theory and practice of health than in the operation of 
the lunchroom. Pupils are taught to eat with clean hands, but when 
lunch hour comes they line up at the lunch counter with dirty hands, 
because they have neither the time nor inclination to wash, or the 
school has failed to provide the necessary facilities. 

The lunch period should be long enough to permit food to be 
eaten leisurely and to permit the normal social hour which makes 
eating a pleasurable experience. The lunchroom should be attrac¬ 
tive, spacious, and free from undue noise. It should be so planned 
and operated that it will serve as a laboratory for practice of the 
health rules and social manners taught in the classroom. Too fre¬ 
quently school administrators make excuses on the ground that the 



244 


Health in Schools 


facilities are not available for desirable lunch quarters because they 
are forced to conduct school in old buildings that were not planned 
for a modern school program. To all such we suggest a modest pro¬ 
gram of remodeling or reorganizing the lunch program to use the old 
building more effectively. 

The following plans became effective by quite different ap¬ 
proaches : 

1. School A, with an enrolment of approximately 700 primary and elementary 
pupils, had no suitable space for a lunchroom and no facilities for washing hands. 
At little cost, two classrooms were reconditioned by removing a partition, and 
with a small investment in equipment an attractive lunchroom was provided. 
In the corridor just outside the lunchroom a long wash basin was installed and 
every pupil entering the lunchroom was required to wash his hands. Pupil moni¬ 
tors supervised the program by supplying each child with a paper towel to dry 
his hands. 

2. School B in an industrial community had an elementary enrolment of ap¬ 
proximately 400 pupils. The school had set as its goal the task of providing a 
well-balanced lunch for every child. The lunchroom space was woefully inade¬ 
quate, and no space was available for enlargement. The problem was met by 
using the available space for food preparation, and the lunches were served in 
nearby classrooms which were equipped with tables and chairs. Pupil monitors 
supervised the classrooms during lunch periods and the atmosphere became 
quiet, orderly, and congenial. Pupils cleared off the tables and left the classrooms 
neat and clean for classroom activity which followed. 

These situations are described to indicate that lunches can be pro¬ 
vided under wholesome, sanitary conditions without elaborate equip¬ 
ment and spacious quarters. School administrators should constantly 
keep in mind, however, the necessity for remodeling old buildings 
to provide better lunchrooms, better lavatory facilities, and other 
changes necessary for healthful school living. 

School Organization for Health 

A healthful school environment requires more than the provision 
for physical sanitation; it requires consideration of the organization 
and administration of the activities that take place during the school 
day. It further requires that consideration be given to human rela¬ 
tionships if students are to grow up in a healthful social environ¬ 
ment. The attitude of the principal toward health standards can be 
a vitalizing influence in the life of the school, or he may hinder, 
by his indifference to healthful living, all the influence of an other¬ 
wise ideal hygienic environment. 




Healthful School Environment 


245 


The school program should be organized to avoid fatigue wher¬ 
ever possible. The student day should be planned with the recogni¬ 
tion of the need for relaxation and play periods, the frequency and 
length of which will be governed by the needs of pupils as they 
progress from one school level to another. The school should operate 
to avoid excessive demands on pupils—demands which may overtax 
their strength and energy. Likewise, the school should operate to 
remove the strains, pressures, and tensions which may destroy the 
enthusiasm and pleasure which pupils should experience while at 
school. 

School organization and student guidance can be made a definite 
part of a program for better sanitation and improved physical envi¬ 
ronment. One junior high school was faced with the problem of care¬ 
lessness in the use of school property and a community spirit of 
vandalism. Thru its student organization a program in good citizen¬ 
ship was set up which changed the spirit of the school concerning 
the care of property. Thru student organization and interest the 
school is not only being maintained properly under student leader¬ 
ship but is actually being improved thru a program of interior deco¬ 
rating and landscape gardening. As a result of faculty and student 
cooperation, many pictures have been donated and hundreds of 
plants have improved the appearance of the grounds. 22 

Healthful Classroom Environment 

In the classroom sphere of the school organization the teacher is 
the agent primarily responsible for providing an atmosphere con¬ 
ducive to healthful living on the part of her pupils during the school 
day. The resourceful teacher will not simply adapt herself to the 
classroom as she finds it but will in various ways change the environ¬ 
ment of her room to better serve the needs of her group. She will 
be concerned with developing and maintaining hygienic conditions 
within her classroom, building in the minds of her pupils a body of 
concepts relating to health, and providing opportunities for the prac¬ 
tice of desirable health habits as a part of the daily routine. We are 
concerned here primarily with the first of these since the other phases 
are treated quite fully in other chapters of this yearbook (Chapters 
IV, V, and VI). 


2a Reported from the Hand Junior High School, Columbia, South Carolina (J. R Sullivan, principal). 




246 


Health in Schools 


Good Housekeeping 

The importance of cleanliness and order in the conduct of class¬ 
room activity and the part they contribute to the healthy growth of 
children can hardly be overemphasized. Satisfactory janitorial serv¬ 
ice is an essential phase, but the teacher and the pupils must play 
an essential role if proper hygienic conditions are to be maintained. 
Good housekeeping in the classroom is a cooperative undertaking. 

Perhaps the teacher contributes most to this cooperative task. Cer¬ 
tainly she must accept the responsibility if pupils fail to assist in 
maintaining clean and attractive classrooms. She is the responsible 
agent for setting up housekeeping standards and leading students to 
become active participants in a program for orderly classroom rou¬ 
tine. The teacher should set for the group some guiding principles. 
The following items should be considered as suggestive: 

1. The teacher's desk should serve as a standard for the class in good 
housekeeping 

2. Develop the habit of using the wastebasket. 

3. Acquire the habit of placing wraps in proper places. 

4 Have a place for everything used in the classroom and teach pupils 
to replace articles following use. 

5. Keep desks and table tops free of books and instructional materials 
at end of clay so that they may be properly cleaned. 

6 Have a thermometer and maintain normal temperature for health 
and comfort. 

7 Provide as ncaily as possible proper ventilation thruout the school 
day. 

5 Adjust window shades for best possible light in keeping with the 
changing light conditions during the day 

9. Appropriate classroom decoration should he encouraged, but teachers 
should not place posters and plants in windows or use dark window’ 
curtains because these obstruct the light. 

10. Keep blackboards dean when not in use 

11. Train pupils to make suggestions for improvement 

This list is merely suggestive. Many other items should be added 
for a complete checklist. 23 

The wise teacher will set up a program for pupil participation in 
the maintenance of an orderly and sanitary classroom. Thru partici¬ 
pation pupils can be guided to become increasingly responsible for 
their own materials, the common property of the class, the proper 


53 Williams, Frank, Vilcs, Nelson E ; and Hamon, Ray L, School Housekeeping. Nashville, Tenn., 
Interstate School Building Service, George Peabody College, February 1940. 16 p. 



Healthful School Environment 


247 


arrangement of the furniture in the room, and many other details 
which will contribute to an orderly workshop free from health 
hazards common to many classrooms. 

Teacher Responsibility for Improvement 

Many teachers have to work in situations where facilities for keep¬ 
ing a room clean, orderly, and attractive are decidedly lacking. Some 
buildings are old and in bad repair; cloakrooms are inadequate and 
poorly lighted; storage and fding spaces are meager or entirely ab¬ 
sent. Under such conditions the teacher with initiative will set out to 
secure some of the basic equipment necessary to good housekeeping. 
The alert, patient teacher can do much to bring about a program 
of improvement by bringing the needs of her class to the attention 
of the proper authorities. If funds are not available, other means 
may be found. Interested parents and parent groups frequently come 
to the aid of the teacher if they are made conscious of the needs of 
the children while at school. In this regard teachers should work 
cooperatively and not despair if results do not always come quickly, 
but they should bear in mind that continuous effort will eventually 
bring results. 

Classroom Methods 

Space does not permit a detailed discussion of the relation of class¬ 
room method to healthy child development. It is important that we 
point out that the classroom procedures may affect the mental health 
of children. Teachers should seek to acquire those practices and con¬ 
trols which will promote healthful work atmosphere in the classroom. 
The absence of undue competition, fear, and physical stress should 
be constantly sought for the sake of health. “Pressures are brought 
to bear upon a child by parents and siblings. Excessive pressure of 
the school upon the child may result in his withdrawing or in his 
attempting to gain success in undesirable ways. It is a strain for a 
younger child to keep up physically and mentally with children who 
have longer spans of attention and greater endurance and mental 
alertness.” Teachers should therefore think of their teaching meth¬ 
ods, practices in classroom control, teaching devices, promotional 
policies, and every other phase of classroom procedure in their rela¬ 
tion to, and bearing on, the development of children. It would be 

24 National Education Association, Department of Elementary School Principals Meeting Special 
Needs of the Individual Child Nineteenth Yearbook. Washington, D. C.: the Department, 1940 p. 282, 



24S 


Health in Schools 


futile to attempt prescription. There is no one formula for develop¬ 
ing a health-teaching situation. There are things basic, but every 
teaching situation is an individual one and a challenge. Some teach¬ 
ers become so intent and intense concerning their plans that they 
inhibit rather than inspire youth in achieving worthy goals. In short, 
the teacher who exhibits sympathy and understanding of the prob¬ 
lems and needs of children will better provide an atmosphere for 
healthful living at school. 


Esthetic Influence in Healthful Living 


The importance of esthetic surroundings has been admitted for 
centuries. Despite this general admission, many teachers have failed 
to comprehend the full significance of the real influence of an attrac¬ 
tive classroom as a health factor. Many classrooms still remain drab 
and unattractive when alert, creative teachers with some effort could 
transform these rooms into healthful, attractive places for living. 
Children, too, may be stimulated to participate in a program of 
improving the classroom environment. Thru cooperative effort on 
the part of the art, shop, and home economics departments and the 
students of each group, classrooms can be so treated and individu¬ 
alized as to create a new atmosphere in the building. Such an under¬ 
taking will give the students of the school a stimulating experience 
and will tend to develop in them a keener appreciation of the value 
of the beautiful in life. 

Only a beginning has been made on the possibilities of using color 
in the classroom to give impressions of roominess and coolness or 
to promote relaxation. The experimental rooms in Ironwood, Michi¬ 
gan, painted with pastel shades of salmon, vermilion, and chrome 
yellow, have been reported as "easy on the eyes.” 25 The effect on 
lighting of the colors used for walls and ceilings merits further ex¬ 
ploration. 311 Certainly a New Hampshire teacher was both scien¬ 
tifically and esthetically right when she complained about the “bilious 
green color” of her classroom. 

The classroom teacher has a definite opportunity and also a re¬ 
sponsibility for developing in her room a physical environment favor- 
able to healthful living. Her room should be a laboratory in which 


•* Cameron, Donald “Color in the Classroom.” American School Board Journal 101 
her 1<M0. IF Also Erickson, Arthur E “An Elementary School Painted fot Children ” 
Board Journal 102: 40-50, May 1941 


20, 87; Novem- 
Amcrican School 


' An irtcrcstiiiK new school using colors and homelike design is described in “Under the Stars W 
■ance, Amatean Home 26 10, 12, November 1941 




Healthful School Environment 


249 


pupils will begin to strive for the improvement of their surroundings. 
The classroom experiences should also develop in youth that keen 
sensitivity to their environment which will cause them to become 
uncomfortable in the presence of crude, inartistic, and insanitary 
surroundings. Youth, so conditioned, will likely become an active 
participant in adult life in the improvement of living conditions. 

The care which we exercise to protect youth against contagious 
diseases should also be exercised in developing those attitudes toward 
life which are necessary to happy, healthful living. The importance 
of the school environment in this connection can hardly be over¬ 
emphasized. Beauty is one of the fundamental human desires. Youth 
is particularly sensitive to attractive surroundings. One of the obli¬ 
gations of the school is to provide an atmosphere in which youth may 
have healthful experiences. Such an atmosphere cannot be provided 
if children have to spend their formative years in school buildings 
with unkempt grounds, ugly architecture, poorly decorated walls, 
insanitary toilets, too little light, and drabness everywhere. The fact 
that the life of many children at home is colored by mean and sordid 
conditions increases the obligation of the school to provide these 
youth with healthful and beautiful surroundings. The school has a 
large obligation to such children if they are to inherit the satisfac¬ 
tion of healthful living. 

Human Relationships 

The classroom is a laboratory in which there is at work the inter¬ 
play of all the forces—physical, mental, moral, social, and spiritual— 
which are found in adult life. The teacher who can guide youth thru 
their perplexities to the point where they form those valuable habits, 
wholesome attitudes, and reactions which result in harmonious liv¬ 
ing together will contribute much to the health of the school and the 
community. The teacher is the key to healthful living at school. She 
should exhibit health in her appearance and work habits at school. 
Youth will reflect her enthusiasm, voice, manners, and health prac¬ 
tices. This being true, her responsibility is great. She has the obliga¬ 
tion for developing in her pupiis the calmness, poise, attitudes, and 
habits essential to wholesome development. Teachers, therefore, 
should aid youth to develop the appreciations and capacities which 
will enable them to get the greatest values to be had from healthful 
living. 



CHAPTER XIII 


Functions and Preparation of School Health Personnel 

A child’s chance of receiving attention from appropriate 
school health specialists varies with the size of school systems. 
If a few thousand are enrolled, the individual child may expect 
the services of a school physician and there is a fair chance that he 
will see a school dentist. The presence of a nurse in the school is 
taken for granted. If the school system’s total enrolment stands in 
the hundreds, the child may see a part-time school nurse, the only 
health education specialist employed by the school. In the larger 
school systems he will, if he requires attention, have access to such 
specialists as psychologists, psychiatrists, nutritionists, and oral 
hygienists, and his experiences in health education will develop 
under the direction of specialized instructors and directors much 
more frequently than in the smaller school systems. 

Some types of specialists currently provided in school systems of 
various sizes are indicated in Table 3. 1 It should be noted that the 
figures do not represent the numbers of individuals in the various 
classifications. Since some of these specialists give only part-time 
service in the schools, the figures indicate the numbers of specialists 
whose full-time work would be equivalent to the total time actually 
given by the persons employed. 

Little agreement is evident in the number of specialists for a given 
number of school children. In individual school systems these num¬ 
bers will vary with the financial ability of the cities involved and with 
the amount of cooperative service available from other agencies. 
The emphasis placed by the school administration on health educa¬ 
tion is perhaps the strongest determining factor. 

The School Physician 

In Table 3 the school physician, or medical adviser as he is 
coming to be known, appears in a ratio which varies from one for 
2000 children to one for 16,000 children. These are, be it remembered, 
merely ranges in current practice as sampled, but the cities report- 

1 Data from responses to inquiries sent to selected school systems across the country, 1941. 


[ 250 ] 



Preparation of School Health Personnel 


251 


TABLE 3.—NUMBER OF SPECIALISTS PROVIDED IN 
TEN SCHOOL SYSTEMS 


School 

system 

Number 

of 

children 
in system 

Physi¬ 

cians 

Den¬ 

tists 

Oral 

hygien¬ 

ists 

Psychi¬ 

atrists 

Psychol¬ 

ogists 

Nutri¬ 

tion¬ 

ists 

School 

nurses 

A 

100,000 

46 a 

7 

7 

1 

1 

1 

44 

B 

1W11W1 ilil 

3 

0.4 



'mi 

1 

24 

C 


4 

1.5 


0.5 


■ 

18 

D 


5 

3 


0.04 



21 

E 


3 

0 5 





11 

F 

gjilSn RSI 

9 

1 

1 




2.5 

G 

2,500 

0.5 


■ 



1 

1 

H 








1 

I 

350 



r - 




0.5 

J 

200 







0.6 









a Forty of these physicians, woi king five to seven hours a day in the schools, are paid 
jointly by school and health boards. 


ing are all favorably known for their work in health education. The 
optimum medical service in a school system must be determined by 
its own changing requirements. It seems doubtful that one school 
physician can be greatly helpful to individual children when he is 
responsible for them by the thousands. Most schools are definitely 
understaffed as far as school physicians are concerned, and current 
conditions, with their excessive demands on the members of the 
medical profession, add to the problems of the schools as they at¬ 
tempt to provide adequate medical service for their children. 

The functions of the modern school physician are educational. 
The school requires a medical inventory of the health status of its 
children, both for their general welfare and to indicate necessary 
variations in school procedures. The health examination, ideally 
made in the presence of the parents, serves to screen out children 
whose conditions require diagnosis and those whose obvious defects 
indicate a need for immediate attention. To the family physician 
and to available clinics or other approved medical agencies belongs 
the responsibility for diagnosis and appropriate treatment. To the 
school physician and to other members of the school staff belongs 


















252 


Health in Schools 


the responsibility of result-producing health guidance in cases where 
action is indicated. 

The school physician will cooperate with public health authorities 
in the control of contagious diseases thru inspection, sanitation, and 
other educational procedures in the schools. Actual vaccination or 
other immunization at school may be justified, as other possible 
cases of treatment by the school physician, only as an emergency 
measure or as a requisite educational experience. The school physi¬ 
cian protects the children from conditions within the school and is 
instrumental in the development of school health policies. He co¬ 
operates with other health agencies in the community, informs those 
concerned as to the children’s health status, and by cooperation and 
education brings about such conditions as will enable diagnosis 
and treatment. The school physician in no way assumes the func¬ 
tions of the family physician or of other medical agencies in the 
community. 

Basic requirements for appointment to the position of school 
physician include completion of the prescribed course in an ap¬ 
proved medical school with the degree of Doctor of Medicine, stand¬ 
ard service as an intern, license to practice on a permanent basis, 
and such interest and experience as qualify one to deal with children. 
The stamp of approval indicated by membership in the American 
Medical Association is a reasonable requirement. The pediatrician 
is peculiarly qualified to serve as a school physician. Experience in 
children’s hospitals and in clinics dealing with children is valuable. 
The physician who is in charge of the school medical service may 
well have training both in public health and in education. 2 

Happily, passing are the days in which appointments as school 
physicians are given to young members of the medical profession to 
tide them over as they establish themselves in practice. Cases in 
which older physicians eke out their declining incomes by accepting 
appointments to serve the schools are disappearing. Merit and fit¬ 
ness are coming to be the sole qualifications for appointment. The 
position of school physician, giving full time to the children, is a 
career job, deserving the full vigor of the finest professional servants. 

Individual school physicians included in Table 3 are more 
numerous than the figures indicate. Many specialists serve part 

= Kleinschmidt, Earl E "An M.D. and More Is the Present Day School Physician.” Nation’s Schools 
19: 35-36; May 1937. 



Preparation of School Health Personnel 


253 


time. Included are eye, ear, nose, throat, pulmonary, and cardiac 
specialists, and others in the fields of nutrition and endocrinology. 
In some instances their services are arranged for on a definite sched¬ 
ule of partial school hours; in others they are on call. The latter 
arrangement may be preferable, provided there is no hesitancy in 
calling for necessary services because of their addition to the medical 
budget. Only in the largest school systems will it be possible for 
many specialists to devote all their time to the schools. It is a wisely 
directed school system that makes their services available as they 
are required by the health program. 

In the smallest school systems, as shown in Table 3, the school 
physician disappears from our list of specialists employed by the 
school authorities. Children in rural schools are largely without 
medical supervision in the schools altho, in increasing instances, the 
services of physicians employed by central agencies are made avail¬ 
able over a relatively wide area. Many small schools rely largely 
on full- or part-time nurses in the schools with such medical co¬ 
operation as may be made possible thru organizations in the com¬ 
munity and by grace of physicians who give their services to the 
schools in an enlightened spirit of social service. The inadequacy of 
school medical service is greatest in the small school systems and 
in isolated schools, generally in areas where such services are most 
vitally needed. 

The School Dentist and Dental Hygienist 

Dentists appear in the schools with less frequency than physicians. 
Even in the largest school systems they are apt to serve on a part- 
time basis. With less than the equivalent of one full-time dentist in a 
school system with more than 50,000 children enrolled, not much 
direct work can be expected in the way of dental inspection, referral 
to agencies, and direct dental education. Under these circumstances 
the dentist hardly can be expected to do more than to stimulate 
dental interest among members of the teaching staff. Efficiently done, 
such stimulation can be highly effective. In cases where dental 
hygienists are employed they usually equal the dentists in numbers. 

Ten states definitely authorize boards of education to provide 
dental treatment, but schools ordinarily are not empowered to 
supply such service except when parents or guardians are unable to 


254 


Health in Schools 


meet the need or when necessary services cannot be provided thru 
a more appropriate agency. 3 Under usual conditions the work of 
the school dentist supplements that of the school physician, adding 
details to the inventory of the health status of the children. His 
examinations result in statements concerning such dental condi¬ 
tions as may require treatment by the family dentist or some other 
agency. Periodic dental examinations are educational in their effects, 
and children’s experiences with school dentists can be of prime edu¬ 
cational importance. It is their responsibility and that of other school 
officers to see that follow-up results in the dental care and correc¬ 
tions which are necessary. 

The dental hygienist serves as the dentist’s receptionist and ex¬ 
amination assistant. When she appears in schools she takes charge 
of records and makes them available to teachers and others con¬ 
cerned with health guidance activities. It should be emphasized that 
the dental hygienist works under the direction of the school dentist 
and that her service as a dental educator lies in the work she actually 
performs. It is not recommended that dental hygienists become part- 
time classroom teachers. 

Requirements for appointment as a school dentist include the 
standard training of a recognized school of dentistry with the degree 
of Doctor of Dental Surgery. The dentist must hold a permanent 
state license to practice, and his standing may be further assured 
by membership in the American Dental Association. His specializa¬ 
tion and his postgraduate work will, ideally, concern the dental 
problems of growing children. 

Present requirements for dental hygienists are comparatively 
low in some of the reporting cities. In certain instances, only an 
elementary education is necessary to qualify applicants for a com¬ 
petitive examination on whose results appointments are based. In 
others, completion of a one-year course is required. Two-year courses 
are available, leading to the degree of Graduate Dental Hygienist. 

The comparatively small number of school dentists does not mean 
that most school systems are ignoring the dental problems of their 
pupils. It is true that too much reliance is placed on sporadic dental 
drives, with occasional examinations by dentists who contribute 
school examination service. If such examinations are repeated at 

a National Education Association and American Association of School Administrators, Educational 
Policies Commission Social Services and the Schools, Washington, D. C • the Commission, 1939, p 79, 




Preparation of School Health Personnel 


255 


irregular, widely spaced intervals thru the years, each successive 
examination is apt to reveal approximately the same number and 
variety of necessary corrections. To be effective, dental examinations 
and service must be secured at relatively short intervals. 

Some experiments have interestingly indicated that a comprehen¬ 
sive program of dental education in the schools, with intelligent ef¬ 
forts to stimulate awareness of the need for dental health and the 
means by which it may be achieved, can produce results which ap¬ 
proximate those resulting from the services of dentists in the school. 
The dentist’s educational work can be of infinitely greater impor¬ 
tance than is his work in filling children’s temporary teeth. 

Psychologists, Psychiatrists, and Visiting Teachers 

Psychologists appear in a considerable portion of the larger school 
systems. Their original appointment was usually brought about by 
the insistence of academic problems and the recognition of individual 
differences among children. Potentially influential with respect to 
child health, psychologists may play a minor role if they content 
themselves with measuring intelligence and achievement, and ignore 
emotions and human relationships. It is important to know the 
academic capacities of children and the extent to which their pos¬ 
sibilities are being achieved, but this is not enough. Many school 
psychologists find early that their problem cases are problem cases 
because of conditions quite apart from the classroom and that they 
must discover the mental, emotional, and social causes for their 
maladjustment. In many instances they must take an active part 
in bringing about fundamental changes in the schools to make pos¬ 
sible the adjustments which are required. In smaller schools the 
psychologist assumes functions usually assigned to visiting teachers. 
Where this occurs, his training should include more social work than 
is usually expected in a psychologist’s preparation. 

The training of school psychologists for many positions is not 
required to exceed that required for the master’s degree, with 
specified courses in the psychology of learning, educational psy¬ 
chology, educational measurement, and statistics. Such training is 
not superior to that of many competent teachers engaged in class¬ 
room instruction. Unless his native insight and the easy effective¬ 
ness of his professional relationships set him apart from other 



256 


Health in Schools 


teachers with similar qualifications, these requirements do not ap¬ 
pear to be adequate. The tendency is not only for an increase in the 
total requirement of training but also for the requirement of training 
in social service relationships. Experience in social work and in 
teaching is valuable. The psychologist needs to be equipped to deal 
with the child rather than with a limited area of the problems which 
beset him. Pennsylvania is one of the few states with standards for 
the certification of school psychologists. 

Full-time psychiatrists appear in only a few of the largest school 
systems. It is doubtful if full-time service is required in the typical 
school system, but the need for psychiatric service is not met by 
the occasional assignment of difficult cases to a part-time psychia¬ 
trist. It is important that his services be employed in the develop¬ 
ment of school policies and programs. He can be of great service 
in bringing teachers to know whether psychiatric or educational 
treatment is required in given instances. 

Because of school budget limitations, psychiatrists are found 
more frequently in child guidance clinics which serve the entire com¬ 
munity than in the schools. Such placement makes their services 
available to all the children in the community but has the disadvan¬ 
tage of disassociating them from conditions of instruction. There is 
a tendency on the part of some psychiatrists to assume that schools 
are institutions similar to those they attended in earlier years and 
that their ways are fixed. Reports from teachers indicate that psy¬ 
chiatrists may diagnose cases and expect teachers to provide appro¬ 
priate treatment or may suggest procedures which are not in harmony 
with school activities. Closer relationship with the schools will give 
the psychiatrist more of the children’s background, will put him in 
touch with their development while under his care, if they are con¬ 
tinued in school, and will enable him to advise temporary adjust¬ 
ments in school plans as well as to bring his influence to bear on 
changes which can be made in a period of years. 

To be eligible for appointment psychiatrists should hold diplomas 
from the American Board of Psychiatry and Neurology. This board 
issues a special diploma to candidates who seek standing as special¬ 
ists in nervous and mental disorders. The diploma is issued only after 
a careful appraisal of (he candidate’s educational background, the 
character of the men under whom he has worked, his hospital and 



Preparation of School Health Personnel 


257 


clinical connections, his original investigations and his contribu¬ 
tions to psychiatric literature, his affiliations with professional so¬ 
cieties, and his professional and general reputation. Such considera¬ 
tion protects the public in a field which has been subject to unfortu¬ 
nate exploitation. 4 

Many visiting teachers have backgrounds of understanding and 
successful work in classrooms. Their ideal preparation includes four 
years in a school of education with courses in the psychology of child¬ 
hood, of adolescence and delinquency, educational and experi¬ 
mental psychology, and educational sociology. A year of preparation 
in social case work involves courses in child welfare, behavior prob¬ 
lems, general case work, community organization, and methods for 
visiting teachers. 

The visiting teacher’s prime function is to help the school study 
and make essential adjustments for children with behavior and per¬ 
sonality difficulties, poor scholarship, and unsatisfactory relation¬ 
ships with their companions before their situations become serious. 
Her work should complement that of the school nurse. She refers 
matters of contagion to the nurse, reports on health attitudes in the 
families concerned, investigates the need for action by other social 
agencies in cases referred by the nurse, and is of assistance in seeing 
that children receive needed attention from special clinics. In a 
similar relationship she provides the school psychologist with per¬ 
sonal and family histories in connection with mental examinations, 
refers cases of suspected mental deficiency to the psychologist, and 
cooperates in follow-up work, especially with mental defectives. Her 
function is to bring the right social forces to bear on cases which 
require them. The visiting teacher is not an attendance officer. She 
ranks with the teachers of the school and works with them. Again, it 
is not a matter of a teacher’s washing her hands of a difficult pupil 
thru referral to the visiting teacher, but one of the teacher and the 
visiting teacher working together to eliminate the educational and 
environmental factors which interfere with the normal develop¬ 
ment of the child. She works to the end that the school may individ¬ 
ualize its children. She works in the school, with the home, and thru 
the social agencies to meet the special needs of children. 5 

4 Bassett, Clara Mental HyRtene in the Community New York: Macmillan Co , 1934. p, 44. 

G Oppenheimer, Tillius J The Visiting Tcather Movement New York Joint Committee on Methods 
nf Prevent inn Delinquency, 102 *> Ch.iplei t, “Relationship of Hie Visiting Teacher to School Agents 
and Outside Agencies ,’* p 68-9S 



258 


Health in Schools 


Nutritionists 

Nutritionists are mentioned in Table 3 as concerned with health 
education in several of the reporting cities. The positions they fill 
have resulted from a growing recognition of nutrition as basic to 
health. It is reported that more than one-third of the nation is 
inadequately fed. 0 The proportion of the usual family budget that is 
expended for food, inadequacies of food purchasing power, cases of 
improper diet in spite of academic instruction relating to nutritive 
requirements and values, and the implications of war have aroused 
a laggard interest in this basic health science. 7 

The nutritionist in the school is a food scientist, a teacher, an 
adviser, and a cooperative agent, whose purpose is to bring children 
to understand their bodily requirements and to carry over into prac¬ 
tice their knowledge of essential food values. She must be primarily 
an educator, with a scientific attitude and the ability to work with 
others in the cooperative task of protecting the health of school 
children and teacliers. s She deals with individual subjects such as 
physiology, biology, geography, the social studies, and health as a 
classroom subject, and with their interrelationships. She is concerned 
that they shall result in good practice. Too often students have gone 
from their observation of purposely ill-fed white rats to lunch again 
on a hot dog and a “coke." The cafeteria, made a part of the school 
instead of merely a food-serving station, offers manifold opportuni¬ 
ties for vital instruction. Lacking a cafeteria, the requirements of 
the noon lunch nevertheless provide as definite a learning situation. 
In the high schools, where complete departmentalization results so 
easily in everybody’s business being nobody’s business, the nutri¬ 
tionist’s approach is from the cooperative side. Nursery-school feed¬ 
ing, available surplus commodities, actual families in nutritive straits, 
individual undernourished children, and high-school children who 
are largely responsible for their own diets are only a few of the in¬ 
stances which have come in for cooperative use. 0 Education in nutri¬ 
tion is carried to effective completion only when it results in con- 

0 Rogers, James F , Mackintosh, Helen K.; and Burson, Susan M. “Nutrition Education Throughout 
the School Program.” School Life 26 131-32, 136; February 1941 

7 American Council on Education. What the High Schools Ought to Teach Washington, D, C * the 
Council, 19-10 p 25 

8 Stone, Harriet. “The Functions of the Nutritionist.’* Journal oj Health and Physical Education 
9 482-83, 519; October 1938 

°Van Horn, Rua “Nutrition Education in the Secondary School ” School Ltje 26: 200-202, 212; 
April 1941. 



Preparation of School Health Personnel 


2S9 


sistently good nutrition practices. For this, programs of adult edu¬ 
cation may be required. In a number of cities and counties the 
nutritionist is given community relationships and responsibilities 
which enable her to use various approaches to her complex problems. 
Lacking the services of a nutritionist, schools have done good work 
thru directing committees composed of interested classroom or sub¬ 
ject teachers, a nurse, a physical education teacher, parents, and 
perhaps student representatives, with a home economics teacher as 
consultant. 

The training of a nutritionist should include broad acquaintance 
with the sciences which underlie the health processes. She should 
know the human factors as well as the science of nutrition. Recent 
extensions of knowledge of food values require continued study if 
her sciences are to be kept up to date. Since her work is with both 
teachers and children, she should have background courses in edu¬ 
cation. Experience as a teacher will be helpful. Because her work 
will concern parents and community groups and organizations, she 
should have courses in the social service area. Adequacy of prepa¬ 
ration would indicate the equivalent of the master’s degree with 
continuing preparation in the various developing areas of her spacious 
field. 

The Nurse in the School 

The nurse is found in the schools more frequently than the spe¬ 
cialists discussed in preceding sections of this chapter. In the 1938 
census of public health nursing, 3880 full-time nurses were reported 
to be employed by 2128 boards of education, a remarkable develop¬ 
ment since the appointment of the first school nurse in New York 
thirty-six years earlier. Some of the 6717 nurses employed by 1113 
local departments of health were assigned on a part-time basis to 
both parochial and public schools. In the rural areas 6556 nurses 
were attached to county or district health units or employed by local 
school districts. 

It is suggested that, under ordinary circumstances, a school nurse 
can render “fairly satisfactory service to 1500 pupils of elementary- 
school age, or to 2000 to 2500 high-school students, unless transpor¬ 
tation takes up too much time.” 10 In emergency periods, with foreign 

10 National Education Association and American Medical Association, Joint Committee on Health 
Problems in Education, The Nurse in the School Washington, D, C.: the National Education Asso¬ 
ciation, 1941, p, 36, 



Health in Schools 


260 


populations, and when dealing with children on a low economic level, 
these figures are beside the point. The situation is different, too, for 
the public health nurse who spends only part time in the schools. 
These figures may be considered maximal for effective service under 
usual conditions altho in the cities cited in Table 3 a lower nurse- 
pupil ratio is evident. 

Education in wholesome living is the primary purpose of the 
nurse in the school as she applies those principles of public health 
nursing which are applicable to work with the school child in his 
total environment of home, school, and community, bier emphasis 
is upon health in the program of the school rather than upon a school 
nursing program. No matter by what agency she is employed, the 
nurse in the school becomes a member of the school staff and con¬ 
tributes to the total educational program under its administrative 
direction. 

The functions of the school nurse have sometimes been confused 
with those of other professional workers. Many of these functions 
are closely related to those of the physician. As a result, the school 
nurse has sometimes been expected to perform duties which are not 
properly her responsibility or that of the school. The treatment of 
minor infections and of accidents which have occurred away from 
the school are examples in point. The clear course is to limit treat¬ 
ment in cases of infection, illness, and accident to emergency treat¬ 
ment only. Such occurrences provide excellent opportunities for the 
education of both children and parents. The efficiency of the school 
nurse and the fact that health factors are the cause of much school 
absence have caused many schools to utilize her as an attend an ce 
officer. It is the school’s responsibility first to ascertain the cause of 
absence. If it is caused by illness, the absence becomes the concern 
of the nurse. Her work is so closely allied to that of the social 
worker that she is sometimes called upon to assume the social work¬ 
er’s functions. It is her place rather to use the contributions of the 
social case worker in the solution of health problems. 

Sixteen state boards of education have established stale certifica¬ 
tion requirements for school nurses. They may be designated as 
nurse-teachers or teachers of hygiene and home nursing. Such as¬ 
signments are more common in high schools. In both elementary 
schools and high schools, nurses have many limes been called upon 



Preparation of School Health Personnel 


261 


to give health talks and demonstrations. Unless they are specially 
trained, such random, outside assistance may have serious limita¬ 
tions. More effective has been the procedure which permits the class¬ 
room teacher to initiate and to guide the discussion, integrating it 
with the developmental situation into which it should mesh. The 
nurse’s most effective contribution can be made by continuing close 
relationships with teachers, keeping them alert to, and informed of, 
health conditions of the children, home conditions, and family prob¬ 
lems involving health. 11 

While the training of many nurses now employed in schools in¬ 
cludes only graduation from a recognized school for nurses and regis¬ 
tration in their state, the tendency is for this requirement to be in¬ 
creased. In some of the sixteen states with special standards for 
certifying school nurses, any competent, graduate, registered nurse 
can meet the requirements for temporary certification, but in each 
instance where a permanent certificate is issued special preparation 
in public nursing is required. Some states require a public health 
nursing certificate from a school approved by the National Organiza¬ 
tion for Public Plealth Nursing. Since 1938, thirty hours of profes¬ 
sional education beyond graduation from a school of nursing are 
required before a provisional certificate is granted in the state of 
New York. Within ten years of service, thirty additional semester 
hours must be earned to secure a permanent certificate, To be cer¬ 
tificated as teachers of health and hygiene for five years in In¬ 
diana, nurses must be graduated from a school of nursing and be 
college graduates with a 24-hour major in public health nursing. 
Increased emphasis is being given to the preparation of school nurses 
thru courses in public health and in the principles and practices 
of education. 

In 1938 the National Organization for Public Health Nursing sug¬ 
gested that the following minimum qualifications for nurses ap¬ 
pointed to school positions should be effective by 1940. 12 For the 
nurse in the school system which provides competent supervision, 
general education should include graduation from high school. Spe¬ 
cific training should include graduation from an accredited school of 
nursing connected with a hospital having a daily average of one hun- 

11 National Education Association and American Medical Association, Joint Committee on Health 
Problems in Education, op at , p 7-10 

u Health Nursing “Minimum Qualifications for Nurses Appointed to School Nursinn Posi- 

tionb. Public Health Nursing 30: 108-109; Febiuary 1938. 



262 


Health in Schools 


died patients and instruction and experience in the care of men, 
women, and children, including patients with communicable diseases. 
Instruction and experience in out-patient clinics, psychiatric nursing, 
and public health nursing under a qualified supervisor are desirable 
additions to the nurse’s training. Additional requirements are wisely 
set for the school nurse who works without competent supervision: 
at least one academic year of study in a college with an approved 
course in public health nursing and at least one year’s experience 
under qualified nursing supervision in a public health nursing serv¬ 
ice in which family service is emphasized. It is desirable that this 
experience include school nursing. For nurse supervisors a college 
degree with courses in education is essential, and preparation in the 
theory and practice of supervision is desirable. Their preliminary 
training should include at least two years’ experience under qualified 
nursing supervision in a public health nursing service. 

Classroom Teachers 

In commenting on the relative importance of various factors which 
determine the success of a school health program, a director of health 
and physical education lists as the first essential, ‘The preparation 
and participation of classroom and subject teachers.” A director of 
health education considers that “teachers interesting themselves in 
the problems of pupils” is the most important factor. From the point 
of view of one school nurse, the essential factor is “close contact with 
the home and complete understanding among home, teacher, and 
specialist.” It is generally agreed that the teacher occupies a position 
of the greatest importance with respect to the health education of 
the children in her group. 

In the Elementary School 

In the primary division of the school, teachers are concerned with 
the development of sound health habits. This objective continues 
thru the intermediate grades, with specific consideration of health 
problems and principles. In these grades a period may be set aside 
for health instruction. To be successful, the teacher must be well 
grounded in facts and principles bearing on health, and she must 
be alert and skilful in applying them to the children in her group 
with due respect to school conditions and to other conditions of the 



Preparation of School Health Personnel 


263 


children’s living. She must understand that health is not only the 
central concern of the school but that its implications are present in 
every activity of the school program. 

It seems reasonable to infer that preparation for effective teach¬ 
ing in a school which makes a consistent, integrated attack on health 
problems may best be had in teacher-education institutions where the 
same fortunate condition exists. In some training schools, however, 
health is a subject in the curriculum, the concern of a particular 
department rather than an ideal, persistently and cooperatively pur¬ 
sued. Textbook subjects, activities in physical education, and health 
appraisals by training-school physicians will not result inevitably 
in practical, effective applications as teachers guide their children 
in ways of healthful living. It is essential that facts, principles, and 
concern for health be given practical application to the problems of 
teaching. 

Investigations within the past decade have shown that the average 
requirements in health instruction for 162 Class A teachers colleges 
included, in the four-year curriculums, less than six credit hours in 
physical education and less than three each in health education and 
hygiene. 13 Subjects such as sanitation, nutrition, diet, and mental 
hygiene showed hardly one-half of a credit hour. Yet this is an im¬ 
provement over 1927, when almost one-half of the teachers colleges 
and one-fourth of the normal schools failed to offer a course in 
informational hygiene. 14 In later years improvements have occurred. 
A greater variety of courses is available. Personal hygiene and men¬ 
tal hygiene are encountered more frequently. The professional con¬ 
tent of health education courses has been increased, their personal 
application is made more frequently, and student teachers are given 
opportunities to work with real children and to deal with home back¬ 
grounds and community relationships. In some advanced situations, 
materials developed by student teachers are so valuable as to be 
preserved for the information of later students. In others, the train¬ 
ing schools require reports on health education aspects of the 
teacher’s actual teaching after graduation. 

13 Clements, Mary E Requited Health Knowledge for Prospective Teachers m Class A Teachers’ 
Colleges in the United States and District of Columbia and Legal Health Requirements for Teachers 
of United States and Distiict of Columbia tn 1933-1934 Contributions of the Graduate School, No. 220, 
Terre Haute, Ind • Indiana State Teachers College, 1935. 129 p. (Unpublished master’s thesis.) 

14 National Education Association, Department of Classroom Teachers, Fit To Teach. Ninth Yearbook. 
Washington, D. C * the Association, 1938. p. 228. 



264 


Health in Schools 


Notwithstanding wide discrepancies in credit hour requirements, 
there is a reasonable agreement as to the experiences requisite to 
teaching in the health education field. The agreement is general that 
a teacher must, thru her own health practices, achieve and retain 
a condition of sound health if she is to teach it with desired results. 
It is more difficult now for families to consign their less rugged chil¬ 
dren to lives of teaching. Teachers colleges are stiffening their re¬ 
quirements for personal health at entrance and are following the 
students thru their courses with health appraisals. Some universities 
require additional health examinations for students who elect the 
teacher-training courses. The elimination of students whose health 
will be a bar to effective teaching occurs as early as possible. In 
other cases corrections are indicated. Health examinations are given 
educational significance. Instruction is given in personal hygiene and 
in mental hygiene. It may be taken for granted that most of the 
graduates of many teacher-training schools reasonably exemplify the 
health virtues they will help their pupils achieve. 

Ideal preparation for teaching in any field includes broad general 
education with increasingly intensive specialization in that field. 
Preparation for participation in health education can be so stated as 
to leave inadequate time for preparation in other areas which a 
teacher’s work will include The 1932 White House Conference on 
Child Health and Protection suggested the following specific courses 
for teachers: chemistry, including organic; bacteriology, including 
immunology; psychology, general and educational; physiology of 
infancy and childhood; psychology of childhood and adolescence; 
and physical education. In addition, specific technical information 
and training are required: the study of public health activities, 
including the prevention of communicable and degenerative diseases, 
sanitation and housing, industrial risks, child welfare, the effect of 
alcoholic drinks and other narcotics, and vital statistics. Practice 
teaching is emphasized. In this work the teacher in training will 
cooperate with the school physician and the school nurse, make ob¬ 
servations of physical conditions of pupils and of their health habits, 
administer simple health tests, gain experience in classroom man¬ 
agement and the development of extracurriculum activities, confer 
with parents on health problems, utilize community health factors 
as teaching material, and assist in fostering home and school cooper- 



Preparation of School Health Personnel 


265 


ation in health matters. Special attention is properly given to the 
additional responsibilities of teachers in one-room schools. For them 
instruction dealing with health inspections, exclusions, and emer¬ 
gencies is suggested. Special instruction in hygiene for boys and 
girls is advised and more than the minimum of instruction with re¬ 
spect to physical education. Since the teacher in the one-room school 
serves as her own principal, details of school management and of 
effective scheduling are important. A course in mental hygiene is 
suggested. Most textbooks are written with urban situations in mind, 
so instruction in adapting their material to the use of the groups, 
which frequently include children from more than one grade in the 
rural schools, becomes essential. 15 

Completion of such an outline of courses is time consuming. It 
may not be essential for teachers to experience separate courses in 
all the subjects whose content contributes to health understandings. 
Most candidates will pursue courses in general science and biology, 
perhaps in chemistry and physics, as they meet their general scho¬ 
lastic requirements. Certainly all of them should have unit courses 
in nutrition, physical and mental hygiene, and physical education. 
Further courses may well deal explicitly with the materials and 
methods of health instruction. These courses will include much of 
the material provided in the technical course recommended by the 
White House Conference, with the addition of such items as sources 
of available instructional materials and criteria for their selection; 
the relation of health instruction to instruction in other areas; and 
the influence of the school—the building, the neighborhood, the meth¬ 
ods of instruction, marking, and reporting, and the spirit which 
pervades it. Observation and practice teaching in the field should 
fuse theory with practice. 

Modern schools search for teachers whose experiences have 
brought them to understand that health teaching should permeate 
the entire school program, whose instruction has resulted in the sci¬ 
entific turn of mind which operates before a background of clear- 
cut knowledge, and whose bent it is to adapt their health instruc¬ 
tion, in class and out, to the total situation in which they find 
themselves. 

1!i White House Confeience on Child Health and Protection The School Health Piogtam New York 
Cenluiy Co, 1932. p 2OCM05. 



266 


Health in Schools 


In the Secondary School 

The junior high school presents one of the best opportunities for 
health instruction. Here the children are at an inquiring age. They 
are ready for instruction dealing with such areas as personal hygiene, 
community health, and safety. At the same time, their school’s 
organization may become so departmentalized and their worlc may 
become so fully scheduled that the introduction of regular health 
education classes is difficult. It is strongly recommended that health 
classes in the secondary schools be directed by teachers with specific 
preparation in the field. 1 " Here again the organization of the school 
may interfere. Many investigations show that teachers having charge 
of health classes in both junior and senior high schools are apt to 
be required to teach one or two other subjects. There is still the 
regrettable tendency to assign the “basic” subjects and then to fill 
up incomplete schedules with assignments in health teaching. 

If a health teacher can be provided, she should be prepared in 
her field as definitely as any other teacher. She should have the back¬ 
ground of instruction in the sciences—chemistry, biology, physics, 
and psychology. Her courses in education should include school hy¬ 
giene, secondary-school organization, and courses in the health field. 
These may include anatomy, physiology, personal hygiene, nutrition, 
community sanitation, vital statistics, and some public health organ¬ 
ization. Familiarity with their content will be to her advantage if 
she is to serve as a health counselor to organize, promote, and inter¬ 
relate the various items of the school’s health program. With health 
courses under the instruction of such a trained instructor and a 
health council organized to coordinate all school health activities, 
there is every chance that a health-minded school will result. With¬ 
out a teacher assigned specifically to the health area, the organiza¬ 
tion of a health council, with' specialists for advisers, can do much 
to interrelate instruction and to guide collateral activities. 17 When 
graduate nurses teach courses in home nursing and child care in the 
secondary schools, they should be equipped with appropriate prepa¬ 
ration in teaching. 13 

ia Green, Eleanor V “The Organization of Public School Health Education ” Journal o} Health and 
Physical Education 10. 14-15, 59; January 1939, 

1T Hoyman, H. S. Developing Health Instruction m Oregon High Schools. Part I. Eugene, Oreg ; 
State Department of Education, 1940. p 7-8. (Mimeo ) 

^Turner, C. E. Principles of Health Education Boston D, C. Heath and Co., 1932 p 261. 



Preparation of School Health Personnel 


267 


It is recommended that a course in health education for one or 
preferably two semesters be included in the senior high school, with 
emphasis on racial improvement, public health, and adequate per¬ 
sonal and social living. Specially trained personnel should be em¬ 
ployed to direct these classes and to serve as counselors and coordi¬ 
nators of health activities. The training of these people should be 
broad in scope and should include the basic knowledge contained in 
the health sciences; an understanding of the growth, development, 
needs, and interests of boys and girls; training in educational phi¬ 
losophy, organization, and method; and a background in the area 
of guidance. Such training should equal in specifics the requirements 
noted for teachers in the junior high school. 

In the senior high school it is the responsibility of the whole 
school to teach health. The allocation of a semester or year course 
in health to the junior or senior year in no way relieves the teachers 
of related courses of their continuing responsibility to give impor¬ 
tance to the health implications of the courses they teach, as noted 
in Chapter V. 

Physical Education Teachers 

In the elementary school the present tendency is for classroom 
teachers to direct the physical education activities of their pupils. 
These activities include supervised intermissions for active play, as 
well as specially designated periods for directed work in physical 
education. A far cry from the ancient calisthenics, physical educa¬ 
tion activities assume new forms, emerging in rhythms, dancing, 
club work, camping trips, play days, and informal competitive events 
in which everyone wins if he does his best. To take charge of this 
work properly, the teachers must know child hygiene, understand 
the nature and function of play, be familiar with appropriate activi¬ 
ties on the required age levels, and know the most effective methods 
of teaching physical education for optimum results in health and 
in social and character development. With careful supervision, class¬ 
room teachers’ work is highly effective. 

In the junior and senior high schools, special teachers are ordi¬ 
narily assigned to direct classes in physical education. Frequently 
these teachers have charge of health education classes in alternating 
schedules in one-gymnasium schools. In many instances physical 
education teachers are required to teach,one or two other subjects, 




268 


Health in Schools 


with the result that inadequacies of training are almost inevitable. 
Extracurriculum assignments are usually heavy. 10 The requirements 
of physical education teaching are so many and so important that 
preparation for it should be comparable to that required for teach¬ 
ing in other fields, altho it may be noted that in 1938 only twenty- 
three states provided laws for physical education teaching certificates. 
In some of these states a two-year course with no specialization will 
gain the certificate. In a number of them, the courses are taught by 
teachers without physical education majors. 

Several investigations have dealt with the intelligence and other 
characteristics of students majoring in physical education. 20 It is 
frequently recommended that intelligence, personality, character, 
leadership, and a high standard of school achievement be considered 
requirements as well as physical fitness. It is recognized, however, 
that physical fitness has its special value in the physical education 
field and this value, unfortunately, tends occasionally to predominate. 
Newspaper mention is frequently made of outstanding gridiron stars 
who are students in physical education departments, and the infer¬ 
ence has been drawn that lower standards in these departments have 
facilitated their meeting eligibility requirements. Some of these stu¬ 
dents have gone into teaching after desired connections with com¬ 
mercial athletics have failed to materialize. It is important that pro¬ 
fessional standards be insisted upon for admission to physical edu¬ 
cation courses and that requirements for credits, graduation, and 
certification be comparable to those in other teaching fields. 

The physical education candidate faces formidable requirements. 
He must be well grounded in the fundamental sciences. Certain 
courses in education are requisite to his understanding of and par¬ 
ticipation in the general program of the school. In his own field of 
specialization he must have an array of courses including the prin¬ 
ciples of physical education, anatomy, body mechanics, physiology, 
individual requirements, physical examinations, methods of teaching 
and administration, and health education. These requirements are 
so extensive as to crowd some general academic courses out of indi¬ 
vidual sequences and to draw some of the special courses thin. 

151 Schwehn, Hilda M. “The Educational Responsibilities Outside the Classroom of Women Instructors 
of Physical Education in the State nf Indiana ” Research Quarterly of the Amcucan Association for 
Health and Physical Edmahon 9 81-96; December 1938. 

M Monroe, Walter S, editor. “Physical Education." Encyclopedia of Educational Research, New 
York Macmillan Co., 1941. p 810. 



Preparation of School Health Personnel 


269 


In a recommendation covering 128 credit hours, for example, 32 are 
in the fundamental sciences, 28 in physical education with only one 
course yielding more than two hours in credit, 12 in education, and 
16 in general courses limited to the English field. The remaining 
40 hours are made up of special methods, personal technic, observa¬ 
tion, and practice teaching, all in the physical education area. 21 
Recent suggestions are that the training course be expanded to 
include five years. The situation becomes more difficult for the physi¬ 
cal education teachers who are required, at least in their early expe¬ 
rience, to teach one or two other subjects. This requirement may 
result in uninspired teaching in the other subjects which a physical 
education teacher directs or in ineffectual physical education teaching 
by instructors whose major preparation is in other fields. 22 Physical 
education teachers have reported themselves still in the process of 
becoming oriented in their positions after a few years of experience 
in them. Perhaps the practice teaching period should be extended 
and its scope so broadened as to include a greater variety of the 
activities in which the physical education teacher will engage. 

The guidance, character-building, and socializing responsibilities 
of the teacher of physical education are more important than his 
big-muscle activities. His instruction and his promotion of intra¬ 
mural activities are of greater value than the successful records of 
his winning teams in interschool play, altho some sections of the 
American public may not hold this opinion. His opportunities for 
individual work are important. His work leads naturally into recrea¬ 
tional activities whose value lies in its carry-over with children as 
they leave school. The training of physical education teachers and 
the organization of their instruction should so relate their activities 
to the general work and life of the school as to reinforce its values 
rather than to constitute competition with them. 

Training in Service 

The most successful methods of training the health education per¬ 
sonnel in service appear to be those which relate in-service training 
to the everyday tasks at hand and operate persistently to develop 

21 Nash, Jay B. The Administration oj Physical Education New York; A. S Barnes and Co, 
1931 p 421-26. 

23 Uhler, William P, Jr “Selecting the Teacher of Physical Education” American School Board 
Journal 91' 18-19, July 193S UNational Study Committee “National Study of Piofessional Education 
in Health and Physical Education ” American Physical Education Association Research Quarterly 
6. 48-68; December 1935. 



270 


Health in Schools 


better informed, more capable people thru improvement of their 
work. 

Many cities have no requirements for ability to teach health other 
than those necessary for certification. Regardless of their prelimi¬ 
nary training, teachers require introduction to new situations. Dif¬ 
ferent objectives, policies, resources, schedules, and routines require 
interpretation and demand adjustments. Experience in health educa¬ 
tion gained in one situation does not transfer at once with full effec¬ 
tiveness to another. Physicians, nurses, and other members of the 
health personnel require orientation in new positions as much as do 
the teachers. 2 " Preparation to fit effectively into a new, unfamiliar 
situation is training in service of a high order. 

Perhaps the easiest way to secure training in service is to require 
enrolment for summer courses and for afternoon and evening exten¬ 
sion courses. Such courses can be valuable, particularly from the 
factual, informative side, closing gaps in fundamental training. At 
the same time they may suffer from the handicap of disconnection 
with the actual work of teachers and others enrolled and become 
separate units of experience. The condition changes when problem 
courses are conducted by members of the health staff, such as the 
psychologist and the directors of health leaching and physical edu¬ 
cation. The instructional content may then be vital, results doubly 
beneficial. Instances of teachers and others joining forces, at some 
expense to themselves, to arrange for extension courses to be pre¬ 
sented in the school system and for special lectures to be delivered 
on subjects of timely, agreed importance have been outstandingly 
helpful. Conferences and staff meetings should develop on a regular 
basis and annual institutes may be advisable. In supervision, health 
specialists will help the teachers to form sound judgments of activi¬ 
ties thru which children’s health education can be realized, to arrange 
for suitable instructional materials, and to employ appropriate meth¬ 
ods of providing experiences and activities best suited to their groups 
of children. The school principals will see that teachers have the 
necessary time and place for their programs and will reinforce their 
efforts with encouraging administrative support. Classroom visits and 
demonstration teaching, on occasion, will be helpful. All members of 
the staff will be encouraged to read widely, to take part in the work 

23 Kansas City Public Schools. A Manual for School Nurses . Kansas CiLy, Mo.: Board of Education, 
June 1940 P 4-8 CMimco.) 



Preparation of School Health Personnel 


271 


of professional organizations, and to relate themselves to community 
activities and developments. 24 

The best training in service is growth in service. The stimulation 
of such growth is the heart of supervision. 

Supervisors and Directors of Health Education 

The organization of a school system for health education requires 
an integrating, directing head if the health program is to be developed 
properly and successfully related to the other activities of the school 
program. In the smaller schools the superintendent must accept this 
immediate responsibility. In others he may rely upon the services of 
a supervisor or director of health procedures thruout the schools. In 
the larger systems such a director will rank as the head of a depart¬ 
ment or division or as an assistant superintendent. In either case he 
will serve as an active member of the group which confers with the 
superintendent concerning policy-making and administration. 

The recommendation for a master’s degree with at least three 
years of teaching experience may be considered as minimal. In 
recent years directors have been appearing with preparation in 
health education and public health, which represents requirements 
in excess of the usual master’s degree. It has been noted that there 
is no royal road to the directorship of health education. Successful 
directors have resulted from several disciplines. In some cities the 
director’s background is educational, his experience in the teaching 
field. Teachers of health and of physical education are represented. 
Nutrition workers and experts in the field of nursing have been 
given directive responsibilities, and school physicians have taken 
over the duties of directors. 25 

The important consideration is that directors of health education 
shall be influential leaders of the three-dimensional type. Their 
training in health covers both matter and method. They are familiar 
with general educational problems and procedures. They are at home 
in dealing with the complexities of educational administration. The 
directors duplicate the functions of no specialists, but they are 
familiar with their work and know how it can best be fitted into the 
general plan of the schools for health education. Such a position 

S1 Kelly, Daniel J , and ICnnwlton, Effie F A Practicable School Health Program School Health 
Monograph No 1 New York* Welfare Division, Metropolitan Life Insurance Co , 1940. p. 20-22, 31 

25 Turner, C, E., op. cit. t p, 262-67. 



272 


Health in Schools 


calls for native intelligence, a supple personality^ professional ma¬ 
turity, and administrative sense, 

The Administrator’s Responsibility 

It is the responsibility of the superintendent to establish a school 
organization which will develop favorable conditions for healthful 
living. He supplies the personnel, defines their unique and coopera¬ 
tive duties, and serves to integrate all the health activities within 
the school and to bring them into proper functioning relationships 
with other activities in the community. His appraisal of the effec¬ 
tiveness of health education in the schools will include not only the 
attitudes of those concerned, the habits they have developed, and 
the knowledge they have gained, but also the health status of the 
children in the school and of the community of which the school is 
a part. To his schools, potentially a vital health agency, come most 
of the children of the community, and his responsibility is as wide 
as the complex social area they represent, 

Inescapably, the superintendent’s position with respect to the 
school health program is one of outstanding importance. The final 
item on an inquiry form dealing with health education asked, “What 
factor do you think is particularly important in determining the 
success of a school health program?” From one of the nation’s out¬ 
standing cities in health education came this succinct reply, “The 
understanding, interest, and support of the school administration.” 



CHAPTER XIV 


Administrative Practices Affecting the Health of the 

School Personnel 

T he discovery that the whole child goes to school has exerted a 
profound influence on education. It is still being talked about, 
and while some children may be regarded as coming to school 
sectionally they are generally considered as arriving in one piece. 

The agreement that the whole teacher works in the school is not 
so general. It is agreed that teachers shall not be carriers of trans¬ 
missible diseases, to the danger of their pupils and their associates. 
The teacher in frequent ill health is apt to be regarded as unfit for 
work in the schools, but in many situations the teacher whose in¬ 
structional work meets minimal requirements is held to be satis¬ 
factory. In other situations, more is required. Teachers are expected 
to be vital, healthy, interesting persons in their own right. They must 
have the zest which comes from basic good health; the sanity, the 
emotional balance, and the efficiency which come from well-ordered, 
well-rounded living. Their personalities reveal resources which are 
denied the colorless teacher who drags herself to work, who cannot 
invest herself richly in it, and who has few areas of interest beyond 
those which concern herself and her immediate tasks and problems. 
The whole teacher does go to school and it is of prime importance 
that she shall be so enthusiastic, vigorous, and capable as to make 
learning and growing the natural reaction of the children whose 
good fortune it is to be with her. 

It does not follow that all healthy teachers are effective, interest¬ 
ing teachers or that some teachers in comparatively poor health are 
not better teachers than their more robust associates. It is axiomatic, 
however, that any teacher is a better teacher when she is in good 
health than when her physical condition barely enables her to report 
for work. Good health, continuing good health, is fundamental to 
teaching at its best. 

It is a direct responsibility of administration to see that only 
teachers with the competence of health and vitality are added to 
school faculties and that the health of teachers in service is pro¬ 
tected and developed. 


[ 273 ] 



274 


Health in Schools 


Physical Examinations for Original Appointment 

In many school systems physically unfit candidates may, if their 
defects are not sufficiently obvious to meet the eye of an observant 
employing officer, receive appointments to teach. Instances are on 
record in which applicants with active cases of tuberculosis and other 
transmissible diseases have been placed in teaching positions. Many 
school systems have required health examinations for their teachers 
only after the unfortunate, contagious illness of an employee has 
resulted in community demand for such examinations. In some states 
whose laws require physical examinations of all teachers on begin¬ 
ning their work, the requirement is quite generally ignored. Not all 
the larger school systems require these examinations, but the re¬ 
quirement is found to be met less frequently in the rural schools and 
in the smaller school systems. It is difficult for administration to 
justify the placement of a teacher who is not known, on the basis of 
a competent physical examination, to be free from transmissible 
disease and to be in sufficiently good health to give promise of a suc¬ 
cessful career (see Figure XI). 

The examinations required by a growing number of school sys¬ 
tems should influence general practice. A frequent requirement in 
board of education regulations is one which makes it necessary for 
applicants to “pass a physical examination given by the Medical 
Director of the Board of Education, who shall certify that the person 
is in sound physical health.” 1 Examinations under such a require¬ 
ment may vary from a casual inspection, comparable to the older 
type of pupil examination at its worst, to a complete health exami¬ 
nation with laboratory support. Some schools permit applicants to 
present certificates from their personal physicians. The form of the 
certificates is frequently prescribed. Recent examinations are re¬ 
quired and physicians’ statements may require notarization. The 
tendency is for boards of education to require these examinations to 
be made by their own medical officers or in their own cities. It is 
interesting to note that tenure laws, sick-leave payments, and retire¬ 
ment allowances have quickened interest in the health examination 
of applicants (see Figure XII). 

Attention may be directed to the increasing tendency for re¬ 
quirement of tests for tuberculosis. In cases of positive reaction to 

1 Detroit Hoard of Education. Directory and By-Laws (1939-40) Detioit, Midi • the Board p 88 



Administration and Teacher Health 


275 


tuberculin tests, X-ray films are required. Immunization against 
smallpox is a frequent requirement. Diphtheria immunizations are 
less frequently included. Serological blood tests are routine in some 
cities. The original examination of teachers is assuming many of 
the characteristics of examinations for nurses who seek appoint¬ 
ment to hospital positions. Both teacher and administrator will rec¬ 
ognize that rigid examinations may prove to be of incalculable value, 
both to the prospective teacher and to the children with whom she 
wishes to be associated. 

Physical Examinations after Original Appointment 

Of the 197 city school systems responding to a questionnaire in 
1937, only seventeen provided periodic health examinations for 
their teachers. In 1941, 289 city school systems provided thoro 
physical examinations. About one-third required annual exami¬ 
nations; one-third, every three years; one-third, at unspecified 
intervals. 2 

Arguments for health examinations of teachers on their original 
appointment apply with equal force to periodic examinations for 
teachers in service. Examinations are apt to be required routinely 
of teachers who request sabbatical leave or seek promotion. In many 
instances health examinations have been demanded of teachers after 
their necessity has been called to the attention of some person with 
that authority. Such authority is properly given to the superintendent 
of schools in many school systems which are without periodic health 
examination requirements for teachers. Too frequently the resulting 
examinations have revealed conditions, tragic in their implications, 
which might have yielded readily to treatment on earlier discovery. 
Sometimes these conditions have been extremely dangerous to 
children and others associated with the teacher concerned. The re¬ 
quirement of periodic examinations could have prevented many of 
these distressing situations. 

Under most conditions, annual examinations are advisable. School 
systems in which annual appointment of teachers is necessary may 
require a health certificate from the school physician, or from a 
physician in private practice, before such appointments are made. 

2 National Education Association, Department of Classroom Teachers. Fit To Teach. Ninth Year¬ 
book, Washington, D. C.: the Association, 1938 p. 164 Also preliminary tabulations fot 1940-41. 



Employees' Physical Examination 


.Date of birth. 


.Duty_ 


Family physician_ 

Days absent prsvioua year. 


Any contact within past two years with active tuberculosis: Yes-No- 

Weight history past 2 years: Gain_Loss_Cause- 

Stationary. Yes_No_Height._Feet_Inches Weight.-Lbe. 

Vision: R.20_L.20_ Corrected: R.20-L.20- 


Color Blindness: Yes_No_Haaring: (Watch test) R.-L. - 

Pupillary and extremity reflexes normal? Yes_No- 


Blood pressure: S/D. 


Pulse_Temperature_ 


Heart and arteries: Any abnormal findings or evidence of impaired function?_ 

LungB: Any abnormal findings or evidence of impaired function?_ 


Orthopedic defects: Yea_No_Type_ 

Hernia: Yes_No_Type_Is hernia controlled by truBS?. 


Is there a hazard of 
Varicosities: Yea_No. 


Thyroid unbalance? YeB_ 


Is the nervous system in balanced function?_ 

Are there any abnormal mental or neurological findings?_ 
Urinalysis: Appearance_R,_Sp. Gr._Alb. 


_Sugar_ 


Hemoglobin:_ % (Complete blood counts, R.B.C., W.B.C., Diff., will be 

required if heraogoblin is below ?0%.) 

Vollmer patch or Mantoux test: Poe._Neg._ 


Microscopic urine report, metabolism test, electrocardiogram, x-ray of cnest or 
special blood examinations may ba required if examining physician deems it nec¬ 
essary. 

In my opinion, the person examined is: 

(1) mentally and physically able to pursue his or her duty. 

(2) approved conditionally, pending correction of defects. 

(Should reappear for subsequent examination about_.) 

(3) found ineligible for service. 

Health Examiner_ 


FIGURE XI.—TOLEDO (OHIO) RECORD FORM 


[ 276 ] 
















MEDICAL EXAMINATION CERTIFICATE 


1 Name - - - . . - . Date of Birth . 

2 Residence .... . . School. 

3. Whal Previous Illness: As an advll . _ ...Asa child.. . 

4 History of Injuries . . . 

5 Surgical Operations: Adolescence _ . Later Life . 

The following line*; (6 to 25) inclusive require the use of cither check marks or numerals. 

6 Height . . . ft .... tw Weight . „ . lbs Successful Vaccination ’ Yes ... 


Married Q 
Single □ 
Widow □ 


.No 


7 Nutrition • Very Good .. Good 

8 Menstruation Regular — Yes. . . No 

9 Glandular Enlargements Cervical—Yes 

10 A iiemia • Yes No . 

11 Reflexes Exaggerated — Yes. No . 

12, Vision ’ (without glasses) Right 20 j 

H Hearing (.Whispered voice) Right Ear 
U. Teeth Decayed —7m 

15 Nasal Obstruction• Right—Yes 

16 Tonsils Enlarged—Yes No 


, Fair . . Poor 

Ir •egular — Yes.. No 

. No . Thyroid^ Yes 

Nervous Disorder Yes . 
Diminished—Yes . No. Normal—Yes 


Left 20/ 


17. Valvular Disorder Yes 

18 Heart Functional Disorder: Yes 

19 Normal Yes . No 

20 Pulse—Rate Temperature 

21. Blood Pressure Systolic 

22. Rales. Crepitant—Yes 

23 Lungs Impaired Resonance—Yes 

24 friction fremitus — Yes 

25. Orthopedic Defects 7m No 

26 Days ill during previous calendar vciir 


No . 

No 

I in bedded — Yes No 

No Diagnosis . 

No Diagnosis 


(with glasses) Right 20/ 
ft. Left Ear. 
Repaired — Yes 
. Left—Yes. . 
Diseased — Yes No 


. Very Poor . .. 
Absent—Yes . No 

No 
No 

.No . 
Left 2Qf . 


No . 

. . No 

Removed —7es.__ No 


No 


No 


Degrees F Respiration—Rate 

Diastolic 

. Moist — Yes No 

Area of Dullness—Yes 
Friction Rub—Yes I 


Cause 


27 Additional 


nomination desired of 


part of the body 


I hereby certify to the above statements as representing the result of an examination made in my private office on the 
date below, and to the fact that . is neither mentally nor physically 

handicapped in the successful performance of the work of a teacher 

M.D. 

Dale Examined Office ... „ . 


FIGURE XII.—PITTSBURGH (PA.) RECORD FORM 


[ 277 ] 






278 


Health in Schools 


Without the impetus given by the dubious necessity for such annual 
appointments, it is advisable for teachers under tenure to be sub¬ 
jected to similar annual examinations. In actual practice a shorter 
form of examination may be given annually, with a complete exami¬ 
nation every second or third year. In this connection the following 
resolution, which was adopted by the Executive Committee of the 
National Tuberculosis Association early in 1941, may be of value: 

The Child Health Education Committee, with special concern for the pro¬ 
tection of children in our schools from tuberculosis, calls attention to statistics 
from tuberculosis sanatoria thruout the land showing constant admissions of 
school teachers who have tuberculosis. The Committee therefore recommends 
that the National Tuberculosis Association, in order to protect children and to 
safeguard the health of their teachers, take specific steps to advise boards of educa¬ 
tion everywhere that teachers should be required to present annual evidence of 
freedom from tuberculosis such as may be provided by a tuberculin test and an 
X-ray film. 

It is important that the health examinations of teachers be care¬ 
fully and systematically performed. The annual examination should 
not be merely a routine procedure, casually carried thru. The follow¬ 
ing frank statement from a teacher exemplifies teacher health exami¬ 
nations in a state of deterioration which should be extremely rare: 

We have a health examination, both for newly elected teachers and also for 
those already in the system. They must all be examined each year and present 
a certificate before the first salary check is received. Salaries can be withheld 
if this requirement is not met. This is particularly to detect tuberculosis. I be¬ 
lieve, however, that a teacher could be excluded for any contagious disease or 
any physical ailment that might interfere with her efficiency, since the rule is 
stated in very broad and general terms. 

In practice the examination is very perfunctory, especially in cases where the 
teachers have been employed here a long time and have a record of health. Often 
the school doctor goes from one classroom door to another and checks off names 
without any pretense of examination. Yet recently every teacher was required 
to have an X-ray of her chest and lungs, at the expense of the district. 

Despite adequate health examination requirements and adequate 
supervision of teachers’ health, the average teacher’s absence due to 
illness ranges from one to almost five days a year in various cities. 
Some of these absences begin when an administrator notes an un¬ 
usual physical condition and brings the school physician or the 
school nurse into consultation. Most of them begin when a teacher 
decides, of her own volition, that she is unable to report for work or 


Administration and Teacher Health 


279 


that to do so would provide a source of infection for others in the 
school. Only in rare instances do these absences begin before they 
should. In school systems with closely drawn salary penalties for 
absence due to illness there is a natural tendency for teachers to 
continue at work when their physical condition does not justify it. 
Similarly, these teachers are apt to return to work before they should, 
unless their illnesses have resulted in detaining quarantine or have 
required the close supervision of an attending physician. Teachers’ 
loyalty, frequently stronger than it is wise, tends to keep teachers 
at work after illnesses begin and to bring them back to work before 
their recoveries are complete. 

School principals should be alert to the health conditions of the 
teachers and should not hesitate to request the proper official to re¬ 
quire a physical examination of those persons whose physical condi¬ 
tion appears to require it. Special attention should be given to teach¬ 
ers who report for work while suffering from severe colds. After 
absences due to illness, teachers should present a physician’s certifi¬ 
cate or report to the school physician for examination. School sys¬ 
tems differ as to the length of absence for illness which will make 
a certificate or examination obligatory. Some schools require a certifi¬ 
cate after quite brief illnesses, while other requirements begin at 
three months. It may be said that some brief illnesses offer as great 
opportunities for contagion on the early return of a teacher as do 
those of longer duration, altho the hazard for the teacher may be less. 

Periodic health examinations, special examinations at any time 
they may be indicated, and routine examinations on a teacher’s 
return after absence due to illness form an important part of the safe¬ 
guards for health which administration may properly provide. Such 
procedures promote the health and efficiency of the teaching force 
and protect the children in the schools. 

Conditions of Employment 

All the conditions which affect a teacher’s life and work have some 
effect upon her health. Conditions of employment, salary, tenure, 
leaves of absence, safeguards for incapacitated teachers, and retire¬ 
ment provisions are definite factors which condition the health of 
teachers. 3 


1 National Education Association and American Association of School Administrators, Educational 
Policies Commission Social Services and the Schools. Washington, D C the Commission, 1939 
P 84. 


280 


Health in Schools 


Teachers’ Salaries 

Comparisons of average incomes in the various professions show 
school teachers to be poorly paid. Teachers’ salaries tend to in¬ 
crease more directly with the size of the community than with the 
degree of training or the amount of experience. Teachers may add 
to their preparation and they may gain added experience, but a 
large proportion of them must remain in the smaller communities. 
The resort to minimum-wage laws has had only slight effect on 
salaries above the minimal payments required by law. 

An adequate wage for teachers must do more than enable them 
to maintain good physical health. It must also enable them to par¬ 
ticipate in their community life as citizens with decent economic 
standing. Their profession requires it. Underpaid teachers may seek 
supplemental employment, at the possible expense of their health. 
This employment can interfere with their continued professional 
training and compete disastrously with the requirements of their 
teaching positions. It is a shortsighted community that expects its 
teachers to prepare its children for the rich living experiences which 
have been denied these teachers themselves. Every community has 
an obligation to set aside a proper proportion of its available funds 
for payment to the competent persons who teach its children. Ad¬ 
ministration always seeks that these funds may be adequate. Few 
instances are on record in which these funds are excessive. 

With funds in hand, whether adequate or not, the problem of 
their equitable distribution is pressing. A surprising number of 
school systems provide no definite salary schedules for their teachers. 
A common cause of teacher concern is that salary policies provide 
no increases in compensation for additional training and experience 
or that, if they are given, no standardized, generally understood 
procedure is used to arrive at their details. No matter what the level 
of salary payments may be, a salary schedule whose provisions are 
known to everyone concerned has value. Some superintendents hold 
their salary payments to be so low as to make a schedule impossible. 
Since any salary schedule is merely the statement of the board of 
education’s policy with respect to the payment of salaries, this does 
not logically follow. It is better for lack of increments in a salary 
schedule to be known than suspected. It is helpful for teachers to 
know something of the salary arrangements they may expect next 





Lifelong Learning —The modern educa¬ 
tional program offers opportunities to all age 
levels. Parents and teachers in many com¬ 
munities are continuously studying the na¬ 
tures and needs of children. School libraries 
should be equipped to facilitate the study of 
health and other educational problems. 


Photograph by 

St. Louis (Missouri) Public Schools 


[282 ] 



Administration and Teacher Heaxti-i 


283 


year and thereafter. A teacher’s salary in relation to the salaries 
other teachers receive is psychologically important. The adoption 
and publication of a teachers’ salary schedule and honest observance 
of its provisions become solid factors in teacher security and peace 
of mind, important elements of their mental health. 

With other professional people, teachers have been described as 
improvident and lacking in ability to anticipate effectively their 
requirements in relation to their resources. Assistance from ad¬ 
ministration by spacing teachers’ salaries thruout the year has 
proved helpful. The teacher whose salary ceases at the close of a 
seven-month term must live for the rest of the year. In some in¬ 
stances, annual salaries are not large enough to permit them to be 
divided by twelve with a resulting dividend in dollars sufficient to 
enable teachers to get along, but the trend for payment of salaries 
on a twelve-month basis is definite. In 1931 only IS percent of the 
city systems reporting to the National Education Association used 
the twelve-month payment plan. In 1941 this plan was used by 42 
percent of the cities. 4 

Adequate salaries, based on a professional schedule, with pay¬ 
ments spaced thru the calendar year, are important factors in the 
physical and mental health of teachers. 

Tenure 

Two-thirds of the teachers in the United States were, in 1937-38, 
without definite tenure protection after a probationary period. 5 
Almost 40 percent have no protection in their positions other than 
that afforded by annual contracts. Under these conditions teachers 
have no basis for a feeling of continued economic security. Fears 
naturally beset many of them as the time for annual appointments 
draws near and added worries interfere with their emotional balance. 

A properly safeguarded plan for tenure which will guarantee 
teachers’ continuous employment, contingent only on efficient serv¬ 
ice, is a worthwhile factor in preserving the healthful frame of mind 
which is conducive to effective teaching. 


4 National Education Association, Research Division and American Association of School Ad¬ 
ministrators. The Twelve-Month Plan of Paying Teachers' Salaries. Educational Research Service 
Circular No. 10, 1939. Washington, D. C.: the Association, 1939, p. 4. (Planographed.) Also from 
preliminary tabulations for 1940-41 

3 National Education Association, Department of Classioom Teachers, op at, p 174. 




284 


Health in Schools 


Leaves of Absence 

Absence for illness —It is generally agreed that the good of the 
schools requires some financial support to be given to teachers who 
are absent because of illness. Graves has long contended that ex¬ 
perienced teachers should be granted leave with pay, no matter what 
the duration of the absence. 0 Instances of such generous policies exist, 
but administrators can also find precedent for regulations which 
provide no pay at all for teachers on sick leave. Almost any amount 
of sick pay can be justified by at least one working precedent. 

The interest of administration in a teacher is not so much in her 
detailed services thruout a given period of minutes in a series of 
days as it is in the effectiveness of the years thru which she works. 
This effectiveness will be less if teachers live in the dread of expen¬ 
sive illnesses with income withdrawn. It will be less if they find it 
necessary, for reasons of mistaken economy, to report for work 
when they are not capable of performing their tasks properly and 
if they drive themselves to return to work before recuperation is 
complete. Their morale will inevitably be heightened if they can con¬ 
sider themselves consistently permanent parts of the school situa¬ 
tion and expect professional consideration which transcends the 
time clock. On the accounts of health and morale and the superior 
services which these factors will make possible, a reasonable policy 
of sick pay is a good investment. 

Arguments have been made that liberal sick-pay policies will 
result in abuse by teachers, but evidence to this effect is lacking. 
There appears to be no relation between the length of leave with 
pay and the amount of absenteeism. 7 There is as much basis for the 
contention that teachers will, under a liberal sick-leave policy, be 
able to forestall illnesses by early absences for treatments and cor¬ 
rections and thus tend to reduce the number of days of total absence. 
Superintendents in some of the smaller cities in which sick leaves 
with full pay are granted indefinitely within the period of a contract 
year have reported that the teachers value the school system’s liberal 
policy so highly that there is no thought of their taking advantage 
of it. 

"Graves, Frank P The Administration of American Education. New York: Macmillan Co. 1932 
Chapter 14, "Health Service and Sick Leave, 11 p 267-77. 

7 Thrclkeld, Aicliic L "Cumulative Sick-Leave Plan Is Successful” Nation's Schools 17 30- 

January 1936. 



Administration and Teacher Health 


285 


Information at hand concerning sick leave in the St. Louis schools 
concerns 3082 teachers in the year 1939-40. 8 The St. Louis regu¬ 
lations permit half pay for each illness, with a 25-day maximum 
for each instance of absence. During the year, 32.8 percent of the 
teachers were absent thru illness; the absence for the entire group 
amounted to 1.25 percent, which is well below the norm. The average 
absence of teachers was 7.8 days. Of these teachers, 80.2 percent 
were absent for ten days or less; 9.2 percent were absent from 10J4 
to 20 days; and 10.4 percent were absent more than 20 days. 
Fifteen percent of the men teachers were absent at some time during 
the year as compared with 37 percent of the women teachers. In 
the elementary schools, 35.9 percent of the teachers were absent, 
while 26.6 percent of the high-school teachers made use of sick leave. 
Fairly representative of general conditions, the St. Louis situation 
is distinguished by one factor in addition to the small percent of 
absence: the average daily deduction from the salaries of active 
teachers who are absent because of illness amounts to $5.99 and, 
since payment for substitutes is at the rate of $5 a day, each day’s 
absence results in a cash saving of 99 cents to the district. 

A 1940-41 report concerning sick-leave practices in cities of more 
than 30,000 showed variances from no salaried sick leave at all 
up to full pay for sixty days. 9 Few changes appeared to have 
occurred since the 1928 report, which indicated that the usual prac¬ 
tice in cities over 100,000 and in those from 30,000 to 100,000 was 
to allow ten days of absence due to illness in one year without salary 
deduction. 10 While the 1941 tendency indicated a reduction in the 
number of days absence granted for sick leave with pay as compared 
with 1928, this reduction was offset by an increase in the number of 
cities adopting the cumulative method of determining sick leave. 11 In 
1940-41 the cumulative feature was used in 45 percent of the cities 
over 100,000; in 44 percent of the 30,000-100,000 group. This trend is 
more pronounced when it is noted that only 9.6 percent and 14 percent 

8 St. Louis Public Schools, Personnel Division A Study of Illness Absences of Instructional Employees 
of the St. Louis Public Schools for the Year 1939-40 25 p (Typewritten ) 

0 National Education Association, Research Division. Schoolboard Rules Governing Sick Leave for 
School Employees Washington, D C the Association, March 1940 31 p, (MImeo.) Also from 
preliminary tabulations for 1940-41 

10 National Education Association, Research Division “Practices Affecting Teacher Personnel.” 
Research Bulletin 6* 205-56; September 1928 

National Education Association, Research Division and American Association of School Ad¬ 
ministrators. Employment Status and Leaves of Absence of Teachers, 1937-38 Educational Research 
Service Circular No 1, 1938 Washington, D. C., the Association, 1938. p. 8. (Planographed.) Also 
from preliminary tabulations for 1940-41. 



286 


Health in Schools 


of these cities were making use of the cumulative provision in 1928. 

Various methods may be suggested as typical of groups of cities. 
In Wichita the five days’ allowance of full-paid absence is cumulative 
for five years. In Evansville the teachers receive two-thirds of their 
salaries for the first ten days, one-third for the next thirty days. 
Depending on the number of years of service, teachers may carry 
credit forward for four years. Albany provides full pay for the first 
25 days, deducts $1.50 a day thereafter, not to exceed one-tenth 
of the time taught, or 200 days. In many cases the amount of sick 
leave is determined by the number of years of service. The practice 
of permitting partial payment of salary for some time after the 
period of full payment has expired is common. Allowances for 
unavoidable quarantine are usually identical with those for illness. 

Absence for rest —A recent report of the Research Division of the 
National Education Association concerns twenty-one cities which 
granted extended leaves of absence, with compensation, for pro¬ 
fessional improvement. Of these school systems, six permitted similar 
leaves for rest and recuperation. 12 

Various plans of payment were used by these cities. In one in¬ 
stance the flat rate was $800 a year while in two others one-half 
the annual salary was paid. In two cities the regular salary less the 
cost of a substitute was allowed, with one city setting $1000 as 
the greatest payment to be allowed. In one city 1/400 of the annual 
salary was deducted for each day of leave. Another paid no salary 
but gave experience credit on the salary schedule for the time spent 
on leave. In some instances leaves for rest may be granted at the 
discretion of the board of education, but twenty years of service 
are prerequisite in most cases. Two cities permit leaves to be ex¬ 
tended for a second successive year. The regulations usually provide 
that requests must be made well in advance of the time at which 
leave will begin, and such leaves must ordinarily coincide with 
school terms or years. 

Such provisions may well become more general. They enable effec¬ 
tive teachers who may otherwise be lost to their schools and perhaps 
become charges on their communities to recuperate and return to 
their teaching work. Administrative provisions such as these may 
be of great value to the health and morale of the teaching force. 

13 National Education Association, Research Division. Extended Leaves of Absence for Professional 
Improvement. Washington, D C.: the Association, December 1940. 22 p. (Mimeo.) 



Administration and Teacher Hea lth 


287 


Absence for maternity —The employment of married women re¬ 
quires consideration of leaves of absence for maternity. In 1940-41 
twenty-two of seventy-nine cities over 100,000 employed married 
women on original appointment; about half permitted women to 
continue to teach after their marriage. 13 Thirty-eight cities from 
30,000 to 100,000 gave original appointments to married women; 
over one-third permitted women teachers who married to continue 
to teach. Fifty-six of the larger cities permitted leaves of absence 
for maternity, as did eighty-six of the smaller cities. 

An investigation of the regulations governing such leaves of 
absence indicates little general agreement among them. 14 In one city, 
leaves are required to begin as soon as the expectant mother is 
aware of her pregnancy; in another, as late as four months before 
confinement. Failure to apply promptly, on awareness of pregnancy, 
for leave of absence is frequently cited as neglect of duty or as 
insubordination. The usual leave is granted for one year following 
the birth of the child, but one city requires a three-year leave. Formal 
request for reinstatement is a usual requirement and return to work 
can be expected only when a position for which the teacher is defi¬ 
nitely qualified is available. Proof of sound health is a frequent 
prerequisite to reappointment and the city which grants a leave of 
three years requires the completion of courses, prescribed by the 
superintendent, yielding six points or three minors of credit before 
reinstatement. 

These provisions are sensibly directed toward safeguarding the 
family life of the married teacher, protecting the health of the 
mother and her child, and insuring the continuance of effective in¬ 
struction in the schools. These are duties which administration must 
assume in all school systems in which married women are employed 
as teachers. 


Cooperative Safeguards for Incapacitated Teachers 

Teachers may, under stimulation from administration or from 
direction within their groups, develop methods of guaranteeing salary 


13 Preliminary figures from a study by the NEA Research Division, final data to be available in 
the March and May issues of the Research Bulletin in 1942. 

14 National Education Association, Research Division Leaves of Absence Provisions for Maternity, 
Cities over 100,000 in Population . Washington, D. C.. the Association, September 1940. 8 p r 
(Typewritten ) 




288 


Health in Schools 


payments for varying periods and of providing money to cover the 
costs of illness and hospitalization. 

In Columbia, South Carolina, a committee appointed by the super¬ 
intendent developed a method of guaranteeing the payroll which has 
proved effective at no great cost to the teachers concerned. 15 Under 
board of education regulations, Columbia teachers are paid their 
regular salaries for the first five days of absence due to illness in one 
year. The cooperative plan provides that, in cases of illness requiring 
absence of four weeks or more, full salary payments shall be made 
to teachers who are ill, as of the beginning of the second week of 
their illness. To finance this plan teachers authorize the deduction of 
an amount not to exceed 2 percent of their monthly salary checks, 
but the greatest cost up to this time has hardly exceeded one-half 
of 1 percent of their annual salaries. 10 Members of the teaching 
staff cooperate almost without exception in the plan, whose details 
are supervised by a committee composed of one member of the 
administrative staff and four teacher members. Since a five- or ten- 
day absence allowance covers most teacher absence cases, and since 
absences exceeding four weeks are exceptional, teachers may, at 
small cost, undertake this form of mutual protection, so vitally nec¬ 
essary to the individuals involved. Teachers in Arizona are reported 
to have established a plan for group health insurance. 17 Such self- 
insurance by members of teacher groups offers opportunities for 
helpful development which appear to have been largely ignored. 

Various methods of providing for the costs of hospitalization have 
been adopted. Group hospitalization plans are difficult in small 
towns and in rural districts. In Michigan the state medical society’s 
prepayment plan for hospitalization has been adopted by a number 
of public schools. The state medical association in California is study¬ 
ing plans to adapt the California Physicians’ Service to educational 
institutions that have requested it. The Columbia, South Carolina, 
cooperative plan for teachers costs members up to $12 a year, and 
pays a maximum of $150 for twenty-one days. Available forms of 
group hospital service, nonprofit in nature, provide hospital insur¬ 
ance for varying periods at a cost of seventy-five cents a month and 
up. It is estimated that approximately 15 percent of the teachers in 

ir> Statement of Columbia Teachers' Organization, 1939 (Mimeo.) 

lrt Statement nf superintendent of schools, ’March 1941 

17 National Tducatinn Association, Committer on Cooperatives Cnnpmitn'fS in tJir UmUd .SVafM. 
Washington, I> C , the A-snc i.itinn, 1941 p, (Mimm ) 



Administration and Teacher Health 


289 


cities of 10,000 or more were included in this form of contract in 
1941. 18 The number of teachers who have purchased insurance with 
commercial companies issuing hospitalization contracts cannot be 
determined but is reported by the companies concerned to be increas- 

in S' Retirement 

If teachers who have some sense of security in their future are 
able to give themselves more effectively to the exacting work of teach¬ 
ing, then it is evident that the development of teacher retirement 
systems will add to the effectiveness of instruction. 

In spite of the uncertainties of life, many teachers in the cities 
and states without retirement systems may be quite certain on sev¬ 
eral points. Their salary payments will not provide savings sufficient 
for the years of life expectancy after their employment is no longer 
possible. The three depressions thru which typical teachers pass will 
cut deeply into their resources. Regardless of retirement funds, if no 
definite age for retirement is set, teachers must look forward to years 
in which they will fight a losing battle as they try to continue their 
teaching work. It is probable that their final teaching will be done 
under physical handicaps and that their severance from the school 
system will not result from deliberate planning or occur with the 
dignity befitting any profession. The dread of disability, thru age, 
illness, or accident, may weigh teachers down to the point at which 
their teaching abilities are never actually free. 

Thus far denied the protection of the Social Security Act, teachers 
in thirteen states are as yet without statewide provisions for compen¬ 
sation during retirement. Only one-half of our teachers are under 
adequate and sound retirement protection. 10 In some states with re¬ 
tirement payment legislation it is possible for teachers of long serv¬ 
ice to be retired on annuities of less than $100 a year. Average retire¬ 
ment payments in only eight city and state systems exceed $1000 a 
year. In 1939-40 twenty-four of forty-five retirement systems re¬ 
ported paying average benefits of $600 or less. Reports available 
show that in the same period twenty-nine of thirty-six systems paid 
average disability allowances which did not exceed $600. Many 
teachers look forward to retirement periods which must be financed 
from their own resources. The means of the more fortunate ones will 

1R Statement by C Rufus Rorein, American Hospital Association, April 1, 1941 

in National Education Association, Rcscarrli Division, “Stains of Teacher 1? el ire menl ” Rrscanh 
Bullei m to, 1 Janiuiiy 19 11, 



290 


Health in Schools 


be supplemented by retirement fund or pension payments which 
are, in many cases, inadequate. Until teachers are relieved of their 
dread of helpless, dependent old age, the mental and physical health 
of many of them will continue to suffer. 

The health and effectiveness of teachers in the upper-age brackets 
present matters of administrative concern. In St. Louis, in 1939-40, 
142 of the 3082 teachers employed were sixty-five years of age or 
older, the number being explained by the lack of retirement fund 
provisions. The average number of days absent was more than 
three times as great for the group sixty and older as for the group 
under forty. Thirty-six percent of the older teachers were absent 
as compared with 29 percent of the younger group. Average absences 
were longer for the older teachers—12.4 days as against 5.1 days. 
Figures dealing with teachers of retirement age throw the condition 
into sharper relief. Federal government retirement provisions usually 
take effect between the ages of sixty-two and seventy, while under 
many teacher retirement plans retirement is optional at sixty or 
sixty-five and is compulsory at seventy. Figures supplied in connec¬ 
tion with the St. Louis report show the average absence of teachers 
sixty-five or older to have been 14.9 days in 1939-40. This is almost 
three times the average absence of the teachers who were under 
forty years of age. It is known that many of the older teachers 
made exceptional efforts to maintain good attendance records to 
ward off the time when it might become necessary for them to accept 
limited service status, the St, Louis arrangement for incapacitated 
teachers which was wisely instituted pending the development of a 
retirement system. The longer absences of the older teachers cause 
more definite breaks in instruction. The native vigor of the older 
teachers may be less while they are present and the continuity of 
instruction is more seriously interrupted. 

The administration of effective retirement fund systems can aid 
the health and the morale of the entire teaching staff. Specific situa¬ 
tions involving disabled or aged teachers can be so provided for as 
to relieve the persons involved and to protect the children concerned. 

Teachers 3 Life and Work 

The health of teachers may be affected by an infinite variety of 
combinations of conditions inside the classroom and outside the 



Administration and Teacher Health 


291 


school. Living conditions, community obligations, and school require¬ 
ments may demand more of a teacher than she can give and retain 
her health. Teaching requires work and time. Its object is not that 
it may be made easy but that it may be effective. Administration is 
responsible for many of the conditions which affect the health of 
teachers. 

Interest in a teacher’s living quarters and conditions may be 
said to vary inversely with the size of the community. In a rural 
district the teacher’s place and mode of living are matters of com¬ 
mon knowledge and concern. In the city a teacher’s home life and 
her professional life become separate affairs. The authorities of the 
school district may not know where she lives, unless they check her 
name in the directory. Yet it is as important that the newest teacher, 
with the smallest salary, have a hygienic, comfortable place to live 
in the city as that any other teacher be properly housed. The concern 
for a teacher’s comfort and well-being at home should be as great in 
the large system as in the small, and supervision of personnel should 
accept responsibility for it. 

As individuals in their communities, teachers should be privileged 
to lead the interesting lives of normal citizens. It is an unfair form 
of community supervision which interferes with teachers’ private 
lives and assigns them, because they are teachers, duties which other 
persons are privileged to accept or reject. The interests of teachers 
will lead them into many forms of community participation and 
service, but they should be Scout leaders, Sunday-school teachers 
and choir leaders because of their interest and not because they 
teach school. Administration will correct specific cases and will work 
to develop school policies and community practices which will pro¬ 
tect the teacher from community exploitation. 

In listing occupational reasons for worry and ill health teachers 
usually assign first place to the numbers of children assigned to 
them. Many classroom enrolments still run in the forties and fifties 
and some are even larger. With departmental groups, teachers may 
instruct 200 or more children each day. In small schools underpopu¬ 
lated and overpopulated rooms may be found in the same building. 
With great numbers of children in the classrooms the personal rela¬ 
tionship which is basic to good teaching is lost. Teachers are unable 
to do things they know to be essential. Opportunities slip away. 
Procedures are compromised. The pride of achievement is lacking 



292 


Health in Schools 


and teachers feel spent and frustrated. It is only natural that more 
ill, nervous teachers are reported under these conditions than when 
smaller numbers of children are assigned. The quality of teaching 
necessarily is lowered but, in the case of conscientious teachers, their 
health suffers first. 

For general classroom work there appears to be a tacit agreement 
that the optimum number of children is somewhere in the early 
thirties, with larger numbers permissible in activity groups. Finances, 
building space, and disparity in age distributions may prevent the 
holding of all class sizes to a reasonable level, but administration 
will attempt to provide proper conditions for instruction. Current 
reductions in elementary-school enrolments now ease many situa¬ 
tions. Transfers and redistricting may help others. Altho the parents 
may not worry greatly about teachers’ health, they are concerned 
about their children’s instruction and, even without the aid of gov¬ 
ernment grants, can usually be induced to provide sufficient school 
space for their children. 

That even with crowded classrooms administration may make 
the conditions of teaching easier is evident from the statements of 
a number of teachers whose class and pupil loads were in excess of 
42 and 175 pupils, respectively, that their total teaching loads were 
reasonable. 20 The teacher with a crowded classroom still has a 
chance if, with helpful, sympathetic supervision and support, she 
can attack the problem in her own way instead of applying a general, 
required formula to a stubborn, outsized situation. Semester admis¬ 
sion and promotion policies, with frequent changes of pupils and 
double programs in many subjects, add appreciably to the teacher’s 
load. The muscular adaptation of promotion standards to meet a 
no-failure ideal results in teacher strain. The class interruptions oc¬ 
casioned by announcements, bulletins, errands, and special events 
outranked all other teacher load factors in both elementary and 
secondary schools as reported in the National Education Associa¬ 
tion’s Research Bulletin, November 1939. Choppy, insistent time 
schedules with brief, inadequate periods can stop a teacher’s work 
before it becomes effective and cause children to seem always in 
transit, never stopping to learn in the friendly content of a busy 
classroom. Adequate books and plentiful supplies—items among 

*> National Education Association, Research Division. “The Teacher Looks at Teacher Load.” 
Research Bulletin 17: 261; November 19i9. 



Administration and Teacher Health 


293 


the first to feel the pinch of a restrictive budget—and clerical help 
are of great value to the teacher. Apprentice and helping teachers 
can sometimes take over small groups or relieve the teacher of 
routine duties. Many classroom services can be taken over by non- 
certificated employees, freeing the teacher for professional instruc¬ 
tion. The special subject teachers can be of greater assistance to 
teachers with crowded classrooms. The development of activity pro¬ 
grams will ease the tension of teaching, relieving the strain of the 
teacher-focus-of-attention type of instruction. 

Many teachers report that the problem children in their classes 
present teaching’s hardest problem. Some of them would gladly 
exchange two or three problem children for a dozen well-behaved, 
intelligent pupils and carry the heavier numerical load without 
complaint. It is not always possible to relieve them of their prime 
pupil irritants. Special rooms help. Coaching classes and emphasis 
on the solution of the problems of individual children can be of 
assistance. In some instances the children require placement in a 
special type of school, whether local or state. A problem dealing 
with individuals obviously requires individual treatment. 

In secondary schools, teachers may be overworked by the assign¬ 
ment of classes in various fields, with as many preparations as 
classes. Governed largely by the size of the schools concerned, ad¬ 
ministration can merely see that this problem is handled reasonably 
in view of the school’s enrolment. Attempts to provide broad cur¬ 
riculum offerings may lead to diverse, unsuitable assignments and 
defeat their excellent purpose. High-school teachers also note in¬ 
equitable distribution of extracurriculum assignments. Colorless 
high-school teachers may complete their active day when classroom 
routines come to a close, while the more capable teachers begin their 
rounds of clubs, teams, publications, and dramatic groups. Admin¬ 
istration may work toward an equalization of these assignments. 
Few teachers who are capable of good classroom work cannot, with 
instruction, supervision, and developmental experience, become pro¬ 
ficient in some valuable form of extra-class activity. There may be 
more of stimulation and of value to the school in requiring summer- 
school courses dealing with an extracurriculum development than 
in additional courses in the field of the teacher’s academic specializa¬ 
tion. Extra-class activities can provide personality development for 
teachers as well as for children. 



294 


Health in Schools 


The workings of the school can affect teachers' health favorably 
or adversely. Brusque, routine, and unsympathetic supervision adds 
greatly to a teacher’s load. Helpful and understanding assistance 
from skilled supervisors can lighten it appreciably. Staff meetings, 
some of which a ready duplicating machine may avert, are deadly 
and overdone. There is stimulation in meetings which bring teachers 
into planning and set them on the way of accomplishment. Commit¬ 
tee service, dealing with the range from curricnlums to the parent- 
teacher association, can be unfairly distributed. Salary schedules 
which place undue emphasis on academic credits may force teachers 
to spend the entire year in a school atmosphere instead of permitting 
them the health-restoring vacations they require. The substitution of 
travel for summer-school attendance can be an excellent tonic. 
Extension classes may compete with teaching work for a teacher’s 
limited energies. Administration must be sensitive to the balance 
which is necessary for the maintenance of teacher health and see 
that it is preserved. 

It may be noted that conditions of the school plant are as influen¬ 
tial on the health and spirits of teachers as on those of children. 
They, too, react to cheerful, attractive surroundings with high 
standards for heating, lighting, ventilation, and cleanliness. New 
school buildings meet the bare codes but too frequently they stop 
short of providing the final details of comfort and attractiveness 
which, with a teacher and children, can make a building a pleasant, 
effective school. Many school systems have an old-building problem. 
Teachers vie for assignment to the newer and better buildings. 
Teachers and children in the old buildings feel they arc denied the 
privileges the more fortunate ones in the newer buildings possess. 
Administration should make the older buildings equal in their basic 
provisions to the modern schools. Administration may well go further 
and allot more than a mathematically arrived at proportion of build¬ 
ing funds to the older buildings to make them as attractive as condi¬ 
tions will permit. The larger rooms of other days have possibilities 
for rearrangement. Work rooms, display space, and storage rooms 
may be contrived. Murals will give the school a lift. Color will still 
work magic, and rooms do not have to be the same color any more 
just because they are in the same school building. In all this work of 
making old school buildings pleasant and attractive, administration 



Administration and Teacher Health 


295 


will court consistency. It is the repaint jobs that try to make an 
old model car three years younger that are the most obvious and the 
least successful. 

Administration’s Responsibility for the Health of 
Noncertificated Employees 

Figures available from the United States Office of Education 
indicate that there are more than 250,000 noncertificated school 
employees in the country." 1 These important people cannot be 
ignored as school plans and policies are developed. If consideration 
is given them in educational publications it is too often placed, as in 
this instance, at the close of a chapter devoted to the problems of 
the certificated personnel. 

It is of great importance that administrative attention be given 
to the health of these essential employees. The extents to which their 
duties bring them into contact with children may vary but, save 
for office and technical employees in the larger school systems, con¬ 
tacts are always possible. It is reasonable to require that general 
employees such as secretaries, clerks, maintenance men, engineers, 
janitors, and matrons shall have the same health examinations on 
appointment and during service as do the teachers. In the case of 
employees concerned with serving food, especially rigid requirements 
should be set. These examinations, with accompanying medical his¬ 
tories, will reasonably rule out tuberculosis, typhoid carriers, and 
venereal disease in a communicable stage.- 2 

In recent years many supplemental employees have come into the 
schools. Some of them are employed by the federal government and 
assigned to the local school systems. They may be employed to assist 
with physical education, recreation, and similar activity programs. 
Others are office people, maintenance assistants, and helping teach¬ 
ers. In many instances such persons are assigned as kitchen em¬ 
ployees to assist in the preparation of low-cost meals for school 
children. In hundreds of schools, parent-teacher associations provide 
rotating groups from their own memberships or workers employed 
with association funds to prepare hot lunches in rudimentary 

21 National Education Association, Research Division “Status of Teachet Retirement ” Research 
Bulletin 19. 7; January 1941 

£J Spock, Benjamin “The Changing Task of the School Physician.” Progressive Education 
16* 576-81; December 1939. 


296 


Health in Schools 


kitchens. No matter from what source the assistance is derived, the 
persons concerned should be given as searching health examinations 
as are appropriate for permanent employees in similar capacities. 

Most of the reasons for determining the health of teachers and 
for protecting it apply with equal force to the noncertificated em¬ 
ployees. With respect to transmissible disease, the character of the 
work done by some of them adds cogency to these reasons. 

It is vitally important that all school employees shall be strong, 
in possession of good health, and free from transmissible disease. 
They deserve every possible aid of the school administration to the 
end that they may bring to their work the high efficiency of buoyant 
physical and mental health. They must be recognized as component 
parts of a school situation in which the sound health of everyone 
concerned and the means by which it is protected, conserved, and 
developed are recognized as essential parts of health education. 



CHAPTER XV 

Coordination of Health Agencies 

T he superintendent oe schools should recognize that health 
is a community problem; it is not merely a health department 
responsibility. The school must be concerned with it, and so 
must relief agencies; but it is more than a governmental responsi¬ 
bility. In a democracy, health is the concern of the whole citizenry, 
which also acts unofficially thru its volunteer agencies and thru its 
medical and allied professions, to which it has a right to look for 
leadership. School and home relationships and the relationship of 
the school health program to all these other agencies must be con¬ 
sidered in any comprehensive discussion of health in education. 
Responsibility rests upon the school superintendent and the local 
health officer for working together to establish an effective relation¬ 
ship between the health program of the schools and that of the 
community, and for bringing other agencies to their council table 
to plan, jointly, a community program of health education. 

Coordination of effort is possible in the fight against disease just 
as is the coordination of artillery, infantry, and tank corps in a mili¬ 
tary engagement. The battle can be waged without coordination but 
the chances of reaching the objectives are certainly enhanced by co¬ 
ordinated effort. What do we mean by coordinated effort? Coordi¬ 
nation means cooperation, working together with dear lines of 
delineation and articulation; it does not mean merging, subordination 
of the rightful interests of individuals and groups, or authoritarian 
dictatorship from any one agency. It means an agreement upon the 
objectives desired and the acceptance of appropriate activities and re¬ 
sponsibilities by each agency, based upon a clear understanding of 
what is to be done and upon a sane and sympathetic appreciation of 
the capacities of each group. To continue our military analogy, it 
means a clear-cut definition of tasks and appropriate timing, with dif¬ 
ferent types of personnel moving forward in the same area at the same 
time. It does not mean that the infantry will be disbanded, that the 
colonel of artillery will outrank the colonel of infantry, or that the 
tank corps officers will give orders to artillerymen. 


1297 l 



298 


Health in Schools 


Reasons for the Coordination of Agencies 

It is necessary only to look at the overlapping of responsibilities 
of agencies in a typical community to see the importance and prac¬ 
tical necessity of coordination. The school system is concerned with 
the health education of adults as well as of children. Both the school 
superintendent and the health officer seek to promote and protect 
the health of pupils and teachers. The school system wants a quality 
of school housekeeping which will protect health and facilitate school- 
work. It looks to city health, police, and fire departments for main¬ 
taining sanitation and safety, but it cannot legally or morally dele¬ 
gate its responsibility in these areas. 

The school has within its own hands the opportunity and respon¬ 
sibility for so organizing its program that teachers and children have 
a healthful school program. On the other hand, it is equally con¬ 
cerned with protection against communicable diseases which, by 
law, is a responsibility of the local health department. It seeks to 
help the child improve his physical and mental health and to avoid 
placing burdens upon him which he is physically or mentally unable 
to bear. But in achieving both these objectives it may look to the 
family physician or to a physician furnished thru the department 
of health as well as to the school physician. It would be ideal if every 
child received adequate medical attention from the private phy¬ 
sician. But many children because of poverty or ignorance at home 
do not secure adequate medical and dental care, and schools have 
taken the responsibility of finding the needs of the child and, where 
necessary, the further responsibility of helping these children to 
obtain medical attention from suitable nonschool agencies. 

The local health department exists to protect and promote the 
health of all citizens, including school children. It is concerned 
with the healthfulness of the school environment as it is with the 
whole problem of environmental sanitation in the community. It 
has an obligation either to inspect the sanitary conditions of schools 
or to assure itself that satisfactory inspection is being made. In a 
somewhat comparable way the police and fire departments are con¬ 
cerned with safety in schools. Similarly, the health department 
cannot delegate its responsibility for communicable disease control. 
It may approve a program of communicable disease control carried 
out by school personnel or it may operate its own program with the 



299 


Coordination of Health Agencies 


cooperation of the schools, but final responsibility rests upon the 
department of health. 

Home interests and responsibilities for the health of the child 
underlie the work of both the school system and the health depart¬ 
ment. The home is the primary social unit; it has the primary re¬ 
sponsibility. If the family lives hygienically and secures adequate 
health guidance from the family physician, the work of both the 
schools and the health department is greatly reduced. Life in the 
family has already determined the mental and physical health of 
the child before he enters the school. His health as well as his educa¬ 
tion are joint responsibilities of the home and the state, demanding 
cooperative and coordinated effort. Because physicians and dentists 
provide health care and guidance for the family they are vitally 
important in any program of community health. 

Relief agencies become concerned with the health of children 
whenever the home finds itself financially unable to meet its health 
obligations to the child. The school is not a relief agency but an edu¬ 
cational agency. It does not properly operate clinics or feed children 
from the school budget, but it is concerned with securing the appro¬ 
priate use of these agencies by school children. 

Many private or volunteer health agencies, representing the best 
citizens of the community, are concerned with health problems which 
touch school children. Tuberculosis associations are concerned with 
the high case-rate at the teen age, particularly among girls, and they 
recognize the importance education plays in the whole program 
of tuberculosis prevention. The American Red Cross is interested 
in improving the quality of home nursing and first aid. The safety 
council, in its promotion of safety, finds that much of its program 
must be directed to the school-age children. Parent-teacher organi¬ 
zations have established programs to detect and correct the defects 
of preschool children and to build community support for the 
initiation and conduct of a good school health program. The county 
medical and dental societies often cooperate in outlining a health 
plan, in providing examinations, and in obtaining the necessary cor¬ 
rective services. 

A democratic society should not minimize the importance of these 
and other local groups which are concerned either with the solution 
of some special health problem or with the general welfare of the 
community. These organizations naturally will be interested in 



300 


Health in Schools 


coordinating their programs with the school health program. When 
they are under wise leadership, they will not expect to superimpose 
their own program upon the schools from the outside. Obviously, 
any school system which opens its doors to a variety of independent 
and disassociated programs coming in from the outside will so 
disorganize the educational process that it cannot effectively serve 
the child. Coordination of effort and cooperation in the conduct of 
sound programs, on the other hand, would seem desirable. 

Thus we see that some form of coordination is necessary whether 
school health personnel is employed by the school system or by the 
health department. Experience reflects good programs under each 
arrangement, and the trend toward health department or school 
system employment of this personnel appears historically to have 
been more closely related to the availability of funds than to any 
other factor. Thus, while no one particular administrative procedure 
seems indispensable, some clear-cut agreement as to how the work 
is to be done seems really essential. 

In the field of education the school cannot delegate its respon¬ 
sibility. Society is demanding that its activities be extended to groups 
both younger and older than the traditional school-age groups. The 
health department concerns itself with the health education of 
another part of the general public. For the health department to 
say that everything that has to do with health must be administered 
by it, and for the school system to say that all education in the 
community must be administered by it, would be equally absurd. 
On the other hand, the health department must be concerned with 
the professional quality of health services carried out in the schools, 
and the school system must be concerned with the educational out¬ 
comes of those same services no matter which agency employs the 
personnel. 

Obligations related to these interests go even further. The school 
has the obligation to assist the health department program because 
it is a great social and educational agency which can profoundly 
influence the community, and it has facilities, records, and resources 
of tremendous value in promoting community health. Conversely, 
the school may properly draw upon the resources and facilities of 
public health agencies in the planning and conduct of its program. 
The object of education is to improve the quality of life. Health 
education does that, and it does it best when most directly related 



Coordination of Health Agencies 


301 


to the health problems of the individual and the community. The 
health department is unique in the extent of its knowledge concerning 
health needs, health programs, and health facilities. 

There is a natural relationship between health education in the 
school and in the community at large. The most important health 
problems in the community need emphasis in school health education. 
The organization of a community to solve its health problems cannot 
afford to overlook the tremendous educational force of the public 
school. The school system and the health department can hardly 
avoid joint planning. Certainly the citizen would expect some coordi¬ 
nation of the efforts of school systems, health departments, police 
departments, fire departments, welfare departments, clinics, and 
relief agencies in the promotion of health and safety. 

Coordinated Community Health Education Programs 

In most communities, school health education and public health 
education each had a separate genesis. Today there is a sound and 
increasing tendency to coordinate these two phases of the health 
education program in the community. A recent study of Community 
Organization for Health Education 1 showed that community plan¬ 
ning in this field has often arisen on the initiative of the school 
system, sometimes on the initiation of the health department, and 
at other times thru the organization of a planning committee pro¬ 
posed by one or the other of these agencies or by a private health 
organization. Sometimes coordination was secured thru informal 
agreement between the health officer and the superintendent of 
schools. In some communities there was a joint committee; in others 
a health education coordinator was employed jointly by the health 
department and the school system, working under the direction of 
the health officer and the school superintendent, and concerned with 
health education in the school and in the community. It has been 
suggested that the health officer should be a nonvoting member of 
the schoolboard and the school superintendent a nonvoting member 
of the board of health. 

In some of these programs all health activities within the school 

1 This study was made by a committee of the American Public Health Association under the 
chairmanship of C. E Turner, with Philip L Riley acting as secretary and field investigator. The 
120-page report may be secuicd by sending in stamps to the American Public Health Association, 
1790 Broadway, New York, New York 



302 


Health in Schools 


were carried out by school health personnel, with the public health 
aspects of the program operated under procedures approved by the 
health department. At the other extreme were programs in which 
the medical, dental, nursing, and sanitary inspection services for 
the school were all provided by the department of health. In one 
community studied, even the director of health education was on 
the health department payroll, altho her work in the schools was 
directed by the school superintendent exactly as tho she were a 
member of his staff. In other communities the activities were divided 
between school system and health department in many different 
ways, and yet programs of each type were found to go forward 
successfully where the professional leadership was good and sound 
principles of cooperation were followed. 

Examples of Coordinated Community Programs 

Examples of coordinated community programs, mentioned below, 
are taken from the report of the American Public Health Association 
Committee on Community Organization for Health Education. 

Bulloch County, Georgia —This southern county has a coordinated 
community program in health education which arose out of the 
curriculum revision program of the school system. The schools 
undertook to build a curriculum which would improve the life of 
the pupils. Among the conditions found to need improvement were 
health problems such as hookworm, smallpox, diphtheria, typhoid 
fever, tooth decay, and malnutrition. 

For information on hookworm control they turned to the state 
department of health. When they came to consider the steps in the 
community which would be necessary for the treatment of children 
and the prevention of further soil pollution, they turned also to 
physicians for examinations, to the parent-teacher association for 
mobilizing public opinion, and to the WPA for a privy construction 
project. The community felt the need of a local health department, 
and one was established. 

The county agent, the home demonstration agent, and the leaders 
of 4-H Clubs and of Future Farmers of America were brought into 
the program, as were teachers of vocational agriculture and home 
economics. By bringing together the school personnel, health de¬ 
partment workers, and volunteer agencies in the community, a 



Coordination of Health Agencies 


303 


program has been set up to solve community problems and to provide 
cooperative planning for the future. This program has had striking 
lesults. Other examples could be given of counties which have 
developed coordinated programs of community health and health 
education upon the initiative of the school system. 

Calhoun County, Michigan —This county is an example of rural 
health education which has been developed largely on the initiative 
of the health department. It is one of the counties in the Michigan 
Community Health Project which has been developed by the W. K. 
Kellogg Foundation “to bring to the communities through their 
own leaders the best of current thought in order that those directly 
concerned with the problems can work out their own answers. The 
challenge is to see whether local leadership so stimulated can develop 
really effective methods to meet community needs and thus advance 
the cause of child health, education and welfare over many fronts, 
local, state and national.” 5 The program is built upon the philosophy 
that the health officer goes to the community not with a program but 
to build a health program in which he can furnish some aid in 
solving problems. 

In the county there are twenty-five township committees, called 
“service committees,” which are centers for civic betterment within 
the community. These committees assist in the program to prepare 
children for school attendance and they study community needs and 
seek the solution of community problems. 

The health department has established cooperative relationships 
with the county schools in many ways. The first is the general pro¬ 
gram of services made available to the schools by the health depart¬ 
ment. At the annual meeting of all teachers, just before the opening 
of school in the fall, the county superintendent distributes to the 
teachers a bulletin which lists and describes briefly the sixteen 
services which they may expect from the health department. He 
also introduces the health department staff members to the teaching 
staff. One to two weeks later these staff members meet the teachers 
in smaller district groups and discuss with them the details of the 
program outlined in the bulletin distributed by the superintendent. 
Under this program the health department sponsors medical exami- 

a American Public Health Association, Committee on Community Organization for Health Educa¬ 
tion Community Organization for Health Education Cambridge, Mass Technology Tress, 1941 

p 62. 



304 


Health in Schools 


nations performed by the private physicians of the community in 
their own offices and with the parents present at the examination. 

The philosophy back of this program assumes that the responsi¬ 
bility for the health of the child rests upon the parent. Between the 
parent and family physician there should develop a program for the 
continuous health supervision of the child. The family physician 
should educate the parent, thru the technics of medical examination, 
immunization, and other health protective and remedial measures, 
to appreciate such services. The resulting satisfaction must be strong 
enough to make parents willing to pay for such services in the 
future. The family health counselor, who is trained in public health 
nursing, works with teachers and parents to help them see the 
benefits which will accrue to families from more medical supervision. 
An extensive and somewhat similar dental program is developed with 
the dental profession in the county. 

Certain routine school health procedures are jointly planned and 
carried forward cooperatively: 

1. Monthly weighing and semiannual measuring of all children by the 
teacher 

2, Vision testing with Snellen chart of all children by the teacher as early 
in the school year as possible 

3 Daily observation by the teacher of children’s general health condition 

4. Prompt exclusion from school of cases suspected of acute communicable 
disease 

5. Periodic inspection of the physical facilities of the school to insure a 
safe and healthful school environment 

6. Speech correction. 

Ill these activities the family health counselor is of invaluable 
aid to the teacher. She instructs the teacher in the discovery of those 
signs which indicate that the child needs health service. The sani¬ 
tarian (a sanitary inspector or a sanitary engineer) also contributes 
to the education and training of the teacher. These two assistants 
are available to teachers for consultation. 

A hot lunch program is planned cooperatively with the WPA. 
A few schools now have their own gardens. Speakers are provided 
for meetings of school and community groups. The health officer 
acts as secretary of the schoolmasters club of the county. This club 
is composed of superintendents of the various school districts and 
meets monthly for the purpose of improving the educational pro- 



Coordination of Health Agencies 


305 


gram. Here the health officer and the school administrators work 
jointly in the solution of school health problems. 

Teachers clubs, which are both professional and social in purpose, 
meet monthly. The family health counselors meet with these groups 
which consider health problems among the other problems of health 
education. A trained health educator works with the clubs and with 
the individual schools. 

Washington County, Tennessee —An example of a rural area in 
which coordination in the field of education operates under the 
leadership of a health education coordinator is Washington County, 
Tennessee. The coordinator is employed by both the local school 
system and the county health department, acting with a subsidy 
from the state department of health and the state department of 
education. Thru her efforts, integration is secured between the health 
education program for the general public and the health education 
program in the schools. She is the supervisor of school health educa¬ 
tion and the director of public health education. Many agencies, 
such as parent-teacher associations and 4-H Clubs, cooperate in the 
solution of community health problems. 

Hartford, Connecticut —An example of a medium-sized city which 
has worked out a cooperative, communitywide program of health 
education is Hartford, Connecticut. Here the medical and nursing 
services in the school are provided by the school system. The board 
of health, volunteer health groups, and the board of education work 
together in analyzing and meeting community needs. Upon the joint 
initiative of the board of health and the Hartford Tuberculosis and 
Public Health Society, sixteen agencies were brought together to 
organize a cooperating group. Later five other agencies were added. 

Twelve districts were set up within the city. The districts were 
organized upon the basis of population characteristics, geographic 
location, morbidity, mortality, and such facilities as the distribution 
of settlement houses and clinics. The local steering committees for 
the respective districts usually consist of parent-teacher representa¬ 
tives, school doctors and nurses, school principals, school teachers 
(especially those from the fields of home economics and science), 
clergymen, community house representatives, social workers, and 
socially-minded citizens. 

This cooperative social machinery operates thru the development 



306 


Health in Schools 


of better educational methods by the schools themselves, thru the 
development of local community leaders by means of leaders’ insti¬ 
tutes, thru educational programs for the general public, thru investi¬ 
gations, and thru the study of local health problems. 

Urban practices —Many of the larger cities, Cleveland, Ohio, for 
example, have secured an effective cooperation thru the organization 
of community health councils. All the agencies in the community 
have been brought together and each has indicated its field of work 
and its program. Helpful interrelationships have been set up. School 
personnel have had an opportunity to learn more about community 
facilities in the field of health. The school’s program, its point of 
view, and its operation have become better understood by health 
agencies. 

Principles of Community Coordination 

Exhaustive discussion of individual programs, reflecting success¬ 
ful cooperation, is impossible within space limitations. It is possible 
to cite certain principles of coordination and to illustrate to some 
extent their application. 

1. Any plan of cooperation requires a delineation of the activities 
of the participating agencies and of the individuals within the agen¬ 
cies —Each agency defines its field and clearly understood bound¬ 
aries of these respective fields are set. If such steps are not taken, 
sufficient friction may develop to make the project unsuccessful. 
Usually, agency functions are better defined than member functions 
within the agency. In one community, for example, a health depart¬ 
ment nurse in the school was declared uncooperative because she 
refused to weigh children monthly. The teacher and the nurse were 
not at fault for their disagreement. The trouble lay in the failure 
of the administration to define the respective functions of these two 
workers. 

2. Any participating agency must retain administrative control 
of its own activities —The coordination of army units does not mean 
that cavalry officers will issue orders to infantry troops or that navy 
commanders will change the program of the army air force. Every 
administrator recognizes that chaos is inevitable when conflicting 
directions come to the same individual. 

Many school health administrators have emphasized the advan¬ 
tages of having school health services within the school system be- 



Coordination or Health Agencies 


307 


cause, in that case, all school employees are under the same adminis¬ 
trative head. On the other hand, eminently successful school pro¬ 
grams may be cited in which the health services are administered 
by the health department. In these cases, there is a clear under¬ 
standing of both the scope of activities and the respective sources 
of authority. 

Everything which goes on in the schools must be in accordance 
with school administrative policies. There is no reasonable excuse 
for either the health department or the private agency to enter the 
schools with a program which runs counter to the educational 
policies of the school administration. 

Sometimes a school nurse from the health department who teaches 
classes in the schools complains that supervision from the educa¬ 
tional supervisor imposes unwarranted regulations upon her activi¬ 
ties. Not at all 1 She should not be teaching, except in home nursing, 
unless she meets the same standards of teacher training as do other 
teachers, and in any case when she does teach she must, like all 
other teachers, accept the supervision which is provided. The matter 
is simpler and friction is less if all those who teach are members of 
the school staff. 

When doctors and nurses are supplied by the health department, 
it is expected that medical and nursing technics will be decided by 
the health department. Professional technics should be decided by 
persons of that profession. When working in the schools, however, 
every individual should work in accordance with school policies and 
should be subject to the administrative organization of the school 
system. 

3. Cooperation in the school health program requires a recognition 
oj the professional nature of education as well as that of the health- 
medical sciences —Difficulty sometimes arises in separating the edu¬ 
cational functions of physicians and the health functions of teachers. 
The physician provides health guidance for the individual chil d. 
This is, for the child and for his family, a highly educational ex¬ 
perience. The teacher is concerned with health problems which do 
not need specific medical or dental attention. She deals with accepted 
standards of individual conduct or principles of health behavior. 
Most of her instruction involves groups of children, and for this 
type of program she is admirably trained. 



308 


Health in Schools 


It is true that the classroom teacher has a limited knowledge of 
health, but it is also true that the medical specialist has a limited 
knowledge of education. In matters regarding medical or dental 
supervision, a specialist should function; in matters of training for 
healthful living, that other trained specialist, the teacher, should 
function. Let cooperation bridge the gaps of preparation. 

Good administration will allow the educational specialist and the 
health specialist to work together, each respecting the professional 
status, skill, and activities of the other. 

4. There is no single best plan for the coordination of agencies 
in the health program of the school —Local factors and available 
personnel influence all plans. While the mechanism of coordination 
is of some importance, the people who operate it are more important. 
A good mechanical plan can succeed only when the people who 
operate it are broad enough to see its values, are compatible person¬ 
ally, and are not antagonistic professionally. 

Successful coordinated programs are sometimes based upon in¬ 
formal personal relationships between the administrative heads of 
the cooperating agencies. They are sometimes based upon rather 
informal committee organization and sometimes upon the organi¬ 
zation of a more formal health council. 

5. In successful joint programs the democratic process of group 
thinking is important —Persons and organizations should subordi¬ 
nate their individual interests and desires to the more important 
purposes of the joint project Even tho some individuals and groups 
must play a more important part than others, a dominating attitude 
cannot be assumed if the program is to succeed. When a joint com¬ 
mittee is formed for cooperative action, those agreeing to the plans 
set up must make no mental reservations about their agreement. 
Success comes from cooperation, and cooperation does not exist 
where an individual agrees verbally to support a project but pri¬ 
vately works to build up his own organization to the detriment of 
the general plan. 

6. The development of community organization in a democratic 
society requires continued, patient, and persistent effort —The demo¬ 
cratic process is slow. It does not operate with the speed of dictator¬ 
ship. It may, however, be more effective as well as infinitely richer 
in the satisfaction obtained by the free people who exercise it. 




Coordination of Health Agencies 


309 


7. As cooperative activities succeed and increase in scope, there 
often develops a program requiring the efforts of some one person 
to draw the activities together and to see that the program as a whole 
moves toward the general goal —Sometimes this is done by an indi¬ 
vidual representing one of the participating agencies and with the 
endorsement of all the other groups. Sometimes a coordinator is 
employed for this specific task. The coordinator must be a person 
who does the same thing for all the agencies involved. His position 
should be such that he can properly represent the respective agencies 
in the field under consideration. 

Relationships with State Agencies 

Certain regulatory influences from outside the community may 
direct, circumscribe, or formulate the relationships between local 
agencies. The state law which defines the duties and responsibilities 
of health departments and school systems is one of these. Another 
factor is the distribution of federal funds thru state authorities. 
These funds make possible the extension of activities which are 
desirable but in excess of the financial resources of the community. 
Ideally, these funds should be available to whichever agency carries 
on the activity for which the funds are appropriated, and the 
coordination of agencies should be so good that existing personnel 
would be expanded and strengthened rather than dislocated and 
replaced. Actually, human nature is such that activities tend to grow 
in whatever hands hold the dollars. 

There are outside forces from which assistance can be secured 
in developing coordination of activities. Several forms of cooperative 
planning are to be found between the state department of health and 
the state department of education in various states. Here, as in local 
communities, certain types of personnel in the field of school health 
are sometimes found in departments of health and sometimes in 
departments of education. At present, many state departments of 
health employ coordinators of health education whose services are 
mainly at the disposal of schools. Good relationships between state 
departments tend to further the coordination of local programs of 
school health and health education. 

The state department of education should shape educational 
policy in the field of health as well as in other areas. Special help 



310 


Health in Schools 


may be expected from it in shaping the health education curriculum. 
However, each school system will do well to plan its own teaching 
program even tho a general outline is provided by the state. The 
development of a health curriculum locally, thru carefully organized 
committees, surpasses all other procedures (a) in finding those local 
health problems which should be considered in the instructional 
program, (b) in educating the staff for better health teaching, and 
(c) in producing a readiness on the part of school personnel to carry 
forward the approved school program. Such curriculum development 
under the administrative leadership of the school superintendent 
and with the assistance of the best available expert in health educa¬ 
tion is one of the most important steps which can be taken for the 
promotion of community health. 

State departments of health may be looked to as a source of 
information concerning health problems within the state, as a source 
of health policies, and to some extent as a source of supplemental 
teaching materials. 

The state university and other institutions of higher learning are 
concerned with research which yields new facts. Upon these new 
facts better programs can be built. These institutions are also con¬ 
cerned with the improvement of educational method and in many 
cases with the provision of supplemental educational material. 

Tennessee 

Tennessee 3 is an example of cooperative relationships at the 
state level: 

Today the program in Tennessee has expanded beyond the sponsorship of the 
University State Health Department and Commonwealth Fund to include the 
State Department of Education, State Teacher Training Institutions, and the 
Tennessee Valley Authority. In 1935, these joint agencies set up a Planning Com¬ 
mittee, composed of the executive heads of the most active agencies. This group 
meets from time to time to review programs and problems, and determine the 
next steps in development. 

This committee functions through an executive secretary and field representa¬ 
tive known as the State Health Education Coordinator, employed in 1935 in the 
person of Dr Robert H While. He concerns himself with the inter-relationships 
of the cooperating agencies His second task is that of liaison officer between the 
planning committee and the field personnel, such as county school superintendents 

3 The Tennessee progiam is described in the following: Walker, H. H. “A State-Wide Program in 
Health Education 17 Southern Medical Journal 32t 219-24; February 1939. 



Coordination of Health Agencies 


311 


and health officers He ... is jointly employed by all the cooperating agencies 
and is a staff member of each. 

The essential parts of the Tennessee program are: 

1. On the part of the University 

a. Minimal preparation for all elementary teachers in the field of 
health education. 

b. More intensive training for those who wish to specialize in health 
education. 

c. Graduate training for professional health educators, coordinators 
and supervisors. 

d Consultant, planning and field advisory service to any state or 
local agency requesting such a relationship. 

2. On the part of the State Health Department. 

a. Financial aid to University and State Teachers Colleges for faculty 
salaries. Travel funds and contingent grants have been contributed 
to certain of these institutions. 

b. Scholarships for graduate training and for selected in-service teach¬ 
ers. 

c. Furnishing free pamphlets and literature to schools. 

d Publication of over 15,000 “Health Briefs” monthly for teachers 
in the state. 

e. Financial aid to local coordination piograms. 

3 On the part of the State Department of Education. 

a. Bulletins to teachers on methods, units and projects for improve¬ 
ment of classroom instruction. 

b. Collaboration with State Health Department on Score Sheet lor 
sanitary inspection of schools, and interpretive manual for aiding 
pupil-teacher studies in sanitary living. 

c. Selection of personnel for graduate training in health education. 

d. Incorporation of sanitation and health program standards in new 
grading classification for all schools. (Prepared in collaboration 
with the State Health Department.) 

e. Financial aid to local health education programs. 

4 On the part of the Tennessee Valley Authority. 

a. Technical and educational consultation service to state and local 
agencies 

b. Staff contributions to teacher-training progiams. 

c. Financial assistance to inter-agency coordination. 

5. On the part of counties. 

a. The planning and development of local programs using health co¬ 
ordinators. 1 

4 American Public Health Association, Committee on Community Organization foi Health Education 
up, cit., p. 106-107. 



312 


Health in Schools 


Oregon 

Oregon’s state program 5 arose from the requests of the associa¬ 
tions of city and county superintendents of schools: 

These groups sought the aid of the StaLe Department of Education and State 
Department of Health in outlining a uniform health program for city and county 
schools. This demand showed a need for clarifying the state functions and rela¬ 
tionships in health and education, hence the joint committee. 

Three sub-committees of the State Joint CommiLLee, called Working Com¬ 
mittees, were developed; namely, Health Education, Physical Education, and 
Recreation. 

The members of these committees are local school superintendents, school 
teachers, doctois, health officers, nurses, and custodians. These people in the 
actual field of operation meet and prepare definitions of function and statements 
of proper relationships between groups of personnel. 

These statements of policy are then submitted to the StaLe Joint Committee 
foi appioval or recommendation. The State Joint Committee, if it accepts the 
report of the working committees, thus builds a state policy based upon actual 
field work, and not upon bureaucratic decisions emanating from sources remote 
from actual problems. 

It is hoped that by this procedure there will eventually develop a statement 
of principles for the guidance of schools, health departments and community 
agencies that will serve as a pattern for communities in the state. This pattern 
having had the stamp of approval of the Joint Committee can be urged alike by 
health and school officials Since the fall of 1939 and the spring of 1940 saw 
the first efforts of the working sub-committee in health education, this program 
is still in its early stages Nevertheless, it is already influencing health education 
in two cities which are the laboratories where the policies of the Joint Committee 
are developed 11 

The specific functions of the State Joint Committee are: 

A. Policy Forming Body 

1. Determine governmental responsibility, defined by law, of the three 
State official agencies 

2 , Deteimine individual and group responsibilities of the three State 
official agencies with respect to Education for Health in the schools 
of Oregon, 

3 Determine policies and terminology with reference to Education for 
Health. 

B. Clearing House Body. 

1. Consider and coordinate various committee and group recommenda¬ 
tions as they are concerned with and affect the schools 

nfVlrah ™" 011 c ™" rn! " K thc Oregon program may be secured trum the Oregon State Department 
op cTT”ooT Ilcalt1 ' ' 5kS ‘' or ’ ;,, ’' ln ■ Committee nn Community Organization for Henltli Erluralinii, 



Coordination of Health Agencies 


313 


2. Consider various activities affecting the total health program which 
non-official groups may wish to carry on in the schools. 

C Administering Body. 

1. Determine the kinds of working committees necessary to carry for¬ 
ward the purposes of the Joint Commiltee 

2. Select and appoint personnel on the Working Committees 

3. Prepare, or accept, jointly, certain materials for recommendation to 
the State Department for joint publication 7 

Relationships with National Agencies 

In the past decade school administrators have become increasingly 
aware of the existence of many national agencies in the field of 
health. The federal government has been particularly active under 
the various types of social legislation such as relief, social security, 
and public health. 3 Many of these activities have reached the local 
community thru the departments of state government. This contact 
has not always been indirect, particularly in the case of the NYA, 
CCC, and other programs which have sometimes been associated 
with the local school program. Contacts may become increasingly 
direct as various aspects of the defense program develop. 

Representative National Agencies 

Most national agencies interested in health education may be 
classified either as those of the federal government or as private 
interests. The present section will touch briefly upon those of most 
interest to educators. Further details on the services of national 
agencies are given in the Appendix of this yearbook. 

U. S. Office of Education —In the field of health education the 
Office is primarily a clearing-house of information. It prepares 
articles for its official magazine, School Life, and issues bulletins of 
interest to school administrators, such as Organization and Admin¬ 
istration of School Health Work Many letters of inquiry are 
answered and, when expenses are paid by the local school system, 
some field work is made available. 

7 American Public Health Association, Committee on Community Organization for Health Educa¬ 
tion, op cil , p 108 

8 The comprehensive character of the federal government’s plans is indicated by the following 
bulletin Interdepartmental Committee to Cooidinate Health and Welfare Activities The Nation's 
Health, Washington, D. C. Government Printing Office, 1939 116 p 

0 Moore, Fred, and Studebaker, John W. Organization and Administration of School Health Work 
Federal Security Agency, U S, Office of Education, Bulletin 1939, No. 12 Washington, D C • Gov¬ 
ernment Printing Office, 1940 67 p 



314 


Health in Schools 


National Youth Administration —This unit has launched a nation¬ 
wide health program to serve the needs of young workers who are 
employed on its out-of-school work program. This effort to afford 
young people the experience of practical health education in order 
to help strengthen the nation’s vital defenses by building a strong 
and healthy population will be directed along three major lines: 

1. A physical appraisal, by means of a technically competent health examina¬ 
tion, of every youth assigned to an NYA job 

2. Correction of health defects thru maximum utilization of community re¬ 
sources, thru the use of supplcmcntaiy medical and dental services provided 
where possible by (he NYA, and thru developing in youth an interest in improv¬ 
ing their health hy their own personal efforts 

3. Improved technical advice and assistance with respect to all NYA efforts 
having a direct and immediate bearing on the health of youth workers, such as 
nutrition, sanitation, physical development, and recreation. 

The NYA health program is primarily a practical health education 
effort aimed at influencing the future health practices of a group of 
young out-of-school unemployed persons, who will usually remain 
in NYA employment for only a short period. 

The method of attempting to accomplish this purpose will be thru 
imparting health information, acquainting and introducing the young 
people to the public and private health facilities available in their 
own state and community, and finally by exposing them to rehabili¬ 
tative health services obtainable from the private practitioner either 
on the youth’s own initiative or thru NYA supplementation as may 
be indicated. 10 

Children’s Bureau —The federal grants-in-aid for maternal and 
child health services authorized under the provisions of the Social 
Security Act are administered by the Children’s Bureau. These 
grants are made only to the official state health agencies in accord¬ 
ance with provisions of the Act. The Children’s Bureau cannot grant 
to local school systems any of the funds appropriated under Title V, 
Part 1, of the Social Security Act, The planning of the expenditure 
of these funds in any state is made by the official state health agency. 
There is usually close cooperation between the official health and 
education agencies in developing health services for school children. 

50 Adapted from ‘‘The National Youth Administiation Contributes to the National Health” Journal 
of the American Mcdtcal Association 115* 2185-86, December 21, 1940. ^Information obtained from 
the Washington office of the National Youth Administration, May 1941 



Coordination of Health Agencies 


315 


Many of the state health agencies use a portion of their maternal 
and child health funds for developing school health services. 

The Children’s Bureau has not prepared an outline to be followed 
by the state health agency in developing their school health programs 
since the health problems differ considerably thruout the country 
and the responsibility for the administration of various aspects of 
the school health program differs considerably between states and 
local areas. 11 

U. S. Public Health Service —-Under the provisions of Title VI of 
the Social Security Act, grants-in-aid for public health services are 
allotted to the several state health departments. Altho the funds 
appropriated under this title are administered by the Public Health 
Service, the expenditure of such funds is under the direct jurisdiction 
of the state health departments. Therefore, if Title VI funds were 
made available to school systems for an activity such as health educa¬ 
tion, it would necessarily be thru the state health officer. 

Upon the request of the state health officers, the Public Health 
Service renders expert consultative and advisory services to the 
state health departments relative to the various phases of public 
health. Such services could be given to the larger school systems 
upon the recommendation by the state health officer that this would 
be desirable. In November 1941 the Public Health Service announced 
plans to appoint health education consultants to work with state, 
county, and local health officials in coping with health problems 
arising from the defense program. 

Title VI funds may be used by the state health departments to 
finance the public health training for various personnel. In some 
instances, upon recommendation by the state health officer, teachers 
have been given this aid. 12 

Social Security Board —There are no funds granted directly to 
local school systems. Indirect aid to schools thru aid to individual 
pupils or teachers, provided by the social security laws, are as 
follows (the first three types of grants are made thru the Social 
Security Board): 

1. Every child of an individual entitled to primary insurance benefits or of an 
individual who died a fully and currently insured individual will receive com- 

11 Adapted from information supplied by the Children’s Bureau, U S Department of Labor, May 
1941 

13 Adapted from information supplied by the XJ. S. Public Health Service, Federal Security Agency, 
May 1941. 



316 


Health in Schools 


pensation It is further provided, however, that a child o! sixteen years of age 
but under eighteen must attend school to receive compensation. A child is defined 
as a real child of an individual or a stepchild of an individual by marriage con¬ 
tracted prior to the date upon which he attained the age of sixty years and prior 
to the beginning of the twelfth month before the month in which he died, or 
legally adopted by an individual prior to the date upon which he attained the 
age of sixty years or the twelfth month prior to the month in which he died. 
A child is a person less than eighteen years of age. 

2 . Dependent children shall also receive aid. A dependent child is defined as 
a needy child under the age of sixteen years or under the age of eighteen years 
if found to be regularly attending school, who has been deprived of parental sup¬ 
port and care by reason of the death, continued absence from the home, or 
physical or mental incapacity of a parent; or who is living with his father, 
mother, grandfather, grandmother, brother, sister, step-father, step-mother, 
step-brother, step-sister, uncle, or aunt. 

3. Crippled children shall receive aid thru diagnosis, hospitalization, and after¬ 
care, 

4. Aid to develop local child welfare services in areas predominantly rural. 
This aid is furnished thru the Children’s Bureau of the Labor Department. 

5. Aid in the training of personnel for state and local health work. This aid 
is to be furnished thru the United States Public Health Service. 13 

Farm Security Administration—No grants of money are made by 
the Farm Security Administration to school districts for health pur¬ 
poses. As an indirect result of the Farm Security Administration 
medical care program, however, the health problems of many school 
districts have been somewhat lessened. Most of the low-income 
families who are taking part in the various health service plans have 
children of school age. These children are being put into fit physical 
shape and are being given medical care which they otherwise would 
either have gone without or would have had to depend upon local 
institutions to provide. 

Under a typical medical care plan, all the FSA borrowers in the 
county who wish to participate pay a fixed sum each year for medical 
care. For the first year, this sum usually is included in the rehabili¬ 
tation loan. These payments are pooled, in the hands of the county 
trustee, to serve as a kind of voluntary health insurance system. If 
a member of the family becomes ill, he may go for treatment to any 
doctor in the county who is taking part in the plan. All the doctors 
submit their bills at the end of each month to the trustee for payment. 

Benefits covered in the plan usually include: (a) ordinary medical 

nrr, 3 , Ad f P r ? f ‘? m i ” fo ™ a , ti "" s "Pt flied by the Social Security Board in cooperation with the U. S. 
Oilicc of Education, Federal Security Agency, IVIay 1941 . 



Coordination of Health Agencies 


317 


care, including examination, diagnosis, and treatment in the home 
or in the office of the physician; (b) obstetrical care; (c) ordinary 
drugs; (d) emergency surgery; and (e) emergency hospitalization. 
Some counties have added dental services either as a part of the 
regular medical care program or under a separate plan. 

There are other ways, of course, in which assistance to farm fami¬ 
lies by the Farm Security Administration indirectly contributes to 
better health conditions among school children. The emphasis on 
home-produced food and home management supervision are improv¬ 
ing nutrition among low-income farm families and providing ade¬ 
quate balanced diets for the children. 14 

Work Projects Administration —Direct grants of money are not 
made, but local and state school systems are assisted in conducting 
their own health programs thru activities such as the following: 

1. General physical examinations of school children 

2 . Special examining or testing programs 

a. Hearing 

b. Vision 

c. Tuberculosis 

3. School dental examinations and services 

4 Immunization of school children 

5. Examination of preschool children within the year before they enter 
school 

G. Clerical activity incidental to school health programs 

7 Special surveys and research on health problems to assemble data for 
administrative use. 

If a health project desired by a particular school system requires 
a sufficiently large number of certified workers, a professional or 
technical person or persons can be included on the project payroll 
to furnish supervision. If the project is not large, all technical direc¬ 
tion must be furnished by the sponsor except where provision can 
be made to employ noncertffied supervisory individuals at the 
security rate of pay. 

The WPA does not attempt to name the health activities in which 
the school system should engage, altho at the present time, because 
of the limited quotas of WPA workers, it would seem advisable to 
place emphasis upon the more direct services to school children, such 

14 Adapted from information supplied by the Farm Security Administration, XT. S. Department of 
Agriculture, June 1941. 



318 


Health in Schools 


as immunization and vision and hearing testing programs, rather 
than upon such activities as preparation of health education pam¬ 
phlets and posLers. Where a school superintendent desires specific 
information regarding possible WPA project assistance in his health 
program, he should confer with his local or state WPA office. 10 

Private national agencies —The number of private national agen¬ 
cies in the field of health is too large for presentation at this point. 
Widely known organizations include the American Medical Associa¬ 
tion, American Dental Association, National Tuberculosis Associa¬ 
tion, American National Red Cross, and the American Association 
for Health, Physical Education, and Recreation. The services of 
these and many others are given in the Appendix of this yearbook. 

An agency which brings together all the national groups interested 
in the school health education field is the National Conference for 
Cooperation in School Health Education. 10 This is not a separate 
association or a “superorganization” but merely a clearing-house for 
mutual information, cooperation, and discussion in the improvement 
of material and methods and in the furtherance of school health 
education. 

Principles Governing National Relationships 

Since public education is a state function, administered usually 
thru local districts, there are several principles which need to be 
kept in mind: 

1. In most instances the national agencies prefer that local school administra¬ 
tors should make contacts directly with the local or state representatives of the 
organization. 

2. Financial grants by national agencies should be distributed thru the proper 
and regularly established state agency. There should be local autonomy in the 
use of these funds in terms of the needs of each community. 

3. When it is necessary for national agencies to organize local projects, the 
activities initiated and the personnel assigned should meet the local and state 
standards prescribed for similar work. 

4. It is a needless waste of funds and effort for national agencies to establish 
community projects which duplicate established local activities. 

5. All instructional materials and teaching aids supplied by national agencies 
should be distributed with the understanding that they will be utilized and 
adapted in accordance with local educational policies. 

“ Adapted from information supplied by the Work Projects Administration, Federal Works Agency 
July 1941 

“The secretary is N. 1\ Ncilson of tlie American Association for Health, Physical Education and 
Recreation, a department of the National Education Association, 1201 Sixteenth Street N W. 
Washington, DC. 



Coordination or Health Agencies 


319 


Effectiveness thru Cooperation 

It is now recognized that, even with an adequate program of sani¬ 
tation, immunization, and law enforcement, the community cannot 
achieve its maximum health without a thorogoing program of health 
education. Such a program should touch each segment of the com¬ 
munity, in accordance with its nature and needs. It should deal 
intelligently with actual and existing problems, distributing emphasis 
according to importance and urgency. 

It would seem logical, therefore, for school systems, health depart¬ 
ments, and private agencies to work together in finding such prob¬ 
lems and in moving toward their solution. In reality, we find that 
steps toward better community organization for health education 
have appeared independently and spontaneously in many widely 
separated communities. 

Some of the weaknesses of a program which is not based on com¬ 
munity planning are immediately apparent. Such a program is likely 
to be one of special interests, in which neither the differing needs of 
various areas within the community nor the requirements for dif¬ 
ferent educational methods are recognized. The topics included in 
such a program will be those represented by the interests of indi¬ 
viduals or small groups instead of those topics which should emerge 
from a study of the whole community. Thus there is danger that the 
educational program may be one of “teaching, from the top down” 
rather than one of “learning, from the bottom up.” After all, educa¬ 
tion is learning, problem-solving, and growth on the part of the 
individual to be educated rather than the oral or written presenta¬ 
tion of information by the educator. 

It is a sound, democratic, self-reliant procedure for a group of 
people, with the help of specially qualified leaders, to find their own 
health problems and to seek the needed information thru which they 
can solve these problems. Those who expect the government to do 
everything for them complain of its inadequacies and look for its 
imperfections. This develops disrespect for democracy and actually 
weakens it. The group which starts to solve its own problems learns 
to appreciate the assistance which governmental and social agencies 
can give. This develops understanding of the democratic process and 
strengthens it. 



CHAPTER XVI 


Legislative and Legal Aspects of the School Health 

Program 

I n the consideration of the legislative aspects of a program of 
health education, we are immediately confronted by at least 
three fields of research. The first deals with the historical back¬ 
ground out of which modern methods in sanitation and health educa¬ 
tion have developed. The second is to be found in the consideration 
of current best practice in school sanitation and hygiene as 
determined by law. The third deals with modern trends in the 
teaching of health and the establishment of hygienic controls. 

Historical Background 

Anthropologists have contributed much in support of the fact 
that attempts to control the inroads of disease have grown up out 
of the mores of the members of any given social group, be it primi¬ 
tive or modern. Morrison 1 calls attention to the fact that the study 
of civilization leads to the discovery of early folkways and taboos 
that have a sanitary import. Similar deductions have been made by 
Breasted 2 in investigations going back further than 3000 B.C. 
While many of the early health codes were built around superstitions 
and ritualistic practices, Browne 3 has pointed to the fact that out 
of these have been developed the medicine man, the priest, religion, 
and science—all the result of man’s attempt to adjust himself to his 
environment. The Code of Hammurabi was issued approximately 
4000 years ago and was the basis for many subsequent similar codes 
to control health conditions for the protection of ancient peoples. 
Tobey 4 has called attention to the fact that both Plato and Aristotle 
advanced the opinion that “no city should exist without health 
officers.” On down thru the Middle Ages, when pestilence and plague 
decimated the populations of cities and rural areas, quarantine and 
sanitary ordinances were adopted to protect the people. 

1 Morrison, Henry C. The Curriculum of the Common School. Chicago* University of Chicago Press, 
1940 681 p 

3 Breasted, James H. The Dawn oj Conscience New York: Charles Scribner's Sons, 1934 431 p 
•‘Browne, Lewis This Believing World. New York 1 Macmillan Co. 1930. 347 p 
1 Tobey, James A Fublic Tleolth Law. New York Commonwealth Fund, 1930. 4M p 


[ 320 1 



Legal Aspects of Health Program 


321 


Health regulations in the American Colonies date back to 1647, 
when action was taken by the General Court of the Massachusetts 
Bay Colony to quarantine against the spread of yellow fever. Tobey 5 
traces the procedures taken thru legislative action to control epidemic 
conditions and provide for health protection. In 1793 the first local 
board of health was founded in Baltimore, and by 1909 legislation 
for the protection of health had been generally adopted in all states 
of the Union. 

Sanitation in the Pioneer School 

As the population moved westward, health and sanitary conditions 
continued to reflect the mores of the people. Pioneer school buildings 
were similar to the dwellings of the early settler. They were of log 
construction with benches made of log slabs arranged around the 
sides of the room, facing the crude shelf that was fastened to the 
wall and designed to serve as a desk for writing. A striking descrip¬ 
tion of sanitation in the pioneer school has been given by Kennedy 
and Harlow in the following statement: 

Of course the old fireplace had disappeared, and the school heating plant now 
consisted of a cast-iron stove set in the center of the room, with a long pipe 
shooting up to a right-angled elbow, and then tottering over to the chimney hole 
in the wall, supported by wires suspended from the ceiling. On very cold days, 
the pupils sitting nearest the roaring stove were red and sweating, while those 
near the windows might be blowing on their fingers. 

Itch and lice were still afflicting country schools in my youth. There was an 
outbreak of itch every winter when the pupils came together, for some scrub 
families had it the year round and distributed it among others as soon as school 
opened whence arose the legend of the “scven-year-itch.” It could be cured at 
any time with an ointment of grease and sulphur—or other things—which killed 
the tiny mites that caused it; but some families were too ignorant or dumb or 
lazy or all three—to do even this. Neither of these pests was any respecter of 
persons; the careful and cleanly must be always fighting them off in the country. 
You clasped hands or scuffled with a boy who had the itch, and first thing you 
knew, there you were with a case, too—sometimes just from sitting in the seat 
with him. 

Itch raged among medieval royalty and aristocrats, and that Grand Monarque, 
Louis XIV, had lice under his wig. But long before his time it was known that 
lice were the particular guests of dirty people; an old English commentator was 
of the opinion that the louse “commeth out of the filthi and oncleane skyline,” 
and as Louis was one of the dirtiest of kings—one of his courtiers said that he 
smelt like a carcase”—it is no wonder that he was verminous. The soldiers came 
home from the Civil War with all three kinds of lice; and as there were no de- 


0 Tobey, James A, of. cit „ p. 11-15. 



322 


Health in Schools 


lousing rites then, ns after the World War, and as some of the soldiers were not 
very particular, anyhow, it took years to undo the backset which they gave us 

In our neighborhood, as in most others, it was only a small minority of families 
who kept these pests alive and regulaily handed them around to the rest of us. 
One could plainly see the white louse eggs or mts on the unkempt hair of such 
folk, especially if the hair was dark There was nothing that could be done about 
it; compulsory sanitation had not yet come into style. They were freeborn Ameri¬ 
can citizens, by gosh, and they had as good a right to tote lice around as they 
had to breathe the ozone. But my mother and others of her fastidious kind used 
to grumble aloud the wish that it were possible for someone to grab those young 
'uns and stick their heads into a pail of lye water so strong that it would take the 
hair off. I had to undergo an inspection—an occasional treatment—every three 
or four days, with my head clamped between Mother’s knees if I was disposed 
to be too restless. There were times when the pests were particularly active, 
when she kept my hair cut so shoit that I looked like a peeled onion. 0 

The progress made in the improvement of sanitary conditions and 
health education was slow. Superstitions prevailed and still prevail 
as has been shown by Elizabeth Bowman/ who mentions luck in 
finding a horseshoe, wearing a piece of lead around the neck to stop 
a nosebleed, wearing a match in the hair to cure headache, carrying 
a buckeye or shriveled potato to cure rheumatism, together with 
a score of cures for warts, still accepted by many persons dwelling 
in the southern highlands and other sections of the United States. 

Basic Concepts in School Health Legislation 

As educational opportunities were extended and the findings of 
science were made available, the citizens of the United States be¬ 
came aware of values to be found in following the established laws 
of health. Practices and procedures in healthful living that were bene¬ 
ficial for the individual were declared to be beneficial for all. It was 
soon found that the practice of laissez-faire could not be accepted 
in sanitation and health education in the schools of the nation. 
Gradually laws were written to safeguard the health of the children 
and lay the foundation for an appreciation of health as the founda¬ 
tion of success and happiness. 

The laws governing sanitation and health education in the schools 
of the United States are to he found (a) as provisions in both federal 
and state constitutions, (b) in statutes enacted as laws by state 

" Kennedy, Millard F , and Harlow, Alvin F, Schoolmaster oj Yesterday New York McGraw-Hill 
Bonk Co , 1940 p. 217-19 Quoted by permission of Lhe publisher. 

7 Bowman, Elizabeth S. Land of Iltgh Horizons Kingsport, Tenn.: Southern Publishers, 1938 

212 p 



Legal Aspects of Health Program 


323 


legislatures, (c) in municipal legislation in the form of ordinances, 
(d) in provisions contained in special charters granted to munici¬ 
palities by state legislatures, (e) in regulations adopted by state 
boards of health, and (f) in case law handed down in court decisions 
based upon statutory and upon common law. From these sources 
there has resulted an extensive body of law which covers nearly all 
phases of health education and healthful living. 

Statutory provisions and court decisions have confirmed the right 
of schoolboards and school directors to purchase school sites, erect 
school buildings, issue bonds, and enter into contractual relations 
for the accomplishment of the desired ends. The steps taken by the 
school authorities are designated by laws, ordinances, and building 
codes designed to insure the proper performance of contracts and 
safeguard the interests of the public. 

It was not until the beginning of the nineteenth century that atten¬ 
tion was given to the architectural features of school buildings. 
Russell and Judd 8 have traced schoolhouse construction from the 
one-room, box type of school building to the modern, carefully de¬ 
signed structure that meets all the demands for safety and hygiene. 

Building Codes 

In making designs and drawing specifications for school buildings, 
architects have been guided in the consideration of health problems 
by building codes adopted by state and municipal authorities. These 
codes have been drawn by commissions made up of legislators, en¬ 
gineers, and in some instances educationists and experts in the field 
of public health. The enforcement of specifications contained in 
building codes has resulted in a definite improvement in the design 
and construction of school buildings from the standpoints of both 
safety and health. Efficient school administration demands a full 
and complete knowledge of state and municipal building codes. 
This trend in administrative practices as an emphasis in health 
education is developed more fully in Chapter XII of the present 
yearbook. 

Powers Vested in Schoolboards 

The legal control of the public schools of the United States is 
or the m ost part, vested in the state legislatures. The federal gov- 

M,/flm' S Ca' 1 So Vs4 Judd ' CI ’ arleS H ’ Tie Amcr,ca “ System Boston' Houghton 



324 


Health in Schools 


eminent controls educational activities in the District of Columbia, 
on government military reservations, and in areas occupied by 
Indians or not yet admitted into statehood. West Point Military 
Academy and the Naval Academy at Annapolis are under the direct 
supervision of the federal government. The legal status of the public 
schools has been clearly defined by Edwards 0 as being under the 
direction of local boards of education deriving their power from 
laws enacted by state legislatures. Thus the state legislature is pri¬ 
marily a board of education delegating powers to local and state 
officers who are responsible for administration and supervision in 
the various districts of the state. 

The authority to manage and direct the health work in the public 
schools of the states has, for the most part, been vested in the local 
school districts under the supervision of state boards of health 
according to legislative enactments. Boards of education may, in 
turn, adopt rules and regulations to cover the specific needs of a 
given situation. These may include the adoption of rules to insure 
proper sanitation of schoolhouses and school premises; the provision 
of health, nursing, and dental inspection of the pupils; the adoption 
of a program of physical education; and the reorganization of the 
curriculum to include subjects designed to promote a knowledge of 
the principles of healthful living. Thus legislation in support of health 
education has received increasing attention since the turn of the 
century. In 1892 the Ohio legislature authorized a statewide program 
of physical education. In 1899 Connecticut took the first step author¬ 
izing health guidance in the schools. In 1906 Massachusetts adopted 
legislation making health guidance mandatory in all cities and towns 
of the state. Other states have adopted laws, similar in form, during 
the succeeding years. 

Administrative Controls of School Health Activities 

Health education in the schools may be considered under two 
types of activity. The first is that of instruction thru the courses of 
the curriculum. The second is to be found in health guidance and 
health protection. 

The administration of school health activities differs in the several 
states. Tn certain instances the direction of the work is vested by law 

w Edwards, Newton, The Courts and the Public Schools Chicago University of Chicago Press, 1933, 
SOI p 






Healthy Minds in Healthy Bodies —At 
one time, education was concerned only with 
training the mind. The modern school at¬ 
tempts to scud forth graduates who are both 
physically and mentally prepared to cope 
with adult responsibilities . Democracy needs 
not only trained minds—but also healthy 
minds in healthy bodies. 


Photograph by 

Pittsburgh (Pennsylvania) Public Schools 


[ 326 ] 



Legal Aspects op Health Program 


327 


entirely in the board of education. In other states it is in the hands 
of the board of health. There are situations in which there is a 
division of authority upon a cooperative basis. Hiscock 10 has pointed 
out, in a report of the Committee on Administrative Practice of the 
American Public Health Association, the desirability of a separate 
and distinct division of the health department, in cities having a 
population of 100,000 or more, to direct and supervise the health 
program in the schools. The report points out the advantages and 
the disadvantages to be found in the administration of the health 
program by the school authorities or by the municipal department 
of health. An integrated, cooperative program is deemed most desir¬ 
able in the interests of efficiency. 

Curriculum Organization 

The contribution of curriculum organization to health education, 
according to Morrison,” may be attributed to (a) the reading 
capacity of the masses, (b) the intelligence resulting from more 
than two generations of effective science teaching, and (c) the per¬ 
sistent emphasis upon the teaching of hygiene. 

That the introduction of physiology and hygiene as common 
school subjects was not easily accomplished has been frequently 
recorded in various accounts from the history of American education. 
A graphic statement of the attitude of pioneer communities is given 
in the citation from Kennedy and Harlow presented herewith: 

It was in my early teens that physiology, the last of the eight subjects which 
llicieafter made up the common, that is, the grammar-school curriculum—the 
other seven were reading, writing, spelling, arithmetic, grammar, geography and 
American history—-began to appear timidly in our rural schools. It had been used 
in higher education long before that There were textbooks—Calvin Cutler’s 
Anatomy , Physiology and Hygiene, Designed for Colleges, Academies and Favii- 
lits, for example, published in 1SS2; and I have seen a copy used by a student 
m a young ladies’ seminary in Kentucky—her autograph is still there on the 
flyleaf, with the date. “May 7, 1856,” which should prove that our cultured young 
women of eighty and ninety years ago were not reared entirely on prunes-and- 
prisms, as the legend-mongers of today would have you believe. 

This book contains errors, it is true, but present-day readers would do well to 
look over it. and discover how much our great-grandparents knew about the body 
after all For example, it explodes the myth that in those days sickrooms were 
mvariably k ept tightly closed. On page 434, under “Care of the sick,” it says, 

.m'l: 1 . . 1 V ' C, ' Unr ' Health Organization New York Commonwealth Fund, 1939 

IL Morihon, Henry C, op. cil , p 641 



328 


Health in Schools 


“It is tlie duty of the nurse to see that not only the room is well ventilated in 
the morning, but that fresh air is constantly admitted during the day.” . . . 

But in 1874 a new book, Dr. J. C. Dalton’s, came out, which included hygiene 
and which pictured the human machinery in a much more attractive aspect. It 
began to be used in rural schools, but there it often found the progress of thought 
from ten to twenty years behind that of the towns, meeting opposition on the 
part of some parents, who thought the study rather indelicate, and particularly 
unsuited to girls and young women. Even after I began teaching in 1883, there 
were mothers who asked me if I thought the teaching of physiology was necessary. 
Bill Nye wrote one of his best pieces around 1885, a supposed oration of a self- 
made man at a rustic Fourth of July celebraLion, in the course of which he said: 

“I tell you that the seeds of vice and wickedness are often sowed at school in 
the minds of the j'oung by teachers who are paid a large salary to do far different 
What do you think of a man who would open a school with prayer and then 
converse freely about the alimentary canal? Such a man would lead a life of 
the deepest infamy if he had the least encouragement. 

“Last winter we paid thirty-four dollars per month to a man who opened the 
school with prayer and then made a picture of the digestive organs on the black- 
hoard And yet we wonder that politics is corrupt.” 

Making all due allowances for Bill’s comic overstressing, those lines still have 
a background of fact; that was precisely how some hidebound rustic minds re¬ 
garded the subject. But reason and common sense prevailed over this minority, 
really rather rapidly, as wc see it now, and the study of the body became an 
unquestioned pillar of education 12 

With the general acceptance of anatomy, physiology, and hygiene 
as subjects to be included in the curriculum of the public schools, 
the demand for other subjects increased. By 1880 pressure groups 
had succeeded in passing laws in every state in the Union making 
the teaching of the physiological effects of alcohol and narcotics 
mandatory. At this time the new emphasis of instruction was upon 
healthful living and hygiene. 

The mandatory requirements in the selection and presentation of 
subjectmatter in the curriculum have resulted in the challenge of 
the authority of boards of education to compel pupils to pursue 
certain subjects. In the decisions rendered the courts have been 
divided. In one decision 13 it was held that since the state can 
compel a child to attend school it also has the right to demand the 
study of prescribed subjects. Other decisions held to the view that 
parents have a right to select certain studies to be pursued by then- 
children, providing the selection is reasonable and does not interfere 

13 Kennedy, Millard F., and Harlow, Alvin F,, op. at , p 223-25 Quoted by permission of the 
publisher 

13 People v, Manley, 255 l\ic p 510. 



Legal Aspects of Health Program 


329 


with the management of the school. 14 Edwards 15 holds to the view 
that there seems to be little doubt but that the state possesses the 
authority to require pupils to pursue subjects prescribed in the 
curriculum. 

A supreme court decision 10 from the state of Colorado holds to 
the point of view that a board of education cannot require pupils 
to pursue courses “not essential to good citizenship,” thus injecting 
into curriculum organization a definite criterion in the selection of 
subjectmatter. 

In general the school statutes hold to the position that the common 
“public schools are established for instruction in the branches of 
education for which the teachers are qualified and such other 
branches as the directors or board members may designate. In some 
states the voters of the district may determine at a school election 
the courses to be offered in the curriculum of the school.” German, 
French, Latin, domestic science, agriculture, botany, and other 
useful subjects are included within the term “branches of educa¬ 
tion” and these may be taught in high school upon the recommenda¬ 
tion of the board of education.” As a result of this ruling, courses 
in physiology, anatomy, hygiene, physical education, and a wide 
range of subjects have been adopted as courses offered in the 
curriculum of the common school. 


Legislation on School Attendance and Health Inspection 
A major regulation in the establishment of satisfactory health 
conditions is found in the power of schoolboards to regulate school 
attendance. The courts have held that while all children have the 
right to attend school, the board of education may establish reason¬ 
able rules governing dress, 18 personal appearance, and physical 
condition. Pupils who are suffering, or appear to be suffering, from 
a communicable disease may menace the well-being of all pupils 
and therefore should be denied the privilege of school attendance. 10 

In assuming the responsibility for maintaining good health con¬ 
ditions, the courts have held to the opinion that schoolboards may 


59. flRulison V Post, 79 III. 567. flTrustees of Schouls 


11 Morrow v Wood, 35 Wis 
III 303. 

15 Edwards, Newton, op. cit., p. 555. 

10 People v Stanley, SI Colo. 276 
1T School Law (Ill), Sec. 179 

“Stromberg v. French, 60 N. D. 750. llPugsley v. Sellmeyer, 158 Ar* 247 
Crl.g, 4 "V'd “if M! " n ' 361 - " Carr V - Inhabitants ° f riighton, 229 Mass 


People, 87 


llMartm v 



330 


Health in Schools 


enforce reasonable rules relative to a system of health inspection"" 
and physical examinations. 21 In health inspection and physical ex¬ 
aminations school authorities and the courts agree that clinical care 
and medical treatment are not within the legal authority of school- 
boards. 2 ' 

Immunization —It is generally known that certain diseases may 
be controlled by specific inoculation with scientifically prepared 
preventive substances. Such treatment has become common in the 
control of diphtheria, typhoid fever, smallpox, tetanus, and whooping 
cough. 

The right of school authorities to demand compulsory immuniza¬ 
tion of children attending school has been repeatedly challenged by 
parents and various organizations. Most of the court decisions have 
been concerned with vaccination for the prevention of smallpox. 
There have been nearly a hundred court decisions involving some 
twenty states as well as the federal government, in which rulings 
have been handed down relative to vaccination. The controversy 
has continued for more than one hundred years, the first case being 
that of Hazen v. Strong 22 in 1830. A ruling of the Supreme Court 
of the United States 24 in 1904 upheld the authority of the state to 
enact laws making vaccination compulsory. Decisions handed down 
by state courts vary on some minor points, but in the main the police 
power of the state is upheld. Edwards 25 holds to the opinion that 
under the police power a state may require that all persons shall 
be vaccinated, and that such requirement is not “unreasonable, arbi¬ 
trary, or oppressive” if, in the opinion of public health officers, the 
measure is necessary to guard public health and safety. 

Under the legal provisions of most states the right of school 
authorities to exclude pupils from the schools, when not successfully 
vaccinated, is dependent upon the existence of epidemic conditions 
as determined by the state board of health. When such conditions 
are declared to exist, boards of education may make vaccination a 
condition for school attendance. 20 In dealing with cases involving 

Cily of Dallas v Mostly, 286 S AV, (Tex) 407. PHallctt v. Post Printing and Publishing Com¬ 
pany, 68 Colo 573 flState v Brown, 112 Minn 370 
21 Strcich v. Board of Education, 34 S C 169, 

2a McGilvra v SeaLtle School Distiict No 1, 113 Wash 619 
-* Hazen v Slicing, 2 Vt 427 

21 Jacobson v Common wealth of Massachusetts, 197 U. S 11. 

2, ‘* Edwards, Newton, op ctl , p 536-49, 

20 Hagler v Lamer, 284 III 547. TTGlovcr v Board of Education, 14 S D 139 fiZuchl v San 
Antonio School Board, 170 S. W 840 (Tex) 



Legal Aspects oe Health Program 


331 


immunization, much depends upon the existence of supporting statu¬ 
tory authority established by action of the state legislature. The 
general principle of reasonable demands by the school authorities 
is frequently mentioned in decisions handed down by the courts. 
Tobey definitely states that “school authorities, either acting upon 
their own volition or on order of the public health authorities, may 
exclude from school any child who is suffering from a communicable 
disease, a suspected disease, or any other mental or physical con¬ 
dition that causes the child to be dangerous or offensive to others.” 27 


Health inspection —In order to insure proper working conditions 
and health protection, boards of education have been sustained by 
court decisions and legislation to maintain supervision of health and 
sanitary conditions in the schools. This includes provisions for main¬ 
taining proper sanitary conditions on school premises and within 
school buildings, the establishment of a program of health education 
and physical training for all pupils, routine examinations to deter¬ 
mine the physical condition of pupils and teachers, and the provision 
of adequate nursing service and medical inspection. All states in the 
Union have enacted legislation, more or less modified in form, to 
include many or all the functions listed. 28 In some states the powers 
of inspection delegated to boards of education are definite and direct. 
In others, the statutes are less effective. An example is presented 
herewith from the Illinois School Statutes: 

The board of school directors shall be clothed with the following powers. 
• . . Twenty-first To establish and maintain a properly equipped first-aid room, 
with a competent nurse in charge thereof, m any school in which the said board 
deems it necessary, to assist the children of such school in case they are sick 
or injured. The assistance shall be rendered only at the school, and the nurse 
shall not interfere with the children in their homes, nor shall said nurse attempt 
to render assistance to, or in any way interfere with, any child or children, either 
at school or elsewhere, without the consent of said child or children and the 
teacher immediately in charge of said child or children, or over the objection 
thereto of the parent or parents, or guardian or guardians, of said child or chil¬ 
dren Twenty-second—To employ a physician and surgeon and define his duties. 2 " 

Because of the fear of enacting legislation that may interfere with 
the Bill of Rights, the Illinois statute does not in fact protect the 


-’ 7 Tnfoey, James A , op, at , p 251 

n« S F - Sfflfe-IVrVe Trends in School Hygiene, and Physical Education. U. S Deni of 
A? ffice ° f j 2d “? atl °ib Pamphlet No. S Washington, D. C • Government Printing Office 
I9j ’ 15 p Also revised edition of 1941 b 

° ! 1IUn0 ‘ S ' Circu,ar No - 308 As amended by Sixty-First Genera! Assembly, 1939 . 



332 


Health in Schools 


children from the spread of contagion because of limitation upon 
inspection and assistance. However, where the schoolboards have 
been given legal authority to establish rules and regulations for the 
protection of pupils enrolled in the schools, close cooperation may 
be established between the state and local health departments, thus 
affording some protection under the general public health laws of 
the state. 

General administrative control of school health —The general ad¬ 
ministrative control of health in the forty-eight states is found in 
boards of health—federal, state, and local. The duties of these 
various boards have been stated in a bulletin issued by the United 
States Public Health Service. 30 Federal control is extended over 
ports of entry, government reservations, and situations demanding 
a defense of national interests. 

The duties of state health departments as defined by Tobey are 
as follows: 

1. To enforce and supervise the enforcement of all state health laws and 
regulations. 

2. To prepare and issue reasonable regulations for the prevention and control 
of communicable diseases. 

3. To receive and record reports of communicable diseases from local health 
officials and others 

4. To investigate outbreaks of disease, where necessary, and supervise local 
health measures in times of epidemics. 

5. To make necessary laboratory diagnoses and studies. 

6. To manufacture and distribute serums, vaccines, and prophylactics 

7. To enforce interstate and intrastate quarantine. 

8. To distribute educational literature. 

9. To cooperate with federal and local public health authorities. 81 

The duties of local health authorities have been listed as: 

1 To enforce all state health laws and regulations and all local health ordi¬ 
nances and rules and regulations. 

2. To adopt necessary local regulations for the control of communicable 
disease. 

3. To receive and record reports of disease from physicians and otheis, and 
to report all such cases to the state health authorities in accordance with 
law. 

4. To investigate all cases of disease, carriers, and contacts. 

™ Kerr, .T. W , and Moll, A A. Communicable Diseases: An Analysis oj the Laws and Regulations 
lor the Control Thercoj in Force in the United States. U. S. Public Health Service, Public Health 
Bulletin No 62, July 1913. Washington, D, C.: Government Printing Office, 1914 699 p 
81 Tobey, James A. Public Health Law New Yoik: Commonwealth Fund, 1939, p. 133-34. 



Legal Aspects op Health Program 


333 


5. To isolate or quarantine cases of communicable diseases, and assist quaran¬ 
tined persons 

0. To furnish vaccines, serums, etc. 

7. To perfoim disinfection where necessary. 

S. To supply laboratory service. 

<), To attend conferences with state health officials for concerted measures 
in the suppression of disease.' 1 - 

Tlie powers and duties listed have long been recognized as the 
basic areas of activity designed to safeguard the school and the 
community against the onslaught of contagious diseases. 

In recent years the powers granted to boards of health have been 
extended to include, under certain conditions, the supervision of 
sanitation and health protection exercised by local boards of educa¬ 
tion. This has resulted in the general acceptance of nationwide regu¬ 
lations and laws designed to insure the health and general well-being 
of all the people in the suppression of disease. 

The general health services, as provided under a board of educa¬ 
tion, may be summarized by the following statements: 

1. Under statutory provisions the board of education may employ a school 
physician, dentists, oral hygienists, school nurses, psychiatrists, and visiting 
teacheis 

2. The responsibility for the implementation of health service in the schools 
is shared by (a) administrative officers, (b) teachers, (c) school nurses, and 
(d) the school physician. The general enforcement of rules and lcgulations 
under state laws is vested in the department of health. 

3. Teachers and nurses are cautioned against giving medical advice to parents 
or children, recommending physicians, prescribing remedies, giving medical treat¬ 
ment other than first aid, and the criticism of doctors in conversation with 
parents and children This is merely the observation of the ethics of professional 
relationships generally accepted. 

4. School nurses are expected to make personal visits to the homes of the 
children enrolled in the several schools. Absence may be checked over the tele¬ 
phone, but there axe conditions which demand firsthand investigation and per¬ 
sonal visits to consult with parents in the home. 

5. In case there appear to be irregularities in the matter of quarantine, or the 
need of medical attention, direct contact is made with the department of health. 

6. In case of serious accidenls, the home should be notified at once. If the 
parents cannot be reached, the patient should be taken to the neaiest hospital, 
where arrangements can be made for medical caie The board of education is 
not liable for accidents sustained by pupils unless they are in the paid employ¬ 
ment of the board of education. 


’ u Tobey, James A, op at, p 134 



334 


Health in Schools 


7. Routine examinations are of major importance. Teachers are expected Lo be 
constantly on the alert to guard against children returning to school or remaining 
in school if there are indications of illness Such children should be excluded from 
the classroom until examined by the nurse or physician 

8 Pressure should be brought to bear upon parents in order to prevent the 
practice of permitting pupils to attend school when they aie ill or not in fit 
physical condition. Often children attend school at the time when they are in the 
most highly contagious stage of a disease. Parents alone are responsible for the 
spiead of contagion under these conditions. 

9. There are some parents who may file objections to having children pass 
thru the periodic examinations. When the state law suslains them in this position, 
Llie school authorities have the right to exclude these children from school if there 
are reasons to believe they are not in fit physical condition to be in school. Chil¬ 
dren may be excluded from school if, in the opinion of the school authorities, they 
are not in fit condition to be m school. This rule supersedes orders from the health 
department or statements from physicians 

In order to insure the most efficient operation of a school health 
program, it must be considered as a cooperative program calling for 
the intelligent support of parents, teachers, social workers, phy¬ 
sicians, and all social and health agencies of the state and local 
communities. 

Legislative Problems in the Promotion of Health Education 

Looking back upon the beginnings of school health legislation in 
the United States, we are impressed by the slow but steady gains in 
the recognition of the importance of health education both in the 
schools and in the general field of public health. During the past 
sixty years the legislatures in all the forty-eight states have adopted 
laws of more or less far-reaching significance in the promotion of 
health, sanitation, and physical efficiency. 

School Law versus Public Health Law- 

One factor in the retardation of legislation for the promotion of 
health education is to be found in the confusion incident to the 
administration of the laws enacted for health education, sanitation, 
and hygiene. In some instances the laws designed to control and 
direct school health activities are imposed upon local boards of 
education as specific provisions in the statutes. In other instances 
the administration of the law is vested in state and local boards of 
health. As the school districts are often conterminous with the 



Legal Aspects of Health Program 


335 


boundaries of the municipalities, the health laws of the state and 
community control the school situation. While there have been 
decisions in ruling case law that uphold the right of the schoolboard 
to exercise full control in the administration of the law, where con¬ 
flicts between the school law and public health law occur, it is gen¬ 
erally held that the public health laws shall prevail. This interpre¬ 
tation is justified upon the ground that the protection of the larger 
community interests is of paramount importance. It has been ruled 
that in an emergency situation, when epidemic conditions are de¬ 
veloping, the public health authorities shall take charge of the situa¬ 
tion. 33 This is the preferable procedure to be followed by school 
administrators, even in situations where the statutes may limit the 
authority of boards of health. Success in the development of a school 
health program is definitely dependent upon community coopera¬ 
tion, and there must be complete harmony in the interpretation and 
the administration of the laws. In carrying out professional duties, 
the public health officers have the right to enter and inspect the 
school buildings, pupils, teachers, and other employees of the schools 
at any time in order to discover conditions that may threaten the 
health of the community. It has been decided that a schoolboard 
may be held to the same accountability for the compliance with law 
in matters of health and sanitation as obtains in the case of indi¬ 
viduals or corporations. 

Mandatory versus Permissive Legislation for School Health Work 
An examination of statutes pertaining to school health legislation 
will show that some laws are mandatory while others are permissive. 
It is important for school administrators to note this distinction, 
because of the modification of methods to be employed in the appli¬ 
cation of the law in given situations. While the majority of the states 
have made the teaching of physiology, hygiene, physical education, 
and the effects of alcohol and narcotics mandatory, in some of these 
states physical examinations of pupils and immunization are not 
mandatory. In some instances the school authorities must rely upon 
the police power of public health officials to enforce the law in the 
control of epidemic, or threatened epidemic, conditions. A coopera¬ 
tive program of administration between schoolboards and public 
health boards is again mentioned as being highly desirable in the 

11 Qlobo School District v, filnbe Board of Health 20 AfU 208. 



336 


Health in Schools 


interest of a unified public health program. As the population in¬ 
creases and people live in more highly congested areas, the trend in 
school health legislation has tended to become mandatory in the 
enforcement of rules and regulations for protection against disease, 
physical impairment, and the improvement of sanitary conditions. 

State Legislation on Health Guidance and Health Education 

An examination of the study by Rogers reveals the present status 
of legislation governing the teaching of health and the provisions for 
health guidance in the schools of the several states. 34 While the 
report shows mandatory legislation for the teaching of health and 
for health examinations, there are wide variations in the nature of 
the courses presented in health education, and the health examina¬ 
tions show varying degrees of thoroness. In many schools there are 
no health examinations, altho the statutes provide for them. Since 
the importance of health examinations has long been accepted as a 
proper function of efficient school administration, it appears that 
school administrators who fail to provide adequate programs of 
health education and administration may be charged with neglect 
in the discharge of their professional duties in situations where the 
statutes make provisions for health examinations. Generally, legis¬ 
lation for school health provides for (a) health instruction as found 
in the teaching of physiology and hygiene, (b) the formation of 
correct health habits, and (c) corrective procedures which seek to 
discover and correct physical defects thru health examinations. It 
may be said that the discovery and correction of physical defects is 
the most important function of the health program of the school and 
has been so indicated in the legislation dealing with this phase of 
school health. 

The Coordination of Effort in the Promotion of Health Legislation 
No recent trend in the interests of school health legislation holds 
more promise for the advancement of the entire health program 
than that of the effort being made to coordinate and correlate the 
various social service agencies found in all communities thruout the 
nation that are engaged in the promotion of the health education 
movement. At the present time there is a wasteful duplication of 
money and effort in much of the education and the social service 

'•* Rogers, James F, op til, p IVI5. Revised edition, p 10-15, 



Legal Aspects of Health Piiogbam 


337 


woik in many communities. Under the leadership of local survey 
committees, many studies are being made to determine the number 
of different agencies engaged in social service and educational work 
in local communities. The studies made by the survey committees 
include the historical background of the organization, the aims and 
objectives, the services rendered, and cost of operation. While sur¬ 
veys of this type have been completed in many communities, the 
report of the Welfare Federation of Cleveland, Ohio, 35 is a com¬ 
mendable example of the type of study that may be made of social 
service in a large metropolitan area. An illustration of a social service 
survey in a smaller suburban community is found in the community 
welfare report prepared and published by the Community Welfare 
Council of Oak Park and River Forest, Illinois. 30 

As an example of the coordination of the work of agencies for the 
promotion of legislation and health service upon a nationwide basis, 
attention is called to the National Conference for Cooperation in 
School Health Education, discussed in Chapter XV. Steps toward 
the coordination of the work of agencies interested in health educa¬ 
tion are prevented, in many sections of the United States, because 
of jurisdictional conflicts due to administrative controls. Enabling 
legislation for making possible the coordination of agencies con¬ 
tributing to school health education is of paramount importance. 
The consideration of this objective should be included in every 
administrative program looking toward the promotion of health in 
education. School administrators interested in formulating a basic 
program in health education will find constructive suggestions in 
the 1941 report of the Joint Committee on Health Problems in 
Education. 37 


Extra-Legal Promotion of Health Education 
While the program of health education has been largely deter¬ 
mined thru specific legislation to be found in the school law, the 
progress in the trends toward the extension of health service and 
health education has been determined to a considerable degree by 


LllCia Scc ' al w °’ k 111 Greater Cleveland Cleveland, Ohio- Welfare Federation of Cleveland 
lvdS, 2 48 p ’ 

n 7 ?°™ell, Carrie - Lee - 1>ubl,c aud Private Agencies Are Serving Oak Park and River Forest 
u.Lk Park, Hi Community Welfare Council, 1940. 57 p. 

,, 77 at ' ot ! al Education Association and Ametican Medical Association, Joint Committee on Health 
Education. Health Education. Washington, I). C - the National Education Association, 



338 


Health in Schools 


extra-legal agencies. In this category we may place those organiza¬ 
tions affiliated with the National Conference for Cooperation in 
School Health Education; state education associations; the Educa¬ 
tional Policies Commission; aa the White House Conference on Child 
Health and Protection;- 10 scientific organizations engaged in research 
in the fields of health and sanitation; the American Association for 
Health, Physical Education, and Recreation; and the American 
School Health x^ssociation. Other influential organizations are listed 
in the Appendix of this book. School administrators interested in a 
self-survey for the purpose of evaluating health education in their 
own school systems will find the School Health Appraisal Form,"' 
published by the Department of Biology and Public Health of the 
Massachusetts Institute of Technology, of marked assistance. The 
organization and administration of a school health program is de¬ 
veloped in the volume by Wood and Rowell ' J1 which has been in 
general use over a period of years. 

Legislative and Administrative Trends 

It will be noted that from the earliest inception the program of 
health education has been a community enterprise. All the children 
of all the people, as well as all the people, have been concerned. The 
early enabling legislation recognized that the benefits derived should 
accrue to the majority of the people even at the risk of curtailing 
the rights of the minority. This principle is still fundamental in 
school health legislation. 

Health Legislation and Social Reform 

The consideration of trends in school health legislation would not 
be complete without mention of certain humanitarian projects de¬ 
signed for health protection and implemented thru state and federal 
agencies.' 12 These are promoted thru the United States Public Health 

as National Education Association and American Association of School Administrators, Educational 
Policies Commission The Purposes of Education tn American Democracy. Washington, D, C * the 
Commission, 1938 IS7 p. 

33 White House Conference on Child Health and Protection White House Conference, 1930. New 
York* Century Co., 1931 365 p 

10 Massachusetts Institute of Technology. School Health Appraisal Form Cambridge, Muss the 
Institute, 1930 73 p 

41 Wood, Thomas D , and Rowell, Hugh G. Health Supervision and Medical Inspection of Schools. 
^Philadelphia W. B, Saunders Co , 1927 637 p. 

Tobcy, James A. The National Government and Public Health Baltimore* Johns Hopkins Press, 
1926 423 p. 



Legal Aspects of Health Program. 


339 


Service, the Children’s Bureau of the Department of Labor, the 
Division of Vital Statistics, the Food and Drug Administration of 
the Department of Agriculture, the Bureau of Animal Industry, the 
Bureau of Narcotics, the Federal Trade Commission, the Bureau of 
Dairy Industry, the Office of Indian Affairs, the Bureau of Home 
Economics, the Bureau of Labor Statistics, the Women’s Bureau of 
the Department of Labor, the National Youth Administration, the 
Office of Education, the Post Office Department, the Bureau of 
Mines, and the Social Security Act, which is designed to provide 
grants-in-aid to the states for old-age assistance and to meet social 
problems arising from unemployment. 

Legislative Trends Relative to Tort Liability 

As life in the present social order has become increasingly com¬ 
plex owing to the inventions of the machine age, the increase in the 
density of population, and the expansion of activities included in 
the curriculum of the schools, more attention must be given to safety 
education and accident prevention. The increase of accidents on 
schoolgrounds, in shops, and in laboratories, together with the cor¬ 
responding increase of lawsuits in support of claims for damages, 
have resulted in legislation dealing with the tort liability of boards 
of education. The general doctrine of tort responsibility of boards 
of education and school officers during the past years has been to 
exempt school corporations for liability in noncontract injuries in¬ 
flicted by them upon the person or property of the teacher, pupil, 
or any other person. Most court decisions have been based upon 
the theory that the board of education is not liable for the conse¬ 
quences of the breach of public duty or the neglect or wrong of its 
officers, unless there is a statute imposing such liability. 

Court decisions pertaining to the tort liability of boards of educa¬ 
tion have been handed down in nearly every state in the Union. 
There is a wide divergence in these opinions, which may be ex¬ 
plained by the fact that in certain states court rulings have been 
based upon the doctrine of common law which holds that the state 
and agents of the state are recognized as sovereign power and as 
such “can do no wrong.” This viewpoint exempts the government 
from tort liability. Recent legislation in several states has resulted 
in statutory provisions which hold boards of education liable, under 
stated conditions, for injuries sustained on school premises. As the 



340 


Health in Schools 


result of this legislation, boards of education in certain states have 
been required to pay out considerable sums of money for damages 
assessed by the courts. This trend in legislation has caused boards 
of education in some states to seek protection by securing insurance 
coverage against tort liability. It has been pointed out that the 
apparent danger in this administrative trend toward allowing claims 
for damages sustained by persons upon school premises is to be 
found in the possibility that legislation of this type may result in 
the serious impairment of the educational functions for which the 
schools of the nation were established. 13 The important principles 
involved in the proposed legislation relative to the tort liability of 
boards of education are (a) the principle of proximate cause and 
(b) the principle of contributory negligence. 

Legislation for the Control of Radio Broadcasting 
Since the radio is in common use for disseminating information 
relative to medical and health education and for promoting the sale 
of proprietary medicines, radio control has become a matter of sig¬ 
nificance. Court decisions have been handed down in a number of 
cases instituted under the Federal Communications Commission, in 
which operating licenses have been denied to individuals who used 
the radio to broadcast an alleged cancer cure, to attack scientific 
medicine, to oppose vaccination, 11 and to attempt the diagnosis of 
diseases and the prescription of drugs and remedies over the radio. 1 ' 
Health education in our elementary and secondary schools should 
include courses designed to develop an awareness as to the im¬ 
portance of a discriminating attitude in evaluating statements made 
over the radio relative to health guidance. 

The Relation of Teacher Tenure to Health Legislation 
The adoption of legislation authorizing the issuance of continuing 
contracts to qualified persons in teaching service has become a 
statutory provision in many states. Because of tenure laws a num¬ 
ber of court decisions have been handed down in cases involving 
boards of education when attempts have been made to enforce 
regulations adopted by these boards relative to ways and means of 

<1 Rosenfleld, Harry N. Liability lor School Accidents. New Vnrk Harper and Brothers, 1940 220 p 
11 V S. v Baker (1936), 18 F. Snpp 48. 
n Brinkley v Hassrg 11936), 83 F (2d) p 111 



Legal Aspects of Health Pkogram 


341 


determining health and physical fitness of teachers. In a case involv¬ 
ing the board of education of the city of Amsterdam, New York, a 
teacher on tenure was dismissed because of physical disability. An 
appeal from the ruling of the board resulted in a court decision which 
held that the board of education had the right to dismiss a teacher 
for physical disability upon the recommendation of the medical 
inspector. 40 Another case presented a situation in which a tenure 
teacher refused to comply with a ruling of the board of education 
that required a health examination by a physician selected by the 
board. While the teacher indicated a willingness to submit to an 
examination by her personal physician or the medical board of the 
teachers retirement system, the board of education refused to accept 
an alternative arrangement. The state commissioner of education 
ruled in favor of the teacher, holding that there were no specific 
statutory powers, inherent or implied, vested in the board of educa¬ 
tion of the City of New York, making physical examinations of 
teachers under permanent contracts mandatory. The court upheld 
the opinion rendered in the ruling of the state commissioner of edu¬ 
cation. 41 The two citations here given are illustrative of similar court 
decisions that may he rendered from time to time relative to attempts 
of school administrators to introduce rules and regulations for the 
establishment of a program of supervision in health education. Only 
carefully planned and intelligent legislation will prevent contra¬ 
dictory court decisions based upon contractual relations between 
teachers and boards of education. 

Curriculum Changes in School Health Education 

Legislation governing school health education is undergoing con¬ 
stant modification thru the amendment of old laws and the enactment 
of new legislation to meet the needs of a changing social order. 
The increasing demands for more complete health guidance of pupils 
and teachers, the provisions offered for dental and medical care 
thru the instrumentality of the school, the program of cooperative 
medicine, and statutory provisions for the construction and sanitation 
of school buildings are still moot questions in the consideration of 
legislation for health service in the schools. 

40 Louchs vs Board of Education, City of Amsterdam 16 N. Y S (2d) 73,> 

47 Hoard of Education, City of New York vs. Graves 24 N, Y. $. (2d) 644. 



342 


Health in Schools 


It Lhe schools are to meet the demands incident to trends in legis¬ 
lation for a more adequate school health program, changes in the 
curriculum are necessary. The consensus of organizations closely 
identified with the research in fields related to health education points 
to the need of a restatement of the underlying philosophy, together 
with the aims and objectives, of health education in the modern 
school. There is a need for a recognition of the fact that “the whole 
child” attends school, and that only a small fraction of his time is 
spent in school. As the curriculum is made up of the sum total of the 
child’s experiences in school and out, curriculum builders interested 
in the field of health education will need to be concerned with the 
total environment of the school child. 

Parents must be interested in the program of health education if 
health habits are to be formed in the habit-forming years of the 
lower elementary school. Better materials of instruction must be 
provided for the courses in physiology and hygiene now offered, and 
a definite correlation established between the courses in science, the 
social studies, and life in home, school, and community. There is a 
need for more adequate preparation and certification of teachers for 
instructional services in the presentation of the health courses of 
the revised curriculum. A final trend in curriculum reorganization is 
found in the suggestion that the major educational outcomes will be 
in the development of habits, skills, knowledge, attitudes, and ideals, 
which shall result in a personal program for healthful living thruout 
the life of the individual. These end products may be emphasized 
thru a program of educational guidance and the evaluation of indi¬ 
vidual school progress at regular intervals of time by the school 
authorities. 

The Health. Factor in the Selection and Training of Teachers 

The trend toward the demand for periodic health examinations 
for teachers has become increasingly important as an administrative 
procedure during recent years. Provisions for health education are 
recognized as an integral part of a well-planned administrative pro¬ 
gram for the in-service training of teachers. It is a generally ac¬ 
cepted fact that the most important responsibility of the school 
administrator is the selection of the teaching force. The major diffi¬ 
culty in this administrative function is to be found in the inability 



Legal Aspects of Health Program 


343 


to foretell the type of service a teacher will render in a given 
situation. 

It is unreasonable to place all the responsibility for the profes¬ 
sional success of a teacher upon the teacher-education institutions 
because of the wide range of variables that enter into the situation. 
There are, however, certain steps that may be taken thru rules and 
regulations governing the admission of students into teacher-training 
work. Standards for health and physical fitness may be adopted and 
placed upon an objective basis and should be given consideration in 
the admission to colleges of education as well as in the certification 
of teachers. In a discussion of health education for preservice teach¬ 
ers, in the report of the Joint Committee on Health Problems in 
Education of the National Education Association and the American 
Medical Association, the following statement is worthy of note: 

Every pupil has a right to have, as his counselor and instructor, a cheerful, 
well-integrated, and well-informed teacher; a leader whom he wants to emulate 
and follow The parents of pupils have a righL to expect that the teacher to whom 
they have entrusted their children has, in good measure, vitality, abundant health, 
and those standards and ideals which they want for their children The school 
which employs the teacher has a right to expect that she will be able to give 
full-time, efficient service. Furthermore, every teacher wants to be a desnable 
influence upon those in her care; she wants to be fit for her professional work; 
she wants to be successful and happy in the approval of her fellow teachers, 
pupils, and community. The teachers college has a responsibility to respect these 
rights and desires. 411 

Legislation looking toward higher standards for the certification 
of teachers should include carefully evaluated requirements to insure 
both mental and physical fitness as among the first requirements for 
admission to teacher-training institutions. Periodic examinations to 
determine health and physical fitness of teachers while in service 
should be included in every program of educational administration. 

In framing legislation designed to modify curriculum procedures 
in health education, the tendency toward nationwide standardization 
should be avoided. Geographic controls, national and ethnic back¬ 
grounds of the people, and social conditions vary greatly in different 
parts of the United States. These demand freedom of choice in the 
organization and administration of the school health education 
program. 


National Education Association and American Medical Association, Joint Committee on Health 
Problems in Education, op. cit, p 296. 



344 


Health tn Schools 


If legislation for the promotion of the school health program is to 
be enacted upon a nationwide basis, those responsible for leadership 
in the movement must possess a knowledge of existing legislation 
as well as proposed legislation. This can best be acquired thru the 
careful study of the codes, bulletins, and reports issued by the state 
and federal authorities. This task is definitely a responsibility to be 
assumed by administrative officers who are interested in shaping sane 
legislation for the establishment of a program of school and com¬ 
munity health and by so doing provide instruction and leadership 
in laying the foundation for the health and physical well-being of the 
citizens of tomorrow. 



questions regarding school health 

PROBLEMS 

In the field of health education there are few arbitrary standards 
that can be prescribed for all school systems. Conditions vary widely, 
and with proper leadership effective health education programs can 
be developed even under adverse conditions. As in many other areas 
of education, excellent results are obtained: (a) when an adminis¬ 
trator has a vision of future possibilities, (b) when the necessary 
personnel and equipment are assembled, (c) when cooperatively 
the administrator and his fellow workers develop mutual enthusiasms 
and objectives, and (d) when the plans are put into operation and 
periodically reviewed and revised. 

The following list of questions should be helpful with respect to 
the four steps just outlined. Issues such as these need to be discussed 
freely in administrative councils, teachers’ meetings, and study 
groups. 

Chapter I. A Point op View on Health Education 

1. What are the fundamental purposes of education in American democracy? 

2. Why is health education a primary phase of a modern educational program? 

3. What are the basic principles of health education in the United States? 

4. Is the youth of today more healthy than formerly? 

Chapter II Organization and Administration oe the General Program 

1. What are the modern educational meanings given to the terms “health” and 
“health education”? 

2 Why is a modern program of health education incomplete when it is limited 
merely to factual information about health? 

3. What are the major areas of a health education program and how is each 
provided for in the school system? 

4 What is the superintendent’s role with respect to the school system’s health 
program? 

5. Wliat machinery is provided to guarantee that all personnel and agencies of 
the school system assigned health education functions will work toward 
mutually accepted goals? 

6. Has the school system assumed its proper leadership opportunities with 
respect to the health needs and services of the community? 

Chapter III. Guidance oe Individual Pupil Health 

1. Does the school have a complete physical record of each child before school 
entrance? 

2. Are continuous records kept of the physical history, condition, and treatment 
of each child? 


1345 ] 



346 


Health in Schools 


3. Are special examinations given to cases referred to teachers and nurses 
because of underweight, nervous condition, sickly appearance, frequent 
illness, loss of weight or failure to gain, poor posture, fatigue, and backward¬ 
ness in schoolwork? 

4. Is a report of the examination and the physician’s recommendations made 
available to all teachers and departments coming in contact with the child 
when the interests of the child demand it? 

5. Does the teachei, trained in detecting early signs of departure from normal 
physical health, make a rapid morning inspection of all children for the pur¬ 
pose of determining whether their health condition justifies their presence 
in school? 

6. Are the children with defects brought at once to the attention of the school 
physician or nurse (or parents if there is no nurse or physician) ? 

7 Is there someone on the faculty whose business it is to see that children who 
are beyond the comprehension and help of teachers, or who are for other 
reasons out of harmony with their school life, arc studied with the aim of 
adjusting these difficulties? 

8. Is there a plan for study of pupils with poor posture and are plans made for 
helping these pupils? 

9. Is provision made for reference to the proper health authoiities of all boys 
and girls who need medical attention? 

10. Is notice of defects discovered in physical and dental examinations sent to 
parents and followed wherever necessary by nurses’ home visits until correc¬ 
tions are secured? 

11 Are parents encouraged to visit the school for doctor, nurse, or teachei 
interviews regarding the health of the child? 

Chapter IV. School Health Instruction Program 

1. Have teachers, principals, supervisors, and superintendent participated in a 
program of curriculum construction in health education? 

2. Do all teachers have a clear understanding of the objectives of health edu¬ 
cation? 

3. Arc health instruction opportunities definitely provided and recognized in 
each school? 

4. Is health instruction directly based on the needs, interests, and abilities of 
children? 

5. Do teachers specifically study their groups in order to discover such needs, 
interests, and abilities'? 

6. Is the instructional emphasis placed on positive health factors? 

7. Are children taught as individuals whose health needs differ? 

S. Have competition in and awarding of prizes for health performance or health 
attainment been abandoned? 

9. Have suitable provisions been made for classroom space? Credit? Instruc¬ 
tional materials? 

10. Are scientific, valid, teaching materials provided for all grades and classes? 



Questions 


347 


11 . Is health instruction in the primary grades centered around daily living 
experience? 

12. Do the intermediate grades provide opportunities for increased understanding 
of health problems while still centering emphasis on daily experience? 

13 . Is health education a required area of instruction in the junior high school? 
The senior high school? 

14. Have suitable provisions been made for programs of sex education? Temper¬ 
ance education? Safety education? Adult education? 

Chapter V. Health Instruction in Related Areas 

1, Is the staff aware of the opportunities for relating many areas of instruction 
to the health needs and interests of pupils? 

2. Who is responsible for coordinating the health education activities in science, 
home economics, social studies, and other related areas of instruction? 

3, Is there an interdepartmental committee in each secondary school to coordi¬ 
nate hcalLli instruction programs conducted by various departments? 

4. Does the administration encourage the teaching of health thru related areas 
of study and provide the means whereby such instruction is made possible 
and effective? 

5 Are teachers of the various instructional areas organized into commilLees 
and conferences designed to develop activities and methods to piomote the 
health education program? 

6. Are all areas of instruction utilized to develop the interests and needs of 
pupils in the field of health? 

7 Is provision made for regular reviews and discussions of the effectiveness of 
health instruction thru science, home economics, physical education, and 
other instructional areas? 

Chapter VI. Health Aspects oe Physical Education and Recreation 

1. Have teachers, supervisors, and administrators cooperatively constructed a 
course of study in physical education for elementary pupils? Secondary 
pupils? 

2. Is adequate instruction and supervision in physical activities furnished by 
teachers fully informed concerning the interests and physical capacity of 
pupils? 

3. Is ample provision made in the way of space and apparatus for suitable physi¬ 
cal activities for children of all ages? 

4. Is the formation of good health habits encouraged in connection with develop¬ 
ment of physical strength and ability? 

5. Does the physical education program try to contribute definitely to the 
development of personality and character thru the formation of desirable 
habits? 

6. Is all apparatus safe and in such condition that accidents cannot occur from 
faults in the apparatus itself? 



348 


Health in Schools 


7. Has the school medical adviser or director of health education discussed with 
Leacliers the precautions needed to prevent pupils from participating in ac¬ 
tivities which are too strenuous or inappropriate to their age? 

8. Have satisfactory procedures been developed for modifying physical educa¬ 
tion for handicapped pupils? 

9. Does the daily program give opportunity for lecreation and social activities 
in addition to the regular physical education periods (extracurriculum activi¬ 
ties, student organizations, clubs, assemblies, and so forth)? 

10. Are community recreation facilities and leadership available to supplement 
that of the school? 

11. Are school facilities used foi community recreation in out-of-school hours? 
During vacation periods? 

Chapter VII Mental Hygiene in the School Program 

1. Does the health education program provide for mental health as well as 
physical health? 

2. Are complete and continuous health records, including personality records, 
kept for each child thruout his school life? 

3. Is the classroom teacher helped to recognize personality problems in their 
early stages and encouraged to refer these problems to the mental hygiene 
staff? 

4. Does the school provide for the study of personality difficulties thru an 
adequately trained mental hygiene staff? 

S Do teachers have the help of “visiting teachers” or specially trained guidance 
teachers in their efforts to help pupils with problems? 

6. Have the principal and his staff recently studied teaching procedures and 
their effect on the emotional development of pupils? 

7 Are administrative and supervisory procedures of the type which help teachers 
to feel adequate, happy, and secure? 

8. Is there an absence of tension in the classroom? 

9. Do disciplinary actions of teachers help pupils or merely punish them? 

10. Does the school provide a desirable outlet for feelings in music, art, play, 
and social activities? 

Chapter VIII. School Programs tor Physically Exceptional Children 

1. Has a survey been made of the extent of special disabilities among those 
attending the local schools? 

2. Has consideration been given to the need for special classes and other adjust¬ 
ments of the school program to meet the needs of the physically exceptional 
child? 

3. Is transportation to and from school provided for the physically exceptional 
pupils? 

4. Has provision been made for the physically exceptional child with respect to 
lavatory facilities, lunchrooms, and play equipment? 



Questions 


349 


5. Does the school system provide an instructional program which includes the 
necessary therapeutic activities for improvement of physically exceptional 
cases? 

6. Are the exceptional children being taught by teachers with special prepara¬ 
tion? 

Chapter IX. Communicable Disease: General Control Measures 

1. Do all the pupils and does the entire school personnel know the symptoms of 
the common communicable diseases, and are there organized procedures to 
prevent the spread of epidemics? 

2. Are printed, mimeographed, or typed instructions available to teachers regard¬ 
ing exclusion and readmission of cases of illness? 

3. Is the teacher trained to observe, and does she watch during the day for 
appearance of signs indicating development of contagious condition? 

4. Is the teacher trained to isolate pupils immediately at the first symptom of 
abnormal conditions? 

5. Are all pupils showing signs of possible communicable disease promptly iso¬ 
lated and sent home under safe escort? 

6. When a child is excluded, is a note sent home advising the parent that the 
child should not be returned to school until he can do so without danger to 
himself or others 2 

7. Is the health department notified when exclusion is made for acute com¬ 
municable disease 2 

8 Is a physician’s certificate, satisfactory to the school authorities, essential 
for readmission after a child has been absent because of illness? 

9. Is the child taught to safeguard others by avoiding dose contacts when he 
is ill and by using his handkerchief when sneezing or coughing? 

10 Are older children encouraged to assume responsibility of self-inspection 
and to show good citizenship by remaining at home when not fit for school? 

Chapter X Communicable Disease: Types and Specific Controls 

1. Is the child examined by school physician or certified by health department 
in case of acute communicable disease? By family doctor? 

2. Is every effort made to have all children protected against diphtheria? 

3 Is every effort made to have all children protected by vaccination against 
smallpox? Are written certificates of successful vaccination required of all 
pupils entering school? 

4. During the daily inspection does the teacher look especially for pallor or 
rash, swollen glands, or eruptions; nits and so forth; redness of the eyes, 
lids, or eyeball; discharging ears; running nose; and inflammation of Lhe 
mouth or throat? 

5 Are children who have been excluded from school because of diphtheria, 
scarlet fever, measles, whooping cough, smallpox, mumps, poliomyelitis, and 
meningococcus meningitis readmitted according to policy agreed upon by the 
hoard of education and the department of health? 

6. Are all children inspected during epidemics? 



350 


Health in Schools 


Chapter XI. Injuries and Emergency Illness 

1. Is there a first-aid outfit containing properly selected materials always avail¬ 
able in each building? 

2. Is a first-aid manual of instructions available in each cabinet? 

3 Are a few cots available in separate rooms for boys and girls? 

4 Is there a dearly understood plan of procedure and responsibilities in cases 
where first aid is needed? 

5 Are all teachers instructed in first-aid treatment? 

6. Are the children taught what to do and what not to do when playmates are 
injured? 

7. Is there a plan whereby first-aid cases are placed as promptly as necessary 
under Lhe care of competent medical personnel? 

8. Is nursing inspection for the detection of minor infections and infestations 
carried on in all elementary schools? 

Chapter XII. Healthful School Environment 

1 What systematic efforts are made by school officials to obtain satisfactory 
school sites and to construct and maintain attractive school plants? 

2. What efforts have been made to study and prevent the disturbing noises in 
and about school buildings? 

3. Has any attempt been made to provide school buildings with adequate light¬ 
ing under all types of weather conditions? 

4. Are the buildings equipped adequately for heating and ventilating demands, 
and has the school personnel been trained to make efficient use of all equip¬ 
ment 2 

5. Are the school custodians trained to keep buildings and equipment in clean, 
sanitary, and safe condition? 

6 Are the teachers and principals encouraged to increase the beauty and attrac¬ 
tiveness of their schools? 

7 Are the pupils taught to develop the attractiveness of their schools and to 
carry over ideas of landscaping and art into their homes? 

S. What studies have been made of the artistic and efficiency values of various 
paints used in maintaining school buildings? 

9. Has an attempt been made to eliminate from instructional methods and pro¬ 
grams the unnecessary pressures which result in debilitating fatigue? 

10, Are the parents invited to cooperate with the school in providing an environ¬ 
ment free from unnecessary worries, fears, and tensions? 

Chapter XIII. Functions and Preparation of School Health Personnel 

1. In the elementary school, is the chief responsibility for the health educa¬ 
tion of the child vested in the classroom teacher? 

2. In high schools, is there a health counselor or other agent who is responsible 
for the health supervision of all students? 



Questions 


351 


I Does the supervisor of health education possess those characteristics of 
physical health and personality that favor adaptation to school and com¬ 
munity situations? 

4 Does the supervisor of health education have thoro grounding in the subject- 
matter of health education and the allied fields of biological sciences, nutri¬ 
tion, psychology, and sociology? 

5. Does the supervisor of health education have thoro training in the principles 
and technics of general supervision •with reference to both elementary and 
high-school levels? 

6. Are all special health workers as fully prepared as are those in other lines 
of work? 

7. Are all teachers prepared with a wide range of scientific subjectmatter basic 
to health education? 

S. Is opportunity furnished for in-service training of teachers in health educa¬ 
tion? 

9 Is the administration of all health work of any school directly under the 
principal of that school? 

Chapter XIV. Administrative Practices Affecting the Health of the 

School Personnel 

1. Is each teacher urged to set a good example of health for her own sake as well 
as for that of her pupils? 

2. Does the school require health qualifications for the employment of teachers? 

3. Are new teachers placed on probation as regards physical conditions (defects 
or diseases) which can be improved or removed? 

4. Does the school analyze teacher absences for the purpose of determining 
methods of safeguarding the teacher’s health? 

5. Does the school provide leaves of absence with some remuneration for re¬ 
cuperation and rest -whenever the condition of the teacher warrants it? 

6. Is a health examination required of all teaching personnel each year? 

7. Is immunization of teachers and other school personnel required? 

3. Is the number of pupils assigned to any class beyond reasonable limits? 

9. Are extracurriculum activities included in teacher load? 

10. Does every school building include fully equipped teachers’ rest rooms? 

11. Are school recreational facilities available for teachers? 

12. Is provision made for hot lunch for teachers in all buildings? 

13. Is provision made for a satisfactory place in which the teacher may work 
after school? 

14. Does the school provide wholesome living conditions for teachers in com¬ 
munities where satisfactory accommodations are not available? 

13. Is a suitable pension or retirement system provided? 

Chapter XV. Coordination of Health Agencies 

1. Is there a clear-cut understanding of the administrative relationship between 
the activities of the local health department and the health activities of the 
school system? 



352 


Health in Schools 


2. Have school officials made a survey of the types and activities of community 
agencies interested in health programs? 

3. Is there any provision for the articulation of the activities of local health 
agencies in order to improve the health education of the school child? 

4. Does the school personnel cooperate with social service agencies in discover¬ 
ing and helping in cases involving pupils? 

5 . What attempt has been made by school personnel to utilize the resources of 
state agencies in the field of health? 

6. To what extent has the local school program in health education utilized the 
services and publications of national health agencies? 

Chapter XVI. Legislative and Legal Aspects of the School Health 

Program 

1. What are the major, gereral state laws, state schoolboard rulings, and local 
ordinances that affect the health of the school child? 

2. What authority do these laws grant to boards of education, administrators, 
and teachers with respect to health education? 

3. Are the building codes applicable to the local community adequate to protect 
the health and safety of pupils and teachers? 

4. To what extent are school and health officials supported by legislation with 
respect to immunization, inspections, and other preventive health measures? 

5. In what respects under the laws of the state do the powers and duties of 
school officials and public health authorities conflict and overlap? 

6. To what extent should legislation for health education and disease control be 
mandatory and to what extent should it be permissive? 

7. What constructive trends may be noted in legislation with respect to the 
coordination and improvement of public health agencies? 

8. To what extent are teachers and boards of education legally liable in case 
of accidents to pupils? 

9. What legislation is needed to reconcile the demand of teachers for permanent 
tenure with the demand of the public that provisions be made for the exami¬ 
nation and removal of teachers suffering from serious illnesses? 

10. What is the responsibility of supeiintendents of schools in shaping legisla¬ 
tion for the improvement of programs of school and community health? 



REFERENCES ON HEALTH EDUCATION 

The following list of books, bulletins, and pamphlets has been 
selected from among those that should be of interest to school ad¬ 
ministrators. For a longer list consult Health Education (see page 
356) and the Cumulative Book Index (H. W. Wilson Company) 
available in many public libraries. Current articles appear in such 
publications as Hygeia, The Health Magazine (published by the 
American Medical Association), Journal of Health and Physical 
Education (published by the American Association for Health, 
Physical Education, and Recreation, Washington, D. C.), and 
American Journal of Public Health (published by the American 
Public Health Association, New York, New York). Many articles 
can be located thru the Education Index and similar guides. Other 
materials are mentioned in the list of “Organizations with Materials 
and Services of Use in Health Education” and the section on ap¬ 
praisal to be found in the Appendix. 

Chapter I. A Point or View on Health Education 

American Council on Education, American Youth Commission. Next Steps 
in National Policy for Youth. Washington, D. C.: American Council on Educa¬ 
tion. 18 p. Free. 

National Committee on School Health Policies “Suggested School Health 
Policies.” Journal of Health and Physical Education 11: 283-86,333-35, 358-61, 
389-91; May-June 1940. Available in reprint form. 

National Education Association and American Association of School Ad¬ 
ministrators, Educational Policies Commission. The Purposes of Education 
in American Democracy. Washington, D C.: the Association, 1938 157 p. SOtf. 
National Resources Planning Board. Our National Resources. Washington, 
D. C.: Government Printing Office, 1940. 45 p. 10f 

Chapter II. Organization and Administration of the General Program 

Journal of the American Medical Association. “Health Problems in Educa¬ 
tion.” Journal of the American Medical Association 109: 835-45; September 
11, 1937 Available in reprint form. 

Kelly, Daniel J., and Knowlton, Effie F. A Practicable School Health Pro¬ 
gram. School Health Monograph No. 1. New York: Metropolitan Life Insur¬ 
ance Co., 1940. 34 p. Free. 

Langton, Clair V. Orientation in School Health. New York: Harper and 
Brothers, 1941. 680 p. $3. 

Moore, Fred, and Studebaker, John W. Organization and Administration of 
School Health Work. Federal Security Agency, U. S. Office of Education, Bul¬ 
letin 1939, No. 12. Washington, D. C.: Government Printing Office 1940 
67 p. 15 if. 


[353 ] 



354 


Health in Schools 


Rogers, James F State-Wide Trends in School Hygiene and Physical Education 
Federal Security Agency, U. S. Office of Education, Pamphlet No 5 (Revised). 
Washington, D. C.. Government Printing Office, 1941. 15 p. 5d 

White House Conference on Child Health and Protection, Committee 
on the School Child The School Health Program. New York: Century Co. 
1932. 400 p. $2.75 

White House Conference on Child Health and Protection, Subcommittee 
on the Administration of the School Health Program, The Administra¬ 
tion of the School Health Program. New York: Century Co., 1932. 41 p. 50^. 

Williams, Jesse F , and Brownell, Clifford L. The Administration of Health 
and Physical Education. Philadelphia. W. B. Saunders Co , 1939. 634 p $ 3 . 

Williamson, Pauline B., and Movchine, Fanny “School Health Needs as 
Described by Administrators ” Education 57: 521-25; May 1937. Available in 
reprint form 

Winslow, C.-E A. The School Health Program Regents’ Inquiry. New York: 
McGraw-Hill Book Co, 193S. 120 p. $1.50. 

Wood, Thomas D., and Rowell, Hugh G. Health Supervision and Medical In¬ 
spection of Schools. Philadelphia' W. B. Saunders Co., 1927. 637 p $7 50 

Chapter III. Guidance of Individual Pupil Health 

American Association for Health, Physical Education, and Recreation, 
a department of the National Education Association. “Physical Fitness 
(Springfield College Studies of Health and Physical Education). 1 ’ Research 
Quarterly 12' 301-493; May 1941 (supplement) $1. 

American Medical Association. Periodic Health Examination Chicago: the 
Association, 1940 104 p. 2 $4- 

Benedict, William L 4 Consideration of Student Eye Health from the Ophthal¬ 
mologist’s Point of View Publication 261. New York. National Society for the 
Prevention of Blindness, 1938. 12 p. 10^. 

Betts, Emmet A., and Ayers, Arthur W. Data on Visual Sensation and Percep¬ 
tion Tests Part IV ■ Ametropia. Meadville, Pa.. Keystone View Co, 1941. 
69 p. (Planographed.) 25<f 

Clark, Taliaferru Nutrition in Childhood U. S Treasury Department, Public 
Health Service, Reprint No. 654 from the Public Health Reports Washington, 
D. C.. Government Printing Office, 1935 9 p. Sip. 

Jenss, Rachel M., and Souther, Susan P. Methods of Assessing the Physical 
Fitness of Children U. S. Dept, of Labor, Children’s Bureau Publication No. 
263 Washington, D, C.' Government Printing Office, 1940. 121 p. 15 $. 

Manuel, Herschel T. Adjusting Education to the Needs of Youth. Research 
Bulletin No 13. Austin, Texas: Texas Commission on Coordination in Educa¬ 
tion, 1941. 23 p (Planographed ) Free. 

National Education Association and American Medical Association, Joint 
Committee on Health Problems in Education, Health Inspection of School 
Children. Washington. D. C.: the National Education Association, 1933. 23 p. 
10 ip. 



References 


355 


National Education Association and American Medical Association, Joint 
Committee on Health Problems in Education. Mouth Health of School 
Children Washington, D. C : the National Education Association, 1938. 
06 p. 25f. 

National Tuberculosis Association. “Tuberculosis in Youth.” Reprinted from 
Transactions of the Thirty-second, Annual Meeting of the National Tuberculosis 
Association, 1936 New York the Association, 1936. 22 p. 

Rogers, James F Student Interests and Needs in Hygiene. U. S. Dept, of the 
Interior, Office of Education, Bulletin 1937, No 16. Washington, D. C.: Gov¬ 
ernment Printing Office, 1937. 21 p 10(5 

Wheatley, George M “Case-Finding Procedures Developed by the Astoria 
School Health Study” The Child 4 283-91; May-June 1940 Available in 
reprint form. 

Chapter IV. School Health Instruction Program 

American Association for Health, Physical Education, and Recreation, 
a department of the National Education Association. “Physical Fitness 
(Springfield College Studies of Health and Physical Education).” Research 
Quarterly 12. 301-493; May 1941 (supplement). $1. 

Bailey, Edna W. Biographical and Scientific Material in Health Teaching. New 
Yoik: Metropolitan Life Insurance Co. 54 p Free. 

Benedict, William L Home Treatment of the Eyes—A Warning. Publication 
130. New York: National Society for the Prevention of Blindness, 1933 
7 p. 10(5. 

Bigelow, Maurice A. Sex Education. New York: American Social Hygiene Asso¬ 
ciation, 1936. 307 p. $1. 

Charters, W W., and Carter, Velma L. The Message of the Double-Barred 
Cross New York: National Tuberculosis Association. 12 p. 

Child Study Association of America. Sex Education: Facts and Attitudes 

__ ■ Ncw York- Child Study Association of America, 1937. 60 p 25(5. 

Conrad, Howard L., and Meister, Joseph F Teaching Procedures in Health 
Education. Philadelphia: W. B. Saunders Co,, 1938. 160 p. $1.75. 

Cramp, Arthur J. Patent Medicines. Chicago. Bureau of Investigation, Ameri¬ 
can Medical Association, 1938. 31 p. 15^ 

Davis, Bert H. Youth Faces the Liquor Problem. Washington, D, C.. Allied 
Youth, 1935, 32 p 25(5. 

Dobbs, Alma A Teaching Wholesome Living in the Elementary School New 
York A S Barnes and Co., 1939. 304 p $2.50. 

Grout, Ruth E., editor. Handbook of Health Education. New York: Doubleday 
Doran and Co,, 1936. 298 p. $2. 

Gruenberg, Benjamin C., and Kaukonen, J. L. High Schools and Sex Educa¬ 
tion Federal Security Agency, U. S, Public Health Service, Bulletin No. 75 
Washington, D. C.: Government Printing Office, 1939. 110 p. 20(5. 

Hussey, Marguerite M Teaching for Health. New York. Prentice-Hall 1939 
32S p $2.25, 



3S6 


Health in Schools 


Journal OR the American Dental Association. “A Practical Dental Health 
Educational Program.” Journal of the American Dental Association 23. 2379- 
86; December 1936. Available in reprint form. 

National Education Association and American Medical Association, Joint 
Committee on Health Problems in Education. Health Education Wash¬ 
ington, D. C . the National Education Association, 1941. 368 p. $1.50 
National Tuberculosis Association. Health Education Material for Teachers. 

New York, the Association (1790 Broadway), 1938. 

Olesen, Robert, compiler. Personal Hygiene. U. S. Treasury Department, Public 
Health Service, Supplement No. 137 to the Public Health Reports. Washing¬ 
ton, D. C.: Government Printing Office, 1938. 46 p. 10^. 

Patty, Willard W. Teaching Health and Safety in Elementary Grades New 
York' Prentice-Hall, 1940. 371 p $2.50. 

Rice, Thurman B. The Story of Life For boys and girls of ten years. 36 p. 
In Training. For boys of high-school age. 48 p How Life Goes On and On. 

A story for girls of high-school age. 39 p. The Age of Romance. 44 p. The 
Venereal Diseases. 39 p. Chicago: American Medical Association, 1933 25«i 
each; 5 for $1 in sets or assorted 

Rogers, James F. Instruction in the Effects of Alcohol and Tobacco. U. S. Dept, 
of the Interior, Office of Education, Leaflet No. 38. Washington, D. C.: Gov¬ 
ernment Printing Office, 1937. 7 p. 5^ 

Turner, C. E. Principles of Health Education. Boston: D. C. Heath and Co., 
1939. 335 p. $2. 

Westchester Cancer Committee. Youth Looks at Cancer. Bronxville, N Y : 
the Committee (89 Pondfield Road), 1940. 55 p. 75tf. 

Chapter V. Health Instruction in Related Areas 

American Medical Association, Council on Foods. General Decisions on 
Foods and Food Advertising Chicago' the Association, 1939. 56 p 
Carpenter, Rowena S., and Stiebeling, Hazel K. Diets To Fit the Family 
Income. U. S. Dept, of Agriculture, Bureau of Home Economics, Farmers’ 
Bulletin No. 1757. Washington, D. C.: Government Printing Office, 1936. 
38 p. 5 <f. 

Ciiappelear, Claude S. Health Subject Matter in the Natural Sciences. Contri¬ 
butions to Education, No. 341. New York: Teachers College, Columbia Uni¬ 
versity, 1929. 108 p. $1.50 

Cressman, Paul L., and others. Industrial Safety Education in Schools. School 
Health Monograph No. 10. New York: Metropolitan Life Insurance Co. 
48 p. Free 

Hathaway, Winifred. Lighting the Home for Health and Happiness. Publica¬ 
tion 53. New York: National Society for the Prevention of Blindness, 1936. 
8 p. Sj. 

Hussey, Marguerite M Teaching for Health. New York: Prentice-Hall, 1939. 
328 p. $2.25. 



References 


357 


Metropolitan Life Insurance Company, School Health Bureau. “How the 
Healthy Body Takes Care of Itself.” Health Bulletin for Teachers, September 
1939-June 1940. New York, the Company, 1940. 40 p. Free. 

National Council for the Social Studies, a department of the National 
Education Association. Utilization of Community Resources in the Social 
Studies. Ninth Yearbook, Washington, D. C.' the Council, 1938. 229 p. $2. 

Stiebeling, Hazel K. Are We Well Fed? U. S. Dept, of Agriculture, Bureau of 
Home Economics, Miscellaneous Publication No. 430. Washington, D. C.. 
Government Printing Office, 1941. 28 p. 15^. 

Turner, C E. Principles of Health Education. Boston: D. C. Heath and Co., 
1939. 335 p. $2. 

Chapter VI. Health Aspects of Physical Education and Recreation 

Blair, Herbert. Physical Education Facilities for the Modern Junior and Senior 
High School New York. A, S. Barnes and Co, 1938. 174 p. $2.50. 

Blanchard, Vaughn S., and Collins, Laurentine B. A Modern Physical Edu¬ 
cation Program for Boys and Girls. New York: A. S. Barnes and Co, 1940 
350 p. $2. 

Biummell, P. Roy. Health Work and Physical Education. U. S. Dept, of the 
Interior, Office of Education, Bulletin 1932, No. 17. National Survey of 
Secondary Education Monograph No 28. Washington, D. C.: Government 
Printing Office, 1933. 98 p 10(1 

Frank, Lawrence K. “The Education of Women in Terms of Their Needs and 
Opportunities Today.” Record of the 1939 Conference of the National Asso¬ 
ciation of Directors of Physical Education for College Women. Part 11: Lec¬ 
ture Sessions Northfield, Minn.: the Association (Sec : Mabel J. Shirley, St. 
Olaf College), 1939. 40 p 

Jack, Harold K. Physical Education for Small Elementary Schools. New York. 
A S Barnes and Co., 1941. 184 p. $1 60. 

LaPorte, Wli. Ralph. The Physical Education Curriculum. Los Angeles. Uni- 
veisity of Southern California Press, 1940. 86 p. 

Miller, Charles E. Physical Training. St. Louis, Mo.: Fred MedarL Manufac¬ 
turing Co., 1941. 72 p. 

National Education Association and American Association of School 
Administrators, Educational Policies Commission. Educational Policies 
for Community Recreation. Washington, D. C.: the Commission, 1940. 31 p. 
Free 

U. S. Department of Labor, Children’s Bureau. Good Posture in the Little 
Child Publication No. 219. Washington, D. C.: Government Printing Office, 
1935. 25 p. 5<f. 

Williams, Jesse F. Principles of Physical Education. Philadelphia: W. B. 
Saunders Co , 1938. 453 p $3. 



358 


Health in Schools 


Chapter VII. Mental Hygiene in the School Program 

Ackerly, Spafford. “Rebellion and Its Relation to Delinquency and Neurosis m 
Sixty Adolescents.” American Journal oj Orthopsychiatry 3. 147-60; April 
1933. Available in reprint form. 

Baruch, Dorutiiy W. “Therapeutic Procedures as Part of the Educative 
Process.'’ Journal of Consulting Psychology 4: 165-72; September-October 
1940. Available in reprint form. 

Beverly, Bert I. In Defense of Children. New York: John Day Co, 1941. 
233 p $2. 

Kelley, Ida B , and Perkins, Keith J. Further Studies in Attitudes, Series IV: 
An Investigation of Teacheis' Knowledge of and Attitudes Toward Child and 
Adolescent Behavior in Everyday School Situations. Studies in Higher Educa¬ 
tion No. 42 Lafayette, Ind . Purdue University, 1941. 101 p. $1. 

Martin, Alexander R. “Psychiatry in a Boys’ Club.” American Journal of 
Orthopsychiatry 9 • 123-35, January 1939 Available in reprint form. 

National Education Association and American Medical Association, Joint 
Committee on Health Problems in Education Mental Hygiene in the 
Classroom. Washington, D C.. the National Education Association, 1939. 
70 p. 15(?. 

National Education Association, Department of Elementary School 
Principals Personality Adjustment of the Elementary-School Child Fifteenth 
Yearbook. Washington, D C.: the Department, 1936. 448 p. $2. 

National Education Association, Department of Supervisors and Directors 
of Instruction. Mental Health in the Classroom Thirteenth Yearbook. Wash¬ 
ington, D. C.: the Department, 1940. 304 p $2. 

Witty, Paul A , and Skinner, Charles E., editors. Mental Hygiene in Modern 
Education New York: Farrar and Rinehart, 1939. 539 p. $2.75. 

Chapter VIII. School Programs for Physically Exceptional Children 

Bentley, John E. Problem Children New York: W. W. Norton and Co., 1936. 
437 p. $3 50 

Betts, Emmett A., and Austin, Agnes S. Visual Problems of School Children. 

Chicago: Professional Press, 1941. 80 p. 

Frampton, Merle E., and Rowell, Hugh G, editors Education of the Handi¬ 
capped. Yonkers-on-Hudson, N. Y.: World Book Co, 1938-40. Vol. I, “His¬ 
tory,” $2.40, Vol II, “Problems,” $2 80 
Heck, Arch 0. The Education of Exceptional Children. New York’ McGraw- 
Hill Book Co., 1940. 536 p. $3 75 

Martens, Elise H State Supervisory Programs for the Education of Exceptional 
Children. Federal Security Agency, U. S. Office of Education, Bulletin 1940, 
No. 6. Washington, D. C.: Government Printing Office, 1941. 92 p. 25^. 
National Education Association and American Medical Association, Joint 
Committee on Health Problems in Education. Open Air Classrooms 
Washington, D. C.: the Nalional Education Association, 1937. 13 p. 10^. 



References 


359 


N£\v York City Public Schools, Committee for the Study of the Care 
and Education of Physically Handicapped Children Physically Handi- 
mpped Children m New York City. New York: Board of Education, 1941. 
91 p 

Chapter IX. Communicable Disease: General Control Measures 

Federal Security Agency, U. S Public Health Service. The Control of Com¬ 
municable Diseases. Reprint No 1697 from the Public Health Reports Wash¬ 
ington, D. C.' Government Printing Office, 1940. 61 p S<ft. 

Wisconsin State Board of Health. Vital Information Concerning the Preven¬ 
tion and Control of Communicable Diseases. Madison, Wis.' the Board 1940 
Chart. 


Chapter X. Communicable Disease Types and Specific Controls 

National Foundation for Infantile Paralysis, Doctor . . What Can I Do? 

New York- the Foundation, 1941. 15 p. 

National Foundation for Infantile Paralysis Respirators • Locations and 
Owners New York, the Foundation, 1941. 21 p. 

O’Connor, Basil The Conquest of Infantile Paralysis. New York' National 
Foundation for Infantile Paralysis, 1940. 15 p 
Perry, EthelB Measles. Chicago: American Medical Association, 1937 8 p. 10(j. 
Perry, Ethel B. Scarlet lever. Chicago: American Medical Association 1937 

10 p. 101 

Stimson, A M. The Communicable Diseases. Federal Security Agency, U S. 
Public Health Service, Miscellaneous Publication No. 30. Washington D C • 
Government Printing Office, 1939. Ill p. 25(1. 


Chapter XI. Injuries and Emergency Illness 

American National Red Cross. First Aid Text-Book. Philadelphia' P Blaki- 
slons Son and Co, 1937. 256 p. 60 <j:. 

American National Red Cross. Life Saving and Water Safety Philadelphia. 
1. Blakistons Son and Co., 1937. 267 p. 60(f. 

C ™m]f™$l' S 0 Veryday ^ ^ NeW Y ° rk ' D ’ APPkton-Century Co, 

Cole, Norman B and Ernst, Clayton H. First Aid for Boys. New York' D 
Appleton and Co , 1931. 196 p. $1.50. 

EL 1930 N i2S L p R $l C 7S L ’ FmCtlCal Banda « in ^ Philadelphia: J. B. Lippincott Co, 

U wfr ART , ME M ° F Commerce ’ Bureau of Standards. Safety for the House- 
102 p 2 s 7 ar N °' 397 ' Washmgton ’ D ' C ' : Government Printing Office, 1932. 

Chapter XII Healthful School Environment 
Ed„l,» to „SS. w «: 5« p p 1 ““ ° f the 



360 


Health in Schools 


Betzner, Jean, compiler. School Housing Needs of Young Children. Washing¬ 
ton, D. C.: Association for Childhood Education, 1939. 40 p. 35^. 

Carpenter, Rowena S.; Hann, Helen N.; and Yeatman, Fanny W. Menus 
and Recipes for Lunches at School. U. S. Dept, of Agriculture, Bureau of Home 
Economics, Miscellaneous Publication No. 246. Washington, D. C,: Govern¬ 
ment Printing Office, 1936. 25 p. 10d- 

Engelhardt, N. L., and Engelhardt, N. L., Jr. Planning the Community School 
New York: American Book Co., 1940. 18S p. $2.50. 

Federal Works Agency, U. S. Housing Authority. Better Housing, Better 
Health. Washington, D. C.: Government Printing Office. 12 p. Free 
Federal Works Agency, U. S Housing Authority Housing and Welfare. 
Report of survey conducted by U. S. Housing Authority and Social Security 
Board. Washington, D. C.: Government Printing Office, 1940. S3 p. Free. 
Hathaway, Winifred. “Lighting the Rural School.” Public Health Nursing 27. 

453-56; September 1935. Available in reprint form. 

Jackson, Edward. Guarding the Sight of School Children. Publication 218. New 
York: National Society for the Prevention of Blindness, 1936. 12 p 10^. 
Metropolitan Life Insurance Company. The Custodian and the School Child. 
New York: the Company. 16 p. Free. 

National Education Association and American Medical Association, 
Joint Committee on Health Problems in Education, Conserving the Sight 
of School Children. New York: National Society for the Prevention of Blind¬ 
ness, 1935. 54 p. 35^, 

National Society for the Prevention of Blindness. Safeguarding the Eyes 
of Children Publication 216. New York: the Society, 1936. 8 p. 5$. 

National Tuberculosis Association. Healthful School Living. New York: the 
Association, 1938. 15 p. 

Phelan, Anette M, and Langdon, Grace. Eye Health of Young Children. 
Publication 176 New York: National Society for the Prevention of Blindness, 
1935. IS p. 10(L 

Rogers, James F. Safety and Health of the School Child. U. S. Dept, of the 
Interior, Office of Education, Pamphlet No. 75 Washington, D. C.: Govern¬ 
ment Printing Office, 1937. 29 p. 10<f. 

Viles, Nelson E The Custodian At Work. Lincoln, Nebr.: University Publish¬ 
ing Co, 1941. 391 p. $2. 

Williams, Frank, Viles, Nelson E ; and Hamon, Ray L. School Housekeeping 
Nashville, Tenn.: Interstate School Building Service, George Peabody College 
for Teachers, 1940. 16 p. 

Chapter XIII. Functions and Preparation of School Health Personnel 

American Association of Teachers Colleges, a department of the National 
Education Association. The Student Personnel Policies and Practices of 151 
Institutions Engaged in Teacher Education. Oneonta, N. Y.: the Association 
(Sec.: Charles W. Hunt, Principal, State Normal School), 1940. Part I, 67 p. 
(Mimeo.) 



References 


361 


American Association of Visiting Teachers. Visiting Teacher Service Today, 
San Diego, Calif.: the Association (Sec.: Mary Nicholls, Bureau of Child 
Guidance, City Schools), 1940. 21 p. (Planographed.) 

American Journal of Public Health. “Educational Qualifications of Health 
Officers.” American Journal of Public Health 29. 1342-43; December 1939. 
Available in reprint form. 

Black, George H. Teaching Health to Student Teachers School Health Mono¬ 
graph No. 6. New York: Metropolitan Life Insurance Co. 13 p Fiee. 

Black, George H , and others. Health Programs in Professional Schools for 
Teachers. School Health Monograph No. 8. New York: Metropolitan Life 
Insurance Co. 47 p. Free. 

Kansas City Public Schools. A Manual for School Nurses. Kansas City, Mo.: 
Board of Education, 1940. 72 p. (Mimeo.) 

Keene, Charles H. The Physical Welfare of the School Child. Boston: Houghton 
Mifflin Co., 1929. 505 p. $2.40 

National Education Association and American Medical Association, Joint 
Committee on Health Problems in Education. The Nurse in the School 
Washington, D. C.: the National Education Association, 1941. 40 p. 20 if. 

Phair, J. T.; Roberts, R. H.; and Power, Mary. A Summer Course in Health 
Education. School Health Monograph No. 11. New York: Metropolitan Life 
Insurance Co. 32 p. Free. 

Spencer, Mary E,, and Dowell, Anita S. Health Education in the State Teach¬ 
ers College at Toioson, Maryland. School Health Monograph No. 9. New York’ 
Metropolitan Life Insurance Co. 55 p. Free. 

Spock, Benjamin. “The Changing Task of the School Physician.” Progressive 
Education 16: 576-81; December 1939. Available in reprint form 

Terman, Lewis M., and Almack, John C. The Hygiene of the School Child 
Boston: Houghton Mifflin Co., 1929. 505 p. $2.50. 

Chapter XIV. Administrative Practices Affecting the Health of the 

School Personnel 

American Medical Association, Bureau of Medical Economics. Group Hos¬ 
pitalization. Chicago: the Association, 1937. 296 p. 75^. 

National Education Association, Committee on Tenure. Married Women 
Gainfully Employed. Washington, D. C.: the Association, 1940. 32 p. 25f 

National Education Association, Committee on Tenure Teachers’ Con¬ 
tracts: With Special Reference to Adverse Conditions of Employment. Wash¬ 
ington, D. C.: the Association, 1936. 32 p. 15<5. 

National Education Association, Committee on the Economic Status of 
the Rural Teacher. The Economic Status of Rural Teachers. Washington, 
D. C.: the Association, 1938. 32 p. 25$S. 

National Education Association, Department of Classroom Teachers. Fit 
To Teach. 9th Yearbook. Washington, D. C.: the Association, 1938. 276 p $1. 

National Education Association, National Council on Teacher Retire¬ 
ment. Avocations of Retired Teachers. Washington, D. C : the Association, 
1941. 24 p. 2S(S. 



362 


Health in Schools 


National Education Association, Research Division. “Administrative Prac¬ 
tices Affecting Teacher Personnel ” Research Bulletin, March and May 1942. 
(In process.) 

National Education Association, Research Division. “Status of Teacher Re¬ 
tirement” Research Bulletin 19: 1-64; January 1941. 25$. 

National Education Association, Research Division. “The Teacher Looks at 
Teachei Load.” Research Bulletin 17' 221-76; November 1939. 25$. 

National Education Association, Research Division. “The Teacher’s Eco¬ 
nomic Position.” Research Bulletin 13' 163-270; September 1935. 50$. 

Chapter XV. Coordination of Health Agencies 

American Medical Association, Bureau of Medical Economics. Rural Medi¬ 
cal Service. Chicago: the Association, 1937 80 p. 15$. 

American Public Health Association. Community Organisation for Health 
Education. Cambridge, Mass.' the Association, 1941. 120 p. 9$ 

Association for Childhood Education National Council of Childhood Educa¬ 
tion. Washington, D. C.: the Association, 1941. 32 p (Mimeo.) 15$. 

Auerbach, Murray A. Programs for Local Tuberculosis Associations. Adminis¬ 
trative Series, No 4. New York- National Tuberculosis Association, 1937. 67 p. 

Britten, Rollo H. “The National Health Survey.” Public Health Reports 55: 
2199-2224; November 29, 1940. Federal Security Agency, U. S. Public Health 
Service. Washington, D. C.: Government Printing Office, 1940. 5$. 

Carris, Lewis H. Preventing Blindness Through Social Hygiene Co-operation. 
Publication 138. New York: National Society for the Prevention of Blindness, 
1934. 11 p. 10$. 

Carris, Lewis H., and Merrill, Eleanor B. The Role of the Social Worker in 
a Prevention of Blindness Program. Publication 258. New York: National 
Society for the Prevention of Blindness, 1937. 8 p 5$. 

Child Welfare League of America. A Health Program for Children in Foster 
Caro. New York. Child Welfare League of America, 1938. 24 p. 35$. 

Child Welfare League of America Standards for Child Protective Organiza¬ 
tions. New York. Child Welfare League of America, 1937. 15 p 25$. 

Hayden, Audrey M. Organization of Social Forces for Prevention of Blindness 
Publication 275. New York. National Society for the Prevention of Blindness, 
1938. 11 p. 10$. 

National Dental Hygiene Association. Community Committees for Dental 
Health. Washington, D. C.: the Association, 1941. 21 p. Free. 

National Education Association and American Medical Association, Joint 
Committee on Health Problems in Education. Home and School Coopera¬ 
tion for the Health of School Children Washington, D C . the National Edu¬ 
cation Association, 1937. 32 p 20$ 

Rogers, James F. Supervision of Health and Physical Education as a Function of 
State Departments of Education Federal Security Agency, U. S. Office of Edu¬ 
cation, BulleLm 1940, No. 6. Washington, D. C.: Government Printing Office, 
1941. 106 p. 15$. 



References 


363 


Siiepard, W. P “The Trained Worker Goes to Work ” American Journal of Pub¬ 
lic Health 2d: 1313-17; December 1939. Available in reprint form. 

U S Department of Labor, Children’s Bureau Community Social Seiviceh 
for Children Folder 7 (Revised). Washington, D C . Government Printing 
Office, 1939. 11 p 5<f 

U. S. Department of Labor, Children’s Bureau Conference on Children in a 
Democracy: Papers and Discussions at the Initial Session Washington, D C 
Government Printing Office, 1939 149 p. 20 4 

U. S Department of Labor, Children’s Bureau. Health and Medical Care 
for Children Separate from Preliminary Statements Submitted to the White 
House Conference on Children in a Democracy. Washington, D. C : Govern¬ 
ment Printing Office, 1940 p 163-206 Free. 

Walker, W. Frank, and Randolph, Caroline R. School Health Services. New 
York' Commonwealth Fund, 1941. 198 p. $1.50. 

Welch. Kathryn H The Meaning of State Supervision in the Social Protection 
of Children U S. Dept, of Labor, Children’s Bureau Publication No. 252. 
Washington, D. C . Government Printing Office, 1940 22 p 5^. 

Chapter XVI Legislative and Legal Aspects of the School Health 

Program 

American Medical Association, Bureau of Medical Economics. Medical 
Relations Under Workmen’s Compensation Chicago, the Association, 1938 
40 p. 

American Medical Association, Bureau of Medical Economics Sickness 
Insurance Catechism. Chicago: the Association, 1938. 13 p 5<f,. 

Edwards, Newton The Courts and the Public Schools. Chicago: University of 
Chicago Press, 1933 591 p. $5. 

Morrison, Henry C. The Curriculum of the Common School. Chicago. Uni¬ 
versity of Chicago Press, 1940. 6S1 p. $4. 

National Education Association, Research Division, Safety Education 
Projects. Teacher Liability for Pupil Injuries. Washington, D. C.: the Asso¬ 
ciation, 1940, 24 p. 25«S. 

Rogers, James F State-Wide Trends in School Hygiene and Physical Education 
Federal Security Agency, U S. Office of Education, Pamphlet No. 5 (Revised) 
Washington, D C : Government Printing Office, 1941. 15 p. 5 <f. 

Rosenfield, Harry N. Liability for School Accidents. New York- Harper and 
Brothers, 1940 220 p $2. 

Russell, John D., and Judd, Charles H The American Educational System 
Boston Houghton Mifflin Co , 1940. 554 p. $2.25. 

Smiley, D, F. “An Approach to the Problem of School Medical and Dental Serv¬ 
ice.” Journal of the American Medical Association 108’ 435-39; February 1937 
Available in reprint form. 

Tobey, James A Public Health Law. New York; Commonwealth Fund, 1939 
414 p. $3 50. 

Trusler, Harry R Essentials of School Law. Milwaukee, Wis. Bruce Publishing 
Co, 1927. 478 p. $6. 




APPENDIX 


Methods of Appraisal in School Health Programs 

Organizations with Materials and Services of Use in 
Health Education 

Speech Clinics and Institutions Offering Speech Correction 
Training 



METHODS OF APPRAISAL IN SCHOOL HEALTH 

PROGRAMS 

The following list of tests, checklists, and appraisal forms is repre¬ 
sentative of the types of measuring instruments available in health 
education. The inclusion or the omission of a test title does not indi¬ 
cate either the Commission’s approval or disapproval. The chief pur¬ 
pose has been to provide a practical and readily accessible list of 
test material. 

The present list consists of four parts: (a) checklists, records, 
and tests of physical status and ability; (b) checklists of buildings, 
equipment, and health programs; (c) tests of health knowledge; 
and (d) tests of attitudes, personality, character, and social behavior. 

Where personal direction with respect to the selection and use of 
tests is not available, teachers should consult the Mental Measure¬ 
ments Yearbook, 1940, edited by Oscar K. Euros (Highland Park, 
N. J., 1941, 674 p.). Earlier summaries were prepared beginning 
in 1933. Help may also be obtained from issues of the Review of 
Educational Research (February 1933, December 1935, and De¬ 
cember 1938) published by the American Educational Research 
Association. Various books on testing should be consulted, such as 
Tests and Measurements in Health and Physical Education by 
Charles H. McCloy (New York: F. S. Crofts and Co., 1939, 392 p.). 

Comment on the Use of Measurements 

Except for practice or experimental purposes, the various types of 
appraisal instruments suggested in the present list should not be 
used by persons who are untrained and inexperienced in the field of 
measurements. This warning is particularly important with respect 
to the tests listed under “Tests of Attitudes, Personality, Char¬ 
acter, and Social Behavior.” Here is an area where even experienced 
and competent persons disagree with respect to definitions, technics, 
and interpretations. 

In most school situations, the classroom teacher, with little prepa¬ 
ration in testing, will find the rating scales (Nos. 43, 46, 47, 49, 54, 
and 59) most readily useful These scales will help many teachers 
to become more observant of various qualities of pupil behavior 
which might ordinarily be overlooked. At the same time it should be 
remembered that most rating scales require the rater to express an 


[ 366 1 



Appendix 


367 


opinion with respect to the existence or the quality of specific items. 
Some of these items are relatively trivial and many are intangible. 
The use of such rating scales calls for a great deal of common sense. 

The self-rating scales for use by the pupils themselves should be 
used sparingly. Someone has said, “There is no more priggish prac¬ 
tice than the practice of deliberate self-improvement.” (Benjamin 
Franklin to the contrary notwithstanding!) Perhaps the greatest 
value may be in comparing an individual’s self-rating with the 
opinions that his peers may have of him. The study of these reactions, 
when checked against other sources of data, will reveal clues as to 
individual personality development. 

Most of the other instruments listed are attempts by indirect pro¬ 
cedures to appraise attitudes and traits. Most of these tests are in an 
early stage of development. In many instances the tests strain the 
individual’s intellectual honesty or confuse him by slippery termi¬ 
nology. Also, some tests (e.g., Nos. 39 and 58) carry labels implying 
that they are tests of neurotic and unstable characteristics. Any 
discussion of such terms may lead to misunderstandings among both 
teachers and parents. When any of these tests are used, it should be 
kept in mind that they are still relatively crude instruments, but the 
results when taken with other sources of information may be useful 
to a competent investigator. 

Checklists, Records, and Tests oj Physical Status and Ability 

1. American Association for Health, Physical Education, and Recreation, a 
department of the National Education Association. “Physical Fitness (Spring- 
field College Studies of Health and Physical Education)," Research Quarterly 
12: 301-493; May 1941 (supplement). 

A leview of a number of the research studies of body build, weight, 
posture, motor fitness, and similar evidences of physical condition. 

2. Bovard, John F., and Cozens, Frederick W Tests and Measurements in 
Physical Education. Philadelphia. W. B. Saunders Co., 1938. 427 p. 

A comprehensive manual of measurement in physical education. 

3. Cozens, Frederick W ; Cubberley, Hazel; and Neilson, N. P. Achievement 
Scales in Physical Education Activities: For High School Girls and College 
Women. New York: A. S Barnes and Co, 1937. 16S p. 

A series of measures of status and progress in the acquisition skills in 
physical activities. 

4. Coze.ns, Frederick W.; Trieb, M. H.; and Neilson, N. P. Physical Education 
Achievement Scales. New York: A. S Barnes and Co., 1936. 1SS p. 

Describes a number of physical activities for boys of secondary-school age 
and presents performance scores. 



368 


Health in Schools 


5. Eames, Thomas H. Eames Eye Test. Yonkers-on-Hudson, N. Y.. World 
Book Co. Examiners Kit, $3.50. 

Prepared to help nurse or classroom teacher to screen out pupils probably 
requiring professional eye examination. 

6. Franzen, Raymond. An Evaluation of School Health Procedures. (Published 
originally by the American Child Health Association, 1933.) Washington, 
D. C.: National Education Association. 127 p. Paper, 90^; cloth, $1.15. 

A summary of test procedures and technics useful in determining health 
needs of children, personnel rapport, and effectiveness of supervisory prac¬ 
tices 

7. Jenss, Rachel M., and Souther, Susan P. Methods of Assessing the Physical 
Fitness of Children. U. S. Dept, of Labor, Children’s Bureau. Washington, 
D. C.: Government Printing Office, 1940. 121 p 

A summary of the effectiveness of methods used in identifying unfit boys 
and girls. Based on experiences in New Haven, Connecticut. 

S. National Education Association and American Medical Association, Joint 
Committee on Health Problems in Education. Health Inspection of School 
Children. Washington, D. C.: the National Education Association, 1933 
24 p. 

Brief review of the physical factors to be checked in a minimum exami¬ 
nation program. 

9. Neilson, N. P., and Cozens, F, W. Achievement Scales in Physical Education. 
New York- A S. Barnes and Co , 1934. 171 p. 

Presents a procedure for classifying children into eight groups for instruc¬ 
tion and participation in physical activities and games. For elementary and 
junior high schools. 

10. Pryor, Helen B. Width-Weight Tables. Stanford University, Calif.: Stanford 
University Press. 15 p. 

A series of tables that may be used to predict body weight in terms of 
width of hips and width of chest as well as height for each age and sex. 
Includes age range one year to forty-one plus. 

11. Wetzel, Norman C. “Physical Fitness in Terms of Physique, Development, 
and Basal Metabolism.” Journal of American Medical Association 116: 
1187-95; March 22, 1941 

Presents a standard grid form which, when used to plot development, 
indicates the status of physical health. 

Checklists of Buildings, Equipment, and Health Programs 

12. American National Red Cross. Checklist for Common Hazards in and about 
the Home and on the Farm. Washington, D. C.: American National Red 
Cross. 2 p. 

A list of some fifty questions on the conditions and equipment that often 
lead to accidents. 



Appendix 


369 


13. American Public Health Association. Appraisal Form for Local Health Work. 
New York, the Association, 1938 

A compendium of practices and activities representing the desirable ele¬ 
ments of a local (urban and rural) health program. Includes a section on 
school hygiene. 

14. Dearborn, Terry H. A Checklist for the Survey of Health and Physical 
Education Programs m Secondary Schools. Stanford University, Calif.: Stan¬ 
ford University Press. 23 p. 

A classified list of items pertinent to a school health program. Can be 
used to record the existence and status of equipment, procedures, and 
activities. 

15. Engelliardt, N. L. Standards for Junior High School Buildings. New York: 
Teachers College, Columbia University, 1932. 161 p. 

Reviews criteria with respect to health, safety, and sanitary factors in the 
planning of junior high schools. 

16 Engelhardt, N. L.; Reeves, Charles E.; and Womrath, George F Survey 
Data. Book for Public School Janitorial-Engineering Service, New York- 
Teachers College, Columbia University, 1932. 75 p. 

An attempt to provide objective means for appraising the janitorial- 
engineering service of a school. 

17, Illuminating Engineering Society and American Institute of Architects 
American Recommended Practice of School Lighting New York: the Society, 
1938. 60 p. 

A discussion of standaids and problems with respect both to natural and 
artificial lighting. Prepared in cooperation with several associations interested 
in conservation of eyesight. 

IS. Linn, H H.; Helm, L C.; and Grabarkiewicz, K. P. Checklist Forms for 
Rating School Custodial Service. New York. Teachers College, Columbia 
University, 1940. 

Fourteen checklists and explanation (2 pages) covering housekeeping in 
classrooms, toilets, swimming pools, and other areas of school plant. 

19. Massachusetts Institute of Technology, Department of Biology and Public 
Health. School Health Appraisal Form. Cambridge, Mass.: the Institute, 
1930. 73 p. 

A constructive and suggestive guide for the study of school health pro¬ 
grams. Part I for city schools; Part II for rural schools. 

20. National Board of Fire Underwriters. Self-Inspection Blank for Schools. 
New York, the Board, 1938. 2 p. 

A list of thirty-six items designed to encourage certain precautions against 
school fires. 

21. National Council on Schoolhouse Construction. “Factors Pertinent to School 
Plant Planning.” Proceedings, 1940 Nashville, Tenn : the Council (Sec.: 
Ray L. Hamon, George Peabody College), 1941. p. 80-107 

General standards on sites, construction, and equipment. 



370 


Health in Schools 


22. National Education Association, Research Division, Safety Education Proj¬ 
ects. Checklist of Safety and Safety Education. Washington, D. C : tlie 
Association, 1939. 30 p. 

A list of 214 items covering plant, equipment, and program as related to 
safety education 

23 National Recreation Association. Play Space in New Neighborhoods. New 
York' the Association, 1939. 23 p. 

A committee report of standards of outdoor areas in housing develop¬ 
ments. The Association also issues standards for playground equipment. 

24. National Recreation Association. Schedule for the Appraisal of Community 
Recreation New York, the Association. 

Offers a means of measuring the degree to which cities are furnishing 
their people with well-rounded recreation opportunities. 

25. Rogers, James F Safety and Health of the School Child. U. S. Dept of the 
Interior, Office of Education, Pamphlet No. 75 Washington, D C : Govern¬ 
ment Printing Office, 1937. 29 p. 

A self-survey of school conditions and activities. 

26 Strayer, George D , and Engelhardt, N L. Standards for Elementary School 
Buddings. New York. Teachers College, Columbia Univcisity, 1933 1S1 p. 

A summary of criteria and principles with respect to site, building, service 
systems, and similar items including lieallh-service rooms and sanitation 

27. Strayer, George D., and Engelhardt, N L. Standards for High School Budd¬ 
ings. New York. Teachers College, Columbia University, 1924. 95 p 

An outline of standards and score card covering various aspects of school 
building construction including health and sanitation features. 

Health Knowledge Tests 

23. American Child Health Association. Health Education Test Forms. (Pub¬ 
lished originally by the American Child Health Association, 1927 ) Wash¬ 
ington, D. C • National Education Association. 

Five types of tests of health knowledge. 

29 Brewer, John, and Schrammel, H. E Brewcr-Schrammel Test of Health 
Knowledge and Attitude. Emporia, Kans . Kansas State Teachers College. 
Specimen set, 15^. 

Aims to measure knowledge of facts and principles in healthful living and 
pupil attitudes toward health rules. For Giades IV thru VIII. 

30 Franzen, Raymond. Health Education Tests (Published originally by the 
American Child Health Association, 1929 ) Washington, D. C.. National 
Education Association, 70 p. Paper, 60^; cloth, 90 if. 

A description of tests used in a school health study with norms for 
Grades V and VI. 

31. Franzen, Raymond; Derryberry, Mayhew; and McCall, William A Health 
Awareness Test. New York Teachers College, Columbia University. 

A test for measuring health information, attitudes, and habits. Designed 
for age range eight to sixteen years. 



Appendix 


371 


32 Gates, Arthur I, and Strang, Ruth. Gates-Strang Health Knowledge Test 
New York 1 Teachers College, Columbia University. Specimen set, ISA 

Based upon the facts found in twenty health courses in fourteen widely 
used textbooks on health. One form for Grades III thru VIII; forms also 
for Grades VII thru XII. 

33 Gill, E M., and Schiammel, H. E. Gill-Schrammel Physiology Test. Em¬ 
poria, Kans . Kansas State Teachers College. Specimen test, 15A 

Based upon material found in a number of leading textbooks in field of 
high-school physiology. For junior and senior high school. 

34. Kilander, H F. Kilander Health Knowledge Test. East Orange, N. J : the 
Author (Panzer College of Physical Education and Hygiene). 

A test of 100 multiple-choice items in fields of nutrition, communicable 
disease, sanitation, safety and firsL aid, and social and mental health. For 
Grades XII and XIII. 

35 Orleans, Jacob S , and Sealy, Glenn A. Public School Achievement Tests. 
J. Health Bloomington, Ill • Public School Publishing Co 

A Lest of knowledge of health facts for use from Giades IV thru VIII 
Four foirns available, 

36. Speer, Robert K., and Smith, Samuel. Health Test. National Achievement 
Tests Rockville Center, N. Y.: Acorn Publishing Co. 

Designed to test knowledge of health facts, judgment, and appreciation 
Two forms available for Grades III thru VIII. 

37 Trusler, V. T , Arnett, C. E.; and Schrammel, H. E Trusler-Arnett Health 
Knowledge Test Emporia, Kans : Kansas State Teachers College Specimen 
set, 15A 

Designed to measure the student’s knowledge of the basic facts, principles, 
and rules fundamental to healthful living For Grades IX thru XII and 
college 

Tests of Attitudes, Personality, Character, and Social Behavior 

38. Bell, Hugh M. Adjustment Inventory. Stanford University, Calif.. Stanford 
University Press. Specimen set, 15 if. 

A personality questionnaire of 140 items providing scores on home, health, 
and social and mental adjustment. For Grade IX thru college; also an adult 
form 

39. Bernreuter, Robert G. Personality Inventory. Stanford University, Calif.: 
Stanford University Press Specimen set, 25A 

A questionnaire test designed to yield measures of neurotic tendency, 
self-sufficiency, introversion-extroversion, dominance-submission, self-confi¬ 
dence, and sociability. For Grade IX thru college. 

40. Brown, Fred Personality Inventory for Children. New York. Psychological 
Coiporation. Specimen set, 15A 

An inventory' of eighty items within the categories of home, school, 
physical symptoms, insecurity, and irritability. For ages nine to fourleen 
years. 



372 


Health in Schools 


41. Byrd, Oliver E. Byrd Health Attitude Scale. Stanford University, Calif.: 
Stanford University Press. 

A list of 100 statements intended to measure health attitudes of indi¬ 
viduals. For senior high school and first two years of college. 

42. Champney, Horace. Pels Parent-Behavior Rating Scales. Yellow Springs, 
Ohio: Antioch Press. Specimen set, 25 4- 

For use of trained home visitor in appraising certain parent-child rela¬ 
tionships. 

43. Cornell, E. L.; Coxe, W. W.; and Orleans, J. S New York Rating Scale for 
School Habits Yonkers-on-Hudson, N. Y.: World Book Co. Per package, 
50<f. 

A record of character traits designed to indicate future success in school- 
work. 

44. Cowan, Edwina A Cowan Adolescent Personality Schedule. Wichita, Kans.: 
Wichita Child Research Laboratory. Specimen set, 50^. 

An instrument providing scores on items such as fear, family emotion, 
family authority, inferiority, escapes, and compensation. For ages twelve 
to eighteen. 

45. Downey, June E. Downey Will-Temperament Test. Yonkers-on-Hudson, 
N Y.: World Book Co. Specimen set, individual test, 25{i; group test, 20<f 

Prepared both as an individual and a group test. Designed to determine 
temperamental traits thru a series of motor reactions recorded chiefly thru 
writing. 

46. Haggerty, M. E.; Olson, W. C.; and Wickman, E. K. Haggerty-Olson- 
Wickman Behavior Rating. Yonkers-on-Hudson, N. Y.: World Book Co 
Specimen test, 10d. 

Includes in Schedule A a behavior problem record, in Schedule B a 
behavior rating scale for intellectual, physical, social, and emotional traits 

47. Hayes, M. L. Scale for Evaluating the School Behavior of Children. New 
York: Psychological Corporation 

A scale intended to help teachers analyze the habits of adolescents as a 
basis for discovering maladjustments and developmental needs. For ages 
ten to fifteen years. 

48. Hildreth, Gertrude Personality and Interest Inventory. New York: Teachers 
College, Columbia University. Specimen sets, elementary 10^; high school 
15 ^. 

A questionnaire approach to interests in activities, games-sports, school 
subjects, books, and so forth. For Grades IV thru IX and IX thru XII. 

49. Joel, Walther, and Joel, Janet. Behavior Maturity Rating Scale for Nursery 
School Children Los Angeles, the Authors (City College). Single test, 5<f. 

For use with children one and one-half to six years of age. 

50. Lewerenz, Alfred S., and Steinmetz, Harry C. Orientation Test Concerning 
Fundamental Aims of Education. Los Angeles: California Test Bureau. 
Specimen set, 15<f. 

Designed to measure beliefs likely to condition attitudes. Contains section 
on physical and mental health items. For high school and college. 



Appendix 


373 


51 . Link, Henry C., and others. P.Q. or Personality Quotient Test New York: 
Psychological Corporation. Specimen set, 25$. 

Attempts to measure extroversion, social aggressiveness, self-determination, 
economic self-determination, and adjustment to the opposite sex. For Grades 
VII thru XIII. 

52. McFarland, Ross A., and Seitz, C. P. P-S Experience Blank. New York: 
Psychological Corporation. Specimen set, 25^5. 

An inventory of 92 questions designed to select those who exhibit excessive 
psychoneurotic tendencies. For late adolescence and adults. 

53. Mailer, J. B. Case Inventory. New York: Teachers College, Columbia Uni¬ 
versity. Specimen set, 30?!. 

A personality schedule yielding scores on emotionalized responses, adjust¬ 
ments, honesty, and ethical judgment and integration. For Grades V thru 
XII. 

54. Mailer, J. B. Character and Personality Rating Scale New York: Teachers 
College, Columbia University. Specimen set, 25$. 

A scale of 50 items divided equally under two parts: character and 
personality. Includes items on sense of humor, responsiveness, neatness, 
social-mindedness, and so forth 

55. Pressey, S. L., and Pressey, L. C. Pressey Interest-Attitude Tests. New 
York. Psychological Corporation. Specimen set, 15$. 

A test of things the individual is interested in, worries about, considers 
wrong, and admires in people. For Grade VI thru adults. 

56. Remmers, H. H. Attitude Scales. Lafayette, Ind.: Division of Educational 
Reference, Purdue University. Twelve scales, specimen set of each, 15$. 

Generalized attitude scales designed to measure attitudes toward discipli¬ 
nary procedures, play, teachers, social action, and so forth. For Grade VII 
thru college. 

57. Stodgill, Ralph M. Behavior Cards. Columbus, Ohio: the Author (2280 W. 
Broad Street). Testing outfit, $2 25. 

A test-interview form for delinquent children. May be used with those 
having a reading grade score of 4.5 or higher. 

58 Thurstone, L. L., and Thurstone, Thelma G Thurstone Personality Schedule 
Chicago: University of Chicago Press Specimen set, 15$. 

A questionnaire designed to obtain an index of neurotic tendencies. For 
college students and adults. 

59. Van Alstyne, D. Winnetka Scale for Rating School Behavior. Winnetka, Ill.: 
Winnelka Educational Press. Single copy, 10$. 

A scale of 13 classroom situations used to score a pupil’s assets with 
respect to cooperation, social consciousness, emotional security, leadership, 
and responsibility. For nursery school thru Grade VI. 

60. Washburne, John N. Washburne Social-Adjustment Inventory. Yonkers-on- 
Hudson, N. Y.: World Book Co. Specimen set, 15$. 

A test to discover and diagnose cases of maladjustment among students 
in secondary schools and colleges. 



ORGANIZATIONS WITH MATERIALS AND SERVICES 
OF USE IN HEALTH EDUCATION 

Educators should be acquainted with the sources of aid and in¬ 
formation available in the field of health education. Many of these 
are local and slate agencies which have not been included in the fol¬ 
lowing list. The purpose of the present listing is to indicate the gen¬ 
eral nature of the activities of certain national organizations Some 
of these are projects of the federal government; others are com¬ 
mercial agencies; and many are professional associations. 

The descriptive statements included have been submitted to offi¬ 
cials of each agency for verification. Neither the omission of any 
organization from the list nor the presentation of any statement is 
intended to convey the official approval or disapproval of the Ameri¬ 
can Association of School Administrators. 

This list is grouped into three major divisions: (a) the National 
Education Association and its departments, (b) private agencies, 
and (c) federal governmental agencies. 

National Education Association Agencies 

1. American Association for Health, Physical Education, and Recreation, a 
department of the National Education Association. 1201 Sixteenth Street, 
N. W, Washington, D. C. Address. N. P. Neilson, executive secretary. 

A professional organization for workers in health, physical education, and 
recreation in schools, colleges, and community and private organizations 
Provides consultation service, field service, and general information service, 
also conducts national and district conventions, works with state and local 
health, physical education, and recreation organizations, and publishes two 
magazines, the Journal oj Health and Physical Education (monthly except 
July and August), and the Research Quarterly (published March, May, 
October, December). 

2. American Association of School Administrators, a department of the National 
Education Association. 1201 Sixteenth Street, N. W, Washington, D. C. 
Address: S. D. Shankland, executive secretaiy. 

Thru its conventions and exhibits the Association offers school administra¬ 
tors many opportunities to become informed as to current health education 
problems and as to available health instructional materials In 1940, issued 
the yearbook Safety Education ($2) which is a comprehensive treatment of 
both principles and practices. In cooperation with the NEA Research Divi¬ 
sion, maintains the Educational Research Service (subscription $25 a year) 
as a clearing-house of information on school administration, 


[374] 



Appendix 


37S 


3. International Council for Exceptional Children, a department of the National 
Education Association. Address. Samuel A. Kirk, president, State Teachers 
College, Milwaukee, Wis. 

An organization of about SOQO educators engaged or interested in the pro¬ 
motion and welfare of the education of exceptional children—the handicapped 
and the gifted Publishes the Journal oj Exceptional Children (eight times a 
year). 

4. National Education Association. 1201 Sixteenth Street, N. W., Washington, 
D. C. Address' Willard E Givens, executive secretary. 

Contributes to health education in the following ways' by sponsoring a 
joint committee with the American Medical Association (see item S); thru 
cooperation with its departments in certain fields (e.g., American Association 
for Health, Physical Education, and Recreation, see item 1); thru the dis¬ 
tribution of publications formerly published by the American Child Health 
Association; and thru the publication of bibliographies, lesson units, and 
other materials in the field of safety education Among its outstanding pub¬ 
lications in the field of health education are Fit To Teach and Health Educa¬ 
tion. A free list of publications will be sent upon request. Publishes the 
Journal of the National Education Association, which contains an occasional 
article or bibliography dealing with health education ($2 a year, free to 
members) 

5. National Education Association and American Medical Association, Joint 
Committee on Health Problems in Education. Address: Charles C. Wilson, 
M.D., chairman, S2S West 120th Street, New York, N. Y. 

Fosters a closer understanding between educators and physicians in order 
that each group may make the maximum contribution to the solution of 
health problems; studies the relationship of physicians and educators to 
health problems, to each other, and to other agencies; conducts symposiums 
on school health problems in conjunction with annual meeting of the Ameri¬ 
can Association of School Administrators and annual meeting of the American 
Medical Association Publications, available from either National Education 
Association or American Medical Association, include (a) Health Education, 
(b) Health Inspection of School Children, (c) Home and School Cooperation 
for the Health of School Children, (d) Mental Hygiene in the Classroom, 
(e) Mouth Health of School Children, (f) The Nurse in the School, (g) 
Open Air Classrooms, and (h) School Health Policies, 

6. National Education Association, Department of Home Economics. 1201 
Sixteenth Street, N. W , Washington, D. C Address' Clara Lee Cone, presi¬ 
dent. 

Promotes “the growth and progressive development of home economics 
education in the public-school piogram ” Since one of the primary objectives 
of home economics education is the improved physical and mental health of 



376 


Health in Schools 


the individual and the family group, the Department has a definite responsi¬ 
bility for promoting this objective. The goal of health is emphasized in com¬ 
mittee activities, in the two yearly meetings of the Department, in American 
Education Week folders published every year, and in joint publications with 
other educational organizations. Cooperates actively with the national nutri¬ 
tion program for defense 

7. National Education Association, Department of Lip Reading. Address: 
Dorothy Vernon, secretary, 1331 North 24tli Street, Birmingham, Ala. 

An organization of teachers of lip reading with these purposes: to work 
unitedly for better understanding of problems of people with imperfect hear¬ 
ing in relation to their education and rehabilitation thru skill in lip reading; 
to improve methods of such instruction; to raise standards for requirements 
of teachers of lip reading; and to cooperate in furthering the interests of chil¬ 
dren and adults with impaired hearing. Publishes bulletin The Lip Reader 
(thiee issues yearly). 

8. National Education Association, Department of Special Education. (Now 
the International Council for Exceptional Children; see item 3.) 

Private Agencies 

9. Allied Youth, Inc. 1201 Sixteenth Street, N. W., Washington, D. C. Address: 
W. Roy Breg, executive secretary. 

By field service and printed materials, organizes and serves youth-led, 
school-sponsored Posts of Allied Youth, which specialize in alcohol education 
and alcohol-free recreation. Services of the national movement to high schools 
and Allied Youth Posts include: The Allied Youth (monthly except August), 
attractively written and illustrated health facts and related materials for 
young people; Alcoholjax Educational Service (monthly during school year), 
loose-leaf bulletins and pamphlets of fact and program helps on alcohol edu¬ 
cation and related subjects; manuals for organizing Post program and con¬ 
ducting educational and recreational activities; basic books and pamphlets on 
health phases of the use of alcohol and other topics related to youth welfare; 
visits of field representative, addressing high-school assembly and assisting 
students to organize an educational and recreational program of Allied Youth. 
The movement is counseled by numerous specialists in the fields of physical 
and mental health, also by coaches, educators, and youth leaders. 

10. American Academy of Pediatrics, Inc. 636 Church Street, Evanston, Ill. 
Address: Clifford G. Grulee, M.D., secretary. 

Organized for the promotion of child health and child welfare in the United 
States and Canada. It has a membership of approximately 1350 pediatricians. 
It cooperates with lay and medical organizations having the same objectives 
thru committees, both national and state. Interested especially in the general 



Appendix 


377 


health of children, their protection in the home and in school. Issues pamphlets 
for physicians and laity; sponsors the publication of the Journal of Pediatrics 
(monthly). 

11. American Association of Medical Social Workers. 844 Rush Street, Chicago, 
Ill. Address: Mary M. Maxwell, executive secretary. 

Serves as an organ of intercommunication among medical social workers; 
maintains and improves standards of social work in hospitals, dispensaries, 
special clinics, or other distinctly medical or psychiatric institutions; and 
stimulates its intensive and extensive development. Has a membership of 
about 2000; is organized into thirteen districts in the United States and 
Canada. Issues a Bulletin eight times a year. Nonmembers pay a subscription 
fee of $1. 

12. American Association of Psychiatric Social Workers. 1790 Broadway, New 
York, N. Y. 

A national professional association of approximately SSO psychiatric social 
woikers employed in psychiatric hospitals and clinics or in social and mental 
hygiene work in other social agencies. Organized to study, maintain, and 
promote professional standards in psychiatric social work, such as methods 
of practice, professional education, and government and civil service develop¬ 
ments; to foster relationships with other professional associations and agen¬ 
cies; and to give opportunity for interchange among members. The News- 
Letter, published quarterly by the Association, is largely devoted to articles, 
editorials, and book reviews of a technical nature dealing with practice, edu¬ 
cation, standards, or studies in psychiatric social work. Other publications 
represent, in the majority, studies and reports of the Association’s commit¬ 
tees. The book Psychiatric Social Work, by Lois Meredith French, published 
in 1940 by the Commonwealth Fund, is the outcome of a research study on 
trends in psychiatric social work, fostered by the Association. 

13. American Association on Mental Deficiency, Inc Address: E. Arthur 
Whitney, M.D., secretary, Elwyn, Delaware County, Pa. 

Organized in 1876, incorporated in 1938, for the study of all forms of 
mental retardation. Chief among its objectives are mental examination for all 
backward children; a complete census and registration of all mentally retarded 
children; special classes for the subnormal in public schools; increased in¬ 
stitutional facilities for the lower grades of mental defect; selective steriliza¬ 
tion for the hereditary types; special provision for the “defective delinquent ; 
and thoro research into the causes, cure, prevention, instruction, care, and 
general welfare of the subnormal. Meets annually and has regional meetings 
besides the annual.'Publishes the American Journal of Mental Deficiency as a 
quarterly. Physicians, psychologists, teachers, parole officers, social workers, 
and interested laymen are eligible for membership. 



378 


Health in Schools 


14. American Association To Promote the Teaching of Speech to the Deaf. 1537 
35th Street, N. W., Washington, D. C. Address. Josephine B Timberlake, 
executive secretary. 

Assists schools for the deaf in their efforLs to teach speech and lip reading, 
provides information for parents of deaf children, and maintains a reference 
library and information service on deafness and those handicapped by deafness 
of any degree. Controls the Volta Bureau for the increase and diffusion of 
knowledge relating to the deaf Publishes Volta Review, monthly, $2 a year, 
Biennial Proceedings, $1 a copy. 

15 American Camping Association, Inc 330 South State Street, Ann Arbor, 
Mich. Address' Ross L. Allen, executive director. 

Recognizes the maintenance and improvement of health in campers as a 
primary objective of the camping experience for children and adults. Holds 
conferences and workshops and initiates studies and research on health aspects 
of camping. Attempts to have camp leaders recognize the great potentialities 
for health administration in the camp situation. Publishes health education 
articles in its official publication, the Camping Magazine (nine issues yearly) 
Discusses health education in camp at its sectional and national meetings 
Consultation service on health education problems, bibliographical and book 
loan service. 

16. American Council on Education 744 Jackson Place, Washington, D. C Ad¬ 
dress' George F. Zook, president. 

Sponsors research programs and service activities of special concern to 
education. The American Youth Commission has studied health programs in 
colleges and universities, the National Youth Administration, and CCC camps, 
and has published two volumes dealing with these studies The Commission 
on Teacher Education of the Council is also concerned with mental and 
physical health programs with respect to both students and teachers 

17. American Dental Association 212 East Superior Street, Chicago, Ill Address 
Harry B. Pinney, secretary. 

Cultivates and promotes the art and science of dentistry; elevates and 
sustains the professional character and education of dentists; and enlightens 
and directs public opinion in relation to oral hygiene, dental prophylaxis, and 
advanced scientific dental service. These activities are carried on chiefly thru 
various bureaus and commissions such as the Research Commission, Library 
Bureau, Bureau of Economics, Bureau of Legislation, Council on Dental Edu¬ 
cation, Council on Dental Therapeutics, and the Bureau of Public Relations 
The last two of these furnish information on dental medicaments and care 
of the mouth to the public. Maintains a library service for members and 
publishes the Journal of the American Dental Association (monthly). 



Appendix 


379 


IS. American Dietetic Association. 185 North Wabash Avenue, Chicago, Ill, 
Address: Gladys E. Hall, educational director. 

A professional organization of 5000 members who are mainly hospital 
dietitians, nutritionists for state and local agencies (public and private), con¬ 
sultant dietitians, college teachers of nutrition and related subjects, food 
service directors in residence halls, cafeteria directors in schools and colleges, 
restaurant managers, research workers, and food ediLors. Placement bureau 
service is available to memhers A collection of material used by dietiLians 
and nutritionists is on file and available to responsible persons. Publishes 
Journal oj the American Dietetic Association (ten issues yearly, twelve issues 
yearly beginning January 1942). 

19 American Eugenics Society, Inc. RICO Building, Rockefeller Center, New 
York, N Y Address: Rudolf C. Berthcau, secretary. 

The national organization devoted to the whole problem of improving the 
quality of the American people It is an educational membership society con¬ 
sisting of, and directed by, scientists, professionals, and laymen who, thru 
active membership, are aiding in the development of a sound, democratic 
eugenics program. To this end Llie Society serves as a center of authentic in¬ 
formation and guidance in this problem for agencies working in fields for the 
advancement of family life, general social welfare, health, and education; 
encourages research in human heredity, environment, and population prob¬ 
lems; promotes a soundly informed public opinion thru its own publications 
and meetings and thru general channels of public education, including courses 
in colleges and senior high schools on family life and human relations, and 
stimulates the medical profession and public health authorities to their 
proper responsibility for reducing the incidence of hereditary defect. 

20 American Foundation for the Blind, Inc 15 West 16th Street, New York, 
N Y. Address: Robert B. Irwin, executive director. 

Promotes the interests of the blind thru the United States in close co¬ 
operation with all local organizations thru the following activities: research, 
consultation service; field service in state and community; service to blind 
individuals; publication of professional literature; reference and lending 
library service; study of vocational opportunities for the blind; and National 
Industries for the Blind. Publishes four magazines: Outlook for the Blind 
(five times a year in Braille and mkprmt) , The Teachers Forum for Instruc¬ 
tors of Blind Children (five times a year in Braille and inkprint); Talking 
Book Topics (quarterly in inkprint and phonographic recoid form); Braille 
Book Review (monthly in Braille) 

21. American Genetic Association. 308 Victor Building, 724 Ninth Street, N. W., 
Washington, D. C. Address. C. E. Leighty, secretary, 

Devoted to the increase and diffusion of knowledge regarding heredity, 
the program of this Association has important implications for a comprehen- 



380 


Health in Schools 


sive health program. It has long been known that a number of rare diseases, 
such as hemophilia, have a genetic basis. More recently it has been dis¬ 
covered that much more widespread menaces to health also have definite 
genetic components. Thus recent studies have shown that rheumatic fever, 
one of the most widespread and destructively crippling diseases of childhood, 
is conditioned in its expression by a single recessive gene. Those children 
who come down with rheumatic fever do so because of their hereditary con¬ 
stitution. Diabetes is another disease which, in spite of insulin therapy, still 
has important genetic implications. The publications of the Association 
discuss during the year many angles of surpassing importance in the develop¬ 
ment of such a program. In the field of positive eugenics, the question of 
encouraging increased reproduction among those couples endowed with bet- 
ter-than-average health of body and mind also must receive increasing con¬ 
sideration in a well-rounded program of health conservation. The Association 
carries on its extension work thru the publication of the monthly Journal oj 
Heredity (subscription, $3.SO a year). Pamphlets, charts, and other literature 
are available, some free and some for which a price list will gladly be 
furnished. 

22. American Heart Association, Inc. 1790 Broadway, New York, N. Y. 

Focuses attention chiefly upon the collection and coirelation of facts re¬ 
lating to heart disease; the devising and application of preventive measures 
to lessen impairment of the heart; the coordination of the work being done 
in established centers in the fight against heart disease; the encouragement 
and assistance requisite for development of additional centers for cardiac 
work; the dissemination of information in regard to heart disease and the 
methods to be employed for its prevention and relief; and the arousing of 
the public mind to its responsibility and opportunity to assist in the fight 
against heart disease Publishes and distributes a quarterly bulletin; a monthly 
leaflet entitled Modern Concepts of Cardiovascular Disease; a small volume, 
Nomenclature and Criteria for Diagnosis of Diseases of the Heart; booklets 
upon Standard Requirements for a Cardiac Clinic and Standard Require¬ 
ments for a Peripheral Vascular Disease Clinic; pamphlets on various phases 
of heart disease; cardiac lecord charts for use in hospital out-patient clinics; 
educational films and lantern slides. The Ainerica?i Heart Journal, published 
monthly, is the leading journal of the world in its particular field and is under 
the editorial direction of this Association. 

23. American Home Economics Association. 620 Mills Building, Washington, 
D. C. Address: Edna Van Horn, executive secretary. 

Brings together persons trained in home economics or related fields, both 
those gainfully employed and individual homemakers; seeks to develop and 
promote standards of home and family life that will best further individual 
and social welfare. The work of members in all divisions of the home eco¬ 
nomics field contributes to health and health education, especially perhaps 
thru child guidance and nutrition, including the educational values of the 



Appendix 


381 


school lunch. The Association has a standing committee on home economics 
in health education which promotes community cooperation between home 
economists and others concerned with improving home and family life. Pub¬ 
lishes a professional magazine, the Journal of Home Economics (ten issues 
yearly); National Magazine of Home Economics Student Clubs (four issues 
yearly) ; Consumer Education Service; a few books and bulletins; and special 
papers on topics bearing on health education. 

24. American Institute of Family Relations. 607 South Hill Street, Los Angeles, 
Calif. Address: Paul Popenoe, general director 

Promotes education for successful marriage and family life by lectures be¬ 
fore schools, teachers’ organizations, and parents’ organizations; a correspond¬ 
ence course in the technic of counseling, for teachers, social workers, and 
others called on to deal with individual problems involving sex, heredity, love, 
marriage, parenthood, and the general fields of social and mental hygiene. 
Offers use of a circulating library in its field; helps teachers and others to get 
syllabuses and teaching material; assists in research and advises on curricu- 
Iums; publishes about seventy-five pamphlets dealing with various phases of 
family relations. 

25. American Junior Red Cross. National Headquarters, Washington, D. C. Ad¬ 
dress: James T, Nicholson, national director. 

Makes available to schools, for specialized health instruction, courses of 
the American National Red Cross in first aid, water safety, food selection, and 
home nursing, for those classes or other groups the members of which are 
old enough to be eligible for certification. Emphasizes in its Activities Calendar 
of program suggestions “physical and mental fitness” for meeting social re¬ 
sponsibility and includes, in the magazines for elementary and secondary 
schools, reports, articles, and illustrations developing the same emphasis. 
These health education materials developed currently are received by schools 
enrolled in the American Junior Red Cross (see item 29). 

26. American Library Association. 520 North Michigan Avenue, Chicago, Ill 
Address: Carl H. Milan, executive secretary. 

Among its activities in promoting library service it keeps libraries and in¬ 
dividuals informed concerning health education materials published in book 
or pamphlet form. This is done thru the annual selected list, Health Books for 
Pubhc Libraries, which is included each spring in The Booklist; by the health 
education books described in this semimonthly guide to new hooks; and thru 
many other bibliographies of material for children and for adults. The follow¬ 
ing series of health booklets prepared by a joint committee of the American 
Library Association and the American Medical Association are available (only 
in units of 100) from the American Library Association at $1 for 100 copies 
Titles: Food, Personal Health, Infants, The Child, Sex and Marriage, Mental 
Health, Medicine, Diseases, Public Health. 



382 


Health in Schools 


27. American Medical Association, Bureau of Health Education. S3S North Dear¬ 
born Street, Chicago, Ill. Address: W W. Bauer, MD, director. 

Professional organization of physicians in the United States, publishes 
weekly journal and nine special journals for physicians; publishes Hygeia , 
The Health Magazine for lay readers; broadcasts dramatized radio health 
programs in season on NBC network; participates in consultant and com¬ 
mittee work with oLher professional and lay organizations; answers letLers 
from lay inquirers noL involving diagnosis or treatment; publishes pamphlets 
at nominal prices and a few posters; furnishes limited number of exhibits for 
national or statewide meetings educational in character; price list of publica¬ 
tions free on request and limited number of samples to teachers when re¬ 
quested on letterhead of school system, furnishes speakers for naLional, state¬ 
wide, or large local meetings; supplies bibliographies. 

28 American Medical Association, Bureau of Medical Economics. S3S North 
Dearborn Street, Chicago, Ill. Address' R. G. Leland, M D., director. 

Conducts special studies, makes analyses of arrangements proposed or in 
operation, and collects source material pertaining to the various methods by 
which medical services are made available to the public. Among the Bureau 
publications are. University and College Student Health Service, State Edu- 
calion and State Medicine, Organized Payments for Medical Services, Group 
Hospitalization, A Critical Analysis of Sickness Insurance, Health Insurance 
in England, Rural Medical Service, Factual Data on Medical Economics, 
Handbook of Sickness Insurance, Stale Medicine and the Cost of Medical 
Care, and Distribution of Physicians in the United States. 

29 American National Red Cross. National Headquarters, Washington, D. C. 
Address: Norman H. Davis, chairman 

Thru the following services, operates in the field of health ■ instruction in 
first aid, water safety, accident prevention, home nursing, and nutrition; the 
enrolment of properly qualified nurses for emergency service, the enrolment 
of properly qualified medical technologists, at the request of the surgeon gen¬ 
eral of the Army, for emergency service, the conduct of public health nursing 
services in rural and semirural districts where such services do not exist, the 
promotion of educational activities for children thru membership in the 
Junior Red Cross; extension of medical relief in disasters or other emer¬ 
gencies; extension of medical, nursing, and related services to members, or 
disabled former members, of the armed forces, and their dependents; special 
projects in the field of blood procurement, enrolment of doctors for the 
British Red Cross, and the study of rehabilitation of Selective Service men 
with remediable defects. Materials and personnel to assist school health edu¬ 
cational programs should be requested thru local chapters of the Red Cross 
Publishes the Red Cross Courier (monthly) 



Appendix 


383 


30 American Occupational Therapy Association. 175 Fifth Avenue, New York, 

N. Y. Address: Mrs. Meta R. Cobb, executive secretary. 

Promotes the use of occupational therapy, advances the standards of edu¬ 
cation and training in the field, promotes research, and engages in other 
activities which may be considered advantageous to the profession and its 
members Publishes a bimonthly magazine, Occupational Therapy and Re¬ 
habilitation , and an annual Directory of Qualified. Occupational Therapists. 

31. American Orthopsycliiatric Association, Inc. 1790 Broadway, New York, N. Y. 
Address' Norvelle C. LaMar, M.D., secretary. 

Unites and provides a common meeting ground for those engaged in the 
study and treatment of problems of human behavior, and fosters research and 
spreads information concerning scientific work in the field of human behavior, 
including all forms of abnormal behavior. Publishes the American Journal of 
Orthopsychiatry (four times a year) and the Research Monograph Series. 

32. American Psychiatric Association. Room 708, 9 Rockefeller Plaza, New York, 

N. Y Address. Austin M Davies, executive assistant 

Has a membership of 2700. Founded in 1844 to further the study of sub¬ 
jects pertaining to the nature, treatment, and prevention of mental disorders; 
to further the interests, maintenance, and advancement of standards of 
hospitals for mental disorders, of out-patient clinics, and of all other agencies 
concerned with the medical, social, and legal aspects of these disorders; to 
further psychiatric education and research. Publishes the American Journal 
of Psychiatry, bimonthly (six issues yearly). 

33 American Public Health Association. 1790 Broadway, New York, N. Y. Ad¬ 
dress: Reginald M Atwater, M.D., executive secretary. 

The professional society of public health workers of North America, with a 
membership of 7000. Works thru its ten sections and more than 100 com¬ 
mittees. Thru ils section on public health education, comprising nearly one- 
seventh of the total membership, it sponsors an institute on health education 
in connection with its annual convenlion, and publishes reports and papers 
on health education separately and in its official publication, the American 
Journal of Public Health. Recently published a study on Community Organ¬ 
ization for Health Education. 

34. American Public Welfare Association. 1313 East 60th Street, Chicago, Ill 
Address- Fred K. Hoehler, director. 

Serves public welfare agencies and officers in the development of sound and 
adequate programs for persons in need of public assistance and other welfare 
services. Provides guidance in the areas of medical and hospital service for 
clients of public agencies. Operates thru the following means- consultation 
service, studies of organizational problems, national and regional conferences, 
maintenance of a loan library for members, field visits, committee activities, 
and publications. Publishes Public Welfare News (issued monthly). 



384 


Health in Schools 


35 . American School. Health Association. Address: A. 0. DeWeese, M.D , execu¬ 
tive secretary-treasurer, Kent State University, Kent, Ohio. 

An association of physicians, dentists, nurses, and health directors engaged 
in school health work in the public schools, private schools, and universities 
of the United States and Canada. Publishes the Journal of School Health, 
a monthly magazine. Holds one national meeting during year and several 
regional and state meetings. Thru widespread committees which are con¬ 
stantly studying school health problems, consultation to members is offered. 

36. American Social Hygiene Association. 1790 Broadway, New York, N. Y. 
Address: Walter Clarke, M.D., executive director. 

Informs the public about the national program and needed community ac- 
Lion; combats syphilis and gonorrhea as dangerous communicable diseases; 
fights prostitution as an organized business and improves other unwholesome 
conditions, particularly community conditions which lead to sex delinquency 
among young people; promotes, from childhood on, sound sex education and 
training for marriage and parenthood; and by all these means protects and 
improves the American family as the basic social institution Works thru 
the educational facilities of home, church, school, press, radio, stage, and 
motion pictures, and thru direct contact with the public by letter and per¬ 
sonal interview. Association services include personnel for advice, consulta¬ 
tion, and field work including state and community surveys, and distribution 
of books, pamphlets, exhibits, films, periodicals, and other materials. Im¬ 
portant continuing projects are National Social Hygiene Day and special 
services to youth. Publishes Journal of Social Hygiene, monthly except July, 
August, and September, $3 a year; and Social Hygiene News, monthly. 

37. American Society for the Control of Cancer, Inc. 350 Madison Avenue, New 
York, N. Y. Address: C. C. Little, managing director. 

Collects and disseminates information on all aspects of the cancer problem. 
Chief purpose is to save lives thru education. Is authorized to cooperate with 
recognized medical agencies to help improve treatment facilities. The lay edu¬ 
cational program is directed by the Women’s Field Army which conducts an 
annual nationwide campaign to fight cancer; prepares and distributes free 
literature, motion pictures, radio programs, film strips, statistics, exhibits, 
newspaper releases; and maintains free information bureau. Retains a special 
representative in the Midwest to administer the educational program among 
high-school and college students. Special material is available for these 
groups. Publishes a monthly bulletin, articles on cancer for the lay public 
and physicians, $1 a year. 

38. American Society for the Hard of Hearing. 1537 35th Street, N. W., Wash¬ 
ington, D. C. Address: Betty C. Wright, executive director. 

Serves as an information center on problems related to the hard of hearing 
and coordinates and directs the work of local societies for the hard of hearing. 



Appendix 


385 


Promotes hearing tests in schools that incipient cases of deafness may be dis¬ 
covered and treated. Advocates for both children and adults prompt medical 
attention, lip reading, and accepted hearing aids if needed Gives vocational 
advice. Publishes Hearing News monthly ($2 a year), and Conference Pro¬ 
ceedings biennially ($1 each). Sells for nominal sum pamphlets dealing with 
problems of the hard of hearing. Trice list sent oil receipt of addressed and 
stamped envelope. 

39. American Society of Heating and Ventilating Engineers. 51 Madison. Avenue, 
New York, N. Y. Address' A. V. Plutchmson, secretary. 

Sponsors research for the determination of physiological reactions of people 
to their atmospheric environment and has established comfort standards for 
occupied spaces. Membership includes consulting specialists on heating, ven¬ 
tilating, and air conditioning problems. Maintains local organizations in thirty 
principal cities of the United States and Canada and publishes periodic re¬ 
search reports, as well as engineering handbook devoted to design and appli¬ 
cation of heating, ventilating, and air conditioning systems and equipment. 

40. American Youth Hostels, Inc. National Headquarters, Northfield, Mass. Ad¬ 
dress: Monroe W. Smith, executive director. 

Improves physical and mental health of young persons who travel the 
youth hostel way by encouraging happy, healthful travel by foot, bike, horse¬ 
back, canoe, skis, or snowshoes, over secondary roads and byways of the 
country. Youth hostels are located on an average of fifteen miles apart. A 
hostel, chaperoned by house-parents, consists of separate bunkrooms and 
washrooms for boys and girls, common recreation rooms, and kitchen facilities. 
The overnight fee is 25<f (plus fuel charge of 5<f in summer and 10<i in winter). 
Publishes, quarterly AYH Knapsack; annual AYH Handbook; Thrill of New 
Trails folder; travel folder. 

41. Association for Childhood Education. 1201 Sixteenth Street, N. W., Wash¬ 
ington, D. C. Address: Mary E Leeper, executive secretary. 

Cooperates with other national groups dealing with health; includes in 
almost every national convention a program study class or a general session 
on some phase of health education, for example, in 1941 had a class on 
“Mental Health of Children and Adults”; publishes articles in Childhood 
Education on health and health education; encourages local study groups to 
become acquainted with and participate in community health education pro¬ 
grams; prepares annually a selective bibliography on health education which 
is used in answering inquiries received. Publishes Childhood Education (nine 
issues yearly). 

42. Audio-Visual Research Foundation. Evanston, Ill. Address: Louis D. Good- 
fellow, executive director. 

Primarily a research organization in the fields of hearing and vision and 
their defects. Operates a psycho-educational clinic, offering the following non- 



386 


Health in Schools 


medical services to all classes of physically handicapped persons: home in¬ 
struction programs; guidance in learning fundamental activities; guidance in 
personality development and adjustment; vocational guidance; speech cor¬ 
rection and training; re-education of defective hearing; and advice on the use 
of hearing aids 

43. Child Welfare League of America, Inc 130 East 22d Street, New York, 
N. Y. Address: Howard W. Hopkirk, executive director. 

Improves organized service for physically, mentally, and socially handi¬ 
capped children in the United States and Canada, and especially the work by 
its member organizations, thru the following means, consultation service; 
studies of community programs or of separate organizations; national and 
regional conferences; teaching; interchange of service, especially between 
members; circulation of a loan library among members; maintenance of an 
exhibit of case records; publication of a bulletin, record forms, and other 
literature; and general information service pertaining to child welfare, par¬ 
ticularly foster care and protective work. Publishes Monthly Bulletin (ten 
issues yearly). 

44. Committee on Research in Medical Economics, Inc. 1790 Broadway. New 
York, N. Y. Address: Michael M. Davis, chairman. 

Pursues and stimulates studies concerning the social and economic aspects 
of medicine; publishes a quarterly journal Medical Care (annual subscription 
$3) covering this field; supplies advisory service concerning research and 
current practical problems in this field; will supply suggestions and reading 
lists for teachers’ or students’ use. Some pamphlets available for free distribu¬ 
tion, other material for stated charges. 

45 Consumers’ Research, Inc. Washington, N. J. Address: F. J. Schlink, technical 
director. 

A nonprofit, noncommercial, research and educational organization which 
studies, tests, and reports on goods and services as to their selection, purchase, 
and use by consumers. Provides the following types of service: (a) nine 
nonconfidential monthly Bulletins, and an Annual Cumulative Bulletin (con¬ 
fidential, available only to subscribers who sign an application blank), $3 
a year; and (b) Consumers’ Research Bulletin (school and library service), 
consisting of nine nonconfidential issues, $2 a year, October thru June. The 
latter service open to associations, corporations, libraries, schools, colleges, 
teachers colleges, and adult study groups interested in consumer problems, 
buymanship, and consumer education. The Bulletins present new information 
on questions of food, health and hygiene, textiles and clothing, household 
appliances and equipment. Other material available: special bulletins, bibliog- 
laphies, reviews of books on consumer problems, reprints and articles beai- 
ing on consumer goods and services. 


Appendix 


387 


46. Consumers Union of United States, Inc. 17 Union Square, New York, N. Y. 
Address: Lydia Altschuler, educational director. 

A nonprofit organization whose main activity is testing and rating con¬ 
sumer goods. Findings are issued in three publications: Buying Guide (an¬ 
nually), Consumers Union Reports (monthly), and Bread & Butter (weekly). 
The Buying Guide and Reports emphasize mainly the test results; products 
are rated as “best buys,” “also acceptable,” or “not acceptable.” Authoritative 
articles on health, checked by Consumers Union’s advisory board of medical 
specialists, appear monthly in the Reports. Emphasis in Bread & Butter 
is mainly on economic trends affecting the prices and quality of consumer 
goods. The Reports and Bread &Butter, however, both include buying advice 
and general articles. The Reports are used extensively in schools. Issues free 
Consumer Class Plans to aid teachers. Inquiries from teachers are invited. 

47. Elizabeth McCormick Memorial Fund. 848 North Dearborn Street, Chicago, 
Ill. Address: Mary E. Murphy, director. 

Organized to improve the condition of child life in the United States. 
Assists schools and child care institutions in carrying forward health education 
programs thru consultation services, surveys, experimental studies, and 
demonstrations. Services concern physical and mental growth, improvement 
in dietary practices and general health, guidance of school children, and 
organized group work with parents. 

48. Institute for Consumer Education. Stephens College, Columbia, Mo. Ad¬ 
dress: John M. Cassels, director. 

Considers phases of health education which are specifically related to con¬ 
sumer education; prepares and distributes study outlines, bibliographies, and 
other materials dealing with certain health problems to schools, colleges, and 
adult groups. Publishes Consumer Education, a newsletter (nine issues 
yearly—subscription, 25^). 

49. Iowa Child Welfare Research Station. University of Iowa, Iowa City, Iowa. 
Address: George D. Stoddard, director. 

Conducts extensive investigations in development at infant, child, and 
youth levels including mental, emotional, social, and physical growth; pre¬ 
school education; mental hygiene; and parent education. Also supervises uni¬ 
versity preschools and parent education programs thruout the state. Investiga¬ 
tions include relation of physical growth measures to health and disease, effect 
of factors on mental health, and effectiveness of educational programs. Pub¬ 
lishes an extensive series of research monographs and popular pamphlets for 
general reading. 

50. John Hancock Mutual Life Insurance Company. 197 Clarendon Street, Bos¬ 
ton, Mass. Address: Life Conservation Service. 

Publishes and distributes free twenty-six booklets on adult and child 
hygiene, disease prevention, care of the sick, and first aid. These publications 



388 


Health in Schools 


are prepared primarily for adult policyholders but are available in limited 
quantities for the use of social and educational agencies. The booklets are 
written for adults and are not suitable for distribution to young school children 
but may prove useful as teaching material. Sample sets of the booklets will 
be sent upon request. 

51. Laymen’s League against Epilepsy. Harvard Medical School, 25 Shattuck 
Street, Boston, Mass. Address: Mrs. Bond Fleming, secretary. 

Affiliated in activity with the American branch of the International League 
against Epilepsy, composed of physicians. Objects of Laymen’s League—edu¬ 
cation of the public and support of medical research. News bulletins to mem¬ 
bers. Sponsor of 250-page educational book, Science and Seizures, Harper 
and Brothers, $2. Collaborates in publication of Epilepsia, an annual digest 
of world literature on epilepsy. Consultative service with school authorities. 
Annual membership dues—ordinary $1, sustaining $5. All members of League 
receive a copy of Science and Seizures and sustaining members receive 
Epilepsia. 

52. Metropolitan Life Insurance Company, School Health Bureau, Welfare Di¬ 
vision 1 Madison Avenue, New York, N. Y. Address: Donald B. Armstrong, 
M.D., third vicepresident. 

The purpose of the educational services offered is the enrichment and pro¬ 
longation of life thru school health education. An advisory group of educa¬ 
tional leaders from various sections of the United States and Canada guides 
the Bureau in determining what gaps exist in the school health program and 
how a life insurance company may appropriately assist in filling these gaps. 
Special consideration is given to health education problems thru correspond¬ 
ence and consultation. Educational exhibits are displayed at national meet¬ 
ings; research is conducted; demonstrations are carried on; and special school 
health literature and visual aids are distributed to teachers and administrators 
upon request. All school health services are available without charge. 

53. National Association of Biology Teachers. Address: P. K. Houdek, secretary- 
treasurer, Township High School, Robinson, Ill. 

An organization of and for biology teachers cooperating with twenty 
affiliated locals in various parts of the country. Promotes the teaching of 
health as a part of biology by means of articles in its journal and programs 
of its national, regional, and local meetings. Sponsors a national committee 
on health and hygiene headed by Brother H. Charles, Saint Mary’s College, 
Winona, Minnesota. Sponsors no formal consultation service. Officers and 
committee offer assistance. Publishes the American Biology Teacher (eight 
issues, October thru May). 

54. National Board of Fire Underwriters. 85 John Street, New York, N Y. Ad¬ 
dress: W. E. Mallalieu, general manager. 

Publishes standards, recommended safeguards, and brochures on various 
phases of fire prevention and fire protection; self-inspection forms and related 



Appendix 


389 


material for use of school administrators in minimizing fire hazards in school 
properties; manuals and textbooks suitable for schoolroom use on fire safety. 
Material free in reasonable quantities. 

55. National Committee for Mental Hygiene, Inc. 1790 Broadway, New York, 
N. Y. Address. George S. Stevenson, M D., medical director. 

Assists communities in the development of facilities for mentally handi¬ 
capped children by advice in organization, assistance in securing personnel, 
training of personnel, sponsoring research, surveying existing services, con¬ 
ducting experiments in teacher selection, and the teaching of mental hygiene. 
Publishes Understanding the Child, a mental hygiene periodical for teachers; 
the quarterly, Mental Hygiene; and numerous pamphlets; prepares bibliog¬ 
raphies. 

56. National Conference for Cooperation in School Health Education. 1201 Six¬ 
teenth Street, N. W., Washington, D. C. Address. N. P. Neilson, secretary. 

A clearing-house type of conference, the membership of which is made up 
of over forty national and international organizations and agencies in health 
and education, both governmental and voluntary. The organization does not 
distribute health education material but furnishes a medium of cooperation 
thru which its constituent agencies may work together in the production of 
such material. 

57. National Conference on Family Relations. 1126 East 59th Street, Chicago, Ill. 
Address: Mary K. White, executive director. 

Seeks to advance the cultural values that are now principally secured thru 
family relations for the advantage of the individual and the strength of the 
nation, thru (a) national, regional, and state conferences in which are 
presented important research findings, points of view, experience, and pro¬ 
posals for family welfare; and (b) work of continuing national committees. 
The Committee on Education for Marriage and the Family on the High 
School Level is concerned with the development of courses on family living 
in which family health is included as one important phase. Publishes Marriage 
and Family Living (four issues yearly), included in membership. 

58. National Congress of Colored Parents and Teachers. State Teachers College, 
Bowie, Md. Address: Leonidas S. James, executive secretary. 

Fosters an annual summer roundup of preschool children; donates funds 
for the correction of physical defects discovered in preschool and school 
children; donates funds for the purchase of medicine, medical equipment, and 
both dental and medical service; helps in the provision, preparation, and 
serving of hot lunches for school children in small urban and rural com¬ 
munities. Supports, plans, and participates in an Annual Negro Health Week. 
Distributes outlines on health and safety education for children, parents, and 



390 


Health in Schools 


other adults; also other literature. Publishes a quarterly bulletin entitled Our 
National Family. 

59. National Congress of Parents and Teachers. 600 South Michigan Boulevard, 
Chicago, Ill. 

Works to promote the welfare of children and youth in home, school, 
church, and community; to raise the standards of home life; to secure ade¬ 
quate laws for the care and protection of children and youth; to bring into 
closer relation the home and the school that parents and teachers may co¬ 
operate intelligently in the training of the child; and to develop between 
educators and the general public such united efforts as will secure for every 
child the highest advantages in physical, mental, social, and spiritual education. 
Since 1925 has carried on the summer roundup of the children as a major 
health activity in local units to arouse the interest of parents in improving 
the health of children entering school for the first time, and to bring about 
continuous medical and dental supervision of children of all ages, especially 
those apparently healthy. Cooperates with the school health program and 
with community medical, dental, and nursing professions and health agencies 
Thru twenty-one national committees, the Congress promotes all phases of 
child welfare. Publishes National Parent-Teacher Magazine and National 
Congress Bulletin (monthly September thru June), and Proceedings (an¬ 
nually). 

60. National Dental Hygiene Association, Inc. 934 Shoreham Building, Washing¬ 
ton, D. C. Address: Randolph G Bishop, executive secretary. 

Sponsored by the Martha M. Hall Foundation in Memory of William 
Henry Hall; dedicated to the advancement of the dental health of the Amer¬ 
ican people, with major emphasis upon school and preschool children. Pro¬ 
motes the formation of community dental health committees in seeking to 
bring together in every community the school officials, official and unofficial 
health and welfare agencies, and lay organizations for the development of 
more adequate dental programs. Provides factual and promotional dental 
health education literature and posters. Serves as a source of general informa¬ 
tion concerning dental health programs. Seeks the support of lay organizations 
and individuals in the advancement of dentistry for children. Free publica¬ 
tions: A National Program for the Advancement of Dental Health, Com¬ 
munity Committees for Dental Health, and The Army’s Toothache—An Old 
Story. 

61. National Foundation for Infantile Paralysis, Inc. 120 Broadway, New York 

N. Y. 

Publishes pamphlets and books for the professional and lay public, relative 
to infantile paralysis. Thru its 1300 permanent chapters in more than 1700 
counties, renders direct aid to indigent infantile paralysis patients regardless 
of age, within the territory assigned to the chapter. The chapters do this by 



Appendix 


391 


supplying orthopedic equipment and helping pay hospital bills and medical 
and nursing costs. During epidemics, chapters render assistance not only to 
those afflicted but to the medical profession and the public health officers in 
charge. 

62. National Organization for Public Health Nursing. 1790 Broadway, New York, 

N Y. Address: Dorothy Doming, general director. 

A membership organization made up of public health nurses, laymen, and 
agencies concerned with public nursing. Defines functions and qualifications 
of the public health nurse in various types of public health nursing positions, 
including school nursing, industrial nursing, orthopedic nursing, and general¬ 
ized public health nursing. Thru field visits, studies of community services, 
gioup conferences, correspondence, and publication of its magazine Public 
Health Nursing, it helps the individual nurse, lay person, or agency to keep 
informed on and to handle current problems in public health nursing. Publishes 
Public Health Nursing (twelve issues yearly—$2 a year to members and $3 
a year to nonmembers). 

63. National Physical Education Service. 315 Fourth Avenue, New York, N. Y. 
(Maintained by the National Recreation Association) Address: James E. 
Rogers, director. 

Promotes statewide programs of physical education in the public schools 
and serves state departments of education which already have established 
physical education curriculums. Among the services available are field service 
and correspondence service. Publishes News Letter (ten issues yearly). 

64. National Recreation Association. 315 Fourth Avenue, New York, N. Y. Ad¬ 
dress- Howard S. Braucher, secretary 

Contributes to the physical and mental health of children and adults by 
helping to expand the opportunities for play and recreation in the United 
Slates. The services of the Association are available, within the limits of the 
Association’s resources, to any public or private organization or any in¬ 
dividual with problems in its field. Among services which are available are 
the following: correspondence and consultation service, publications service, 
play in institutions service, field service, national physical education service, 
special service for women and girls, service to colored communities, national 
recreation congress. Publishes Recreation (monthly), Recreation Bulletin 
Service (twice monthly except August), the Recreation Year Book (annually), 
miscellaneous books, booklets, pamphlets. 

65. National Society for the Prevention of Blindness. 1790 Broadway, New York, 
N. Y. Address: Mrs. Eleanor Brown Merrill, executive director. 

Ascertains causes of blindness or impaired vision; advocates measures lead¬ 
ing to the elimination of such causes; brings the knowledge of eye hygiene in 
popular form to children and adults; and acts as a clearing-house and stimulat¬ 
ing agent for others engaged directly or indirectly in the prevention of blind- 




392 


Health in Schools 


ness and conservation of vision. Among tlie services carried on by the Society 
are: combating prenatal syphilis; preventing eye infections of newborn babies 
and eye accidents in child play, promoting eye examination for preschool 
children and eye health in the school program, promoting the integration of 
eye health programs in teacher education; establishing sight-saving classes; 
training teachers, nurses, and medical social eye workers; developing medical 
social service in eye clinics; and eliminating eye hazards in industry. Publishes 
Sight-Saving Review (quarterly), News Letter, Sight-Saving Class Exchange 
(four issues yearly), Medical Social Workers in Eye Services News (published 
occasionally), and issues a number of publications dealing with prevention of 
blindness and conservation of vision. 

66. National Tuberculosis Association. 1790 Broadway, New York, N. Y. 
Address: Louise Straclian, director, child health education. 

Maintains a Child Health Education Service designed to stimulate interest 
in schools and educational systems in health-habit training and better health 
work for children, laying particular emphasis on the health training of 
teachers. This includes: providing school health consultant service; publish¬ 
ing a bibliography of free and inexpensive health education material for 
teachers for the American Association for Health, Physical Education, and 
Recreation, a department of the National Education Association; participat¬ 
ing in the summer roundup of children sponsored by the National Congress 
of Parents and Teachers; cooperating with the American Student Health 
Association in the promotion of college hygiene; furthering a program of 
health education in Negro schools and colleges, including the organization of 
the National Student Health Association. For a general statement regarding 
the activities of the National Tuberculosis Association refer to the 1941 year¬ 
book of the American Association of School Administrators, Education for 
Family Life, page 193, item No. 61. 

67. National Woman's Christian Temperance Union 1730 Chicago Avenue, 
Evanston, Ill. Address: Bertha Rachel Palmer, director of alcohol education 

Provides definite information thru printed material and films, both sound 
and silent, on the relation of alcohol in drinks and mixtures to safety and 
efficiency (because of functional changes within fifteen minutes after drink¬ 
ing) , and to health (because of tissue changes resulting from moderate drink¬ 
ing over a period of seven to ten years). In general, the material is prepared 
for use of classroom teachers at the different educational levels from primary 
to college; a limited amount is suitable to he put into the hands of class mem¬ 
bers. Publishes The Union Signal, a journal of social welfare—scientific 
articles by authorities in many welfare fields (fifty issues yearly). 

68. New York University, Center for Safety Education. 20 Washington Square 
North, New York, N. Y. Address: Herbert J. Stack, director. 

Aids in the development and improvement of school health programs em¬ 
bracing safety education thru the following means: annual award of approxi- 



Appendix 


393 


mately ten fellowships and sixty tuition scholarships to teachers and admin¬ 
istrators preparing for leadership in safety education; assistance in the 
preparation of courses of study and curriculum materials; preparation and 
distribution of tests, lesson outlines, bibliographies, manuals, audio-visual 
aids, radio scripts, and other materials which treat of various phases of safety 
education related to health, physical education, and recreation; consultant 
and field services; lecture-demonstrations and exhibits; and research investi¬ 
gations in areas of safety education related to problems of health. 

69. Progressive Education Association. 221 West S7lh Street, New York, N Y. 
Address: Frederick L. Redefer, director. 

Conducts research, conferences, and publishes Progressive Education (eight 
times yearly), in all of which the development of the whole child is stressed, 
with physical development and health emphasized thru special studies, special 
issues of the magazine, special section meetings at conferences. 

70. Society for Research in Child Development. National Research Council, 2101 
Constitution Avenue, Washington, D C. Address: Carroll E. Palmer, secre¬ 
tary-treasurer. 

An organization of scientific investigators of various phases of child de¬ 
velopment, health, and welfare. About S50 members from all parts of the 
United States and Canada. Promotes original research, also digests of research 
findings which may be of service to those concerned with the development 
of children and adolescents. Publishes’ Child Development (quarterly, $4 a 
year—free to members); Child Development Abstracts and Bibliography 
(bimonthly, $5 a year—free to members); Monographs of the Society for 
Research in Child Development (yearly volume issued irregularly, $4 a year 
—free to members). Dues to the Society, $5 a year. 

71 Society of State Directors of Health and Physical Education. Address: Ber¬ 
nice Moss, president, State Department of Public Instruction, Salt Lake City, 
Utah. 

The members of the Society are always ready to render service to school 
health programs, including guidance and direction thru courses of study, 
printed and mimeographed bulletins, yearbooks, and newsletters. 

72. University of Minnesota, Institute of Child Welfare. Minneapolis, Minn. 
Address: John E. Anderson, director. 

Conducts research on the development of the child from birth to maturity, 
including the physical, psychological, and social aspects of development; 
maintains an instructional program within the University preparing students 
at the undergraduate and graduate level for work in the field of child develop¬ 
ment and family relations; conducts a parent education program, dissemi¬ 
nating information on the development and guidance of children to parents 
in the state of Minnesota; publishes many scientific articles and monographs 
in scientific journals and issues bulletins and practical publications from time 
to time. 



m 


Health in Schools 


Federal Governmental Agencies 

73. Federal Security Agency. Washington, D. C. Address: Honorable Paul V, 
McNutt, director, Office of Defense Health and Welfare Services. 

Utilizes the services of various federal agencies administering health, wel¬ 
fare, and related activities as far as these activities are involved in the 
objectives of the national defense program. The office of the director carries 
out its functions thru (a) direct operation and (b) committee organization 
An Interdepartmental Advisory Council composed of the heads of all federal 
organizations whose activities pertain to health, welfare, and related activities 
advises the director and determines policies. In addition, advisory committees 
on health and medical care, family security, nutrition, education, and recrea¬ 
tion consider problems in these respective fields. Twelve regional advisory 
committees, each with a regional defense coordinator, perfoim for each region 
the same functions as are carried out by the Interdepartmental Advisory 
Council. Health and medical problems dealt with include: the need for 
medical service, scientific knowledge of medical problems related to defense, 
civilian health, population expansion, industrial hygiene, essential medical 
materials, nutrition education, adequate food supplies, and recreation for 
military service and civilian population. 

74. Federal Security Agency, U. S. Office of Education. Washington, D. C 
Address 1 John W. Studebaker, commissioner. 

Conducts research and furnishes information on all phases of health work 
in schools and colleges; issues many special publications in this field; pub¬ 
lishes a monthly journal, School Life, which contains articles on health and 
physical education. 

75. Federal Security Agency, U. S. Public Health Service. Washington, D. C. 
Address: The Surgeon General, 

Produces and distributes free or at low cost educational materials on numer¬ 
ous individual and public health problems, including printed matter, posters, 
exhibits, radio transcriptions, and motion pictures; studies public health 
education methods and programs in cooperation with state and local health 
departments and other agencies; provides information on sources of health 
education materials. 


76. U. S. Department of Agriculture, Bureau of Home Economics. Washington, 
D. C. Address' Ruth Van Deman, chief, Information Division. 

Works for better health among school children primarily thru its research 
and resulting information on foods and nutrition, available to the public by 
bulletin, poster, film strip, radio, press, as well as correspondence. This in¬ 
cludes information on why the body needs good food, nutritive values of 
various foods, and how to conserve these food values in the preparation of 
appetizing meals. While many of the Bureau’s publications are designed for 



Appendix 


395 


home economics teachers and homemakers, the new leaflet, Eat the Right 
Food to Help Keep You Fit, is in terms simple enough for use directly with 
the school child. Cooperating with the Surplus Marketing Administration, the 
Bureau has published School Lunches Using Farm Surpluses , giving menus 
and recipes in quantity for groups of ten, twenty-five, and fifty school children. 
Other work of the Bureau concerned with child health includes the study of 
healthful and safe clothes for children, and the study of family economics, 
especially that of the cost of medical care. Many of the Bureau’s publications 
are free; for some there is a nominal charge. 

77. U. S. Department of Agriculture, Extension Service. Washington, D. C. 
Address: M. L. Wilson, director. 

The cooperative extension work in which the federal Department of Agri¬ 
culture, the state land-grant colleges, and the county governments participate 
cooperatively, is an educational system responsible for bringing to farm fami¬ 
lies the newest and best methods of farming and homemaking. The common 
goal is that of better living for the farm family. Its program includes educa¬ 
tional work in nutrition requirements for good health, home sanitation, and 
disease and accident prevention. Its work with young people, ten years of age 
and over, is carried on thru the 4-H Clubs. Extension agents are located in 
every county of agricultural importance and cooperate with all agencies con¬ 
ducting programs relating to improvement in rural matters. Publishes Exten¬ 
sion Service Review (monthly). 

78. U. S. Department of Labor, Children’s Bureau. Washington, D. C. Address: 
Katharine F. Lenroot, chief 

Issues bulletins, folders, and posters on maternal care and on child care 
and training written primarily for parents, suitable for use in high schools 
and colleges. Lends films and exhibit material on child care and training. 
Conducts research and gives consultation service on child care and training 
based on research. Administers grants to the states for maternal and child 
health services and services for crippled children under the Social Security 
Act, and advises state health officials on use of whatever funds are budgeted 
for health education programs for professional health workers and parents 
and, in cooperation with school agencies, for teachers and school children. 
Issues publications on state and community maternal and child health serv¬ 
ices and services for crippled children. Issues, for those actively engaged in 
the care of children, a monthly bulletin, The Child, including articles on 
maternal and child health. List of publications on request. 

79. Work Projects Administration. 1734 New York Avenue, N. W., Washington, 
D. C. Address: Florence Kerr, assistant commissioner. 

Operates school lunch projects in forty-seven states, the District of Co¬ 
lumbia, New York City, and the Virgin Islands. About two million children 
were fed daily during the 1940-41 school year. In thousands of schools, the 



396 


Health in Schools 


pupils have had their teeth, ears, and eyes examined by professional and 
nonprofessional staffs provided by the Work Projects Administration to the 
local communities. In some cases, school clinics assisted by WPA aides have 
furnished the necessary treatments to children whose parents cannot afford 
to pay for medical or dental care. 


SPEECH CLINICS AND INSTITUTIONS 
OFFERING SPEECH CORRECTION TRAINING 

The following list of speech clinics and speech correctionist train¬ 
ing institutions is a tentative one prepared by the American Speech 
Correction Association (reproduced here thru the courtesy of Dr. 
Herbert ICoepp-Baker). The institutions listed here conform to cer¬ 
tain standards of professional training and practice established by 
that Association. 


Universities and Colleges 

♦Brigham Young University, Provo, 
Utah 

Brooklyn College, Brooklyn, New 
York 

♦Emerson College, Boston, Massachu¬ 
setts 

Fort Hays Kansas State College, 
Hays, Kansas 

♦Indiana University, Bloomington, In¬ 
diana 

♦Louisiana State University, Univer¬ 
sity, Louisiana 

Municipal University of Wichita, 
Wichita, Kansas 

♦Northwestern University, Evanston, 
Illinois 

♦Ohio State University, Columbus, 
Ohio 

♦Pennsylvania State College, State Col¬ 
lege, Pennsylvania 

♦Purdue University, Lafayette, Indi¬ 
ana 

Queens College, Flushing, New York 

♦State University of Iowa, Iowa City, 
Iowa 

♦Syracuse University, Syracuse, New 
York 

♦University of Denver, Denver, Colo¬ 
rado 

♦University of Illinois, Urbana, Illinois 

♦University of Michigan, Ann Arbor, 
Michigan 


♦University of Minnesota, Minneapo¬ 
lis, Minnesota 

University of Pennsylvania, Philadel¬ 
phia, Pennsylvania 

♦University of Southern California, 
Los Angeles, California 

♦University of Washington, Seattle, 
Washington 

♦University of Wisconsin, Madison, 
Wisconsin 

♦Wayne University, Detroit, Michigan 

Hospitals and Medical Colleges 

Children’s Memorial Hospital, Chi¬ 
cago, Illinois 

Cornell University Medical College, 
New York, New York 

Harlem Hospital, New York, New 
York 

Mt. Sinai Hospital, New York, New 
York 

Rush Medical College, University of 
Chicago, Chicago, Illinois 

Teachers Colleges and Schools oj 
Education 

♦Columbia University, Teachers Col¬ 
lege, New York, New York 

♦Indiana State Teachers College, Terre 
Haute, Indiana 

♦Northern Illinois State Teachers Col¬ 
lege, De Kalb, Illinois 


Teacher education in clinical speech is emphasized 

[ 397 ] 



398 


Health in Schools 


*State Normal School, Fredonia, New 
York 

*State Teachers College, California, 
Pennsylvania 

^Western Washington College of Edu¬ 
cation, Bellingham, Washington 

^Western State Teachers College, Kal¬ 
amazoo, Michigan 


Special Schools 

^Central Institute for the Deaf, St. 
Louis, Missouri 

Hill-Young School of Speech, Ellens- 
dale Place, Los Angeles, California 
Junior League School for Speech Cor¬ 
rection, Peachtree Street, Atlanta, 
Georgia 


Teacher education in clinical speech is emphasized 



O F F I 


RECORDS 



AMERICAN ASSOCIATION OF SCHOOL 
ADMINISTRATORS 


A Department of the National Education Association 
of the United States 

Officers 1941-42 

President 

W. Howard Pillsbury, Superintendent of Schools, Schenectady, 
N. Y. 

First Vicepresident 

Carroll R. Reed, First Assistant Superintendent of Schools, Wash¬ 
ington, D. C. 

Second Vicepresident 

Worth McClure, Superintendent of Schools, Seattle, Wash. 

Executive Secretary 

Sherwood D. Shankland, 1201 Sixteenth Street, N. W., Wash¬ 
ington, D. C. 

Executive Committee 

J. W. Ramsey, Superintendent of Schools, Fort Smith, Ark. 
William J. Hamilton, Superintendent of Schools, Oak Park, Ill. 
Homer W. Anderson, Superintendent of Schools, St. Louis, Mo. 
Stanley H. Rolfe, Superintendent of Schools, Newark, N. J. 

The President, First and Second Vicepresidents, ex officio 


[ 400 ] 



ANNUAL REPORT OF THE EXECUTIVE SECRETARY 

To the President, Executive Committee, and Members; 


I n accordance with the provisions of the constitution adopted 
at the New Orleans convention in 1937, the annual report of the 
activities of the American Association of School Administrators 
is presented herewith. It covers the period from January 1, 1941, 
to December 31, 1941. 

Tlie Atlantic City Convention 

Immediately after he assumed the office of president of the Ameri¬ 
can Association of School Administrators in March 1940, Superin¬ 
tendent Carroll R. Reed began making his convention plans. With 
remarkable foresight he turned to the Preamble to the Constitution 
of the United States for a convention theme. Three clauses were 
selected for special emphasis: 

To Provide for the Common Defense 
To PromoLe the General Welfare 

To Secure the Blessings of Liberty. 

Atlantic City has ideal convention facilities. By actual count, 
11,770 persons attended the 1941 convention. Newspapers reported 
that never before in the winter season had the hotels been called 
upon to entertain so many guests. Harassed hotel clerks in the 
Boardwalk hotels turned away hundreds of applicants for rooms, 
advising them to seek accommodations in Avenue hotels or in pri¬ 
vate residences. 

The exhibits were conveniently located on the first floor of the 
Auditorium. There were 282 participating firms and organizations. 
The spacious arena, unobstructed by posts, provided an ideal setting 
for the attractive and instructive displays, An interested throng of 
Association members packed the exhibit area from the time it opened 
on Saturday morning, February 22, until it closed on Thursday 
afternoon, February 27. 

In serious fashion the convention went about its work. “Citizens 
of Tomorrow” was the topic chosen by a great churchman, The 
Reverend Ralph W. Sockman of New York City, for his address at 
the opening vesper service on Sunday afternoon. He urged the need 


[401 ] 




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Report of Executive Secretary 


403 


for the schools to protect youth from the pessimism of current phi¬ 
losophy and theology and to help them to feel that there is a future 
worth working for. 

In the keynote addresses on Monday morning, Governor Harold 
E. Stassen of Minnesota, United States Commissioner of Education 
John W. Studebaker, and former Congressman T. Y. Smith of the 
University of Chicago discussed the contributions which education 
can and should make in providing for the common defense. Among 
other things, American education must promptly contribute to the 
vocational effectiveness of the present and future workers of the 
nation; it must build a morale capable of facing unflinchingly the 
difficulties ahead; it must give youth courage, hope, and understand¬ 
ing to cope with the great crises which threaten the future of free 
men everywhere. 

On Monday evening, President Isaiah Bowman of Johns Hopkins 
University pointed out that the only way to meet the costs involved 
in the impending conflict is by lowering the standard of living. This 
cost is likely to be chiseled out of schools, museums, art galleries, 
quality and amount of food, clothing, house furnishings, soil preserva¬ 
tion, care of the blind and insane, hospitalization, road repair, and 
hours of leisure. 

As a part of the discussion of the topic, “To Promote the General 
Welfare,” Professor John K. Norton of Teachers College, Columbia 
University, stressed the relationship between education and economic 
well-being; President Philip Murray of the CIO spoke of labor’s 
part in the solution of America’s problems; and Superintendent Willis 
A. Sutton of Atlanta, Georgia, pointed out that more education means 
more business. Mr. Sutton said that increasing an individual’s appre¬ 
ciation of and desire for better things helps to improve business. 
Education is the basis of real, genuine production of wealth. Where 
better education prevails, not only better foods and clothing are 
called for but also more newspapers, telephones, household appli¬ 
ances, musical and art goods, and luxuries of all types are in demand. 
Investment in school taxes leads to more business and more profitable 
business. 

The Associated Exhibitors were hosts to the American Association 
of School Administrators and the National Education Association on 
Tuesday evening in the arena of the Auditorium. Delightful enter¬ 
tainment was furnished by Gladys Swarthout, Metropolitan Opera 



404 


Health in Schools 


star; the Quiz Kids of radio fame; and the National Broadcasting 
Company Orchestra, directed by Harry Meyer. The Exhibitors pre¬ 
sented the American Education Award for 1941 to Frank P. Graves 
who was commissioner of education for the state of New York from 
1921 to 1940. 

“Education for Family Life” was the theme of the Wednesday 
morning program. Members of the commission which prepared the 
1941 yearbook on this topic were platform guests. Dean E. W. Jacob¬ 
sen of the School of Education at the University of Pittsburgh, chair¬ 
man of the Yearbook Commission, presided. By means of song and 
beautifully spoken words, the finer values of home and family life 
were portrayed. The hearts of the audience were deeply stirred by 
this part of the program which was presented by the Heinz Memorial 
Chapel Choir and the Drama Department of the University of Pitts¬ 
burgh. Next, President Aurelia Henry Reinhardt of Mills College, 
California, spoke on “The American Home and American Educa¬ 
tion.” The program concluded with a preview of an actual broadcast 
entitled “And by the People,” which was later presented over the Red 
Network of the National Broadcasting Company. The script of this 
program was inspired by the 1941 yearbook, Education jor Family 
Life. 

At an inspiring session, the convention closed with a discussion of 
international relations. Colonel George Drew, Leader of His Maj¬ 
esty’s Loyal Opposition for the Province of Ontario, Canada, pre¬ 
sented Canada’s view of Pan-Americanism. Dr. Hu Shih, Ambassador 
from China to the United States, called for a clear realization that it 
is the international situation which is threatening the common de¬ 
fense, the general welfare, and the blessings of liberty. With the 
radio we have in our hands an instrument of tremendous power for 
the furtherance of friendship and goodwill toward our neighbors. 
Thru the courtesy of the Columbia Broadcasting System, the audience 
saw and heard a presentation from the stage of a regular program in 
the series, “School of the Air of the Americas.” “The Dark Star of 
Itza,” a story of the Mayans, was presented in costume and was 
broadcast to twenty-two nations of the Western Hemisphere. 

Current educational problems were vigorously argued at the dis¬ 
cussion group meetings which were held on the afternoons of Mon¬ 
day, Tuesday, and Wednesday of convention week. In all, over thirty 
of these groups met and considered problems such as: Military 



Report of Executive Secretary 


405 


Training and the Schools, Opportunities for the Rural Child, Devel¬ 
oping an Effective Health Program in the Schools, Adequate Finan¬ 
cial Support for the Schools, Meeting the Problems of Modern Youth, 
Selection of Textbooks, Religious Instruction, Our Relations with 
South American Countries, Conservation of Our Natural Resources, 
Occupational Adjustment, Physically Handicapped Children, and 
Selection of Teaching Personnel. 

Among those not members of the profession who had places on 
the convention programs were: United States Congressman Joe 
Starnes of Alabama; Major George Fielding Eliot, well-known com¬ 
mentator on military affairs; Everett R. Clinchy, president of the 
National Conference of Christians and Jews; Gerhart Seger, political 
refugee from Germany; Ralph Hetzel, Jr., director of the Unemploy¬ 
ment Division, CIO; Aubrey Williams, administrator of the National 
Youth Administration; Martin F. Carpenter, chief of the U. S. 
Employment Service Division, Social Security Board; Joseph T. 
Meade, vicechairman of the Committee on Educational Cooperation, 
National Association of Manufacturers; Carl P. Russell, supervisor 
of research, National Park Service; and James Marshall, president 
of the New York City Board of Education. 

The Executive Committee 

Article IV of the constitution provides that the Executive Com¬ 
mittee shall consist of seven members. The president and first and 
second vicepresidents are members ex officio and are elected an¬ 
nually. Four members, chosen by election, hold office for terms of 
four years. 

Four meetings of the Executive Committee were held during 1941, 
the first being at the Dennis Hotel on the opening day of the Atlantic 
City convention—Saturday, February 22. Members present were: 
Carroll R. Reed, Minneapolis, Minnesota, president; Ben G. Graham, 
Pittsburgh, Pennsylvania, first vicepresident; Hobart M. Corning, 
Omaha, Nebraska, second vicepresident; Jesse H. Mason, Canton, 
Ohio; J. W. Ramsey, Fort Smith, Arkansas; William J. Hamilton, 
Oak Park, Illinois; and Homer W. Anderson, St. Louis, Missouri. 
Others present were Executive Secretary Sherwood D. Shanldand 
and Assistant Superintendent Henry H. Hill of St. Louis, Missouri, 
chairman of the Convention Summarization Committee. 



406 


Health in Schools 


Chairman Hill reported that good progress already had been made 
in the preparation of the Atlantic City convention Summary. As 
much of the copy as could be prepared in advance had been set in 
type and approved for printing. Mr. Hill stated that a luncheon meet¬ 
ing of the Summarization Committee would be held on Sunday, 
February 23, to make final plans for the reporting of the general 
sessions and afternoon discussion group meetings. He stated that the 
Summary would be available on Thursday afternoon, February 27. 

President Reed announced the appointment of Superintendent 
DeWitt S. Morgan of Indianapolis, Indiana, as chairman of the 1943 
Yearbook Commission which is to deal with the problems of youth 
between the ages of sixteen and twenty-four. 

A discussion was held of proposals to send to South America a 
group of school administrators to participate in a study of cultural 
relationships in the Western Hemisphere. It was stated that plans 
already were under way to bring a similar group of educators from 
South American countries to the United States. Later developments 
in connection with World War II necessitated the abandonment of 
these plans. 

Superintendent Corning called attention to the fact that he had 
been delegated to represent the American Association of School 
Administrators in a radio debate on the selection of textbooks to be 
used in the public schools. In response to Mr. Coming’s request, the 
members of the Executive Committee stated their opinions and per¬ 
sonal experiences in connection with recent controversies about cer¬ 
tain textbooks. 

The Committee then recessed to Haddon Hall for a Smorgasbord 
given by the Columbia Broadcasting System. Following the Smorgas¬ 
bord, the Committee attended the broadcast of the People’s Platform 
on the topic, “Are Our Textbooks Subversive?” Mr. Corning partici¬ 
pated in the broadcast which was heard on the coast-to-coast network 
of the Columbia Broadcasting System. 

The new and old Executive Committees met in joint session at the 
Dennis Hotel at the close of the convention on Thursday afternoon, 
February 27. Members and officers present were: Carroll R. Reed, 
Minneapolis, Minnesota, president,' W. Howard Pillsbury, Schenec¬ 
tady, New York, president-elect; Ben G. Graham, Pittsburgh, Penn¬ 
sylvania, first vicepresident; Hobart M. Corning, Omaha, Nebraska, 
second vicepresidoot; Jesse H. Mason, Canton, Ohio; J. W. Ramsey, 



Report of Executive Secretary 


407 



Officers and Executive Committee of the American Association of 
School Administrators. Front row, left to right: J. W. Ramsey, Ben 
G. Graham, Carroll R. Reed, W. Howard Pillsbury, Hobart M. 
Corning. Back row, left to right: Jesse H. Mason, Homer W. Ander¬ 
son, Stanley II. Rolfe, W. J. Hamilton, Sherwood D. Shankland 

Fort Smith, Arkansas; William J. Hamilton, Oak Park, Illinois; 
Homer W. Anderson, St. Louis, Missouri; Stanley H. Rolfe, Newark, 
New Jersey, member-elect of the Executive Committee; Sherwood D. 
Shankland, executive secretary; and H. A. Allan, business manager 
of the National Education Association. 

The executive secretary reported that the annual elections had 
been held according to the constitution and bylaws and that the 
tellers had certified to the election of the following officers, to take 
office March 15, 1941: W. Howard Pillsbury, superintendent of 
schools, Schenectady, New York, president; Worth McClure, super¬ 
intendent of schools, Seattle, Washington, second vicepresident; 
Stanley H. Rolfe, superintendent of schools, Newark, New Jersey, 
member of the Executive Committee for four years. 

Oral invitations for the 1942 convention were presented as follows: 
Cleveland, Ohio —by S. A. Weissenburger, executive vicepresident of 
the Cleveland Convention and Visitors’ Bureau, Inc.; and by Joseph 
E. Burns, sales manager for the Hollenden Hotel. San Francisco, 
California —by Superintendent Joseph P. Nourse; by Frank M. 


408 


Health in Schools 


Wright, president of the Association of California Public School 
Superintendents; and by Walter G. Swanson, vicepresident and gen¬ 
eral manager of the San Francisco Convention and Tourist Bureau. 

Speaking in behalf of Atlantic City, A. H. Skean, manager of the 
Convention Bureau; A. C. Poffenberger, president of the board of 
education; and Superintendent A, S. Chenoweth expressed thanks to 
the Executive Committee for having held the convention in Atlantic 
City. President Reed responded with words of appreciation for the 
fine way in which the details of the convention had been handled 
locally. 

On motion of Mr. Mason, seconded by Mr. Graham, President- 
Elect Pillsbury was given power to act in the matter of securing 
information on the facilities of the cities extending invitations for 
the 1942 convention. 

On motion of Mr. Ramsey, President Reed and Secretary Shank- 
land were authorized to pay all bills of the Association up to the close 
of the Atlantic City convention, issuing checks against the special 
account of the Association in the usual manner. 

The annual meeting of the Executive Committee was held in the 
Benjamin Franklin Hotel, Philadelphia, Pennsylvania, on May 2. 
Members present were: W. Howard Pillsbury, Schenectady, New 
York, president; Carroll R. Reed, Minneapolis, Minnesota, first 
vicepresident; Worth McClure, Seattle, Washington, second vice- 
president; J. W. Ramsey, Fort Smith, Arkansas; William J. Hamil¬ 
ton, Oak Park, Illinois; Homer W. Anderson, St. Louis, Missouri; 
and Stanley H. Rolfe, Newark, New Jersey. Others present were 
Ii. A. Allan, business manager of the National Education Association; 
Gladys E. Harlow, chief clerk of the American Association of School 
Administrators; and Sherwood D. Shankland, executive secretary. 

The facilities of the two cities inviting the 1942 convention of the 
Association—Cleveland and San Francisco—were given careful con¬ 
sideration. President Pillsbury outlined in some detail his recent 
inspection trip to San Francisco in company with Superintendent 
Reed and Secretary Shankland. He expressed the opinion that the 
city had ample physical facilities for handling the convention and 
that a fine spirit of cooperation prevailed not only in San Francisco 
but also among the school people of the entire West. Mr. Reed, Mr. 
McClure, and j\Ii. Hamilton spoke in behalf of San Francisco. Secre¬ 
tary Shankland reported that he had contracts from both Cleveland 



Report op Executive Secretary 


409 


and San Francisco for use of the needed meeting and exhibit halls; 
and that hotel contracts, guaranteeing 3800 sleeping rooms in Cleve¬ 
land and 5500 sleeping rooms in San Francisco, were on hand. Mr. 
Allan reviewed the exhibit facilities of both cities, pointing out that 
the area in the San Francisco Civic Auditorium was considerably 
smaller than that of the Cleveland Public Auditorium or of the 
Atlantic City Auditorium where recent exhibits of the Association 
had been held. Prolonged discussion followed. On motion of Mr. 
Anderson, seconded by Mr. Ramsey, it was voted to hold the 1942 
convention of the Association in San Francisco. 

The annual report of the executive secretary was submitted in 
writing. It covered in detail the activities of the Association, including 
the work of its various committees and commissions. It also included 
a statement of receipts and expenditures for several years past, to¬ 
gether with estimates for the year 1941. The report was received and 
placed on hie. On motion of Mr. Reed, seconded by Mr. Ramsey, 
the budget for 1941, as submitted by the executive secretary, was 
adopted, with estimated receipts of $64,011.62 and estimated ex¬ 
penditures of $61,469.70. 

It was announced that arrangements had been completed for a 
breakfast in honor of President W. Howard Pillsbury on Wednesday 
morning, July 2, 1941, during the Boston convention of the National 
Education Association. It was agreed that Superintendent Carroll R. 
Reed should be toastmaster at the breakfast, which was to be held 
at the Hotel Statler. 

Mr. Hamilton reported on the National Conference for Coopera¬ 
tion in School Health Education which he attended in New York 
City as a representative of the American Association of School Ad¬ 
ministrators immediately following the Atlantic City convention of 
the Association. The conference was made up of representatives of 
some forty organizations interested in the field of health education. 
As a representative group, the Conference has been in existence since 
1938. Its main function is to serve as a clearing-house on problems 
of health education, with a view to avoiding waste and duplication 
of work. Mr. Hamilton cited the instance of the 1942 yearbook of 
the American Association of School Administrators on health educa¬ 
tion. At the time of its inception four organizations were planning 
yearbooks on the same subject. They gave way to our Association, 
and several representatives of these organizations became members 



410 


Health in Schools 


of our 1942 Yearbook Commission. Mr. Hamilton stated that, since 
the Conference had no financial support other than the voluntary 
contributions of the representatives, it was voted to ask each partici¬ 
pating organization to contribute $5 annually. On motion of Mr. 
Anderson, this expenditure was approved. Mr. Hamilton was thanked 
for his report and was requested to continue as the Association’s 
representative in the health conference. 

The report of the executive secretary listed several subjects which 
had been suggested to the headquarters office for the 1944 yearbook. 
After some discussion, it was agreed to postpone the selection of the 
yearbook topic until the fall meeting of the Executive Committee. 

President Pillsbury outlined tentative plans for the San Francisco 
convention program and asked for suggestions. It was the general 
feeling that San Francisco, with its intimate connections with the 
Orient, offered opportunity for a colorful program. Mr. Pillsbury 
stated that the San Francisco people had suggested a Chinese pageant. 
It was proposed that the entire subject of Pacific relations, as well 
as of Pan American affairs, should have consideration. 

President Pillsbury suggested that Thursday afternoon be set 
aside for trips in and around San Francisco—for instance to the 
Chinese schools, the University of California, Stanford University, 
Mt. Tamalpais, Muir Woods, and the old missions. Mr. Reed felt 
it would be unwise to crystallize the program too early, since world 
events might make a change in topics and speakers desirable. Secre¬ 
tary Shankland said that two or more parallel meetings might be 
needed to accommodate the general sessions. 

The fall meeting of the Executive Committee was held at the 
Stevens Hotel, Chicago, Illinois, October 19-20. Members present 
were: W. Howard Pillsbury, Schenectady, New York, president; 
Carroll R. Reed, Minneapolis, Minnesota, first vicepresident; Worth 
McClure, Seattle, Washington, second vicepresident; J. W. Ramsey, 
Fort Smith, Arkansas; William J. Hamilton, Oak Park, Illinois; 
Homer W. Anderson, St. Louis, Missouri; and Stanley H. Rolfe, 
Newark, New Jersey. Others present were Superintendent Joseph P. 
Nourse of San Francisco, California, and Executive Secretary Sher¬ 
wood D. Shankland. 

Plans for the seventy-second annual convention to be held in San 
Francisco, California, February 21-26,1942, were discussed in detail. 
The executive secretary stated that reports from the Housing Bureau 



Report of Executive Secretary 


411 


and other sources indicated a heavy attendance, the principal hotels 
being reserved to capacity. The opening vesper service will be in two 
sections, with Bishop Bruce Baxter of the Methodist Church for the 
Portland Area as the speaker at the War Memorial Opera House, and 
Superintendent Willis A. Sutton of Atlanta at the Congregational- 
Methodist Temple. Thirty-three afternoon discussion groups have 
been organized. 

We are confronted with many pressing educational problems affect¬ 
ing young people between the ages of sixteen and twenty-four years. 
Recent developments in connection with the Selective Service, the 
Civilian Conservation Corps, and the National Youth Administration 
have added urgent new questions, while many older ones still remain 
unanswered. With a view to dealing with this situation as adequately 
as time will permit, it was voted to organize a seminar on youth prob¬ 
lems to meet at San Francisco on the afternoons of Monday and 
Tuesday of convention week. The findings of this seminar will pro¬ 
vide much of the subjectmatter for a symposium on “Education and 
Youth” at the final general session on Thursday afternoon. 

At a recent meeting, the Educational Policies Commission re¬ 
quested the appointment of a committee of the American Association 
of School Administrators to meet jointly with the Committee on 
Education of the Chamber of Commerce of the United States with 
a view to initiating and coordinating a national program for local 
cooperative efforts between laymen and educators. President Pills- 
bury announced the appointment of the following committee: Super¬ 
intendent Alexander J. Stoddard, Philadelphia, Pennsylvania, chair¬ 
man; Superintendent Frank W. Ballou, Washington, D. C.; Execu¬ 
tive Secretary Willard E. Givens of the National Education Associa¬ 
tion; Superintendent David E. Weglein, Baltimore, Maiyland, and 
Superintendent W. Howard Pillsbury, Schenectady, New \ork. 

On motion of Mr. McClure, seconded by Mr. Ramsey, the follow¬ 
ing resolution was adopted: 

The Executive Committee of the American Association of School Ad¬ 
ministrators, a department of the National Education Association of the 
United States, believes that the school administrators, schoolboards, and 
teachers of the nation desire to cooperate to the fullest extent with the 
national defense authorities. The necessity for diverting scarce materials 
into essential defense industries is clearly recognized. 

It is hoped that the children and youth in the schools may be guarded 
as far as possible by the Office of Production Management against any 



412 


Health in Schools 


educational handicaps due to shortages in material and equipment neces¬ 
sary to efficiency in teaching. The Executive Committee urges the careful 
consideration of school needs by the Office of Production Management in 
granting priorities, and expresses the hope that in these considerations 
there will be continued consultation and cooperation with the United 
States Office of Education. 

The Executive Committee offers the facilities and services of the Ameri¬ 
can Association of School Administrators in any practical way that can 
be of aid to the government in its defense work. 

On motion of Mr. Anderson, seconded by Mr. Reed, an action 
committee consisting of Superintendent David E. Weglein, Balti¬ 
more, Maryland; Business Manager H. A. Allan of the National 
Education Association; and Superintendent Charles H. Lake, Cleve¬ 
land, Ohio, was appointed to cooperate with the Office of Production 
Management, the United States Office of Education, and other in¬ 
terested agencies in matters dealing with priority listings for school 
supplies and equipment. 

The executive secretary stated that five topics for the 1944 year¬ 
book had been suggested as follows: School Administration and Pub¬ 
lic Relations; Expanding the Child’s Experience Curriculum; Recre¬ 
ation thru the School; The Textbook—Selection, Use, and Abuse; 
and Character Education. Brief outlines of proposed subjectmatter 
accompanied each topic. After discussion and careful consideration, 
it was voted that the 1944 yearbook should concern itself with matters 
in the field of education for citizenship, character, and national 
morale. On motion of Mr, Reed, seconded by Mr. McClure, Presi¬ 
dent Pillsbury was authorized to appoint a commission of nine mem¬ 
bers to prepare the yearbook. Each member of the Executive Com¬ 
mittee agreed to submit a brief memorandum or topic outline em¬ 
bodying his ideas of the type of material which should be considered 
by the yearbook commission. 

There was presented and read to the meeting a proposal for a 
national educational policies commission drafted by a special com¬ 
mittee of the American Council on Education, which met at Skytop, 
Pennsylvania, in July 1941. In brief, it was proposed that the Ameri¬ 
can Council on Education, the National Education Association, and 
the American Association of School Administrators sponsor a national 
educational policies commission to be composed of fifteen persons 
chosen from the profession of education and six persons from outside 
the profession. 



Report of Executive Secretary 


413 


At a recent meeting of the Executive Committee of the National 
Education Association, it was voted to accept the general recom¬ 
mendation of the Skytop meeting and to invite the American Council 
on Education to become a third sponsoring group of the existing 
Educational Policies Commission of the National Education Asso¬ 
ciation and the American Association of School Administrators. This 
action was accompanied by the following clarifying statement: 

The Executive Committee of the National Education Association be¬ 
lieves that in doing this we should follow the general policies and pro¬ 
cedures already established. Our Executive Committee, therefore, recom¬ 
mends that the two Executive Committees invite the Executive Committee 
of the American Council on Education to become a third sponsoring group 
to work jointly with our two Executive Committees in carrying forward 
the work of the Educational Policies Commission; that the Executive 
Committee of the American Council on Education be given the opportunity 
of making eight or more nominations for filling the first four vacancies on 
our Educational Policies Commission; that when these nominations are 
made, the three Executive Committees jointly select from such nominees 
the four individuals to fill these vacancies, and that when vacancies occur 
in the Educational Policies Commission thereafter, that the three Execu¬ 
tive Committees, acting together, make the nominations and elect the 
members to fill the vacancies. 

It is recommended that the Executive Committee of the American 
Council on Education be asked to contribute $5000 per year toward the 
operation of the Educational Policies Commission. This lequest is made 
with the understanding that the American Council would be free to seek 
such other funds for the use of the Educational Policies Commission as 
it desires 

On motion of Mr. McClure, seconded by Mr. Hamilton, it was 
voted to approve the proposal to invite the American Council on 
Education to become a third sponsoring group of the Educational 
Policies Commission and to accept as a working basis the statement 
of the Executive Committee of the National Education Association. 

The Finances 

The Department closed the year 1941 with a balance in the regular 
fund of $18,551.84. The balance one year ago was $14,765.90. Two 
years ago it was $13,334.45. The principal source of revenue is the 
annual membership fee of five dollars. The Department enrolled 
1,263 members in 1922; 3,114 in 1927; 4,013 in 1931; 3,110 in 
1933; and 4,470 in 1941. The membership distribution by states 
for the last six years is shown in Table 1. 



414 


Health in Schools 


By agreement with the National Education Association, the net 
income from the exhibits at the winter meeting is divided equally 


between the Department and the parent Association, each organiza- 

tion thus deriving funds for convention expenses. The active work 

of organizing and managing the exhibits is done by the Business 

Division of the National Education Association. The amounts which 

the Department has derived from this source 

during recent years 

are as follows: 


1926—Washington ... 

. . $6,830.68 

1927—Dallas. . 

8,524.64 

1928—Boston. 

. 8,883.87 

1929—Cleveland 

. . 14,687.26 

1930—Atlantic City . ... 

. 17,485.71 

1931—Detroit . . . ... 

16,502.51 

1932—Washington ... . 

. ... 12,903.39 

1933—Minneapolis . 

... . 9,061.75 

1934—Cleveland 

8,288.50 

1935—Atlantic City .... . . 

. .. 13,51103 

1936—St. Louis . . . 

16,044.82 

1937—New Orleans .... 

. 16,184.67 

1938—Atlantic City 

. .. 19,441.51 

1939—Cleveland 

. 20,293.10 

1940—St. Louis .... , . . . . 

18,900.98 

1941—Atlantic City . 

. 22,666.62 

The statement of receipts and expenditures which follows covers 

the calendar year 1941. It includes expenses 

of the Atlantic City 

convention, some preliminary charges for the San Francisco conven- 

tion, and all items of general expense. All bills 

were paid at the end 

of the year. A detailed statement regarding the Permanent Educa- 

tional Research Fund is given elsewhere in this report. 

Regular Receipts during Calendar Year 1941 

Annual dues, 3,856 members, 1941. 

$19,280 00 

Annual dues, 426 members, 1942 

2,130.00 

Interest—Permanent Research Fund 

1,474.84 

Yearbooks sold . . . 

7,411.29 

Atlantic City exhibit . . 

22,666.62 

Educational Research Service .... 

11,888.75 

Other income. 

63.79 

Total receipts 

. . . $64,915.29 

Balance, January 1, 1941 

14,765.90 


Grand total .$79,681.19 






Report of Executive Secretary 


41S 


Regular Expenditures during Calendar Year 1941 


Atlantic CiLy Convention. 

Registration 

Programs 

Badges 

Stenotype report 
President’s expense 
Secretary’s expense 
Group meetings 
Music 

Expense for speakers 
Summarization and appraisal 
Publicity . .. 

Projection 

Madrigal Singers and Orchestra 
Total Atlantic City Convention 


$539 41 
672 44 
192.06 

295.31 

173.31 
148.47 

94 90 
580 65 
2,363 16 
977 51 
91.13 
10.75 
980.00 


General Expense: 


Salaries, administrative unit . 

$13,938.00 

Printing 9M Nineteenth Yearbooks 

5,188.19 

Printing 6M Atlantic City Official Reports 

1,673.47 

Printing Research Bulletins, 5 issues 

763.72 

Other printing . 

1,829 05 

Postage, express, and stationery . 

4,427.68 

Mimeographing, multigraphing, typing, etc. 

1,067.98 

Telephone and telegraph 

273.93 

President’s expense 

686.93 

Secretary’s expense 

507.28 

Executive Committee expense 

2,214.92 

Advisory Council 

55.00 

Audit Committee 

74.70 

Board of Tellers 

157.71 

1942 Yearbook Commission expense 

3,220.74 

1943 Yearbook Commission expense 

1,889.25 

Bad debts and worthless checks 

194 63 

Educational Research Service, salaries 

S,763.86 

Educational Research Service, miscellaneous 

3,496 65 

Retirement fund 

952.14 

Supplies and equipment 

188.41 

Surety bonds 

20.00 

Educational Policies Commission 

2,000.00 

San Francisco convention, advance expense 

326.01 

American Council on Education 

100.00 


Total general expense .. 

Total expense for the year 
Balance, December 31, 1941 .... 

Grand lolnl . 


$7,119.10 


$54,010.25 


$61,129.35 

18,551.84 

$79,681.19 




416 


Health in Schools 


TABLE 1.—MEMBERSHIP BY STATES FOR THE YEARS 193 6-1941 
AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS 

formerly the Department of Superintendence 


State 

1936 

St. 

Louis 

Alabama. . 

47 

Arizona 

23 

Arkansas. 

36 

California .... 

109 

Colorado . 

57 

Connecticut ... 

59 

Delaware. 

23 

District of Columbia . . 

59 

Florida . . 

16 

Georgia . 

41 

Idaho. 

8 

Illinois.. .. , . 

333 

Indiana... ... 

119 

Iowa. . ... 

91 

Kansas 

85 

Kentucky. 

56 

Louisiana. 

29 

Maine. 

21 

Maryland . . .... 

47 

Massachusetts .... 

159 

Michigan ... 

171 

Minnesota. . . 

102 

Mississippi . , . ... 

38 

Missouri. 

232 

Montana 

17 

Nebraska. . . ... 

50 

Nevada.. 

4 

New Hampshire 

28 

New Jersey . 

201 

New Mexico 

18 

New York 

372 

North Carolina 

42 

North. Dakota 

19 

Ohio . 

202 

Oklahoma .... . 

67 

Oregon. . 

16 

Pennsylvania ..... 

268 

Rhode Island. . 

38 

South Carolina. 

21 

South Dakota. .... 

23 

Tennessee .... 

54 

Texas. .... 

226 

Utah. 

28 

Vermont.... . . ... 

20 

Virginia. . 

45 

Washington . , .... 

20 

West Virginia. .. ... 

40 

Wisconsin. 

126 

Wyoming... . . 

12 

Alaska .... 

1 

Bahamas 


Canada. . . . .... 

8 

Canal Zone .. . 


China . . ..... .... 

i 

Hawaii. . .... 

3 

India ... 


Iraq...... 

1 

Mexico... 

1 

Philippine Islands. 

5 

Puerto Rico. . 

7 

Scotland .... ... 


Virgin Islands... 


Total. 

3,925 



52 

52 

23 

23 

35 

32 

136 

144 

53 

51 

66 

81 

23 

23 

62 

64 

31 

22 

61 

63 

9 

12 

290 

300 

104 

103 

83 

74 

90 

86 

56 

51 

78 

51 

27 

27 

52 

64 

162 

190 

183 

200 

90 

87 

63 

38 

152 

146 

19 

16 

47 

43 




Note: The count includes 4,284 members who paid dues for the year 1941, 9 honorary mem¬ 
bers, 174 life or twenty-five-year members, and 3 six-year members. 


























Report of Executive Secretary 


417 


Permanent Educational Research Fund 

In Apiil 1927 the Commission on the Curriculum recommended 
the appointment of a Committee on Financing Educational Research. 
The Boston convention a year later took favorable action on the 
proposal and directed the Committee to make plans for creating a 
fund that should yield an annual income sufficient to enable the 
Department to carry on important studies in education on a nation¬ 
wide basis. 

In the fall of 1929 the Committee, under the chairmanship of Ran¬ 
dall J. Condon, undertook a vigorous campaign to secure contribu¬ 
tions for the Permanent Educational Research Fund. Almost at the 
same time the stock market collapsed and the ensuing financial 
depression so hampered the undertaking that it was necessary to 
postpone the general campaign. 

In connection with this campaign, a number of members took out 
ten-year endowment insurance policies in the amount of $250 each. 
The last of these policies matured in 1941. Altogether, nineteen such 
policies were paid in full. Those who kept up their payments on these 
policies during ten years of depression are entitled to high com¬ 
mendation. 

The schools of Dallas, Texas, likewise merit special mention. 
Superintendent Condon was enthusiastic about that city, and it was 
ever loyal to him. It entertained our convention in 1927, when he 
was president of the Department of Superintendence. When Mr. 
Condon appealed for contributions to the Permanent Educational 
Research Fund, Dallas was glad to respond promptly. Many of its 
schools took out subscriptions of $100 or more, to be paid in ten 
annual instalments. Now, twenty-three schools have paid in full. 
The names of these schools are printed in the list of members in the 
back of this yearbook. No other city school system in the United 
States can compare with Dallas in memberships. 

Additions to the principal of the Fund during 1941 amounted to 
$3,773.48. The Board of Trustees of the National Education Asso¬ 
ciation reports assets in the investment account to the credit of the 
Permanent Educational Research Fund on December 31, 1941, as 
follows: 



418 


Health in Schools 


U. S. Treasury Savings Bonds due 1946 
U. S. Treasury 3 Bonds due 1943-45 
U. S. Treasury 3J4% Bonds due 1944-46 
U. S. Treasury 2J4% Bonds due 1955-60 
U. S. Treasury 2^4% Bonds due 1956-59. 

South Carolina Highway Certificate of Indebledness 
due 1946 

Newport Ne.ws City Street Improvement and Sewer¬ 
age Construction Bonds 5f4% due 1950 
Portsmouth, Virginia, Waterworks Bonds 5% due 1948 
Port of New York Authority 3% Bonds due 1976 
City of New York Corporate Stock 3% due 1980 
Cash on hand .... 


Par Valve 

Book Value 

$3,000 00 

$2,250 00 

50 00 

50.00 

150.00 

150.00 

150 00 

150 00 

3,000.00 

3,092.28 

2,000.00 

2,077 28 

11,000 00 

11,285.00 

3,000.00 

3,160.51 

2,000.00 

2,017.50 

500.00 

498 75 


6,588.23 


Total ... ... $31,319.55 

The following statement shows the assets at the beginning of the 
year, together with the cash receipts during 1941 of the Permanent 


Educational Research Fund: 

Assets on hand, January 1, 1941 . $27,546.07 

Life memberships—cash payments . . . . 270.00 

Proceeds, 10-year endowment insurance policies' 

W. W. Charters. . , , 270 34 

W. W. Coxe . .... . 289.26 

Esther R. Wilber . 303.75 

P.T A.’s of Edgemont and Watchung Schools, Montclair, N. J. 283 43 

Teachers of Edgemont and Watchung Schools, Montclair, N J 283.43 

Edgemont and Watchung School Funds, Montclair, N. J. , 283.43 

Johnson City, N. Y., Teachers Association 277.02 

Glen Rock, N. J., Public Schools , . . ,. 288.04 

Harold A. Ferguson 284.77 

P. T. A. of Montclair High School . 284.77 

Bridgeton, N. J., Public Schools . . . .. 275.62 

LeRoy, N. Y., Teachers Association , , 274.62 

Dallas, Texas, schools by L. V. Stockard, assistant superintendent: 

T. G. Terry School by Margaret Grady, principal , . 10 00 

Stephen J. Hay School by J. Frank Turner, principal 10.00 

Cumberland School by Alfied J. Loos, principal. 10 00 

Richard Lagow School by R. C T. Jacobs, principal 10.00 

William B. Travis School by M. H. Morris, principal .. 30 00 

James Stephen Hogg School by Mary Sellers, principal 10.00 

Hackensack, N, J., Board of Education . , , 25,00 


Assets as of December 31, 1941 


$31,319 55 



Report of Executive Secretary 


419 


The Educational Research Service 

On December 29, 1940, the President of the United States declared 
that this country “must be the great arsenal of democracy. For us, 
this is an emeigency as serious as war itself.” As the defense program 
of the national government gained momentum it became apparent 
that every activity of social and economic life would be affected. 
During 1941 the schools were called upon to assume new responsi¬ 
bilities as well as greatly increased burdens, not only in defense 
training plans but also in civic education and the promotion of civilian 
morale. In view of the importance of the schools as an agency of 
national defense, many administrators and educational groups look 
to the Educational Research Service as a means of keeping them 
informed of developments, both in Washington and in the field. This 
confidence has resulted in a steady increase in the number of sub¬ 
scribers to the Service as shown by Table 2. 

TABLE 2.—EDUCATIONAL RESEARCH SERVICE SUBSCRIBERS 
AND INCOME FROM SUBSCRIPTIONS 



Number of 

Cash receipts 

Year 

subscribers 

from subscribers 


2 

3 

1924. 

40 

$ 525.00 

1925 . 

131 

2,555.00 

1926 . 

177 

3,325.00 

1927. 

213 

5,790 00 

1928. 

245 

6,225 00 

1929. 

271 

6,362 00 

1930. 

323 

8,112.50 

1931. 

338 

8,100 00 

1932 . 

324 

7,443.75 

1933 . 

319 

7.514.58 

1934. 

346 

8,496.75 

1935. 

359 

8,714.56 

1936 . 

369 

9,254 17 

1937 . 

408 

9,887 82 

1938. 

445 

10,800 44 

1939. 

445 

10,460.42 

1940. 

468 

11,662 50 

1941. 

483 

11,888.75 


Altho established primarily to meet the needs of city school sys¬ 
tems, the Service now includes in its list of subscribers state depart¬ 
ments of education, colleges and universities, teachers associations, 
and other agencies. Maintained jointly by the American Association 
of School Administrators and the Research Division of the National 
'Education Association, this special information service is supported 
by a twenty-five dollar annual fee. In return subscribers receive pub¬ 
lications dealing with problems in school administration and are 


















420 


Health in Schools 


assured of individual attention in response to requests for informa¬ 
tion. 

Studies prepared for the Service in 1941 and issued as circulars 
included the results of a survey of class size in 273 school systems 
in cities of all population levels; a bibliography of questionnaire 
studies reported to the Service during 1941; a comparison of school 
and city expense based on United States Bureau of the Census data; 
salary schedule provisions for regular classroom teachers in effect in 
1940-41; and bimonthly abstracts of articles on education which have 
appeared in lay magazines. Other materials sent subscribers included 
the yearbook and Official Report of the American Association of 
School Administrators, the biennial salary tabulations compiled by 
the Research Division, and reports and bulletins of various commit¬ 
tees and departments of the National Education Association and 
of certain outside agencies. 

Requests for information cover a wide range of topics. Adminis¬ 
trative problems stressed in recent correspondence have included 
policies and practices affecting school employees, especially salary 
payments, sick leave, tenure, and retirement provisions; comparative 
school costs; structural and functional organization of schools; 
records and reports; and trends in the school curriculum. These 
letters of inquiry are answered by sending pertinent materials and 
by preparing special memorandums, tabulations, and lists of refer¬ 
ences. Studies secured thru the questionnaire exchange provide addi¬ 
tional information. The research and information facilities of govern¬ 
ment and private agencies located in Washington are also utilized, 
thus enabling subscribers to draw upon nationwide experience in the 
solution of local problems. 

The Audit Committee 

The books and accounts of the American Association of School 
Administrators are audited twice each year. In June, certified public 
accountants make a complete examination of the finances of the 
National Education Association, including all its departments. The 
constitution of the American Association of School Administrators 
also requires that a committee of three members of the Department 
shall audit the accounts at the close of each fiscal year. The consti¬ 
tution further provides that its fiscal year shall correspond with the 




Report op Executive Secretary 


421 


calendar year. The report of the Audit Committee for the year ended 
December 31, 1941, will be printed in full in the Official Report of 
the 1942 convention. The members of the Committee are: Associate 
Superintendent Louis Nusbaum, Philadelphia, Pennsylvania, chair¬ 
man; Superintendent Jesse H. Binford, Richmond, Virginia; and 
Superintendent Ray E. Cheney, Elizabeth, New Jersey. 


Publications 

The three major activities of the American Association of School 
Administrators are the annual convention, the Educational Research 
Service, and the publication of the yearbook. The first yearbook of 
the Department of Superintendence was a small, paper-bound volume 
entitled The Status of the Superintendent. Superintendent John H. 
Beveridge of Omaha, Nebraska, who was then president of the De¬ 
partment, originated the idea and in spite of financial difficulties 
succeeded in having the first yearbook ready for distribution at his 
convention in Cleveland in February 1923. The series thus begun 
has continued unbroken for two decades. 

The nineteenth yearbook, Education for Family Life, was distrib¬ 
uted to members at the time of the Atlantic City convention last 
February. Such a yearbook would have been unthought-of fifty years 
ago. Today the school not only must teach reading, writing, and 
arithmetic, but also it must concern itself with many other activities 
brought about by changing social conditions. The automobile put 
safety education into the schools. The home and the church have 
gradually made increasing demands on the schools in the fields of 
citizenship, character, and morale building. The White House Con¬ 
ference on Child Health and Protection, called by President Hoover, 
forcibly reminded the public of its new responsibilities to children 
and youth, brought about to a considerable extent by rapidly chang¬ 
ing modern home conditions. The yearbook on family life is, in effect, 
a plea for educators to rethink school activities with the needs and 
aspirations of home life in mind. 

The present yearbook, Health in Schools, was authorized in 1939. 
The members of the commission, appointed by President Ben G. 
Graham, represent a good cross section of those groups which are 
particularly concerned with matters of health. Four commission 
meetings have been held. Each member of the commission drafted 



422 


Health in Schools 


one or more chapters which were read aloud, reviewed, and revised 
at the meetings. The completed volume represents the considered 
judgments of the entire commission. 

The 1943 yearbook will deal with the problems of youth between 
the ages of sixteen and twenty-four years. At the first commission 
meeting in Chicago it was agreed to include chapters on such topics 
as: Learning To Work; Making Occupational Choices; Making the 
Transition from School to Work; and Coordinating School with Com¬ 
munity and Governmental Agencies. The following persons, appointed 
by President Carroll R. Reed, are preparing the yearbook: DeWitt 
S. Morgan, superintendent of schools, Indianapolis, Indiana, chair¬ 
man; Edmund deS. Brunner, professor of education, Teachers Col¬ 
lege, Columbia University; Paul L. Essert, superintendent of schools, 
Grosse Pointe, Michigan; Herold C. Hunt, superintendent of schools, 
Kansas City, Missouri; Paul B. Jacobson, principal, University of 
Chicago High School; Claude L. Kulp, superintendent of schools, 
Ithaca, New York; Charles II. Lake, superintendent of schools, 
Cleveland, Ohio; Edwin A. Lee, dean, School of Education, Univer- 



1942 Yearbook Commission in session at Chicago, Illinois, 
October 4, 1941 



Report of Executive Secretary 


423 


sity of California at Los Angeles; and Barbara H. Wright, supervisor 
of counselors, public schools, Minneapolis, Minnesota. 

The preparation of a yearbook is not an easy task. A commission 
of about nine members is at work for two years. The members serve 
without pay, their only reward being the satisfaction of work well 
done. Ordinarily four commission meetings, each covering a period 
of three or four days, are held. After an outline has been worked out 
and chapter headings selected, each member assumes responsibility 
for preparing the first draft of a chapter in an area which he is espe¬ 
cially qualified to discuss. Naturally, there is much overlapping and 
lack of unity. Discussion at succeeding meetings usually brings ad¬ 
justment and agreement. We are especially indebted to Frank W. 
Hubbard, director of the Research Division of the National Educa¬ 
tion Association, for his able assistance. He is responsible for con¬ 
ducting research, collecting facts, and editing the manuscripts in 
final form for printing. 

The Summary of the Atlantic City convention was ready for dis¬ 
tribution at the closing session and was mailed to all members of the 
American Association of School Administrators on the following day. 
About three weeks later the Official Report of the convention was 
published and delivered to members. It was a 199-page volume. Five 
issues of the Research Bulletin of the National Education Association 
were mailed to members during the year. The titles of these bulletins 
were: Status of Teacher Retirement; Salaries of City School Em- 


TABLE 3.—YEARBOOKS OE THE DEPARTMENT 


Year 

Title 

Number 

copies 

printed 

Cash sales of 
all yearbooks 
for the year 

1923 

The Status of the Superintendent.* 

3,200 

$ 142 45 

1924 

The Elementary School Curriculum ... 

4,500 

1,364 13 

1925 

Research in Constructing the Elementary School Curriculum 

11,000 

4,707 65 

1926 

The Nation at Work on the Public School Curriculum. . . , 

12,000 

8,467 94 

1927 

The Junior High School Curriculum . 

11,000 

8,844,57 

1928 

The Development of the High School Curriculum. 

10,000 

9,830 58 

1929 

The AiUculation of the Units of American Education . . 

11,000 

7,842.51 

1929 

Reprint of 1926 Yearbook . 

4,000 


1930 

The Superintendent Surveys Supervision . .... 

11,348 

10,603 43 

1931 

Five Unifying Factors in American Education. 

11,572 

8,375 87 

1932 

Character Education . 

12,000 

10,053 94 

1933 

Educational Leadership. . 

8,000 

4,922 85 

1934 

Critical Problems in School Administration. 

7,000 

5,021 13 

1935 

Social Change and Education,... . . 

9,000 

7,844.99 

1936 

The Social Studies Curriculum. .. . 

14,000 

9,128.17 

1937 

Improvement of Education: Its Interpretation for Democracy. 

9,000 

6,965 99 

1938 

Youth Education Today... 

11,000 

6,789 56 

1939 

Schools in Small Communities... 

9,000 

5,483 96 

1940 

Safety Education.... • 

11,000 

8,894 92 

1941 

Education for Family Life... 

9.000 

7,411.29 













424 


Health in Schools 


ployees, 1940-41; School Costs and State Expenditures, 1930-1939; 
High-School Methods with Superior Children; and Schools and the 
1940 Census. As usual, the members received the Classified List of 
Educational Periodicals and two issues of the Radio Calendar. 

Educational Policies Commission 

During the dark days of the winter of 1932-33 the need for united 
effort and active leadership in defense of the schools was apparent. 
The appointment of the Joint Commission on the Emergency in 
Education was the profession’s practical answer to this need. This 
Commission, sponsored jointly by the Department of Superintend¬ 
ence and the National Education Association, had no machinery and 
no salaries of its own. It worked thru existing agencies. The loyal 
cooperation of state and national educational organizations was a 
large factor in promoting its work. 

At the Denver convention of the National Education Association 
in July 1935, the Joint Commission made its final report, in which 
it recommended the organization of an Educational Policies Com¬ 
mission to develop a constructive program for the continuous self¬ 
appraisal of the American system of education, to suggest means 
whereby changes for the improvement of our educational institutions 
might be more speedily accomplished, and to stimulate such improve¬ 
ment. Steps were promptly taken to put this recommendation into 
effect. 

The Educational Policies Commission was organized in the fall of 
1935 by joint action of the National Education Association and the 
Department of Superintendence. It was composed of twenty mem¬ 
bers selected by the Executive Committees solely on the basis of 
ability to contribute significantly to the solution of the problems 
confronting education in America. Appointments were for a five-year 
period ending December 31, 1940. Financing was possible by aid of 
a grant of $250,000 from the General Education Board, payable in 
five annual instalments of $50,000 each. 

In December 1940, action was taken reorganizing the Educational 
Policies Commission for a four-year period beginning January 1, 
1941. For the year 1941 a budget of $35,000 was provided, appor¬ 
tioned as follows : $13,000 from the National Education Association; 
$2000 from the American Association of School Administrators; and 
$20,000 from the General Education Board. 



Report of Executive Secretary 


425 


As stated elsewhere in this report, the Executive Committee has 
under advisement the proposal which originated at the Sky top meet¬ 
ing of the American Council on Education to substitute for the present 
Educational Policies Commission a new group to be known as the 
National Educational Policies Commission, sponsored jointly by the 
American Council on Education, the National Education Association, 
and the American Association of School Administrators. The attitude 
of the General Education Board toward this proposal was stated in 
a letter dated December 12, 1941, as follows: 

It is our understanding that the American Council on Education, the 
National Education Association, and the American Association of School 
Administrators, thru their Executive Committees, have each declared inter¬ 
est in the setting up of a National Educational Policies Commission to 
replace the present Educational Policies Commission, but that the precise 
composition of the new Commission, how its members should be chosen, 
the functions it should endeavor to serve, and the financial contributions 
of the parent bodies remain to be decided in a joint meeting of the Execu¬ 
tive Committees of the three bodies. If possible, we should like to have 
an indication of the year to year budget of the proposed new Commission, 
showing how it will be provided, what each of the three groups at interest 
will contribute, and also the essential cost factors which the budget is 
expected to meet. 

The Board, having made a terminal grant to the Educational Policies 
Commission, will naturally wish to be clear as to the distinctively new 
features in the proposed Commission which will differentiate it from the 
present Commission A mere enlargement of the present Commission 
would presumably not constitute a basis for further assistance by our 
Trustees in view of their considered action when the terminal grant was 
made. I may say, however, that a proposal looking toward the establish¬ 
ment of a voluntary agency that will be truly representative of American 
education and which will be in position to clarify major educational issues, 
formulate policies and make pronouncements regarding desirable educa¬ 
tional development in this country, would undoubtedly receive careful 
consideration by our Executive Committee. 

Final action on the proposal will be taken at the next meeting of 
the Executive Committee. 

The Educational Policies Commission recently issued a document 
entitled The Civilian Conservation Corps, the National Youth Ad¬ 
ministration, and the Public Schools. Acting at the request of the 
conference of superintendents of schools in cities with population 
over 200,000, President W. Howard Pillsbury appointed a committee 
to assist in carrying out the recommendations of the report. The com- 



426 


Health in Schools 


raittee consists of the following superintendents of schools: A. L. 
Threlkeld, Montclair, New Jersey, chairman; James L. Hanley, 
Providence, Rhode Island; H. M. Ivy, Meridian, Mississippi; Claude 
L. Kulp, Ithaca, New York; and Alexander J. Stoddard, Philadel¬ 
phia, Pennsylvania. 

National Defense 

Pearl Harbor and its aftermath have taken World War II out of 
the realm of newspaper headlines and radio broadcasts and put it as 
a grim reality into every American activity, including the schools. 
The generation born before the turn of the century had a goodly 
heritage marked by peace, plenty, and high ambition. It can scarcely 
be claimed that we handed it on unimpaired. 

Youth of today were reared in an era of doubt, disillusionment, and 
the worship of material things. Now they are suddenly called to de¬ 
fend the ideals and hopes of free men everywhere. Our sailors and 
soldiers are not long out of school and college. In a list three columns 
long of those killed in action, one was reported as twenty-seven years 
of age. All the rest were younger. They face perils of land and sea and 
air such as no fleets or armies ever before encountered. They endure 
privation, wounds, and death. It is the job of all of us still at home 
to do our utmost to keep them supplied with food, clothes, rifles, 
planes, and ships. Above all, they are entitled to know that behind 
them is a united and understanding nation. 

The time has come for clear and courageous thinking, for the end 
of petty controversy, and for decisive action. Schools have no small 
part to play. 

They are our boys—products of American education. It is my 
hope that we may do as well by them as they are doing by us. 

Respectfully submitted, 

Sherwood D. Shankland 

Executive Secretary 



LIST OF MEMBERS 

The American Association of School Administrators 
A Department of the 

National Education Association of the United States 

Corrected to December 12, 1941 


Aaron, Sadie, B A ’25, Stanford Univ.; 
M.A/29, Tchrs. Col., Columbia Univ., 
Psychologist, Pub. Sch, Houston, Texas, 
since 1929 

Abbett, Merle J, A B/07, Franklin Col.; 

A. M/18, Tchrs. Col., Columbia Univ.; 
Supt. of Sch., Admin. Bldg,, Ft. Wayne, 
Ind, since 1932 

Abbot, Julia Wade, B.S/23, Tchrs Col, Co¬ 
lumbia Univ.; Dir,, Early Childhood 
Educ., Admin. Bldg, The Parkway at 
21st, Philadelphia, Pa., since 1924. 

Abbott, Forrest L., B S. m Ed/29, South¬ 
west Mo State Tchrs. Col, Springfield, 
Mo ; M A/34, Tchrs. Col, Columbia 
Univ.; Head, Comml Dept , H, S , Mont¬ 
clair, N. J., since 1934 
Abbott, Pansy Jewett, M A *31, Stanford 
Umv ; Co Supt. of Sch., Redwood City, 
Calif, since 1925 

Abbott, Robert B., Vice-Prin., Oakland 
H. S , Oakland, Calif. 

Abbott, Warren W., Supt. of Sch., Keego 
Harbor, Mich. 

Abell, J. A., A.B/10, AM/14, Ind. Univ.; 

Supt. of Sch , Nappanee, Ind., since 1923 
Abernethy, Robert R., Diploma *15, Keystone 
State Normal Sch., Kutztown, Pa.; B S ’23. 
Muhlenberg Col.; M A’25, Univ. of Pa.; 
Supt. of Sch , Harrisburg, Pa., since 1935. 
Abernethy, Walter E., A.B/Z2, Lenoir-Rhyne 
Col.; M.A’29, Umv. of N. C.; Supt. of 
Sch., Shelby, N. C., since 1936. 

Ackley. Clarence E , A B/10, A M ’13, Ober- 
lin Col; PhD/33, Umv. of Pittsburgh; 
Secy , State Council of Educ. and Deputy 
State Supt. of Pub Instr., Harrisburg, Pa , 
since 1935 

Ackley, E. L , A B. and A M ’05, Pd.B/08, 
Syracuse Umv , Supt. of Sch., Johnstown, 
N Y., since 1910 

Adams, Edwin W , B S/14. Temple Univ.; 
M.A/22, Univ of Pa.; Ed D *28, Temple 
Univ.; Assoc Supt. of Sch , Philadelphia, 
Pa , since 1930 

Adams, Henry L, B.S ’20, Colgate Univ ; 
M.A'26, Pa. State Col.; Supt. of Sch., 
Seymour, Conn., since 1937. 

Adams, Karl Langdon, Diploma in C.E/08, 

B. S/09, Ohio Univ.; M.A/29, Tchrs. Col, 
Columbia Univ ; Pres,, Northern III. State 
Tchrs. Col., Dc Kalb, Ill., since 1929. 

Adams, L. W., A.B *14, Grove City Col.; 
A.M/36, Tchrs. Col , Columbia Univ., 
Supt of Sch., Anoka, Minn., since 1928. 
Adams, Philip R., A B., Stanford Univ.; 
M.S., Univ. of Southern Calif.; Pnn., 
Woodrow Wilson, Jr. H. S., Glendale, 
Calif., since 1939. 

Adams. Ray H., A.B/27, M.A/28, Univ. of 
Mich.; Supt. of Sch., Dearborn, Mich., 
since 1916 


Adams, Robert, Jr., B S/27, Alfred Univ ; 
M Ed/31, Rutgers Umv,; Prin , H. S.. 
Scotch Plains, N, J., since 1941. 

Adams, Ruby M., B.S/25, M.A *29, Tchrs. 
Col , Columbia Univ.; Dir. of Elem. Educ., 
Pub, Sch , Schenectady, N. Y., since 1935. 

Adcock, E. L, Bus. Mgr., Pub. Sch., 624 
Lamar St., Knoxville, Tcnn., since 1924. 

Addicott, Irwin Q., A.B/22, Univ, of Calif.; 
M A/24, B.D/25, Pacific Sch. of Religion; 
Ed,D/39, Stanford Univ.; Prof, of Educ. 
and Pnn. of Tr. Sch., Univ. of Denver, 
Denver, Colo,, since 1939. 

Ade, Lester K , B.A/21, M.A/24, Bucknell 
Univ.; Ph.D/31, New York Univ.; 

M .A/32, Yale Univ.; LL.D/35, Buck¬ 
nell Univ.; Litt D/36, Temple Univ . 

L. H.D/38, Beaver Col ; Sr. Specialist on 
Sch Facilities, U. S Office of Educ., 785 
Market St., San Francisco, Calif., since 
1941. 

Adkins, Stanley, A.B *10, Ohio State Univ.; 

M. A'35, Tchrs Col.. Columbia Univ,; 
Supt. of Sch,, Ely, Minn , since 1935. 

Adlcinson, Ray, B.A/18, Pomona Col.; Co. 
Supt. of Sch., Santa Ana, Calif., since 
1931. 

Aikins, Frederick H., B S *17, Univ. of 
Maine; M Ed/37, Bates Col.; Supt. of 
Sch., South Windham, Maine, since 1926. 
Aker, Homer Ferris, B.S/16, Oregon State 
Col.; Supt. of Sch., Imperial, Calif., since 
1940. 

Akerly, Harold E , B.S/08, Univ. of Roch¬ 
ester; S.B/10, Mass. Inst, of Tech.; 
M A/33, Univ. of Rochester, Asst. Supt. 
of Sch , 13 Fitzhugh St., S., Rochester, 

N. Y., since 3929. 

Akin, William. Porter, B.S/20, Southern 
Methodist Univ.; M A/26, Univ. of Texas; 
Dean, Texarkana Col., Texarkana, Texas, 
since 1927. 

Akndge, Garth H., B.S. in Ed ’31, Ark. State 
Tchrs. Col,, Conway, Ark,; M.A.’32, Ph.D. 
*37, Tchrs. Col., Columbia Univ.; Dir. of 
Voc Educ , Sch. Admin. Bldg., 275 N. W. 
Second St, Miami, Fla., since 1940. 
Albergotti. William M , B S *21, The Cita¬ 
del; M.A/30, Wofford Col.; Supt. of Sch. 
Greer, S. C., since 1935. 

Albers, Martin Z., A.B/15, Hope Col.; 

A.M’19, Des Moines ^ Col.; Co. Supt. of 
Sch., Eldora, Iowa, since 1936. 

Albright, Denton M., A.B/15, Albright Col.; 
A.M/22, Columbia Univ.; Supt. of Sch, 
Crafton, Pa,, since 1938. 

Alexander, Carter, B,S/05, A B/06, A.M/08, 
Univ. of Mo.; Ph.D/10, Columbia Univ.; 
Library Prof., Tchrs. Col., Columbia 
Univ., New York, N. Y, since 1932. 
Alexander, E. L., A.B/35, Shurtleff Col.; 
M.A '37, Wash. Univ.; Supt. of Sch., Ed- 
wardsville, Ill., since 1937* 


[ 427 ] 



428 


Health in Schools 


Alfonso, Sister M„ 75 Post Ave„ Westbury, 
Alger, John L ™=°^ n ,’ 21 A r B 'i‘’’ state^CM?: 

f c r °D p 38 R - ’l CoL of Pharmacy; Pres. 
Emeritus, R. I. Col. of Educ., Providence, 

R. I„ since 1939. . 

B 

16th St., N. W., Washington, D. C„ since 
1923. 

Allbaugh, Edgar B.,. Diploma ’01, State 
Tchrs. Col, Emporia, Kansas; Supt. of 
Sell., Concordia, Kansas, since 1929. 
Alletnan Sam A., A.B.*98, La. State Univ.; 

A Parish Supt. of Sell., Napoleonvllle, La., 
since 1905, . 

Allen, C. J:t, Di lJ 1 , oma T l 3 S’, a S 1 ta i| A'^Umvi 
Jacksonville, Ala.; B.S. 31, m.a. univ * 
of Ala.; Co. Supt. of Sch., Anniston, Ala,, 
since 1932. . Tt1 

Allen, Charles Moore M.S/36, Umv. of Ill.; 
Dir. of Student Work and Related[ Tr., 
NYA, 222 W. North Bank Drive, Chicago, 

Ill. „ T 

Allen, David G.. M.Ed.*38, St. Lawrence 
Univ.; Supvg. Prin. of Sen., Lake Placid, 

N, Y., since 1934. 

Allen, Frank E. A.B.’IS, A.M.’23, Ind. 
Univ.; Supt. of Sch , South Bend, Ind, 
since 1931. . 

Allen. Howard A., B.A.’16, Morningside 

Col ; Prin., W. H. Adamson H. S., Dallas, 
Texas, since 1935. 

Allen, J. O M.A.'20, Univ. of S C,; Supt. 

of Sch., Albany, Ga„ since 1937. 

Allen, Lyman Richards B.S '98, Harvard 
Univ.; A.M.’20, Columbia Univ ; Union 
Supt. of Sch., Framingham, Mass., since 
1929. 

Allen, Richard D„ A.B.'IO, A M '12, Ph.D. 21, 
Brown Univ.; Asst. Supt. of . Sch.. 20 
Summer St., Providence, R. I., since 1918. 

Allman H. B, B S’10, Tri-State Col.; 
M.a/ 31, Ind. Univ.; Supt. of Sch., Mun- 
cie, Ind., since 1936. 

Allman, John I„ B.S. in Ed.’29, Mercer 
Univ.; M.A.’31, Tchrs. Col., Columbia 
Univ.; Asst. State Supt. of Sch,, State 
Capitol, Atlanta, Ga„ since 1941. 

Almack, John C„ B.A.’18, M.A.’20 Univ 
of Oregon; Ph.D.‘22, Stanford Univ.; 
Prof, of Educ., Stanford Univ., Stanford 
University, Calif., since 1921. 

Aloysia, Mother M., Ph.D.'26, Fordham 
Univ,; Pres., Good Counsel Col., White 
Plains, N. Y., since 1923. 

Altstetter, M. L., A.B,'09, M.A,’27, Ohio 
State Univ.; Ph.D.’29, George Peabody 
Col. for Tchrs.; Prof, of Educ., Univ. of 
Tenn., Knoxville, Tenn., since 1939. 
Alverson, G. Carl, A.B.’06, D.Ped.'29. St, 
Lawrence Univ.; Supt. of Sch., Syracuse, 
N. Y., since 1927. 

Alvey, Edward, Jr., B.A.’23, M.A.’28, 

Ph D.’31, Univ. of Va.; Dean, Mary 
Washington Col., Fredericksburg, Va , 
since 1934. 

Ambrose, Rell A , M.A ’33, Univ. of Mich ; 
Supt. of Sch, Carson City, Mich., since 
1924. 

Ambruster, John Rea, B.S ’17, M.S,’28, Univ. 
of Ill.; Prm , The Greendale Sch., Green- 
dale, Wis., since 1938. 


Ames, Verson S., A B.*04, Colby Col.; Supt. 
of Sch , Wilton, N. H., since 1923, 


Amidou, Edna P., B.S.’IS M.S.’27. Univ. 
of Minn.; Chief, Home Economics Educ. 
Serv., U S Office of Educ., Washington. 

D. c!, since 1938. 

Amidon, Paul S., B.S.’24, M.A’34 Univ. of 
Minn.; Supt. of Sch., St. Paul, Minn, 
since 1936. 

Andersen C. T., A.B. and M.A. 26, Univ 
of Mich ; Asst. Secy . Bd. of Educ.1354 
Broadway, Detroit, Mich., since 1940. 

Anderson, A. B , B.S. in Ed. 27, N. Dak. 
State Col.; Supt. of Sch., Salmon, Idaho, 
since 1936. 

Anderson. A. Helen, A.B.'14, A M. 31, Univ. 
of Denver; Snpvr. of Publications. Pub. 
Sch., 414 14th St., Denver, Colo., since 
1929! 

Anderson, C. S A.B.’IQ Phillips Univ.; 
Supt. of Sch.. Porter, Okla , since 1933. 

Anderson, Charles A, A.B.'12, Williams 
Col • M.A. 26, Univ of Pa ; D.D. 31, 
Tusculum Col.; D.D.’34, Williams Col.; 
Pres., Tusculum Col , Greeneville, Tenn., 
since 1931. 

Anderson, Charles D., B S.'17, Mich. State 
Col.; M.A.'22, Columbia Univ.; Asst. 
State Commr. of Educ., Trenton, N. J., 
since 1934. 

Anderson. Earl William, A.B.’18, Univ. of 
Ill - A.M’25, Ph.D.’26, Tchrs. Col. Co¬ 
lumbia Univ ; Prof, of Educ., Bureau of 
Educ. Research and Dept, of Educ , Ohio 
State Univ., Columbus, Ohio. 

Anderson, Ernest B„ B.A.'OS, Gustavus 
Adolphus Col.; M A.’32, Univ. of Minn.; 
Supt. of Sch , Cloquet, Minn., since 1923. 
Anderson, Esther L., B.S.’33, State Tchrs 
Col Pittsburg, Kansas; State Sunt, of 
Pub! InVtr., Cheyenne. Wyo., since 1939. 
Anderson, Mrs. Florence, 2153 Trenton Dr„ 
Trenton, Mich. 

Anderson. Hal, B.S.’IO, Miss. State Col ; 
Supt of Sch!, Corinth, Miss , since 1930. 

Anderson, Harry D., LL.B.'22, Univ of Ill.; 

B Ed.'25, Western Ill. State Tchrs Col., 
Macomb, Ill.; M.A.’31, Univ, of Hhi p rin„ 
Twp. H. S., Ottawa, Ill., since 1931. 

Anderson, Homer W„ B.A.’IO Highland 
Park Col.; M.A.’15, Ph.D.’Z5, State Univ. 
of Iowa; Supt. of Sch., 911 Locust St„ 
St. Louis, Mo., since 1940. 

Anderson, Howard R., B.A.’22, Augustana 
Col.; M,A.’28, Univ. of Chicago; Ph.D. 30, 
State Univ. of Iowa; Assoc, Prof, of 
Educ., Cornell Univ. and Dir., Social 
Studies, Pub. Sch., Ithaca, N. Y.. since 
1937. 

Anderson, Hulon N., A.B.'IS, M.A.-38 Sam 
Houston, State Tchrs. Col, Huntsville, 
Texas; Dist. Supt. of Sch, Conroe, Texas, 
since 1905. 

Anderson. E», B.A, in Ed, 11, Univ. of 
“ Supt. of Sch., Mankato, Minn., 
since 1931. 

Anderson, J. L. f A.B.*21, Mich. State Nor¬ 
mal Col., Ypsilanti, Mich.; Supt. of Sch, 
Trenton, Mich., since 1914. 

Anderson, James T A.B.’ie, Nebr. Wes¬ 
leyan Univ.; A.M. 27, Univ. of Nebr, 
Ed.D.’33, Univ. of Southern Calif., Pres., 
Nebr. State Tchrs. Col., Wayne, Nebr., 
since 1935. 

Anderson, John Dickson, A.B.’16, Univ. of 
Rochester; M.A.'30, Ph.D'41, Univ. of 
Pittsburgh; Prin., H. S., Butler, Pa„ since 
1937. 



List of Members 


429 


Anderson, Leland Erastus, B.S.’28, M.A,’29, 
Univ, of Utah; Dist. Supt. of Sch., Manti, 
Utah, since 1937. 

Anderson, Marion, B.A/24, M.A '26, Ph D. 
'35, State Univ. of Iowa. Address: Statler 
Bldg., Park Square, Boston, Mass. 

Anderson, Paul L, B.A.*24 t Univ. of Mont.; 

M. A.’33, Univ. of Minn.; Supt. of Sch. 
and Dir. of Tr., Mont. State Normal Col,, 
Dillon, Mont., since 1938 

Anderson, Raymond, A.M.’37, New York 
Univ.; Dist. Supt. of Sch,, Swanton, Vt.i 
since 1940. 

Anderson, Robert R., Diploma ’08, State 
Normal Sch., Millersville, Pa.; Supvg. 
Prin. of Sch., Brackenridge, Pa , since 
1918. 

Anderson, Roy A., B.S.’40, N. T. State 
Tchrs. Col., Newark, N. J.; Prin, and 
Supvr., Indus. Arts, Wyoming Sch.. Mill- 
burn, N. J., since 1939. 

Anderson, Ward, B.A.’23, La. State Univ.; 
Supt of Sch., Lake Charles, La., since 
1920 

Anderson, William Cato, A.B/19, Syracuse 
Univ.; A.M/35, Univ. of Pa.; Vice-Prin., 
Dunbar H. S., Baltimore, Md. f since 1934. 

Anderson, William Ewart, A B *21, More¬ 
house Col.; Ph.B,’29, M.A.*35, Univ. of 
Chicago; Supt. of Separate Sch., Dunbar 
H. S , Okmulgee, Okla„ since 1931, 

Andresen, D. H., Prin,, Elem. Sch., 8210 
Kimbark Ave., Chicago, Ill. 

Andrews, L. Earl, A.B.'24, Wake Forest 
Col.; M.A.’33, Columbia Univ ; Supt. of 
Sch., Lexington, N. C., since 1937. 

Andrews, Sterling M., B.S.’04, Valparaiso 
Univ.; Supt. of Sch., Walsenburg, Colo., 
since 1908. 

Andrews, Walter A , M A *31, Univ. of 
Minn.; Supt. of Sch, New Ulm, Minn., 
since 1939. 

Anibal, Earle W., Ph.B’08, Hamilton Col.; 
A M.’23, Tchrs. Col., Columbia Univ., 
Supvg. Prin. of Sch,, Mountain Lakes, 

N. J., since 1932. 

Aniceta, Sister M., Ph.D.’38, Univ. of Ill.; 
Pres,, Col. of St. Francis, Joliet, Ill., since 
1938. 

Ankenbrand, William W , A.B.’20, Marietta 
Col.; A.M.’24, Ohio State Univ.; Ph.D’32, 
New York Univ.; Supt. of Sch., Yonkers, 
N. Y., since 1937. 

Anketell, Richard N., Supt. of Sch., Canton, 
Mass. 

Annear, Mrs Margaret L., Co. Supt. of Sch., 
Modesto, Calif., since 1939. 

Antrim, G. Harold, A.B.’25, Wash, and 
Jefferson Col.; M.A.’29, Tchrs. Col., Co¬ 
lumbia Univ.; Supvg. Prin. of Sch., Point 
Pleasant Beach, N. J., since 1930. 

App, Isaac D., B.S.’05, M.S.’IO, Susquehanna 
Univ.; Co. Supt, of Sch., Harrisburg, Pa., 
since 1922. 

Appenzellar, J. L„ A.B.’08, Lebanon Valley 
Col.; A M.’16, Columbia Univ.; Supvg. 
Prin. of Sch , Wyomissing, Pa., since 1923, 

Applegate, Mrs. Stella S., Master in Chan¬ 
cery of N. J., 130 W. State St., Trenton, 
N. J. 

Appleton, William B„ A.B.’13, Harvard 
Col.; Supt. of Sch., Leominster, Mass, 
since 1937. 


Apprill, Arthur, B.S. in Ed.'26, Southeast 
Mo. State Tchrs. Col., Cape Girardeau, 
Mo.; A.M/35, Univ of Mo.; Supt. of 
Sch., Hermann, Mo., since 1934 

Aquinas, Mother Thomas, Ph D.’25, Ford- 
ham Univ., Dean, Col. of New Rochelle, 
New Rochelle, N. Y , since 1939. 

Archer, Charles H., A.B ’25, Concord State 
Tchrs. Col,, Athens, W. Va.; Co. Supt. 
of Sch., Princeton, W. Va., since 1935. 

Archer, Gleason L , LL.B.’06, Boston Univ ; 
LL'.D.’Zfi, Atlanta Law Sch.; Pres., Suffolk 
Univ., Boston, Mass., since 1937. 

Argo, A. C., B.S’12, Univ. of Wash.; 
M A.'21, Stanford Univ., Dist Supt., 
Sequoia Union H. S. f Redwood City, 
Calif., since 1937. 

Armour, Pliny Lawrence, M.A ’39, Texas 
Col. of Arts and Indus.; Supt. of Sch, 
Port Lavaca, Texas, since 1937. 

Armstrong, Hubert C., Consultant in Re¬ 
search, Pub. Sch , Oakland, Calif. 

Armstrong, J. Harding, A B *07, A.M.’OS, 
Harvard Univ,; Supt, of Sch., Westboro, 
Mass., since 1924. 

Armstrong, T. H., Interstate Tchrs Agency, 
Genesee Valley Trust Bldg , Rochester, 
N. Y. 

Arnesen, Arthur E., A.B.’29, Univ. of Utah; 
M.A.’32, Univ. of Chicago; Supvr. of Cur¬ 
riculum and Research, 440 E. First South 
St., Salt Lake City, Utah, since 1934. 

Arnholt, Wallace L., B.Sc. in Ed.’15, M.A,, 
Ohio State Univ.; Supt. of Sch., Bellevue, 
Ohio, since 1937. 

Arnold, Arthur D., A.B.’93, A.M.’96, Dart¬ 
mouth Col ; Supt. of Sch, 140 Ascension 
St., Passaic, N. J., since 1932. 

Arnold, Dorothy Livingston, Diploma, New 
York Sch of Fine and Applied Art; Dir. 
of Educ. Relations and Head, Dept, of 
Tchr. Tr., New York Sch, of Fine and 
Applied Art, New York, N, Y., since 1934. 

Arnold, E. J., B S.’17, Wilmington Col.; 
M A.*23, Ohio State Univ.; Supt. of Sch., 
Nelsonville, Ohio, since 1931. 

Arnold, Lena M., Supvr. of Elem Sch., 20 
Summer St., Providence, R. I , since 1918. 

Arnold, William E., A.B.’21, Ky. Wesleyan 
Col.; M.A.’27, Columbia Univ,; Assoc 
Prof, of Educ., Univ. of Pa., Philadelphia, 
Pa., since 1940. 

Arnspiger, V. C., Ph.D *33, Columbia Univ. 
Address: 35-11 35th Ave., Long Island 
City, N. Y. 

Arrants, John H., A B.*16, M.S.’32, Univ. of 
Tenn.; Supt. of Sch., Bristol, Tenn., since 
1936. 

Arthur, Sister Marie, B S.’25, Mich. State 
Col.; Dean and Registrar, Nazareth Col., 
Nazareth, Mich , since 1939. 

Asfahl, W, D., A.B.’27, Univ. of Okla.; 
M.A.’30, Univ. of Colo.; Supt. of Sch., 
Delta, Colo., since 1935. 

Ash, Mrs. Sadie V., Life Diploma '35, San 
Jose State Col., San Jose, Calif.; Co. Supt. 
of Sch., Colusa, Calif., since 1935. 

Ashbaugh, E J., A.B.'12, A.M.’13, Ind. 

Univ.; Ph.D.’19, State Univ.. of Iowa; 
Dean, Sch. of Educ., Miami Univ., Oxford, 
Ohio, since 1929. 

Ashburn, G. L, Pm., Woodrow Wilson 
H. S., Dallas, Texas. 

Ashland, Homer Butler, Ph.B.'24, M.Ed.'39, 
Univ. of Vt.: Dist. Supt. of Sch., Bellows 
Falls, Vt., since 1940. 


430 


Health in Schools 


Ashley, Frederick A., B B.A.’21, Boston 
Univ.; Supt. of Sch., Everett, Mass., since 
1932. 

Ashley. Lawrence Floyd, B.Sc.21, The 
Stout Inst.; A.M.’34. Ph.D ’36 Ohio State 
Univ.; Chief, Div. of Voc. Educ., Pub. 
Sch., Yonkers, N. Y., since 1938. 

Askew, Mrs. Jewell, B.S.'30, Sam Houston 
State Tchrs. Col., Huntsville, Texas; 
M.S.Ml, Univ. of Houston; Supvr., Pub. 
Sch., Houston, Texas, since 1940. 


Atkinson, Carroll, A.B/20, Lawrence Col., 
A M’29, Univ. of Southern Calii.; 
Ph.D.’38, George Peabody Col. for Tchrs.; 
Assoc. Prof, of Educ., State Tchrs. Col., 
Jersey City, N. J., since 1939. 


Atwell, David Edward, Prin., Scott Sr. 

H, S , Coatesville, Pa. 

Atwood, Clinton H, B S.’19, Colgate Univ.; 
A M/23, Syracuse Univ.; Supt. of Sen., 
Solvay, N. Y., since 1938. 


Atwood, Wallace W., B S.’97, Ph.D.*03, 
Univ. of Chicago; Prof, of Physical and 
Regional Geography and t Pres, Clark 
Univ., Worcester, Mass , since 1920. 


Atwood, Will G, Litt.B.’lO. Rutgers Univ ; 
Co. Supt. of Sch., Court House, Beividere, 
N. J., since 1928. 


Auld, John T., Supvg. Prin. of Sch., Myers- 
town, Pa. 

Aurand, E. D„ B.E.’33, Northern III. State 
Tchrs. Col., DeKalb, Ill ; M.S/36, North¬ 
western Univ.; Supt. of Sch., Lyons, Ill., 
since 1940. 


Aurand, O. H., B.S.‘21, Susquehanna Univ , 
M A/32, Tchrs. Col., Columbia Univ.; 
Supt. of Sch., Steelton, Pa., since 1935 
Austin, Everett L., A.B.'17, . Moores Hill 
Col.; B.S. in Agr.’23, Purdue 

Univ.; Ph.D.’28, Cornell Univ,; State 
Supvr. of Sec. Educ., State Office Bldg., 
Providence, R. I , since 1939. 

Austin, J. O.. Antioch Twp. H, S., Antioch, 
Ill. 


Averill, Fqrrest G., A.B.'24, M.A.’28, Univ. 
of Mich.; Supt. of Sch., East Grand 
Rapids, Mich., since 1935. 

Avery, Andrew, Diploma *27, Young Harris 
Col.; A.B. in Ed.’29, Univ. of Ga.; Co 
Supt. of Sch., Court House, Bambridge, 
Ga., since 1933. 

Avery, George T., A B.’15, Univ. of Colo.; 
A M.’17, Harvard Univ.; Ph.D.’24, Stan¬ 
ford Univ.; Head, Dept, of Rural and Voc. 
Educ , Colo. State Col., Ft. Collins, Colo., 
since 1933. 


Axtell, Paul H., A.B,’16, Colgate Univ ; 
M.A.’21, Tchrs Col , Columbia Univ., 
Ph.D.’34, New York Univ.; Supvg. Prin. 
of Sch., Caldwell, N. J., since 1938. 
Aydelott, C. R., A.B.’17, Central Wesleyan 
Univ.; A.M.’30, Ph.D.*36, Univ. of Mo.; 
Dir. of Instr. and Curriculum, Pub. Sch., 
4955 FairvLew Ave., St. Louis, Mo , since 
1941. 


Ayer, Fred C., B.S.*02, Upper Iowa Univ.; 
M.S.*05, Georgetown Univ ; Ph D.’15, 
Univ. of Chicago; Prof of Educ, Admin, 
Univ. of Texas, Austin, Texas, since 1927. 
Ayer, J. Warren, A.B.’07, Otterbein Col.; 
M.A.’23, Stanford Univ.; Supt. of Sch., 
Eureka, Calif., since 1939. 

Ayres, Frank M., A.B.’24, M.A.’26, Univ. 
of Mich.; Supt. of Sch., Dundee, Mich., 
since 1924 


B 

Babcock, Earl H , Diploma ’09, Mich. State 
Normal Col., Ypsilanti, Mich.; B A’22, 
M A’29, Univ. of Mich.; Supt. of Sch., 
Grand Haven, Mich., since 1923, 

Babcock, S H., Co. Supt. oE Sch., Medina, 
Ohio, since 1921. 

Bachman, Waller E., B.S.*14, Drake Univ.; 
M R.E.*20, D R.E *23, Boston Univ.; Dean 
and Prof, of Philosophy and Religious 
Educ , York Col., York, Nebr., since 1936. 

Bachmann, Sophie C., Diploma ’96, Detroit 
Normal Tr. Sch.; Prin, Majeske Sch., 
Detroit, Mich., since 1925. 

Bachrodt, Walter L , A B,’20, A.M.’21, Stan¬ 
ford Univ.; Supt. of Sch, San Jose, 
Calif., since 1921 

Bacol, Marcos, A.A. and B.S.E.’ZQ, Univ 
of the Philippines; Ptin., Elem. Sch., 
Argoo, Cebu, P. I., since 1933. 

Bacon, Allen E , Ph.B.’ll, Lafayette Col.; 
Supt. of Sch., Wilkes-Barre, Pa., since 
1934. 

Bacon, Francis Leonard, A B ’12, South¬ 
western Col.; A.M.’16, Columbia Univ.; 
LL.D.’32, Southwestern Col., L H.D *37, 
Williams Col., Supt.. Evanston Twp. 
H. S., Evanston, Ill , since 1928. 

Bacon, Paul Valentine, A B *98, Harvard 
Univ. Address: 50 Beacon St., Boston, 
Mass. 

Bacon, Willard H . A.B.’00, Brown Univ.; 
Ed.D '34, R I Col. of Educ.; Supt of 
Sch., Westerly, R. I., since 1913. 

Badgei, Lester B , B S’18, Dartmouth Col.; 
M.A '31, Columbia Univ, Supt. of Sch, 
Pittsfield, N. H., since 1923. 

Baer, D. C, B.S *12, Heidelberg Col.; Supt. 

of Sch, Bucyrus, Ohio, since 1935. 
Bagshaw, Robert A., A.B ’29, Juniata Col.; 
M.A.’35, Columbia Univ.; Supt. of Sch., 
Hanover, Pa., since 1938 

Bahner, W. G., A.B.’15, MA’17, Witten¬ 
berg Col ; M.A.'24, Columbia < Univ ; 

Co. Supt, of Sch , Cleveland, Ohio, since 
1936 

Bail, Phillip M., B.A’20, Mo. Valley Col.; 
M.A.*28, Ph.D ’31, State Univ. of Iowa; 
Dean, Col. of Educ , Butler Univ., Indian¬ 
apolis, Ind., since 1940, 

Bailey, C. L., B.S.'ll, Otterbein Col.; 
M.A.*32, Miami Univ,; Supt. of Sch., 
Greenville, Ohio, since 1929. 

Bailey, C. Weynard, 197 W. Olive St,, Col¬ 
ton, Calif. 

Bailey, Francis L., A.B,’21, A M '24, Univ. 
of Mich,; Ph D.'39, Columbia Univ., Prin., 
Western > State NormaL Sch., Gorham, 
Maine, since 1940. 

Bailey, John F., A.B.*23, Baylor Univ.; 
M.A,’31, Univ of Colo ; Supt. of Sch., 
Breckenridge, Texas, since 1939. 

Baily, Carl S., A.B *19, Wash and Jefferson 
Col.; Supt. of Sch., Swissvale, Pa., since 
1933. 

Bain, Winifred E., Ph.B.’21, Univ. of Chi¬ 
cago; M A.’26, Ph D.’29, Columbia Univ.; 
Prin., Wheelock Sch., Boston, Mass., 
since 1940. 

Bair, Carl M., Ph B *09, Grinnell Col ; 
M.A.’30, Columbia Univ,; Supvg Pi in, of 
Sch., Lakewood, N. J., since 1930. 



List of Members 


431 


Bair, Frederick H , A.B.’12, Grinnell Col.; 
M.A/17, Ph.D,’33, Tchrs. Col., Columbia 
Umv,; Supt. of Sch, Bronxville, N. Y., 
since 1936. 

Bair, Medill, B S.'35, State Tchrs, Col,, 
Trenton, N J ; M.A.'39, Tchrs. Col., Co- 
lumbia Univ.; Prin., WiLliam Carter Sch, 
Needham, Mass., since 1939. 

Baird, Paul R., A.B.’12, A.M ’IS, Hamilton 
Col.; Supt. of Sch., Ludlow, Mass., since 
1931. 

Baird, William J., A.B T8. TJmv. of Ala.; 
A.M.*21, Tchrs. Col., Columbia Univ.; 
Prin., Jefferson Co. H S , Tarrant, Ala., 
since 1921. 

Baker, B. B., A M ’08, Ohio Northern Univ.; 
Supt. of Sch , Fairfield, Ala., since 1923. 

Baker, Clara Belle, A.B *09, A M.’ll, North¬ 
western Univ; Dir, Children’s Sch., 
Natl. Col. of Educ. # Evanston, Ill , since 
1926. 

Baker, Clarence V., Ph B/30, M.A.*36, Univ. 
of Chicago; Dist. Supt. of Sch, Arlington 
Hgts., Ill., since 1937. 

Baker, Edna Dean, B.E/13, Natl. Col. of 
Edtic.; B.A.’20, M.A’21, Northwestern 
Univ., Pres., Natl. Col. of Educ., Evans¬ 
ton, Ill., since 1920, 

Baker, G. Derwood, A.B.’22, Pomona Col ; 
A.M.’26, Ed.D.’39, Tchrs. Col, Columbia 
Univ.; Supt. of Sch , Boulder, Colo., since 
1940. 

Baker, George C , Ph.B.’lO, Lafayette Col.; 

A. M *13, Umv. of Pa.; Supt of Sch., 
Moorestown, N. J., since 1913. 

Baker, Harold V., AB’18, Baker Univ.; 
M A‘26, Univ. of Colo.; Prin., Daniel 
Webster Sch., New Rochelle, N, Y , since 
1932. 

Baker, Ira William, A B. in Ed.’14, Kansas 
State Tchrs. Col., Emporia, Kansas; 

B. S ’15, Kansas State Agrl. Col.; A.M. in 
Ed‘20, Univ. of Chicago; Prin., Classen 
H. S , Oklahoma City, Okla.. since 1933. 

Baker, Ira Young, A.M.’33, Gettysburg Col.; 
Co. Supt. of Sch , Court House, Gettys¬ 
burg, Pa., since 1937. 

Baker, James E., A.B.’12, Drury Col.; 
A.M.’26, Univ. of Chicago; Prin, Sr. 
H. S., 7409 Cornell, University City, Mo , 
since 1919. 

Baker, William Wallace. A M ’31, Tchrs. 
Col, Columbia Univ.; Supt. of Sch., Ma¬ 
rion, Arlc., since 1928 

Balcom, Arthur Grant, New Providence, 
N. J. 

Baldwin, George H , B.S ’15, R. I, State 
Col ; Ed.D.’38. Catholic Tchrs. Col.; 

Asst. Dir. of Educ., State Office Bldg., 
Providence, R. I , since 1936. 

Baldwin, Robert Dodge, A B ’13, Princeton 
Univ.; A M.’16, Columbia Univ.; Ph.D. 26, 
Cornell Univ.; Prof, of Educ., W. Va. 
Univ., Morgantown, W. Va., since 1931. 
Ball, James J., Asst. Supt. of Sch. in charge 
of Bus. Management, 414 14th St. f Denver, 
Colo , since 1927. 

Ballentine, Will G., Supt. of Sch., Menom- 
onie, Wis , since 1920. 

Balliette, Ralph Ernest, Ph.B.’23, Ph.M.’27, 
Univ. of Wis ; Supt. of Sch., Platteville, 
Wis., since 1933 

Ballintine, O P., Ph.B.’09, Grove City Col.; 
Prin , Har-Brack Union H. S., Bracken- 
ridge, Pa., since 1913. 


Ballou, Frank Washington. B.S.’04, Tchrs. 
Col., Columbia Univ.; M A.’08, Univ. of 
Cincinnati; Ph D ’14, Harvard Univ ; 
Pres., Dept, of Superintendence, 1925-26; 
Supt. of Sch., 13lli and K Sts., N. W., 
Washington, D. C. t since 1920. 

Balyeat, Orley E., Diploma ’01, Mich State 
Normal Col., Ypsilanti, Mich , Supt. of 
Sell., Sparta, Mich., since 1908. 

Bamberger, Florence Eilau, B.S.’14, M.A.’15, 
Ph.D.’22, Tchrs Col., Columbia Univ.; 
Prof, of Educ., Dept, of Educ., since 1924 
and Dir., Col. for Tchrs., Johns Hopkins 
Univ., Baltimore, Md., since 1937. 

Bandy, Mrs. Eleanor K., B A.*01. Stanford 
Univ.; Co. Supt. of Sch, Woodland, 
Calif., since 1935. 

Banker, Gilbert M., B S. in Ed.’35, M.A.’36, 
New York Univ., Dist. Supt. of Sch,, Co. 
Court House, New City, N. Y. t since 1939. 

Banks, Charles, A B.’IO, Northeast Mo. 
State Tchrs. Col., Kirksville, Mo., 

M A.’25, Columbia Univ.; Supt of Sch, 
6701 Delmar Blvd., University City, Mo., 
since 1925. 

Banks. L. Frazer, A B.’21, Univ. of Colo.; 
M.A.’28, George Peabody Col. for Tchrs.; 
LL.D/34, Birmingham-Southern Col.; Asst. 
Supt. of Sch., Birmingham, Ala., since 
1921. 

Bankston, J. H., B.A.’28, North Texas State 
Tchrs. Col., Denton, Texas, M.A.’36, 
Colo. Col. of Educ., Greeley, Colo ; Supt. 
of Sch. and Pres., Jr, Col., Victoria, 
Texas, since 1939, 

Banta, Mrs. Edythe M., Prm., Cleveland 
Elcm. Sch., Oakland, Calif. 

Barber, Carl J , Member, Marysville Bd. of 
Educ., Port Huron, Mich. 

Barber, H. L., M.A ’38, Texas Christian 
Univ.; Supt. of Sch., Weatherford, Texas, 
since 1938. 

Barber, Joseph E , B S.’26, M.S. in Ed.’33, 
Syracuse Univ.j Prin., H. S., East 
Aurora, N. Y., since 1934. 

Barclay, Robert W., B.S.*23, Norwich Univ.; 
M.A.’29, Boston Univ.; Supt. of Sch, 
Grafton, Mass., since 1939 
Bare, Thurman H., B.S.’26, Univ, of Mo.; 
M.A ’36, Columbia Univ , Supt, of Sch , 
Montpelier, Vt, since 1941, 

Barker, Howard L., A.M.’37, Northwestern 
Univ.; Supt. of Sch., Bangor, Mich., since 
1922 

Barker, Warren J., A B.’28, A.M.’29, Gon- 
zaga Univ., Dean of Faculties and Col. 
of Arts and Science, Loyola Univ., New 
Orleans, La., since 1939. 

Barlow, Guy J., Prin., Wilson Jr. H. S., 
Appleton, Wis. 

Barlow, Nathan J., B.S.’24, Univ. of Utah; 
Co. Supt. of Sch., Cedar City, Utah, since 
1924. 

Barner, Raymond T., Diploma *16, Keystone 
State Normal Sch, Kutztown, Pa.; 
Ph B.’26, Muhlenberg Col.; A.M.'34, Univ. 
of Pittsburgh; Supvg. Prin. of Sch, 
Brownsville, Pa., since 1940. 

Barner, Robert P., A.B.’16, Umv. of Pitts¬ 
burgh, A M.’27, Columbia Univ.; Supt. of 
Sch., Rochester, Pa., since 1934. 

Barnes, B. H., Deputy Supt of Sch., Bur¬ 
bank, Calif. 

Barnes, B. N., A.B.’26, Wake Forest Col ; 
A.M.’31, Univ. of N. C.; Supt. of Sch., 
Kings Mountain, N. C., since 1934. 




432 


Health in Schools 


Barnes, Chester H , B S/20, A.M/22, Univ. 
of Pa.; Supvg. Prin. of Sch., Hatboro, 
Pa., since 1932. 

Barnes, Percival S., B,S *17, AM.’18, Colum¬ 
bia Univ ; Supt. of Sch., East Hartford, 
Conn., since 1919. 

Barnett, Owen Lee, M.S. in Ed/27, Brigham 
Young Univ.; Supt of Sch., Spanish 
Fork, Utah. 

Barnum, Walter Lawrence, A.B/07, Middle- 
bury Col ; A M/36, Northwestern. Univ.; 
Asst. Prin,, Evanston Twp. H. S., Evans¬ 
ton, 111 , since 1927, 

Baron, Max C , Pres., Bd. of Educ., Boat¬ 
men's Bank Bldg., St. Louis, Mo. 

Barr, H. D., B.E/26, Western Ill. State 
Tchrs. Col., Macomb, Ill,; M A/37, Tchrs. 
Col,, Columbia Univ.; Supt. of Sch., Rood- 
house, 111, since 1933. 

Barrett, Clarence Burton, B.S.'35, Lewis 
Inst.; M.S.’38, Northwestern Univ.; Supt, 
of Sch., Summit, IU., since 1934. 

Barrett, John Ignatius, J.C.L/12, Catholic 
Univ. of America; Ph D/23, Loyola Col.; 
LL D/23, Gonzaga Col.; Supt. of Parish 
Sch., Archdiocese of Baltimore, 415 Ca¬ 
thedral St., Baltimore, Md., since 1922. 

Barrett, Lawrence Adams, B.S/25, Kans. 
State Tchrs. Col.; M.S/29, Univ. of 
Colo.; Supt. of Sch., Salida, Colo, since 
1941. 

Barron, F. E., Supt. of Sch., Homerville, Ga. 

Barrows, Alice, A.B.’OO, Vassar Col.; Senior 
Specialist in Sch. Bldg. Problems. U. S. 
Office of Educ., Federal Security Agency, 
Washington, D. C., since 1920. 

Barry, William R-, A.B/I8, Georgetown 
Univ.; Supt. of Sch., Northampton, Mass., 
since 1936 

Barthel, Oscar P., B.S/31, Eureka Col.; 
M.S m Ed.’37, Univ. of Wyoming; Supt. 
of Sch,, Somonauk, Ill, since 1934. 

Bartky, John A., Ph. D/40, Northwestern 
Univ.; Pres., Chicago Tchrs. Col., 6800 S. 
Stewart Ave , Chicago, Ill., since 1938. 

Bartrug, C. M., B.S/23, M.S.’27, Iowa State 
Col,; Supt. of Sch., Iowa Falls, Iowa, 
since 1928. 

Baruch, Dorothy W., E.B/30, M.E.’31, 

Whittier Col.; PhD/37, Claremont Col.; 
Prof, of Educ., Broadoaka Sch. of Educ., 
Whittier Col., Pasadena, Calif., since 1930. 

Baskett, Mrs. Fannie, A.B/19, A.M.’25, 

Southern Methodist Univ.; Supvg, Prin. of 
Trinity Hgts. Sch., since 1927 and C. P. 
Russell Sch., Dallas, Texas, since 1930. 

Bass, M, Reed, B.S.’24, Colo. State Col. of 
Agr and Mech. Arts; Dir,, The David 
Ranken, Jr., Sch. of Mech. Trades, 4431 
Finney Ave., St. Louis, Mo„ since 1937. 

Bass, W. A., Supt. of Sch., Nashville, Tenn. 

Batchelder, Carl J., A.B’18, Eastern Col,; 
A.B/18, Valparaiso Univ.; Deputy State 
Comrar. of Educ,, Montpelier, Vt., since 
1923. c 

Batchelder. Mildred L., A.B/22, Mt. Holyoke 
Col.; B.L S/24, N. Y. State Library Sch.; 
Sch. Library Specialist, The School and 
Children's Library Div., American Library 
Assn., 520 N. Michigan Ave., Chicago, Ill., 
since 1936. 

Bate, William G., B.A/10, M.A/15, Ripon 
Col.; Supt. of Sch, Richmond, Ind , since 
1921. 

Bateman. E. Allen, B.A/17, Univ. of Utah; 
M A/29, Univ. of Chicago; Supt. of Sch., 
Logan, Utah, since 1933. 


Bates, Elizabeth, A.M. in Ed.'28, Univ. of 
Southern Calif.; Asst Supt, of Sch., Los 
Angeles, Calif., since 1924. 

Bates, Harold S., B S.’21, Knox Col ; 
A.M.*34, Columbia Univ.; Supt. of Sch., 
Norwood, Ohio, since 1936 
Bates, Horace Freeman, A.B.'98, Ed.M/28, 
Harvard Univ ; Supt. of Sch., Somerset, 
Mass., since 1922 

Bates, Ralph E., B.Ed/32, Ill. State Normal 
Univ., Noimal, Ill.; M.S/39, Univ. of Ill.; 
Supt* of Sch., Serena, Ill., since 1940. 
Bates, Ralph F., A.B/11, Colgate Univ.; 
A M/14, Columbia Univ.; Supt. of Sch, 
Chatham, N, J., since 1920. 

Bates, Mrs. Violet, Prin., Fairmont Sch , 
Richmond, Calif. 

Battle, Elizabeth G , Supt. of Sch,, Pittston, 
Pa. 

Battle, Laurie Hunter, Ph.B/15, M.A ’32, 
Emory Univ.; Supt. of Sch., Douglas, Ga., 
since 1935. 

Bauer, Harold C«, B.A/25, Central Col , 
Pella, Iowa, M A.’36, Univ. of Minn.; 
Supt. of Sch., Winona, Minn., since 1939. 
Bauer, Nicholas, B S *97, M.A.’99, Tulane 
Univ,; Supt. of Sch., Pub ; Sch. Admin. 
Bldg., New Orleans, La., since 1923. 
Baugher, Jacob I , A.B.’23, Elizabethtown 
Col.; A.M.’25, Ph.D *30, Columbia Univ.; 
Supt. of Sch., Hersliey, Pa., since 1930. 
Baum, Paul B., A.B/19, Aurora Col.; 

A. M/21, Univ. of Wis.; Dean, Colo. Wo¬ 
man’s Col., Denver, Colo., since 1935 

Bawden, William T., A.B/96, Denison Univ , 

B. S/10, Ph.D/14, Tchrs. Col., Columbia 
Univ.; Head, Dept, of Indus, and Voc. 
Educ., Kansas State Tchrs. Col., Pitts¬ 
burg, Kansas, since 1935. 

Baxter, Bernice, Coordinator of Instr., Pub. 
Sch., Oakland, Calif. 

Baxter, Solomon, Diploma '21, State Tchrs. 
Col., Troy, Ala.; B.S/29, TJniv. of Ala.; 
Co. Supt. of Sch., Dothan, Ala., since 

1933. 

Bay, James Campbell, A B/12, Oberlm Col.; 
A.M/17, Columbia Univ.; Ph.D/27, New 
York Univ.; Supt. of Sch., Easton, Pa., 
since 1922. 

Baylor, Carl W, B S/33, M.A/37, Univ. of 
Ill.; Supt. of Sch, Liberty ville, Ill., since 
1938. 

Bayne, Stephen F„ B S '98, Col. of the City 
of N. Y.; A.M/03, Columbia Univ.; Ph.D., 
Fordham Univ.; Assoc. Supt, of Sch., 110 
Livingston St., Brooklyn, N. Y., since 

1934. 

Bazard, Walter S., A B/16, Wash, and Jef¬ 
ferson Col.; M.Ed.’34 r Univ. of Pittsburgh; 
Supt. of Sch., Midland, Pa., since 1935. 
Beach, Fred F., B S/26, M.S/27, Syracuse 
Univ.; M A/28, Ph.D '33, Columbia Univ,; 
Sr Specialist, U, S. Office of Educ., 107 
Bay Driveway, Manhasset, N. Y., since 
1941. 

Beach, M. F„ B.S. in Ed/19, Northeast Mo 
State Tchrs. Col., Kirksville, Mo.; M.A r 34, 
Univ. of Mo.; Supt. of Sch, Moberly, 
Mo., since 1921. 

Beal, George E., A,B/16, Bowdoin Col.; 
A M/34, Bates Col.; A.M/41, Bowdoin 
Col.; Supt. of Sch., South Portland, 
Maine, since 1940. 

Beals, Frank L., B.S. in Ed/30, M,A/32, 
De Paul Univ.; Asst. Supt. of Sch., 228 
N. La Salle St., Chicago, Ill., since 1935. 



List of Members 


433 


Beals, R. G., A B/07, Earlham Col.; M A.’08, 
Ind, Univ.; Supt., Twp. H. S, De Kalb, 
Ill., since 1922. 

Bean, Albert M., A B.’IO, A M/14, Dickin¬ 
son Col ; Co. Supt. of Sch , Camden, N. J., 
since 1930. 

Bean, Berten B., Ph.B/12, Alfred Univ.; 

M. A/25, Columbia Univ., Assoc. Supt. of 
Sch., City Hall, Buffalo, N. Y., since 1939. 

Bean, Mrs, Minnie D., A.B/30, Univ. of 
Wash.; A.M/37, Tchrs Col., Columbia 
Univ.; Elem Supvr., Pub. Sch., Eureka, 
Calif, since 1941. 

Bear, Harris V., A.B.'03, Otterbein Col.; 
A.M *10. Harvard Univ.; Supt. of Sch, 
Miamisburg, Ohio, since 1915. 

Beard, Burrus Everett, B.A/15, Des Moines 
Col ; M A '29, State Univ. of Iowa, Supt. 
of Sch , Webster City, Iowa, since 1930. 
Beard, Charles A., Ph B/98, De Pauw 
Univ,; M.A/03, PhD/04, Columbia Univ. 
Addiess: New Milford, Conn. 

Beattie, Alfred Wesley, B S/22, Allegheny 
Col.; A.M/24, Ph.D/32, Univ. of Pitts¬ 
burgh, Asst. Co Supt of Sch., Co. Offi.ce 
Bldg., Pittsburgh, Pa., since 1938. 

Beattie, Helen B., Dist. Supt. of Sch, 
Whitehall, N. Y., since 1936 
Beatty, Edward, Ph.B ’16, Univ of Chicago; 
A.M/34, Univ. of Mo, Address Pub. Sch., 
Warrensburg, Mo. 

Beatty, Willard W., B.S/13, M.A/22, Univ. 
of Calif., Dir. of Educ., U S. Office of 
Indian Affairs, Washington, D. C., smee 
1936. 

Beaumont, Florence S., B.S/37, M.A/39, 
New York Univ ; Pan., Jr H. S. 101, 
Manhattan, 151 E. 111th St, New York, 

N. Y„ since 1939. 

Bechdolt, B. V., A.B/30, De Pauw Univ.; 
M.S. in Ed/35, Ind. Univ.; Research Dir., 
Ind. State Tchrs. Assn , Hotel Lincoln, 
Indianapolis, Ind., since 1940. 

Beck, Cameron, Lecturer and Voc and Indus. 
Consultant, RKO Bldg., Rockefeller Cen¬ 
ter, New York, N. Y., since 1938. 

Beckett, Verona E., B S in Ed/28, M.S. in 
Ed/32, Temple Univ.; Supvg. Prin. of 
Sch , 218 W. Coulter St., Germantown, 
Philadelphia, Pa., since 1927 
Beddow, John E , Secy., Sch. Dist, 337 W. 

Frack St., Frackville, Pa., since 1930. 
Beebe, Ralph Edwin, B.A/13, Winona Col.; 

M. A/16, Ind Univ.; Supt. of Sch., Naper¬ 
ville, III , since 1927. 

Beebe, Robert O , Dir., Essex Co. Voc. and 
Tech. H. S., Hall of Records, Newark. 

N. J., since 1918. 

Beers, John A., A.B.’01, Syracuse Umv.; 
Supvg. Prin. of Sch , Watkins Glen, N. Y., 
since 1909, 

Beers, John H., 350 Mission St., San Fran¬ 
cisco, Calif. 

Beeuwkes, Fred, Pres., Bd. of Educ., 112 E. 

Ninth St, Holland, Mich. 

Beggs, Vernon L., Supt. of Sch., Elmhurst, 
Ill. 

Behmer, John H. r Diploma ‘21, State Normal 
Sch., Millersville, Pa.; B.A/25, Elizabeth¬ 
town Col.; M.A/29, Tchrs. Col., Columbia 
Univ.; Ed.D/38, Rutgers Univ; Supvg. 
Prin, of Twp. Sch., New Market, N. J., 
since 1935 

Beidel, F. Douglass, B,A/20, Lebanon Val¬ 
ley Col.; M,A,'31, Columbia Univ., Supvg. 
Prin, of Sch., Millersburg, Pa , since 1938 


Beierschmitt, Gerald A., Diploma *23. St. 
Charles Jr. Col.; AB '25, Holy Cross Col., 
A.M/35, Bucknell Univ ; Supt. of Sch., 
Mt Carmel, Pa., since 1934. 

Belisle, Hector Louis, A.B ’96, Harvard 
Univ.; Supt. of Sch., Fall River, Mass., 
since 1913. 

Bell, C A, B.S/27, M.S/34, Univ. of Ill.; 
State Dir. of Voc. Educ., Centennial Bldg., 
Springfield, Ill., since 1935. 

Bell, Dorothy M., A.B ’25, Oberlin Col.; 
M,A/29, Smith Col ; Pres , Bradford Jr. 
Col., Bradford, Mass., since 1940. 

Bell, James A , A.B.’15, Harvard Univ.; 
A.M ’23, Ph.D/25, American Univ ; LL.B 
’30, Southeastern Univ.; Pres., Southeast¬ 
ern Univ., Washington, D. C , since 1922. 

Bell, LeRoy, B S/31, Mich State Col.; 
M.A/37, Univ. of Mich.; Supt. of Tr. Sch, 
4538 Kenmore Dr., Okemos, Mich., since 
1937. 

Bell, Leslie H., B.S. in Ed/14, A.B ’15, 
A.M ’31, Univ. of Mo ; Supt. of Sch.. 
Lexington, Mo., since 1919 

Bell, Millard D. t A.B/26, State Tchrs. Col, 
Peru, Nebr.; M. A/30, Univ. of Nebr.; 
Ed.D ’39, Tchrs. Col , Columbia Univ , 
Supt. of Sch., Ladue, Mo., since 1938. 
Address: 9060 Ladue Rd., St. Louis. Mo 

Bell, Requa W. t A.B/16, William Jewell 
Col.; A.M/26, Univ, of Okla , Supvg 
Prin. of Sch., Jenkmtown, Pa., since 1938 

Belser, Danylu, A.B., Univ. of Denver, 
AM., Ph,D/30, Columbia Univ.; Prof 
and Head, Dept, of Elem. Educ., Univ. 
of Ala , University, Ala , since 1929. 

Bemis, George M, Supt. of Sch., Salem, 
Mass. 

Bcnben, John S , M.A/38, Northwestern 
Univ,; Supt. of Sch., Midlothian, Ill, 
since 1939, 

Bender, John Frederick, Ph.D/26, Columbia 
Univ.; Prof, of Educ. Admin., Umv. of 
Okla., Norman, Okla., since 1926 

Bender, L. L., M.A/37, Univ. of Wyo,; 
Supt. of Sch., Cokeville, Wyo., since 1920. 

Benjamin, Harold, A.B/21, A M/24, Univ 
of Oregon; Ph.D/27, Stanford Univ., 
Dean, Col. of Educ., Univ. of Md , College 
Park, Md., since 1939. 

Benner, Thomas Eliot, A.B/14, A.M.’16. 
Ed.M/23, Ed.D/24, Harvard Univ.; Dean, 
Col. of Educ , Univ. of Ill, Urbana, Ill., 
since 1931 

Bennett, Frank B„ B.A/21, Willamette 
Univ.; M.A/33, Univ. of. Oregon; Supt. 
of Sch., Salem, Oregon, since 1939. 

Bennett, J, M., A.B/10, Western Md. Col., 
Co. Supt. of Sch., Salisbury, Md., since 
1917. 

Bennett. Mrs. Mabel C., Elem, Sch. Supvr . 
601 N. Garfield Ave., Alhambra, Calif., 
since 1934. 

Bennett, Margaret E., A.B/18, M A '19, 

Ed.D/37, Stanford Univ.; Dir, of Guid¬ 
ance, Pub. Sch., 320 E. Walnut St., Pasa¬ 
dena, Calif., since 1928, 

Bennett, Omer H., B.S/24, M.A. in Ed/29, 
Umv. of Cincinnati, Co. Supt of Sch , 
Court House, Cincinnati, Ohio, since 1923. 

Bennett, Ulric J., A.B/09, B.L/14, A.M/26, 
Umv of Ga.; Co. Supt. of Pub. Instr., 
Ft Lauderdale, Fla., since 1931. 

Benson, Ellis R. p A.B/27, Stanford Univ.; 
Prin,, Half Moon Bay Union H. S„ Half 
Moon Bay, Calif., since 1936. 



434 


Health in Schools 


Benson, George S., B S/30, Okla. Agrl. and 
Mech. Col.; M.A/31. Univ. of Chicago; 
LL.D/33, Harding Col ; Pres , Hardmg 
Col., Searcy, Ark , since 1936. 

Benson, J. R., Pnn., Garfield Sch, 6131 
Magnolia Ave , St. Louis, Mo. 

Bentley, Jerome H., A.B '03, Wesleyan 
Univ.; M. A/16, Columbia Univ ; Program 
Dir., Y.M.C.A.. 325 Riverside Dr., New 
York, N. Y., since 1927. 

Berg, B. Conrad, B A.’16, Univ. of Ill.; 
M.A/24, Columbia Univ.; Supt, of Sch., 
Newton, Iowa, since 1922. 

Berg, Sclmer H„ B.A'17, St. Olaf Col.; 
M.A/24, Univ. of Minn ; Supt. of Sch, 
Rockford, III., since 1937. 

Berger, Harry S., B.S. in Ed/21, Northeast 
Mo. State Tchrs Col., Kirksville, Mo , 
M A. in Ed.’29, Univ. of Mo,; Supt. of 
Sch.. Deadwood, S. Dak,, since 1928. 

Bergcrson, Carl I., B.S '18, Hiram Col,; 
M.A/27, Columbia Univ,; Supt. of Sch, 
Albion, N. Y , since 1926. 

Bergin, John William, Ph B ’97, D D/21, 
Southwestern Univ.; Pres., Southwestern 
Univ., Georgetown, Texas, since 1935. 

Bergman, Walter G., Ph.D/Z9, Univ. of 
Mich.; Dir. of Instr. Research. Bd. of 
Educ., Detroit, Mich., since 1929 

Bergquist, Ernest B., B.A ’02, Gustavus 
Adolphus Col.; M A '29, Univ. of Minn ; 
Supt of Sch., Rapid City, S. Dak., since 
1929. 

Berns, Karl H., B.S. in Ed/23, Kent State 
Univ.; M S *27, Univ. of Akron; LL.B/38, 
Wm. McKinley Sch of Law; Asst Secy., 
Ohio Educ. Assn., 21 E. State St, Colum¬ 
bus, Ohio, since 1935. 

Berry, Frank A., A B/07, Wesleyan Univ.; 
Supt. of Sch., Bethel, Conn, since 1914. 

Berry, Merrill M., A.B/19, Baldwin-Wal- 
lace Col.; A.M/22, Ohio State Univ ; 
Supt, of Sch., Chillicothe, Ohio, since 
1935. 

Bertram, Anne L, A B '27, Eastern Ky. 
State Tchrs. Col,, Richmond, Ky ; Co 
Supt. of Sch., Vanceburg, Ky., since 1923. 

Bertram, Joseph Francis, B.Ed/28, State 
Tchrs. Col, Milwaukee, Wis,; M.A/35, 
Univ. of Wis., Supvg, Prin. of Sch, 
Algoma, Wis., since 1935. 

Best, Howard R., B.A '17, Yankton Col , 
Certif/19, Univ. of Montpelier, France; 
M A/29, Univ. of Nebr ; Ed D ’39, Tchrs. 
Col., Columbia Univ.; Supvg Prin, of 
Sch., Cranford, N. J. t since 1935. 

Bethel, Lawrence L, B.S. in Ed/28. Mo. 
State Tchrs. Col,; M.A/35, Tchrs. Col., 
Columbia Univ.; Ph.D/40, Yale Univ,; 
Dir., New Haven Y.M.C.A. Jr. Col , 52 
Howe St„ New Haven, Conn., since 1937. 

Bettinger, George Edward, A.B/15, M.A/28. 
Univ. of Southern Calif.; Supt. of Sch., 
Alhambra, Calif., since 1934. 

Betts, Emmett Albert, B.S/25, Des Moines 
Univ.; M A/28, PhD/31, State Univ. of 
Iowa; Research Prof and Dir. of Reading 
Clinic, Pa. State Col., State College, Pa., 
since 1937. 

Beumer, Edward H., A B. and B.S *14, Univ. 
of Mo ; A M/25, Univ of III.; Prin., 
Roosevelt H. S., St. Louis, Mo., since 
1941. 

Beyer, Louise, B.S/15, Coe Col.; Counselor 
and Math Tchr., Pub. Sch., Berkeley, 
Calif., since 1922. 


Bicking, Ada, Diploma ’06, # Northwestern 
Univ.; B.Ped.’24, Cincinnati Conservatory 
of Music; Dir., Arthur Tordan Conserva¬ 
tory of Music, Indianapolis, Ind,, since 
1935. 

Bickley, J. T. H., B.A '23, Southwest Texas 
State Tchrs. Col., San Marcos, Texas; 
M A/37, Univ. of Texas; Supt, Sheffield 
Ind. Sch. Dist., Iraan, Texas, since 1935. 

Bickley, James M , M.A/32, Univ. of N 
Mex.; Supt. of Sch., Clovis, N. Mex., 
since 1921. 

Bierbaum, Milton Wesley, A.B/28, Central 
Wesleyan Col ; A.M/38, Wash. Univ,, 
Supt., West Walnut Manor Schs , 7053 
Emma Ave , St. Louis County, Mo , since 
1933. 

Biernacki, Stanley R, Asst. Supt. of Sch.. 
Hamtramck, Mich. 

Biery, J. E, M. A/36, Columbia Univ.; 
Supvg. Pnn. of Sch., Brookville, Pa., 
since 1936. 

Biester, Fred L., A.B/14, North Central 
Col ; M A/38, Univ. of Chicago, Prin,, 
Glenbard Twp. H. S , Glen Ellyn, III, 
since 1918. 

Bigelow, Edwin Lawrence, A.B ’13, Middle- 
bury Col,; A M ’26, Columbia Univ.; Dist. 
Supt of Sch., Manchester Center, Vt . 
since 1926. 

Bigelow, Karl W., B.A/20, Clark Univ ; 
Ph.D/29, Harvard Univ,, I, H.D/38. Clark 
Univ.; LL.D/41, Parsons Col.; Dir., 
Commn. on Tchr. Educ., American Coun¬ 
cil on Educ., 744 Jackson PI., N.W , 
Washington, D. C, since 1938 

Biggs, Guy H., A.B/32, Concord State 
Tchrs, Col., Athens W. Va.; AM/39, 
W, Va. Univ.; Co. Supt. of Sch., Union, 
W Va., since 1931. 

Bigler, Frank William, A.B ’27, Southwest¬ 
ern Col.; M A/36, Univ. of Wichita; Supt. 
of Consol. Sch. Dist. No. 36, Oil Hill, 
Kansas, since 1928, 

Bildersee, Dorothy, B A ’03, Hunter Col.; 
Prin., Pub. Sch. 80, 4 15 E. 120th St, 
Brooklyn, N. Y , since 1921. 

Billett, Roy O,, B.Sc. in Ed/23, M A/27, 
PhD/29, Ohio State Univ.; Prof, of 
Educ., Boston Univ., Boston, Mass., since 
1935. 

Billings, Carl, A.B/15, Univ. of Colo.; M.S. 
in Ed/40, Ind. Univ.; Supt. of Sch, 
Greensburg, Ind., since 1937. 

Billman, Dale C., A.B’19, Wabash Col.; 
M.A/27, Umv of Wis ; Supt. of Sch,, 
Sullivan, Ind,, since 1928. 

Bimson, Oliver H., A B/14, Nebr. Wesleyan 
Univ.; A.M '25, Ph.D/39, Univ. of Nebr , 
Asst. Supt. of Sch., Lincoln, Nebr., since 
1927. 

Binford, H E., A.B.'17, Ind, State Tchrs. 
Col., Terre Haute, Ind.; AM/23, Tchrs. 
Col, Columbia Univ.; Supt. of Sch., 
Bloomington, Ind , since 1935. 

Binford, Jesse H., A.B/96, Univ. of Rich¬ 
mond; A.M '15, Univ. of Wis ; Supt, of 
Sch., Richmond, Va., since 1933. 

Bingman, C. W, M. Pd/ll, Ohio Univ,, 
M.A/26, Univ, of Texas; Dist Supt. of 
Sch and Pres , South Park Jr. Col., Beau¬ 
mont, Texas, since 1923. 

Birchard, C. C , 221 Columbus Ave , Boston, 
Mass. 

Bird, Robert L, A.B/01, Mo. Valley Col.; 
Co, Supt. of Sch., San Luis Obispo, Calif., 
since 1919. 



List of Members 


435 


Birdwell, A. W., A.M.'16, George Peabody 
Col. for Tchrs ; Pres., Stephen F, Austin 
State Tchrs. Col., Nacogdoches, Texas, 
since 1922 

Bishop, Charles C M A.B ’06, M.A.*19, Univ. 
of Wis ; Supt. of Sch., Oshkosh, Wis , 
since 1921. 

Bishop, Frank Edward, A.B.’16, Nebr. Wes¬ 
leyan Univ.; M.A.’3Q, Leland Stanford Jr. 
Univ.; Supt. of Sch , Corona, Calif., since 
1935. 

Bishop, Fred G , Diploma *05, State Tchrs. 
Col., Oshkosh, Wis.; A.B.’15, Univ. of 
Wis.; M.A.’30, Tchrs. Col, Columbia 
Univ.; Supt. of Sch., Two Rivers, Wis., 
since 1920. 

Bishop, John L„ M.A.’35, Univ. of Colo.; 
Supt. of Sch., Mertzon, Texas, since 1935. 

Bittle, Thomas C., Dist. Supt. of Sch., 
Whittier, Calif 

Bixby, Herbert D , Ed.D.’39, New York 
Univ.; Assoc Prof, of Educ., Rutgers 
Univ., New Brunswick, N. J., since 1932. 

Bjork, Ray. B E.’27, State Tchrs. Col., Moor¬ 
head, Minn.; M.A.’36, Univ. of Minn.; 
Supt of Sch., Glendive, Mont., since 1937. 

Black, Ernest H„ B A.’19, Univ. of Okla.; 
M A.’29, Tchrs Col, Columbia Univ.; 
Supt. of Sch., Bristow, Okla., since 1926. 

Black, George H. f B.A.’98, Toronto Univ.; 
M A ’32, Ph D ’33, New York Univ.; Pres., 
Univ. of Newark, Newark, N. J., since 
1940. 

Black. H. B , JVI A ’24. Univ. of Ill.; Supt 
of Sch., Mattoon, Ill., since 1921 

Black, Lester, B.S.'14, Denison Univ ; 
A M.’26, Columbia Univ.; Co Supt. of 
Sch., Newark, Ohio, since 1923. 

Blackburn, Edward F.. B.S. in Ed ’33, Mur¬ 
ray State Tchrs. Col, Murray, Ky.; Co. 
Supt. of Sch., Princeton, Ky., since 1935. 

Blackburn, Elisha Phillips, A B ’24, Oakland 
City Col ; M S’35. Ind. Univ.; Supt. of 
Sch., Union City, Ind , since 1940. 

Blackford. J. D., B S in Ed.’26, M.A ’37, 
Miami Univ.; Supt. of Sch., Upper San¬ 
dusky, Ohio, since 1941. 

Blackhurst. Stephen. M.A.’26, Univ. of 
Mo.; Supt. of Sch., 911 Kingshighway, 
St, Charles, Mo., since 1926. 

Blackwelder, D. Lee, A B.*17, Howard Col, 
Birmingham, Ala.; M A.’30, Tchrs. Col, 
Columbia Univ., Supt. of Sch , McComb, 
Miss , since 1936. 

Blackwell, T D , B S.’14, Univ. of Mo.; 
M.A.'23, Columbia Univ.; Ph.D.’29, Johns 
Hopkins Univ.; Pres , State Tchrs. Col., 
Salisbury, Md , since 1935, 

Blackwell, R Henry, B S.’27, Stephen F. 
Austin State Tchrs. Col., Nacogdoches, 
Texas; M A.'32, George Peabody Col. t for 
Tchrs.; Supt. of Sch., Pecos, Texas, since 
1934. 

Blair, Clyde M , Supt. of Indian Sch., 
Cherokee, N. C., since 1937. 

Blair, Stephen Henry, B.S.’23, Miss. State 
Col.; M.A ’31, George Peabody Col. for 
Tchrs.; Supt. of Sch., Hattiesburg, Miss., 
since 1939. 

Blakley, William J., Supvg. Prin of Twp. 
Sch., Turtle Creek, Pa. 

Blankinship, Herman, A.B ’05, Col, of Wil¬ 
liam and Mary; M.A,’26, Univ. of Va. f 
Supt. of Sch., Clifton Forge, Va., since 
1925. 


Blight, Alexander, Supt. of Sch., Eureka, 
Utah. 

Bliss, Frank Richard, B.S.’21, New York 
State Col for Tchrs.; M.S.’39, Cornell 
Umv.; Prin., Ithaca H. S., Ithaca, N. Y„ 
since 1930. 

Blom, Edward Charles, A.B.’ll, Southeast 
Mo. State Tchrs. Col., Cape Girardeau, 
Mo ; B S. in Ed.’15, A.M.’17, Univ of 
Mo ; Ph.D’30, Columbia Univ.; Prin, 
Laboratory Sch. and Prof, of Educ., State 
Normal Sch., Fredonia, N. Y„ since 1937. 
Bloom, Edward F., A.B.’27, M A.’35, Univ, 
of Wash ; Supt. of Sch., Aberdeen, Wash., 
since 1938. 

Bloom, Ernest D , B.A.’15, Iowa State 

Tchrs. Col., Cedar Falls, Iowa; M.A.’30, 
Univ. of Wyo.; Dist. Supt. of Sch., Kem- 
mcrer, Wyo., since 1927. 

Blue, T. W., A B.’08, Ind, Univ. Address: 

300 Pike St., Cincinnati, Ohio. 

Blue. James E., A.B.*17, Ind. Univ.; M.A.*26, 
Columbia Univ.; Prin., Sr. H. S., Rock¬ 
ford, Ill., since 1928. 

Blunt, Katharine, A B.’9B, Vassar Col ; 
Ph.D,’07, Univ. of Chicago; LL.D.'36, 
Wesleyan Univ ; LL D.*37, Mt. Holyoke 
Col ; Pres., Conn. Col , New London, 
Conn., since 1929. 

Blunt, Robert R., Litt.B ’29, Ed.M ’32, 
Rutgers Univ.; Supvg. Prin. of Sch., Gar¬ 
wood, N, J., since 1937. 

Boak, Edward Kendrick, A.B.’07, Bates Col.; 
A.M ’26, Columbia Univ ; Supt., Windham 
Southwest Sch. Dist., Wilmington, Vt., 
since 1935. 

Boardman, Walter S., Ed D.'41, New York 
Univ.; Supt. of Sch., Oceanside, N. Y., 
since 1940 

Bock, Thomas Andrew, A.B.’10, Ursinus 
Col.; A.M.’28, Univ of Pa.; Ed.D.’40, 
New York Univ.; Prof, of Educ.. State 
Tchrs. Col., Kutztown, Pa., since 1930. 
Bodenhamer, William T.. A.B.’33. Mercer 
Univ.; State Sch. Supvr., Tifton, Ga., 
since 1939. 

Bogan, L. E., A.B.’24, Northeastern State 
Tchrs. Col., Tahlequah, Okla.; Supt. of 
Sch,, Goodland, Okla., since 1940. 

Bogard, Herman. Supt. of Indian Sch., 
Flandreau, S. Dak. 

Bogardus, Glen F., B.S. ’16, St Lawrence 
Univ.; Supt of Sch., Canastota, N. Y., 
since 1926. 

Boggan, T K . B.Ph.’03 f LL.B’,13, Univ. of 
Miss.; M.A.’24, George Peabody Col. for 
Tchrs.; Supt. of Sch., Picayune, Miss., 
since 1926, 

Bohn, Julius Edward, A B.’20, Heidelberg 
Col.; A M.'26, Ohio State Umv ; Supt. of 
Sch., Ashland, Ohio, since 1935. 

Boland, Michael P., A.B.’30, St. Joseph’s 
Col.; M.S. in Ed. *36, Univ, of Pa.; 
Registrar, since 1930 and Head, Dept of 
Educ , St Joseph’s Col., Philadelphia, Pa., 
since 1938. 

Bole, Lyman W, B.S.’19, Cornell Univ.; 
M.E.’39, Univ. of Vt,; Supt. of Sch., 
Springfield, Vt., since 1940. 

Bole, Rita L. f A.B.*20, Middlebury Col.; 
M.A.’36, Tchrs. Col., Columbia Univ.; 
Prin , State Normal Sch., Lyndon Center, 
Vt., since 1927. 

Bolin, Paul L„ B.E.’30, Ill. State Normal 
Univ., Normal, Ill.; M.A.’35, George Pea¬ 
body Col. for Tchrs.; Supt. of Sch., East 
Peoria, Ill.* since 1929. 


436 


Health in Schools 


Boliver, Thomas Earl, A.B/21, Geneva Col.: 
Ed.M/35, Univ, of Pittsburgh, Supvg, 
Prin. of Twp. Sell , Butler, Pa., since 1921. 

Sonar, Carl F., Dean of Instr., West Liberty 
State Tchrs. Col., West Liberty, W. Va. 

Bonar, Hugh S , B Accts/16, B.A/18, Mt. 
Morris Col.; M.A/24, Umv. of Chicago; 
Supt. of Sch , Manitowoc, Wis., since 1927. 

Bond, George A., A.B/99, Univ. of Calif., 
Supt, of Sch., Santa Paula, Calif., since 
1924. 

Bond, Helen Judy, Tchrs. Col., Columbia 
Univ., New York, N. Y. 

Bond, Horace Mann, Pres., Ft. Valley State 
Col., Ft. Valley, Ga. 

Bonner, John Joseph, S T.D.*17, Univ. of 
Propaganda, Pome, Italy; LL.D ’29, Vil- 
lanova Col., Diocesan Supt. of Sch., 19th 
and Wood Sts., Philadelphia, Pa., since 
1926. 

Booker, W. R,, A.B/16, A.M/26, Ind. Univ.; 
Supt. of Sch., Muskegon Hgts„ Mich, 
since 1928. 

Boone, Mamie, B.S/30, North Texas State 
Tchrs. Col., Denton, Texas; M.A’36, 
Southern Methodist Univ.; Prin., John 
Henry Brown Sch , Dallas, Texas, since 
1931. 

Booth, Arthur T., Secy., Bd. of Educ., 
Muskegon Hgts,, Mich, 

Booth, Clarence L.. A.B/17, Otterbein Col , 

M. A/27, State Col. of Wash.; Supt. of 
Sch,, Pasco, Wash , since 1929. 

Booth, R. E., B.S/29, Kansas State Tchrs. 
Col., Pittsburg, Kansas; M.A/35, Univ. of 
Ariz.; Supt. of Sch., Winslow, Ariz., since 
1939. 

Boothby, Arthur Z, Pd.B.’OO, N. Y. State 
Col. for Tchrs., Albany, N. Y.; B S/16, 
A M/20, Tchrs Col., Columbia Umv.; 
Supt of Sch., Mamaroneck, N. Y., since 
1917. 

Borden, "Walter W., B,S/12, Ohio State 
Univ.; A.AI/25, Columbia Univ.; Supt. of 
Sch,, Whiting, Ind., since 1931. 

Bordine, Kenneth T., Supt. of Sch , Marlette, 
Mich. 

Borromeo, Sister Mary, A.B/15, Catholic 
Univ.; M.A/21, Fordham Univ.; Ph.D/31, 
Catholic Umv.; Dean, Col. Misericordia, 
Dallas, Pa., since 1937. 

Borst, Guernsey J , A.B/Q3, Cornell Univ ; 
Pd.M/09, Pd.D/U, Ph.D ’12, New York 
Univ.; A.M/21, Columbia Univ,; Prof, of 
Educ., Skidmore Col., Saratoga Springs. 

N, Y., since 1921. 

Bos, Bert P. r Diploma ’24, N. J. State Nor¬ 
mal Sch,, Montclair, N. J.; B S/29, 
AM/31, Ed.D/37, New York Univ.; 
Supvg. Prin. of Twp. Sch., Mountain 
View, N. J, since 1937. 

Bosshart, John H , B.A ’02, Cornell Univ 
Supt. of Sch., South Orange and Maple¬ 
wood, N J., since 1927. Address: South 
Orange, N. J. 

Boston, W. T,, A.B/30, Wash. Col ; Co 
Supt. of Sch., Cambridge, Md., since 1938. 

Boswell, G C, B.A/26, East Texas State 
Tchrs. Col. Commerce, Texas; M.A/33, 
Simmons Univ.; LLD/39, Texas Wes¬ 
leyan Col.; Pres., Ranger Jr. Col. and 
Supt. of Sch., Ranger, Texas, since 1941. 

Boswell, George M , B.A/32, North Texas 
State Tchrs. Col, Denton, Texas, Supt, 
of Sch., Coahoma, Texas, since 1934. 


Bosworth, Clarence W., A.B ’09, A.M/10, 
Brown Umv.; Supt. of Sch., Cranston, 
R. I., since 1935. 

Boucher, C, S., Ph D’14, Univ. of Mich.; 
Chancellor, Umv. of Nebr., Lincoln, Nebr., 
since 1938. 

Boudreau, Arthur Edward, B S/24, Norwich 
Univ.; M.A/32, Boston Univ.; Supt. of 
Sch., Winthrop, Mass , since 1938. 

Bouelle, Frank A , A.B *12, Univ. of South¬ 
ern Calif. Address: 845 S. Tremaine Ave , 
Los Angeles, Calif. 

Boughner, Floyd, A.B/23, Mich, State Nor¬ 
mal Col., Ypsilanti, Mich.; M.A/35, Univ, 
of Mich.; Supt. of Sch., Marine City, 
Mich., since 1927. 

Boutwell, William Dow, B.S ’22, Umv. of 
Ill.; Chief, Div. of Radio, Publications, 
and Exhibits, U. S. Office of Educ., 
Washington, D. C., since 1939. 

Bouve, Marjorie, Diploma ’03, Boston Nor¬ 
mal Sch. of Gymnastics; B.S. in Ed., 
Boston Umv.; Dir., Bouve-Boston Sch. 
of Physical Educ., 105 S. Huntington Ave., 
Boston, Mass., since 1930. 

Bow, Warren Edward, B S/14, Univ. of Ill,; 
M.A/23, Umv. of Mich.; LLD ’31, Battle 
Creek Col.; Deputy Supt. of Sch., 1354 
Broadway, Detroit, Mich., since 1941. 

Bowen, Wayne F., Tchr., Pub. Sch.. Los 
Angeles, Calif, and Member, Bd. of Sch. 
Trustees, Compton, Calif. 

Bowers, Harold J., B.S. in Ed/26, Ohio 
Northern Univ.; M.A/37, Ohio State 
Univ.; Supvr. of Certification, State Office 
Bldg., Columbus, Ohio, since 1936. 

Bowie, Arthur, Asst Supt. of Sch., 90 
Eighth Ave., Brooklyn, N. Y. 

Bowlby, Roswell S., B S/13, New York 
Univ.; Supt. of Sch., Dover, N. J.. since 
1920 

Bowles, J D , B A/27, Fisk Univ.; M A 
’33, Umv, of Kansas; Dean, Houston Col. 
for Negroes, Houston, Texas, since 1938. 

Bowley, Harold C., Ph B/20, Univ. of Vt ; 
Union Supt. of Sch., Milford, N. H., 
since 1939, 

Bowlus, Edgar S., A.B/11, St John’s Col.; 
A.B'12, Umv, of Md.; A.M/16, St. John’s 
Col.; A.M/32, Columbia Univ.; Supt. of 
Sch , Brookhaven, Miss., since 1922. 

Bowman, C. R., Co. Supt. of Sch, Medford, 
Oregon, since 1933. 

Bowman, George A , A.B ’17, Western Re¬ 
serve Univ,; M.A/31, Columbia Univ ; 
Supt. of Sch., Youngstown, Ohio, since 
1941. 

Bowman, Grover Chester, B.A/06, Williams 
Col.; M A’12, Yale Umv.; Pres., State 
Tchrs. Col„ North Adams, Mass., since 
1937. 

Bowman, Herbert L., B.S/23, Denison 
Umv.; M.A/34, Ohio State Univ.; Supt 
of Sch., Bowling Green, Ohio, since 1939. 

Bowman, John F, The Stevens Hotel, Chi¬ 
cago, Ill. 

Bowman R, C., Prin., Clawson Elem. Sch., 
OakLand, Calif. 

Bowsher, E. Leslie, A.B/13, Defiance Col,; 
M.A/26, Univ. of Mich.; LL.D/37, Ash¬ 
land Col.; Supt. of Sch., Toledo, Ohio, 
since 1937. 

Bowyex, Vernon, S.B/21, A.M/23, Univ. of 
Chicago; Sponsor’s Director of WPA 
Educ., Bd, of Educ., 228 N, La Salle St., 
Chicago, Ill., since 1937. 



List of Members 


437 


Boyer, B. J, Ph.B'18, Lafayette Col.; 
Supvg. Prin. of Sch., Middlesex, N. J , 
since 1941. 

Boyer, Clarence Edwin, Prin., H, S,, Boon- 

ton, N. J. 

Boyer, Fred A., Asst. Supt. of Sch., Coro¬ 
nado, Calif. 

Boyer, John B , B.S.'08, A M.’25, Bucknell 
Univ.; Asst. Co Supt. of Sch., Herndon, 
Pa. 

Boyer, Philip A., Ph.D.*20, Univ. of Pa.; 
Dir,, Div. of Educ. Research and Results. 
Admin. Bldg, Parkway at 21st St., Phila¬ 
delphia, Pa , since 1925 
Boyne, Edwin M., A.B.’20, Alma Col ; 
A.M/26, Univ. of Mich ; Supt. of Sch . 
Mason, Mich., since 1937. 

Bracewell, Ray H„ B S/15, Ill. Col.; 

M A *25, Univ. of Chicago; Supt. of Sch., 
Burlington, Iowa, since 1937. 

Bracken, John L., A.M/22, Univ. of Chi¬ 
cago, Supt. of Sch., Clayton, Mo., since 
1923. 

Bradley, Lewis W., B S.’24, St. Lawrence 
Univ., Ed M/39, Univ. of Rochester; 
Supt. of Sch., Dansville, N. Y., since 1937. 
Bradner, J. W , B,S/94, Tri-State Col.; 
A.B/08, Ind. Univ.; A.M/24, Tchrs. Col, 
Columbia Univ.; Supt. of Sch., Middles- 
boro, Ky , since 1922. 

Brady, Francis James, A.B/16, A.M.'19, 

Brown Univ.; LL.B/22, Harvard Law 
Sch.; Chmn., Sch. Com., Industrial Trust 
Bldg., Providence, R I , since 1928. 
Brady, John F., Chief Deputy Supt. of 
Sch., San Francisco, Calif. 

Braham, W. J., AM/13, Supt, of Sch., 
North Platte, Nebr., since 1922. 

Brainard, Alanson D., B.Sc *25, Midland 
Col.; M A/35, Univ. of Nebr.; Asst. Supt. 
of Sch., Muskegon, Mich., since 1940. 
Brame, Scott Miller, A.B/02, A.M/32, La. 
State Univ.; Prin., Bolton H. S.. Alex¬ 
andria, La , since 1909, 

Brammell, P. Roy, A.B/23, McPherson Col.; 
AM/28, Univ. of Mich.; PhD/30, Univ. 
of Wash.; Dean, Sch. of Educ., Univ. of 
Conn., Storrs, Conn., since 1940. 

Branch, Mary E., Ph,B/22, A M/25, Univ. 
of Chicago; LL.D/35, Howard Univ.; 
D Ped/35, Va. State Col.; Pres., Tlllotson 
Col., Austin, Texas, since 1930. 

Brand, J. H., M.A/38, Univ of Mo.; Co 
Supt. of Sch., Steelville, Mo., since 1923 
Brandsmark, J. Robert, Supt., Milwaukee 
County Children’s Home, Milwaukee, Wis., 
since 1938, 

Branigan, John, B.Sc/15, Univ. of Nebr., 
A.M/26, Stanford Univ.; Supt. of Sch., 
Redlands, Calif., since 1937. 

Branom, Wayne T., B. Ed/32, Ill. State 
Normal Univ., Normal, Ill.; M.S/34, 
Northwestern Univ.; Ed.D/41, New York 
Univ., Supvg. Prin. of Sch , Carteret, 
N J., since 1941, 

Brant, Ralph E., B. A/27, Olivet Col.; 
M.A/32, Columbia Univ.; Supt, of Sch., 
Vassar, Mich., since 1934. 

Brantley, G. D., A.B ’20, Talladega Col.; 
A.M/26, Columbia Univ.; Prin., Sumner 
H. S., 4248 W. Cottage Ave., St. Louis, 
Mo., since 1929. 

Bratcher, E. E., A.B/19, M.A/27, Univ. of 
Ky.; Ph.D/36, Univ. of Chicago; Supt. 
of Sch., Hot Springs, Ark., since 1940. 


Braucher, Howard S., A.B/03, Cornell Univ.; 
Secy., Natl. Recreation Assn., 315 Fourth 
Ave., New York, N. Y., since 1909. 

Braulick, Edward J., A B/07, Wartburg 
Col.; . M.A/16, Capitol Univ.; S.T.D/41, 
American Theol. Seminary, Pres., Wart¬ 
burg Col, Waverly, Iowa, since 1935. 

Bray, Frank C , Ph B/03, M.A/26, Univ. of 
Wis., Supt, of Sch., Fort Atkinson, Wis., 
since 1921. 

Bray, Mildred N., B.S/14, Mills Col.; State 
Supt. of Pub. Instr., Carson City, Nev., 
since 1937. 

Breckenridge, J, L., A.B/08, Oberlin Cot.; 
Supt. of Sch., Hood River, Oregon, since 
1927. 

Breckner, Elmer L., A.B. and B.S in Ed/13, 
Univ. of Mo.; A.M/30, Univ of Wash., 
Dir., Sch. Dist. Reorganization, State Bd. 
of Educ,, Olympia, Wash., sinco 1939 

Breedlove, C. B., B.A r 29, Sul Ross State 
Tchrs. Col., Alpine, Texas; Supt. of Sch , 
Haskell, Texas, Bince 1928. 

Breitwieser, Joseph Valentine, A B/07, 
A.M/08, Ind. Univ.; Ph.D '11, Columbia 
Univ.; Dean, Sch, of Educ. and Dir., 
Grad. Div., Univ. of N. Dak., Grand 
Forks, N. Dak., since 1928. 

Brent, William S., B S/17, Col. of William 
and Mary, Div. Supt. of Sch., Heaths- 
ville, Va , since 1928. 

Bres, Joseph Hughes, A B/06, Tulane Univ.; 
Parish Supt. of Educ., Port Allen, La., 
since 1908 

Brewer, Karl M., B. A/33, M.Ed/38, Pa. 
State Col.; Supt. of Twp. Sch., Du Bois, 
Pa , since 1929 

Brewington, Ann, S.B. in Ed/20, Northeast 
Mo, State Tchrs. Col, Kirksville, Mo.; 
Ph.B/21, M.A/22, Univ. of Chicago; Asst. 
Prof., Sch. of Business, Univ. of Chicago, 
Chicago, Ill., since 1925. 

Brewton, John Edmund, A.B/22, Howard 
Col., Birmingham, Ala.; M.A/31, Ph.D/33, 
George Peabody Col for Tchrs., Prof, of 
Educ. and Assoc. Dir., Div. of Surveys 
and Field Studies, George Peabody Col 
for Tchrs., Nashville, Term., since 1937. 

Brickey, Leonard H., Co. Supt. of Sch., 
Knoxville, Tenn. 

Bridgman, Ralph P., A.B/21, Harvard Col ; 
B D/24, Union Theol. Seminary; M.A/24, 
Tchrs, Col., Columbia Univ.; Dean of 
Students, Brooklyn Col., Brooklyn. N. Y., 
since 1939. 

Briggs, Eugene S., B.S/12, Central Col.. 
Fayette, Mo.; M.A/17, Univ. of Mo ; 
Ph.D/34, Columbia Univ.; Pres, Phillips 
Univ., Enid, Okla., since 1938 

Briggs, Howard L, B S/17, Carnegie Inst 
of Tech.; M.A/23, Univ. of Mich.; Asst 
Dir, of Educ m charge of Voc. Educ,, 
State Dept, of Correction, Albany, N. Y , 
since 1936, 

Bright, Ira J., B.S/16, State Tchrs. Col., 
Emporia, Kansas; M A *18, Tchrs. Col , 
Columbia Univ.; Supt. of Sch., Times 
Bldg,, Leavenworth, Kansas, since 1919 

Bright, Orville T., Jr„ Ph.B/35, M. A ’39. 
Univ. of Chicago; Supt. of Sch., Floss- 
moor, Ill., since 1934. 

Bright, Stanley, Supvg. Prin. of Sch., Smeth- 
port, Pa. 

Brilihart, C. D. t A.B/16, Albright Col.; 
M.A/32, Univ. of. Mich.; Supt. of Sch,, 
Napoleon, Ohio, since 1925. 



438 


Health in Schools 


Briner, Francis William, B S.'23, State 
Tchrs. Col., Emporia, Kansas; M.A.’32, 
Tchrs. Col., Columbia Umv ; Supt. of 
Sch., Harper, Kansas, since 1941. 
Brinkley, Edward S , Supvr of High Schs., 
7814 N. Shore Rd., Norfolk, Va. 

Brinton, Charles A., Supvg. Prin., Clifton 
Hgts. Schs,, Upper Darby, Pa., since 1935. 
Briscoe, William S., A.B.’23, Umv. of Idaho; 
A.M.’27, Stanford Univ.; Asst. Supt. of 
Sch., Oakland, Calif., since 1934. 

Brister, Robert H„ B A.’17, Baylor Univ.; 
M.A.'28, Univ. of Texas; Supt. of Sch., 
Waco, Texas, since 1935. 

Bristow, William H., B.S.’20, Central Mo. 
State Tchrs Col,, Warrensburg, Mo.; 
A M.*22, Ed D '36, Tchrs. Col., Columbia 
Umv.; Asst. Dir., Bureau of Reference, 
Research, and Statistics, Bd. of Educ.. 
110 Livingston St., Brooklyn, N. Y. t since 
1940. 

Britton, Lewis H., A.B.’OS, Stanford Univ.; 
Co. Supt, of Sch., San Jose, Calif., since 
1935. 

Broad, Lambert E„ A B.'27, Lehigh Univ.; 
A.Mi’31, Univ. of Pittsburgh; Prin., Min¬ 
ing and Mech, Inst., Freeland, Pa., since 
1934 

Broadwater, C. L., A.B.*13, W. Va, Univ.; 
M.A.M8, Columbia Univ.; Supt. of Sch., 
El Segundo, Calif., since 1925. 


Broady, Knute Oscar, B.S.’20, Washburn 
Col.; M.A’27, Univ. of Chicago; Ph.D.'30, 
Columbia Univ,; Dir. of Umv. Extension 
Div„ Umv of Nebr., Lincoln, Nebr., since 
1941. 

Brockman. Myron Ernest, A.B.*03, Furman 
Univ.; Supt. of Sch., Chester, S C.. since 
1920. 

Broening, Angela M., A.B., Gouchcr Col.; 
A.M., Ph.D., Johns Hopkins Univ.; Instr. 
in Educ., Johns Hopkins Univ., Baltimore, 
Md., since 1926 and Head, English Dept, 
Forest Park H. S., Baltimore, Md. 
Brooker, John W. M.A’29, Univ. of Mich,; 
State Supt, of Pub. Instr., Frankfort, Ky., 
since 1940. 

Brooks, B. P. T B A.’08, Union Univ ; 
M.A.’32, George Peabody Col. for Tchrs.; 
Dean, Sch. of Educ., Miss. State Col., 
State College, Miss., since 1940. 


Brooks, Elwood E., Supt. of Sch., Salem, 
Ind„ since 1934. 

Brooks, Ercell W„ B.A. f 30, West Texas 
State Tchrs. Col , Canyon. Texas; M.A ’39, 
Baylor Univ.; Supt. of Sch., Gatesville, 
Texas, since 1936. 


Brooks, George F., B L.’02, Hobart Col,; 
Ph.B/08, Kansas Wesleyan Univ.; A.M.’25, 
Univ. of Wis.; Supt. of Sch., Merrill, 
W^s., since 1924. 

Brooks, Janies Furman, A.B.’14, Univ. of 
S. C.; M.AJ16, Clark Univ.; Co. Supt. of 
Educ., Spartanburg, S. C. f since 1937, 
Brooks, T. Latimer, B.A.’OS, Dickinson Col,; 
M.A.’IS, Columbia Univ,; Supvg. Prin. of 
Sch., Somerville, N. J„ since 1921. 


Brooks, Thomas Dudley, A.B.’03, Baylor 
Univ.; M.A.'20, Ph.D.*21, Univ of Chi¬ 
cago; Dean, Sch. of Arts and Sciences. 
Graduate Sch., Agrl. and Mech. Col. Col¬ 
lege Station, Texas, since 1932. 

Brooks, Wiley G., A.B’10, York Col.; 
B.E.’ll, Nebr. State Tchrs. Col., Peru, 
Nebr.; A.M.M5, Columbia Univ.; Ph.D.'36 
State Univ. of Iowa; Pres., State Tchrs! 
Col., Chadron, Nebr., since 1941. 


Broome, Edwin C., Ph.B.’97, A.M.’98, Brown 
Univ.; Ph.D.’02, Columbia Univ.; LL.B.’Q7 
St, Lawrence Univ.; LL D.’25, Ursiiuis 
Col.; Ed.D.'27, Brown Univ.; Litt.D '30 
R. I. Col. of Educ.; LL D'34, Juniata 
Col.; L.H.D. , 34, Univ. of Pa.; Sc.D.’37, 
Temple Umv ; Pres., Dept of Superin¬ 
tendence, 1931-32; Honorary Life Member 
American Assn, of Sch. Admin ; Lecturer' 
Temple Univ., Philadelphia, Pa, Address! 
217 E. Sedgwick St., Mt. Airy, Philadcl! 
phia, Pa. 

Broome, Edwin W., LL.B.’16, A.B.’20, 

George Washington Umv.; Co. Supt. of 
Sch., Rockville, Md , since 1916. 

Brophy, Byron J , A.B and B Sc ’22, Tri- 
State Col.; A.M.‘30 Univ. of Mich.; Supt. 
of Indian Educ., U. S. Office of Indian 
Affairs, Field Serv., Olympia, Wash, 

since 1941 

Brothers, C. A, A.B.’ll, Lake Forest Cal, • 
A.M.’24, Tchrs Col, Columbia Univ*.’ 

Supt. of Sch, Dwiglit, Ill, since 1911.’’ 

Brotherton, Ralph S , A.B.*26, Western State 
Tchrs Col , Kalamazoo, Mich.; M A .'33 
Univ. of Mich ; Supt. of Sch., Harbor 
Beach, Mich., since 1931. 

Brougher, John F, A.B.’26, Columbia Univ.* 
M.A.'29, Tchrs Col., Columbia Univ.; 

Acting Prin., Calvin Coalxdge H. s’ 

Washington, D. C., since 1941. 

Brounnk, R. R., A.B.’ll, Simpson Col* 
Supt. of Sch., Ft. Morgan, Colo., since 
1931. 

Browe, Herman, A.B.’ll, M.A.*22, Univ. of 
Mich.; LL.B. and J D.’24, Detroit Col. of 
Law, LL D ’37, Univ of Detroit; First 
Asst, Supt. of Sch., 1354 Broadway, De¬ 
troit, Mich., since 1937. 

Brown, Arlo Ayres, AB.’03, Northwestern 
Univ.; B.D/07, Drew Theol. Seminary 
D,D.’21, Cornell Col., Mt. Vernon, Iowa’; 
LL.D.’27, Syracuse Univ.; Litt.D.’29, 
Univ. of Chattanooga; LL.D/38, North¬ 
western Univ.; L.H.D.’39, Boston Univ.; 
Pres., Drew Univ., Madison, N. J., since 


Brown, B. Frank, B.L. and B.A.’09, George¬ 
town Col.; Supt of Sch., Gulfport, Miss., 
since 1922. 


Br £ w , n > Edward W., B S.’23, Princeton 
Umv.; Headmaster, Calvert Sch., Tuscany 
Ra., Baltimore, Md., since 1940. 

Brown, Emmett, B.A/96, Univ. of Nash¬ 
ville; Supt. of Sch., Cleburne, Texas, 
since 1913, 


Brown, Ernest Edward, A.B.’19, M.A.’25 
Univ. of ™° kla v Ph.D.*38, Columbia Univ ; 
Project Technician, WPA Curriculum Sur¬ 
vey Project, State Dept of Educ., Okla¬ 
homa City, Okla. 


isrown, Forrest Dumont, B.S. in Ed.’29 
Ft. Hays Kansas State Col,’ 
Ph.D. 33, Umv. of Cincinnati; Dean, 
Simpson Col., Indianola, Iowa, since 1939 

Br A^,£ ra ^ is W ” A.B.'21, Univ. of Mich.; 
A.M. 31, Western Reserve Univ ; Supt. of 
Ottawa Hills Schs., Toledo, Ohio, since 


Brown, George A., Dist. Supt. of Sch., 
Pendleton, S. C. 

Brown George Earl, Diploma ’06, State Nor- 
mal Sch., Emporia, Kansas; A.B.’13, State 
Tchrs. Col., Greeley, Colo.; A.M.’19, Univ. 
°t ? e ? ve L : A M >26 ’ Columbia Univ ; Supt. 
of Sch., Ocean City, N, J., since 1931, 


List of Members 


439 


Brown, Glen D., State Youth Admin., NYA 
far Md, 401 Water St., Baltimore, Md. 
Brown, Harold S, 373 Fourth Ave, New 
York, N. Y. 

Brown, Harry Alvin, A.B.’03, Bates Col , 

A B/07, A.M/23, Univ. of Colo ; Ed D.’25- 
Bates Col.; Ed D/25, Miami Univ., 
Ph.D/37, Tchrs. Col , Columbia Univ., 
Supt. of Sch., Needham, Mass., since 1934. 
Brown, Herbert C., A B‘17, Greenville Col.; 

A M/30, George Washington Univ.; Co. 
Supt. of Sch, Ellicott City, Md., since 
1933. 

Brown, James F., LL.B ’30, Lake Erie Sch. 
of Law; Dir of Sch. Bd. of Educ., Cleve¬ 
land, Ohio, since 1937. 

Brown, Joseph C , B S *01, M A.*13, Colum¬ 
bia Univ.; Supt. of Sch., Pelham, N. Y, 
since 1929. 

Brown, Kenneth Irving, A.B/1B, Univ. of 
Rochester; Ph D *24, Harvard Univ., 
LL.D.’35, Univ. of Rochester; Pres, Deni¬ 
son Univ, Granville, Ohio, since 1940. 
Brown, Leland P., A.B/16, Univ. of Wash ; 

Supt. of Sch., Olympia, Wash., since 1931. 
Brown, LeRoy, B.S/35, State Tchrs. Col., 
Jacksonville, Ala ; M.A/39, Univ. of Ala.; 
Co. Supt. of Sch., Heflin, Ala., since 1936. 
Brown, M. H., Supt of Sch., Idaho Springs, 
Colo. 

Brown, Minter E., A.B.’22, Southwestern 
Col.; M. A/31, Univ. of Kansas; Supt. of 
^ch., Anthony, Kansas, since 1939. 

Brown, Paul R , A.B/21, Simpson Col ; 
S.T.B/24, Boston Univ.; M.Ed/30, Rut¬ 
gers Univ ; M A *34, Tchrs. Col., Colum¬ 
bia Univ.; Supt. of Sch., Linden, N. J , 
since 1935. 

Brown, Raymond N., B.S ’09, Amherst Col ; 
M.A ’35, Yale Univ , Supt. of Sch., Meri¬ 
den, Conn., since 1938. 

Brown, Robert, A.B ’05, Lafayette Col.; 
A.M.’14, Columbia Univ ; Supt. of Sch., 
Stroudsburg, Pa., since 1938. 

Brown, Samuel Mortimer, B.B.A/25, Univ. 
of Texas; M.A.’31, Tchrs. Col, Columbia 
Univ.; Ph D.*41, Univ. of Texas; Supt. 
of Sch , Nacogdoches, Texas, since 1941. 
Brown, Stella E , B S.’18, A.M.’26, Tchrs 
Col., Columbia Univ., Dir. of Rural Educ., 
State Tchrs Col , Towson, Md., since 1924. 
Brown, T. O, A B.'92, Dickson Col.; Par¬ 
ish Supt. of Sch., Monroe, La., since 1905. 

Brown, Winston D , A B.’33, Univ. of Wis.; 
M.E.*41, Marquette Univ ; Co. Supt. of 
Sch., Waukesha, Wis., since 1941. 
Browne, Albert Tally, B.S *21, M.S/28, La. 
State Univ. Address: Acadia Parish Schs., 
Crowley, La. 

Brownell, Samuel M., A.B/21, Univ. of 

Nebr.; A.M/24, Ph.D.’26, Yale Univ ; 
Prof of Educ. Admin., Grad Sch , Yale 
Univ., New Haven, Conn., since 1938. 
Bruce, Harry, Supvg. Prin of Sch., Terrace, 
Pa. 

Bruce, Imon E., B.A ’32, Henderson State 
Tchrs. Col.. Arkadelphia, Ark.; M.A.*37. 
La. State Univ ; Supt. of Sch., Fordyce, 
Ark., since 1937 

Bruce, William C, A.B.*01. AM/10. Mar¬ 
quette Univ.; Editor, American School 
Board Journal, Milwaukee, Wis. 


Brueckner, Leo John, M A/15, Ph.D/19, 

State Univ. of Iowa; Prof, of Elem. Educ,, 
Univ. of Minn., Minneapolis, Minn., since 
1922 

Brugler, V. C., Supvg. Prin of Sch., Hack- 
ettstown, N. J., since 1922. 

Brumbaugh, H. E., Supt of Sch., Bellevue, 
Pa. 

Brumbaugh, Louise, A.B/26, A.M/27, Univ. 
of Ill.; Dir., Bureau of Research and 
Measurement, Central H. S., Fort Wayne, 
Ind., since 1936. 

Brunell, Horace P.. Pd B/16, Colo. Col. of 
Educ.; B S. in Ed/37, M A/40, Univ, of 
N Mex , Supt. of Sch., Estancia, N. 
Mex , since 1923 

Bruner, Charles, A.B’10, AM/13, Ind. 

Univ.; Supt. of Sch., Xewanee, Ill., since 
1020 

Brunner, Howard B., A.B/23, Swarthmore 
Col ; A.M/28, Columbia Univ.; Supvg. 
Prin. of Sch., Scotch Plains, N. J., since 

1936. 

Brunstctter, M. R, A.B *22, Dickinson Col.; 
A.M/28, Univ. of Pa , Ph.D/31, Tchrs 
Col., Columbia Univ.; Managing Editor, 
Bureau of Publications, Tchrs. Col., Co¬ 
lumbia Univ., New York, N. Y, 
Brunswick, Frederick H., B S/23, M A/33, 
Tchrs. Col., Columbia Univ., Supvg. Prin. 
of Sch., Fair Lawn, N J., since 1933. 
Bryan, Earl J., Asst Supt. of Sch., Cleve¬ 
land, Ohio, since 1936. 

Bryan, James Edmund, A B/90, Johns Hop¬ 
kins Univ.; PhD/08, Univ. of Pa ; Supt. 
Emeritus, Pub. Sch., Camden, N. J., since 
1931. Address: 124 S. Springfield Ave, 
Merchantville, N. J. 

Bryan, John Edwards, A B/15, Hampden- 
Sydney Col.; LL.D/37, Howard Col.; 
LH D/37, Birmingham-Southern Col.; Co. 
Supt. of Sch., Birmingham, Ala., since 

1936. 

Bryan, Paul C , A.B/24, M.A/25, Leland 
Stanford Univ ; Supt. of Sch., Albany, 
Calif., since 1941. 

Bryant, Hayden C., B.S/25, Emory Univ., 
A.M *29, Univ. of Chicago; Supt,, Druid 
Hills Schs,, Emory University, Ga., since 

1937. 

Bryce, Jane C., Prin., Girls Voc. H S., 210 
N. Dithridgc St., Pittsburgh, Pa,, since 
1926. 

Bryne, May E., B.S/22, Univ. of Minn.; Dir. 
of Special Educ., Pub. Sch., Court House, 
Minneapolis, Minn , since 1923. 

Buchanan, James H., A.B/28, Univ. of Den¬ 
ver; AM/32, Univ. of Colo.; Supt. of 
Sch., Lamar, Colo , since 1933. 

Bucharest, David, B.A/35, M.A/38, N, J. 
State Tchrs. Col., Montclair. N. J.; 
Litt.D/39, Leon de Aryan Univ.; Pres., 
Newark Jr. Col., Newark, N. J., since 

1938. 

Bucher, Henry G., Supvg. Prin. of Sch., 
Lebanon, Pa. 

Buck, George L, Ph.B "01, Colgate Univ 
Address’ 45 E. 17th St., New York, N. Y. 
Buck, J. L. Blair, Ph B/06, Yale Univ.; 
Ed M'26, Harvard Univ.; Dir. of Tchr 
Educ., State Dept, of Educ., Richmond, 
Va , since 1940. 

Buckingham, Burdette R., A.B.*99, A.M/OO, 
Wesleyan Univ.; Ph.D/13, Columbia Univ 
Address; Statler Bldg., Park Square, Bos¬ 
ton, Mass. 



440 


Health in Schools 


Buckley, Horace Mann, A.B '08, Northwest¬ 
ern Untv.; M.A.'12, Columbia Untv., Fel- 
low ’13, Univ. of Chicago; Asst. Supt of 
Sch., Bd. of Educ., Cleveland, Ohio, since 
1 925 

Buckmaster, Stella, M A.'32, Tchrs. Col., Co¬ 
lumbia Univ ; Prtn., James B Bonham 
Sch, Dallas, Texas, since 1920. 

Buckner, Chester A., A.B.'09, A.M.'ll, State 
Univ. of Iowa, Ph.D '18, Columbia Univ., 
Prof, of Sec. Educ., Sch. of Educ , Univ. 
of Pittsburgh, Pittsburgh, Pa., since 1920. 
BuDahn, L. A., M.A'22, Columbia Univ.; 

Supt. of Sch., Pottsville, Pa., since 1930. 
Buell, R A„ B A.'01, Beloit Col , M.A.'28, 
Univ. of Wis.; Supt. of Sch., Watertown, 
Wis , since 1924. 

Bufkin, William Ernest, A.B.’20, Millsaps 
Col., M.A/33, Columbia Univ.; Supt. oi 
Sch., Leland, Miss,, since 1933. 

Bugbee, Lloyd Harrison, B.S/12, Dartmouth 
Col.; M A/29, Columbia Univ.; Ed.D. 34, 
American Internatl. Col., Supt. of Sch , 
51 Memorial Rd, West Hartford, Conn, 
since 1922 

Buikema, Benjamin J., A B/26, Western 
State Tchrs Col., Kalamazoo, Mich.; 

M A ’36 Univ. of Mich ; Asst. Supt. of 
Sch., Grand Rapids, Mich, since 1936. 
Buker, William H., A B’10, Bates Col.; 
M A T '24, Columbia Umv.; Supt of Sch., 
Shelburne Falls, Mass., since 1933. 
Bullock, Paul, Vice-Pnn., McClymonds 
H. S , Oakland, Calif. 

Bullock, William J., A.B ’24, Duke Univ.; 
A.M/27, Col. of William and Mary, Supt 
of Sch., Kannapolis, N C, since 1931. 
Bumgardner, Walter L , B S/18, Pa. State 
Col.; Supt. of Sch., East Aurora, N. Y., 
since 1932. 

Bunce, Edgar F , Ed.D ’39, New York Univ., 
Pres., N. J State Tchrs. Col., Glassboro, 
N. J., since 1937. 

Bunge, A Frederick, A B ’30, Univ. of Red¬ 
lands, M S in Ed/37, Univ. of Southern 
Calif.; Pnn., Fall River Joint Union 
H, S., McArthur, Calif., since 1938. 

Bunn, B D. p B.A.’20, Wake Forest Col.; 
M.A/28, Univ. of N. C., Co. Supt. of Sch, 
Oxford, N. C., since 1935. 

Bunn, P. C. p Ph B'09, Col. of Woostei; 
M.A'22, Columbia Univ; Supt. of Sch., 
Lorain, Ohio, since 1935. 

Burbank, Natt Bryant, A.B/25, Univ. of Vt.; 
A.M.'31, Columbia Univ.; Supt of Sch, 
Concord, N. H., since 1940. 

Burdick, Androw T., A B/15, Colgate Univ.; 
M.A. J 27, Columbia Univ,; Supt of Sch., 
Utica, N. Y., since 1941 
Burdick, Raymond C., A B.'14, Alfred Umv., 
M.A’25, Columbia Univ.; Supt of Sch., 
59 Dewey Ave., Huntington, L. I., N. Y , 
since 1933. 

Burge, Lofton V., Dir., Tr. Sch., Western 
State Tchrs Col., Kalamazoo, Mich. 
Burgener, Charles E., Univ. of 

Colo.; Supt. of Sch, Louisville, Colo., 
since 1930 

Burgess, Charles W., B.S in Ed/27, Univ. 
of Ill,: Supt of Sch., Sainte Genevieve, 
Mo , since 1936. 

Burgess, Hugh O , B S '17, Ala. Polytech. 
Inst.; M.A.'26, Emory Univ.; Ph D/38, 
George Peabody Col for Tchrs.; Prin., 
J C Murphy Jr. H. S., Atlanta, Ga., since 
1930. 


Burgess, Joseph R., B.Sc. m Ed/30, State 
Tchrs. Col., Bridgewater, Mass.; Supt. of 
Sch., Sturbndge, Mass., since 1937. 

Burk, Cassie, A.M ’26, Tchrs. Col., Colum¬ 
bia Umv., Ph.D.'35, Univ. of Mo. Ad¬ 
dress: State Normal Sch., Fredoma, N. Y. 
Burkard, William E., B S. in Ed/17, M A. 
’25, Ph.D’27, Univ. of Pa ; Prin, John 
Bartram Sr. H. S , 67th and Elmwood 
Ave., Philadelphia, Pa., since 1938, 

Burke, Arthur Edmund, A.B.T9, Boston Col.; 
Supt. of Sch., Turners Falls, Mass., since 
1937. 

Burke, Harry A., M.A/28, Stanford Univ,; 

Supt. of Sch., Kearney, Nebr., since 1933 
Burke, J. L, Jr., B.S/29, West Texas State 
Tchrs. Col., Canyon, Texas; M.A.'33, 
Texas Technological Col.; Supt. of Sch., 
Jal, N. Mex., since 1935, 

Burke, Joseph W., B.S/31, M S/33, Umv. of 
Idaho. Address: 275 Juanita Way, San 
Francisco, Calif. 

Burke, P. J., Diploma T3, State Tchrs. Col., 
East Stroudsburg, Pa ; Cert. ’23, Wharton 
Sch. of Accts and Finance, Univ of Pa ; 
B.A *26, St. Thomas Col., Scranton, Pa ; 
M.A’36, Bucknell Univ., Supt of Twp. 
Sch , Locust Gap, Pa , since 1933. 

Burke, Regina C. M., Assoc. Supt. of Sch, 
780 Riverside Drive, New York, N. Y„ 
since 1938. 

Burkhard, William J., M.A/30, Univ. of 
Calif ; Asst. Supt. of Sch., Admin. Bldg., 
Sacramento, Calif., since 1940. 

Burkhardt, Allen Paul, A.B/25, Nebr Wfts- 
leyan Univ.; M.A/29, Columbia Univ.; 
Supt. of Sch., Norfolk, Nebr,, since 1931. 
Burkhart, Harvey J., D.D.S ’90, Baltimore 
Col. of Dental Surgery, Univ. of Md.; 
LL.D/20, Umv. of Rochester; D.Sc/40, 
Univ. of Md.; Dir., Dental Dispensary, 
Sch. for Dental Hygienists, Rochester, 
N. Y., since 1915. 

Burkhead, G. C., B.S/29, Western Ky. State 
Tchrs. Col,, Bowling Green, Ky.; Co. Supt. 
of Sch., Elizabethtown, Ky , since 1934. 
Burkholder, M. H., B.A/29, Asbury Col.; 
M.A/34, Tchrs. Col., Columbia Univ.; 
Supt. of Sch, London, Ohio, since 1941. 
Burkman, Joel A., A.B/24, M.A/25, Univ. 
of Wash., Ed.D/31, Univ. of Calif.; Asst, 
State Dir. of Educ,, Sacramento, Calif., 
since 1938. 

Burnham, Archer L., A.B/16, Univ. of 

Nebr.; A.M.^, Tchrs Col , Univ, of 
Nebr.; Ph.D.’38, Colo. State Col. of Educ ; 
Exec. Secy,, Nebr. State Tchrs Assn., 
605 S. 14th St., Lincoln, Nebr., since 1938 
Burnight, Ralph F. t Dist. Supt., Excelsior 
Union H. S., Norwalk, Calif. 

Burns, Robert, B S T6, Tchrs. Col., Colum¬ 
bia Univ.; A.M/19, Ph.D/28, Columbia 
Umv.; Lecturer in Educ., Sch. of Educ., 
Fordham Univ., New York, N. Y., since 
1932 and Prin,, Cliffside Park, Sr.-Jr. 
H. S., Cliffside Park, N. J., since 1918 
Burr, Samuel Engle, Litt,B/19, Rutgers 
Univ., M.A.'25, Univ. of Wis ; A.M/27, 
Tchrs. Col., Columbia Univ.; Ed.D ’36, 
Tchrs, Col., Univ. of Cincinnati; Supt., 
Rye Neck Pub, Sch., Mamaroneck, N. Y,, 
since 1939. 

Burrell, C., Prin., Union H. S., Arroyo 
Grande, Calif 

Burriil, Fred W, A B/97, Bates Col.; Supt. 
of Sch., Augusta, Maine, since 1922. 



List of Members 


441 


Burroughs, E. B , A B ’31 McKencIree Col.; 
M.A/36, Wash. Univ.; Supt. of Sch., Col¬ 
linsville, Ill., since 1937. 

Bursch, Charles, Chief, Div. of Schoolhouse 
Planning, State Dept, of Educ., Sacra¬ 
mento, Calif. 

Bursch, James F., Ph.D/27, Stanford Umv.; 
Deputy Supt. of Sch , Admin, Bldg., Sacra¬ 
mento, Calif , since 1928. 

Burson. Susan Marie, B.S/20, Univ. of Ga.; 

M A.*30, Columbia Univ.; Federal Agt., 
Home Economics Service, U. S. Office of 
Educ. t Washington, D. C., since 1935. 
Burt, C. Vinton, B S ’28, Jamestown Col.; 

M. A/31, Columbia Univ.; Supt of Sch., 
Owatonna, Minn., since 1941. 

Burton, Hubert C., B.S ’14, Univ. of Utah; 
Dist. Supt. of Sch, Farmington, Utah, 
since 1908. 

Burton, R. H., B S/27, Central State Tchrs. 
Col, Edmond, Okla., M.S.’32, Okla. Agrl. 
and Mech Col., Supt. of Sch., Idabel, 
Okla., since 1935. 

Burtscher, Theresa, Vice-Prin., Longfellow 
Jr. H. S., Richmond, Calif. 

Burtsfield, Frank A., A.B/08, Ind Univ ; 
Supt. of Sch , West Lafayette, Ind., since 
1912. 

Burtt, Jerome, Ph.B/14. Yale Univ.; A.M.'20, 
Tchrs Col., Columbia Univ.; Prin., Wil¬ 
liams Memorial Inst , New London, Conn., 
since 1938 

Bush, C. H., Supt. of Sch., Sebewaing, Mich. 
Bush, Clinton V., Supt. of Sch., Jamestown, 

N. Y., since 1938 

Bush, Mrs Louise P., Supt., Lockport City 
Sch., Lockport, Ill,, since 1930. 

Bush, Maybell G, Ph.M.’28, Univ. of Wis.; 
Supvr. of Elem. Sch., State Dept, of Pub. 
Instr , 522 N Pinckney St , Madison, Wis , 
since 1917. 

Bushman, W. W , Prin , Sunset H. S., Dal¬ 
las, Texas. 

Bussewitz, Walter R., B.A/14, M.A/17, 
Univ. of Wis., Supt. of Sch., Horicon, 
Wis., since 1917. 

Bussey, E D , B.S ’13, Agrl and Mech. Col. 
of Texas; B. A/23, East Texas State 
Tchrs. Col, Commerce, Texas; Supt. of 
Sch., Garland, Texas, since 1923. 

Bustard, Joseph L., B S/30, Rutgers Univ,; 
M A/33, Tchrs. Col., Columbia Univ.; 
Supvg Prin. of Sch., Roselle, N, J , since 
1937. 

Buster, N. E , A.B/25, M.A/29, Colo. State 
Tchrs Col , Greeley, Colo.; Prin., Arling¬ 
ton Hgts. H. S., Fart Worth, Texas, since 
1934. 

Butler, John H. Manning, A.M/96, Pd D/24, 
Livingstone Col ; Dean, Col. of Educ. and 
Hoad, Graduate Dept., Union Col of 
Manila, Manila, P. I,, since 1940, 

Butler, Leslie A., Ph.B/13, Univ. of Chi¬ 
cago; M.A/19, Columbia Univ.; M Ed'21, 
Mich. State Normal Col., Ypsilanti, Mich ; 
LL D/27, Alma Col.; Dir of Laboratory 
Schs. and Placement, Mich. State Normal 
Col., Ypsilanti, Mich., since 1939. 

Butler, Rock L., B.S/23, Grove City Col.; 
M.S/37, Bucknell Univ ; Supvg. Prin. of 
Sch., Wellsboro, Pa., since 1914. 
Butterworth, Julian E., A.B/07, M A/10, 
Ph.D/12, State Univ. of Iowa; Prof, of 
Rural Educ , since 1919 and Dir., Sch. of 
Educ., Cornell Univ., Ithaca, N. Y., since 
1931. 


Butts, Louis Andrew, B.S/16, McKendrce 
Col.; M A/31, Washington Univ.; Supvr., 
Elem. and Jr. H S., Belleville, Ill., since 
1926. 

Butz, Franklin J , A B/21, Muhlenberg Col., 
A.M/26, Univ of Pa.; Supt. of Sch., 
Georgetown, Del., since 1935. 

Buzzard, Robert Guy, Diploma ’14, III. State 
Normal Univ., Normal, Ill.; S.B/16, 
S,M/17, Univ. of Chicago; Ph.D/25, Clark 
Univ.; A.M/38, Univ. of Ill,, Pres, East¬ 
ern Ill, State Tchrs, Col., Charleston, Ill., 
since 1933. 

Bye, Morris, B A’18, Concordia Col,; M.A. 
’40, Univ. of Minn.; Supt. of Sch, Thief 
River Falls, Minn., since 1926 

Byerley, J. Roy, M.S/30, Univ. of Ill ; Asat. 
State Supt of Pub. Instr. and Dir. of 
Educ. of Exceptional Children, Spring- 
held, Ill , since 1935, 

Byerly, C. C., A.B/18, Manchester Col.; 
M.A/34, Univ. of Chicago; Supt. of Sch., 
210 Sophia St., West Chicago, Ill., since 
1923. 

Byers, B. H., B.S/20, B.A/23, M.S/29, Pa. 
State Col.; Supvg. Prin, of Sch., Eliza¬ 
beth, Pa., since 1929 

Byers, Charles Emory, A.B/11, A.M/15, 
Defiance Col. Address: Pub. Sch., Hunt¬ 
ington, Ind. 

Bynum, Charles Hudson, A.B/27, Lincoln 
Univ.; A.M/29, Univ. of Pa.; Dean and 
Chmn , Div, of Educ. and Tchr. Tr., Texas 
Col., Tyler, Texas, since 1939. 

Byrd, H. C., B S in C.E/08. Univ. of Md.; 
LL.D/36, Washington Col.; LL.D’37, 
Dickinson Col.; D Sc/37, Western Md. 
Col.; Pres.. Univ. of Md., College Park, 
Md.. since 1935. 

Byrd, Rawls, A B/18, Col. of William and 
Mary; M.A/25, Columbia Univ.; Supt. of 
Sch., Williamsburg, Va., since 1928, 


c 

Cadwell, Vern L. t A.B/23, Univ. of S. Dak ; 
M A/36, Colo. Col. of Educ, Greeley, 
Colo.; Supt. of Sch., Vermillion, S. Dak., 
since 1941. 

Calder, Jessie, Prin,, Manzanita Elem. Sch., 
Oakland, Calif. 

Caldwell, A. B. t A.B/16, Maryville Col.; 
M A ’21, Ed.D/36, Tchrs. Col., Columbia 
Univ.; Deputy State Commr. of Educ., 
St. Paul, Minn., since 1936. 

Caldwell, Lee L., A.B., Simpson Cal.; B.A., 
Iowa State Tchrs. Col., Cedar Falls, Iowa, 
Supt. of Sch., Hammond, Ind., since 1922, 

Caldwell, Otis W., B.S/94, Franklin Col.; 
Ph.D’98, Univ. of Chicago; LL.D/18, 
Franklin Col.; Genl. Secy,, American 
Assn, for the Advancement of Science, 
Yonkers, N, Y. Address: New Milford, 
Conn. 

Calhoun, H. V., Supt. of Sch., Belleville, 
Ill., since 1926 

Calhoun, Paul W., Co. Supt. of Sch, Mt 
Vernon, Ga. 

Calhoun, Sanford Henry, B.S/26, St. Law¬ 
rence Univ.; M A/31, Columbia Univ.; 
Supvg. Prin., Wellington C. Mepham H. S., 
Bellmore, N. Y. t since 1935. 

Callaghan, Aloysius R., B.S. in Ed.’31, 
State Tchrs. Col., Kutztown, Pa.; Supvg. 
Prin. of Twp. Sch., Pottsville, Pa., since 
1936. 



442 


Health in Schools 


Callahan, John. LL.D.‘34, Carroll Col 
State Supt. of Pub. Instr., State Capitol, 
Madison, Wis , since 1921 
Calloway, Andrew H , B.A.'29, M.A.'41, Ohio 
State TJniv. j Asst* Co. Supt. of Sen., 
Charleston, W. Va., since 1933. 


Cameron, Christina B., Asst. Supt. of Sch., 
Richmond, Calif., since 1928. 

Cameron, James W., M.A ’33, Univ. of 
Pittsburgh; Supvg. Prifi. of Edgeworth 
Sch , Sewlckley, Pa., since 1929. 

Camp, Harold L , B A.’l4, Grinnell Col.; 
M.A'17, Cornell Univ.; Ph D.’21, State 
TJniv. of Iowa; Prof, of Educ., State 
Tchrs. Col., Indiana, Pa., since 1930. 

Campbell, A. B., B.S.*23, M.A/33, Univ. of 
Calif., Asst. Supt. of Sch., 1414 Walnut 
St., Berkeley, Calif., since 1938. 


Campbell, C. G, Adrian, Mich. 


Campbell, Doak S., B.A.'ll, Ouachita Col.; 
M A.'28, Ph D.*30, George Peabody Col. 
for Tchrs.; Pres, Fla. State Col. for 
Women, Tallahassee, Fla., since 1941. 
Campbell, Ernest W., A.B.’18, LL.B.'22, 
Univ. of Wash.; Asst Supt. of Sch , 810 
Dexter Ave., Seattle, Wash , since 1940. 


Campbell, Harold G , A B/08, Polytech. 
Inst., Brooklyn, N. Y. j A M.’IO, New 
York Univ., LL.D.’29, Fordham Univ.; 
L.H.D.’35, New York Univ.; Supt. of 
New York City Sch., 110 Livingston St., 
Brooklyn, N. Y., since 1934. 


Campbell, Harold L, B A.’28, Univ. of 
British Columbia; M.Ed/38, Univ. of 
Wash ; Municipal Inspector of Schs , City 
Hall, Victoria, B. C., Canada, since 1936. 

Campbell, John Lucas, B S.'15, Southwest 
Mo. State Tchrs. Col., Springfield. Mo.; 
A.M *30, Univ. of Mo.; Supt. of Sch, 
Carthage, Mo , since 1929 

Campbell, O. K., A.B.'28, Southeastern State 
Tchrs. Col., Durant, Olcla.; M,A.’35, 

Tchrs. Col., Columbia Univ.; Asst Prof, 
of Educ., Okla. Agrl. and Mech. Col., 
Stillwater, Okla, since 1939. 

Campbell, Roald F. t> A B,’30, M A.'34, 
Brigham Young Univ.; Dist. Supt. of 
Sch , Preston, Idaho, since 1933. 

Campbell, W. M, Ph B'16, Parsons Col.; 
Ed.M’34, Univ. of Oregon; Supt. of Sch., 
Roseburg, Oregon, since 1927. 

Campion. Joseph W., B.Ed.’36, State Tchrs, 
Col, Kutztown, Pa.; Supvg Prin, of Twp. 
Sch., Hecltscherville, Pa., since 1936. 

Campton, Charles E., B.A in Ed.’13, Univ. 
of Minn., M.A.’28, Tchrs. Col., Columbia 
Univ ; Supt. of Sch., Two Harbors, Minn , 
since 1915. 


Cantrick, George T., A.B.’14, Adrian Col ; 
A M.*28, Univ. of Mich.; Supt. of Sch., 
Monroe, Mich , since 1932. 

Capen, Samuel Paul, A.B. and M.A.'98, 
Tufts Col , A.M.'OO, Harvard Univ,; 
Ph.D,’02, Univ. of Pa , LL.D '20, Lafav- 
ette Col.; L.H.D.*21, Tufts Col.; L.H.D. 
|25, Hobart Col.; Sc D.’27, George Wash¬ 
ington Univ.; LL.D.’32, Univ. of Chicago; 
LL ; D.'33, Univ of Pa.; Litt.D’37, Clark 
Univ.; LL D ’38, McMaster Univ ; Chan¬ 
cellor, Univ. of Buffalo, Buffalo, N. Y., 
since 1922. 


Capri, Roger Tchr , Longfellow Elem Sch., 
Oakland, Calif. 

Carey, Katharine Lee, A.B.’05, Univ, of 
Wis , M.A.’27, Univ. of Southern Calif.; 
Asst. Supt. of Sch., Chamber of Commerce 
Bldg., Los Angeles, Calif., since 1929. 


Carl, Paul R., B.S.'18, U. S. Military Acad¬ 
emy, West Point, N. Y., B.S. in Ed.’28, 
Lebanon Valley Col.; M.S. in Ed.'32, 
Temple Univ.; Supvg. Prin. of Sch„ 
Paulsboro, N J., since 1936. 

Carlson, C. Allen, B.Ped.’14, State Tchrs. 
Col., Mansfield, Pa.; B.S.’36, A.M.’38, 
Univ. of Md.; t Co. Supt. of Sch, Princess 
Anne, Md, since 1940. 

Carlson, Herman E., Prin., Wash. Jr. H. S., 
Fresno, Calif 

Carlson, J. E , Jr., A.B. and B Ed.’20, Univ. 
of Wash.; Supt. of Sch. Douglas, Aria, 
since 3920. 

Carlson, Paul A , Ph B.’21, Ph.M.’31, Univ. 
of Wis.; Dir. of Commercial Educ., State 
Tchrs. Col., Whitewater, Wis., since 1917 

Carmichael, Omer, A.B.’14, Univ. oE Ala.; 
A.M.’24, Columbia Univ.; Supt. of Sch, 
Lynchburg, Va., since 1932. 

Carnahan, Albert S. J., Supt. of Sch , 
EUsinore, Mo 

Carothers, Milton W., A B.’19, Univ. of 
Ala , A M.*27, Tchrs. Col., Columbia 
Univ,; State Dir of Instr., Tallahassee, 
Fla , since 1937. 

Carpenter, Harry A, B S.’02, M.S.’IZ, Univ. 
of Rochester, M.A.'13, Columbia Univ,; 
Specialist in Science, Pub. Sch., Rochester 
N Y., since 1925. 

Carpenter, W. W., Ph.D ’26, Columbia 
Univ.; Prof, of Educ., Univ. of Mo., 124 
Edgewood Ave., Columbia, Mo., since 
1928. 

Carr, George Eldon, A B ’20, Ohio Univ , 
A M’27, Ohio State Univ.; Supt. of Sch., 
Logan, Ohio, since 1930. 

Carr, John Wesley, A.B.’85, A.M.'90, Ind. 
Univ, Ph.D.’13, New York Univ ; Pres., 
Dept, of Superintendence, 1905-06. Honor¬ 
ary Life Member, American Assn, of Sch, 
Admin. Address; State Tchrs. Col., Mur¬ 
ray, Ky. 

Carr, William D., B.S.'30, Southeastern 
State Normal Sch., Durant, Okla.; M.A. 
'35, Columbia Univ.; Supt, of Sch., Cush¬ 
ing, Okla., since 1940. 

Carroll, Charles F., A.B.’21, M Ed ’30, Duke 
Univ,, Supt. of Sch., High Point, N. C., 
since 1937. 

Carroll, George C., Supt. of Sch., Terre 
Haute, Ind. 

Carroll, Howard S., B.Sc. in Ed.’23, Miami 
Univ.; M.A.'29, Ohio State Univ.; Supt. 
of Sch,, New Philadelphia, Ohio, since 
1933. 

Carroll, John S., B.A.’30, San Diego State 
Col ; M.A.’32, Univ. of Southern Calif.; 
Ph.D.’40, Yale Univ.; Curriculum Coor¬ 
dinator, County Schs., Civic Center, San 
Diego, Calif,, since 1940. 

Carroll, Raymond J., A.B.'27, Univ. of Du¬ 
buque; M.A.'34, State Univ. of Iowa; 
Supt of Sch., Oskaloosa, Iowa, since 

1937. 

Carrothers, George E. r B.A.'09, Ind. Univ.; 
M.A'15, Tchrs. Col., Columbia Univ.; 
Ph D.'24, Columbia Univ,; Dir., Bureau 
of Cooperation^ with Educ. Inst, and Prof, 
of Educ., Univ. of Mich., Ann Arbor, 
Mich., since 1928. 

Carruth, Irby B., M.A.'32, Univ. of Chicago; 
Supt. of Sch., Bonham, Texas, since 

1938. 



List of Members 


443 


Carson, C. C., B.A/16, Ind. State Tchrs. 
Col., Terre Haute, Ind.; M.A/23, State 
Umv. of Iowa; Ed.D/30, Universidad de 
la Habana, Havana, Cuba; Prof, of Educ., 
Extension Div., Univ. of Fla., Gainesville, 
Fla., since 1931. Address- 951 Washing¬ 
ton Ave., Miami Beach, Fla. 

Carson, L. F., A.B/21, Furman Univ.; 

Ed.M/38, Duke Univ.; Supt. of Sch, 
Gaffney, S. C., since 1936. 

Carter, C. D , Supt. of Sch., Torrington, 
Wyo., since 1934. 

Carter, David V., A.B/I7, Univ. of N. C ; 
Co, Supt. of Sch., Clinton, N. C„ since 
1927. 

Carter, E. Frank, B S/33, State Tchrs. Col., 
California, Pa ; M.A. in Ed.*37, Univ. 
of Pittsburgh; Supt. of Twp. Sch., Belle 
Vernon, Pa., since 1938. 

Carter, George M., A B ’18, Univ. of Maine; 
M A.'39, Columbia Univ. Address: H. S., 
Caribou, Maine. 

Carter, Guyon J., B.S/10, Alfred Univ , 
M.A ’24, Columbia Univ.; Dist. Supt. of 
Sch., Avoca, N. Y., since 1911. 

Carter, J. Frank, B.S/17, Aurora Col ; 
M.A’23, Univ. of Maine; Ed D.’31, Tem¬ 
ple Univ.; Supt. of Twp. Sch, Llanerch, 
Upper Darby, Pa., since 1930 
Carter, William H., A.B.’IO, Middlebury 
Col.; Supt. of Sch., Barre, Vt., since 
1935. 

Case, R. D., A.B/22, M.A.‘23, Univ. of Den¬ 
ver; Ed D/31, Stanford Univ.; Supt. of 
Sch., Salinas, Calif , since 1931. 

Casey, Charles Clinton, A.B/04, Ark. Con¬ 
ference Col.; A.M/06, LL. D/34, Univ 
of Denver; Pres., Western State Col, 
Gunnison, Colo., since 1930, 

Casey, John C , B.S/08, Ark. Col ; M.A/09, 
Univ. of Denver; Supt. of Sch., Eaton, 
Colo , since 1922 

Cassel, Lloyd S,_ A.B/13, Ursinus Col.; 

M. A/28, Columbia Univ.; Supt. of Sch., 
Freehold, N. J,, since 1929. 

Cassell, George F., Asst. Supt. of Sch., 228 

N. La Salle St., Chicago, Ill , since 1936 
Cassidy, Rosalind, BA/18, Mills Col,; 

M A‘23, Ed.D/37, Tchrs, Col., Columbia 
Univ ; Convenor, Sch. of Educ., Mills 
Col., Oakland, Calif., since 1939. 

Gassier, George W.. B S ’20, Susquehanna 
Univ.; M S. in Ed/31, Pa. State Col.; 
Supvg. Prin. of Sch., Coraopolis, Pa., 
since 1938, 

Caswell, Hollis L,, Ph.D/29, Columbia 
Univ.; Prof of Educ. and_ Dir., Div of 
Instr, Tchrs. Col., Columbia Univ., New 
York, N. Y , since 1937. 

Caswell, Inez E., A B’22, Univ of Mich.; 
Dist. Prin , MacCulloch Sch., 13120 Wil- 
demere, Detroit, Mich , since 1920. 
Caudill, C. C , Asst. Co. Supt. of Sch., East 
Bank, W. Va 

Cavanaugh, James Franklin, Ph.B *30, 
Ph.M/32, Univ. of Wis.; Supt. of Sch., 
Kaukauna, Wis., since 1925. 

Caverly, Ernest R., A.B/15, Harvard Univ.; 
A.M/27, Columbia Univ.; Supt. of Sch., 
Town Hall, Brookline, Mass., since 1931. 
Cavness, Raymond M., B A/25, Southwest 
Texas State Tchrs. Col, San Marcos, 
Texas; M.A/30, Univ. of Texas; Pres., 
San Marcos Academy, San Marcos, Texas, 
since 1931. 


Cayer, L. A., B.A.’25, La. Col ; Parish 
Supt. of Sch., Marksville, La., since 1937. 

Cecil, Henry L., M.Di/12, A.B.’t4, High¬ 
land Park Col.; M A/30, Tchrs. Col, Co¬ 
lumbia Univ., Ed.D/39, New York Univ. 
Address: 80 Clinton St, Tonawanda, N. Y 

Center, Leslie R , M A/30, Tchrs. Col., Co¬ 
lumbia Univ.; Prin., James S. Hogg Jr 
H S., Houston, Texas, since 1937 

Center, Stella Stewart, A B/01, George Pea¬ 
body Col, for Tchrs.; Ph.B ’ll, Umv. of 
Chicago; A.M/13, Columbia Umv.; 
LitbD/29, Univ. of Ga.; Dir, Reading 
Clinic, New York Univ , New York, N. Y., 
since 1935. 

Chaffee, Charles E., B.S/27, Susquehanna 
Univ.; AM/31, Bucknell Univ.; Ed.D. 
’39, New York Univ., Supvg, Prin of 
Sch., Downingtown, Pa., since 1937. 

Chamberlain, Arthur H, B.S ’03, A.M/04, 
Columbia Univ.; Pres, and Editorial Dii , 
Overland Monthly and Out West Maga¬ 
zine and Secy., Calif. Assn, for Educa¬ 
tion in Thrift and Conservation, Olympic 
Hotel, San Francisco, Calif,, since 1927. 

Chambers, H. H, M.A‘27, Univ of Texas; 
Supt of Sch, Greenville, Texas, since 
1938. 

Chambers, M. M., B A ‘22. Ohio Webkyan 
Univ.; M.A/27, PhD/31, Ohio State 

Univ ; Chief, Student Project Planning 
Section, Div. of Student Work, NYA, 
2145 C St„ N.W., Washington, D. C., 
since 1941. 

Chambers, Mary A., Prin., Pub. Sch. 71, 
Buffalo, N. Y., since 1912. 

Chambers, W. Max. B.S/15, Berea Col., 
A,B,’21, M.S/29, Univ. of Okla ; Supt. of 
Sch., Okmulgee, Okla., since 1931. 

Chambre, Melda W., B.S. in Ed/32, M S ’41, 
Rutgers Univ , Rural Sch. Supvr., Court 
House, Flemington, N. J., since 1930. 

Champlin, Carroll D., A.B/14, AM/15, 

Haverford Col ; Ph.D ’25, Univ. of Pitts¬ 
burgh; Prof of Educ., Pa. State Col., 
State College. Pa., since 1926. 

Chandler, H. E., AB.’ll, Washburn Col.; 
A.M/27, Tchrs. Col., Columbia Univ., 
Assoc. Prof, of Educ. and Dir. of Tchrs. 
Appointment Bureau, Univ of Kansas, 
Lawrence, Kansas, since 1934. 

Chandler, Paul G., Ph.D/30, Columbia 
Univ.; Pres , State Tchrs. Col,, Clarion, 
Pa., since 1937. 

Chapellc, Ernest H., A.M/25, Univ. of 
Mich.; Supt. of Sch., Ypsilanti, Mich., 
since 1934. 

Chapman, Ernest T., Diploma ‘11, Ashland 
Col ; B S *26, Univ. of Pittsburgh; Supt. 
of Sch., New Kensington, Pa., since 1924. 

Chapman, Harold Benjamin, B.A.’ll, Yale 
Univ.; M A/24, Tchrs Col., Columbia 
Univ.; Ph.D/26, Ohio State Univ.;Asst. 
Dir., Bureau of Research and Statistics, 
Sch. Admin. Bldg., 3 E. 25th St., Balti¬ 
more, Md , since 1926. 

Chapman, Ira T, A B/03, Ohio Wesleyan 
Univ.; A,M/05, Harvard Univ. Address: 
30 Hillside Rd, Elizabeth, N. J. 

Chappelear, Claude S., Ph.D/29, Columbia 
Umv.; Supt. of Sch., Ottawa, III,, since 
1941, 

Charitas, Sister Mary, Head, Dept, of Educ., 
Mount Mary Col., Milwaukee, Wis , since 
1931. 


444 


Health in Schools 


Charters, W W., Dir., Bureau of Educ. 
Research, Col. of Educ,, Ohio State Umv,, 
Columbus, Ohio, since 1928. 

Chase, Lawrence S., B S.’09, Colgate Univ.; 
A.M.’16, Columbia Univ.; Co. Supt. of 
Sch., Hall of Records, Newark, N. J., 
since 1933. 

Chatterton, A. E., Asst. Supt. of Sch, 
Rockville, Conn. 

Cheney, Ray E„ A.B.’20, Central State 
Tchrs. Col., Mt. Pleasant, Mich.; M.A. 2S, 
Univ. of Mich.; Ph.D.'33, Columbia Univ.; 
Supt. of Sch., Elizabeth, N. J„ since 1940 

Chenoweth, Arthur S., B.A.'06, Univ. of 
Colo.; M A. (Oxon.); Supt. of Sch., 
Atlantic City, N. J„ since 1931. 

Chesky, Edward J„ A.B.’ll, A.M.’IS, Univ. 
of Kansas; Supt. of Sch., Herington, 
Kansas, since 1928. 

Cheves, Charles Judson, A.B/19, Mercer 
Univ.; A.M/30, Columbia Univ.; Supt. 
of Sch., Gainesville, Ga., since 1934. 

Chidester, Albert J., A.B .’05, Syracuse 
Univ.; A.M/12, Harvard Univ.; Head, 
Dept, of Educ., Berea Col., Berea, Ky., 
since 1922 

Childs, James R.. A.B/03, Amherst Col.; 
Supt. of Sch., Holden, Mass., since 1916. 

Chiles, E. E., A.B.’IO, B.S. in Ed/12, Univ. 
of Mo.; A M.'28, Washington Univ; 
Asst. Supt. of Sch , St. Louis, Mo., since 
1941. 


Chilton, W. D., A.B/28, Georgetown Col.; 
M.A.’40, Univ. of Ky ; Supt. of Sch., 
Bloomfield, Ky., since 1930. 

Chisholm, L Wilber, Diploma *20. State 
Normal Sch., Oneonta, N. Y.; B S/29, 
New York Univ.; M. A/40, Tchrs. Col., 
Columbia Univ.; Dist. Supt. of Sch., Min- 
eola, N. Y., since 1936. 

Chisholm, Leslie L.. A.B/29, Southern Ill 
State Normal Univ , Carbondale, Ill.; 
A.M/33, Umv. of Chicago; Ph.D.'36, Co¬ 
lumbia Univ.; Assoc. Prof, of Educ., State 
Col, of Wash., Pullman, Wash., since 
1935. 


Chittenden, Harold E., A.B/09, Yale; Supt. 

of Sch., Naugatuck, Conn., since 1918. 
Chittick, Murray A . B.S.*16, Ruteers Univ ; 
Supvg. Prin. of Twp. Sch., Old Bridge, 
N. J., since 1929. 


Chittim, Harold David, B.S. in Ed/32, 
M.Ed/35, Boston Univ.; Supt. of Sch, 
Billerica, Mass., since 1941. 

Christensen, W. W., B.S/23, M.S/33, Utah 
State Agrl. Col.; Supt. of Sch., Idaho 
Falls, Idaho, since 1934. 


Christenson, Cornell H., M.A.*32. Univ. of 
Minn.; Supt. of Sch, White Bear Lake, 
Minn., since 1921. 


Christiansen, C. J„ A B '21. Cornell Col,, 
Mt. Vernon. Iowa M.A/36, Drake Univ.; 
Supt, of Sch., Clarion, Iowa, since 1932, 
Christianson, Hilda, B S/40, Univ. of N. 
Dak.; Co. Supt. of Sch., Grand Forks, 
N. Dak, since 1941. 


Christman, Paul Snyder, B.S.'19, M.Sc *21, 
Franklin and Marshall Col.; Supvg, Prin. 
of Sch., Schuylkill Haven, Pa., since 1931. 
Christy, Elizabeth, Supvg. Prin. of Sch., 
1101 Ohio Ave., McKeesport, Pa. 

Christy, Robert H., B.S/32, Bowling Green 
Univ,; M,A/40, Ohio State Umv.; Supt. 
of Sch., Delphos, Ohio, since 1940. 


Church, Ernest 
Col.; M,A/26, 
Potomac State 
since 1936. 


E , A.B/18, Waynesburg 
W Va. Univ.; Pres* 
Sch., Keyser, W. Va , 


Church, Harold H., A.B/18, Albright Col.; 
A.M/29, Columbia Univ., Supt of Sch., 
Elkhart, Ind. 

Chute, Oscar M., B.S/29, Colby Col.; 
Ed.M/34, Harvard Umv.; Dir., Tchr. Tr 
Dept., Northern Ill. State Tchrs. Col., 
DeKalb, Ill., since 1941. 

Cisne, W. G., M.A/32, Univ. of Chicago; 
Supt. of Elem Tr„ Southern Ill. State 
Normal Univ., Carbondale, III , since 1935. 
Clare, Victor Gordon, B S/21, Bucknell 
Umv.; Ed.D.'36, New York Univ.; Supvg. 
Prin. of Sch., East Mauch Chunk, p a „ 
Since 1930. 


Clark, E. Everett, A.B.'06, Dartmouth Col.; 
Supvr. in Educ., State Dept, of Educ, 
Boston, Mass., since 1922. 

Clark, Emmett, B. A/22, Pomona Col,; 
M,A/32, Claremont. Colleges; Supt. of 
Sch., Pomona, Calif., since 1927. 

Clark, Eugene A., A B/08, Williams Col., 
A.M/24, Columbia Univ.; Ed.D/40, Mor¬ 
gan State Col.; Pres, Miner Tchrs. Col.. 
Washington, D. C., since 1930. 

Clark, Felton G., A.B *24, Beloit Col ; 
A M/25, Ph.D/33, Columbia Univ ; Pres., 
Southern Univ., Baton Rouge, La., since 
1938 


Clark, Harold F , Ph.D/23, Tchrs Col„ 
Columbia Univ.; Prof, of Educ., Tchrs. 
Col., Columbia Univ., New York, N. Y., 
since 1928. 


Clark, Harry Henderson, A.B/98, Winches¬ 
ter Normal; A.B/03, M A/15, Yale; 
LL.D/17, Lincoln Memorial Univ. Ad¬ 
dress 1515 Washington St., Columbia, 
S. C. 

Clark, James E., A.B/09, Westminster Col.; 
Supvg. Prin. of E. Deer Schs., Tarentum, 
Pa., since 1913. 

Clark, Lois M., A B/28, Western State 
Tchrs. Col., Kalamazoo, Mich.; M.A/31, 
Tchrs. Col., Columbia Univ.; Adviser, 
Early Childhood and Elem. Educ., State 
Dept of Pub. Instr,, Harrisburg, Pa., 
since 1938 

Clark, Zenas Read, B.A/20, Oberlin Col.; 
M A/29, Ph.D/31, Tchrs. Col., Columbia 
Univ.; Dir. of Research, Pub. Sch., Wil¬ 
mington, Del., since 1930 

Clarke C L., Ph.D *28, Univ. of Chicago; 
LL.D/41, Alfred Univ.; Dean and Prof, 
of Educ,, Lewis Inst, of Arts and Sci¬ 
ences, Chicago, Ill., since 1928. 

Clarke, L. Katherine, B.A/31, M.A/33, State 
Umv. of Iowa* Prin , Merames Elem 
Sch, Clayton, Mo., since 1940 

Clarson, Tames Willis, Jr., B S/18, Iowa 
State Col. of Agrl. and Mech. Arts; 
A.M/22, Ph.D/28, Univ. of Chicago; 
Dean, Col. of Educ., Univ. of Anz., Tuc¬ 
son, Ariz., since 1927. 

Cleland, A. D,, Supvg. Prin of Sch., 115 
Margaret St, Mt. Oliver, Pittsburgh, Pa. 

Cleland, H. L.„ A.B.'13, Westminster Col, 
New Wilmington, Pa,; M.A/28, Tchrs, 
Col., Columbia Univ.; Dir. of Personnel, 
Bd. of Educ., Pittsburgh, Pa., since 1941. 

Clem, Robert B., A.B.*24, Univ. of Ky.; 
M.A/27, Columbia Univ.; Prin., Shawnee 
H. S., Louisville, Ky., since 1930. 



List of Members 


445 


Clement, J. H., A.M.’IO, Univ. of Kansas; 
A.M/23, Columbia Univ. Address; Pub. 
Sch., Independence, Kansas. 

Clement, Rufus E., A,B.*19, Livingstone 

Col.; B.D.* 22 , Garrett Biblical Inst.; 

A, M.*22, Ph D.’30, Northwestern Univ.; 
Pres., Atlanta Univ., Atlanta, Ga„ since 
1937. 

Clemons, Howard H., B.S. in Agronomy ’18, 
Iowa State Col. of Agrl. and Mech. Arts, 

B. S. in Agrl. Ed. J 26, Mont. State Col.; 

A M. in Ed.’30, Univ. of Chicago; Supt. 
of Sch , Lake Geneva, Wis., since 1935. 

Cleveland, Ernest D„ B A,’23, Baylor Univ.; 
M.A.'40, Southern Methodist Univ., Supt. 
of Sch., Overton, Texas, since 1931. 
Cleveland, James P., B.S.*32, W. Va. State 
Col.; Asst. Co. Supt. of Sch., Logan, 
W. Va , since 1939. 

Clifton, A. R., Ph B.*08, Univ. of Wis.; 
M.A’18, Univ. of Southern Calif.; Co. 
Supt. of Sch , 240 S. Broadway, Los Ange¬ 
les, Calif., since 1931. 

Climenhaga, A. W., A.B.’19, Taylor Un.iv.; 
M.A. in Ed.’39, Wittenberg Col.; Dean, 
Registrar, and Tchr, of Educ., Messiah 
Bible Col., Grantham, Pa., since 1928. 
Cline, Earl D., B S.'lfi. Drake Univ.; 
M A.*22, State Univ. of Iowa; Supt. of 
Sch., Colorado Springs, Colo., since 1940. 

Clish, Herbert C., B S.’26, M.A.’27, Ed.D.’40, 
Columbia Univ.; Supt. of Sch., New Ro¬ 
chelle, N. Y., since 1940. 

Cloud, Archibald J., B.L.’OO, Univ. of Calif.; 
LL.D., St. Mary’s Col.; Pres., San Fran¬ 
cisco Jr. Col., San Francisco, Calif., since 
1935. 

Cloud, Roy Walter, A.B.’05, Stanford Univ.; 
Exec. Secy., Calif, Tchrs, Assn., 155 San- 
some St., San Francisco, Calif, since 1927. 

Clove, James, A.B/14, Brigham Young 
Univ.; M.A/24, Univ. of Utah, Ph.D.’32, 
Univ. of Southern Calif.; Supt. of Sch,, 
Murray, Utah, since 1933. 

Clow, Arlington Ingalls, A.B.’05, Dartmouth 
Col., Ed.M.’26, Harvard Univ.; Supt. of 
Sch., Haverhill, Mass., since 1935. 

Coale, Elda Mills, Genl. Supvr. and Asst. 

Co. Supt. of Sch., Oroville, Calif. 

Coates, James Pierce, A B.’ll, M.A ’26, Univ. 
of S. C.; Secy., S. C. Educ. Assn., 1510 
Gervais St., Columbia, S C. f since 1925. 
Cobb, Beatrix, B.S.’37, West Texas State 
Tchrs. Col., Canyon, Texas; Co. Supt. of 
Sch., Paducah, Texas. 

Cobb, Bruce B., B.A.’IO, M. A.'28, Univ. of 
Texas; Secy.-Treas., Texas State Tchrs. 
Assn., 410 E. Weatherford St., Ft. Worth, 
Texas, since 1935, 

Cobb, Thomas Howell, M.A.*26, Univ. of 
Ill.; Supt. of Sch., Urbana, Ill., since 1929. 
Cobb, W. K., Co. Supt. of Sch., Ventura, 
Calif. 

Cobbins, O. B., A.B.’28, Miss. Baptist Col., 
M A.’39, Fisk Univ.; Dir. of Colored 
Schs., 216 Faiibanks St., Jackson, Miss , 
since 1929. 

Coblcntz, C. R., B.S in Ed.*32, Miami Univ.; 

Co. Supt. of Sch., Eaton, Ohio, since 1923. 
Cochran, J. Chester, B.S.’29, Sul Ross State 
Tchrs. Col., Alpine, Texas; M A.'31, Univ. 
of Texas. Address: 2430 Sunset Blvd., 
Houston, Texas. 


Cocking, Walter D, p B.A/13, Dcs Moines 
Col.; M.A,'22, State Univ. of Iowa; 
Ph.D.’28, Columbia Univ.; Consultant in 
Program Planning, Federal Security 
Agency, Washington, D. C., since 1941. 
Cockhn, Warren H., B S.’23, Franklin and 
Marshall Col.; A.M.’31, Univ. of Pa.; 
Supvg. Pnn. of Twp. Sch., Bridgeport, 
Pa., since 1938. 

Cody, Frank, M Pd.’12, Mich. State Normal 
Col., Ypsilanti, Mich.; M.A.*24, Univ. of 
Mich.; LL.D.’33, Univ. of Detroit, Pres., 
Dept, of Superintendence 1929-30; Pres., 
Wayne Univ., Detroit, Mich., since 1933 
and Supt, of Sch., 1354 Broadway, Detroit, 
Mich,, since 1919. 

Coffeen, Carl, M.A.*35, Western Reserve 
Univ.; Co. Supt. of Sch., Akron, Ohio, 
since 1935. 

Cogan, John F., B.A.’14, M.A.‘16, Mt. St. 
Mary's Col.; Ph.D.’26, Collegio Angelico, 
Rome, Italy; Dean, Mt. St. Mary’s Col., 
Emmitsburg, Md., since 1934. 

Cohn, Sam, Deputy State Supt. of Pub. 

Iustr., Sacramento, Calif. 

Colahan, Wayne J., B.A.'lfi, Univ. of Minn.; 
M.A.’35, Univ. of Chicago; Supt. of Sch., 
Woodstock, Ill., since 1930. 

Cole, C. E., Diploma *06, State Tchrs. Col , 
Kutztown, Pa.; B.S *18, Muhlenberg Col,; 
A.M.’21, Columbia Univ,; Supt. of Twp. 
Sch., Temple, Pa., since 1925. 

Cole, David S, B.A.’21, Univ. of Chicago, 
M.A.*39, De Paul Univ.; Prin., Talcott 
Sch., 1840 W. Ohio St., Chicago, III., 
since 1934. 

Cole, Page E , M.A '30, St. Lawrence Univ.; 

Supt. of Sch., Whitehall, N. Y., since 1923. 
Coleman, Maurice L., B.S. in Ed'29, M.A. 
in Ed.’30, Ed.D.*38, Univ. of Mo.; Supt. 
of Sch., Asbury Park, N. J., since 1940. 
Colgan, Edward J , A M.’20, Harvard Univ.; 
Head, Dept, of Educ., Colby Col., Water- 
ville, Maine, since 1924. 

Collins, Albert H., B.S.'21, Ala. Polytech. 
Inst.; A.M. f 27, LL.D.'38, Columbia Univ., 
LL.D/38, Univ. of Ala ; L.H.D.’39, Bir¬ 
mingham-Southern Col.; Ped.D.’40, Ogle¬ 
thorpe Univ.; State Supt. of Educ , Mont¬ 
gomery, Ala., since 1937. 

Collins, Eleanor Freeman, M.A.’32, Stanford 
Univ.; Dir. of Curriculum, Elem. Sch., 
Redwood City, Calif., since 1926. 

Collins, M. D., A.B.’31, M.A.’32, Pd.D.’33, 
Oglethorpe Univ.; LL.D.'38, Mercer 
Univ.; State Supt. of Sch., Atlanta, Ga , 
since 1933. 

Collins, Orvis K., A.B.’02, Middlebury Col ; 

Supt. of Sch., Hingham, Mass., since 1916. 
Collins, Walter L., Ph.B.'17, Lebanon Univ.; 
A B/21, Wilmington Col.; A.M'26, 
Ph.D.*28, Univ. of Cincinnati; Dir., Div. 
of Instr., State Dept, of Educ., Columbus, 
Ohio, since 1940. 

Collis, Alma A., Prin., Maxwell Park Elem. 
Sch., Oakland, Calif. 

Colson, Ephraim P M A.B.’07, Bates Col.; 
Supt. of Sch., North Scituate, R. I,, since 
1920. 

Colton, Harold J., Diploma ‘13, State Tchrs. 
Col., Slippery Rock, Pa,; A,B.’25, Thiel 
Col.; M.A.’29, Tchrs. Col., Columbia 
Univ.; Ph D,’39, Univ. of Pittsburgh; 
Supvg. Prin. of Sch., Bndgeville, Pa., 
since 1931. 


446 


Health in Schools 


ColumbiUe, Sister M., A.B,’13, A.M.’14, 

Ph.D.'23, Catholic Umv. of America; 
Pres., Incarnate Word Col., San Antonio, 
Texas, since 1923. 

Combs, A. B., B.A.*10,M.A *11, Wake For¬ 
est Col.; Assoc., Div. of Instructional 
Serv., State Dept, of Pub. Instr,, Raleigh, 
N. C., since 1929. 

Combs, Morgan LaFayette, A.B.’17, Univ. 
of Richmond; A.M ’22, Umv. of Chicago; 
Ed.M.'26, Ed.D/27, Harvard Umv.; Pres, 
Mary Washington Col., Fredericksburg, 
Va., since 1928 

Compton, John L„ A B.’24, Whittier Col.; 
M A’29. Univ. of Southern Calif.; oupt. 
of Sch., Bakersfield, Calif, since 1940. 

Compton, Lillian C , B.A.’16, Univ. of W. 
Va ■ M.A/30, Tclirs. Col., Columbia Umv.; 
Asst. Supt. of Sch., Cumberland, Md., 
since 1919. 

Comstock, Ernest Bernard, A B.'05, Oberlin 
Col • M.A.’26, Univ. of Chicago; Prin., 
North Dallas H, S., Dallas, Texas, since 
1922. 

Conant, James Bryant, A.B.’IS. Pli.D.’16, 
Harvard Univ.; Pres., Harvard Umv., 
Cambridge, Mass., since 1933. 

Conant, Lewis H-, Ph.B.’03, Brown Univ.; 
Supt. of Sell., Methuen, Mass., since 1926. 

Condit, Mrs. Eleanor Daly, B.A.’25, Univ. 
of Colo.; Prin., Claremont Elem. Sch., 
Pomona, Calif., since 1941. 

Condon, Thomas J., B.A.’97, M.A.'99, 

LL.D.'34, Villanova Col.; Supt. of Sch., 
Waterbury, Conn., since 1932 

Condrey, Ralph S., A.B,’13, McKendrce Col.; 
A M/34, Northwestern Umv ; Supt. of 
Sch,, Mt. Carmel, Ill., since 1920. 

Congdon, Randolph T., B.A.’OO, Syracuse 
Univ.; MAX Harvard Univ.; Fd.D.‘23, 
N. Y. State Col. for Tchrs., Albany, N Y., 
Exec. Secy , N. Y. State Tchrs Retire¬ 
ment System, 152 Washington Ave, Al- 
bany, N. Y., since 1939. 

Conger, Lester W., Ph.B.’23, Univ. of Wis., 
Supvg. Prin of Sch., Kohler, Wis., since 
1922. 


Conklin, Paul S., B.S.’17, Univ. of Ill.; 
M.S ’31, Univ. of Wis.; Co. Supt. of Sch., 
Rockford, Ill , since 1938. 

Conley, William Henry, B.S,’30, Loyola 
Univ.; M.B.A.’32, Northwestern Univ.; 
M.A.‘35, Loyola Univ.; Dean, Wright Jr. 
Col., 3400 N. Austin Ave,, Chicago, Ill., 
since 1935. 


Conner, Forrest E., A.B ’23, Univ of 
S. Dak ; M A.‘33, Ph.D.'37, State Univ. 
of Iowa; Sec. Sch. Supvr., Pub. Sch., 
Hibbing, Minn., since 1937. 

Conner, Richard Pearce, A.B ’19, Niagara 
Univ.; M.A/22, Univ. of Pa.; LL,B.’30, 
South Jersey Law Sch ; Supvr. of Elem 
Educ, 429 Haddon Ave., Camden, N. J , 
since 1937. 


Connery, Julia M., Prin., Central Inst, for 
the Deaf, 818 S. Kingshighway, St. Louis, 
Mo., since 1918. 

Connor, William L„ A.B.*14, Ind. State Nor¬ 
mal Sch,, Terre Haute, Ind.; M.A.’24, 
Columbia Umv.; Supt. of Sch., Allentown, 
Pa., since 1937. 

Conrad, B. W., A.B.’16, Union Col.; Supt. 
of Sch., Scotia, N. Y., since 1927. 

Conway, Clarence A., A.B.*12, Canisius Col. 
Address; Pub. Sch., Lackawanna, N. Y. 


Conway, L, H., B.S.'12, Westminster Col.; 
M.A.’30, Columbia Univ.; Supvg. Prin. of 
Sch., Sewickley, Pa., since 1928. 

Conway, William F., A.M.’04, Seton Hall 
Col.; A.M.’17, Columbia. Univ.; Supt. of 
Sch., Edgewater, N. J , since 1909. 

Conwill, Charles M., M.A.’27, Univ. of 
Okla.; Pres., Cameron State Agrl. Col., 
Lawton, Okla , since 1931. 

Cook, Albert S., A B.’95, A.M.’06, Princeton 
Univ.; Litt.D.’23, Western Md Col.; 
Litt.D.’23, St. John’s Col., Annapolis, Md.; 
Litt.D.’24, Univ. of Md.; LL.D.’37, Gettys¬ 
burg Col.; State Supt. of Sch,, Baltimore, 
Md., since 1920. 

Cook, Charles E., A.B.’13, A.M ’17, Ind. 
Univ ; Supt. of Sch., North Manchester, 
Ind., since 1923. 

Cook, Frederic William, B.S ’14, New York 
Univ.; Supt. of Sch., Plainfield, N. J., 
since 1926. 

Cook, Hugh Oliver, B.A.’99, M.A.’25, Cor¬ 
nell Univ.; Prin., Lincoln H. S., Kansas 
City, Mo., since 1923. 

Cook, Mrs. Katherine M., A.M.’12, Columbia 
Univ.; Chief, Div. of Special Problems, 
U S. Office of Educ , Washington, D. C., 
since 1921. 

Cook, Paul M., A.B.’18, Central Wesleyan 
Col.; M A.’27, Univ. of Chicago; Exec. 
Secy., Phi Delta Kappa, 2034 Ridge Road, 
Homewood, Ill., since 1928. 

Cook, Robert C., B.Sc.’24, Miss. State Col.; 
M.A.’33, Columbia Univ., Dir., Univ. 
H. S. and Prof, of Educ , Univ, of Miss,, 
University, Miss., since 1929. 

Cook, Walter Wellman, B.A.’23, M.A.’26, 
Ph D.*31, State Univ. of Iowa; Assoc. 
Prof of Educ., Univ. of Minn., Minne¬ 
apolis, Minn., since 1938. 

Cooke, Dennis H., A.B.*25, M.Ed.’28, Duke 
Univ.; Ph.D.’30, George Peabody Col. for 
Tchrs.; Head, Dept, of Educ. Admin, and 
Prof of Sch. Admin,, George Peabody Col. 
for Tchrs., Nashville, Tenn., since 1930. 

Cooke, John L., B.A. and B.S.’21, Baylor 
Univ.; Supt. of Sch., Refugio, Texas, since 
1931. 

Cooley, Emma Pritchard, Dir. of Voc. Guid¬ 
ance, Pub, Sch., New Orleans, La. 

Coon, Beulah I., B.S.’18, Univ. of Wis.; 
M.S.’26, Tchrs. Col., Columbia Univ.; 
Agt., U. S. Office of Educ., Washington, 
D. C., since 1930. 

Cooper, Clarence G., B.S.’ll, Tchrs. Col., 
Columbia Univ.; Co. Supt. of Sch., Tow- 
son, Md., since 1920. 

Cooper, Homer Vernon. A.A,Ed,’15, Southern 
Christian Col., B.S. 20, Miss. State Col.; 
M S.'32, Univ. of Va.; Supt. of Sch. r 
Vicksburg, Miss., since 1931. 

Cooper, Shirley, A.B.’35, Davis and Elkins 
Col.; A M.’40, W. Va. Umv.; Co. Supt. of 
Sch., Parsons, W. Va., since 1935. 

Cope, Earl R., Supt. of Sch., Jesup, Iowa. 
Copeland, Richard Watson, B.S.’20, M.A.’40, 
Col of William and Mary; City and Co. 
Supt. of Sch., Hopewell, Va., since 1929 

Copeland, S. D., A.B.’ll, Mercer Univ.; 
Supt. of Sch., Augusta, Ga., since 1934. 

Corey, S. G., Co. Supt. of Sch., Wisconsin 
Rapids, Wis., since 1929. 



List of Members 


447 


Corey, Stephen M, B.S.’26, Eureka Col.; 
M.A.’27, Ph.D.’3G, Umv. of Ill.; Prof, of 
Educ. Psychology and Supt. of Laboratory 
Sch., Univ. of Chicago, Chicago, Ill., since 
1940. 

Cornell, Ethel L., A.B/14, Cornell Univ.; 
Ph.D/19, Columbia Univ.; Educ. Reseaich 
Div., State Educ. Dept., Albany, N. Y,, 
since 1920. 

Cornell, Francis G , A.B.^, M A.’31, Ph.D. 
*36, Columbia Univ.; Asst, to the Commr., 
U, S Office of Educ, Federal Security 
Agency, Washington, D. C., since 1940. 
Cornick, Homer H., A.B.’20, M.A.'22, Univ, 
of Calif.; Supt. of Sch,, Santa Cruz, Calif., 
since 1940. 

Corning, Hobart M , Ph.B.’ll, A.M.T2, Dick¬ 
inson Col.; A.M.’31, Tchrs Col., Columbia 
Umv.; Supt of Sch., Omaha, Nebr., since 
1940. 

Corona, Sister Maria, M S ’22, Univ. of 
Notre Dame, Ph D ’29, Fordham Univ,; 
Dean, Col. of Mt. St Joseph, Mount St. 
Joseph, Ohio, since 1933 
Cory, Frank Mirl, A.B.’17, Ind Umv.; 

A. M.’23, Tchrs. Col., Columbia Univ.; 
Supt, of Sch , Hagerstown, Ind., since 
1926. 

Cory, John J., E.M.’OS, Colo. State Sch. of 
Mines; M A.'25, Tchrs. Col., Columbia 
Univ.; Asst. Supt. of Sch., 414 14th St., 
Denver, Colo , since 1939, 

Cosenza, Joseph A, Jr., B. Accts. ’31, B.Ed 
s 34, Rider Col.; Dir, of Educ., Citizens 
Prep. Inst,, 830 Broad St., Newark, N. J., 
since 1940. 

Cotanche, Ralph E., A.B ’24. Western State 
Tchrs. Col ; M.A’36, Northwestern Univ.; 
Supt. of Twp. Sell., Skokie, Ill., since 
1936. 

Cotter, M. Elsie, Prin , Dewey and Lazear 
Elem. Schs., Oakland, Calif. 

Cottrell, Donald P,, B.A.’23, Ohio State 
Univ.; M.A.’27, Ph.D/29, Columbia Univ.; 
Prof of Educ., Tchrs. Col , Columbia 
Univ., New York, N. Y. ( since 1941. 
Couey, Fred, A B.’29, Colo. Col , M.A ’32, 
Colo, Col. of Educ., Greeley, Colo , Ph.D 
’38, Univ. of Wash.; Assoc. Prof. of Educ., 
Univ of Conn, Storrs, Conn., since 1939. 
Coulbourn, John, LL B.’IO, Univ, of Md ; 

B. S.‘24, Johns Hopkins Umv.; M A’31, 
Ph D.’37, Tchrs. Col., Columbia Univ.; in 
charge of Jr. and Sr H. S , Pub. Sch., 
Garden City, L. I., N. Y., since 1931. 

Coulson, Austin R.. Pd B.’99, State Normal 
Col., Albany, N. Y.; B.S.’23, M.A/25, 

N Y. State Col. for Tchrs., Albany, N. Y.; 
Ed.D.’36, New York Univ.; Supt. of Sch,, 
Albany, N Y., since 1932 
Coulter, Kenneth C. f A.B.’30, Ohio Univ.; 
M A.’34, Columbia Univ.; Supvg. Prin. of 
Sch., Glen Rock , N. J., since 1941. 
Coultrap, Harry M., A B.'OS, Univ. of Colo.; 
AM’14, Ohio Univ.; A.M-’37, Northwest¬ 
ern Univ , Supt. of Sch., Geneva, Ill., 
since 1912. 

Courter, Claude V., B S.’ll, Kalamazoo Col.; 
M.A.'25, Univ. of Chicago; D,Ed.’38, Kala¬ 
mazoo Col.; Supt. of Sch, Cincinnati, 
Ohio, since 1937. 

Courtis, Stuart A., B S *19, M.A.’21, Tchrs. 
Col., Columbia Univ.; Ph.D.’25, Univ. of 
Mich.; Prof of Edge., Sch. of Educ., Univ. 
of Mich,, Ann Arbor, Mich , since 1924. 
Address: 9110 Dwight Ave., Detroit, Mich. 


Coveil, Albert Henry, A.B.’12, M.A ’33, Univ. 
of Rochester; Supt. of Sch., Oneida, N. Y., 
since 1927 

Covey, R. S., Diploma ’16, Noith Texas 
State Tchrs Col., Denton, Texas, B.S ’20, 
Texas Agrl. and Mech. Col , M.A.'29, 
Umv. of Texas, Supt. of Sch,, Sweet¬ 
water, Texas, since 1935. 

Cowles, LeRoy E , Pli.B.’IO, A.M/13, Univ. 
of Chicago; Ph,D.'26, Univ. of Calif , 
Pres., Univ. of Utah, Salt Lake City, 
Utah, since 1941. 

Cox, Floyd B., A.B.’18, M A.*21, W. Va. 
Univ.; Co. Supt. of Sch., Morgantown, 
W. Va., since 1930. 

Cox, Frank W., A.B.’24, Col. of William and 
Mary; M A.’31, Univ. of Va., Co. Supt. 
of Sch., Princess Anne, Va , since 1933 

Cox, James E , A.M/13, Ind. Univ , Ph.D.’29, 
Umv of Mich., Pres., State Tchrs. Col., 
Valley City, N. Dak., since 1937 

Cox, Larue, B.A.’22, Howard Payne Col., 
M.A.’26, Umv of Texas; Supt. of Sch, 
Jacksonville, Texas, since 1927. 

Cox, R. A , B.A.’25, State Tchrs. Col , Con¬ 
way, Ark.; M.A.’29, George Peabody Col. 
for Tchrs.; Supt. of Sch., North Little 
Rock, Ark , since 1938. 

Coxe, John E., B A.’09, M A.*28, La State 
Umv.; State Supt. of Educ, Baton Rouge, 
La., since 1940. 

Coxe, Warren W., B.Sc.'ll. Dakota Wes¬ 
leyan Univ.; Ph D.’23, Ohio State Univ., 
Dir., Div. of Research, Slate Educ Dept., 
Albany, N. Y., since 1923 

Coy, William Stacy, A B.’03, Ohio State 
Umv.; Secy., Ohio Tchrs. Reading Circle, 
1454 N. High St., Columbus, Ohio, since 
1920. 

Crable, A. L, B.A.T7, Austin Col.; M A.’27, 
Umv. of Okla.; Ph D.'37, Austin Col.; 
State Supt. of Pub Instr., Oklahoma City, 
Okla., since 1936 

Crackel, Verne E., B.A.’37, M.A ’40, Univ. 
of Chicago, Supt of Sch,, Crete, Ill., since 
1927. 

C^aig, John Alexander, A B.’OO, A M.'IO, 
Univ. of Mich , Supt. of Sch., Muskegon, 
Mich, since 1929. 

Cralle, Robert E., M.A.’26, Univ. of Calif.; 
Supt. of Sch., Inglewood, Calif , since 
1932. 

Cram, Fred D., M.Di,’08, Iowa State Nor¬ 
mal Sch.; B.A.’09, Iowa State Tchrs Col.. 
Cedar Falls, Iowa; M.A '20, State Univ. 
of Iowa; Assoc. Prof, of Educ , Extension 
Div., Iowa State Tchrs Col., Cedar Falls, 
Iowa, since 1920. 

Cramblitt, De Fore, A.B ’27, Linfield Col.; 
Supt. of Sch., Anacortes, Wash., since 
1932. 

Cramer, John Francis, A.B.’20, A M.’21, 
Willamette Univ.; M.Ed.*32, D Ed.’37, 
Univ. of Oregon; Supt. of Sch , Eugene, 
Oregon, since 1937. 

Cramer, William Floyd, B.S ’17, Univ. of 
Mo.; M.S.’26, Univ of Kansas; Dean, 
Sch. of Arts and Sciences, Central YMCA 
Col., 19 S. La Salle St., Chicago, Ill , since 
1936. 

Crandall, Harris, A.B.T7, A.M.’21, Syracuse 
Univ,; Supt. of Sch., Saratoga Springs, 
N Y., since 1927. 

Crane, Arthur Griswold, B.S.'02, Carleton 
Col ; M.A.*16, Ph.D.’18, Tchrs. Col., Co¬ 
lumbia Umv. Address: Cheyenne, Wyo. 



448 


Health in Schools 


Crane, C. B., Prin., Markham and Webater 
Elem. Sch., Oakland, Calif, 

Crane, Harold A., Ph.B.’l?, M A’25, Lafay¬ 
ette Col.; Supt., Wilson Borough Sch., 
Easton, Pa., since 1941. 

Crane, JR. L., Jr., B.A/30, San Francisco 
Tchrs Col.; Dist. Supt of Sch., Daly 
City, Calif., since 1931. 

Crane, Ralph W., Ph.B.’17, Lafayette Col.; 
Supvg. Prln. of Sch., Duncllen, N. Jsince 
1927. 

Cranmer, Clyde William, Ph.B.’lO, Bucknell 
Univ,; Supt of Sch., Kittanning, Pa., 
since 1919. 

Crawford, Clarence L., A.B.’25, Cotner Col., 
M,A.’28, Univ. of Nebr.; Ph.D.’36, Univ. 
of Mich.; Supt. of Sch., Council Bluffs, 
Iowa, since 1940, 

Crawford, Floyd W, A.B.’08, LL.B.’09, 

M A.’19, Univ. of Mich,; Supt. of Sch, 
Niles, Mich., since 1924. 

Crawford, Robert T., A.B.’27, A.M.’30, W. 
Va. Univ. Address: Lewis Co. Sch., Wes¬ 
ton, W. Va. 

Crawford, Will C, A B.’13, Pomona Col.; 
A M.’IS, Columbia Univ.; Ed-D.’40, Univ. 
of Southern Calif.; Supt. of Sch., San 
Diego, Calif., since 1934. 

Creasy, James L., A.B,’33, Glenville State 
Tchrs Col, Glenville, W. Va.; M.A.’40, 
W. Va. Univ.: Co. Supt. of Sch„ Sum- 
mersville, W. Va., since 1939. 

Crediford, Eugene E., B.S. in Ed '29, Buck¬ 
nell Univ.; Supvg. Prin of Sch., Athens, 
Pa , since 1924. 

Creel, John Paul, B.S.'21, Ala. Polytech. 
Inst ; M.A.’32, Tchrs. Col., Columbia 

Univ.; Prin., B. B. Comer Memorial Sch., 
Sylacauga, Ala, since 1925. 

Cressman, Paul L., B.S/25, Univ. of Pitts¬ 
burgh; Ed.D/34, Pa. State Col.; Dir, 
Bureau of Instr , State Dept, of Pub. 
Instr., Harrisburg, Pa., since 1936 

Critzer, Frank J., B.A.’25, M.A.*32, Univ, of 
Va.; Div. Supt. of Sch,, Pulaski, Va., 
since 1939. 

Croad, J. R, A.B.’28, Chico State Col.; 
M.A.’29, Stanford Univ.; Supt. of Sch, 
Monterey, Calif,, since 1935. 

Crodian, J. P , B.S,’23, Ind. State Tchrs 
Col , Terre Haute, Ind ; M A ’28, Columbia 
Univ , Supt. of Sch., Peru, Ind., since 
1934. 

Crofoot, Bonnie, 1075 Carolyn Ave. f San 
Jose, Calif. 

Crooke, Charles R., A.B ’33, San Jose State 
Col., San Jose, Calif.; A.M735, Leland 
Stanford Jr. Univ.; Dist Supt of Sch., 
Union H. S., Mountain View, Calif., since 
1936 

Crosley, Wilbur D., B.S.’24, Northern State 
Tchrs. Col„ Aberdeen, S. Dak.; M.A.*28, 
Tchrs. Col., Columbia Univ.; Supvg Prin. 
of Sch., Manasquan, N. J., since 1932, 

Cross, A. J. Foy, A.B ’28, B.Sc, and B.F.A. 
*30, Nebr. State Tchrs. Col ; M A/31, 
Ph.D.’36, t Univ. of Nebr.; Dir. of Instr. 
and Curriculum, Pub. Sch., Omaha, Nebr., 
since 1935 

Cross, Albert L, A B.’21 f Baker Univ.; 
M.E.'39, Univ, of Kansas; Prin., Shawnee- 
Mission H. S., Merriam, Kansas, since 
1933. 

Cross, Arnett, A.B.’25 t Okla. Baptist 
Univ,; Supt, of Sch., Clinton, Okla.. since 
1938. 


Cros3, C. Willard, B.A.’15, Carleton Col,; 
Diploma’Zl, Union Theological Seminary; 

M. A.’21, Tchrs. Col., Columbia Univ , 
Supt. of Sch., Faribault, Minn , since 1935. 

Crouse, J, Robert, Diploma ’97, Univ. of 
Mich. Address; 1841 Wilton Rd., Cleve¬ 
land, Ohio. 

Crouter, John Yale, B S. in Ed.’32, New 
York Univ ; Supt., R. I, Sch. for the Deaf, 
Providence, R, I , since 1932 
Cruikshank, Mrs Ernest, B.S.’ll, Tchrs 
Col., Columbia Univ.; A.M.'37, Duke 
Univ.; pres., St. Mary’s Sch. and Jr. Col , 
Raleigh, N. C., since 1932. 

Crull, Howard D,, B S ’31, Western State 
Tchrs. Col, Kalamazoo, Mich.; M A.’37, 
Univ. of Mich.; Supt. of Sch., Port Huron, 
Mich,, since 1941. 

Crum, Buell Emerson, B.S.’30, Ball State 
Tchrs Col, Muncie, Ind., M.S’35, Butler 
Univ., Supt. of Sch., Griffith, Ind, since 
1937. 

Crumb, Fiederick W , A B/30, M.A/35, 

N. Y. State Col. for Tchrs., Albany, N. Y,; 
Supvg Prin. of Sch , Whitesboro, N. Y., 
since 1938. 

Crumb, Herbert H., A B.’OS, A.M.’09, Hamil¬ 
ton Col., Supt. of Sch., Endicott, N. Y., 
since 1913. 

Crumpackcr, H. C , A.B.’08, McPherson Col.; 
Ph.M.'lO, Univ. of Chicago; Supt. of Sch., 
Hoquiam, Wash., since 1922. 

Crumrina, M. Ella, Prin , Fulton Sch., 
Hampton St., Pittsburgh, Pa., since 1926 
Crutsinger, George M., B.A.’08, Central Col., 
Fayette, Mo ; M.A.’IO, Univ. of Mo.; 
Ph.D.’32, Columbia Univ.; Pres, and Dean, 
Hardin Jr. Col., Wichita Falls, Texas, 
since 1936. 

Cullimore, Allan Reginald, B S. in C.E/07, 
Mass. Inst of Tech ; Sc.D/41, Univ. of 
Newark; Pres., Newarlc Col. of Engineer¬ 
ing, Newark, N. J., since 1927. 

Cummings, A D., M.A/38, Univ. of Texas; 

Supt. of Sch., Olney, Texas, since 1939. 
Cummings, Adison Gilmore, B.S.'27, M.S.’35, 
Univ. of Va ; Div. Supt. of Sch , Bedford, 
Va, since 1922. 

Cummings, Clarence W., Prin., Henry C. 
Conrad H. S,, Wilmington, Del. 

Cummings, L. O., A.B/10, A.M.’ll, Ed.D.'21, 
Harvard Univ.; Dean, Sch. of Educ , Univ. 
of Buffalo, Buffalo, N. Y., since 1931. 

Cummins, Mrs. Grace M., Co. Supt. of Sch., 
Silver City, N. Mex. 

Cunnard, Julia Helen, Ph B.’32, M.A *39, 
Univ. of Chicago; Prin., Elem. Sch., 4033 
Waveland Ave., Chicago, Ill , since 1937. 
Cunningham, Daniel F., A M-A.*18, 

Loyola Univ.; LL.D.‘32, De Paul Univ ; 
Supt. of Catholic Sch , 755 N. State St., 
Chicago, Ill., since 1927. 

Cunningham, M C., B.A.’26, Westminster 
Col., Fulton, Mo.; M.Ed.’37, Umv. of Mo.; 
Dir, of Financial Accounting, State Dept, 
of Educ., Jefferson City, Mo., since 1939. 
Curley, Laura, Prin., Jefferson Elem Sch., 
Oakland, Calif. 

Currier, R. F,, M A.’36, Cornell Univ.; 
Supvg, Prin. of Sch., Ridgefield, N. J., 
since 1939. 

Curry, Lawrence, A.B.’24, Wofford Col.; 
Dist. Supt. of Sch , Clover, S C,, since 
1940 



List of Mf.mbl.rs 


44>J 


Curtib, Charles La Rue, B.S in Ped ’27, New 
York Umv ; Supvg. Pnn, of Sch., Rock- 
away, N. J., since 1919. 

Curtis, Wilbur R., A B ’08, Ind. Univ., 
A.M.’12, Columbia Univ.; Supt. of Sch, 
Alton, Ill., since 1921. 

Cusack, Alice M., A.B/16, Univ. of Nebr.; 
A.M.’19, Columbia Univ., Dir. of Kdgn- 
Prim. Educ., Bd. of Educ , Kansas City, 
Mo , since 1921, 

Cuslnng, Herbert L , A.B ’14, Grand Island 
Col ; M.A ’30, Univ. of Nebr ; D Ed '37, 
Nebr Wesleyan Univ , Pres., State Tchrs. 
Col, Kearney, Nebr., since 1936 
Cushing, J Stearns, Supt. of Sch., Middle- 
boro, Mass., since 1927 
Cushman, Charles Leslie, A.B ’21, Gnnnell 
Col ; Ph D ’27, State Univ. of Iowa. Field 
Coordinator, Commn on Tchr Educ., 
American Council on Educ., 744 Jackson 
PI , Washington, D C , since 1939. 
Cushman, M. L. t A B’32, Western State 
Tchrs. Col. Kalamazoo, Mich.; A.M’37, 
Univ of Mich.; Supt of Sch., Richmond, 
Mich,, since 1938 

Outright, Prudence, M.A.*26, Univ. of Minn ; 
Asst. Supt. of Sch in charge of Elem. 
Educ., Minneapolis, Minn., since 1934. 
Cutts, Harvey C., A B.’20, Mercer Univ.; 

M. S. in Ed’41, Univ. of Ga.; Supt. of 
Sch , Greenville, Ga., since 1933. 

Cylkowski, Angela Margaret, Ph.B ’26, 
M A’31, Loyola Univ., Dist. Supt of 
Sch , 641 E. GOth St, Chicago, Ill , since 
1939 

Cyr, Frank W., B Sc’23. Univ. of Nebr.; 
Ph.D/33, Columbia Univ., Prof of Educ, 
Tchrs. Col, Columbia Univ, New York, 

N. Y , since 1930. 


D 

Dailard, Ralph C . A.B.’28, Nebr State 
Tchrs Col ; A M ’35, Univ. of Nebr , 
Ph D/39, Columbia Univ ; Asst Supt of 
Sch., 825 Union St., Sari Dtego, Calif, 
since 1939. 

Dale, Tracy Earle, B S.’25, Northwest Mo 
State Tchrs. Col., Maryville, Mo., M A 
’30, Univ. of Mo.; Supt. of Sch, St. Jo¬ 
seph, Mo , since 1939. 

Dalesandro, Mary, Pnn., College Park Sch,, 
San Jose, Calif. 

Daley, Mary Wood, B.A.’08, M.A.’ll, Wel¬ 
lesley Col.; Dir. of Educ., Sleighton Farm 
Sch. for Girls, Darling, Pa , since 1919 

Dalthorp, Charles John, B S ’20, S. Dak. 
State Col.; M.A.*32, Univ. of Minn , Supt. 
of Sch , Aberdeen, S, Dak., since 1929. 

Dammann, Mother G. C , Cert. *17, Normal 
Sch. of Kenwood Academy of the Sacred 
Heait, Pres, Manhattanville Col. of the 
Sacred Heart, New York, N. Y., since 1930. 

Daniel, B. Roy, Prin., Emerson Jr. H. S, 
Enid, Okla. 

Daniel, J McT., A.B ’17 t Wofford Col ; 
A.M '29, Univ. of S. C.; Ed.M.’31, 

Ed.D/35, Harvard Univ ; Prof of Educ., 
Umv of S. C,, Columbia, S. C., since 
1932 

Daniel, W. P., B.S ’28, Miss State Col., 
M.A ’39, George Peabody Col. for Tchrs , 
Supt of Sch., New Albany, Miss., since 
1932. 


Dann, George J., A B’9b, Union Col., 

Pd.D/14, New York Univ.; Supt. of Sch , 
Oneonta, N Y., since 1910. 

Dannelly, Clarence Moore, B.Ped ’07, State 
Tchrs. Col , Troy, Ala.; A B/12, Birming¬ 
ham-Southern Col.; M.A’26, George Pea¬ 
body Col for Tchrs., L.H.D/31, Birming¬ 
ham-Southern Col.; Litt.D ’31, Southwest¬ 
ern Univ., LL.D/32, Centenary Col.. 

Ph.D/33, Yale Umv ; Supt, of Sch., Mont¬ 
gomery, Ala., since 1936. 

Darling, William T., Ph B/2G, Ph M ’28, 
Univ. of Wis. Address: Hazelhurst, Wis 
Darnall, Maynard C , A.B/16, A.M ’31, Ind. 
Univ.; Supt. of Sch., Crawfordsville, Ind , 
since 1930 

Daugette, C. W , B.Sc '93, M.Sc/94, Ala 
Polytech. Inst ; LL.D '16. Umv. of Ala , 
Pres., Slate Tchrs Col , Jacksonville, Ala., 
since 1899. 

Davey, Edna M., Prin., Grant Sch . Rich¬ 
mond, Calif. 

David, Bert B, Ph B/21, Muhlenberg Col.; 

M A’26, Columbia Untv.; Supt. of Sch, 
Lchighton, Pa., since 1928. 

Davidson, William Joseph, A.B.'94, Ill. 
Wesleyan Univ.; STB/97, D.D’08, Gar¬ 
rett Biblical Inst.; LL D’13, Nebr. Wes¬ 
leyan Univ., Secy., Dept, of Educ Inst., 
Bd. of Educ , Methodist Church, 810 
Broadway. Nashville, Tenn., since 1932 
Davies, John C , B.A ’05, Upper Iowa 
Univ.; M.S. in Ed/36, Northwestern 
Univ.; Asst. Supt of Sch., La Grange, III. 
Davis, Albert S , Supvg. Prin. of Sch., 
Bound Brook, N. J 

Davis, Angus Charles, B.S/01, Denison 
Umv.; Supt. of Sch, Yakima, Wash., 
since 1913. 

Davis, B, Woodhull, B S ’19, Wesleyan 
Univ.; M.S/27. Columbia Univ ; Supvg. 
Pnn. of Sch., Princeton, N. J., since 1929. 
Davis, Bernard L., A B and B.S/20, Tn- 
Statc Col., M.A’31, Univ. of Mich . Supt 
of Sch , Hillsdale, Mich., since 1929, 

Davis Blynn Edwin, B.S ’13, Bates Col ; 
Ed M ’29, Harvard Umv ; Supt of Sch., 
Littleton, Mass , since 1936. 

Davis, Curtis, Curriculum Supvr., Pub. Sch , 
San Jose, Calif, 

Davis, Donald P., A.B/20, A.M/30, Ph D '35. 
Univ. of Pittsburgh. Address. 3004 N. 
Fifth St., Harrisburg, Pa. 

Davis, Frank G, Ph.B.’ll, Bucknell Umv , 
M A/24, Tchrs. Col., Columbia Univ., 
Ph.D/30, New York Univ ; Prof, of Educ., 
since 1924 and Dir. of Summer Sch., 
Bucknell Univ., Lewisburg, Pa , since 1935 
Davis, George W , B.S. in Ed ’20, Northeast 
Mo. State Tchrs. Col., Kirksville, Mo , 
M.S/39, Univ of Mo., Supt. of Sch., Keo- 
sauqua, Iowa, since 1939. 

Davis, Georgia, Ph.B.’19, Univ. of Chicago; 
M.A/23, Tchrs Col., Columbia Univ., 
Asst. Supt. of Sch., Richmond, Ind., 
since 1923, 

Davis, Harvey H , A M ’23, Ph.D/28, State 
Umv. of Iowa; Prof, of Educ., since 1936 
and Cbmn., Dept, of Educ , Ohio State 
Univ, Columbus, Ohio, since 1937. 

Davis, Hazel, B.S/32, Tchrs Col,, Columbia 
Univ.; M.A.’36, Univ. of Chicago, Ph.D 
MQ, Tchrs. Col., Columbia Univ., Asst, 
Dir, of Research, Natl. Educ. Assn., 1201 
16th St , N W., Washington, D. C, since 
1937. 



450 


Health in Schools 


Davis, Homer M., Asst, Supt. of Sch„ 
Seattle, Wash. 

Davis, J. Thomas, A.B/18, Univ. of Texas; 
B.S.’20, Agrl. and Mech, Col. of Texas; 
M.A.’21, Univ. of Texas; LL.D.’26, How¬ 
ard Payne Col.; Dean, John/Tarleton Agrl. 
Col., Stephenville, Texas, since 1919. 
Davis, Jackson, A.B ’02, Col. of William 
and Mary; A.M/08, Columbia Univ , 
LL.D/30, Univ. of Richmond; LL D/31, 
Cal. of William and Mary; Assoc. Dir. for 
Southern Educ., Genl Educ. Bd , 49 W. 
49th St., New York, N. Y, since 1933. 


Davis, James Willard, A.B/15, Washington 
Col,; M. A/24, Tchrs. Col., Columbia 
Univ,; Co. Supt. of Sch., Easton, Md, 
since 1935. 


Davis, John W., A.B/11, A M/20, More¬ 
house Col.; Litt.D.'31, Univ. of S.C.; 
LL.D/39, Wilberforce Univ.; LL.D/40, 
Harvard Univ.; Pres., W. Va. State Col., 
Institute, W. Va,, since 1919. 

Davis, Julia E., Grade Sch. Supvr., 1100 
Topeka Ave., Topeka, Kansas. 

Davis, M. G, A.B/14, Ind. Univ.; A.M/20, 
Univ. of Wis.; ph,D/35, State Univ of 
Iowa; Supt. of Sch., Lake Forest, Ill., 
since 1936. 


Davis, Olin W., A.B/26, Huntington Col.; 
M.A.'31, Univ. of Cincinnati; Supt, of 
Sch., Dayton, Ky., since 1930. 

Davis, Orin W„ A.B.'23, Rio Grande Col.; 
M.A., Ohio State Univ.; Co. Supt. of Sch, 
Jackson, Ohio, since 1927. 

Davis, Percy R., Ph.B.’D4, Northwestern 

Univ.; Ed D’30, Univ. of Calif.; Supt. of 
Sch., Santa Monica, Calif., since 1932. 


Davis, Sheldon E„ B.S/07, A.B.’08, A.M.’09, 
Univ. of Mo.; Ph.D/17, Columbia Univ.; 
Pres, Mont. Stale Normal Col., Dillon, 
Mont., since 1919. 

Davis, T. Scott, A B.’21, Ohio Wesleyan 
Univ ; A.M/26, Tchrs. Col., Columbia 
Univ.; Asst. Supt. of Sch., Cleveland 
Hgts., Ohio, since 1935. 

Davis, Walter A., A.B.’07, A.M/13, Ind. 
Univ.; Pres., Vincennes Univ., Vincennes, 
Ind,, since 1924. 

Davis, Warren C., Ed.D,’36, Univ. o£ Buf¬ 
falo; Member, Dept, of Liberal Educ, 
Rochester Athenaeum and Mech Inst., 
Rochester, N. Y,, since 1929. 


Davis, William C., A.B.*04, Harvard Univ.; 
Supt. of Sch., Haddon Hgts., N. J., since 
1925. 


Davison, F, A., B.S/33, M.E/40, Texas 
Agrl. and Mech. Col.; Supt. of Sch., Frank¬ 
lin, Texas, since 1933. 

Davison, J. H., B S, M.A., Ohio State 
Univ.; Supt. of Sch., Ashland, Pa., since 
1938. 


Davison, O. W., A.B ’32, Central State 
Tchrs. Col, Edmond, Okla.; M. A/36, 
Okla. Agrl. and Mech. Col ; Supt. of Sch., 
Chandler, Okla., since 1935. 

Daw, Seward E., M.A.’33, Univ, of Chicago; 
Ph.D/40, Univ. of Pittsburgh; Supt. of 
Sch,, Wellsville, Ohio, since 1922 
Dawald, Victor F., A.M.'34, Ind. State 
Tchrs. Col., Terre Haute, Ind., Supt. of 
Sch., Beloit, Wis., since 1938. 

Dawson, Howard A„ B.S, and M.A,’24, 
Ph.D/26, George Peabody Col. for Tchrs,; 
Dir, of Rural Service, Natl. Educ. Assn., 
1201 16th St,, N. W., Washington, D, C„ 
since 1936. 


Dawson, Walter W., Pres., Co. Bd. of Educ., 
Oakland, Md. 

Day, Edmund E., S.B ’05, A.M/06, Dart¬ 
mouth Col.,* Ph D.’09, Harvard Univ ■ 

LL.D/31, Univ. of Vt ; LL D/37, Dart¬ 
mouth Col ; LL D/37, Harvard Univ 

LL.D/37, Univ. of Pa.; LL D’37, Syra¬ 
cuse Univ ; Pres , Cornell Univ , Ithaca 
N. Y„ since 1937. 

Day, Elbert E-, B,S/05, Marion Col , Marian. 
Ind.; A.B/10, M.A/15, Ind. Univ.; Supt 
of Sch., Marion, Ind., since 1923 
Day, Lorey Clifford, B A/13, M.A/16, Clark 
Univ.; Prm., State Normal Sch., Farm¬ 
ington, Maine, since 1940. 

Deady, Carroll F., A.B/22, Boston Col 
A.M/28, Catholic Univ.; Ph.D/32, Univ. 
of Notre Dame; Supt. of Catholic Sch, 
1234 Wash. Blvd., Detroit, Mich., since 
1935. 

Deamer, Arthur, A.B/09, Ind. Univ.; A.M. 
*13, Columbia Univ.; D Ped/39, Cornell 
Col.; Supt. of Sch., Cedar Rapids, Iowa, 
since 1921. 

Dean, A B. C., A.B/20, Howard Payne 
Col.; Supt. of Sch , San Marcos, Texas, 
since 1941. 

Dean, Clifford D., B.S/25, Kansas Wesleyan 
Univ.; A.M/35, Univ. of Kansas; Supt. of 
Sch, Lawrence, Kansas, since 1939. 

Dean, Guy D., A.B/94, Iuka Normal Inst, 
LL.B/03, Univ. of Miss ; M A/40, George 
Peabody Col. for Tchrs.; Supt. of Sch, 
Uvalde, Texas, since 1923. 

Dean, Renwick G., A.B/02, A M/05, Grove 
City Col ; A.M/29, Univ. of Pittsburgh, 
Tchr. of Math., Fifth Avenue H. S., Pitts¬ 
burgh, Pa 

Dearborn, Ned H., Ph.D/25, Columbia 
Univ.; Dean, Div. of Genl. Educ , New 
York Univ., New York, N. Y., since 1934. 
Decherd, M. E., B.B.A/32, M.Ed/40, Univ. 
of Texas; Supt. of Sch., Kenedy, Texas, 
since 1940 

Decker, Ralph, Co. Supt. of Sch., Sussex, 
N. J., since 1902. 

Deffenbaugh, Walter S., A.B/98, W. Va. 
Univ., A M ’17, George Washington Univ., 
Chief, Div, of American Sch, Systems, 
U. S. Office of Educ., Washington, D. C., 
since 1913. 

Degan, Sister Mary Lorian, M A '33, Univ. 
of Kansas; Vice-Pres.^ St. Mary Col., 
Leavenworth, Kansas, since 1934. 

Degnon, D. T., Cuitis Pub Co., Independ¬ 
ence Squaie, Philadelphia, Pa. 

DeGroat, Harry DeWitt, A.B/94, Williams 
Col., Pd D/18, State Col for Tchrs,, 
Albany, N. Y.; A.M/24, Williams Col , 
Prm , State Normal Sch., Cortland, N. Y., 
since 1912. 

De Hart, Donald C., B.S/29, New York 
Univ.; Ed,M/36, Rutgers Univ.; Supvg. 
Prin. of Twp. Sch., Wallingford, Pa, 
since 1938. 

Dehn, A. 0„ A.B/25, Univ. of Toledo: 
M,A/30, Ohio State Univ,; Co. Supt. of 
Sch., Port Clinton, Ohio, since 1914. 

De Kock, H. C., B. A/26, Central Col.; 
M.A/34, State Univ. of Iowa; Supt. of 
Sch., Tipton, Iowa, since 1940. 

De La Hunt, Walter Keyes, B.S. in Ed/28, 
M.S. in Ed’31, Univ. of N Dak.; Supt 
of Sch., Benson, Minn., since 1936. 
DeLaney, L. Edwin, B.S/02; Wesleyan Univ.; 
Supt. of Sch, Sayre, Pa , since 1938. 



List of Members 


4S1 


DeLany, Francis Marion, B.A/21, M.A.’27, 
Univ. of Texas; Prm., Obadiah Knight 
Sell., Dallas, Texas, since 1938. 

De Lay, Glenn A., B.A.‘14, State Tchrs 
Col., Emporia, Kansas; A.M.'28, Tchrs. 
Col, Columbia Univ.; Supt, of Sch., 
Neodesha, Kansas, since 1924. 

Del Manzo, Milton C., Ph D.’24, State Univ. 
of Iowa, Provost, since 1929 and Prof, of 
Educ., Tchrs. Col , Columbia Univ., New 
York, N. Y., since 1928. 

DeLong, Russell V„ A.B *23, Eastern Naz- 
arene Col.; M.A/27, Boston Univ; D.D. 
’37, Northwest Nazarene Col.; Ph.D.’40, 
Boston Univ.; Pres., Northwest Nazarene 
Col., Napa, Idaho, $>ince 1927. 

De Long, Vaughn R. A.B *23, Ohio Wes¬ 
leyan Univ ; A.M.’29, Ohio State Univ.; 
Supt. of Sch., Oil City, Pa., since 1938. 
de Longo, Mrs. Laura Cordero, Glorieta 9, 
Rio Piedras, P. R. 

Dcmaree, Paul H., A.B.*17, Ky. Wesleyan 
Col., M.A’35, Univ. of Southern Calif., 
Prm, and Dist. Supfc., Anaheim Union 
H. S., Anaheim, Calif., since 1941. 

Deming, Leon J., A B/22, Phillips Univ.; 
M.A.’25, Univ of Okla.; Supt. of Sch., 
Oyster Bay, N. Y., since 1928. 
DeMoranville, Aaron F. Diploma ’25, R. 1 
Col. of Educ.; A B/30, A.M/34, N. Y. 
State Col. for Tchrs., Albany, N. Y.; 
Supt of Sch , Johnston, R, I„ since 1938 
Dempsey, John A., Supt. of Sch., 306 S. 

Valley Ave., Olyphant, Pa. 

DeMunbrun, H. C., B.S.’27, Northwestern 
State Tchrs Col,, Alva, Okla.; M.S,'39. 
Okla Agrl. and Mech. Col., Supt. of 
Sch , Vinita, Okla., since 1930. 

Deneke, Wesley A., B S. m Ed.’26, South¬ 
east Mo. State Tchrs. Col, Cape Girar¬ 
deau, Mo.; A.M’31, Univ of Mo.; Supt. 
of Sch, Flat River, Mo., since 1936. 
Dengler, C. F., Diploma ’14, Keystone State 
Normal Sch., Kutztown, Pa,; B.S.’25, 
Muhlenberg Col.; A.M.’30, Columbia 
Univ. Address; 514 Rahway Ave., Wood- 
bridge, N. J. 

Denison, Sidney Alexander, B.E.’22, Ill 
State Normal Univ., Normal, Ill ; M.A. 
’28, Univ of Ill.; Supt. of Sch., Glen 
Ellyn, Ill., since 1929. 

Denman, G E., Ph.B.'27, Ripon Col., 

M.A.’32, State Univ. of Iowa; Supt. of 
Sch., Green Bay, Wis., since 1935. 
Denman, George E„ B.S.*16, Kansas State 
Col,; M.A.’32, Univ. of Idaho; Supt. of 
Sch., Burley, Idaho, since 1930. 

Denmark, Annie D , B.Mus.’08, Meredith 
Col.; A.B’25, Anderson Col.; Litt D.*4l, 
Furman Univ.; Pres., Anderson Col., An¬ 
derson, S. C., since 1928. 

Dennis, Lindley Hoag, B.S.’12, Pa. State 
Col.; M.A.’33, Columbia Univ.; Exec. 
Secy., American Vocational Assn lf 1010 
Vermont Ave., Washington. D. C M since 
1934. 

Dennis, Merrill L., B S. in Ed.’19, Ohio 
Univ.; M A.’37, Columbia Univ.; Supt. 
of Sch., Mingo Junction, Ohio, since 1937. 

Dennis, S. C, Supt. of Sch., Toronto, Ohio, 
since 1916. 

Denniston, A. Bruce, B.S.’25, M.A.’28, Univ. 
of Pittsburgh; Supt. of Sch., Greenville, 
Pa., since 1938. 


Densbcrgcr, Frank C., A.B.’08, Syracuse 
Univ.; A.M.’21, Tchrs. Col, Columbia 
Univ.; Supt. of Sch , Kcnmorc, N. Y., 
since 1915. 

Dcnsmore, David W., B.S. in Ed.’28, Univ. 
of Rochester; A.M.’35, Cornell Univ.; 
Asst. Supt. of Sch., 13 S, Fitzhugh St., 
Rochester, N. Y., since 1940. 

Denson, Charles A , A.B ’26, M.A/31, Univ 
of N. C.; Supt. of Sch,, Rutherfordton, 
N. C , since 1936. 

Dent, Ellsworth C., B.S. in Ed.’23, Kansas 
State Tchrs Col.; Dir., Educ. Dept., RCA 
Mfg. Co., Camden, N. J., since 1936. 

Dent, Lettie Marshall, A.B,’15, Western Md. 
Col.; Co. Supt. of Sch,, Lconardtown, Md., 
since 1928. 

Desmond, John J., Jr., A.B '09, A.M ’10, 
Harvard Univ.; Supt. of Sch, Chicopee, 
Mass., since 1921. 

Devers, Nancy O , Diploma ’19, State Tchrs. 
Col., Florence, Ala.; B.S. and M.A.’25, 
George Peabody Col. for Tchrs. Address. 
George Peabody Col. for Tchrs,, Nash¬ 
ville, Tenn, 

Dewey, Godfrey, A.B.’09, Harvard Col.; 
Ed,M/21, Ed D.’26, Harvard Univ.; Lake 
Placid Club Educ. Foundation. Lake 
Placid Club, N. Y. 

Dewey, John, A.B.’79, Univ. of Vt.; Ph.D. 
’84, Johns Hopkins Univ.; LL.D., Univ. of 
Wis., Univ, of Mich., Columbia Univ , 
Univ, of Vt., Harvard Univ , St. Andrews, 
Paris; Honorary Life Member, American 
Assn, of Sch. Admin.; Prof. Emeritus of 
Philosophy, Columbia Univ., 1 W. 89th 
St., New York, N. Y. 

Dewey, Ralph S, M,S/19, Allegheny Col.; 

M. A.’27, Tchrs. Col., Columbia Univ ; 
Supt, of Sch , Corry, Pa , since 1926. 

DeWitt, Charles W., Asst. Co Supt. of Sch., 
Camptown, Pa. 

De Wolf, George E., A.B,’12, Univ of 
Nebr.; A.M.’20, Harvard Univ ; Supt. of 
Sch., Downers Grove, Ill., since 1931. 

Dexter, Walter F., A.B.’16, Penn Col., Oska- 
loosa, Iowa, M.A/19, Columbia Univ.; 
Ed.M. and Ed D.’21, Harvard Univ.; State 
Supt. of Pub. Instr., Sacramento, Calif., 
since 1937. 

Dexter, William A., A,B.’28, Clark Univ ; 
A.M.’36, Univ. of Mich.; Supt of Sch., 
Stockbridge, Mass., since 1940. 

DeYoung, Chris A., A.B.’20, Hope Col ; 
A.M.’29, Columbia Univ.; Ph.D,’32, North¬ 
western Univ.; Head, Dept, of Educ,, Ill, 
State Normal Univ, Normal, Ill., since 
1934. 

Dick, Margaret D., B.S.*33, New York 
Univ.; State Helping Tchr., Phillipsburg, 

N. J., since 1930, 

Dickason, Henry L., B.A.’13, M.A.’14, Ohio 
State Univ.; Pres, Bluefield State Tchrs, 
Col., Bluefield, W. Va., since 1936, 

Dickerson, Douglas Francis, Diploma ’10, 
Nebr. State Tchrs. Col.; B.Ac/11, South¬ 
western, Knoxville; A B’30, Univ. of 
Nebr,; M.A.’34, Central Univ.; Sc.D.’4Q, 
Webster Univ.; Supt. of Twp. Sch,, Nash- 
wauk, Mmn., since 1939. 

Dickey, Charles E., M.E.’93, State Normal 
Sch., California, Pa.; B.A.’20, LL.D.’32, 
Umv. of Pittsburgh. Address: 1365 Sher¬ 
idan Ave., Pittsburgh, Pa. 

Dickman, Joseph E., Dir. of Visual Educ., 
10502 Bell Ave., Chicago, Ill. 



452 


Health in Schools 


Dickson, Bryan, B.B.A/23, Umv. of Texas; 
M.A ’35, Southern Methodist Univ., Supt 
of Sch., San Angelo, Texas, since 1940 

Dickson., Virgil E„ Ph.D.’19, Stanford Umv.; 
Supt. of Sch., Berkeley, Calif., since 1936. 

Diefenbach, Carl M , A.B/19, Syracuse 

Umv., M.A.'26, American Univ.; Supvg. 
Prui, of Sch, Collingswood, N J„ since 
1939. 

Diehl, Fred W., B.S.’22, M.S/35, Bucknell 
Univ, Co Supt. ol Sch., Danville, Pa. 
since 1918. 

Diemcr, George Willis, B S.'17, Central Mo, 
State Tchrs Col., Warrensburg, Mo , 
A. M/25, Tchrs Col., Columbia Univ.; 
Pres., Central Mo. State Tchrs Col, 

Warrensburg, Mo, since 1937. 

Diener, U. E, B.S T7, Miami Univ.; M.A, 
’30, Ohio State Univ.; Supt. of Sch, 
Fremont, Ohio, since 1938. 

Dienst, Charles Franklin, B.S.’14, Univ. of 
Mo,, A.M.T6, Ph D'33, Tchrs. Col., Co¬ 
lumbia Univ.; Deputy State Supt. of Pub 
Initr, Lincoln, Ncbr,, since 1936. 

Dieterich, H C., A.M/05, Ohio State Univ.; 
Supt. of Sch., 2453 Plymouth Rd., Bexley, 
Columbus, Ohio, since 1924, 

Dietrich, E. N , A.B,’12, Ohio Wesleyan 
Univ ; B.S/16, Ohio Umv.; M.A.*28, Ohio 
State Univ ; Ed.D,, Ohio Wesleyan Univ. 
Address: State Office Bldg., Columbus, 
Ohio. 

Dietrich, George C., Ph B.’98, Ohio State 
Univ.; Supt. of Sch., Piqua, Ohio, since 
3909. 

Diffendafer. Alton P. t Diploma '89, State 
Normal Sch, Lock Haven, Pa. Address. 
Pub. Sch., Nantlcoke, Pa. 

Dille, George Earl, B.S.’20, State Tchrs 
Col,, KirksviLle, Mo.; M.A/28, Tchrs 
Col., Columbia Univ.; Supt. of Sch, 
Peoria, Ill., since 1941. 

Dillehay, Claude H., A.B.T6, Baylor Univ ; 
MA’17, Brown Univ.; Supt. of Sch., 
Vernon, Texas, since 1938. 

Dimmett, W. S, Ph.B/31, M.A.’36, Univ. of 
Chicago; Supt. of Sch., Forest Park, Ill., 
since 1930. 

Dimmick, Earl A., A.B.T6, Albright Col ; 
M.A/25, Ed.D/37, Univ. of Pittsburgh; 
Assoc. Supt of Sch , 341 Bellefield Ave,, 
Pittsburgh, Pa., since 1938 

Dmsmore, B M , B.A/27, North Texas State 
Tchrs. Col,, Denton, Texas; M.A/29, 
Southern Methodist Univ., Supt of Sch., 
Electra, Texas, since 1917, 

Dissett, Minnie, Co. Supt of Sch, Philips- 
burg, Mont,, since 1935. 

Dittes, William H., B.S.’21, Univ. of Minn., 
M.A '27, Tchrs Col , Columbia Univ ; 
Supt. of Sch , Sherburn, Minn,, since 1932 

Ditto, George W., B.S/22, Univ. of Ala.; 
M.A/27, Columbia Univ.; Supt of Sch, 
Biloxi, Miss., since 1934. 

Dix, Lester, B S/28, A.M/29, Ph D/32, Co¬ 
lumbia Univ,; Prin,, Lincoln Sch., Tchrs. 
Col. and Assoc. Prof., Tchrs. Col., Colum¬ 
bia Univ., New York, N. Y,, since 1936. 

Dixon, Frank A„ A.B/29, Central State 
Tchrs. Col., Mount Pleasant, Mich.; 
M A/33, Univ. of Detroit; Supt. of Sch , 
St. Clair Shores, Mich , since 1933. 

Dixon, James C., B.S/25, M A/38, George 
Peabody Col. for Tchrs-.; Supt. of Sch, 
Elba, Ala., since 1926. 


Dobbs, Ella Victoria, B.S ’09, Columbia 
Univ.; A.M/13, Univ, of Mo.; Emeritus 
Prof, of Applied Arts, Univ. of Mo , Co¬ 
lumbia, Mo. Address* 705 Missouri Ave,, 
Columbia, Mo. 

Dodd, John W., B.S.*20, A.M/22, Tchrs. 
Col., Columbia Univ ; Ph D/35, New York 
Univ , Supt. of Sch., Freeport, N. Y., 
since 1925, 

Dodd, Lawrence V., B.S *30, Susquehanna 
Univ.; M.S/37, Columbia Univ,; Supt. of 
Sch., Lawrence, N. Y., since 1935. 

Dodd, Maurice R., B.A/14, Ph D/35, W. Va. 
Univ ; Asst, Co Supt. of Sch,, Charleston, 
W Va , since 1933. 

Dodge, Hanison S , B.S. and Pd B/15, Syra¬ 
cuse Univ., M.A '30, Columbia Univ., 
Supt. of Sch , Hornell, N. Y., since 1919. 

Dodson, Edwin C., A.B *04, Ind. Umv.; 
A M T4, Columbia Univ.; Supt. of Sch, 
Connersville, Ind., since 1921. 

Dodson, Walter Lawrence, M.A/27, Univ. of 
Texas; Supt of Sch, Kilgore, Texas, since 
1932. 


Doe, Chester W , A.B.’10, Harvard Univ.; 
B D '13, Auburn Theological Seminary; 
M.Ed/32, Univ. of N. H.; Union Supt. of 
Sch , Northwood, N. H., since 1928. 

Doherty, Charles E., Supt. of Sch., West 
Stockbridge, Mass 

Domian, O. E., B A '21, Hamline Univ ; 
M A'29, Univ. of Mum., Supt. of Sch., 
Waseca, Minn., since 1940. 

Dominick, Leo H„ B A *20, M S/30, Univ. 
of N. Dak.; Supt. of Sen., Fergus Falls, 
Minn., since 1937. 

Dondineau, Arthur, A B/14, A.M.T5, Umv. 
of Mich.; Asst. Supt. of Sch., 1354 Broad¬ 
way, Detroit, Mich., since 1941. 

Donley, Aubrey D., Supt of Brighton Schs., 
160 Hampshire Dr., Rochester, N. Y, 

Donohue, Francis J., A.B/34, M,A/36, Ford- 
ham Univ.; Instr. in Educ. and Secy, 
Com. on Tchr. Certification, Univ. of De¬ 
troit, Detroit, Mich , since 1937. 

Donovan, H L., A.B/14, Univ. of Ky., 
M.A/20, Tchrs. Col., Columbia Univ ; 
Ph.D/25, George Peabody Col for Tchrs., 
LL.D/33, Univ. of Ky ; Pres., Univ. of 
Ky., Lexington, Ky , since 1941. 


Dorr, Charles H., Diploma *18, State Tchrs. 
Col., Whitewater, Wis ; B A’23, M.A'31, 
Univ. of Wis.; Supt. of Sch., Milton, 
Wis., since 1928, 


Dorsey, Julius, M.A/19, George Peabody 
Col. for Tchrs , Supt. of Sch., Admin. 
Bldg., Dallas, Texas, since 1941. 

Dorsey, Mrs. Susan M., A.B/77, Vassar 
Col ; LL.D/20, Univ. of Southern Calif ; 
LL.D/25, Pomona Col,; LL.D/27, Occi¬ 
dental Col.; LL.D '28, Univ. of Calif.; 
Honorary Pres, Natl. Educ, Assn.; Honor¬ 
ary Life Member, American Assn of Sch. 
Admin,; Supt. Emeritus, Pub. Sch., Los 
Angeles, Calif., since 1929. Address: 1506 
Arapahoe St., Los Angeles, Calif. 
Dotson, Harry Lafayette, B.S/21, M.S/33, 
Colo State Col. of Agrl. and Mech. Arts; 
Vicc-Pres , Western State Col., Gunnison, 
Colo , unce 1935 

Dotter, Charles Garfield, A.B '08, Lebanon 
Valley Col , Supvg. Prin. of Sch,, Ann- 
ville, Pa , since 1902. 

Doudna, Edgar G., Ph.B.’16, Univ. of Wis.; 
M A/26, Lawrence Col.; Secy and Dir of 
Tch. Tr., State Bd. of Regents of Normal 
Schools, Madison, Wis., since 1928. 



List of Members 


45,} 


Dougall, John Bernard, B A.'08, Adclphi 
Col.; M.A.’24, Yale Univ.; Chief, Bureau 
of Certification and Academic Credentials, 
State Dept, of Pub. Instr , Trenton, N. J., 
since 1940 

Doughton, Isaac, Head, Dept of Educ , 
State Tchrs Col., Mansfield, Pa. 


Douglas, Clarence DeWitt, State Sell. 

Commn , Raleigh, N C. 

Douglas, L M., Prin . H. S., 7331 Prince¬ 
ton PI., Swissvale, Pa 
Douglass, Aubrey A., Asst. State Supt and 
Chief, Div. of Sec. Educ,, Sacramento, 
Calif. 


Douglass, Bennett Cooper, Ph.B.’08, Univ 
of Vt , A,M ’20, Ph.D.’24, Columbia Univ.; 
Prof, of Educ. and Dir of Summer Ses¬ 
sion, Univ. of Vt., Burlington, Vt., since 
1921. 

Douglass, Carleton E., Ph.B.’99, Univ. of 
Chicago; A.M.’17, Columbia Univ.; Supt. 
of Sch., Newark, Del., since 1934. 

Douglass, Harl R., A.M.’2l, Univ. of Mo.; 
Ph.D.’28, Stanford Univ ; Dir, Col. of 
Educ., Univ. of Colo,, Boulder, Colo., 
since 1939. 

Douma, Frank W., A.B.U6, Hope Col.; 

M A.’38, State Untv. of Iowa; Supt. of 
Sch., Ottumwa, Iowa, since 1936. 

Douthett, Walter R., A B.’12 Ursinus Col ; 
A.M.’21, Univ. of Pa., Supt. of Sch., 
Darby, Pa f since 1922. 

Douthit, Harold K , B Sc.’25, Univ of 
Nebr,; Supt., Ncbr. Sch, of Agr., Unw. 
of Nebr., Curtis, Nebr , since 1933. 

Dow, H. E , B A.’06, M.A.’26, State Umv. 
of Iowa; Supt. of Sch., VUlisca, Iowa, 
since 1924. 

Dowling, Herdon Glenn, B.S ’06, A.M ’26, 
LL.D , Birmingham-Southern Col.; Supt. 
of Sch., Tuscaloosa, Ala., since 1929. 


Down, Edgar F., Normal Life Cert.’03, State 
Normal Sch., Cortland, N. Y ; A.B.’l7, 
Umv. of Mich.; J D’25, Detroit Col. of 
Law; Supt. of Sch.. Ferndale, Mich., since 


1925. 


Downes, E Hall., B S.’19, U. S, Naval 
Academy; M.A.’3G, Tchrs. Col, Columbia 
Univ. Address: Pub. Sch., Dover, Del. 


Downey, James E., A.B.’97, A.M, 05, Am¬ 
herst Col.; A.M.’12, Harvard Umv ; 
A.M.’13, Ph.D.’30, Boston Col.; Head¬ 
master, H. S. of Commerce, Boston, Mass., 


since 1910. 


Downey, Michael J., A.B.’04, A.M 14, Bos¬ 
ton Col.; Asst. Supt. of Sch., 15 Beacon 
St , Boston, Mass,, since 1924. 

Downey, Walter F., A.B.’06, Amherst Col., 
Ed.M.’21, Harvard Umv.; L.H.D. 41, 
Amherst Col.; State Commr. of Educ., 
Boston, Mass , since 1939. 

Downing, C. B., B.S ’29, North Texas State 
Tchrs. Col., Denton, Texas; Supt. of Sch., 
Albany, Texas, since 1934 

Doxsee, E. D, Vice-Prin , Fremont H.S., 
Oakland, Calif. 

Doyle, Florence A., B.S. in Ed ’25, M.S. in 
Ed’27, Temple Umv.; Dir., Tchr. Educ., 
Pub. Sch., Philadelphia, Pa., since 1930. 

Drag, Francis L., Asst Chief, Div. of Elem. 
Educ , State Dept of Educ , Sacramento, 
Calif 

Draganski, Stanley J , Member, Bd of 
Educ, 2321 Yemans, Hamtramck, Mich., 
since 1934. 


Drake, Joseph Fanmug, A B.’ 16 , Talladega 
Col., A M.’26, Columbia Univ ; Pres, 
State Agrl. and Mech, Inst , Normal, Ala , 
since 1927. 

Driscoll, W A., A B.’22, Wilmington Col ; 
M.A.’28, Ohio State Univ ; Co. Supt. of 
Sch , Dayton, Ohio, since 1935. 

Duboc, Jessie L , M.A ’22, Univ. of Chicago. 
Asst. Prof, of Educ., Mont. State Normal 
Col., Dillon, Mont., since 1925. 

Dubois, Frank A , M.A/16, Tchrs Col , Co¬ 
lumbia Univ.; Dist. Supt. of Sch., Ard 
more, Pa., since 1940 

Dudley, L. E,, B A ’09, Southwestern Univ.; 
M.A’16, Univ of Texas; Supt. of Sch, 
Abilene, Texas, since 1937. 

Dudley, L. Leland, S.B '21, Ed M. anti 
Ed.D/27, Harvard Umv Supt. of Sch , 
Amherst, Mass., since 1935. 

Duff, L. C., M E’33, Univ. of Kansas, Sunt 
of Sch , Eldorado Springs, Mo., since 1929, 
Duffy, John M., Supt. of Catholic Sch , 
Diocese of Rochester, 50 Chestnut St , 
Rochester, N. Y , since 1929 
Di'Fram Viola, A B ’24, Univ. of Tll^ : 

A M.’33, Univ. of Chicago; Asat Prof in 
Bus. Educ., Susquehanna Univ., Selins- 
grove, Pa., since 1936. 

Dugan, E. J., B S *31, Northeastern State 
Tchrs. Col., Tahlenuah, Okla ; M.S’38. 
Okla. Agrl. and Mech Col.; Supt of 
Sch., Maud. Okla , since 1938. 

Dngdale. R E., LL.B/17. Hamilton Col of 
Law, Chicarro, Ill . A B.’19. Univ. of To¬ 
ledo; M A.’34, Univ, of Mich ; Supt. of 
Sch., Portland. Oregon, since 1937. 

D'*mas Rev, Gustave. B A ’24, M A.’25. 
Woodstock Col ; Ph D.’36. Sorbonnc 
Paris; Dean, Grad Sch of Art*; and 
Sciences. Fordham Univ., Bronx, N. Y . 
since 1938 

Dunckel, O. E.. Life Cert T7. Western Stnte 
Trhrs. Col., Kalamazoo. Mich.; B S.'21. 
Mich. State Col.; M A.’26. Univ. of Mich , 
Supt. of Sch.. Farmington, Mich 
Dtingan J. U.. B S.’19, Univ. of Ill ; AM 
’31, Univ. of Cincinnati’ Supt. of Sch. 
Lockland, Ohio, since 1923. 

Di-nkle. John L, B.S.T2, W. Va Umv, 
M.A.’l7. Tchrs. Col., Columbia Univ.; 
Pres , State Tchrs. Col., Frostburg, Md , 
since 1923. 

Dunn, Burton W., M.S ’33, Oregon State 
Col.; Supt. of Sch., CoquilU, Oregon, 
since 1937. 

Dunn, D. Y., B.S’22, A.M ; ’32, Univ of Ky,; 
Co, Supt. of Sch.. Lexington, Ky., since 
1929. 

Dunn, Fannie W . B.S ’15, A M,'17, Ph D ’20, 
Tchrs Col., Columbia Univ., Prof of 
Educ., Tchrs. Col., Columbia Univ., New 
York, N. Y., since 1935. 

Dunsmoor, Clarence C., B.S.*22, State Univ. 
of Iowa; Ed.M.’34, Ed.D’38, Harvard 
Umv.; Dir. of Guidance. Records and 
Appraisal, Pub, Sch., New Rochelle, N Y , 
since 1936. 

Dunwiddie, Walter Rockwood, B.S.’lfi, M.S 
’27, Univ. of Wis ; Supt. of Sch,, Port 
Washington, Wis,, since 1926. 

Dupre, Naasson K, M A.’22, Univ. of 
Texas, Dean, Univ. of Houston, Houston, 
Texas, since 1934. 

Durbin, Brice, B.S’22, Univ, of Mo.; MS 
'36, State Tchrs Col., Pittsburg, Kansas; 
Supt. of Sch., Burns, Kansas, since 1936. 



4S4 


Health in Schools 


Durcll, Thomas J„ A.B.'07, Princeton Univ.; 
A.M.’30, Columbia Univ.; Asst. State 
Commr, of Educ., Trenton, N. J., since 
1940. 

Durst, David M., B S.'12, M A.’15, Univ. of 
Calif.; Supt. of Sch., Petaluma, Calif., 
since 1931. 

DuShane, Donald, B S.‘Q6, M.A.*13, Han¬ 
over Col ; M S.*16, Univ. of Wis.; LL.D. 
*38, Wabash Col.; Pres., Natl. Educ. Assn., 
1940-41; Secy., N.E A. Commn. on the 
Defense of Democracy Through Educ., 
1201 16th St„ N. W., Washington, D. C„ 
since 1941. 

Dustin, C. R., Supt. of Sch., South Euclid, 
Ohio. 

Dutch, Herbert W,. A.B.’96, Harvard Univ.; 
Supt. of Sch., Glen Ridge, N. J., since 
1926. 

Dutter, Homer W., A.B.’ll, Ind. Univ.; 
A.M, ’16, Columbia Univ.; Supt. of Sch., 
Coleraine, Minn., since 1925. 

Dye, Claude R., A.B.’06, Allegheny Col ; 

Supt. of Sch., Fredonia, N. Y , since 1924. 
Dyer, John H , Ph.D.'27, Univ. of Pa.; Supt. 

of Sch , Scranton, Pa. # since 1929. 

Dyer, W\ P,, M A. J 20, Univ. of Minn.; 
Ph.D’27, Columbia Univ.; Supt. of Prac¬ 
tice Schs., Tchrs. Col. of Conn., New 
Britain, Conn., since 1926 
Dykhouse, Jay, B S’23, Mich, State Col.; 
M A.’28, Univ. of Mich.; Supt. of Sch., 
Charlotte, Mich., since 1934. 


E 

Eades, Roscoe, B.S '21, Eureka Col.; M.A. 
’38, Columbia Umv.; Supt., Sterling Twp. 
H. S., Sterling, III., since 1931. 

Earle, Mrs. Louise Y., Asst. Supt. of Sch., 
Sumter, S. C. 

Early. J. J., A B’01, Ind. Univ.; A.M.’27, 
Tchrs. Col., Columbia Univ.; Supt. of 
Sch,, Sheridan, Wyo., since 1908, 

Early, William Irvin, A.B,*99, Ind. Univ.; 
M.A.’26, Univ. of Wis.; LL.D.’29, Yankton 
Col.; Supt. of Sch,, Sioux Falls, S. Dak., 
since 1936. 

Easson, McGregor, D.Pd/34, Univ of To¬ 
ronto; Pub. Sch. Insp., 330 Giimour St., 
Ottawa, Canada, since 1928. 

East, L. J., B.S.’21, McKendree Col ; M.S. 
’27, Univ. of Ill.; Supt. of Sch., Leb¬ 
anon, £11., since 1932. 

Easton, Charles L. S,, S.B.’23, Boston 

Univ.; A.M.*26, Harvard Univ.; Head¬ 
master, Univ. Sch., Cincinnati, Ohio, since 
1935. 

Eaton, Harry M., B S.’13, Syracuse Univ.; 
Supvg. Prin. of Sch., Westfield, N. Y., 
since 1927. 

Ebbert, Lida M., Ph.B *08, Dickinson Col,; 
A.M.'21, Columbia Univ.; Prin,, Linden 
H. S , Linden, N. J , since 1910. 
Eccleston, Howard B,, Supt. of Sch., John¬ 
son City, N. Y. 

Echols, Silas, Prin., Twp. H, S., Mt. Ver¬ 
non, Ill 

Eck, Lee, A.B '26, Albright Col.; M S ’31. 
Lebanon Valley Col.; Supvg. Prin. of Sch , 
Richland, Pa., since 1926. 

Eckert, Florence, A B.’41, Washburn Col.; 
Co. Supt. of Inslr., Topeka, Kansas, since 
1939. 


Eckles, Port, A.B.’14, Hiram Col.; A.M,’24, 
Univ. of Pittsburgh ; Supt. of Sch , Home¬ 
stead, Pa., since 1922. 

Eddy, Paul, B.S.’35, Fla. Southern Col ; 
M.A/37, George Peabody Col. for Tchrs., 
State Supvr. of Sch. Evaluation, 644 
Ingleside Ave., Tallahassee, Fla., since 
1937. 

Eddy, Paul Dawson, A.B.’21, A.M.*24, Univ. 
of Pa ; B.D.’24, Crozer Theol. Seminary; 
Pres., Adelphi Col., Garden City, N. Y., 
since 1937. 

Eddy, Rhoden B., B S ’20, Colby Col ; 
Ed.M.*28, Harvard Umv.; Supt of Sch., 
North Brookfield, Mass., since 1936. 

Eddy, Theo V., A.B’15, Hillsdale Col., 
M.A.’28, Univ of Mich.; Supt. of Sch., 
St. Clair, Mich., since 1930. 

Edgar, James W., B A.*28, Howard Payne 
Col.; M.A.’38, Univ. of Texas; Supt. of 
Sch., Orange, Texas, since 1939. 

Edgren, W. T. f A B.‘27, Ellsworth Col , 
Supt. of Sch , Rake, Iowa, since 1935. 

Edman, V. Raymond, A B ’23, Boston Univ ; 
M.A.’30, Ph D’33, Clark Univ.; LL.D.’41, 
Houghton Col.; Pres., Wheaton Col., 
Wheaton, III., since 1941. 

Edminster, W. H., A B.’16, Umv. of Maine; 
Supt. of Sch., Norway, Maine, since 1922. 

Edmonson, James Bartlett, A.B.’06, M.A.'10, 
Univ. of Mich.; Ph.D.’25, Univ. of Chi¬ 
cago; Dean, Sch. of Educ., Univ. of Mich., 
Ann Arbor, Mich., since 1929. 

Edwards, Harry E., B.A.’19, Washington 
Col.; M.A.’26, Northwestern Univ.; PhD. 
’33, Ind. Univ.; Academic Dean and Dir, 
Dept, of Educ , Emmanuel Missionary 
Col,, Berrien Springs, Mich., since 1922 

Edwards, Mrs. Muriel, M.A.’38, Claremont 
Colleges; Co. Supt. of Sch., Court House, 
Santa Barbara, Calif., since 1931. 

Edwards, Paul B., B Sc.’17, M.A ’36, Ohio 
Stale Umv.; Supt. of Sch., Newark, Ohio, 
since 1936. 

Eelkema, H. H., B.A.’lfi, Upper Iowa Univ ; 
M.A.’29, Ph.D.*33, State Univ. of Iowa; 
Supt. of Sch , Duluth, Minn., since 1936 

Egan, Nora L., Diploma ‘90, Detroit Normal 
Sch. Address: 2258 W. Grand Blvd., De¬ 
troit, Mich. 

Egan, Thomas A,, M.A’ll, St, Louis Univ.; 
Dean, Loyola Univ., 6525 Sheridan Rd,, 
Chicago, Ill., since 1931, 

Eggert, Walter A., A.B,’28, State Tchrs 
Col , Valley City, N. Dak , M S.'31, North¬ 
western Univ.; Ph.D.’39, Univ. of Chi¬ 
cago; Asst. Prof, of Educ., Grad. Sch., De 
Paul Univ., Chicago, Ill., since 1939. 

Eichelberger, James W , A.B *04, Living¬ 
stone Col.; A.M.*23, Northwestern Univ , 
Secy, of Christian Educ., African Meth¬ 
odist Episcopal Zion Church, 128 E 58th 
St, Chicago, Ill., since 1932. 

Eichler, George A., A B ’14, Muhlenberg 
Col.; M.A.*28, Ed.D.’34, Pa. State Col.; 
Supt. of Sch., Northampton, Pa., since 
1930. 

Eikenberry, D. H., A B ’ll, A.M.'15, Ind. 
Univ.; Ph.D,’26, Tchrs Col., Columbia 
Univ.; Prof, of Educ., Ohio State Univ, 
Columbus, Ohio, since 1927. 

Eikenberry, V. L„ A.B/14, Franklin Col, 
Franklin, Ind.; A.M.’15, Ind. Univ ; Supt. 
of Sch , Vincennes, Ind., since 1929. 



List of Members 


455 


Einstein, Edwin M,, B,S.'12, TJniv. of Calif.- 
Mem, Bd. of Educ , 91S Van Ness Ave’ 
Fresno, Calif , since 1941. 

Eisenberg, Harry O , A.B ’23, M.S. in Ed/31 
Temple Univ.; Supt. of Sch., Bangor Pa’ 
since 1936. 

Eisenhart, W. W , B.S/17, M.A/21, Umv. of 
Pa Address: Lincoln Highway, W., Ab- 
bottstown, Pa 

Ekstrom, Claus Emanuel, A B.’16, A.M.’17, 
Brown Univ.; Assoc. Prof, of Educ,, 
Brown Univ., since 1919; Head, Dept, of 
Educ, and Dir. of Univ. Extension, Brown 
Univ., Providence, R I., since 1927 

Elbin, Paul N., Ph.D/32, Columbia Univ,; 
Pres , State Tchrs. Col., West Liberty, 
W. Va„ since 1935. 

El can, E. G , A.B/08, Hampden-Sydney 
Col.; Supt. of Sch., Bainbndge, Ga , since 
1921 

Elder, Rhodes, Dir, Div. of Adult Educ., 
Pub Sch , Burbank, Calif. 

Eldred, Arvie, A.B.’05, A M/21, Williams 
Col., Pd,D/25, N Y. State Col for Tchrs ; 
Exec. Secy., N. Y. State Tchrs, Assn , 152 
Washington Ave,, Albany, N Y , since 
1930. 

Eldridge, Hubert D., B S ’22, M.A/29, Colo. 
State Col. of Educ., Greeley, Colo.; Supt 
of Sch,, Greeley, Cola., since 1934. 

Elizabeth, Mother M. Rose, M A/23, Univ 
of Notre Dame; Pres, Dunbarton Col of 
Holy Cross, Washington, D C., since 1935. 

Ellcema, Charles E , A.M/40, Tchrs Col., 
Columbia Univ.; Supt. of Sch,, Walling¬ 
ford, Conn., since 1940. 

Ellestad, Theo. A., B.S ’15, B S/16, Oregon 
State Col ; Supt. of Sch., Coalinga, Calif., 
since 1938. 

Elliff, Miles A., B.S/25, Kansas State Tchrs. 
Col., Pittsburg, Kansas, M.A/27, Univ. of 
Mo ; Supt of Sch , Lebanon, Mo.,, since 
1932. 

Elhngson, Mark, A.B/26, Gooding Col,; 
M A/30, Univ of Rochester; Ph.D '36, 
Ohio State Univ ; Pres., Rochester 
Athenaeum and Mech. Inst., Rochester, 
N. Y., since 1936 

Elliott, A. W., A B/05, Ohio Wesleyan 
Univ.; A M '27, Univ. of Chicago; Ph D. 
’31, Ohio State Univ. Address 704 N. Gay 
St., Mt. Vernon, Ohio. 

Elliott, Charles H., Ph D/14, Columbia 
Umv.; State Commr. of Educ., Trenton, 
N. J., since 1927. 

Elliott, E A, A B '17, M A/28, Umv. of 
Kansas, Supt, of Sch., Joplin, Mo., since 
1930. 

Elliott, Edward C. t B.S/95, M.A/97, Univ. 
of Nebr.; Ph. D/05, Columbia Univ.; Pres., 
Purdue Univ., Lafayette, Ind., since 1922 

Elliott, Eugene B,, B,S.’24, M.A/26, Mich. 
State Col.; PhD/33, Univ. of Mich.; 
LL.D/36, Albion Col.; Ed.D/37, Hills- 
dale. Col,; State Supt. of Pub Instr., State 
Capitol, Lansing, Mich., since 1935. 

Elliott, John Wesley, B A/13, Univ, of 
Richmond, B.D’16, Colgate Umv.; M.A. 
1 17, Umv. of Chicago; D D ’35, Kala¬ 
mazoo Col.; D.D *36, Univ. of Richmond; 
Pres., Alderson-Broaddus Col., Philippi, 
W. Va , since 1939. 

Ellis, Eugene Webster, B.S/14, Univ. of 
Vt.; M.S/27, Rutgers Univ.; Supt. of 
Sch., Farmington, Conn., since 1929. 


EIHs. Henry G., A B MO, Randolph-Macon 
io-jV ” upt ’ °i ^ch > Petersburg, Va., since 


El li\ c - B S/23, Mt Union Col.; 

Col -i Su Pt o£ Sch, Nor¬ 
walk, Ohio, since 1033. 


Ellis, Mabel R„ Pnn„ Pacific Hgts Sch , 
San Francisco, Calif. 


Elmendorf^ George M., Ph.B/05, A.M/29, 
Union Col,; Supt. of Sch,, Plattsburgh, 
N. Y„ since 1920 


Elsbree, Willard S„ Ph.D ’28, Columbia 
Umv ; Prof, of Educ., Tchrs Col , Colum- 
bia Umv., New York, N. Y., since 1926. 


Elsea, Albert F„ B S ’17, Northeast Mo. 
State Tchrs. Col., Kirksville, Mo.; M.A. 
22, George Peabody Col. for Tchrs.; 
State Dir of Rural Educ., Jefferson City, 
Mo., since 1934. 


Elwyn Foss, A.B.’21, De Pauw Univ.; A,M. 
28, Tchrs, Col., Columbia Univ.; Supt. of 
Sch., Sault Ste. Marie, Mich., since 1940. 

Embree, Edwin Rogers, B.A ’06, M.A ’13 
Yale Univ,; Litt.D.’36, Umv. of Hawaii, 
LL D/41, State Univ. of Iowa, Pres., 
Julius Rosenwald Fund, 4901 Ellis Ave., 
Chicago, Ill., since 1927. 

Emens, John R., A.B/26, Mich. State Nor¬ 
mal Col., Ypsilanti, Mich.; A M/27, Ph.D 
38, Umv of Mich.; Chmn., Personnel 
Com., Bd. of Educ., Detroit, Mich., since 
1940 


Emerson, D A., B.A/23, Univ. of Wash.; 
M.A’24, State Col. of Wash.; State Dir. 
of Sch. Admin, and Sec. Educ., Salem, 
Oregon, since 1934. 

Emerson, Lynn, Arthur, E.E/11, Univ. of 
Minn.; Ph.D/32, New York Univ.; Prof, 
of Indus, Educ, Grad. Sch of Educ., Cor¬ 
nell Univ., Ithaca, N. Y , since 1938 

Emmerich, Herbert, B.S/18, Wharton Sch. 
of Finance and Commerce, Univ, of Pa.; 
Assoc. Dir., Pub. Admin. Clearing House, 
1313 E. 60th St., Chicago, Ill., since 1937. 

Emmons, Purley C. t A B/00, Ind. Univ.; 
A.M/14, Tchrs. Col., Columbia Univ.; 
Supt. of Sch,, Mishawaka, Ind„ since 1921. 

Endens, Dorothy C., Diploma '01, State 
Tchrs. Col,, Milwaukee, Wis.; M.A ’35, 
Lawrence Univ ; Asst, to Supt. of Sch. in 
charge of Dept, of Municipal Recreation 
and Adult Educ., 1914 W. Kilbourn Ave„ 
Milwaukee, Wis,, since 1920. 

Endsley, Andrew D., Ph.B/98, Col. of 

Wooster; Supt. of Sch., Tarentum, Pa, 
since 1905. 


Enestvedt, Harold R„ B.A/28, St Olaf Col,; 

M. A/31, Univ. of Minn ; Supt. of Sch., 
Sleepy Eye, Minn , since 1939. 

Engel, Anna M„ Diploma *03, B.S/24, De¬ 
troit Tchrs. Col,; M.A/31, Univ. of De¬ 
troit, Asst. Dir., Special Educ,, Pub. Sch,, 
453 Stimson Ave., Detroit, Mich., since 
1937. 

Engeibart, E. H., B.S/17, North Central 
Col ; M.A/32, Univ. of Minn.; Supt. of 
Sch., Cannon Falls, Minn., since 1926. 

Engelhardt, Fred, Ph.B/08, Yale Univ,; 
A.M/15, Columbia Univ,; Ph.D/24, Tchrs. 
Col., Columbia Univ.; Pres., Univ. of 

N. H., Durham, N. H., since 1937. 



456 


Health in Schools 


Engelhardt, N, L, A.B ’03, Yale Univ. * 
Ph.D.T8. Columbia Umv.; Prof, of Educ, 
since 1921 ; Assoc. Dir., Div. of Field 
Studies, Inst, of Educ. Research, since 
1929, and Chmn, Exec. Com, Dept ot 
Advanced Prof. Educ., Tchrs. Col, Co¬ 
lumbia Umv., New York, N Y. t since 
1940. 

Engelhardt, N. L.. Jr.. B S/29, Yale Univ., 
M.A’37. Ph D/39, Columbia Univ.; Act¬ 
ing Dir. of Research, Bd. of Educ., New¬ 
ark, N. J , since 1940. 

England, Byron, B.A'28, Hardin-Simmons 
Univ.; M.A.'36, Univ. of Texas, Prm , 
Ball H. S., Galveston, Texas, since 1940. 

Engle, C H.. A.M'30. Univ. of Ill.; Secy, 
Ill. State Tchrs, Examining Bd., Centen¬ 
nial Bldg,, Springfield, Ill, since 1935 

Engle, Gertrude, Vice-Prin.., Roosevelt Jr 
PI S, Richmond, Calif. 

Englehart, George D., A.M ’29, Univ. of 
Mo ; Supt of Sch., Leadwood, Mo., since 
1935. 


Engleman, Finis E, B.S.’19, Southwest Mo. 
State Tchis, Col, Springfield, Mo ; M A. 
’31, Univ. of Mo.; Ph.D.'34. Yale Umv., 
Pres , New Haven State Tchrs. Col., New 
Haven, Conn., since 1934 


English. Colin, M.A., Columbia Univ.; 
Ph.B., Emory Univ , State Supt of Pub. 
Instr., Tallahassee, Fla., since 1937. 
English, Mildred E., B S ’21, M.A.’26, 
George Peabody Col. for Tchrs.; Ed D.’40, 
Columbia Univ., Supt., Peabody Tr. Sch, 
Ga. State Col for Women, Milledgeville, 
Ga., since 1935. 

English, O. H„ B S *29, A M/32, Univ of 
Pittsburgh; Supt. of Borough Schs , Brent¬ 
wood, Pa., since 1940 
English, William J., A.B.’13, Dartmouth 
Col.; Supt. of Sch , Lebanon, N H., since 


1925 


Engstrand, Agnes, Co. Supt of Sch , Man¬ 
hattan, Kansas. 

Engstrom, G. Evan, Supt of Sch., Johnson- 
burg, Pa. 

Enycart, Buel F., B.A.’23, Northeast Mo. 
State Tchrs Col., Kirksville, Mo.; M.A. 
’27, Ed D.’40, Univ of Southern Calif., 
Supt of Sch., 320 W. San Fernando Blvd., 
Burbank, Calif , since 1934 
Erb, Donald Milton, B.S.*22, M S.'24, Univ 
of Ill , M.A.’26, Ph D’30, Harvard Univ.; 
Pres., Univ. of Oregon, Eugene, Oregon, 
since 1938, 


Erdly* Calvin V., B S/20, Susquehanna 
Univ ; M S.’33, Pa State Cal., Supt, of 
Sch., Lewistown, Pa. 

Erickson, Arthur E., A.B ’16, Gustavus 
Adolphus Col ; A M ’29, Univ. of Minn , 
Supt. of Sch., Ironwood, Mich., since 1932. 

Erickson, Arthur G., A.B.’ll, A.M/16, Univ 
of Mich.; M Ed/22, Mich. State Normal 
Col ; Supt. of Sch,, Ecorse, Mich., since 
1939. 


Erickson, Edward I , B S ’28, Bates Col.; 
Ed.M/38, Univ. of N. H.; Supt of Sch, 
Derry, N H., since 1938, 

Erickson, Everett Russell, A B/26, M.S. in 
Ed ’33, Univ. of Idaho; Head, Dept of 
Educ. and Prof, of Educ , Umv. of Alaska, 
College, Alaska, since 1941. 

Erickson, John E„ A.B/09, A.M/25, Univ. 
of Mich.; Supt of Sch., Hazel Park, 
Mich., since 1929. 


Ernest, Robert B , B.Ed/29, Ill State Nor¬ 
mal Umv., Normal, Ill ; M.A’32, Umv. 
of Ill., Co. Supt. of Sch, Decatur, HI., 
since 1939 


Erney, Fred G., A B/23, Univ of Kansas; 
pnn , William Lipscomb Sch., Dallas, 
Texas, since 1940 


Ernst, Lillie R., Ph.B/92, A.M/07, Wash 
Univ ; Pnn., Blewett H. S., St. Louis, 
Mo., since 1934. 


Erwin, Charles C„ A.B/27, Umv. of N C , 
M.A/40, Tchrs, Col , Columbia Umv.; 
Supt. of Sch., Forest City, N. C., since 


1926. 


Erwine, Russell H., B.L/07, Ohio Wesleyan 
Umv.; M.A/22, Wittenberg Col.; Supt. of 
Sch., Euclid, Ohio, since 1939. 


Eshelman, Walter W., A B ’30, Elizabeth¬ 
town Col , LL B ’31, Blackstonc Inst ; 
A M ’33, Columbia Univ.; Ed D ’41, New 
York Umv ; Supvg. Prin of Twp. Sch,, 
Stowe, Pa , since 1936. 

Essex, Don L, A.B/17, A.M *25. Ind. Umv.; 
Ph.D.’30, Columbia Umv.; Chief, Bureau 
of Instrl. Supvn., Elem. Educ. Div., State 
Educ Dept., Albany, N. Y., since 1940 
Essig, J. Fred, B.S. in Ed/27, Kansas State 
Tchrs. Col, Emporia, Kansas; M.A/31, 
State Univ. of Iowa; Supt. of Sch., Grand 
Junction, Colo., since 1937. 

Estes, King R, Supt. of Sch, Kalamazoo, 
Mich. 


Estrich, John L., M.A/27, Columbia Umv ; 

Supt of Sch , Angola, Ind., since 1924. 
Eucharia, Sister Mary, Pres., Immaculate 
Heart Col., Los Angeles, Calif. 


Evangcla, Sister Mary, A B/21, St. Louis 
Umv.; M.A.’27, Fordham Univ.; Supvr., 
Sch. Sisters of Notre Dame, 320 E Ripa 
Ave., St. Louis, Mo , since 1933. 

Evans, C. E., B.A/88, Oxford Col.; M.A/06, 
Untv. of Texas; LL.D/23, Southwestern 
Umv.; Pres., Southwest Texas State 
Tchrs. Col , San Marcos, Texas, since 
1911 


Evans, Evan E., A B’20, Baker Univ.; 
A.M.’28, Univ. of Chicago; Supt. of Sch, 
Winfield, Kansas, since 1931 
Evans, Ewart O., B.A *11, Carroll Col.; 

Supt. of Sch., Monroe, Wis., since 1927. 
Evans, Howard R., A.B/25, Ind. State Tchrs 
Col, Terre Haute, Ind.; M.A/28, Colum¬ 
bia Umv.; PhD/30, Northwestern Umv., 
Dean, Col. of Educ, Umv. of Akion, 
Akron, Ohio, since 1933. 

Evans, J. R„ Supt of Sch., Oglesby, Ill 
Evans, J. W,, A.B/29, Rio Grande Col.; 
M.A/33, Ohio State Univ.; Supt. of Sch, 
New Boston, Ohio, since 1938. 


Evans, R O , B S ’23, Univ. of Mo ; M A 
*24, D.Ed/38, Tchrs. Col, Columbia 
Univ , Supt of Sch., Quincy, Ill , since 
1938. 


Evans, William C., A.B/19, Lebanon Valley 
Col , M Ed/34, Univ. of Pittsburgh, Supt. 
of Sch., Braddock, Pa, since 1936. 

Evelyn, Sister Mary, A.B/16, St. Clara Col ; 
Ph.D.*28, Umv. of Fribourg, Suisse; Pres, 
Rosary Col , River Forest, III., since 1928. 

Evenden, Edward S. f Diploma ’03, Oregon 
Normal Sch., Monmouth, Oregon; A B’10, 
A M/ll, Stanford Umv.; Ph D ’19, Colum¬ 
bia Univ.; Prof, of Educ., Tchrs Col., 
Columbia Univ., 525 W. 120th St., New 
York, N. Y., since 1919. 



List of Members 


457 


Everard, J, G., Ph.B.*17, Lafayette Col ; 
M.S.’35, Pa. State Col.; Supt. of Sch , 
Huntingdon, Pa., since 1934. 

Everitt, Ben, Supt. of Sch., Arlington, 
Texas. 

Eversull, Frank L., Ph.B *20, A M ’27, Univ 
of Chicago; Ph.D ’34, Yale Umv., D D ’37, 
Marietta Col.; Pres., N. Dak. Agrl. Col., 
Fargo, N. Dak., since 1938. 

Eversull, Harry Kelso, A.B ’19, Wabash 
Col.; B.D.’22, Yale Univ., D.D.’33, Elon 
Col , LL.D/39, Wabash Col ; Pres., Mari¬ 
etta Col., Marietta, Ohio, since 1937. 
Evxngson, Caroline J., B.S.*30, N. Dak. State 
Col ; Co Supt. of Sch., Court House, 
Fargo, N. Dak., since 1923 
Ewan, S. N., Jr., Sc.B/21, Haverford Col , 
A.M.’29, Ph.D.’35, Univ. of Pa., Lieut, 
U. S Naval Reserves, Fourth Naval Dist., 
Navy Yard, Philadelphia, Pa. 

Ewing, Dean M., B.S ’22, M.S/30, Univ, of 
Ill ; Prin., Community H. S., Crystal 
Lake, Ill., since 1936. 

Ewing, James Milton, B.S.’22, Miss State 
Col.; M A *32, Tchrs. Col , Columbia 
Univ.; Pres, Copiah-Lmcoln Jr Col, 
Wesson, Miss., since 1932. 

Ewing, Parmer L., B S in Ed.’30, M.S. in 
Ed.’34, Umv. of Ill.; Supt. of Sch., High¬ 
land, Ill, since 1931. 

Ewing, William F., A B.’06, Stanford Univ., 
M A.'19, Umv. of Calif.; Supt. of Sch., 
Oakland, Calif., since 1940. 

Exstrom, Paul E., A.B.’27, State Tchrs. 
Col., Kearney, Nebr,; Co. Supt. of Sch., 
North Platte, Nebr , since 1935. 

Exton, Elaine, B.S.’33, Columbia Univ ; 

M. A.’34, Univ of Southern Calif, Ad¬ 
dress: The Jefferson Apt,, 1200 16th St, 

N. W., Washington, D. C. 

Eyman, R. L , B S.'14, Univ. of Ill ; Ed.D. 
’28, Univ. of Calif.; Dean, Sch. of Educ., 
Fla. State Col. for Women, Tallahassee, 
Fla., since 1937. 

Eyman, R. Merle, B.Eng.’20, M.A ’29, Ohio 
State Univ , Co. Supt. of Sch., Lancaster, 
Ohio, since 1928. 

Eyring, Edward, A B.’26, Univ. of Ariz.; 

M. A.’27, Ph.D.’32, Umv. of Calif.; Pres., 
New Mexico Highlands Univ., Las Vegas, 

N. Mex , since 1939 

Eyster, Elvin S., M.S.’31, Ind Univ.; Act¬ 
ing Prof, of Bus. Admin, and Assoc. Dir. 
of the Personnel and Placement Bureau, 
Ind. Univ., Bloomington, Ind., since 1941. 


F 


Fairbanks, Joseph H, B.S.’21, Univ. of Del.; 
M.S.*34, Univ. of Southern Calif.; Supt. 
of Sch., Morenci, Ariz., since 1940. 
Fairchild, R. W., A.B.*14, M A *19, Univ. 
of Mich.; Ph.D.*32, Northwestern Umv.; 
Pres., Ill. State Normal Univ., Normal, 
Ill., since 1933. 

Fairchild, W. W., A.B.’13, Syracuse Umv.; 
M.A’30, Columbia Univ.; Supt. of Sch., 
Rutland, Vt., since 1921. 

Falk, Herbert A., B.A. in Ed.’14, Umv. of 
Minn.; M.A.’32, Tchrs. Col, Columbia 
Umv.; Ph.D ’33, Columbia Univ.; Supt. 
of Sch., Sayville, L. I., N. Y., since 1933. 


Falk, Philip H , B.A *21, M.A.’28, Ph.D.’35 
Univ. of Wis.; Supt. of Sell,, Madison, 
Wis., since 1939. 

Fallgatler^ Florence A., Diploma '12, Iowa 

Co1 ' Cedar Falls ' Iowa; 
B b. 17, Univ. of Minn.; M.A'27, Tchrs 
Col., Columbia Univ,, Head, Home Eco¬ 
nomics Educ., Iowa State Col , Ames, 
Iowa, since 1938, 

Fallon, Minnie E, Ph B.’15, Univ of Chi- 
cago; A.M.’29, DePaul Univ.; Asst Sunt, 
of Sch., 228 N. La Salle St., Chicago, Ill. 
since 1936. 


Farley, Belmont Mercer, Ph D.’29, Columbia 
Univ ; Dir. of Public Relations, Natl. 
Educ. Assn., 1201 16th St., N. W., Wash¬ 
ington, D. C., since 1929. 

Fadey, C. H , B.S.*28, Eastern Ky. State 
Tchrs. Col., Richmond, Ky.; Co. Supt. of 
Sch., Pikeville, Ky., since 1934. 


Farner, E F., Dean, Parsons Jr. Col., Par¬ 
sons, Kans. 


Famham, N. H., A.B *25, Univ. of Calif ; 
M A.’28, Univ of Southern Calif.; Dist. 
Supt. of Sch , Oildale, Calif, since 1929. 
Farnsworth, Philo T., B.S.’26, M.S.’27, 
Brigham Young Umv.; Ph D’40, Tchrs. 
Cal, Columbia Univ.; Supt., Granite 
Sch. Dist, 3234 S. State, Salt Lake City, 
Utah, since 1939. 

Farquear, Floyd Emmett, B S.*20, Miami 
Umv.; M.A *21, Univ of Chicago; Prof 
of Educ. since 1921; Dean, Sch. of Educ., 
Univ. of Miss., University, Miss , since 
1935. 


Farrell, John Franklin, A.B.*18, Univ. of 
Mich ; M.Ed.’34, Boston Univ.; Supt. of 
Sch., Adams, Mass., since 1935. 

Fassett, Josephine, Diploma '14, Miami 
Univ., B S. in Ed., M.A. in Ed., Univ. of 
Toledo; Supt. of Twp. Sch., Toledo, Ohio, 
since 1930. 


Fast, L. Wade, A.B ’20, A.M.’24, Univ. of 
Mich.; Supt. of Sch., Mt. Clemens, Mich, 
since 1919. 


Faulkner, Elizabeth, A.B.’85, Univ. of Chi¬ 
cago; Prin , Faulkner Sch. for Girls, 4746 
Dorchester Ave., Chicago, Ill., since 1909. 

Faust, J Frank, B Sc *15, Susquehanna 
Univ.; M,A.’28, Columbia Univ.; Ed D. 
*35, Pa State Col ; Supt. of Sch., Cham- 
bersburg, Pa , since 1940. 

Fawcett, Novice G, f B.Sc’31, Kenyon Col.; 
M.A.*37, Ohio State Univ.; Supt. of Sch, 
Defiance, Ohio, since 1938 

Fearing, H. W., B.A.'24, Iowa State Tchrs 
Col.,. Cedar Falls, Iowa; M.A.*36, Co¬ 
lumbia Univ.; Supt. of Sch., West Des 
Moines, Iowa, since 1933. 

Feaser, George W, A B.’28, Elizabethtown 
Col.; A.M *34, Columbia Umv.; Supt. of 
Sch , Middletown, Pa , since 1934. 

Feik, L. W., B.A.’10. North Central Col , 
M.A.*26, Univ. of Wis.; LL.D.’34, Morn- 
ingside Col., Supt. of Sch., Sch. Admin. 
Bldg., Sioux City, Iowa, since 1931. 

Feik, Roy William, A.M ’19, Univ. of Ill.; 
Supt of Sch., Sch. Admm. Bldg., East 
Chicago, Ind , since 1934. 

Fell, E. E., A.B *02, Alma Col ; A.M.*17, 
Columbia Univ,; LL.D’35, Hope Col., 
Supt. of Sch., Holland, Mich., since 1910. 

Fellows, Ernest W., A.B,'94, Grinnell CoU, 
A.M.'ll, State Univ. of Iowa, AM.’17. 
Tchrs. Col., Columbia Univ ; Supt. of 
Sch., Gloucester, Mass., since 1921. 



458 


Health in Schools 


Pels, Maurice, A B,*83, Johns Hopkins 
Univ.; LL.B.’85, Univ. of Pa. Address: 
Garden Court, 47th and Pine Sts., Phila¬ 
delphia, Pa. 

Penerty, Agnes L. # Supvr. of Art, H. S., 
7215 Yates Ave., Chicago, Ill, since 1937. 

Ferguson, Aleck Leroy, B.S.'07, Cornell 
Col.; M.A.‘32, Univ. o£ Southern Calif ; 
Deputy Supt, o£ Sch., Glendale, Calif., 
since 1937. 

Ferguson, Arthur W., B.S712, Univ. of Pa ; 
A.M.'20, Lafayette Col.; Ph D,’24, Univ. 
of Pa.; Supt. of Sch., York, Pa., since 
1930. 

Ferguson, Harold A., A.B.’14, A.M.’16, Clark 
Univ.; Prin., Montclair H. S., Montclair, 
N. J, since 1926. 

Ferguson, J. T., B.A.’22, M.A.’25, Univ. of 
Texas, Supt. of Sch., Navasota, Texas, 
since 1935 

Ferguson, James, A B.'99, A.M *01, Leland 
Stanford Jr. Univ.; Dist. Supt., Jefferson 
Union H. S., Daly City, Calif., since 1928 

Ferguson, Lamar. A.B.’25, Univ. of Ga ; 
A.M,'30, Columbia Univ.; A.M.’30, Ogle¬ 
thorpe IfniY.; Supt. of Sch, Decatur, Ga., 
since 1925. 

Ferguson, William C., B.S.’IS, Col. of Wil¬ 
liam and Mary. Address: Yonkers, N. Y. 

Fern, Louis J., 1252 Elm St., Cincinnati, 
Ohio. 

Fcrian, Rose Marie, B.A.’25, M.A.'29, Tu¬ 
lare Univ.; Prin., C. J. Colton Sch., New 
Orleans, La., since 1932. 

Ferrell, Glover B„ B.A.‘24, Iowa State 
Tchrs. Col., Cedar Falls, Iowa; M A.'30, 
State Univ. of Iowa; Supt. of Sch., Bram- 
erd, Minn , since 1938. 

Fernss, Emery N., Ph.B.'04, Western Col.; 
M.A.'06, Ph.D.‘08, State Univ. of Iowa, 
Prof of Rural Educ., Stone Hall, Cornell 
Univ., Ithaca, N. Y., since 1920, 

Fetherston, Roy, B.A.'23, Beloit Col,; M.A, 
’32, State Univ. of Iowa, Supt. of Sch., 
Monmouth, Ill., since 1930, 

Fewkes, John M., Chicago Tchrs Union, 
509 S Wabash Ave., Chicago, Ill. 

Fidler, William L., Supvg. Prin. of Sch., 
Audubon, N. J. 

Field, Charles Henry, B.S/29, Alfred Univ.; 
M.A. 36, N. Y State Col for Tchrs.; 
Supt. of Sch., Waterford, N, Y M since 
1939 

I’lelds, Ralph R. Dir. of Curriculum, Pub. 
Sch , San Jose, Calif. 

-L , -> Vice-Chmn., American 
Natl. Red Cioss, Washington, D. C., since 


Fildes, Raymond E, M.A’29, Univ. of Chi¬ 
cago, Supt. of Sch., Springfield, Ill., since 
J 936. 

Fl J“ s . Ralph E„ A.B.'95, Bates Col.; Prin 
M. b., East Orange, N. J., since 1912. 

Fillers, Herbert D, S.B.’lg, Univ. of Chi- 
cage M.A 28 , Columbia Univ.; Supt. ol 
Sch., Wichita Falls, Texas, since 1931, 

Finck, Edgar M., Litt.B.’lO, M.A.’12, Prince¬ 
ton Univ.; Ph.D/30, New York Univ.; 
Supvg Prin. of Sch., Toms River, N, T 
since 1919. J 1 

Fi f. dI A e y» n W. C., A.B’14, Bellevue Col, 
^, ate Univ. of Iowa; Asst. Supt 
ol Sch,, Des Moines, Iowa, since 1941, 


Finifrock, Stanley R., B.S.’24, Univ. of Ill,; 
M.A/34, Univ. of Chicago; Supt. of Sch., 
Galena, Ill., since 1936. 

Finley, Elden D., B.S ’23, Knox Col,; 
M.A/28, Columbia Univ.; Prin., Com¬ 
munity H. S., Delavan, Ill., since 1931. 
Finley, Lester M., B.S. in Ed '23, Ohio State 
Univ.; M.A.’30, Columbia Univ.; Co. Supt. 
of Sch., Jefferson, Ohio, since 1938 
Finner, F. F-, A.B.’12, M.A.’28, Univ, of 
Wis ; Supt. of Sch., Sheboygan Falls, 
Wis., since 1933, 

First, William H., B.Sc/30, Allegheny Col.; 

M. S '38, Univ. of Chicago; Supvg. Prin. 
of Sch., California, Pa,, since 1940. 

Fischer, Fred C , A.B ’21, Mich. State Nor¬ 
mal Col., Ypsilanti, Mich.; M,A.’30, Univ. 
of Mich.; Co. Supt of Sch., Detroit, 
Mich , since 1935 

Fisher, C, Edward, A.B.’98, St. Lawrence 
Univ., AM.' 12, Brown Univ.; Supt. of 
Sch., Braintree, Mass., since 1921. 

Fisher, E. C., B.S.’26, Bradley Polytech. 
Inst ; M.A.'35, State Univ. of Iowa, Ad¬ 
dress: Mille Lacs, Onarma, Minn. 

Fisher, Leon Oscar, B.S. in Ed.'37, Rutgers 
Univ.; Supvg. Prin. of Sch., Livingston, 

N, J., since 1937. 

Fisher, Rayburn J., Co. Supt. of Sch, 
Tuscaloosa, Ala. 

Fitzgerald, James A., B.A.’15, M.A.’24, 

Univ. of S. Dak.; Ph.D.’31, State Univ, 
of Iowa; Assoc. Prof, of Educ., Fordham 
Univ., Now York, N. Y., since 1939, 

Fitzgerald, Joseph A., A B.’13, A.M.’14, Bos¬ 
ton Col ; Supt. of Sch., New Haven, 
Conn., since 1937. 

Fitzgerald, William Stewart, A.B.’13, St. 
John’s Col., Annapolis, Md.; M.A/29, 
Tchrs. Col., Columbia Univ.; Co. Supt. 
of Sch, Denton, Md., since 1940. 
Fitzpatrick, Jerome M., B.S.’14, Univ. of 
Vt.; Supt. of Sch., Westbury, L. I., N, Y., 
since 1925 


Fjelsted, Philip L., B.A.’2t, St Olaf Col.; 
M.A.’30, Univ. of Minn , Supt. of Sch., 
Wadena, Minn , since 193G. 

Flanagan, John C., B.S.'29, M.A/32, Univ. 
of Wash.; Ph D,’34, Harvard TJniv.; 
Major, U. S. Army Air Corps, 5616 Oak 
Place, Bethesda, Md. 

Flanders, Jesse Knowlton, A.B.’04. Bates 
Col.; A.M.’17, Stanford Univ.; Ph.D.’26, 
Columbia Univ. Address: 36 W. Seneca 
St., Oswego, N. Y. 

Flaum, Harry, B A '10, Col. of the City of 
New York; LL.B.'13, LL.M.’14, New York 
Law Sch ; Prin , Pub Sch. 63, The Bronx, 
Franklin Ave. and 168th St., New York, 
N Y , since 1924. 


Fleming, John Allen, B.S. in Ed.’lB, Kansas 
“tat e . *^ ciirs Col., Pittsburg, Kansas; 
M.S. in Ed.*24, Univ. of Kansas; Supt. of 
Sch., Iola, Kansas, since 1933. 


Fleming, L. Avery, Secy., Bd. of Christian 
Educ., 428 Mosley, Elgin, Ill. 

Fleming, Oliver A., B,A.'13, Simmons Univ.; 

Supt. of Sch., Freeport, Texas, since 1920, 
Fleming, Paul, Vice-Prin., Univ. H. S., 
Oakland, Calif. 

Ervin R 'i A.B.’27, Hamilton Col.; 
M.A. 34, Columbia Univ.; Supvg. Prin. of 
Sch., Fort Edward, N, Y„ since 1937. 



List of Members 


459 


Flinn, Virgil L., A.B/19, W. Va. TJmv., 
M.A/28, Ohio State Univ.; Co. Supt. of 
Sch., Charleston, W. Va„ since 1937. 
Flinner, Ira A., A.B/11, A.M ’19, Ed, M ’25. 
Ed D '26, Harvard Univ.; LL.D ’27, Grove 
City Col,; Educ. Dir., Lake Placid Club 
Educ. Foundation and Headmaster, North- 
wood Sch,, Lake Placid Club, N Y.. since 
1925 

Flora, A. Clme, A.B/12, Daleville Col , 
A.M.*17, Univ. of S. C.; Supt of Sch., 
Columbia, S. C., since 1928. 

Flower, Frank R , Diploma ‘10, Williamson 
Free Sch. of Mech. Trades; Dir. of Voc. 
Educ., Pub. Sch., Atlantic City, N. J., 
since 1913 

Flowers, John Garland, B.A.*24, East Texas 
State Tchrs. Col., Commerce, Texas; 
M.A.'25, Ph.D.’32, Columbia Univ,; Pres., 
State Tchrs. Col, Lock Haven, Pa , since 

1937. 

Floweia, William R., B.S.’21, M.A ’24, Johns 
Hopkins Univ ; Asst Supt. of Sch., 3 E. 
25th St., Baltimore, Md., since 1924. 

Floyd, Oliver R., A.B.*25, M.A.'2S, Univ. 
of Pittsburgh; Ph.D ‘31, Univ, of Minn.; 
Supvg. Pnn., Avonworth Union Sch, 
Dist , Ben Avon, Pittsburgh, Pa., since 

1938. 

Flurry, Bruce, A B.’17, M.A/27, Univ. of 
Ala.; Supt. of Sch., Dothan, Ala, since 
1935. 

Flv, Murry H, B.A/20, M.A ’29, Univ. of 
Texas; Supt. of Sch., Odessa, Texas, 
Since 1924. 

Flynn, Ella M., Diploma ‘18, Chicago Nor¬ 
mal Col.; B.A/19, Univ. of Chicago; M A. 
’31, De Paul Univ.; Prin , Lc Moyse Sch., 
851 Waveland Ave., Chicago, Ill., since 
1928. 

Flynn, Rose E , Supvr. of Schs. for Crippled 
Children, Pub. Sch., 228 N. La Salle St, 
Chicago, Ill. 

Foley, James H. f A B.’31, A,M.’33, Brown 
Univ ; Secy., Sch. Com., 20 Summer St, 
Providence, R, I , since 1937. 

Fontaine, E. Clarke, A.B.’Ol, M.A.’ll, St 
Johns Col ; M A/25, Tchrs. Col., Colum¬ 
bia Univ.; Litt.D.’31, Washington Col.; 
State Supvr. of H. S , 114 Front St., 
Chestertown, Md., since 1921, 

Foote, John M., M.A.*23, George Peabody 
Col, for Tchrs.; D.Ed/36, La. State Umv.; 
Dir, of Admin, and Finance, State Dept, 
of Educ., Baton Rouge, La., since 1940. 
Force, Anna Laura, M.A *21, Colo. State 
Tchrs. Col., Greeley, Colo. Address; 2254 
Lowell Blvd , Denver, Colo. 

Ford, Herbert L., A B.’19, Ashland Col.; 
B.Sc/20, M.A.’27, Ohio State Univ.; Supt. 
of Sch., Fostoria, Ohio, since 1937, 

Ford, Thomas H„ Ph.B/14, Dickinson Col.; 
A M.’25, Univ. of Pa.; Lltt,D/36, Albright 
Col.; Supt, of Sch., Reading, Pa., since 
1933. 

Ford, Willard S., A.B.*15, Lawrence Col.; 
M A ’25, Tchrs. Col., Columbia Univ ; 
Ph.D.*26, Columbia Univ.; Supt. of Sch., 
Glendale, Calif., since 1938. 

Forkner, Hamden L., A.B.’29, M.A ’36, 

Ph.D.’39, Univ. of Calif.; Prof, of Educ., 
Tchrs. Col., Columbia Univ,, New York, 
N. Y., since 1937. 

Forth, Leo F., Bus. Mgr., Pub. Sch., Bur¬ 
bank, Calif. 


Fosnight, Robert M , Diploma *15. B.S/27, 
Kent State Univ ; M.A.’33, Ohio State 
Univ.; Supt. of Sch., Urbana, Ohio, since 


Foster, Charles R., Jr., A.B.’Z3, Umv. of 
Pittsburgh; Ed,M.’2D, Ed.D.'37, Harvard 
Univ.; Dean, Sell, of Educ., Univ, of 
Miami, Coral Gables, Ela., since 1940. 

Fo 4 t ?T’, Ft 3 " 1 ? c - B.S.-16, Colby Col.; 

Union Theol. Seminary; M A.’24. 
Ph.D, 34, Tchrs. Col., Columbia Univ ; 
Pres , Asheville Col., Asheville, N. C.. 
since 1940. 


Foster, HaTry V„ M.A.’31, Western State 
Tchrs Col,, Gunnison, Colo ; Supt, of 
Sch., Montrose, Colo., since 1938. 

Foster, Henry L., B.S.’26, Southwest Texas 
State Tchrs. Col., San Marcos, Texas; 
Supt. of Sch , Longview, Texas, since 


Foster, Isaac Owen, B.S/21, M.S.’22, 

Ph.D *25, Univ. of Ill ; Assoc. Prof, of 
Educ , Sch. of Educ., Xncl. Univ , Bloom¬ 
ington, Ind , since 1926. 

Foster. Talmage D., B.S.’24, M.A.*27, Col. 
of William and Mary; Co. Supt. of Sch, 
Waverly, Va , since 1925. 

Foulkes, Thomas R, B.A *17, M A’18, Univ. 
of Wis , Pnn., Maine Twp. H. S., Dcs 
Plaines, III,, since 1935, 

Foust, John L., Ph.B. in Ed.’17, Univ. of 
Chicago; M.A.’27, Tchrs. Col. Columbia 
Univ.; Supt. of Sch., Owensboro, Ky., 
since 1921. 

Fowler, Burton P., A.B’07, Syracuse Univ.; 
A.M/25, Columbia Univ.; Prin, German¬ 
town Friends Sch., Germantown, Phila¬ 
delphia, Pa., since 1941. 


Fowler, Oscar F, Ph.B.*24, Univ. of Chi¬ 
cago; M.A.'35, Northwestern Univ ; Dist. 
Supt. of High Schs, 6800 Stewart Ave., 
Chicago, III., since 1937. 

Fowler, Wade C., B S in Ed.’21, Central 
Mo. State Tchrs. Col., Warrensburg, Mo.; 
M.A.*31, Ed.D/38, Tchrs Col., Columbia 
Univ., Supt. of Sch., JefFeraon City, Mo., 
since 1941 


Fowlkes, John Guy, A.B.'16, Ouachita Col.; 
A.M.*21, Ph.D.*22, Tchrs. Col., Columbia 
Univ.; Prof, of Educ,, Univ. of Wis., 
Madison, Wis., since 1927. 


Fox, C. D., Supt. of Sch., Van. Wert, Ohio. 


Fox, George, B.S/23, St. John's Col., Co. 

Supt. of Sch., Annapolis, Md,, since 1916. 
Fox, Gordon L., B.S/22, Univ. of N H.; 
M.A.’33, Tchrs. Col., Columbia Umv ; 

Supt. of Sch., Dover, N. H., since 1939. 
Fox, James Harold, A.B/25, A M/26. Univ. 
of Western Ontario; Ed.M ’36, Ed.D/37, 
Harvard Univ.; Dean, Sch. of Educ., 

George Washington Univ., Washington, 
D. C., since 1938. 

Fox, John F., B.S ’29, Univ. of Mo ; M A.’31, 
Ph.D/36, New York Univ.; Supvg. Prin. 
of Sch., Raritan, N. J., since 1936. 

Foy, G. N., A.B/34, Newberry Col.; Supt 
of Sch., Goldville, S. C., since 1929. 

Foy, Zed L., A.B/21, Univ. of S. C.; 

A.M/29, Tchrs. Col., Columbia Umv.; 

Ed D/38, Stanford Umv.; Supt, of Sch., 
Boise, Idaho, since 1940. 

Frampton, S. A., B.Sc/09, Ohio Northern 
Umv.; A.B/20, Wittenberg Col ; M.A‘28, 
Ohio State Univ.; Supt. of Sch., Belle- 
fontaine, Ohio, since 1923. 



460 


Health in Schools 


Franco, M. Adelc, A.B.’OO A.M.'Ol, Wash¬ 
ington Col ; M A.’23, Tchrs Col., Colum¬ 
bia Umv ; Pres., St. Mary's Female Sem 
and Jr. Col., St. Mary's City, Md , since 
1923. 

Francis, George C , B.S. and Ed M., Boston 
Umv.; Supt. of Sch., Fitchburg, Mass , 
since 1933. 

Francis, Thomas, B.S *28, Pa. State Col ; 
M. A.’33, Columbia XJmv , Co. Supt. of 
Sch., Scranton. Pa , since 1926. 

Frankenfield, Clyde S., Supt. of Sch., Cata- 
sauqua, Pa. 

Franseen, Charles E , Vice-Pnn Theodore 
Roosevelt Jr. H. S. t San Jose, Calif. 

Frantz, Frank C , Member, Sell. Bd , Tren- 
ton, Mich _ 

Franzen, Carl Gustave Frederick, A B 'OS, 
Univ. of Pa; M.A’12, Ph.D'20. State 
Untv. of Iowa; Prof, of Sec. Educ., Sch. 
of Educ., Ind. Umv, Bloomington, Ind., 
since 1923. 

Frasier, George Willard, A.B.*16, Mich. 
State Normal Col ; A.M.’l8, Stanford 

Umv.; Ph.D '21, Columbia Umv.; M Ed , 
Ypsilanti. Mich.; LL.D., Colo. Col.; 
DL.D., Umv of Colo.; Pres., Colo. State 
Col. of Educ., Greeley, Colo , since 1924. 

Fray, J. J , B.S in Ed.’29, Roanoke Col ; 
Div. Supt. of Sch., Rustbtirg, Va., since 
1921 


Frazar, Lether Edward, B.A.’28 Southwest¬ 
ern La. Inst , M.A.’32, La. State Univ ; 
Pres., Southwestern La. Inst, Lafayette, 
La., since 1938. 

Frazier, Maude, Supt, of Sch., Las Vegas, 
Nevada, since 1927. 


Freegard, Ruth, Ph.B.*23, Univ. of Chicago; 
M A.’30, Tchrs Col., Columbia Umv ; 
State Supvr. of Home Economics Educ., 
State Bd of Control for Voc. Educ., Lan¬ 
sing, Mich., since 1921. 

Freeman, Frank N., B.A.’04, Wesleyan 

Univ.; M.A.’06, Ph.D ’08, Yale Umv.; 
Dean, Col. of Educ,, Univ. of Calif , Ber¬ 
keley, Calif., since 1939. 

Freeman, H S., B.A/19, Momingside Col.; 
M A.‘34, Univ of Minn.; Supt. of Sell., 
Mobridge, S. Dak,, since 1929. 

Freese, Earl P., B.A/07, Bates Col ; Supt. 
of Sch., Bristol, N H , since 1922. 

Freese, Theron, Prin., Eastmont Jr. H S., 
Montebello, Calif. 

Freifeld, George F, B.S.'14, Wesleyan 
Umv.; M.A.’16, Columbia Univ.; Prin., 
Abraham Clark H. S., Roselle, N. J., 
since 1920. 


French, Harold P., B S’24, N. Y. State 
Col. for Tchrs., Albany, N. Y.; M.S ’30, 
Cornell Umv.; Ph D.*40, New York Univ.; 
Dist. Supt. oE Sch., Loudonville, N. Y., 
since 1931. 


French, Robert B , M.A.’33, Univ. of Mich.; 

Supt. of Sch., Pontiac, Mich,, since 1939. 
French, W C., A.B.'07, Univ. of Okla.; 
A M/24, Univ. of Chicago; Ph D'29, New 
York Umv.; Prof of Educ., George Wash¬ 
ington Univ., Washington, D, C., since 
1929. 


French, Will, A.B.’12, B.S.'l4, Univ. of 
Kansas; A.M.'22, Ph D.'33, Tchrs Col, 
Columbia Univ.; Prof, of Educ., Tchrs. 
Col., Columbia* Umv., New York, N. Y., 
since 1937. 


French, William Marshall, A.B '29, N. Y. 
State Col. for Tchrs, Albany, N. Y,, 
Ph.D.'34, Yale Univ.; Acting Dean, Mus¬ 
kingum Col., New Concord, Ohio, since 
1939 

Fretz, Floyd C , B S ’27, A.M.’30, Univ, of 
Pa ; Supt of Sch., Bradfoid, Pa., since 
1936. 

Fries, H C., A.B ’20, Bucknell Univ., 
A.M *22, Columbia Univ.; Supvg. Prin of 
Sch., South Plainfield, N. J,, since 1927. 

Fnesen, Edwin, Prin,, Pub. Sch., Buhler, 
Kansas 

Fritz, F. Herman, A.B *09, A.M.’^, Buck¬ 
nell Univ.; Ed M.*28, Harvard Univ., 
Supt. of Sch., Chester, Pa., since 1934. 

Frizzell, Bonnei, A.B.’09, Texas Christian 
Umv., B S.’ll, Columbia Univ.; LL.D '37, 
Texas Christian Univ , Supt. of Sch, 
Palestine, Texas, since 1919. 

Froelicher, Francis Mitchell, A B,’13, Hav- 
erford Col.; A.M. *21, Johns Hopkins 
Univ.; LL.D.’37 f Colo. Col ; Headmaster, 
Fountain Valley Sch., Colorado Springs, 
Colo , since 1930. 

Frost, C. A., A B ’33, Western State Tchrs 
Col , Kalamazoo, Mich , M A.’38, Univ. 
of Mich.; Supt., Oakleigh Jr. H. S., Grand 
Rapids, Mich , since 1928. 

Frost, James W , A B *20, Dartmouth Col ; 
Ed.M.’29, Harvard Univ ; Field Supvr. 
of Rural Educ., 208 Grove St., Putnam, 
Conn., since 1924. 

Frostic, F. W., A B ’18, M.A.*27, Univ. of 
Mich.; Supt of Sch., Wyandotte, Mich., 
since 1918. 

Frutchey, F P., A.B.*22, Ursmus Col.; 
M.A.’30, Colo. Slate Tchrs Col , Greeley, 
Colo.; Ph D’32, Ohio State Univ.; Sr. 
Educ. Analyst, Extension Service, U. S 
Dept, of Agriculture, Washington, D. C., 
since 1038. 

Fuchs, John William, A.B.'20, Univ. of 
Toledo, M A’33, Columbia Univ.; Supvg 
Prin. of Sch., Palisades Park, N. J., since 
1935 

Fulghum, Ruby E , Co. Supt. of Sch., Bis- 
bee, Ariz , since 1930. 

Fuller, Albert C., B A.’ll, State Univ. of 
Iowa, Dir., Buieau of Alumni Affairs and 
Pub. Sch. Relations, Iowa State Tchrs. 
Col., Cedar Falls, Iowa, since 1934. 

Fuller, Delbeit O., Ph.B,’20, Brown Univ.; 
M.A.’33, Columbia Univ Address; Head¬ 
quarters First Army, Hoffman, N C. 

Fuller, Edgar, A.B.'27, Bngham Young 
Univ.; J D.'32, Univ. of Chicago; Ed.D ’40, 
Harvard Univ.; Lecturer on Educ., Grad 
Sch of Educ., Harvard Univ., Cambridge, 
Mass,, since 1940. 

Fuller, Edward H., A B.’12, A.M.’16, Bates 
Col ; M.A’34, Ed.D.’37, New York Umv , 
Supt. of Sch., Darien, Conn , since 1923. 

Fuller, Robert J., A.B ’98, A.M.*15, Brown 
Univ , Supt. of Sch., Hanover, N. H., 
since 1928. 

Fults, Viola M., B.S.’29, State Tchrs. Col , 
Emporia, Kansas; M A *36, Tchrs Col, 
Columbia Univ.; Coordinator-Supvr , Pub 
Sch., Winona, Minn., since 1939. 

Funk, Howard V., B.S.*23, Univ. of Wis.; 
Prin,, Jr. H. S. t Bronxville, N. Y., since 
1930 



List of Members 


461 


Funston, Augusta Rcdfield, B.S/37, M.A ’38, 
New York Univ.; Pnn, Pub Sch. 37, 
Jersey City, N J,, since 1934. 

Furgeson, Paul F., Supt. of Sch,, Centralia, 
Wash., since 1936. 

Furr, C. A., A.B.’20, Loyola Univ.; A.M.'31, 
Univ. of N. C.; Co. Supt. of Sch., Con¬ 
cord, N. C„ since 1939. 

Furth, F. Willard, Supt of Sch., Highland 
Park, N. J. 

Fuszard, Melvin C., Supt, of Sch., Lake 
Mills, Wis. 

Futrall, Alma, Co. Supt. of Sch , Marianna, 
Ark., since 1921. 


G 


Gable, H. E., B A ’10, Southwestern Univ., 
Supt. of Highland Park Sch., Dallas, 
Texas, since 1920. 

Gabriel, Florence, Ph.B ’25, Univ. of Chi¬ 
cago, M.A’29. Tchrs. Col., Columbia 
Univ , Pun., Malvern and Sussex Schs., 
Malvern Rd„ Shaker Hgts., Ohio, since 
1925. 

Gaea, Frank J., Member, Bd. of Educ,, 
3015 Evalme, Hamtramck, Mich., since 
1941 

Gaddy. Claude F.. A.B.’2l. Wake Forest 
Col.; M A.’24, Univ. of N. C ; Supt. of 
Sch , Raleigh, N. C , since 1936 

Gaffney, James T., Asst. Supt of Sch., 228 
N. La Salle St, Chicago, Ill., since 1940 

Gaffney, Matthew P., A.B ’12, Colgate Univ , 
M.A.’19, Columbia Univ., Supt, New 
Trier Twp. H. S., Winnctka, III, since 
1931. 

Gage, Snyder J. f A.B ’99, Union Cal ; 
Pd.B/01, Albany Normal Col.; Supt. of 
Sch., Newburgh, N. Y., 1922 to 1930 and 
since 1938. 

Galanti, Marinus Charles, Ph.B.*27, Brown 
Univ.; M.A.'33, Columbia Univ, Pnn., 
Lodi H. S., Lodi, N. J., since 1934 

Galbraith, Harry B . B.S ’01, LL B ’14, 
Ohio Northern Univ ; Supt. of Sch , 
Uhrichsville, Ohio, since 1918. 

Gallagher, Buell Gordon, B.A.’25, Carleton 
Col.; B.D.’29 f Union Theol Seminary; 
Ph D.’38, Columbia Univ.; Pres, Talla¬ 
dega Col., Talladega, Ala., since 1933. 

Gallagher, Joseph D., A.B.’26, Univ. of 
Pa.; M.A.’37, New York Univ.; Supt. of 
Twp. Sch., Hazleton, Pa., since 1938. 

Gallagher, M. C., B A *18, Mont. State 
Univ., Supt. of Sch., Billings, Mont, 
since 1937. 

Gallardo, Joae M.. A.B.’22, Park Col ; 

M. A.'26, Pa. State Col ; Ph D.’33, Univ 
of N C.; LL D/37, Polytech. Inst, of 
P. R.; Commr. of Educ , San Juan, P. R., 
since 1937. 

Galloway, Henry Edward, B.A.’27, Union 
Col.; Supvg. Prin. of Sch., Mornsville, 

N. Y., since 1939. 

Galvin, Sister Eucharista, A.B.'24, Col of 
St. Catherine; M.A.’25, Ph D’29, Univ. 
of Chicago; Pres., Col. of St. Catherine, 
St. Paul, Minn., since 1937. 

Gamble, William D , A.B/96, A M.’Ol, 

Ped.D ’30, Westminster Col., New Wil¬ 
mington, Pa.; Assoc Supt. of Sch, Sha¬ 
ron, Pa., since 1941. 


Gammage, Grady, B.A/16, M.A’26, LL.D. 
27, Univ of Am., Ed D‘40, New York 
Univ ; Pres,, Anz State Tchrs. Col , 
Tempe, Ariz., since 1933. 

Gammon, Delore, B.S.’29, State Tchr a Col., 
Emporia, Kansas, M.A/37, Tchrs. Col. 
Columbia Univ , Supvr. of Elcm Sch . 
403 W. Seventh Ave., Emporia, Kansas, 
since 1932. 

Ganders, Harry S , A M.’22, Univ of Wash.; 
Ph.D.’26, Tchrs. Col., Columbia Univ.; 
Dean, Sch. of Educ., Syracuse Univ., 
Syracuse, N. Y., since 1930, 

Gandy, John Manuel, A B.'98. A.M/01, 
Fisk Univ.; Ped D.'20, Morgan Col.; 
LL.D/37, Howard Univ,; Pres., Va. State 
Col. for Negroes, Petersburg, Va , since 
1914. 

Gann, W. E., M.S/36, Univ. of Ark ; Supt. 

of Sch., Texarkana, Ark , since 1939, 

Gant, George F, A.B’30, M A/31, Univ of 
Nebr.; Ph.D/34, Univ of Wis.; Asst Dir 
of Personnel, Tenn. Valley Authority. 
Norris, Tenn., since 1937 
Gantz, Ralph M., B.S/29, Otterbein Col.. 

M. S/35, Univ. of Akron; Supt. of Twp. 
Sch., 2546 Sunbury Rd., Columbus, Ohio, 
since 1935. 

Garcelon, A. B., Ph B '02. J D ’04, Umv 
of Chicago; Supt. of Sch., Uxbridge, 
Mass , since 1928. 

Gard, W. L., B S ’21, M S ’28, Univ of III , 
Supt. of Sch , Beardstown, Ill., since 1928. 
Gardner, Bernard Early, A.B.'24, King Col : 
M A’40, Kent State Umv.; Supt of Sch., 
Dillonvale, Ohio, since 1936. 

Gardner, E. Beal, LL.B/07, Univ. of Ark., 
D C.L.’IO, Ark Law Sch ; A B ’13, Univ 
of Oltla.; A M.’25, Umv. of Oregon, 
Dist Supt. of Sch , Madera, Calif., since 
1937 

Gardner, George R„ A.B ’01, Bowdoin Col ; 
A.M’13, Columbia Univ.; Supt. of Sch, 
Auburn, Maine, since 1924. 

Gardner, Joseph Rosenberry, B A ’25. Buck- 
nell Univ ; M.A/27, Columbia Univ. Ad¬ 
dress* Kimikomulc Camp, Columbia, N. J. 
Gardner, Sam N., A.B/29, M.A/32, Univ of 
Ga ; Supt of Sch , Griffin, Ga , since 1939. 
Garelle, Augustus C , Supvg. Prin. of Sch., 
Mattituck, L. I., N. Y, 

Garlin, R. E., B.A/20, M.A’21, PhD/27, 
Univ. of Texas; Prof of Educ., Texas 
Technological Col., Lubbock, Texas, since 
1927. 

Garrett, Gordon H.. B S.’28, The Citadel; 
M A’37, Duke Univ., Dist. Supt of Sch.., 
North Charleston, S C., since 1936, 
Garrett, Leslie, A B ’31, State Tchrs Col , 
West Liberty, W. Va., M A/41, W. Va. 
Univ., Co. Supt of Sch, New Martins¬ 
ville, W. Va., since 1927. 

Garrett, Paul L.. A.B/14, A.M/15, George¬ 
town Col., Pres., Western Ky. State 
Tchrs Col , Bowling Green, Ky., since 
1937. 

Garrett, R. E., Ph.B ’23, A.M.'39, Umv. at 
Chicago. Address’ 1027 S. State St., Bei- 
videre. Ill 

Garrison, Edward W., B.S '14 M A *15, New 
York Univ,; Co. Supt. of Sch., Paterson, 

N. J., since 1906 

Garrison, S C., PhD/19, George Peabody 
Col. for Tchrs ; Pres , George Peabody 
Col for Tchrs., Nashville, Tenn, since 
1937. 



462 


Health in Schools 


Gartenbach, Margaret, M.A.*27, Wash. 
Univ.; A.B.’20, Harris Tchrs. Col., St. 
Louis, Mo.; Prin., Clinton Peabody Sch,, 
1224 Gratton St., St. Louis, Mo., since 
1940. 

Garver, Harlie, B.S.’14, Hiram Col.; M A. 
'26, Columbia Univ.; Supt. of Sch., Ho¬ 
bart, Ind., since 1940. 

Garver, V. A., Ph B.'16, Wooster Col.; 
M A’25, Ohio State Univ.; Supt. of Sell., 
Rittman, Ohio, since 1925. 

Gary. Enos G. t B.A.’G7, M.A.'24, Univ. of 
Texas; Prin., Brackenndge H. S., San 
Antonio, Texas, since 1928. 

Gates, Arthur I., A.B/14, M A.’15, Univ. 
of Calif.; Ph.D.T7, Columbia Univ.; Prof, 
of Educ., Tchrs. Col., Columbia Univ., 
New York, N Y., since 1917. 

Gates, C. Ray, B.E.'ll, State Tchrs. Col., 
Peru, Nebr.; B.A.'ld, Univ of Nebr.; 
M.A/20, Ed.D.’38, Columbia Univ.; Supt. 
of Sch., Grand Island, Nebr., since 1922. 
Gates, Caleb F., Jr, B.A. f 26, Princeton 

Univ.; B.A.’29, M.A/31, Balliol Col., 

Oxford, England; Chancellor, Univ. of 
Denver, Denver, Colo., since 1941. 

Gates, Dale W.. B S. in Ed.’28, M.A/38, 
Ohio State Univ.; Supt. of Sch., Willard, 
Ohio, since 1939. 

Gatje, George H,, Ch E ’21, Rensselaer Poly¬ 
tech. Inst., M.A.’24, Ed.D.’4t, Columbia 
Univ.; Supt. of Sch., Bay Shore, N. Y., 
since 1939. 

Gatton, Harper, A.B ’12, Georgetown Col.; 
A.M.’2G, Univ. of Chicago; LL.D'36. 
Georgetown Col.; Supt. of Sch., Madison- 
ville, Ky., since 1914. 

Gauer, Melbourne A., Diploma '16, Los 
Angeles Normal Col ; M A.*31, Clare¬ 
mont Col,; Supt. of Sch,, Anaheim, Calif., 
since 1925. 

Gayman, H. E., B.S.'16, Cornell Univ.; 
M.A.’33, Columbia Univ.; Exec. Secy., Pa. 
State Educ Assn., 400 N, Third St., 
Harrisburg, Pa„ since 1939. 

Geeks, Mathilde C , A.B.’22, Harris Tchrs. 
Col., St. Louis, Mo.; A M.'26, New York 
Univ., Lecturer and Counselor. Harris 
Tchrs Col., St. Louis, Mo., since 1940. 
Geddes, Kenneth W., A.B.’21, Grinnell Col.; 
A.M.’33, Columbia Univ,; Dist. Supt. of 
Sch,, Cripple Creek, Colo., since 1928. 
Gehman, A. L., A.B.'09, Franklin and Mar¬ 
shall Col ; A M.*18, Tchrs. Col.. Columbia 
Univ ; Supt. of Snringfield Twp. Sch., 
Chestnut Hill, Philadelphia. Pa , since 
1922. 

Geiger, Albert T-, B.S '23, M A.’31, Univ. 
of Fla.; Ph.D.'33, George Peabody Col. 
for Tchrs.; Supvg. Prin. of Sch., St. 
Petersburg, Fla., since 1934. 

Geiger, Vincent, B.S.'23, Pa. State Col.; 
M A.*28, Tchrs. Col., Columbia Univ.; 
Supvg. Prin. of Sch., Verona, N. J., since 
1938. 

Geiss, Newton W., Diploma *09, State Nor¬ 
mal Sch., Kutztown, Pa.; A.B.T5, Muh¬ 
lenberg Col,; A.M.’23, Univ. of Pa.; Asst. 
Co. Supt. of Sch., Oley, Pa., since 1926. 
Geissinger, John B., A.B.’27, Muhlenberg 
Col., M.A.’29, Univ. of Pa.; Supvg Prin. 
of Sch , North Wales, Pa., since 1940. 
Gemmill, Charles. W., A.B,’18, Lebanon. 
Valley CoJ.; A.M.’25 ( Columbia Univ.; 
Supvg. Prin. of Sch., New Cumberland, 
Pa., since 1927. 


Genthner, Sylvan Brooks, A.B.’ll, Bowdoin 
Col.; Ed.M.’34, Harvard Univ.; Union 
Supt. of Sch., Warren, Mass., since 1922, 
Gentry, Charles B., A.B ’ll, Central Mo. 
State Tchra. Col., Warrensburg, Mo.; 
S.B '12, Univ. of Chicago; M.S.'19, Cor¬ 
nell Univ.; Dean of the Univ. and Prof 
of Educ , Univ. of Conn., Storrs, Conn,, 
since 1941. 

Gentry, George H, B.A.’26, Baylor Univ,; 
M.A.’33, Univ. of Texas; Acting Supt. of 
Sch. and Pres , Jr. Col., Temple, Texas, 
since 1939. 

George, N. L., B.S. in Ed.’26, Ed.M ’31, 
Univ. of Okla ; Bus. Mgr., Pub. Sch., 
Oklahoma City, Okla., 1941. 

Gerken, Edna A., A.B.’14, Washburn Col.; 
C.P.H.’26, Mass. Inst, of Tech.; Supvr. 
of Health Educ , U. S. Office of Indian 
Affairs, Denver, Colo., since 1935, 

Gerling, Henry J,, A.B , LL B. and P.E.B. 
’94, A.M.’96, Univ. of Mo.; LL.D.'31, 

Muskingum Col,; LL.D.*32, Washington 
Umv ; LL.D.’33, Univ. of Mo, Address: 
945 Beverly Ave., Glendale, Mo. 

Gernert, E. B., A.B.'20, Franklin and Mar¬ 
shall Col.; AM'22, Univ. of Pa.; Prin, 
Sr. H. S. f Abington, Pa., since 1934 
Gerson, Armand J., M.A.'09, Ph.D.'lO, Univ. 
of Pa.; Assoc. Supt. of Sch., The Park¬ 
way at 21st, Philadelphia, Pa., since 1920 
Getter, R. A., M.A.’34, Columbia Univ , 
Supt. of Sch., Wilkinsburg, Pa., since 1941. 
Geyer, Eldon C, A.B.'25, Univ. of Mich.; 
M.A.’28, Battle Creek Col.; Supt. of Sch,, 
Battle Creek, Mich., since 1935. 

Geyer, George H„ A.B '27, Pomona Col , 
M.A.'30, Univ. of Calif.; Ed.D.’40, Tchrs. 
Col., Columbia Univ.; Dir., Glendale Jr. 
Col., Glendale, Calif., since 1940. 

Gibbons, Austin T., A.B.*04, Holy Cross 
Col., Worcester, Mass.; M.A.*08, LL D '36, 
Seton Hall Col.; Supt. of Sch., Man¬ 
chester, N. H„ since 1938. 

Gibbons, Thomas F„ A B.’99, Holy Cross 
Col.; LL.B.'OZ, Boston Univ.; Supt, of 
Sch., Clinton, Mass., since 1915. 

Gibbs, Andrew H. A.B.’39, George Wash. 
Univ.; Chief Educ. Asst, in State Sch. 
Admin., U. S. Office of Educ., Washing¬ 
ton, D. C., since 1936, 

Gibbs, Charles B., B S.‘22, N. Y. State Col. 
for Tchrs., Albany, N Y. Address* 16 W. 
Main St., Hancock, N. Y. 

Gibson, A. B., A.B.’26, Duke Univ.; M.A. 
'40, Columbia Univ.; Supt. of Sch., Laurin- 
burg, N. C., since 1940. 

Gibson, A. J., A.B.’16, W. Va. Univ.; 
M.A.’20, Columbia Univ.; State Supvr, 
of H, S, State Dept of Educ., Charles¬ 
ton, W. Va., since 1933. 

Gibson, Charles S , B.S ’29, Syracuse Umv.; 
Prin., Roosevelt Jr. H. S., Syracuse, N. Y., 
since 1924. 

Gibson, Joseph E., B.AJ13, Univ. of Miss.; 
M.A.’27, Columbia Univ.; Dir. of Higher 
Educ., State Dept, of Educ., Baton Rouge, 
La,, since 1941. 

Gibson, Mae S., B.S.*39, Rutgers Univ.; 
Co. Helping Tchr., Adelphia, N. J , since 
1928. 

Gibson, R. W., M.A.'31, Univ. of Mich , 
Supt. of Sch., Redfield, S Dak , since 1933. 
Gibson, Roy, B.S '26, M.A.’35, Univ. of Ala.; 
Co. Supt. of Sch., Ashville, Ala,, since 
1938. 



List of Members 


463 


Giese, William C., B.S,’09, Kalamazoo Col.; 

B S.*09, Univ. of Chicago; M A.*17, Co¬ 
lumbia Univ.; Supt of Sch., Racine, Wis., 
since 1933. 

Gifford, Flavel M., B.Sc.*20, Mass. State 
Col.; Ed M.’30, Harvard Univ.; Supt, of 
Sch., Fairhaven, Mass., since 1939. 

Gil, Pedro, B.A. itt Sc.*17, Univ. of Puerto 
Rico, Asst. Dir, Div. of Community 
Service Programs, WPA, San Juan, P, R. 
Gilbert, Levi, B S '22, Franklin and Mar¬ 
shall Col.; M.A.*29, Univ. of Pa.; D.Ed. 
5 38, Univ. of Pittsburgh; Supt. of Sch., 
Altoona, Pa., since 1938. 

Gilkeson, A. Crawford, B.S.*05, Va. Poly. 
Inst., Div. Supt, of Sch., Staunton, Va , 
since 1933. 

Gill, Normer L., A.B/30, A.M.’33, Univ. of 
Miss , Supt. of Sch., Fernwood, Miss., 
since 1934. 

Gilland, Edwin, C., A B.*07, Lafayette Col.; 

Supt. of Sch., Red Bank, N. J„ since 1920. 
Gilland, Thomas M., A.B.*09, Ursinus Col.; 
A.M.’26, Tchrs, Col., Columbia Univ.; 
Ph..D.’35, Univ. of Chicago; Dir. of Tr„ 
State Tchrs. Col., California, Pa., since 
1931. 

Gillet, Harry 0,, B.S.’Ol, Univ. of Chi¬ 
cago; Prin., Laboratory Schools, Univ. 
Elem. Sch., Univ. of Chicago, Chicago, 
Ill, since 1922. 

Gillett, Arthur Dudley, B L ’02, M.A.*07, 
Univ. of Wis.; LL.D.’31, Northland Col.; 
Supt. of Sch , Eveleth, Minn., since 1934. 
Gilliland, John W., A.B.*27, Southwest Mo 
State Tchrs Col, Springfield, Mo., M.A. 
’31, Univ. of Mo ; Supt. of Sch., Aurora, 
Mo., since 1932. 

Gilmer, Ira T., A B.’05, LL.B.’IO, Univ. of 
Miss.; Supt. of Sch., Graham, Texas, 
since 1924. 

Gilmore, W. Lee, B.E.’02, M E.’04. State 
Tchrs. Col., Slippery Rock, Pa.; A B.*05, 
Central Univ.; B.S. and B.S.E/18, Univ. 
of Pittsburgh; D.Ped.’32, Webster Univ., 
Dist. Supt. of Sch., Oakmont, Pa , since 
1916. 

Gilpin, Howard H., B S.*33, Central State 
Tchrs. Col., Mt. Pleasant, Mich.; Supt. 
of Sch , Rogers City, Mich., since 1906. 
Gilreath, Vera Tops, B.S.*36, West Texas 
State Tchrs. Col., Canyon, Texas; Co. 
Supt. of Sch., Memphis, Texas, since 1935. 

Gingrich, A. N. f B.S.*22, Franklin and Mar¬ 
shall Col.; M.A.*33, Univ. of Pa.; Supvg. 
Prin. of Twp. Sch., Manheim Twp. H. S., 
Neffsville, Pa., since 1927. 

Ginn, Susan J., Dir of Voc Guidance, Pub. 
Sch., 45 Myrtle St., Boston, Mass., since 
1916. 

Gish, John D., B.L.'D6, LL.B/97, Univ. of 
Calif.; Prin., Greersburg Elem. Sch., Red¬ 
wood City, Calif., since 1921. 

Givens, G. Howard, A.B *21, Lynchburg Col.; 
M.A.*29, Univ. of Va.; Supt. of Sch., 
Lebanon, Va., since 1928. 

Givens, Willard E., A.B.*13, Ind. Univ,; 
M.A/15, Columbia Univ.; Diploma J16, 
Union Theol. Sem.; LL.D/38, Ind. Univ.; 
Ed.D.*41, Miami Univ.; Exec. Secy., Natl, 
Educ. Assn., 1201 16th St., N.W., Wash¬ 
ington, D. C., since 1935, 

Glad, Amos W., A.B.*16, Bethany^ Col.. 
Lindsborg, Kansas; A.M.*24, Univ. of 
Kansas; Supt. of Sch., Pratt, Kansas, 
since 1931. 


Glasgow, M. W. A.B.*21, Univ. of Mich.; 
Ed M.*33. Ed D.*37, Univ. of Okla : Supt. 
of Sch.. Bartlesville, Okla., since 1940 
Glassbrook, Mrs. Tillie Hartung, A.B.*09, 
Univ. of Calif.; Prin., Tennyson Elem, 
Sch, Hayward, Calif., since 1925. 


Glasser, Norman L., A B.*07, Grove City 
Col ; A.M.*13, Univ. of Pa.; Supt of Sch., 
Carnegie, Pa , since 1926 
Glenn, Charles B., B.S ’91, M.S/92. Ala. 
Poly. Inst.; A.B.’96, Harvard Univ ; 
LLD.’18, Univ. of Ala.; Litt.D.‘3i. Bir¬ 
mingham-Southern Col.; Pres, American 
Assn, of Sch. Admin, 1937-38; Supt. of 
Sch,, 2015 Seventh Ave., N. t Birmingham, 
Ala , since 1921. 

Glenn, Earl R., A.B.*13, Ind Univ.; A.M.*28, 
Columbia Univ ; Prof of Physics and 
Head, Science Dept., N. J. State Tdirb 
Col., Montclair, N. J , since 1928 
Glenn, Mabelle, B M.’08, Monmouth Col.; 
Mus.D.*30, Chicago Musical Col.; Dir. 
of Music, Pub. Sch., Library Bldg , Kan¬ 
sas City, Mo., since 1921. 

Glover, Oscar S., Ph,B.’19, M A'24, Univ. 
of Chicago; Supt. of Edma-Morningside 
Sch., Minneapolis, Minn , since 1926. 
Gluck, Harold, B.S.S/26, M.S in Ed.*27, 
Col. of the City of New York, J.D/30, 
J.S.D.*33, New York Univ.; Ph.D.*40, 
Fordham Univ. Address: W. H. Taft H. 
S , Bronx, N. Y. 


Godbey, S. T., Supt. of Sch., Suffolk, Va. 

Goddard, Allen W., Dist. Supt,, South 
Whittier Sch., Whittier, Calif. 

Goddard, V. F., B.A.’13, Maryville Col.; 
M.A.’28, Univ. of Mich.; Supt. of Sch., 
Alcoa, Tenn., since 1924 

Godwin, Wendell R., A.B. *26, De Pauw 
Univ.; M.A/32, Univ. of Chicago; Supt 
of Sch., La Porte, Ind., since 1939, 

Goetsch, Edward William, Diploma *06, 
Iowa State Tchrs. Col . Cedar Falls. Iowa, 
B A.’IO, M A.*20, Ph.D ’25, State Univ. of 
Iowa, Prof, of Educ.. Iowa State Tchrs. 
Col , since 1918 and Dir. of Tchr. Place¬ 
ment, Iowa State Tchrs, Col., Cedar Falls, 
Iowa, since 1928. 

Goetz, A. John, Dist. Supt of Sch,, Mones- 
sen, Pa, 

Goff, John C, B S.*24, St. Lawrence Univ.; 
M.A.*32, Columbia Univ,; Supt. of Sch, 
Tuckahoe, N. Y., since 1936. 

Goins, Jesse L,, A.B,*25, Univ. of Wyo ; 
A.M.*31, Univ. of Chicago; Supt. of Sch., 
Cheyenne, Wyo., since 1938. 

Golden, J. B„ B.S.*30, West Texas State 
Tchrs. Col., Canyon, Texas; M E.'39, 
Southern Methodist Univ.; Co. Supt. of 
Sch., Wichita Falls, Texas, since 1935, 

Goldring, Cecil C,, B.A.*18j Queen*s Univ.; 
M.A.*20, D.Ped,*24, Univ. of Toronto; 

Supt. of Sch., Toronto, Canada, since 1932. 

Goldthorpe, J. Harold, A.B. *20, Hamline 
Univ., M.A.’24, Ph.D.*28, Univ. of Minn.; 
Research Assoc., American Council on 
Educ., Washington, D. C , since 1939. 

Goodall. Elizabeth J , A B.*28, A.M,’37, 

W. Va. Univ.; Asst Co. Supt. of Sch, 
Charleston, W. Va., since 1935. 

Goode, Benjamin Clifford, B A.*19, Univ. of 
Richmond; M.A.*25, Univ. of Va Ad¬ 
dress: 7621 Sweetbrier Rd., Richmond, Va. 

Goodell, M. R., Diploma *16, State Normal 
Sch., River Falls, Wi9,; B.S.*34, Ph.M. 
*36, Univ. of Wis.; Prin, Normal Sch, 
Columbus, Wis., since 1930. 


464 


Health in Schools 


Goodier, Floyd T., A.B.'03, Colgate Univ.; 
A.M.’09, Tchrs Col , Columbia Univ.; 
Dir. of Integration, Ill. State Normal 
Univ, Normal, III, since 1937. 

Goodrich, John Welles, B.S.*25, Univ of 
Conn.; A.M.’32, Tchrs. Col., Columbia 
Univ., Supt. of Sch, Portland, Conn., 
since 1938. 

Goodrich, Lowell Pierce, Asst. Supt of Sch, 
Milwaukee, Wis 

Goodwill, G. T , A B.'29, Univ, of Redlands; 
M A ’38, Univ. of Southern Calif.; Supt 
of Sch , Needles, Calif., since 1937. 

Goodykoontz, Bess, B.A ‘20, M.A/22, State 
Univ of Iowa, D.Ped *35, N Y. State 
Col. for Tchrs., Albany, N. Y ; Asst. U. S 
Commi of Educ., Federal Security Agency, 
Washington, D. C., since 1929 

Goold, H. R., B.S,’08, Northwestern Univ.; 
M A ’22, Univ. of Wash , Supt. of Sch . 
Tacoma, Wash., since 1937 

Gore, William A., A B 'OS, A.M '08. Univ 
of Ill ; Ph.D.’31, New York Univ.; Supt 
of Sch , Hempstead, N. Y., since 1932. 

Go reham, Wilfred John, A B.'24, Ill Wes¬ 
leyan Univ t M.A/33. Univ. of Ill , Prin., 
Twp. H. S., Side 11, III., since 1927. 

Gores, Harold B , B.S. in Ed.'31, State 
Tchrs Col., Bridgewater, Mass., M Ed 
’38, Harvard Univ.; Admin Asst., Newton 
Sch. Dept , Newtonville, Mass., since 1939 

Gorsline, Robert H„ B S *20 Mich State 
CoL, East Lansing, Mich ; M A ’35, Univ 
of Mich ; Supt of Sch, Milford, Mich, 
since 1933. 

Goslin, Willard E., B S in Ed '22, Northeast 
Mo. State Tchrs Col., Kirksville, Mo ; 
A.M ’29, Univ. of Mo.; Supt. of Sell., Web¬ 
ster Groves, Mo , since 1930. 

Gossard, Paul, A.B.’21, Ohio State Univ.; 
M A ’26, Ph D.’40, Univ. of Chicago; Supt. 
of Sch , Bloomington, III., since 1938. 

Gough, Harry B , B.A ’14, Hamlme Univ.; 
M.A.’28, Univ of Minn ; Supt of Sch., 
St. Cloud, Minn., since 1930. 

Gould, Arthur L., A B ’12, A M.'13, LL.D., 
Boston Col.; Supt, of Sch., 15 Beacon St., 
Boston, Mass., since 1937. 

Gowans, Harry W., B.S.'08, M A.’13, Univ 
of Kansas, Ed.D.'38, Univ. of Tulsa; 
Supt of Sch., Tulsa, Okla , since 1935 

Gowans, J W, A.B'03, Univ. of Kansas; 
A.M.'18, Columbia Univ.; Supt. of Sch , 
Hutchinson, Kansas, since 1922. 

Goward, Paul F., B.S.'16, Dartmouth Col.; 
Bus Mgr., School Arts Magazine, Print¬ 
ers Bldg , Worcester, Mass., since 1922 

Goza, L. M, L I.*16, Ark Tchrs Col,; A.B, 
’24, Ouachita Col ; M.S.’30, Univ of Ark ; 
Supt. of Sch., Arkadclphia, Ark,, since 
1925 

Grace, Alonzo G., A.B.'17, A.M.'22, Univ. 
of Minn.; Ph,D.’32, Western Reserve 
Univ ; State Commr. of Educ., Hartford, 
Conn., since 1938 

Grace, Cyril W , M.A.’31, Univ. of Wichita; 
Pres , State Tchrs. Col., Mayville, N Dak , 
since 1938. 

Grace of the Sacred Heart, Sister, Ph D '29, 
Fordham Univ ; Pres , D’Youvtlle Col , 
Buffalo, N. Y , since 1934, 

Grady, Margaret, Prin , T. G, Terry Sch., 
Dallas, Texas. 

Graff, Willard J , B S '30, Southwest Mo. 
State Tchrs. Col., Springfield, Mo.; A.M. 
’34, Univ. of Mo., Supt. of Sch, Inde¬ 
pendence, Kansas, since 1941. 


Craffiin, Douglas G., B A'31, Ohio Univ,, 

M. A.'33, New York Univ ; Prin,, Brook¬ 
lyn Friends Sch., 112 Schermerhorn St., 
Brooklyn, N. Y , since 1937. 

Graham, Ben G., A.B.'04, A M.’08, Sc D ’24, 
Westminster Col ; M A.'25, LL D '32, 
Univ. of Pittsburgh; LL D ’34, Juniata 
Col.; LL D,'41, Harvard Univ.; Pres., 
American Assn of Sch Admin, 1939-40, 
Supt. of Sch, Admin. Bldg., Pittsburgh, 
Pa., since 1930. 

Graham, Frank P. f Pres , Univ. of N. C , 
Chapel Hill, N C. 

Graham, Hugh, Ph.D.’29, Univ. of Minn ; 
Head, Dept, of Educ. and Dir. of Tchr. 
Tr., John Carroll Univ , Cleveland. Ohio, 
since 1930, 

Graham, Jessie, Supvr. of Commi. Educ , 
Pub. Sch., Los Angelos, Calif. 

Graham, R. Claude, Div. Supt. of Sch , 
Charlottesville, Va. 

Graham, S B., B.S.’24, Sam Houston State 
Tchrs. Col,, Huntsville, Texas, Supt. of 
Sch., Galveston, Texas, since 1935. 

Granito, Mrs. J. M., Co Supt. of Sch., 
Santa Fe, N Mex. 

Granrud, John, B A.'17, St. Olaf Col.; M S 
*21, Univ. of Minn., Ph D ’24, Tchrs. Col., 
Columbia Univ.; Supt. of Sch, Admin 
Bldg., Springfield, Mass., since 1933. 

Grant, Alfred E , B S '23, Tufts Col.; Ed M. 
’30, Harvard Univ., Asst. Supt, of Sch., 
Cranston, R. I., since 1932. 

Grant, Francis V., B.S.'21, Colgate Univ , 
Supt. of Sch, Williamstown, Mass, since 
1922 

Grant, James R., B A.’08, Univ. of Ark.; 
Ph B ’ll, Northern Ill State Tchrs Col , 
DeKalb, Ill , M.A.’14, Univ of Chicago; 
Diploma '19, Tchrs Col., Columbia Univ.; 
Ph.D.’25, George Peabody Col for Tchrs., 
Pres., Ouachita Col , Arkadelphia, Ark , 
since 1933. 

Graves, Albert D., A.B.’26, A.M.’32, Stanford 
Univ , Deputy Supt. of Sch , San Fran¬ 
cisco, Calif,, since 1941 

Graves, Frank Pierrepont, A B ’90, A M.’91, 
Columbia Univ.; Ph.D,’92, Boston Univ.; 
Litt D’97, Heidelberg Col.; LL.D ’97, 
Hanover Col ; Ph D’12, Columbia Univ.; 
LL.D.’20, Oberlin Col.; L.H.D.’Zl, Tufts 
Col.; L H.D '22, Colgate Univ , LL D ’22, 
Hobart Col.; LL D’22, Hamilton Col , 
Litt.D.’23, Univ. of Rochester; LL.D.’26, 
Union Univ ; LLD.’28, Alfred Univ , 

LL.D.'29, Col. of William and Mary, 
LL.D.’29, Columbia Univ.; LL.D.’30, 

Univ. of Mo : LL.D’30, Syracuse Univ., 
LL.D.’30, Juniata Col.; LL.D.’31 f Niagara 
Univ., LL.D.'33, Ohio Univ.; LL.D.'33, 
Fordham Univ., Litt D.’35, Canisius Col ; 
LL D.’35, St. Bonaventure’s Col., LL D 
’36, Manhattan Col.; LL.D.’37, Univ. of 
Wyo.; D.C.L.’38, Ursinus Col, LL D.’38, 
Geoige Washington Univ.; LL.D.’38, 
Houghton Col., LL.D.'38, Bucknell Univ.; 
LL.D.'39, Wash. Col.; LL.D.’39, Boston 
Univ.; LL.D.'39, Western Reserve Univ ; 
LL D '39, Miami Univ.; J.U.D.’40, Univ. 
of Pa.; LL.D,'40, Bethany Col.; D C L.'40, 
Univ. of the South; LL.D.'40, St. John’s 
Univ.; L H.D ’40, Yeshiva Col ; LL.D,’40, 
Univ. of the State of New York; Honorary 
Life Member, American Assn, of Sch 
Admin.; Pres., Univ. of the State of New 
York and State Commr. of Educ., Albany, 

N. Y., 1921-1940. Address: 56 S. Swan 
St., Albany, N. Y. 



Lrsx of Members 


46 S 


Graves, S. Monroe, A.B.*02, Colgate Umv.; 
A.M.'12, Ph.D/13, Harvard Univ Address: 

31 Elm St., Wellesley Hills, Mass. 

Gray, Charles H., Co. Supt. of Sch., Quincy, 
Fla, since 1914. 

Gray, Julius Cornelius, B A.’16, M.S.'29, 

Univ. of Ark.; Supt. of Sch. and Co. Sch. 
Examiner, Eudora, Ark., since 1933. 

Gray, Reede, B.A.’25, Carleton Col.; M.A.’33. 
Umv. oF Minn ; Supt. of Sch., Redwood 
Falls, Mmn., since 1935. 

Gray, William S„ S.B.’13, Univ. of Chicago; 

M A.’14, Columbia Univ.; Ph.D.’lG, Umv. 
of Chicago; Prof, of Educ., Univ. of Chi¬ 
cago, Chicago, Ill., since 1921. 

Greeley, Esther M , Supvr. of Elem. Instr., 
Pub. Sch , Holyoke, Mass., since 1936. 
Green, Charles Sylvester, A.B.*22, Wake 
Forest Col.; A.M.’24, B.D/30, Duke Univ , 

D D.’34, Wash, and Lee Univ ; Litt.D '41, 
Umv. of S. C.; Pres, Coker Col, Harts- 
ville, S. C., since 1936. 

Green, G. H., B.Pd '09, Southeast Mo. State 
Tchrs. Col., Cape Girardeau, Mo.; B.S.’18, 
George Peabody Col for Tchrs.; Prin., 
GardenviUe Sch. f 6189 Kingsbury Blvd , 
St. Louis, Mo , since 1918. 

Green, R. J., B.S.’29 t Iowa State Tchrs Col , 
Cedar Falls, Iowa; M.A.’38, Columbia 

Univ.; Supt. of Sell., Greenfield, Iowa, 
since 1940. 

Green, Wiliam M., A.B.'23, Colo, State 

Tchts. Col.; M.A.’30, Tchrs. Col., Colum¬ 
bia Univ.; LL D ’39, Texas Christian 
Univ.; Supt. of Sch., 409 E. Weatherford 
St., Ft. Worth, Texas, since 1931, 
Greenawalt, William C., A.B ’07, A.M ’12, 
Franklin and Marshall Col.; Supt. of Sch., 
Olean, N. Y., 1920-40. Address: 418 W 
Market St, Orwigsburg, Pa 
Greenberg, Benjamin B., M.A.’10, New York 
Univ.; Ed.D *37, Tchrs. Col., Columbia 
Umv ; Asst. Supt. of Sch., 110 Livingston 
St., Brooklyn, N. Y., since 1931. 
Greenberg, Jerome J , Asst. Co. Supt. of Sch., 
160 N. La Salle St., Chicago, Ill. 

Greene, Channing Hildreth, Ed.M/33, Univ 
of N. H ; Supt. of Sch., Southbridge, 
Mass., since 1936. 

Greene, Charles E., A B.’IO, A.M.’ll, Univ. 
of Denver; A.M.’19, Tchrs Col , Columbia 
Univ.; Supt. of Sch., 414 14th St., Denver, 
Colo , since 1939. 

Greene, Crawford, A.B. and B.S.’21, Hender¬ 
son-Brown Col.; M.A.’26, Peabody; Dir. 
of Sch. Admin , State Dept, of Educ., 
Little Rock, Ark., since 1941. 

Greene, E. S. H., A.B.’31 ; M.A.’35, Col. of 
William and Mary; Div. Supt. of Sch., 
Chesterfield, Va., since 1937. 

Greene, Fred W., A.B ’24, M.Ed.’31, Duke 
Univ., Secy, N. C. Educ. Assn., Raleigh, 
N. C., since 1941. 

Greene, Harry Washington, A B/17, A.M.’18. 
Lincoln Univ.; M.A. in Ed’27, Columbia 
Univ ; Dir., Div. of Tchr. Educ., W. Va. 
Slate Col., Institute, W. Va, since 1930 
Greene, William A , A.B.’12, Kansas Wes¬ 
leyan Univ , Ed M.’35, Univ. of Okla.; 
Supt. of Sch., Guthrie, Okla., since 1926. 
Greenfield, M. LeRoy, A.B.’08, Colgate 
Univ.; Supt. of Sch., Ware, Mass., since 
1937. 

Greer, Hugh G., B.S.’17, Miss. Col.; A M’27, 
Univ. of Chicago, Co Supt. of Sch., Mon¬ 
roeville, Ala., since 1930. 


Greer, Wilson, B A.’17. Wesleyan Univ., 
M.A’28, Yale Umv.; Supt. of Sch, Weth¬ 
ersfield, Conn , since 1928. 

Gregory, C. A., Sch. Test Bureau, 345 Cal¬ 
houn St., Cincinnati, Ohio. 

Gregory, John H., B.S.’23, Southwest Texas 
State Tchrs Col., San Marcos, Texas; 
M.A.*34, Univ. of Mo , Supt. of Sch., Mc¬ 
Allen, Texas, since 1929. 

Gregory, Lester, Prin , Mayfield Elem. Sch , 
Palo Alto, Calif. 

Grettenberger, R. A., A M ’30, Univ. of 
Mich ; Supt. of Sch , Imlay City, Mich., 
since 1920. 

Greve, Anne C., A.B.'29, John Fletcher Col ; 
M.S,’37, Iowa State Col.; Dean, John 
Fletcher Col., University Park, Iowa, 
since 1939. 

Gribblc, Merl E., Ph B.’24, Lawrence Col ; 
Ph.M.’35, Univ. of Wi9.; Supt of Sch. 
Wisconsin Dells, Wis , since 1936. 

Gridley, Earl G, A.B. *10, Simpson Col; 
Secy -Treas., Bay Section, Calif. Tchrs. 
Assn., Berkeley, Calif , since 1929. 

Grieder, Calvin, B A *27, Univ. of Dubuque; 
M.A.’36, Ph.D.’38, State Univ. of Iowa; 
Assoc Prof, of Sch. Admin., Univ. of 
Colo , Boulder, Colo., since 1940. 

Grieder, Theodore G, A.B ’20, Univ. of 
Dubuque, A M.’28, State Uruv. of Iowa; 
Dist Supt. of Sch., 1120 E. Main St., 
Ventura, Calif, since 1939 
Grier, B M , A B.’16, Erskine Col.; M.A.’28, 
Univ. of Ga.; Supt. of Sch., Athens, Ga , 
since 1929. 

Griewe, C. S. B.A ’23, Morningside Col.; 
M A.'37, Univ. of Colo.; Supt. of Sch., 
Sibley, Iowa, since 1940 
Griffey, Annie G., Asst. Supt of Sch , 800 
Louisiana St , Little Rock, Ark. 

Griffin, Lee H., Ph.B.’lG, Univ. of Chicago. 

Address: 2301 Prairie Ave„ Chicago, Ill. 
Griffin, Margery M , Prin , Clay Sch., 3820 
N 14th St., St. Louis, Mo. 

Griffin, Orwin Bradford, A B.’15, A.M ’17, 
Boston Univ.; Ph D.’28, Tchrs. Col., Co¬ 
lumbia Univ.; Supt. of Sch., Litchfield, 
Conn., since 1929. 

Griffith, Charles E., B.A.'04, Beloit Col ; 

Co. Supt. of Sch., Toulon, III., since 1923. 
Griffiths, Horace B., B.S.’16, Alfred Umv ; 
M.A.'25, Tchrs. Col., Columbia Univ.; 
Asst Supt of Sch , Utica, N. Y„ since 
1926. 

Grigg, Claud, A.B.’21, M.A.’28, Duke Univ.; 

Supt. of Sch., Albemarle, N C., since 1934. 
Grigg, Jasper Horace, A B,’16, Duke Univ , 
Co. Supt. of Sch., Shelby, N. C. P since 
1926 

Griggs, William C., A.B.’98, Howard Col ; 
Supt. of City and Co. Sch., Barton Bldg., 
Mobile, Ala , since 1927. 

Grigsby, Paul A, A B.’22, Central Col., 
Fayette, Mo ; A.M.’29, Univ. of Mo.; 

Supt., Community H. S., Granite City, Ill , 
since 1932, 

Grim, Paul H., B.S.’27, Albright Col., 
Supvg. Prin, of North Coventry Schs., 
Pottstown, Pa., since 1940. 

Grimes, A. B., B.S.’23, Coe Col ; M.A.'3l, 
State Univ, of Iowa; Supt. of Sch., Monti- 
cello, Iowa, since 1928. 

Grimes, Leslie K., A B/22, A.M.’34, Univ. 
of Mo.; Supt. of Sch., Eureka, Mo., since 
1939 



466 


Health in Schools 


Grindle, Thomas S , M.Ed/24, Harvard 
Umv,; Supt of Sch., Lexington, Mass, 
since 1324, 

Groff, Wilmer Krause, B.S/09, Univ. of Pa.; 
M.Pd/16, State Tchrs. Col., Kutztown, 
Pa.; A.M/26, Lafayette, Col.; Supt, of 
Sch., Berwyn, Pa., since 1926. 

Gronde, Franklin T-. B.S/11, Bucknell Univ ; 
M.A.’35, New York Umv.; Supvg, Pi in. 
of Sch , Bradley Beach, N. J , since 1923. 

Groner, H. L., B.S'27, North Texas State 
Tchrs. Col., Denton, Texas; Supt. of Sch, 
Greenbrier, Ark., since 1935 

Groninger, Thomaa Reed, Supt. of Sch , 
Loganspoit, Ind. 

Grose, C. Herman, B.S/16, W. Va. Wes¬ 
leyan Col.; A.M/27, Ph.D.’40, Univ. of 
Pittsburgh, Ped.D J 40, W. Va. Wesleyan 
Col.; Supt of Sch., Brie, Pa„ since 1935. 

Gross, Harry W. r B S/27, New York Univ., 
M_ A/29, Tchrs. Col,, Columbia Univ , 
Dist, Supt., Second Supervisory Sch. 
Dist., Town Hall, Hempstead, N. Y., 
since 1941. 

Gross, Ira C., B.S/15, M.S.T7, Susque¬ 
hanna Univ., Supvg. Prin. of Southmont 
Sch,, Johnstown, Pa , since 1934. 

Grossley, Richard S., B.S/11, Alcorn Agrl 
and Mech. Col. for Negroes; M.A/36, 
New York Univ,; Pres., State Col. Dover, 
Del., since 1923. 

Grove, Frank L, A.B/09, Univ. of Ala.; 
A.M.’17, Columbia Univ.; Secy., Ala. 
Educ. Assn., 21 Adams Ave., Montgomery, 
Ala., since 1928. 

Grove, P. F., A.B.T3, M.A/23, Univ. of Ill ; 
Supt. of Sch., Mt. Carroll, Ill,, since 1922. 

Grover, Elbridge C., B.S/14, Harvard Col.; 
M.A/20, Tchrs. Col, Columbia Univ,, 
Ph.D *25, Sch, of Educ., New York Univ.; 
Supt of Sch., Reading, Mass., since 1939. 

Grubbs, Mrs. Ethel Harris, B.S.’lS, Howard 
Univ,; A.M.'24, Columbia Univ.; Head, 
Dept, of Mathematics, H. S , DLv. 10 to 
13, Pub. Sch., Washington, D, C., since 
1927. 


Gruenberg, Benjamin C., B.S.’96, Univ of 
Mmn ; A.M/Q8, Ph.D.’ll, Columbia Univ. 
Address* 418 Central Park, W., New 
York, N. Y. 

Grumbling^ H. Virgil, B.S/30, State Tchrs. 
Col., Indiana, Pa.: M.A/38, Univ. of Pitts¬ 
burgh; Supvg. Prin. of Twp. Sch., Berlin, 
Pa., sinca 1939. 


Gruver, Harvey S., A.B/02, Otterbein Col.; 
A.M.'IO, Harvard Univ.; Supt. of Sch,, 
Lynn, Mass., since 1923. 

Gugle, Marie, A.B/97, Ohio State Umv.; 
A.M/13, Columbia Univ.; Prin., East Sr. 
H. S., Columbus, Ohio, since 1935. 
Guiang, Pedro G., Ph.D,’34, State Univ. of 
Wash., Admin. Officer, Dept, of Pub. 
Instr., ManiLa, P. I., since 1941. 


Gum, B- E, A.B/31, McKendree Col ; A.M. 
38, Umv, of Ill,; Supt. of Sch., Salem, 
III., since 1937. 


Gumser, W W., A.B/17, Hope Col.; A.M. 
26, Umv. of Mich.; Supt. of Sch., Lowell. 
Mich., since 1926. 


Gussner, 

Col.; 

Supt. 

1939 


William S., B S/26, Jamestown 
M.S. in Ed. 38, Umv. of N. Dak.; 
of Sch., Jamestown, N. Dak„ since 


Guthrie, Ilene, Member, State Bd. of Educ.. 
Santa Fe, N. Mex. 


Gwinn, Joseph Marr, A.B/02, Univ. of Mo.* 
A M/07, Tchrs. Col., Columbia Univ!’ 
LL.D/26, Univ. of Mo.; Pres., Dept, of 
Superintendence, 1927-28; Prof. Emeritus 
of Educ , San Jose State Col., San Jose 
Calif., since 1940. Address: 551 S. Wilson 
Ave., Pasadena, Calif. 

Gwynn, John Minor, PhD/35, Yale Univ.; 
Assoc. Prof, of Educ , Univ. of N. C.. 
Chapel Hill, N. C., since 1927. 


H 

Haack, Otto, B.S/25, Univ. of Minn , B.E, 
’29, State Tchrs Col., Bemidji, Minn.: 
M.S/33 r Univ. of N. Dak.; Supt. of Sch., 
Pine River, Minn., since 1935. 

Haas, Francis B , B.S '13, Temple Univ ; 
M.A/22, Univ. of Pa.; Pd,D.*25, Temple 
Umv.; LL.D/34, Juniata Col.; State Supt. 
of Pub. Instr., Harrisburg, Pa., since 1939. 
Habenicht, Guy W., A.B/38, Union Col.; 
M.A'35, Univ. of Ncbr.; Prin., Broadview 
Academy, La Grange, Ill., since 1941, 
Hackcmberg, J. L , A.B/20, Susquehanna 
Univ.; A.M ’29, Pa, State Col.; Supt, of 
Sch., Hollidaysburg, Pa,, since 1941. 
Hacker, Ralph E , Sch. Architect, Ft. Lee 
Trust Bldg., Ft. Lee, N. J. 

Haddock, S. C., A.B’08, Emory Col.; A.M. 
’25, Emory Univ.; Supt. of Sch., Americus, 
Ga., since 1938. 

Hadfield, Albert E., A B/24, Hiram Col.; 
A.M ’32, Tchrs. Col., Columbia Univ ; 
Supt. of Sch,, Maple Hgts., Ohio, since 
1938. 

Haebich, I, E , B.A/15, Baldwin-Wallacc 
Col.; MS/33, Univ. of Chicago; Supt. of 
H. S., Riverside, Ill , since 1939. 

Hagan, John R, Ph.D/10, D.D/14, Urban 
Col, Rome, Italy; M.A.’27, D Sc. in 
Ed/31, Catholic Umv. of America; Supt. 
of Catholic Schools, Cleveland, Ohio, 
sine© 1921. 

Hagen, H. H., A.B/13, Ohio Wesleyan 
Univ.; M.A/34, Northwestern Univ ; Dist, 
Supt. of Sch , 6130 S. Wolcott Ave,, Chi¬ 
cago, Ill., since 1940. 

Hager, Walter E., B.S/16, Univ. of Nebr.; 
A.M/27, Ph.D/31, Columbia Univ.; Pres., 
Wilson Tchrs. Col., Washington, D. C., 
since 1941. 

Haggard, W. W., BA/17, Maryville Col.; 
M.A/27, Univ. of Mich., PhD/37. Univ. 
of Chicago; Pres., Western Wash. Col. of 
Educ., Bellingham, Wash, since 1939 
Hagie, Clarence E., Ph B/13, Iowa Wes¬ 
leyan Univ., M.A/24, Umv. of Wash.. 
LL.B/27, La Salle Extension Univ.; 
Ph.D.’32, New York Univ , Supt. of Sch., 
Brwabik, Minn., since 1937. 

Hahn, Julia Letheld, Ph.D.*31, Tchrs. CoJ., 
Columbia Univ.; Div. Supvg. Prin. of 
Sch., Washington, D. C., since 1931. 
Haisley, Otto W., M.A/17, Columbia Univ.; 
Supt. of Sch., Ann Arbor, Mich., since 
1924. 

Haiston, F. M., B.S/15, Susquehanna Univ.; 
M.A/32, Ph.D/34, New York Univ.; Supt. 
of Sch., Pottstown, Pa., since 1934. 
Halberg, Anna D., B.S/22, A.M/24, Colum¬ 
bia Univ.; Prof, of Educ. and Chmn., Div. 
of Educ. Psych, and Teaching, Wilson 
Tchrs. Col., Washington, D. C , since 1927. 
Haldaman, D. H„ M.A/30, Umv. of Mo.; 
Supt. of Sch., Bismarck, Mo., since 1929. 


List of Members 


467 


Halderman, J. Leonard, Supvg. Prin. of 
Sch., Doylestown, Pa. 

Hale, Arthur W., A.B ’06, Amherst Col ; 
Ed.M.’24, Harvard Univ.; Supt. of Sch , 
Franklin, Mass., since 1918, 

Hale, Florence, L.H.D/32, Colby Col.; Pres., 
Natl. Educ Assn., 1931-32; Editor The 
Grade Teacher, Darien, Conn, since 1927. 

Hale, William J., M A/14, Lincoln Univ.; 
LL D.’36, Wilbetforce Univ.j LL.D/39, 
Howard Univ.; Pres., Term. Agrl and In¬ 
dustrial State Tchrs. Col., Nashville, 
Tenn , since 1912. 

Haley, Harvey H. t B.S *18, Peabody Col.; 
M.A/22, Columbia Univ.; Supt. of Sch., 
Stuttgart, Ark., since 1940. 

Haley, Maud M., Diploma '19, Bowling 
Green State Univ.; B S ’22, M A *26, Ohio 
State Univ ; Asst. Co. Supt. of Sch., 
Medina, Ohio, since 1936. 

Haley, Nelle, M.A/28, Tchrs. Col., Colum¬ 
bia Univ. Address: 620 S. Jefferson Ave , 
Saginaw, Mich. 

Halkyard, Marcita B., Ph.B/30, A.M/37, 
Univ. of Chicago; Genl. Supvr , Pub. Sell., 
153 S. Ottawa St., Joliet, Ill., since 1935. 

Hall, George F., B.S/06, Union Col.; M.A. 
‘24 Tchrs. Col., Columbia Univ.; Supvg, 
Prin. of Sch, H. S., Cliffside Park, N. J. t 
since 1921. 

Hall, Henry C., A.B.’35, San Jose State 
Col.; Supt. of Sch., San Bruno, Calif., 
since 1922. 

Hall, Jennie, B.A.’Ol, M.A/11, Ripon Col.; 
Adviser in Science, Pub. Sch,, Minneap¬ 
olis, Minn , since 1923. 

Hall, John W, B.S ’01, M.A ’02, Tchrs. Col.. 
Columbia Univ.; Prof. Emeritus, Univ. of 
Nevada, since 1937. Address: 235 W. 10th 
St.. Reno, Nevada. 

Hall, R. C., Diploma ’85, Univ of Va ; 
Assoc. Supt. of Sch., 800 Louisiana St., 
Little Rock, Ark , since 1941. 

Hall, Sidney B., A.B.*18, Col. of William 
and Mary; M.A.*24, Univ. of Va ; Ed M 
’25, Ed.D/26, Harvard Univ.;. Prof, of 
Educ., George Washington Univ., Wash¬ 
ington, D. C. t since 1941. 

Hallowell, Helen S., A.B.’35, San Jose 
State Col ; Co. Supt. of Sch., Susanville, 
Calif., since 1941. 

Halter, Millard M., A.B.*21, Central Wes¬ 
leyan Col.; A.M’26, Univ. of Mo.; Supt. 
of Sch., 6301 Wells Ave., Wellslon, St. 
Louis, Mo , since 1939. 

Hamilton, Charles Woods, Life Cert.’14, 
State Normal Sch., Plattsburg, N. Y.; 
B,C.S.’24, B.S. in Ed ’29, M A ’32. New 
York Univ.; Asst, in Sec. Educ., State 
Dept, of Pub. Instr., Trenton, N.J. f since 
1936. 

Hamilton, Katharine, B.S.'95, Eureka Col.; 
M.A.’13, Columbia Univ.; Asst. Supt. of 
Sch., City Hall, St. Paul, Minn., since 
1917. 

Hamilton, Otto T., A.B. and LL.B.'ll Ind 
Univ.; A M.’18, Ph.D.'27, Tchrs. Col., Co¬ 
lumbia Univ.; Asst. Prof, of Educ., Ex¬ 
tension Div„ Ind. Univ., since 1927. Ad¬ 
dress: Oaklandon, Ind. 

Hamilton, William J., Supt. of Sch., Oak 
Park, Ill,, since 1917. 

Hamm, Daniel W., A.B.’Ol, M.A’13, Muhlen¬ 
berg Col.; Prin., H. SAllentown, Pa., 
since 1913. 


Hamm, Hal W., Prin, Surprise Valley 
Union II. S , Cedarville, Calif. 

Hamm, William G.. B S,’22, George Peabody 
Col. for Tchrs ; Supt. of Sch., Huntsville, 
Ala , since 1928. 

Hammond, Maurice S., Supt. of Sch . Cats- 
ki 11, N. Y, 

Hamncr, Herman B.. Diploma *09, Southern 
Univ., Co. Supt. of Sch., Phenix City, Ala., 
since 1920. 

Hamon, Ray L., B.S ’22, Univ of Fla.; 
A.M.'25, George Peabody Col. for Tchrs.; 
Ph.D/30, Columbia Univ.; Prof, of Sch 
Admin , George Peabody Col. for Tchrs., 
Nashville, Tenn., since 1930 

Hampton, A. C., A.B/18, Univ. of Oregon; 
Supt of Sch., Astoria, Oregon, since 1925. 

Hanawalt, Paul B., A.B/18, Cal. of Puget 
Sound; M A/25, Univ. of Wash.; Supt. of 
Sch, Puyallup, Wash., since 1930, 

Hancher, Virgil M., B,A/18, J, D ’24. State 
Univ, of Iowa; B.A/22, M A/27, Oxford 
Univ.; LL.D’41. Grinuell Col.; LL.D/41. 
St Ambrose Col,; Pres., State Univ. of 
Iowa, Iowa City, Iowa, since 1940 

Hand, Harold C., B.A/24, Macalester Col.; 
M.A/30, Univ. of Minn.; Ph.D/33, Colum¬ 
bia Univ.; Prof, of Educ,, Univ, of Md., 
College Park, Md., since 1940. 

Handlin, William C., A.B.’09, Univ. of 
Ill.; M. A/28, James Millikin Univ.; 
Prin , Community H. S., Lincoln. Ill , 
since 1919. 

Handwork, Cora Lacey, Ph.B/14, Dickinson 
Col.; M.S/37, Univ of Pa.; Supvg Prin 
of Sch., Birdsboro, Pa., since 1935. 

Handy, Anson B,, B.A/08. Ed.M/30, Har¬ 
vard Univ.; Pres., State Tchrs. Col., Hyan- 
nis, Mass , since 1941. 

Hanes, W. T., M A/38, Texas Tech. Col., 
Supt. of Sch., Tahoka, Texas, since 1938. 

Hanks, N. A., M.A/32, Univ. of Mich.; 
Supt. of Sch., Marysville, Mich., since 
1928. 

Hanley, James Lawrence, A.B/19, Boston 
Col.; A.M/20, Brown Univ , LL B ’27, 
Northeastern Univ.; Ed.D’37, Catholic 
Tchrs. Col.; D.Ped/41, Bryant Col.; 
Supt. of Sch,, 20 Summer St., Providence, 
R. I , since 1937. 

Hanna, George W„ M.Di/99, Highland Park 
Col.; A.B.18, Des Moines Univ ; Supt. of 
Sch., Valley City, N. Dak., since 1899. 

Hannah, Stanford, B,S/22, Mont. State Col., 
Bozeman, Mont.; M.A/30, Univ. of Calif ; 
Dist. Supt., Taft Union H. S. and Jr. Col,, 
Taft, Calif., since 1937. 

Hansell, Harry, Prin., Presidio Jr. H. S., 
San Francisco, Calif 

Hansen, William C., B.S/15, M.S *25. Univ. 
of Wis,; Pres., State Tchrs. Col., Stevens 
Point, Wis., since 1940. 

Hanson, Earl H., A.B/24, Augustana Col ; 
M.A/33, Columbia Univ.; Supt. of Sch,, 
Rock Island, Ill., since 1937. 

Hanson, Ernest E. t B E/29, Northern Ill. 
State Tchrs. Col., DeKalb, Ill.; M.A/35. 
Univ. of Minn.; Dean, Northern III. State 
Tchrs. Col., DeKalb, Ill., since 1941. 

Hanson, Ernest M., B.S. in Ed/22, M A/27. 
Univ, of Minn.; Asst. Supt. of Sch., Salt 
Lake City, Utah, since 1938. 

Hanson, Joseph Thomas, M A/39, Univ. of 
Minn,; Supt. of Sch., Rushford, Minn., 
since 1929. 



408 


Hkalth in Schools 


Hanson, Warren A., A.B ’09, Harvard Col.; 
Ph.D/36, Yale Univ.; Supt. oE Sch , New 
London, Conn , since 1918. 

Hapgood, E, A. T., Diploma ’10, Worcester 
Polytech Inst , B.S/27, M.A,’3S. Tchrs. 
Col., Columbia Univ.; Supt. of Sell., 
Mount Morns, N. Y., since 1935. 

Harbeson, John W., A B ’ll, Univ. of Kan¬ 
sas; M.A.’lfi, Columbia Univ.; Ph.D’31, 
Univ, of Southern Calif.; Prin., Jr. Col., 
Pasadena, Calif , since 1927. 

Harbo, L, S., B A.’18. Augsburg Col , 
M A,’32, Univ. of Minn ; Supt. of Sch., 
Red Wing, Minn , since 1941. 

Harden, Mary B,S *15, M.A/29, Tclirs. Col., 
Columbia Univ.; Dir. of Curriculum, 
Horace Mann Sch., Tchrs. Col, Columbia 
Univ., New York, N Y., since 1930 
Hardesty, Cecil D., A B.’28, Kansas Wes¬ 
leyan Univ., M.A. in Ed/32, Ed D.’33, 
Univ of Southern Calif.; Supt of Sch , 
Montebello, Calif., since 1939, 

Harding, Ernest Arthur, B.S/22, M A/32, 
Tchrs. Col , Columbia Univ ; Asst, State 
Commr of Educ., Trenton, N. J , since 
1934. 


Harding, H. P., A B/99, Umv. of N C ; 
A.M/32, Columbia Univ ; Supt. of Sch., 
Charlotte, N. C., since 1913. 

Hardy, E A., Bd of Educ., 124 Duplex 
Ave,, Toronto, Canada 
Hardy, Fred N„ Ped B ’14, State Tchrs. CoL. 
Mansfield, Pa., B.S/29, Bucknell Univ,; 
Supvg. Prm. of Sch, Port Allegany, Pa, 
since 1930. 


Hardy, H Claude, A B/ll, Wesleyan Umv.; 
M.A.’21, Univ of Rochester; M A’23, 
Syracuse Univ ; Ph D.'31 f New York 
Univ Supt. of Sch., 166 Old Mamaroneck 
Rd., White Plains, N. Y., since 1934. 
Harkins, John M , A B/08, Bates Col ; 

Supt of Sch , Warren, R. I, since 1941. 
Harkness, Charles S., A.B/15, Ottcrbein 
Col ; M A ’26, Ohio State Umv.; Co. 
Supt. of Sch , Bowling Green, Ohio, since 
1933. 


Harman, Arthur Fort, Diploma ’96, Peabody 
Normal Col.; LL.D/24, Umv, of Ala 
B. S/28, Tchrs Col, Columbia Univ., 
Pres., Ala. Col,, Montcvallo, Ala., since 


Harmon, George Henry, B.S. and B A/04, 
Bates Col.; Union Supt. of Sch, Ray¬ 
mond, N. H , since 1929. 

Harney, Julia C., B.S/18, M.A/20, Ph.D/31, 
New York Umv.; LL.D/37, St. Eliza¬ 
beth’s Col.; Asst. Supt, of Sch., Tersev 
City, N J., since 1936. 

Harper, F. B., Vice-Prin , Portola Jr. H. S., 
San Francisco, Calif. 

H ^ rp , er ’ J ames Robb, A.B/00, Cedarville 
Col.; Supt. of Sch., Wilmette, III., since 


Harper, Thomas B„ M A/27, New York 
Umv.; Co. Supt. of Sch., 500 Sixth Ave., 
Belmar, N J., since 1936. 

Harninan, Edwin J., B S ’21, M.Ed ‘35. Bates 
Coi.; Snpt. of Sch., Hudson, Mass, since 


Harrington, H L, A B’15, M.A/20, PhD 
30, Univ of Mich.; Supvg. Dir. of Inter¬ 
mediate Sch., Bd. of Educ , Detroit. Mich 
since 1920 " " ’ 

Harris, Arthur L , 28 Ilillhouse Ave,, New 
Haven, Conn. 


Harris, Franklin S., B S ’07, Brigham Yquhp 
Umv.; Ph.D/11, Cornell Univ ; p res 8 
Brigham Young Univ., Provo, Utah, since 
1921. 

Harris, John, B.S.’02, Carleton Col.; Co. 

Supt. of Sch , Folkston, Ga , since 1924' 
Harris, Latham E., Supt. of Sch., Roxana. 

Harris, Leo, Prin,, Fresno Sr. H. S. t Fresno 
Calif. ‘ 


Harris, Sterling R., B. S/24, Utah State 
Agrl. Col., Supt. of Sch, Tooele, Utah 
since 1940. 


Harris, William, A.B/14. A.M/23, Univ of 
Ill.; Supt. of Sch,, Decatur, Ill., since 
1926. 

Harrison, Albert E„ B.A/04, Parsons Col. 
Co. Supt. of Sch., Storm Lake, Iowa, since 


Harrison, G. L., A.B/26, B E/27, Howard 

U ni v.; Ul Vr V % 01 Cincjnn^l,, 

Ph.D 36, Ohio State Univ., Pres., Langs¬ 
ton Umv , Langston, Okla., since 193g. 

Harrison, W. T , Supt. of Sch., West Point, 
Ga. 


Harrow, Mrs. Mary Mason, A 
Jose State Col.; Co. Supt. of 
port, Calif., since 1939. 


B/37, San 
Sch., Lake- 


Harry, David P Jr A B’16, Swarthmora 
Col.; AM '22, Ph.D. 28, Tchrs. Col, Co¬ 
lumbia Univ ,, Prof, of Educ., Graduate 
Sch , Western Reserve Umv , Cleveland 
Ohio, since 1937. 


Harshbarger. Ernest M., B S/34, Univ. of 
Ill ; Co. Supt. of Sch., Court House, Ur- 
bana. Ill,, since 1931. 


Hart, Frank W., Prof, of Educ., 
Calif., Berkeley, Calif. 


Univ 


of 


Hart, Olive Ely. PhD/28, Umv of Pa.- 
Prin , Philadelphia H. S. for Girls, 17th 
and Spring Garden St., Philadelphia, Pa, 
since 1930. 


Hart, V M., B S. in Ed/17 Ohio Univ , 
M.A’28, Columbia Univ.; Head, Comml. 
Dept fi Chadscy H S, 5335 Martin Ave., 
Detroit, Mich., since 1936. 

Hartley, Byron W , A.B/12, Univ. of Chi¬ 
cago; M.A/15, Columbia Univ , Supt. of 
Sch., Dover, Del., since 1941. 

Hartman, Albert L, Prin., Edgernont and 
Watchung Schs., Montclair, N. J. 

Hartman, Guy N., L.H.D/36, Bridgewater 
Col.; Co. Supt. of Sch., Somerset, Pa, 
since 1934. 


Hartman, Richard M., B.S ’24, M.A/26, 
Tchrs. Col., Columbia Univ.; Supvg Prin. 
of Sch , Midland Park, N J , since 1924. 

Hartsfield, Lay William, B.A ’25, M A/30, 
Umv. of Texas, Supt. of Sch. and Pres, 
Jr Col, Hillsboro, Texas, since 1930. 

Hartstein, Jacob I, B.A/32, Yeshiva Col.; 
M.S/33, Col. of the City of New York, 
M.A/36, Columbia Umv.; Asst. Prof, of 
Educ., Yeshiva Col , New York, N. Y,, 
since 1941. 


Hartwell, Ernest C., M.A/10, Univ. of 
Mich.; D.Ped/29, New York State Tchrs. 
Col, Albany, N.Y.; Pres, Dept of Super¬ 
intendence, 1918-19, Prin, State Normal 
Sch., Brockport, N. Y,, since 1936. 

Hartz, R. E., A.B/16, Lebanon Valley Col.; 
Supvg. Prin. of Sch., Palmyra, Pa., since 


List of Members 


469 


Haftzell, Robert R, A.B/12, Franklin and 
Marshall Col ; M.A/13, Northwestern 
Univ.; Dist. Supt. o£ Sch., Union H. S 
Red Bluff, Calif., since 1921. 

Harvey, Carl Oliver, A.B.*17, Dakota Wes¬ 
leyan Univ.; M.A/30, Univ. of Southern 
Calif.; Prin., Union H S., Brea, Calif. 
Harvey, Randolph B., A.B/31, Susquehanna 
Univ.; M.A.’33. New York Umv., Supvg. 
prin. of Sch., Coaldale, Pa., since 1939. 

Harvin, E. L , Dean, Corpus Chnsti Jr. Col., 
Corpus Christi, Texas. 

Harwood, Virginia Catherine, Diploma ’13, 
Virginia-Intermont Jr. Col.; B S.’22, State 
Tchrs. Col., East Radford, Va.; M.A.’26, 
Tchrs. Col, Columbia Umv.; Supvr , Pub. 
Sch., Amherst, Va, since 1937. 

Haskew, L, D., B.Ph *26, Emory Univ ; 
M.A.’34, Univ. of Chicago; Coordinator 
far Tchr. Educ,, Emory Univ., Emory 
University, Ga., since 1941. 

Hassard, Charles Thomas, A B.'18, M A,’27, 
Univ. of Pa.; Supvg. Prin. of Twp, Sch., 
Union, N. J., since 1938. 

Hastings, D. C., B S.’20, M.S/31, "Univ. of 
Ark.; Supt. of Sch., Crossett, Ark., since 
1906 

Hasty, S. G , BA *03, Wake Forest Col ; 
M.A/15, Columbia Univ.; Co. Supt. of 
Sch., Salisbury, N. C., since 1930. 

Hatch, H. T , A B *22, Western State Col., 
Gunnison. Colo.; M.A/30, Univ of Calif., 
Supt. of Sch., Gunnison, Colo., since 1934. 
Hatfield, Carson A., Ph B.*26, Ph.M/35, 
Univ. of Wis.; Supt. of Sch., Park Falls, 
Wis , since 1935. 

Hatfield, Gertrude M., Prin., A. A. Hyde 
Elem. Sch., Wichita, Kansas. 

Hatfield, W. Wilbur, A.B.'02, Ill. Col.; 
Litt.D ’39, Chicago Tchrs. Col.; Head, 
English Dept., Chicago Tchrs. Col., Chi¬ 
cago, XU., since 1921. 

Hattenhauer, M. E, B.Ed’29, Ill. State 
Normal Univ., Normal, Ill.; LL.B/35, 
Kent Col. of Law, Chicago, Ill,; M.A. J 39, 
Northwestern Univ.; Supt. of Sch., Bell- 
wood, Ill, since 1933. 

Hatton, O. C., B.A/10, M.A/27, Ohio State 
Univ.; First Asst, Supt. of Sch., Akron, 
Ohio, since 1934. 

Hauser, Ludwig J., B.A/19, M.A/28, Univ, 
of Minn.; Ed D/39, Columbia Univ; 
Supt. of Sch., Riverside, Ill., since 1931. 
Haver, Jennie M., Co. Helping Tchr., Clin¬ 
ton, N. J, 

Hawk, Rupert Adam, M.A.’34, State Univ 
of Iowa; Supt. of Sch., Grinnell, Iowa, 
since 1937. 

Hawke, Oscar T., A.B.*14, A.M/17, Witten¬ 
berg Col.; Co. Supt. of Sch., Springfield, 
Ohio, since 1922. 

Hawkes, Charles E., B.S/27, Fort Hays 
State Col, Hays, Kansas; M.A '37, Tchrs 
Col, Columbia Univ.; Supt. of Sch., Sa- 
lina, Kansas, since 1938. 

Hawkes, Franklin Powers, A.B ’17, Amherst 
Col.; A.M/21, Ph.D/27, Boston Univ,; 
Supt. of Sch., West Springfield, Mass., 
since 1940. 

Hawkins, Earle T,, B A/23, Western Md. 
Col.; M.A. ’28, Columbia Univ.; State 
Supvr. of H. S., Lexington Bldg., Balti¬ 
more, Md., since 1938. 


Hawkins, George L , A.B ’04, B S *07, Univ. 
of Mo.; Asst. Supt. of Sch., 911 Locust 
St., St Louis, Mo., since 1928. 

Hawkins, B, M.. B. A ’27, Southwestern 
Univ.; M.A.’35, Southern Methodist Univ.; 
Supt. of Sch , Huntsville, Texas. 

Hawley, Ray C,, A.B ’24, Morningsitlc Col ; 

A M/33, Umv. of Ill.; Supt. of Sch, 
Marseilles, Ill , since 1936 
Haworth, C V., A.B ’08, A.M/21, Ind 

Univ.; Supt. of Sch, Kokomo, Ind, since 
1914. 

Hawthorne, Lee B., A.B ’03, De Pauw Univ.; 

B S '09, A.M.’32, Umv of Mo.; Supt. of 
Sch., Mexico, Mo, since 1917. 

Hawthorne, Mark Fant, A B.'28 r Furman 
Univ ; M.Ed.MO, Duke Univ.; Co. Supt. 
of Sch., Lancaster, S C., since 1939. 

Hay, George A. F , A.B '23, A.M.’27, Colo 
State Col, of Educ., Greeley, Colo ; Prin., 
Ridgewood H. S., Ridgewood, N. J„ since 
1931. 

Hay, Homer William, A.B/24, M A '27. 
Ed.D '34, Univ. of Pittsburgh; Supvg. 
Prin. of Sch., Somerset, Pa., since 1934- 
Haycock, Robert L„ B.A'll, M.A.’12, 
George Washington Univ.; First Asst. 
Supt. of Sch, Washington, D. C., since 
1936. 

Hayden, Floyd S., A B’05, Ind. Univ.; 
Ph.B.’OS, Univ. of Chicago; M A.'12, Po¬ 
mona Col , Dist. Supt. of Sch., Azusa, 
Calif., since 1914. 

Haydon, Richard C., B S.’22, M.S.’35, Univ, 
of Va.; Div. Supt. of Sch., Manassas, Va., 
since 1925. 

Hayes, Mrs. Dorothy T , Asst. Sccy„ Dept. 

of Educ., Univ. of Chicago, Chicago, Ill. 
Hayes, Eleanor H., A.B.’19 Bates Col , 
E M.’30, Harvard Univ.; Dir. of Guid¬ 
ance and Research, Pub. Sch,, Belmont, 
Mass , since 1928. 

Hayes, John N., B.S/24, N. Y. State Col. 
for Tchrs., Albany, N. Y , M.A '34, Tchrs. 
Col., Columbia Univ.; Supt. of Sch., Me- 
chanicville, N. Y , since 1934. 

Hayes, L. Newton, B S/05, Col. of Wooster; 
M A.’07, Princeton Univ., Dir, YMCA 
Schs., 160 Broad St., Providence, R. I , 
since 1932. 

Hayhurst, Normal Clifton, B.S/15, Univ. of 
Ariz.; M.Ed/34, Univ. of Southern Calif.; 
Prin, Herbert Hoover H. S., Glendale, 
Calif,, since 193G. 

Haynes, Rowland, A B.’02, Williams _ Col.; 
Diploma ’04, Union Theological Seminary. 
M.A/05, Clark Univ.; Pres., The Univ. of 
Omaha, Omaha, Nebr., since 1935. 
Haynes, Rufus D., A.B ’30, State Tchrs 
Col., Conway, Ark; M. Ed/39, Univ of 
Mo.; Supt. of Sch., Paragould, Ark., since 
1937. 

Hays, Jo, Diploma '18, State Tchrs. Col., 
Shippensburg, Pa.; A.B/23, Pa. State 
Col.; Ed.M.’29, Harvard Univ.; Supvg. 
Prin. of Sch., State College, Pa., since 
1927 

Hazel, Floyd M., B.S/22, Mich. State Col.; 
M.A/26, Univ. of Mich.; Supt, Lakeview 
Consol, Sch., 300 Highland Ave., Battle 
Creek, Mich., since 1922. 

Hazen, Oliver M., B.A/27, Univ. of Wash.; 

Supt. of Sch., Renton, Wash., since 1936 
Head, Roy S„ B.S/I1, Univ. of Mich ; Supt. 
of Godfey-Lee Schools, Grand Rapids. 
Mich., since 1925. 



470 


Health in Schools 


Healy, Joseph E., A.B/10, Col. of William 
and Mary; M.A/25, Tchrs. Col., Columbia 
XJniv.; Supt., Va. Sch for the Deaf and 
the Blind, Staunton, Va., since 1939 
Hearne, Mrs. Hazel J., Elem. Sch. Supvr., 
Salisbury, Md. 

Heath, Cecil N., Supt. of Sch., Hopfcinton, 
R. I. 


Heath, George A., B.A.’29, West Texas 
State Tchrs. Col., Canyon, Texas; M. A/32, 
Texas Tech. Col.; Dist. Supt. of Sch., 
Midland, Texas, since 1941. 

Heaton, Kenneth L., A.B/24, Ind. Univ.; 
A.M’26, Boston Univ., Ph.D/31, Univ, of 
Chicago; Exec. Secy., Workshop Advisory 
Service, American Council on Educ., Sch. 
of Educ., Northwestern Univ., Evanston, 
Ill,, since 1938. 


Hcbard, William E f B.A/12, Univ. of 
Maine; Union Supt. of Sch, Northamp¬ 
ton, Mass., since 1931. 

Heck, Mrs. Phyllis Mason, Ph B/15, Dick¬ 
inson Col., M A/26, Tchrs. Col , Columbia 
Univ.; Supvr. of Rural Schools. State 
Dept, of Pub. Instr., Wilmington, Del., 
since 1923. 


Hedges, C. F., Ph.B.’12, Univ. of Wis.; 

Supt. of Sch., Neenah, Wis., since 1917. 
Hedges, Stoy, B.S.’30, Evansville Col.; 
M.S/36, Ind. Univ.; Supt. of Sch., Mt. 
Vernon, Ind., since 1939. 

Hedrick, E. H., A B/16, M.A/29, Univ of 
Oregon; Supt. of Sch., Medford, Oregon, 
since 1925. 


Heemstra, Jacob, A.M/14, D.D/39, Hope 
Col.; Pres., Northwestern Jr. Col., Orange 
City, Iowa, since 1928. 

Heer, Amos L„ A.B. and B.Pd.’14, Tri-State 
Col.; AM/21, Tchrs. Col., Columbia 
Univ.; Ph.D/26, Ohio State Univ.; Dir. 
of Tchr. Tr, Kent State Univ., Kent, 
Ohio, since 1927. 

Heffelfinger, John Byers, A.B/07, Baker 
Univ.; A.M/24, Univ. of Wis.; Supt. of 
Sch., Newton, Kansas, since 1923. 

Heffeinan, Helen, B.A/24, M.A/25, Univ. 
of Calif.; Chief, Div. of Elem. Educ., 
State Dept, of Educ,, Sacramento, Calif., 
since 1926. 


Heggerston, A. I., B.A./21, St. Olaf Col.; 
M.A/30, Univ. of Minn.; Dir. of Admin. 
Research, Pub. Sch., Minneapolis, Minn., 
since 1936. 


Hegner, Herman H., Ph.B'25, Univ. of 

Wis.; Pres., Pestalozzi Froebel Tchrs. 
Col., 410 S, Michigan Ave., Chicago, Ill., 
since 1936. 

Heidelberg, H. B, B.A/03, Millsaps Col.; 
M.A/33, Univ. of Mich.; Supt. of Sch, 
Clarksdale, Miss., since 1905. 

Heideman, Joanna, B,S/30, M.A.’33, Univ. 
of Southern Calif.; Prin., Eleanor J. Toll 
Jr, H. S., Glendale, Calif , since 1938. 


Heineman, Mrs Irene Taylor, B.A/01, 
M.A/02, Univ. of Calif.; Asst. State Supt. 
of Pub. Instr., Calif. State Bldg., Los 
Angeles, Calif., since 1931. 


Heineman, Mrs Walter F., A.B ’26, Univ. 
of Chicago; Member, Bd. of Educ., 9920 
S. Hayne Ave., Chicago, Ill., since 1938, 
Heinemann, F. E., B.A/16, Carleton Col,; 
M.A/38, Univ. of Minn.; Supt. of Sch, 
Wayzata, Minn., since 1925. 


Heinold, Fred W. f M.D/34, Univ. of Cincin¬ 
nati; Pres., Bd. of Educ., 101 W. 70th 
St., Cincinnati, Ohio, since 1940. 


Helble, Herbert H., Prin., Appleton H. S., 
Appleton, Wis., since 1925. 

Heifer, Philctus M., B.S/02, Syracuse Univ.; 
Dist. Supt. of Sch., Marcellus, N. Y., 
since 1929. 

Helms, Walter T., Ph.B/99, Univ. of Calif.; 
Supt. of Sch., Richmond, Calif., since 
1909. 

Hemenway, Homer S., Diploma ’12, State 
Tchrs. Col., Milwaukee, Wis.; Ph.B/19, 
Univ. of Wis.; M,A/27, Tchrs Col,, Co¬ 
lumbia Univ ; Supt. of Sch., Shorewood, 
Milwaukee, Wis., since 1926. 

Hempel, Edward C., Ph.B/08, Brown Univ ; 

Supt. of Sch., Orange, Mass., since 1929. 
Hemstreet, A. Earle, Ph.B. and Ped.B'll, 
Syracuse Univ.; M A/23, Columbia Univ., 
Prin., Riverside Elem. Sch. No. 60, 238 
Ontario St., Buffalo, N. Y,, since 1936. 

Henderson, Barbara, B.S ’28, M.A/29, Tchrs 
Col, Columbia Univ.; Dir. of Intermedi¬ 
ate Grades, Pub. Sch , Library Bldg., 
Kansas City, Mo., since 1929. 

Henderson, Frank A., A.B/07, Tarkio Col ; 
A.M/16, Tchrs. Col., Columbia Univ,; 
Supt. of Sch., Santa Ana, Calif, since 
1932. 

Henderson, Lester D., AB.’U, Tarkio Col ; 
A.M/30, Ed.D/35, Stanford Univ ; Supt. 
of Sch., Burlingame, Calif,, since 1930. 
Henderson, Zach. S., B.S ’22, Piedmont Col.; 
M. A/28, Columbia Univ.; Dean, Ga. 
Tchrs. Col., Collegeboro, Ga., since 1927. 
Hendricks, Jake J., 6 Enfield Rd„ Austin, 
Texas. 

Hendrickson, Irvin C., Secy., Bd. of Educ., 
Bellwood, Ill. 

Henkel, A. J., Ph.B/21, Ph.M '36. Univ. of 
Wis.; Supt. of Sch., Portage, Wis, since 
1921. 

Hennessy, Sister M. Kathleen, A B *19, St. 
Elizabeth Col.; A.M/25, Columbia Univ ; 
Head, Dept, of Educ., College of St. Eliza¬ 
beth, Convent Station, N, J,, since 1920. 
Henry, Beryl, A B/09, Henderson-Brown 
Col.; M.A/29, George Peabodv Col. for 
Tchrs.; Supt of Sch , Hope, Ark., since 
1930. 

Henry, D. R., Dist. Supt. of Sch , Ventura. 
Calif. 

Henry, David W., Diploma ’09, State Tchrs. 
Col., Hvannis, Mass.; B.A/11, Kansas 
State Tchrs, Col., Emporia, Kansas; 

M. A/16, Columbia Univ , Dean. Col of 
Educ., Univ. of Toledo, Toledo, Ohio, 
since 1914, 

Henry, N. B., Assoc. Prof of Educ , Sch. of 
Educ., Univ. of Chicago, Chicago, Ill. 
Henzlik, F. E , B.S. in Ed.’16, Central Mo. 
State Tchrs. Col., Warrensburg, Mo.; 
M A/23, Ph.D ’24, Tchrs, Gol , Columbia 
Univ.; Dean, Tchrs. Col., Univ. of Ncbr , 
Lincoln, Nebr,, since 1931, 

Hepner, Walter R., A.B/13, A M ’16. 

Ed.D ’37, Univ, of Southern Calif ; Pres , 
San Diego State Col., San Diego, Calif., 
since 1935. 

Herber, Howard T. t A.B/25, Ursinus Col.; 
A.M/26, Ph,D/38, Tchrs Col., Columbia 
Univ.; Supt. of Sch., Malverne, L. I„ 

N. Y., since 1931. 

Herdeg, Leo G., M.A. in Ed/35, Northwest¬ 
ern. Univ.; Asst. Supt. of Sch., 1381 E. 
47th PI., Chicago, Ill., since 1941, 



List of Members 


471 


Herlihy, Charles Michael, A,B.’12, A.M.'14, 
LL.D '34, Boston Col.; Pres , State Tchrs. 
Col., Fitchburg, Mass , since 1927. 
Herlmger, H. V., Ph.B.'13, Grove City, Col.; 

Supt. of Sch , Mt. Lebanon, Pa. 

Hermann, Barbara V, B.S in Ed and M.A., 
Tchrs. Col., Fordham Univ. Address. 137 
Roosevelt Ave., Carteret, N. J. 

Herr, Ben B., A.B.,*20, Transylvania Col; 

M. A’23, Columbia Univ.; Bus. Mgr., Pub. 
Sch., Lexington, Ky., since 1941. 

Herr, Benjamin B., A.B.’ll, Franklin and 
Marshall Col.; A.M.T9, Columbia Univ.; 
Prin., J. P. McCaskey Sr. H. S., Lancas¬ 
ter, Pa,, since 1937. 

Herr, F. Floyd, M.A.*33, Tchrs. Col., Colum¬ 
bia Univ.; Supt. of Sch., Medicine Lodge, 
Kansas, since 1935. 

Herrmann, Carl, Jr., Asst. Secy, and Budget 
Dir., Bd. of Educ., 31 Green St., Newark, 

N. J., since 1932. 

Herron, Harry H. t Ph.B.*21, Univ. of Chi¬ 
cago; Registrar, Office Supvr. and Pur. 
Agt„ New Trier Twp. H. S., Winnetlca, 
Ill, since 1922 

Herron, John S., Diploma '08, N. J. State 
Normal Sell., Trenton, N. J ; B.S.’15, 
M.A.’18, New York Univ.; Asst. Supt. of 
Sch., Newark, N. J , since 1937. 

Hersh, T. R., M A ’30, Univ. of Mich.; Supt. 

of Sch., East Palestine, Ohio, since 1934. 
Hcrshey, Charlie Brown, M A.’21, Univ. of 
Ill.; Ed.D.’23, Harvard Univ.; LL.D.’34, 
Colo. Col.; Dean and Prof, of Educ., Colo. 
Col., Colorado Springs, Colo., since 1923 
Hertzler, Silas, B.A.’13, Goshen Col.; BD 
'17, Yale Divinity Sch.; M.A.*18, Tchrs. 
Col., Columbia Univ.; Ph D’27, Yale 
Univ.; Dir., Tchr. Tr. and Dean, Sum¬ 
mer Session, Goshen Col., Goshen, Ind., 
since 1920. 

Hess, Elwood, Vice-Pnn., Tech H S., Oak¬ 
land, Calif. 

Hess, Frank D., B.S.’25, Univ. of Okla ; 
M A.’29, Univ. of Colo ; Supt. of Sch., 
Drumright, Okla., since 1929. 

Hesse, Ernest, B.A.’IO, Ohio State Univ.; 
A.M.’12, Columbia Univ. Address. 313 
Park Hill Ave., Yonkers, N. Y. 
Hesselberg, Tekla, Vice-Prin , Girls’ H. S., 
San Francisco, Calif. 

Hetherington, Charles George, B.S.’16, Col¬ 
gate Univ.; M.S/17, Pa. State Col,, PhD 
’34, New York Univ.; Supt. of Sch., Au¬ 
burn, N. Y., since 1937. 

Hewes, Earl D„ A M.’IG, Columbia Univ.; 

Supt. of Sch., Beacon, N. Y., since 1919 
Hewitt, Hulda K., B.S *33, State Tchrs. Col, 
Trenton, N. J.; M.A.’35, Rutgers Univ.; 
Co. Helping Tchr., 49 Branch St., Mt. 
Holly, N. J., since 1921. 

Heyl, H. W , Dir. of Adult Educ., Pub. Sch., 
Alhambra, Calif 

Heyl, Helen Hay, M.A.’27, Tchrs. Col., Co¬ 
lumbia Univ.; Assoc. Supvr. of Rural 
Educ., State Educ. Dept., Albany, N. Y , 
since 1927. 

Hibbs, M. Gregg, Jr., Ed.M.’35, Rutgers 
Univ.j Supvg. Prin. of Sch., Pemberton, 
N. J., since 1937. 

Hibschman, John A., B S.’25, Franklin and 
Marshall Col,; Supvg. Prin. of Sch, 
Reading, Pa. 

Hibschman, Ralph O., D.Ed., Ohio Northern 
Univ.; Dir., The Andrews Sch. for Girls, 
Willoughby, Ohio, since 1929. 


Hick, Hugh R., B.S.’03, Denison Univ.; 
M.A. 23, Tchrs. Col., Columbia Univ.; 
Supt. of Sch., Cambridge, Ohio, since 1924. 
Hickey, Margaret A , LL.B ’28, Kansas City 
Univ.; Prin., Miss Hickey’s Tr. Sch. for 
Sccys., 560 N, Skinker, St. Louis, Mo , 
since 1932. 

Hickey, Philip J., B.S.’18, M.S ’20, Univ. of 
Wis.; Secy.-Treas., Bd of Educ., since 
1934 and Asst. Supt. of Sch., 911 Locust 
St., St. Louis, Mo., since 1939. 

Hicks, Alvin Wesley, B.A.’34, Univ. of 
Tulsa; M.Ed.’39, Univ. of Okla Address: 
514 W. 122nd St., New York, N. Y. 
Hicks, Samuel I., A.B '24, Univ. of Mich.; 
M.A.'27, Tchrs. Col., Columbia Univ.; 
Supt. of Sch., Pearl River, N Y , since 
1932, 

Higdon, Philip, Co. Supt. of Sch , Eldorado, 
Kansas, since 1933. 

Higgins, Edwin E., B.S. in Ed.'25, Ohio 
Univ.; M.A,’29, Columbia Univ.; Supt. of 
Sch., Gallipolis, Ohio, since 1936. 
Highfield, Mrs. Esther Lee, A B.’26, M.A.’29. 
Univ. of Louisville; Co. Supt. of Sch., 
New Castle, Ky., since 1938. 

Highsmith, E. M., Ph,B.’07, A.M.'14, Univ. 
of N. C.; A.M.'15, Peabody Col.; Ph.D '23, 
Univ. of N. C ; Dir., Summer Sch. and 
Chinn., Div. of Educ., Mercer Univ., 
Macon, Ga., since 1937. 

Hill, Andrew P., Jr., Supt of Union H. S. 

Dist., Santa Maria, Calif. 

Hill, Clyde M., A.B.TO, Drury Col.; A.M.’l5, 
Ph.D.'26, Columbia Univ., M.A.'28, Yale 
Univ.; Sterling Prof, of Educ. and Chmn , 
Dept, of Educ., Yale Univ., New Haven, 
Conn., since 1926 

Hill, E. N., A.B.‘05, A.M.'ll, Earlham Col.; 
A.M.’38, Univ. of Kansas; Supt. of Sch., 
Humboldt, Kansas, since 1934. 

Hill, Harry S., A.B.’22, Wheaton Col ; 

M. A'27, Univ. of Pa.; Ed.D.’35, Rutgers 
Univ.; Co. Supt. of Sch., Trenton, N. J., 
since 1939. 

Hill, Helen B., Vice-Pnn., H. S., Teaneck. 

N. J. 

Hill, Henry H , A.B and M.A.’21, Univ. of 
Va.; Ph.D.'30, Columbia Univ.; Dean, 
Univ. of Ky., Lexington, Ky., since 1941. 
Hill, Letchen A., B.S.'25, Howard Univ.; 

M. A.’33, Univ. of Kansas, Supt. of Sch., 
Boley, Okla., since 1931. 

Hill, Merton E., Supt. of Sch., Beverly 
Hills, Calif. 

Hill, O. E., B.S.'27, Ohio Univ.; M.A.'33, 
Columbia Univ.; Asst. State Dir. of Educ., 
State Dept, of Educ., Columbus, Ohio, 
since 1941. 

Hill, Walter Henry, B.S.*23, Gettysburg 
Col.; M.A.*31, Columbia Univ.; Supvg. 
Prin. of Sch., Swedesboro, N. J., since 
1926. 

Hilleboe, Guy L., A.B.*20, Univ. of Minn.; 
A.M/28, Ph.D.’30, Tchrs. Col., Columbia 
Univ,; Supvg. Prin. of Sch, Rutherford, 

N. J., since 1938 

Hills, C. A., Ph.B.‘26 f Univ. of Wis.; Supt. 
of Twp. H. S„ Rochelle, Ill., since 1930. 

Hmaman, Joseph L., Supvg. Prin. of Sch., 
Bradford, Pa., since 1918. 

Hines, Floyd A, Supt. of Sch., Cambridge 
City, Ind. 

Hinkel, H. E., Ph.B.*28, Univ. of Chicago; 
Supt. of Sch , Villa Park, Ill., since 1925. 


472 


Health in Schools 


Hinkhouse, Kenneth R., B.S.'25, Kansas 

State Col ; M.S.’38, Unlv. of Kansas; 

Supt. of Sch , Caldwell, Kansas, since 
1838. 

Hinkle, Thomas L, Ph.B.’33, Muhlenberg 
Col.; M.S.’38, Bucknell Univ.; Supt of 
Sch., Hazleton, Pa„ since 1939. 

Hitch, A. M , A.B.’97, B.S. in Ed.'07, 
A M.’34, Univ. of Mo.; Pres,, Kemper 
Military Sch , Boonville, Mo., since 1934 

Hix, R M , Supt. of Sch., Hearne, Texas 

Hoback, L. T., A.B and B.S in Ed.’22, Cen¬ 
tral Mo State Tchrs Col., Warrensburg, 
Mo.; M.A.'26, Univ. of Mo.; Supt. of Sch, 
Windsor, Mo., since 1923. 

Hobbs, Edwin G., B,A.'25, N. Mex. State 
Tchrs. Col., Silver City, N. Mex.; M.A 
’36, Univ. of N. Mex.; Deputy State 
Administrator, Defense Savings Staff, 
Treasury Dept., Albuquerque, N. Mex., 
since 1941. 

Hodge, Lamotit F., A B.*97, A M ’21, 
Pd D.*26, Colgate Univ Address: 448 
Clinton Ave, Albany, N Y. 

Hodge, Oliver, A.B.*30, Univ. of Tulsa; 
Ed.M/33, Ed.D *37, Univ. of Okla.; Co. 
Supt. of Sch , Tulsa, Okla., since 1937. 

Hodges, Campbell B., B.S ’03, U. S. Military 
Academy; A.M.’13, La. State Univ., Pres., 
La. State Univ., Baton Rouge, La., since 
1941. 

Hodson, H. W., Supt. of Sch., Wilming¬ 
ton, Ohio. 

Hoech, Arthur A., B.S.’07, Central Wesleyan 
Col.; B.S. in Ed '18, M A.*31, Univ of 
Mo.; Supt., Ritenour Consol. Sch. Dist, 
Overland, Mo , since 1920. 

Hoff, Arthur G , B.E.’2B, State Tchrs. Col , 
Superior, Wis.; M.A.*30, State Univ of 
Iowa; Ph.D.'38, Univ of Minn., Supvr. of 
Tchr. Tr„ State Tchrs. Col., La Crosse, 
Wis., since 1932 

Hoffman, Mrs. A. H, B A *09, State Univ. 
of Iowa; Supt., Yeomen City of Childhood, 
Elgin, Ill, since 1927. 

Hoffman, C A., A.B.’18, Manchester Col.; 
A.M.’36, Univ of Mich.; Supt. of Consol. 
Sch., Walled Lake, Mich., since 1935. 

Hoffman, M. Gazelle, B.A.’ll, Elmira Col.; 

M. A.’26, Columbia Univ.; Supt. of Sch , 
Third Supervisory Dist,, Niagara Co., 
Lewiston, N Y , since 1915, and Lecturer, 

N. Y State Tchrs. Col., Buffalo, N. Y., 
since 1931. 

Hoffner, J. R., M.S *37, Univ. of Ill ; Supt. 
of Sch., Carbondale, Ill., since 1933. 

Hogan, Sister M Rosemary, M A *29, St. 
Louis Univ., Dean, Mt. 4 St. Scholastica 
Col , Atchison, Kansas, since 1940. 

Hogue, O. Wendell, B.S/18, Syracuse Univ.; 
A.M.*22, Tchrs. Col., Columbia Univ., 
Supvg. Prin. of Sch , Croton-on-Hudson, 
N. Y., since 1934. 

Hoke, Kremer J., B.A.'04, Mt. St. Mary’s 
Col., Emmitsburg, Md ; M A ’ll, Ph.D ’15, 
Columbia Univ.; Dean, Dept of Educ. 
and Dir. of Summer Session, Col of 
William and Mary, Williamsburg, Va., 
Since 1920 

Holbcck, Elmer Scott, B.S.*23, M.A.*26, 
Ph.D.’33, Tchrs Cal,, Columbia Univ., 
Major, Reserve Officers Tr. Corps, Pasa¬ 
dena Jr Col , Pasadena, Calif. 

Holbert, William R., Ph.B.’14 f Lafayette 
Col ; M A.'25, Univ of Pa.; Supvg. Prin. 
oF Sch , North Arlington, N. J., since 1935. 


Holbrook, C. Ray. B.Ed.’lQ, M.A.’22, Univ, 
of Wash.; Ed D.’39, Stanford Univ. Ad¬ 
dress: P. O. Box 128, Stanford University 
Calif. 

Holden, Arthur John, Jr. t S.B.’23, Ed.M.’29. 
Harvard Univ.; Supt. of Sch., Danville! 
Vt , since 1936. 

Holden, Ellsworth B., B S ’23, t Mich State 
Col; A.M.’34, Columbia Univ,; Supt of 
Sch., St. Joseph, Mich., since 1935. 

Holden, Fox D., B.S.’20, Ed M *38, Univ 
of Rochester, Supt. of Sch., Poughkeepsie, 
N. Y., since 1938. 

Holden, Miles C., 53 Hillman St,, Spring- 
field, Mass 

Holland, Nicholas S., B A ’17, Southern 
Methodist Univ., A.M.’27, Ed D/37, 
Tchrs. Col., Columbia Univ ; Supt. of 
Sch. and Pres., Lee Jr. Col., Goose Creek, 
Texas, since 1940. 

Holland, Royce, B B.A.’32, Univ of Texas; 
M A’38, Southern Methodist Univ.; Supt. 
of Sch , Rosser, Texas, since 1936. 

Hollenbach, Charles R., M.A.’17, Univ of 
Pa.; Prin , Sr. H. S , Atlantic City, N. J., 
since 1939. 

Holler, James Carlisle, A B ’21, Wofford 
Col , Asst. Supt. of Educ., Anderson, S. C, 
since 1941. 

Holley, J Andrew, B.A.’23, Univ. of Colo.; 
M A *28, Columbia Univ.; Head, Dept, of 
Business Educ., Okla. Agrl. and Mecli. 
Col., Stillwater, Okla., since 1940. 

Holley, Tom, Supt. of Sch., Pleasanton, 
Texas. 

Hollinger, John Ruhl, Diploma ’10, State 
Tchrs. Col, West Chester, Pa. Address: 
Hotek Madison, Atlantic City, N. J. 

Hollingsworth, Henry T , Asst. Supt, of 
Sch, Bloomfield, N. J. 

Hollingsworth, Milton C , Co. Supt. of Sch., 
Woodstock, Va. 

Hollis, L. P., Supt., Parker Dist. Sch, 
Greenville, S. C. 

Hollister, Neva W., Pres., Calif. Assn, for 
Childhood Educ., 1021 Pontica Ave., 
Fresno, Calif. 

Hollmeyer, Lewis H , A B.’20, Hanover Col , 
M.A. *37, Tchrs. Col, Columbia Univ,, 
Prin, Community H. S., Camp Point, Ill., 
since 1931. 

Holloway, Fred G , A.B ‘18, Western Md 
Col B.D.’21, Drew Univ.; LL.DJ36, 
Dickinson Col.; Pres, Western. Md. Col., 
Westminster, Md., since 1935. 

Holloway, George Edward, Jr , B Litt.’29, 
M.Ed.’32, Rutgers Univ ; Supvg. Prin. of 
Sch., Wharton, N. J., since 1937. 

Holloway, H. V., A.B.*95, A.M.’98, Wash¬ 
ington Col., Chestertown, Md ; Ph D.*14, 
Univ. of Pa.; LL.D.*32, Washington Col., 
Chestertown, Md ; State Supt of Pub. 
Instr., Dover, Del., since 1921. 

Holloway, W. J., M.A.*29, Univ of Texas; 
Supt. of Sch., Port Neches, Texas, s.nce 
1930. 

Holmes, Chester W., S B *16, Ed M.’24, Har¬ 
vard Univ.; Ed.D.*36, George Washington 
Univ.; Asst Supt. of Sch, Washington, 
D. C., since 1936. 

Holmes, Dorothy, Vice-Prin., Southern 
II. S. t Warren Ave., Baltimore, Md 

Holmes, Dwight Oliver Wendell, A.B *01, 
Howard Univ.; A.M *15, Ph.D.*34, Colum¬ 
bia Univ.; Pres., Morgan State Col., 
Baltimore, Md , since 1937. 



List of Members 


•473 


Holmes, Frank L , B.A, and B Sc.’29, Umv. 
of Kansas, M A.’36, Northwestern Umv.; 
Supt. of Sch,, McCook, Nebr., since 1939. 
Holmes, Grace, Prin , Kensington Sch , 
Richmond, Calif 

Holmes, Harley W , A.B ’25, Western State 
Tclirs, Col,, Kalamazoo, Mich ; M A.,’35, 
Albion Col.; Supt. of Sch, Marshall, 
Mich , since 1929. 

Holmes, Henry Wyman, A.B.’03, A.M.’04, 
Harvard Umv.; Litt.D'24, Tufts Col., 
LL D.’31, Umv of Pittsburgh; Litt.D.’33. 
Rutgers Univ , LL D ’36. Franklin and 
Marshall Col ; Chmn., Com on Educ 
Relations, Harvard Univ, Cambridge. 
Mass , since 1940 

Holmes, J, E, A.B.’27, Western Mich Col 
of Educ ; A M '36, Univ of Wyo , Supt. 
of Sch, Spring Lake, Mich., since 1923. 
Holmes, Jay William, A.B’16, Hiram Col.. 

M A'27, Ohio State Umv.: Prin., Wilb 1 i 
Wright H. S,, Dayton, Ohio, since 1940 
Holmes, Joseph R., B.A.’15, Hendrix Col.; 

M A '25. Tclirs Col , Columbia Univ , 
Supt. of Sch . Muskogee, Okla., since 1931 
Holmes, Margaret Cook, A B ’15, Adelphi 
Col.; M A ’24, Tchrs. Col,, Columbia 
Umv . Dir. of Kdgns., Pub Sch., New 
York, N. Y , since 1935. Address: 136 
Cambridge PI , Brooklyn, N. Y. 

Holmes, William H , A B.’97, Colby Col. 

Ph D’10, Clark Univ. Address. The 
Eastland, Portland, Maine. 

Holmstedt, Raleigh W , Prof, of Educ , Ind 
Univ. Bloomington, Ind. 

Holsinger, Clyde Kagey, A.B '09, Bridge- 
water Col.: A.M.*18, George Peabody Col 
for Tchrs., L H D'37, Bridgewater Col.; 
Div Supt of Sch , Richmond, Va., since 
1938. 

Holsinger. Virgil C , A B '27, Juniata Col : 
M Ed.’37, Univ. of Pittsburgh; Supvg. 
Prin. of Sch , Millvale, Pa , since 1935 
Holst, Alwyn R., B.A.’20, Hamline Univ.; 
M.A.’34, Univ. of Minn. Address: Route 
3, Box 76. Red Wing, Minn. 

Holste, Hilary L., B.S.‘21, Capital Univ.; 
M E'36, Univ. of Pittsburgh; Supt of 
Sch., Arnold, Pa., since 1936 
Holston, Evelyn Turner, B.S.’2Q, A.M.’21, 
Tchrs. Col., Columbia Umv.; Genl Supvr. 
of Jr. H. S., Admin. Bldg., Springfield, 
Mabs., since 1930. 

Holt, E. E, A B’26, Wilmington Col.: 
M A.'36, Miami Univ.; Supt. of Sch., 
Marion, Ohio, since 1940. 

Holt, Frank E., B.S.’06, Amherst Col., 

Ed.M/29, Harvard Umv.; Supt. of Sch., 
Whitman, Mass , since 1922. 

Holton, Edwin Lee, Diploma ‘00, Ind State 
Tchrs Col., Terre Haute, Ind ; A B.’Q4, 
Ind. Umv.; Pd.D/27, Columbia Umv ; 
Head, Dept, of Educ and Dean of Sum¬ 
mer Sell., Kansas State Col., Manhattan. 
Kansas, since 1910. 

Holtzman, Herbert P , Ph. B.’13, A.M ’16, 
Dickinson Col.; LL.B.’l6, Dickinson Law 
Sch., A.M'23, Umv. of Pa ; Supvg. Prin. 
of Sch , 718 Reading Ave , West Reading, 
Pa., since 1924. 

Holy, Thomas C., A.B.'19, Des Moines 

Umv.; M.A,’22, Ph.D *24, State Univ. of 
Iowa; Prof, of Educ. and Research Assoc, 
in Bureau of Educ. Reseaich, Ohio State 
Univ , Columbus, Ohio, since 1927 
Holzman, John H., B.A/23, Umv. of Wis , 
Prin, H S , Neenah, Wis., since 1930. 


Honeycutt, Allison W., A.B '02, Wake For¬ 
est Col ; Supt. of Sell., Chapel Hill, N. C , 
since 1937. 

Hook, T. E, C.E'08. Ohio Northern Univ., 
A.B.'14, A.M’18, Univ. of Mich.; A.M.'34. 
Tchrs. Col M Columbia Univ.; Supt of 
Sch , Troy, Ohio, since 1919. 

Hooper, Bertrand, B.S.’30, Boston Univ.; 
Asst. Supt. of Sch., Medford, Mass,, since 
1922. 

Hooss, Ida M, B A.’23, Harris Tchrs. Col.; 
M.A'26, New York Umv.; Prin, Elem 
Sch., 5330 Pershing Ave,, St. Louis, Mo., 
since 1926. 

Hope, James H., A B '29, Newberry Col , 
State Supt. of Educ., Columbia, S. C, 
since 1923 

Hope, Roy E, A.B E.’3G, Univ. of Fla , 

M A.’37, George Peabody Col. for Tchrs.. 
Prin., Central Schs., Fort Lauderdale. Fla., 
since 1938. 

Hopkins, Johanna Mane, Diploma ’14. 
Brooklyn Tr. Sch. for Tchrs., B.S ’37. 
M.A.’38, New York Univ., Prin, Pub 
Sell. 148, Queens, 32nd Ave. and 89tli St, 
Jackson Hgts, New York, N, Y., since 
1929. 

Hopkins, John L., A B.’OO, M A ’12. Hamil¬ 
ton Col.; Ph.D.'37, New York Umv., 
Supt of Sell., Hastings-on-Hudson, N. Y., 
since 1923. 

Hopkins, John W . A.B.'30, M.A.’39, Drake 
Univ.; Ph.D.'41. Williams Col ; Pres., 
Williams Col., Berkeley, Calif., since 1938 
Hopkins, W. Karl, A.B.'06. Univ. of Utah; 

Supt. of Sch , Ogden, Utah, since 1919. 
Hoppock, Robert, B.S *23, Wesleyan Univ.; 
M.A.'32, Ph D.’35, Columbia Umv.; Prof 
of Educ. and Chmn . Dept, of Guidance 
and Personnel Admin., Sch. of Educ,, 
New York Univ., New York, N. Y., since 
1939 

Horn, Ernest, B.S.'07, A.M ’08, Umv. of 
Mo, Ph D.T4, Columbia Univ.; Prof, of 
Educ. and Dir., Umv, Elem Sch, State 
Umv. of Iowa, Iowa City, Iowa, since 
1915. 

Horn, Francis H„ Dean, Jr Col. of Com¬ 
merce, 389 Whitney Ave , New Haven. 
Conn. 

Horn, Nelson Paxson, A B,’16, Mo. Wes¬ 
leyan Univ.; B.D ’18, Garrett Biblical 
Inst ; M A.'19, Northwestern Univ , 

D. D.’37, Garrett Biblical Inst.; Pres., 
Baker Umv., Baldwin, Kansas, since 1936. 

Horne, Edmund C. t A.B.’26, M A.'27, Gon- 
zaga Umv , Pres , John Carroll Univ., 
Cleveland, Ohio, since 1937. 

Horner, F. G., A.B.T2, Juniata Col.; A.M.’IG, 
Columbia Univ.; Supt. of Sch, Tamaqua, 
Pa., since 1927. 

Horner, Harlan Hoyt, A.B.'01, Univ. of 
Ill ; A.M '15, Pd.D '18, N. Y. State Col. 
for Tchrs., Albany, N. Y.; LL D '33, 
Alfred Univ.; Secy., Council on Dental 
Educ. of the American Dental Assn , 212 

E. Superior St., Chicago, Ill. 

Horner, Meyers B., A.B ’13, Juniata Col ; 
A.M.’26, Ph.D.’38, Umv. ot Pittsburgh, 
D.S E.'38, Wash, and Jefferson Col ; Supt. 
of Sch., Washington, Pa., since 1930 
Horrall, Albion H , A.B "19, Wash. State 
Col.; M.A.’21, Stanford Univ.; Supt. of 
Sch., San Mateo, Calif., since 1941. 
Horsch, M, J., A B ’25, Earlham Col ; 
Supvg. Prin. of Sch., West View, Pa., 
since 1937. 



474 


Health in Schools 


Horst, Walter, A.B.’16, Olivet Col.; 

M A/26, Uttiv, of Mich.; Supt. of Sch., 
Three Rivers, Midi., since 1936. 

Horstick, Simon M., B.S.'10, M.A/23, 

Ph,D.’31, Univ. of Pa.; Supt. of Sch., 
Pleasantville, N J„ since 1926. 

Hortin, James F., A.B.'30, McKendree Col ; 
M.A.'3G, Univ. of Colo.; Supt. of Sch., 
Vandalia, Ill., since 1937. 

Horton, Arthur D., A.B/98, A.M.'00, Alle¬ 
gheny Col ; A.M. in Ed.'34, New York 
Univ.; Supt. of Sch., Ridgefield, Conn., 
since 1928. 

Hostetler, Ivan P., B.S. in Ed.*19, State 
Tchrs, Col., Emporia, Kansas; M.A. in 
Ed.'26, Stanford Univ ; Supt., Miami, 
Lower Miami, and Inspiration Pub Sch., 
Miami, Ariz., since 1934. 

Houchens. H. Clay, Dir, Indus. Arts and 
Voc, Educ, 312 N. Ninth St, Richmond, 
Va. 

Houck, Maurice E., Supt. of Sch., Ber¬ 
wick, Pa. 

Houk, Dale W., Frey Rd,, R. D. 2, Turtle 
Creek, Pa 

Houseman, W. Lynn, B S.’08, Colgate Univ.; 
M.A’21, Tchrs. Col., Columbia Univ.; 
Supt. of Sch., Geneva, N. Y., since 1926. 
Houston, Edith, Prin , Fruitvale Elem. Sch., 
Oakland, Calif. 

Howard, Ervin, A.B.’24, M.A/27, Univ. of 
Mich , Asst. Supt. of Fordson Dist. Sch , 
Dearborn, Mich., since 1934. 

Howard, George, A.B.’12, Davidson Col.; 

A. M.'22, Ph.I).'24, Columbia Univ.; Field 
Agt., Southern Assn, of Colleges and Sec. 
Sch., Tarboro, N. C., since 1941. 

Howard, Joseph E., B.S.'IS, Central Col , 
Fayette, Mo.; A.M.*28, Univ. of Mo.; 
Prin., DeMun Sch., Clayton, Mo., since 
1927. 

Howard, Lowry S„ Diploma ’13, State Tchrs. 
Col., Cheney, Wash., A.B.’17, A.M.‘20, 
Stanford Univ.; Pres., Menlo Sch. and Jr. 
Col., Menlo Park, Calif., since 1927. 
Howard, Marie R., Diploma '10, R. I. Nor¬ 
mal Sch.; Prin., Elem. Sch., 29 Modena 
Ave., Providence, R I , since 1941. 

Howe, John Ruskm, A.B ’21, Otterbein Col.; 

B. D.’24, Yale Divinity Sch.; Ph.D.’27, 
Yale Univ ; D.D.'35, Otterbein Col., Pres , 
Otterbein Col., Westerville, Ohio, since 
1939 

Howe, Philip M., B A.’02, M A ’08, Yale 
Univ.; Supt. of Sch., Rockville, Conn., 
since 1937. 

Howell, A. H., Diploma '02, State Normal 
Sch , East Stroudsburg, Pa.; B.S.'27, New 
York Univ., Co. Supt. of Sch., Honesdalc, 
Pa., since 1921. 

Howell, C. V, Prin , Roosevelt Jr. H. S., 
Richmond, Calif. 

Howell, Charles P , A.B,’20, M.A.’28, Univ. 
of Okla.; Supt. of Sch., Ponca City, Olcla., 
since 1935. 

Howell, Clarence E., B.S. 1 17, James Millikin 
Univ.; A.M.’23, Tchrs. Col., Columbia 
Univ. Address: 2S2 Parkway Ave., Tren¬ 
ton, N. J. 

Howell, John. Marion, B,A.’25, Emmanuel 
Missionary Col.; M.A.J38, Univ. of Nebr.; 
Academic Dean, Union Col., Lincoln, 
Nebr., since 1940. 


Howie, Thomas W., B.S. in Ed.’23, Lafay¬ 
ette Col,; M.S. in Ed.’31, Temple Univ.; 
Supt., Alexis I. duPont Special Sch. Dist., 
Wilmington, Del., since 1936. 

Howitt, Weldon E., B S.’17, M.A. 5 2C, St. 
Lawrence Univ.; Supvg. Prin. of Sch, 
Farmingdale, N. Y., since 1919. 

Howton, Everett, A B,’20, M.A.’29, George 
Peabody Col. of Tchrs.; Supt. of Sch, 
Princeton, Ky„ since 1923. 

Hoyman, W. H., A.B.’09, Iowa State Tchrs. 
Col., Cedar Falls, Iowa; A.M.’33, State 
Univ. of Iowa; Supt, of Sch,, Indianola, 
Iowa, since 1926. 

Hubbard, Frank W., A B.'22, M.A,’2G, Univ. 
of Calif.; Ph.D.’3i, Tchrs. Col., Columbia 
Univ.; Dir. of Research, Natl. Educ. Assn , 
1201 16th St., N. W., Washington, D. C., 
since 1940. 

Hubbard, Louis H. ( B.S.’03, M.A.‘18, Univ 
of Texas; LL.D.’29, Austin Col.; Ph.D.’30, 
Univ. of Texas; Pres., Texas State Col. 
for Women, Denton, Texas, since 1926 
Hubbard, O. S., B.L.'14, Univ. of Calif ; 
M.A.'17, Stanford Univ.; Ed.D.’39, Univ, 
of Calif.; H. S. Curriculum Coordinator, 
Hall of Records, San Jose, Calif., since 
1939. 

Huchingson, J. E, B.C.S.’14, A.M.'16, Univ, 
of Denver; LL.D.’36. William Jewell Col,, 
Pres., Colo. Woman's Col., Denver, Colo , 
since 1931. 

Hudson, C. A., B.S.’17, Col. of Wooster; 
A.M.’23, Tchrs. Col., Columbia Univ., Dir., 
NYA Student Work for Ohio, 2976 Neil 
Ave., Columbus, Ohio. 

Huey, O. E., B.S.’25, La. Polytech. Inst.; 
Parish Supt. of Sch., Oak Grove, La , since 
1929. 

Huff, Leo W., State Life Cert.'17, Central 
StRte Normal Sch., Mt. Pleasant, Mich.; 
A.B.’26, M.A.’29, Univ. of Mich.; Supt. of 
Sch., Lincoln Park, Mich., since 1928. 

Huff, Z. T., A.B.’25, Baylor Univ.; A M’29, 
Columbia Univ.; Ph.D.’36, Univ. of Texas; 
Dean, Howard Payne Col, Brownwood, 
Texas, since 1938. 

Hufford, G. N. f A.B.’14, Hanover Col ; 
Ph.D.*36, Univ. of Chicago; Supt. of Sch., 
Joliet, Ill., since 1936. 

Hughes, John Francis, A.B.’09, Washburn 
Col.; M.S.'31, Kansas State Tchrs. Col., 
Pittsburg, Kansas, L.H.D.’34, Washburn 
Col.; Supt. of Sch., Eldorado, Kansas, 
since 1926. 

Hughes, M. V., A.B.'32, Susquehanna Univ., 
A.M.’37, New York Univ.; Supvg. Prin, of 
Sch., Plains, Pa., since 1934 
Hughes, Otto, A B.'28, Franklin Col.; 
A.M.*30, Ind. Univ.; Acting Supt. of Sch., 
Columbus, Ind., since 1941. 

Hughes, R. O., A.B.'00, Brown Univ.; 
A.M.’24, Univ. of Pittsburgh; L.H.D.’41 f 
Brown Univ.; Dir. of Citizenship and 
Social Studies, Bd. of Educ., Pittsburgh, 
Pa., since 1939. 

Hughes, Rees H., A.B.*13, Washburn Col,; 
A.M.’30, Tchrs. Col., Columbia Univ.; 
Pres., Kansas State Tchrs. Col., Pittsburg, 
Kansas, since 1941. 

Hughey, Allen Harrison, B.A.’OS, Vander¬ 
bilt; LL.B.’OB, George Washington Univ ; 
Supt. of Sch., Sch. Admin. Bldg., El Paso, 
Texas, since 1919. 

Hughson, Arthur, B,A,’16, M.A.’18, Columbia 
Univ.; Prin., Lew Wallace Jr. H. S., 
Brooklyn, N. Y., since 1940. 



List of Members 


475 


Hull,, Harry C., A.B/01, Hillsdale Col.: 
AM/11, Yale Umv.; A.M/15, Harvard 
Univ., Supt of Sch., Saco, Maine, since 
1925. 

Hull, Osman R., B.S/13, M.S/14, Pli.D/25, 
Univ. of Calif.; Prof, of Educ., Umv. of 
Southern Calif., Los Angeles, Calif., since 
1924. 

Hulhhen, Walter, A.B. and A M/96, Univ. 
of Va ; Ph D’00, Johns Hopkins Univ.; 
LL.D/22, Temple Univ ; Pres , Univ. of 
Del,, Newark, Del., since 1920. 

Hulme, George W., A.B.’27, Mercer Univ,; 
M.A/38, Umv, of Ala.; Co. Supt. of Sch., 
Ft Payne, Ala , since 1933. 

Hulton, John G , Supt. o£ Sch., Latrobe, Pa., 
smce 1929. 

Hummel, Edward John, A B/13, Univ. of 
Southern Calif.; A.M *14, Columbia Univ ; 
Deputy Supt. of Sch , Beverly Hills, Calif., 
since 1925 

Humphrey, George Duke, B A/29. Blue 
Mountain Col.; M.A/31, Univ, of Chicago; 
Ph D’39, Ohio State Univ.; Pres., Miss. 
State Col., State College, Miss., since 1934. 

Humphrey, Joe R., B A ’25, Trinity Univ., 
M A/31, Ed D/38, Columbia Univ. Ad¬ 
dress Pub. Sch., Temple, Texas. 

Humphreys, Arthur C., Co. Supt. of Sch , 
Snow Hill, Md 

Hunkins, Ralph V., B.A/14, Umv. of Nebr.; 
M.A/21, Univ. of Chicago; D.Litt/36, Da¬ 
kota Wesleyan Univ.; Supt. of Sch., Lead, 
S. Dak., since 1922. 

Hunn, Frank L., A.M.’38, Univ of Kansas; 
Prin., Atchison Co. Community H. S., 
Effingham, Kansas, since 1932. 

Hunn, Herbert, Prin., Longfellow Jr H S. t 
Richmond, Calif. 

Hunt, Charles W., A B/04, Brown Univ.; 
A.M/10, Ph.D/22, Columbia Umv.; Prin., 
State Normal Sch., Oneonta, N. Y„ since 
1933. 

Hunt, Harry A., A B/01, Col. of William and 
Mary; Supt. of Sch., Portsmouth, Va, 
since 1909. 

Hunt, Heber U., A.B/21, Central Col., Fay¬ 
ette. Mo., A.M. ’23, Univ. of Minn.; 
Ph.D/39, Univ. of Mo.; Supt. of Sch., 
Sedalia, Mo., since 1927. 

Hunt, Herold C., A.B.'23, A.M/27, Umv. 
of Mich.; Ed.D/40, Tchrs. Col., Columbia 
Univ.; Supt. of Sch., Kansas City, Mo., 
since 1940, 

Hunt, Lyman C., A B/12, Univ of Vt., 
M .A/38, Columbia Univ,; Supt. of Sch., 
Burlington, Vt., since 1922. 

Hunt, Rolfe Lanier, B.A/24, Millsaps Col.; 
M.A/27, Ph D/37, George Peabody Col. for 
Tchrs.; Supt. of Sch., Louise, Miss., since 
1937. 

Hunter, Frederick Maurice, A.B/05, Univ. of 
Nebr ; A.M.*19, Columbia Univ.; Ed,D/25, 
Univ. of Calif.; LL.D/30, Colo. Col ; 
LL.D/32, Univ. of Colo,; LL.D/39, Univ. 
of Nebr., Pres., Natl Educ. Assn., 1920-21; 
Chancellor, State System of Higher Educ., 
Univ. of Oregon, Eugene, Oregon, since 
1935 

Hunter, H Reid, A.B/11, Duke Univ ; 
M.A ’15, Columbia Univ.; Ph.D/37, George 
Peabody Col, for Tchrs.; Asst. Supt. of 
Sch , 561 Lakeshore Drive, N. E., Atlanta, 
Ga,, since 1922, 

Hurd, A. W., Ph.B/06, Hamline Univ.; 
M.S/24, Ph.D/28, Univ, of Minn.; Dean, 
Hamline Univ,, St Paul, Minn., since 1938. 


Hurst, James, Co. Supt. of Sch., 148 Granby 
St„ Norfolk, Va.. since 1917 

Huss, Hunter, A.B/23, Univ. of N. C.; Co. 
Supt. of Sch , Gastonia, N. C , since 1936. 

Huston, Harry, M.S/05, Qkla, Agrl, and 
Mech. Col.; Supt. of Sell., Blackwell, 
Okla., since 1931. 

Hutchins, Clayton D., B.A. and B.S. in 
Ed/22, M A/27. Ph D/38, Ohio State 
Umv ; Auditor, State Dept, of Educ., 
Columbus, Ohio, since 1929, 

Hutchins, H Clifton. B S ’30, Springfield 
Col ; M.A/32, Ph.D/34, Univ. of Wis.; 
Prof, of Educ., Willamette Umv., Salem, 
Oregon, since 1940 

Hutchins, Robert M , A B ’21, A.M/22, 

LLB/25, Yale Univ,; LL.D/29, W. Va 
Univ.; LL.D/29, Lafayette Col.; LL.D/29, 
Oberhn Col.; LL.D’30. Williams Col.; 
LL D/30. Berea Col,; LL D/36, Harvard 
Univ ; Pres., Umv. of Chicago, Chicago, 
111., since 1929. 

Hutt, W Leon, B.A/14, Syracuse Univ,; 
M.A ‘24, Tchrs Col., Columbia Univ ; 
Supt. of Sch., Hoosick Falls, N. Y.. since 
1925. 

Hyde, Richard E., A.B/21, W. Va. Univ.; 
A M/24, Columbia Univ.; Ph.D/29, Umv. 
of Pittsburgh; Exec Secy., State Tchrs. 
Retirement Bd , Charleston, W. Va , 
since 1941. 

Hyde. T. R, M A/16, Yale Univ.; Head¬ 
master, Anna Head Sch. for Girls. 2538 
Chanmng Way, Berkeley, Calif., since 
1938 

Hyson, Raymond S., B.S/20, St. John’s Col,, 
Annapolis, Md.; Co. Supt of Sch., West¬ 
minster, Md., smce 1935. 


I 

Iden, Thomas L., A.B/22, Kansas Wesleyan 
Umv.; A.M/29, Western State Col., Gun¬ 
nison, Colo.; Supt, of Sch., Russell, Kan¬ 
sas, since 1939. 

Igelt Carl S., A.B/25, Ottawa Univ ; 

M A/34, Umv, of Kansas; Supt. of Sch., 
Minneapolis, Kansas, since 1937. 

Ijams, E. H., Pres., David Lipscomb Col., 

Nashville, Tenn. 

Illing, Arthur H. t Supt. of Sch., Manchester, 
Conn., since 1935. 

Illman, Adelaide T., B.S, in Ed.’29, Univ. 
of Pa.; A.M/34, Tchrs. Col,, Columbia 
Univ.; Dir., Illman-Carter Unit for Kdgn. 
and Primary Tchrs. of the Sch. of Educ , 
Univ, of Pa,, Philadelphia, Pa., since 1936, 

Inez, Sister Mary, PhD/35, Catholic Umv. 
of America; Pres., St. Xavier Col., Chi¬ 
cago, Ill., since 1939. 

Ingalls, Rosco Chandler, A B/09, McPherson 
Col., A.M/ll, Univ. of Kansas; LL.D/37. 
McPherson Col ; Dir., Los Angeles City 
Col., Los Angeles, Calif , since 1934. 

Ingram, Irvine S., Pres., W. Ga. Col., Car¬ 
rollton, Ga., since 1933. 

Ingram, Katherine P , A.B/21, Randolph- 
Macon Col. Address; 202 W. McNeal, 
Bolivar, Tenn. 

Inman, W. O , B S/25, George Peabody Col. 
for Tchrs.; Supt. of Sch., Paris, Tenn., 
since 1933. 

Inscoe, L, S., B.A/15, Wake Forest Col.; 
M.A/28, Tchrs. Col., Columbia Univ,; Co, 
Supt. of Sch., Nashville, N. G., since 1919. 


476 


Health in Schools 


Ireland, Dwight B , B.A ’26, M,A *29, 
Ph.D.'3S, Ohio State Umv.j Asst. Prof, 
of Educ., Univ. of Rochester, Rochester, 
N. Y., since 1938. 

Ireland, E. E., A.B/29, Ottawa Univ , 
M.E/37, Univ. of Kansas; Supt of Sch , 
Watervillc, Kansas, since 1935. 

Ireland, Elizabeth, B A.’20, Univ. of Monl.s 
MA’27, Tchrs. Col, Columbia Univ, 
State Supt. of Pub. Instr, Helena, Mont., 
1929-37 and since 1941. 

Ireland, Everett W., B.S'll, Tufts Col ; 
Supt. of Sch., Somerville, Mass., since 
1928. 

Irion. Theo. W. H., B.S and A B *11, Univ. 
of Mo,, A M/16, Ph.D/25, Tchrs Col.. 
Columbia Univ., Dean of the Faculty of 
Educ., Univ. of Mo., Columbia, Mo , since 
1930. 

Irizarry. Oscar B„ Dean, Polytech. Inst., 
San German, P. R. 

Irons, F. S., A B/26, Middlebury Col.; Dist. 
Supt. of Sch., Bennington, Vt„ since 1930. 

Irons, James Ralph, A.B/21, Ind State 
Tclirs. Col, Terre Haute, Ind.; M.A *25. 
Tchrs. Col-, Columbia Univ , Supt. of 
Sch., Evansville, Ind, since 1933. 

Irons, Robert Blaine, A.B/07, Wabash Col.; 
M.A/31, Tchrs. Col , Columbia Univ , 
Supt. of Sch., Mason City, Iowa, since 
1930 

Irvin, William Buel, B A.*21, M.A,’26, Sim¬ 
mons Univ.; Ed.D/39, Univ. of Texas, 
Supt. of Sell., Lubbock, Texas, since 1937. 

Irwin, Manley 12., B.A/22, Mich State 
Normal Col., Ypsilanti, Mich ; M.A ’23. 
Univ. of Mich.; Supvg. Dir of Instr., 
Pub. Sch., 4G7 W. Hancock, Detroit, Mich , 
since 1941. 

Irwin, W. W., M E/96, State Normal Sch , 
Slippery Rock, Pa. Address: H. S.. Far¬ 
rell, Pa 

Isanogle, Alvey M . A.B/98, St. John’s Col ; 
A M/24, Johns Hopkins Univ , Ed.D/35, 
Western Md. Col.; Prof, of Educ, West¬ 
ern Md. Col., since 1920 and Dean, Sch 
of Educ , Western Md. Col., Westminstei, 
Md., since 1928. 

Isbell, C. C, A B/30, M.A/31. Texas 

Christian Univ ; Supt, of Sch , Ennis, 
Texas, since 1940 

Ivy, Horace M , A B ’03, A.M/04, Central 
Col., Fayette, Mo.; Ph D ’22, George Pea¬ 
body Col for Tchrs.; Supt. of Sch, 
Meridian, Miss , since 1923. 


J 

Jack, William B , A B ’00, L H D/27, Colby 
Col ; Supt. of Sch , 29 Eastern Promenade. 
Portland, Maine, since 1922. 

Jackson, A. C., Bus. Mgr., Pub. Sch., Lub¬ 
bock, Texas, since 1925. 

Jackson, Ada L, A.B/25, Geneva Col ; 
Supvg. Prin. of Sch,, Freedom, Pa , since 
1935. 

Jackson, Arthur H., Pres., Watkins Sch. Bd„ 
200 Seventh, Watkins Glen, N Y 

Jackson, E. W., B S/22, North Texas State 
Tchrs. Col„ Denton, < Texas; M.S.*27, 
Southern Methodist Univ ; Supt. of Sch , 
Beaumont, Texas, since 1938, 

Jackson, F. W, A B/07, Bates Col., Supt. 
of Sch., Madison, N. H., since 1921. 


Jackson, Frank M , BA ’28, Southwestern 
Univ.; Co. Supt. of Sch , San Angelo, 
Texas, since 1939 

Jackson, Halliday R., A.B/04, Swarthmorc 
Col., A.M/33, Univ of Pa.; Supt. of Sch, 
Salem, N J , since 1933. 

Jackson, Herbert G,, Supt of Art Educ., 
Pub Sch., 911 Locust St., St. Louis, Mo , 
since 1926. 

Jackson, Horace A., B.A ’23, Baylor Univ,; 
M.A,’30, Texas Tech Col ; Supt. of Sch, 
Pasadena, Texas, since 1935 

Jackson, J. Roy, Ph.B ’14, Dickinson Col.; 
M A/27, Univ of Pittsburgh, Supt. of 
Sch., Beaver Falls, Pa , since 1935 

Jackson, Walter M , B.S/20, Georgetown 
Col., Ky , M.A ’27, Tchrs. Col , Columbia 
Univ,; Supt. of Sch., Selma, Ala., since 
1937. 

Jacobs, George W., Dept, of Inst. Research, 
Pub Sch,, 1354 Broadway, Detroit, Mich. 

Jacobs, Harry L., M.B A/24, D-C Ed.*38, 
Bryant Col.; Pres., Bryant Col., Provi¬ 
dence, R. I., since 1907. 

Jacobsen, Einar W , B.A/16, M.A *23, Univ, 
of Calif.; Fh,D/31, Columbia Univ ; Dean, 
Sch. of Educ., Univ. of Pittsbuigh, Pitts¬ 
burgh, Pa., since 1940. 

Jacobson, C. C., B.A/18, St, Olaf Col.; 
M A/33, Univ. of S. Dak, Supt of Sch, 
Canton, S. Dak., since 1926. 

Jacobson, Paul B., A B/22, Luther Col , 
A.M.’28, Ph D ’31, State Univ of Iowa; 
Prin., Univ. IT S , Univ. of Chicago, Chi¬ 
cago, Ill., since 1936. 

Jahr, Charles A., Ph.B/07, Univ of Wis . 
Supt. of Sch., Elkhorn, Wis , since 1916. 

Jakob, Philip A., Ph B '13, Yale Univ.; 
M A ’22, Tchrs. Col., Columbia Univ, 
Ed.D/39, New York Univ ; Supt, of Sch, 
Norwalk, Conn., since 1932 

James, Call A., A.B’29, Col. of Emporia, 
M.S. in Ed/35, Univ. of Southern Calif , 
Supt. of Sch., Toronto, Kansas, since 1936, 

James, Haddon W., B S ’21, State Tchrs. 
Col., Emporia, Kansas; Ph.D ’23, State 
Univ. of Iowa; Pres , N. Mex. State Tchrs 
Col., Silver City, N Mex , since 1936. 

James, L L., Diploma *15, State Tchrs 
Col., Florence, Ala.; B,S’39, George 
Peabody Col. for Tchrs., MS/41, Ala. 
Polytech. Inst., Supt. of Sch, Roanoke, 
Ala , since 1919. 

James, Leonidas Sheppard, M.A.’32, Co¬ 
lumbia Univ.; Pres, State Tchrs Col, 
Bowie, Md , since 1921. 

James, William Alonzo, M.A.’95, Univ. of 
Texas, Prin., Ball H S., 1905-40 Ad¬ 
dress. 2327 Ave. M, Galveston, Texas. 

Jammer, George F., B.S/19, Bucknell Univ , 
M.A/26, Columbia Univ., Supt of Sch., 
Wellsville, N. Y., since 1926. 

Jansen, William, B.S/08, A.M/13, Ed D ’40, 
Columbia Univ.; Asst Supt of Sch., 110 
Livingston St,, Brooklyn, N. Y., since 
1935. 

Janvier, Carmelite, B.A/11, M.A/13, Tulane 
Univ , Dir,, Div. of Special Services, Pub. 
Sch., New Orleans, La., since 1940. 

Jardine, William M., B.S.’04, LL.D/25, Agrl 
Col of Utah; LL D/27, Lafayette Col,, 
LL.D/38, Kansas State Col ; Pres., Munic¬ 
ipal Univ. of Wichita, Wichita, Kansas, 
since 1934. 



List of Members 


477 


Jarman, A* M., B S. and M.S.’20, Umv. of 
Va , Ph.D.'32, Umv of Mich.; Asst. Prof, 
of Educ , Umv of Va f Charlottesville. 
Va., since 1928, 

Jarman, Joseph L. f LL.D.’Q6, Hampden-Syd- 
ney Col.; Pres., State Tchrs. Col., Farm- 
ville, Va., silnce 1902. 

Jarvis, Calvin W., Ph.B ’99, State Umv. of 
Iowa, Prin., Central H. S, Minneapolis, 
Minn , since 1926. 

Jason, William Barrington, A.B.T3, Howard 
Umv ; A M.’IS, Umv. of Pa., Dean, Lin¬ 
coln Umv., Jefferson City, Mo., since 1924. 
Jean, Sally Lucas, A.M.’24, Bates Col., Exec 
Sec., Health Section, World Fed of Educ. 
Assns., 200 Fifth Ave., New York, N. Y , 
since 1936. 

Jedlicka, A. I, B.A ’07, M.A ’28, Univ. of 
Minn.; Supt. of Sch., Proctor, Minn., since 
1918. 

Jeffers, Fred A., Diploma ‘91, M Pd.’06, State 
Normal Col., Yp&ilanti, Mich., M A.’2G, 
Umv. of Mich ; Supt. of Twp. Sch., Paines- 
(laLe, Mich., since 1891 
Jeffords, H. Morton, A.B.’14, Syracuse Univ , 

A M.’32, New York Umv.; Supt of Sch., 
Fairfield, Conn , since 1940 
Jeffrey, F. J., B Sc ’00, Ohio State Umv.; 
Asst. Supt of Instr, in charge of Voc. 
Educ., St. Louis, Mo , since 1929 
Jeffries, U. B., A.B.’20, Ind. Univ ; M.A’31, 
Umv. of Wis., Supt. of Sch, Charleston, 
Ill , since 1930 

Jeidy, Pauline K, Genl. Supvr., Pub. Sch, 
Oroville, Calif. 

Jelsch, John, A.B,’12, Albion Col.; M A’27, 
Columbia Umv., Supt of Sch., Iron Moun¬ 
tain, Mich , since 1933. 

Jenkins, F. F., B A ’18, Col of William and 
Mary; M.A.’31, Columbia Univ.; Dir of 
Admin, and Finance, State Dept of Educ , 
Richmond, Va., since 1939. 

Jenkins, Florence L., State Supvr. of Home 
Economics, State House, Augusta, Maine. 
Jenkins, Ralph D., A.B.’28, Colo State 
Tchrs. Col., Greeley, Colo., A.M,’33, 
Tchrs Col., Columbia Univ., Supt. of Sch, 
Englewood, Colo , since 1934. 

Jennings, Harold M„ A.B.’13, M.A *15, Cor¬ 
nell Univ., Supt. of Sch , Mt Kisco, N, Y 
since 1920. 

Jennings, O. E., B Sc.’Oa, Ohio State Univ.; 
Ph.D.’ll, Sc.D '30, Univ of Pittsburgh; 
Head, Dept, of Biological Sciences, Univ, 
of Pittsburgh, since 1936 and Dir of Educ., 
Carnegie Museum, Pittsburgh, Pa. 

Jennings, Robert C., B.S ’22, M.A/27, Col. of 
William and Mary; Supvg. Prin of Sch., 
Waynesboro, Va , since 1927. 

Jensen, Christian N, B S A.’08, Utah Agrl. 
Col., M S.A ’09, Ph.D.*12, Cornell Univ ; 
Dist Supt. of Sch . Sandy, Utah, since 
1932. 

Jensen, Frank A., A.B.’06, Mich State Nor¬ 
mal Col., Ypsilanti, Mich., M.A.’14, Tchrs 
Col.. Columbia Umv.; Ph.D/30, Univ. of 
Mich.; Supt. La Salle-Peru Twp. H. S. and 
Jr. Col., La Salle, Ill,, since 1935. 

Jenson, J. Justin, B.S.*35, Univ. of Houston; 
Supt. of Sch., Mont Belvieu, Texas, since 
1932. 

Jenson, T. J., Diploma '25, State Tchrs Col , 
River Falls, Wis.; Ph.B.’28, Univ of Chi¬ 
cago; M.S.’30, Univ. of Wis.; Supt. of 
Sch., Fond du Lac, Wis. 


Jessup, Walter Albert, A B.’03, Earlham 
Col.; M.A.’98, Hanover Col.; Ph D.’ll, 
Columbia Univ.; LL.D.’ZZ, Umv. of Wis ; 
LL.D,’28, Univ. ot Mo.; LL D.’28, Ind. 
Umv.; LL D,'29, Columbia Univ.; Litt. D. 
’34, State Univ of Iowa; LL.D.’36, North¬ 
western Univ,; L.H.D.’3G, Boston Univ., 
LL.D.'37, Umv. of Pittsburgh; LL.D/3S, 
Hamilton Col., Pres., Carnegie Foundation 
for the Advancement of Tchg., 522 Fifth 
Ave., New York, N Y., since 1934, and 
Pres, Carnegie Corp of New York, since 
1941. 

Jewell, Frances, A.B.’28, Central State Tchrs. 
Col., Edmond, Okla., Prin,, Ascher Silber- 
stein Sch., Dallas, Texas, since 1930 

Jewell, Marion D , A B.'08, Cornell Univ ; 
Chmn., Dept, of Social Studies, Wash 
Irving H. S-, New York, N Y . since 192K. 

Jewell, R. L., Supt. of Sch., Sedan, Kansas, 
since 1926. 

Job, Leonard Bliss, A.B ’15, M A.'19, Ind 
Umv.; Ph D’26, Columbia Univ,; Pres., 
Ithaca Col , Ithaca, N. Y. f since 1932. 

Jobe, E. R , B A.’18, M.A.’35, Univ. of Miss.; 
State Supvr. of Sec. Sch., Jackson, Miss., 
since 1936. 

Jochem, Charles M , B S.’37, N. J. State 
Tchrs. Col, Trenton, N. J., M.A.'40. Co¬ 
lumbia Univ.; Supt, Sch. for the Deaf, 
West Trenton, N, J., since 1939. 

John, Sister Mary, B A ’16, Col. of St. Cathe¬ 
rine; S M.’18, Univ. of Chicago; Prin., St 
Joseph’s Academy, St Paul, Minn., since 
1937. 

Johns, Roe Lyell, B S.’23, Southeast Mo 
State Tchrs Col., Cape Girardeau, Mo., 

M A.’27, Ph D.'28, Tchrs. Col., Columbia 
Univ.; Dir. of Admin, and Finance, State 
Dept, of Educ , Montgomery, Ala., since 
1936 

Johnson, Arthur L , Co. Supt. of Sch., Cran¬ 
ford. N. J. 

Johnson, Bert F., B.E.’30, State Tchrs. Col., 
LaCrosse, Wis.; Ph M ’38, Umv. of Wis , 
Supt. of Sch„ Black River Falls, Wis,, 
since 1934. 

Johnson, Charles L., Ph.M.’31, Univ. of Wis.; 

Supt. of Sch , Dunkirk, Ind., since 1927. 
Johnson, Charles W., B.S. In Ed.’18, Univ. of 
Cincinnati; M.A.’29, Ohio State Umv; 
Ed.D.’38, Umv. of Cincinnati; Asst. Prof, 
of Educ. and Asst, to the Dean, Tchrs 
Col., Univ. of Cincinnati, Cincinnati, Ohio, 
since 1940. 

Johnson, E S., A.B.’22, Elon Col.; Supt. of 
Sch., Washington, N. C., since 1933. 
Johnson, Earl A., Ball State Tchrs Col , 
Muncie, Ind. 

Johnson, Frank Clinton, A.B.’97, Dartmouth 
Col., M.A.’06, Columbia Univ ; Supt. of 
Sch., Ayer. Mass., since 1909. 

Johnson, Frank R„ A.B.’36, Chico State Col , 
Chico, CaLif.; M.S'40, Univ. of Southern 
Calif.; Dist. Supt. of Sch., Guadalupe, 
Calif., since 1927. 

Johnson, G. F , Bd. of Educ , Virgie, Ky. 

Johnson, G L. H., A.B. and M. A.*08, Col. 
of William and Mary; Supt. of Sch , 
Municipal Bldg., Danville, Va., since 1925. 

Johnson, Harry O., A.B.'29, Northern State 
Tchrs. Col, Marquette, Mich,; M.A.’38, 
Univ. of Mich.; Supt. of Twp. Sch., Ram¬ 
say, Mich., since 1937. 



478 


Health in Schools 


Johnson, James G., B.A,’97, Milligan Col.; 
M.A'06, Ph.D'09, Univ. of Va.; Supt. of 
Sch,, Charlottesville, Va., since 1909. Ad¬ 
dress: Cabell Ave., University, Va. 


Johnson, Laurence C., B,S *10, Ph.D.’lfi, 
Univ. of Mich ; Supvg. Prin. of Consol. 
Sch., Orchard Park, N. Y„ since 1927. 
Johnson, Lawrence C. # Prin,, Co. Normal 
Sch., Mayville, Wis. 


Johnson, Lee, B.A,’24, Hardin-Slmmons 
Univ.; M S/38, Univ. of Southern Calif ; 
Supt. of Sch, Wink, Texas, since 1937. 
Johnson, Leslie W., B E/28, State Tchrs. 
Col., Winona, Minn.; M.A/34, Columbia 
Univ.; Curriculum Consultant, Col. of 
Educ., University of Ky., Lexington, Ky. 


Johnson, Loaz W., Coordinator in Sec. Educ. 
and Asst. Co. Supt. of Sch., Oroville, Calif. 


Johnson, Lowell W , B.A/15, Highland Park 
Col.; M.A/36, Univ. of Wash,; Supt. of 
Sch., Butte, Mont., since 1938. 

Johnson, M. K,, A B/13, Univ. of Ga., _Co. 
Supt. of Educ., Union Springs, Ala., since 
1927. 

Johnson, Maud E., Ph,B/29, M S/36, Univ. 
of Chicago; Supvr. of Instr., Pub. Sch., 
Rockford, Ill., since 1925. 

Johnson, Milton E., B.A’24, St. Olaf Col.; 
M.A/32, Univ of Minn ; Supt. of Sch., 
North St. Paul, Minn., since 1934. 
Johnson, R. C. t B S ’28, Bradley Polytech. 
Inst.; M.S/33, Tchrs Col., Columbia 
Univ.; Prin, Central Jr. H. S. t Kansas 
City, Kansas, since 1935. 

Johnson, Ralph W., Franklin Col.; 

M.A/18, Columbia Univ.; Prin., Sr. H. S , 
Dubuque, Iowa, since 1926. 

Johnson, Waldo P., Pd.B/11, Southeast Mo. 
State Tchrs Col., Cape Girardeau, Mo. 
Address: 1808 Washington Ave., St. Louis, 
Mo. 


Johnson, William H., B.S/17, M.A/18, 
Northwestern Univ.; Ph.D.’23, Univ. of 
Chicago; Litt.D/38, John Brown Uruv.; 
LL.D/39, Chicago Tchrs. Col ; Supt. of 
Sch., 228 N. La Salle St., Chicago, Ill., 
since 1936. 


Johnston, Mrs. Eula A., B S/26, M.A/38, 
Tchrs. Col., Columbia Univ.: Supvr. of 
Elem. Sch., Court House, Chattanooga, 
Tenn., since 1925. 

Johnston, Fred N., M.A/33, Northwestern 
Univ.; Prin., Sr. H. S., Clinton, Iowa, 
since 1938. 


Johnston, Joseph E , A.B/02, Furman Univ.; 
Bus. Mgr. and Treas,, Bd. of Educ., 23 
Westfield St , Greenville, S. C., since 1934. 

Johnston, King, A.B/20, Emory and Henry 
Col.; M.A’27 ; Columbia Univ.; Co. Supt. 
of Sch., Pearisburg, Va., since 1936. 

Jolly, Thomas C., Jr., B.S/17, M. A/37, 
Univ. of S, C.; Supt, of Sch , Union, S, C,, 
since 1924. 


Jones, Arthur J., A.B/93, Grinnell Col.; 
Ph.D/07, Columbia Univ., Prof, of Sec¬ 
ondary Educ., Sch. of Educ., Univ. of Pa., 
Philadelphia, Pa., since 1915. 

Jones, Burr F., A.B/07, Colby Col.; A.M/12, 
Harvard Univ,; Supt. of Sch., East Long- 
meadow, Mass., since 1941. 

Jones, Burton Robert, B,S,’18, Drake Univ.; 
M. A/28, State Univ. of Iowa; Supt. of 
Sch., Creston, Iowa, 


Jones, Clifford Bartlett, LL.D/39, Mc- 
Murry Col.; LL.D/40, Texas Tech. Col,; 
LL.D/41, Southwestern Univ,; Pres., 

Texas Tech. Col., Lubbock, Texas, since 
1938. 

Jones, David Paul, A.B/29, Wash, and 
JefferBon Col.; Ed.M/35, Univ. of Pitts¬ 
burgh; Supvg. Prin, of Sch., Forest Hills, 
Pittsburgh, Pa., since 1939 

Jones, Donovan S., B.S/17, Univ. of Vt., 
M. A/37, Tchrs. Col., Columbia Univ,; 
Dist. Supt. of Sch., Wmchendon, Mass., 
since 1940. 

Jones, Dorothy^ B. Ed/41, San Francisco 
State Col.; Prin , N. Brae Sch., San Bruno, 
Calif., since 1921. 

Jones, E. W., M. A/34, Columbia Univ.; 
Supt. of Sch., Shreveport, La., since 1926. 

Jones, Evan E., A.B/16, Hamilton Col., 
Clinton, N. Y.; M.A/25, Tchrs. Col., Co¬ 
lumbia Univ.; Supt. of Sch., Port Chester, 
N Y., since 1934. 

Jones, Frank O., 49 Pearl St., Hartford. 
Conn 

Jones, G. B„ B.S/14, Ottawa Univ.; Supt. 
of Sch., Clarkdale, Ariz., since 1926. 

Jones, George E , Ph.B/30, Ph M/37, Univ. 
of Wis.; Supt. of Sch., Mayville, Wis., 
since 1940. 

Jones, George Eric, Pres . Atlantic Union 
Col., South Lancaster Mass , since 1936. 

Jones, Guy M., Asst. Dir. of Textbooks, 
Bureau of Research and Bldg. Survey, Bd 
of Educ,, 228 N. La Salle St., Chicago, 
III., since 1935. 

Jones, H. W., B.S/09, Cornell Col ; M.A/22, 
Univ. of Calif.; Supt. of Sch., Piedmont, 
Calif., since 1921. 

Jones, Harry Mason, B.S/18, Syracuse Univ.; 
Supvg. Prin. of Sch., Wyckoff, N. J, 
since 1930. 

Jones, Henry S., Supt. of Sch., Plymouth, 
Pa. 

Jones, Herbert S., Ph.B.’13, Univ. of Chi¬ 
cago; AM/32, Columbia Univ. Address: 
2025 W. Fourth PI., Gary, Ind. 

Jones, Hiram A., B.S/22, Allegheny Col.; 

M. A/29, Northwestern Univ.; Ph.D/33, 
Columbia Univ.: Dir., HeaLth and Physical 
Educ. Div., State Educ. Dept., Albany, 

N. Y., since 1935. 

Jones, Howard W., A.B/20, Hiram Col.; 
A M/30, Western Reserve Univ.; Pres., 
Youngstown Col., Youngstown, Ohio, since 
1931. 

Jones, J. Fred, Supt. of Sch , Nanticoke, Pa. 

Jones, James A., A.B '21, M.A/26, Ripon 
Col.; Supt. of Sch., North Fond du Lac, 
Wis., since 1929. 

Jones, John E. t Ph.B/31, Marquette Univ.; 
Ph.M/38, Univ. of Wis.; Supt. of Sch, 
Cudahy, Wis., since 1938. 

Jones, M. G, A.B.’ll, Univ. of Mich, 
A.M/29, Tchrs. Col., Columbia Univ.; 
Dist. Supt. and Prin., Union H. S., Hunt¬ 
ington Beach, Cahf., since 1919. 

Jones, Paul Reese, B.S. in Ed/28, State 
Tchrs. Col, Mansfield, Pa.; M.A/31, 
Tchrs. Col., Columbia Univ.; Supvg. Prin. 
of Sch., Palmyra, N. J , since 1936. 

Jones, W. J., B.S/28, Univ. of Ala ; M.A/34, 
Columbia Univ.; Co. Supt. of Educ., Cam¬ 
den, Ala., since 1923. 

Jones, Willard T„ A.B/25, M.A. in Ed/30, 
Syracuse Univ.; Supt. of Sch., Ballston 
Spa, N f Y. t since 1933. 


List of Members 


479 


Jones, William Clarence, B.S.’22, East Texas 
State Tchrs. Col., Commerce, Texas; 

M. A/25, Colo. State Col. of Educ.; 
Fh.D/31, George Peabody Col. for Tchrs.; 
Dean of Faculty, Eastern Ky. State Tchrs. 
Col., Richmond, Ky., since 1931. 

Jordan, L. W., B.A/18, Vanderbilt Univ.; 
Co. Supt. of Educ,, Scottsboro, Ala., since 
1937. 

Jordan, R. H., B.A/93, M.A/13, Yale Univ.; 
Ph.D/19, Umv. of Minn., Prof, of Educ., 
Goldwin Smith Hall, Cornell Univ , Ithaca, 

N. Y., since 1921. 

Jorgensen, A. N., B S ’21, Coe Col.; M.A’25, 
Ph.D/27, State Univ. of Iowa; Pres , Univ. 
of Conn., Storrs, Conn. since 1935. 

Josetta, Sister Mary, B.S/35, St. Xavier Col.; 
M.S ’36, Ph.D/39, Univ. of Ill.; Dean, St 
Xavier Col., Chicago, Ill,, since 1940. 

Joyal, Arnold E., A B/25, M.A/26, Ph.D/31, 
Univ. of Calif.; Prof, of Educ. Admin , Col. 
of Educ., Univ. of Md., College Park, Md. f 
since 1940. 

Joyce, Charles W., B S. in Ed/26, M.A/35, 
Univ. of Rochester; Prin., Seneca Sch,, 
Irondequoit, Rochester, N. Y., since 1910. 
Judd, Arthur M., Diploma ’24, State Tchrs. 
Col., Trenton, N. J , Supvg. Prin. of Twp. 
Sch., New Brunswick, N. J., since 1927. 
Judd, Charles Hubbard, A.B/94, Wesleyan 
Univ.; Ph.D/96, Leipzig Univ, Germany, 
Honorary Life Member, American Assn, of 
Sch. Admin. Address; 4418 Circle View 
Blvd., Los Angeles, Calif. 

Julian, Roy B., Diploma *17, Ind. State 
Tchrs. Col., Terre Haute, Ind ; A B/23, 
Butler Univ.; A.M/30, Ind. Univ.; Supt. 
of Sch., Valparaiso, Ind., since 1930. 
Justitia, Sister Mary, B.A/14, Catholic 
Univ.; M. A/21, Loyola Univ.; Pres, 
Mundelein Col., 6363 Sheridan Rd., Chi¬ 
cago, Ill., since 1939. 

Jutta, Sister M., A.B/17, Catholic Univ. of 
America; A.M/29, Marquette Univ.; Dean, 
Alverno Tchrs, Col., < 1413 S. Layton Blvd., 
Milwaukee, Wis., since 1936. 


K 

Kabat, George J , M A ’38, Univ. of Colo. 

Address: State Jr. Col., Trinidad, Colo, 
Kaderli, Fred, M A ’28, Univ. of Texas, Supt 
of Sch., San Marcos, Texas, since 1937. 
Kadesch, J. Stevens, A.B/10, Ed.M/30, 
Clark Univ.; Ed.D ’31, Tufts Col , Supt. 
of Sch., Medford, Mass., since 1930. 
Kaechele, Arthur A., M.A ‘37, Northwestern 
Univ.; Supt. of Sch., Allegan, Mich,, since 
1939. 

Kaemmerlen, John T. t A.B/16, A.M/17, New 
York Univ.; Supt. of Sch., Hudson, N. Y., 
since 1938. 

Kaiser, Paul L , Diploma ’23, State Tchrs. 
Col., Oshkosh, Wis.; Ph.B/27, Ripon Col ; 
Ph.M ’33, Univ. of Wis.; Co. Supt. of Sch., 
Juneau, Wis., since 1923. 

Kampschroeder, W. C., B.S’27, M.S/31, 
Univ. of Kansas; Supt. of Sch., Eureka, 
Kansas, since 1937. 

Kantner, John N.,. A.B/14, Ursinus Col.; 
AM/28, Univ. of Mich.; Supt. of Sch., 
East Detroit, Mich., since 1930. 

Karnes, Anthony E., A.B/11, Washburn Col.; 
M.A/24, Univ. of Calif.; LL.D/40, Wash¬ 
burn Col.; Dist. Supt. of Sch, Maricopa, 
Calif., since 1941. 


Karwowski, Henry, LL.B/24. Detroit Col. of 
Law; Member, Bd. of Educ , 12044 Joseph 
Campau Ave„ Hamtrnmck, Mich., since 
1927. 

Kaser, Louis J., D.Ed’35, Rutgers Univ,; 
Co. Supt. of Sch., Mt. Holly, N. J., since 
1916. 

Kathcart, Rex, B.B.S/31, Baylor Univ., 
ME/41, Agrl. and Mech Col. of Texas, 
Supt. of Sch., Calvert, Texas, since 1937 
Kaufman, Edward E, B S/30, McPherson 
Col , M.A *39, Univ. of Mo.; Prin., Rural 
H. S., Buhler, Kansas, 

Kaula, F. Edward, A B/04, Tufts Col Ad¬ 
dress: 2126 Prairie Ave , Chicago, III. 
Kavanah, Gladys Emma, B.S ’10, MS/11, 
Univ. of Maine; Asst. Prin., Bassick H. S , 
Bridgeport, Conn., since 1929 
Kays, V. C., Diploma ’02, Northern III. State 
Tchrs. Col., DeKalb, Ill ; B A.'06, Univ. of 
Ill.; B S.A’07, M S.A/08, N. Mex. Col. of 
Agrl. and Mech. Arts; Pres., Ark. State 
Col, Jonesboro, Ark., since 1910 
Keagle, Donald M., M.S. in Ed/38, Cornell 
Umv.; Supt. of Sch., Olean, N. Y., since 
1940. 

Kealcy, Daniel S , A.B/14, LL.B/17, Ford- 
ham Univ.; U.S.N.E/18, Stevens Marino 
Eng. Sch.; LL.D/25, Gonzaga Col., Supt. 
of Sch., Hoboken, N. J., since 1922. 

Keating, Norme B., M A/29, N. Y. State Col. 
for Tchrs., Albany, N. Y ; Supt. of Sell., 
Green Island, N. Y., since 1936. 

Keboch, F. D., A B/15, Lebanon Valley Col ; 

A M/25, Umv. of Pittsburgh; Supt, of Sch., 
121 Emerson Ave., Aspmwall, Pittsburgh, 
Pa., since 1917. 

Keck, C. G., B.S. in Ed/30, Ashland Col ; 
M.A/36, Ohio State Univ.; Supt. of Sch , 
Shelby, Ohio, since 1937. 

Keefauver, L. C., A B/15, A.M/24, Gettys¬ 
burg Col ; Supt. of Sell., Gettysburg, Pa., 
since 1932 

Keeler, Fred C,, B.A/07, Univ. of Ill.; Co 
Supt. of Sch, Belvidere, Ill, since 1929. 
Keenan, Robert C., A.B *20, J.D/25, M.Ed/37, 
Loyola Univ ; Dist Supt. of Elem. Sch., 
5516 S. Maplewood Ave., Chicago, III., 
since 1941. 

Keene, Charles H., A.B/98, M D/02, Har¬ 
vard; Prof, of Hygiene, Univ. of Buffalo, 
Buffalo, N. Y., since 1926 
Keener, Edward E., A B/14, Piedmont Col.; 
M,A/17, George Peabody Col. for Tchis., 
Prin., John Hay Sch,, 1018 N. Laramie 
Ave., Chicago, 111., since 1935. 

Keeney, Albert L., B.A/29, Univ, of Wyo.; 
M.A/35, Columbia Umv ; Supt. of Sch., 
Superior, Wyo., since 1931, 

Kefauver, Grayson N., B.A/21, Univ. of 
Ariz.; M.A/25, Stanford Umv; Ph.D'28, 
Umv. of Minn.; Dean, Sch. of Educ, Stan¬ 
ford Univ., Stanford University, Calif., 
since 1933. 

Kehrli, Edwin H., Ph.B/25, Muhlenberg 
Col.; M.A’28, Tchrs. Col, Columbia 
Univ.* Co. Supt. of Sch , Tunkhannock, 
Pa , since 1934. 

Keim, Allen, 1009 Santa Fe Ave., Albany, 
Calif. 

Keister, W. H. f Supt. of Sell., Harrisonburg, 
Va , since 1894. 

Keith, Allen P., Diploma ’94, State Normal 
Sch., Bridgewater, Mass.; Ed.M/29, R. I. 
Col. of Educ,; Supt. of Sch., New Bedford, 
Mass., since 1908. 



480 


Health in Schools 


Keith, C. A., A B ’03, Umv of Ga ; A.M.'32, 
Columbia Univ,; Supt. of Sch., Marietta, 
Ga., since 1920 

Keith, Everett Earnest, B,S, m Ed.’29, South¬ 
west Mo. State Tchrs. Col , Springfield, 
Mo ; M.A.’32, Univ. of Mo., Exec. Secy, 
Mo. State Tchrs, Assn., Columbia, Mo., 
since 1941. 

Keith, Paul J„ B.S.*29, Central Mo. State 
Tchrs Col, Warrensburg, Mo., A.M.’35, 
Univ. of Mo.; Supt. of Sch, Maysville, 
Mo., since 1933 

Keliher, Alice Virginia, B.S,’28, M.A ’29, 
Ph.D.’30, Tchrs. Col, Columbia Univ.; 
Asst. Prof, of Educ., New York Umv., 
New York, N. Y , since 1935. 

Keller, Anna P, Ph,B.*13, Univ of Chicago, 
A,M.’37, De Paul Umv , Dist. Supt of 
Sch., 4257 N. Tripp Avc., Chicago, Ill , 
since 1938. 

Keller, Charles P., Ph B.’96, De Pauw Univ ; 
Supt of Sch, Brazil, Ind., since 1914. 

Keller, Harold E, A B.'20, M.A.'2Z, St. Vin¬ 
cent Col. Address’ 349 E. Market St, 
Marietta, Pa 

Keller, James Albert, Diploma '13, State 
Tchrs. Col , Florence, Ala.; B.S.'SO, George 
Peabody Col. for Tchrs.; L H.D/34, Bir¬ 
mingham-Southern Col.; XX.D *35, Ala 
Polytech. Inst ; M.A.’38, Columbia Univ ; 
Pres., State Tchrs. Col., Florence, Ala r 
since 1937. 

Keller, Roy E., B S.’15, Pa, State Col , 
Ed.M.’23, Harvard Univ.; Supt. of Sch., 
Manchester, Mass., since 1928. 

Kelley, James F., A B.’24, Seton Hall Col., 
A.M.’26, Ph D ’35. Univ. of Xouvain; Pres , 
Seton Hall Col,, South Orange, N. J., since 
1936. 

Kelley, Margaret R., State Helping Tchr., 
Derby, Vt. 

Kellogg, Albert B , B.A/09, Wheaton Col , 
M A ’39, Dartmouth Col ; Col., U. S. Army, 
Historical Section, War College, Wash¬ 
ington, D. C. 

Kellogg, Everald G., Supt. of Sch., New Hol¬ 
stein, Wis., since 1940. 

Kelly, Daniel James, B,S.’04, Pd.D.’19, Syra¬ 
cuse Univ. Address: 93 Grand Blvd., 
Binghamton, N. Y, 

Kelly, Francis A., A.B.*24, M.A.'25, Boston 
Col.; Supt. of Sch., Watertown, Mass., 
since 1939. 

Kelly, Fred J, Ph.D.*14, Columbia Univ.: 
Chief, Div. of Higher Educ., U. S. Office 
of Educ., Washington, D. C., since 1931. 

Kelly, Glenn Kuns, B A'16, Franklin Col., 
M A’28, Univ. of Chicago; Educ. Dir., 
Ill, Assn, of Sch. Bds., Zl Riverside Rd, 
Riverside, Ill., since 1939. 

Kelty, Mary G. f A.M/24, Univ. of Chicago. 
Address. 3512 Rittenhouse St., N. W, 
Washington, D, C. 

Kemmerer, W. W, B.A.’24, Lehigh Univ.; 
Ph.D ’30, Columbia Univ.; Comptroller 
and Dir. of Curriculum, Univ. of Houston, 
Houston, Texas, since 1939. 

Kemp, Alvin F., B.S.’OO, State Normal Sch., 
Kutztown, Pa.; B.S.*13, Muhlenberg Col., 
A.M.*21, Univ. of Pa.; Co. Supt. of Sch., 
Mertztown, Pa., since 1926 

Kemp, W. W., Ph.D.’12, Tchrs, Col., Colum¬ 
bia Umv., Prof, of Educ. and Dir , Div of 
Voc. Educ., Univ. of Calif., Berkeley, 
Calif., since 1923. 


Kendall, Glenn, A.B.’25, Western Ky, State 
Tchrs. Col., Bowling Green, Ky,; M A.’31 
Umv. of Ky , Ed D.*41, Tchrs Col,, Co¬ 
lumbia Univ.; Head of Tchi. Educ and 
Tchg. Materials, Natl. Citizenship Educ 
Program, Washington, D. C. 

Kendall, Glenn M , A.B '23, M.A ’29, Univ. 
of Nebr.; Ed D.’37, Columbia Univ., Dir! 
of Educ., Dept of Correction, Albany 
N. Y., since 1936. 

Kenerson, Edward H. Statler Bldg., Park 
Square, Boston, Mass. 

Kenley, C. H, B.A*24, Abilene Christian 
Col , M A.’32, Univ. of Texas; Asst. Supt. 
of Sch., San Angelo, Texas, since 1940. 

Kennedy, C. B , 1507 Delia Ave , Akron 
Ohio. 

Kennedy, John B , Ph.B 5 22, Dickinson Col.; 
A.M ’30, Bucknell Umv , Supt. of Sch,, Co¬ 
lumbia, Pa., since 1930. 

Kennedy, Mary A , B S.’26, M A '34, New 
York Univ.; Asst. Supt of Sch, 110 Liv¬ 
ingston St., Brooklyn, N. Y., since 1936 

Kent, Edwin, B.A.*15, M.A.’lfi, Umv. of 
Calif ; Co. Supt. of Sch,, Santa Rosa, 
Calif., since 1932. 

Kent, Ernest B , A B.’94, Grinnell Col ; 
A.M’01, Ph.D.’03, Columbia Umv.; Dir 
of Manual and Indus. Tr., Bd. of Educ., 
Jersey City, N. J., since 1907. 

Kent, Raymond A., A B’03, Cornell Col.; 
M A.’IO, Ph D.’17, Columbia Univ.; LLD 
'34, Bucknell Umv,; LL.D ’37, Cornell 
Col.; LL.D.’40, Univ. of Md,; Pres,, Univ. 
of Louisville, Louisville, Ky , since 1929 

Kent, Ronald W., A.B.’13, Ind TJniv , 
Ph.D ’31, Now York Umv ; Asst. Dii , 
Essex Co Yoc, Schools, Hall of Records, 
Newark, N. J , since 1925. 

Kentopp, Henry Eugene, B A.’21, Midland 
Col.; M A.’30, Umv. of Wis., D Ed’40, 
Tchrs. Col, Columbia Univ.; Supt. of 
Sch., East Orange, N. J , since 1936. 

Keilin, Oscar F., B.S.’21, Univ. of Mich , 
M S.’Z6, Syracuse Univ , Supt of Sch, 
Elmira, N. Y., since 1938. 

Kerr, A. G , B S ’26, Ball State Tchrs. Col , 
Munoe, Ind,; M.S’34, Ind Univ., Supt. 
of Sch,, Columbia City, Ind., since 1935. 

Kerr, E S , B.S. in Ed *16, Ohio State 
Univ ; Supt. of Sch , Salem, Ohio, since 
1931. 

Kerr, Everett F , A.B,’35, M.A.’40, Umv of 
Chicago, Dist. Supt. of Sch., Homewood, 
Ill , since 1938. 

Kerchner, E E , A B.’23, A.M.’32, Univ. 
of Pa., Supvg. Prin. of Sch., Ambler, Pa, 
since 1935. 

Kersey, Vierling, M A.’19, Umv. of Southern 
Calif.; LL.D.’29, Whittier Col.; D.Ped’30, 
Umv of Southern Calif , D Sc.’41, Supt. 
of Sch., Los Angeles, Calif., since 1937. 

Kerstetter, Newton, A B.‘13, A.M.’17, Sus¬ 
quehanna Umv.; Dir. of Visual Educ, 
State Tchrs. Cal., California, Pa.. since 
1931 

Ketcham, R. N , Ph B ’04, M.A.’13, Lawrence 
Col., Supt, Oak Park and River Forest 
Twp. H. S., Oak Park, III., since 1939. 

Kethlcy, William Marion, B A.’14. Miss. 
Col., M.A’25, Tchrs. Col.. Columbia 
Umv , Pres , Delta State Tchrs. Col., 
Cleveland, Miss., since 1926. 



List of Members 


481 


Ketler, Frank C., A.B.’ll, Grove City Col.* 

A M’29, Ph.D.’31, Columbia Univ.; Supt. 
of Twp. Sch., Elkina Park, Philadelphia, 
Pa., since 1932. 

Kibbe, Delia E., A M.'21. Univ. of Chicago; 
State Supvr. of Elem. Sch., State Dept, of 
Pub. Insti., Madison, Wis , since 1924 
Kibby, Ira W., Chief, Bureau of Business 
Educ , State Dept, of Educ , Sacramento. 
Calif. 

Kiely, Margaret, Ph.D.’30, Tchrs Col.. Co¬ 
lumbia Univ.; Dean, Queens Col . Flush¬ 
ing, L I , N. Y , since 1937. 

Kietzman, Ben, A.B.’IB, North Central Col ; 
M.Ph.’26, Univ of Wis.; Supt of Sch, 
Canton, Ill., since 1935. 

Kilgore, L L., M A *27, La. State Univ,; 
Parish Supt. of Sch , Jennings, La , since 
1938 

Kilpatuck, Walter Smith, A.B.’34, Cedarvillc 
Col , STB ’37, Western Thcol. Sem., 
M A.'38, Univ. of Pittsburgh; Pres., Cedar- 
ville Col., Cedarville, Ohio, since 1940 
Kimball, Philip H., A.B.’ll, Bowdoin Col ; 
Ed M.’27, Harvard Univ ; Ed.D.’39, New 
York Umv ; Prin., Washington State Nor¬ 
mal Sell., Machias, Maine, since 1927. 
Kimball, Reginald Stevens, A.B.'21, A M.’22, 
Brown Umv ; Ed M.’29, Harvard Univ , 
Ed D'41, New York Untv.; Instr. in 
Educ , New York Umv , since 1940. Ad¬ 
dress* 184 Emerson PI., Brooklyn. N Y 
Kimbler, Nathaniel Omar, B.S/29, George 
Peabody Col for Tchrs.; M.A.’34, Univ 
of Chicago, Excc, Secy, State Tchrs. Re¬ 
tirement System, Frankfort, Ky., since 
1940 

Kimm, Willard Ives, A B ’15, Columbia Col. 

Address 70 Fifth Ave,, Now York, N Y 
Kinard. Knox, A B ’31, West Texas State 
Tchrs Co!.. Canyon, Texas, M A.’41. Univ. 
of Texas. Supt. of Sch. Hereford. Texas, 
since 1938. 

Kincaid, William A , A B ’23, Ohio Univ . 
M.A.’28. Tchrs. Col., Columbia Univ ; 
Supt. of Sch., Summit, N J., since 1941 
King, A Kurtz:, M.Ed/32, Rutgets Univ., 
Supt. of Twp. Sch , Cornwells Hgts , Pa., 
since 1941 

King, Dana M , B S.’21, Greenville Col , 
A M '30. Cornell Univ , Supt. of Sch., 
Hudson Falls. N. Y.. since 1938. 

King, Harry Brandt, Diploma ’13. State 
Tchrs. Col., Millersville, Pa , A.B ’17, 
Franklin and Marshall Col., A M.’23, Co¬ 
lumbia Umv.; Ph D.’28, New York Univ ; 
Asst. State Supt of Pub. Instr in charge 
of Elem. Sch., Dover, Del., since 1922 
King, Herbert Baxter, B A.T3, Queen’s 
Univ., M.A.’23, Univ. of British Colum¬ 
bia; B.Paed.’29, Univ. oi Toronto; Ph.D. 
'36, Univ of Wash.; Chief Insp of Sch., 
Dept of Educ , Victoria, B. C., Canada, 
since 1939. 

King, LeRoy Albert, B.S., M.A., Columbia 
Univ.; PhD, Umv. of Pa.; Pres., State 
Tchrs Col., Indiana, Pa. 

King, Lloyd W., A.B.'ll, William Jewell 
Col , M.A.*32, Univ, of Mo.; State Supt. 
of Pub. Sch., Jefferson City, Mo , since 
1935 

King, Starr M., B.Sc.’21, Mass State Col.; 

Supt. of Sch , Beverly, Mass , since 1935. 
King. W. P,, LL.B.’14, Col. of Law, Cin¬ 
cinnati Umv., Exec. Secy., Ky. Educ. 
Assn., Hcyburn Bldg , Louisville, Ky., 
since 1933. 


Kinle y , Frederick L , A B,*1G. Heidelberg 
M.A’28, Ohio State Univ ; Supt. of 
bch., Findlay. Ohio, since 1936. 

Kinnear, M. Elizabeth, Vice-Pnn , Rich¬ 
mond Union H S., Richmond, Calif. 
Kintigh, W. B„ AB.’25, York Col ; M.E'37. 
Univ. of Kansas; Supt. of Sch., Olathe, 
Kansas, since 1936. 


Kirby. David, A B ’21, Morris Hnrvcv Col . 
A..M.’28, W. Va. Univ , Secy., State Bd 
of Educ , Charleston, W. Va., since 1933 
Kirkland, Denver D., B.A ’28, Northwestern 
State Col., Alva. Okla.: M Ed'33. Univ. 
of Okla.; Supt. of Sch, McAlcster. Okla., 
since 1941. 


Kirkland, Mineola, Ph.B in Ed '26. Umv. 
of Chicago, Ed.M.’32, Harvard Umv., 
Supvg. Prin. of Sch., 1106 B St.. N. E. 
Washington, D C , since 1930 
Kistlcr, Raymon, A B.’12, D.D '29, West¬ 
minster Col., LL D ’38, Beaver Col , Pres , 
Beaver Col , Jenkmtown, Pa., since 1940 
Klager, Benjamin, B Pd.’15, Mich. State 
Normal Col , Ypsilanti, Mich ; A B '19, 
M.A.’26, Univ. of Mich ; Supt. of Sell., 
Bay City, Mich, since 1936. 

Klapper, Paul, B.A.’04, Col of the City of 
New York; Ph D.’09. New York Umv., 
Pres., Queens Col., Flushing, L I . N Y , 
since 1937. 


Klauminzer, Frederick A, BS in Ed ’24. 
M.Ed.’38, Rutgers Univ ; Dir of Tr. 
Southbury Tr. Sch , Southbury, Conn . 
since 1940. 


Klaus, Roland A,, B A.’20, Lawrence Col , 
M A ’27, Umv. of Wis , Supt. of Sch , 
Edgerton, Wis . since 1929. 

Kleemeyer, A. C, Supvg Pnn, of Elem 
Educ . South San Francisco, Calif. 


Klein, Arthur J., Ph D '16, Columbia Univ ; 
Dean. Col. of Educ . Ohio State Umv., 
Columbus. Ohio, since 1937. 


Kline, Barton L , B Sc '29, Cotncr Col ; 
M A ’32. Umv of Nebr , Supt of Sch , 
Gothenburg, Ncbr , since 1938 

Kline, LeRoy J , Supvg. Prin. of Sch , Camp 
Hill, Pa 

Klinko, Andrew S . A B ’27, Western Reserve 
Umv., M.A,’33, Umv. of Pittsburgh, Supt, 
of Sch., Campbell, Ohio, since 1932. 

Klitzkc, Lyle K., B.A.’29, State Umv, of 
Iowa; M.A ’34, Univ. of Chicago; Prin.. 
Lemont Twp H. S , Lemont, Ill., since 
1941. 

Klonower, Henry, B S.’15, M.A.’20 Umv of 
Pa ; Pd.D’36, Ursinus Col ; Dir, Tchr 
Educ. and Certification, State Dept, of 
Pub. Instr., Harrisburg, Pa., since 1920. 

Klontz, Vernon E , B.A.T7, Univ of Wifa ; 
A M '29, Umv. uf Chicago, Supt. of Sch., 
Janesville, Wis , since 1935 

Klooster, Henry J , B A.’17, Emmanuel Mis¬ 
sionary Col., B.S.’3Q, M.S ’31, Univ of 
Chicago. Pres, Emmanuel Missionary 
Col., Berrien Springs, Mich, since 1937. 

Knapp, M. L., A.B.’19, Ind Univ.; A.M.*26, 
Columbia Univ., Supt. of Sch., Michigan 
City, Ind , since 1939. 

Knapp, Robert H , B.A.*27, Peru State Tchrs. 
Col., Peru, Nebr.; M.A ’32, Ph D.’39, Univ. 
of Nebr.; Prof, of Educ and Head, Dept 
of Educ, Culver-Stockton Col., Canton, 
Mo., since 1939. 

Knapp, Thomas C , M A.’31, Ohio State 
Umv., Co Supt. ol Sch., Canton, Ohio, 
since 1940. 



482 


Health in Schools 


Knight, Frederic B , A.B.’13, Boston Univ , 
A.M/15, Harvard Univ.; Ph.D.*21, Colum¬ 
bia Univ.; Dir-, Div. of Educ, and Applied 
Psychology, Purdue Univ., West Lafay¬ 
ette, Ind., since 1937. 

Knight, Melvin Colby, B,A.'13, Bates Col , 
Supt. of Sch-, Hyannis, Mass. 

Knoblauch, Arthur L., B.S.’Z9, Mich. State 
Col.; M.A.’33, Univ. of Mich.; Assoc Prof, 
of Educ. Admin , Univ. of Conn., Storrs, 
Conn., since 1941. 

Knoelk, William C, A.B ’07, M.A’25, Univ. 
of Wis.; Prut, West Division H. S., Mil¬ 
waukee, Wis , since 1940. 

Knowles, Robert Reify, B S.’09, M A.*27. 
Univ of Colo.; Supt. of Sch., Sterling, 
Colo., since 1929. 

Knox, Francis S. A B.*08, Amheist Col.; 
Supt. of Sch, Glastonbury, Conn , since 
1917. 

Knox, J H., B.S.’22, The Citadel, M A.’38, 
Univ. of Chicago; Supt. of Sell.* Salis¬ 
bury, N. C., since 1934. 

Knox, W. E, B S/33, Mercer Univ.; Supt. 
of Sch, Gray, Ga., since 1933. 

Knudsen, Charles W., Ph.D.’27, Univ. of 
Ill.; Prof, of Sec. Educ., George Peabody 
Col. of Tchrs,, Nashville, Tenn., since 
1928. 

Koch, Harlan C., A B.’19, Ohio Univ.; 
M.A.*23, Ph D.'2<5, Ohio State Univ.; Asst 
Dir., Bureau of Cooperation with Educ 
Institutions, since 1934 and Prof, of Educ., 
Univ. of Mich., Ann Arbor, Mich., since 
1939. 

Koch, J. Wilbur, A.B.’12, Park Col , M.A.'30, 
Ohio State Univ ; Supvr. of Adult Educ., 
WPA Dist. No. 4, Cleveland, Ohio, since 
1941, Address. 266 JcffeTSon St., Ravenna. 
Ohio. 

Koch, Raymond H., A.B.'28, Lebanon Valley 
Col.; M.A’34, Univ. of Pittsburgh; Dist. 
Supt. of Sch., Yeadon, Pa., since 1941. 

Koehler, John J., Dist. Supt of Sch., Hones- 
dale, Pa 

Koepke, William Charles, Ph.B ’13, Univ. of 
Wis.; M.A.’27, Columbia Univ,; Ph.D.'3l, 
Marquette Univ.; Prin., Walker Jr. H. S , 
Milwaukee, Wis., since 1937. 

Hoffman, Gladstone, A B.’15, Union Univ , 
Jackson, Tenn.; A M’28, Univ. of Chi¬ 
cago; Supt. of Sch , Hopkinsville, Ky., 
since 1932. 

Kohler, Katherine M., Dir. of Adult Educ., 
Pub. Sch,, Minneapolis, Minn, 

Kohn, Charlotte, Prin., Wis. Orthopedic 
Hospital Sch., 424 N. Pinckney, Madison, 
Wis. 

Kolasa, John J., A.B‘23, Harvard Univ.; 
M A.'35, Niagara Univ.; Pres., Alliance 
Col., Cambridge Springs, Pa . since 1937. 

Kolpien, Maurice E., S.B.'26, Allegheny 

Col ; E.M.’36, Harvard Univ,; Co, Supt. 
of Sch., Erie, Pa., Since 1941. 

Koonce, R. J., B S.’20, Miss, Col.; M A.’26, 
Ind. Univ.; Supt. of Sch., Yazoo City, 
Miss., since 1932. 

Koontz, Norman C., B.A/09, Grove City 
Col.; BA.’ll, Yale Col.; M.A/26, Colum¬ 
bia Univ.; Supt, of Sch , Conneaut, Ohio, 
since 1938, 

Koopman, G-. Robert, A B.’22, Central State 
Tchrs. Col., Mt. Pleasant, Mich.; A.M/26, 
Tchrs, Col.. Columbia Univ., Asst. State 
Supt. of Pub. Instr , Lansing, Mich., since 
1937. 


Koopman, Philip U., A B '31, Central State 
Tchrs Col., Mt, Pleasant, Mich.; A M.’32 
Univ. of Mich.; Ed.D.'41, Columbia Univ.- 
Asst. Supt. of Lower Merion Sch. Dist.’ 
Ardmore, Pa., since 1940. 

Koos, Frank H., Ph.D .’27, Columbia Univ., 
Pi of. of Educ. Admin., Pa. State Coi’ 
State College, Pa., since 1931. 

Koos, Leonard V., A.B ’07, Oberlm Col. 1 
A.M ’IS, Ph.D.’16, Umv. of Chicago; 
Litt D.’37, Oberlm Col ; Piof. of Sec 
Educ., Univ. of Chicago, Chicago, Ill 
since 1929, 

Kopka, M A, Life Cert’15, A B.’21, Mich. 
State Normal Col.; M.A.'22, Univ of 
Mich.; Supt. of Sch., Hamtramck, Mich., 
since 1935. 

Kopp, Charles L., A.B '09, Gettysburg Col, 
A M ’25, Tchib. Col., Columbia Univ J 
Supt. of Sch , Cumberland, Md., since 1928’. 

Koppin, Paul G., Tr , Member, Bd. of Educ, 
23717 Piper Blvd., East Detroit, Mich. 

Korb, O J, B.S.U8, Kent State Col.; M A. 
'27, Tchrs. Col., Columbia Univ.; Ph.D’38, 
Western Reserve Univ.; Supt of Sch., 
East Cleveland, Ohio, since 1939. 

Kostka, Sister Maria, A.B.’18, Catholic 
Univ.; A.M.'23, Villanova Col.; Ph.D,’31, 
Univ. of Pa.; Dean, Col. of Chestnut Hill, 
Philadelphia, Pa., since 1924. 

Kramer, Frank H., B.A.’14, Gettysburg Col ; 
A M.’lG, Ph.D ’20, Univ. of Pa., Prof, of 
Educ, Gettysburg Col., Gettysbuig, Pa., 
since 1921, 

Kramer, Grace A., B S,*21, M.A ’24, Ph.D ’30, 
Johns Hopkins Univ. Address; Pub, Sch, 
319 E. 25th St,, Baltimore, Md. 

Kramer, R. L., B A’20, Carlcton Col.; M.A. 
'34, Univ. of Wash ; Supt. of Sch., Daw¬ 
son, Minn., since 1937. 

Krantz, LaVern L., B S.’2D, M.A/30, Univ. 
of Minn.; Supt. of Sch., Mound, Minn, 
since 1937. 

Krathwohl, Carlton L., B.A.’38, Univ. of 
Buffalo; Chmn., Extra-Curricular Dept., 
H. S , Silver Creek, N. Y., since 1940. 

Kratt, Edwin C,, A B.’24, Linfield Col.; 
M.A.'29, Stanford Univ.; Asst. Supt. of 
Sch,, Fresno, Calif , since 1937. 

Kratzer, John W , A.B.’01, Temple Univ.; 
M.A.’25, Yale Umv.; Supvg. Prin. of 
Sch., Merchantville, N. J., since 1925. 

Krause, Arthur W , B.S.’03, Valparaiso 

Univ ; A.B’23, Ind. Univ.; Supt. of Sch., 
Grand Rapids, Mich., since 1936. 

Kraybill, D. B,, A B.’ll, Franklin and Mar¬ 
shall Col.; A.M.’16, Columbia Umv., 
Ph D/27, Pa State Col ; Dean, New River 
State Col., Montgomery, W. Va., since 
1933. 

Kreider, Edwin W, Pies., Bd of Educ., 
22755 Gratiot, East Detroit, Mich, 

Kretzmann, O. P., S.T M ’24, Litt.D/41, Con¬ 
cordia Sem.; Pres, Valparaiso Univ., Val¬ 
paraiso, Ind., since 1940, 

Kroesch, Edward D., A.B,’15, Ottawa Univ,; 
A.M’16, Univ. of Kansas; Supt. of Sch., 
Hoisington, Kansas, since 1925. 

Krug, Geoige Henry, B.S.'OO, Colgate Univ., 
M.A ’31, N. Y. State Col. for Tchrs , Al¬ 
bany, N. Y.; Supt. of Sch., Troy, N. Y., 
since 1930. 

Krug, Marguerite Charlotte, B S.’29, M.A.’34, 
Wayne Univ.; Prin., Elcm. Sch., 2270 
Leslie Ave., Detroit, Mich , since 1933. 


List of Members 


483 


Kruschlce, Walter F„ Ph.M ’38, Univ of 
Wis-; Supt. of Sch., Rhinelander, Wis„ 
since 1928 

Kruse, Samuel Andrew, A.B. and B S in 
Ed. J 09, Univ of Mo ; A.M.’15, Univ of 
Wis.; Ph.D’28, George Peabody Col for 
Tchrs , Head, Dept of Educ., State Tclirs. 
Col., Cape Girardeau, Mo., since 1915 
Krygcll, Thorma, Prin , Lincoln Sch , Rich¬ 
mond, Calif. 

Kuefler, Bernard C., M.A.'38, Univ of Minn.; 
Supt. of Sch., Forest Lake, Minn, since 
1930. 

Kuhn, Earl R., M.A.’31, Stanford Univ , Dist, 
Supt. of Sch , Millbrae, Calif., since 1931. 
Kuhn, Ernest G , A.B '28, State Tchrs. Col , 
Fairmont, W. Va , A.M *37, W. Va. Univ.; 
Co Supt. of Sch., Grafton, W. Va , since 
1935. 

Kuhn, Floience E., M S ’35, Wayne Univ : 
Prin., Hamilton Sch., 14223 Southampton, 
Detroit, Mich , since 1941. 

Kuhn, Ray, A B ’16, B Pd.’17, Tri-State Col.; 
M A *27, Columbia Univ , Supt. of Sch., 
Plymouth, Ind., since 1930. 

Kulp, A. M., B S '26, A.M ’29, Univ of Pa.; 
Co. Supt of Sch., Norristown, Pa., since 
1924. 

-laude L., B.S ’27, Univ of Rochester; 
’30, Cornell Univ.; Supt. of Sch., 117 
uffalo St., Ithaca, N. V , since 1930. 
Kyle, Roy E. f B.S.’24, Col. of William and 
Mary; M.A.'31, George Peabody Col. for 
Tchrs.; Div. Supt. of Sch, Hillsville, Va., 
since 1937. 


Kulp, C 
M A. 


L 


Lamkin, Uel W., Pres., Natl. Educ. Assn , 
1928-29; Pres , Northwest Mo. State Tchrs. 
Col, Maryville, Mo., since 1921. 

Lampe, Arthur, Ph B.’23, Univ of Chicago; 
Co Supt. of Sch , Duluth, Minn., since 
1931. 

Lancaster, Allen H, B S'18, Univ. of Ill.; 
M S’38, Univ. of Wis.; Supt. of Sch., 
Dixon, Ill., since 1932 
Lancaster, Bela Allen, A.B and A.M ’26, 
Mercer Univ ; Supt. of Sch., La Grange, 
Ga.. since 1937. 

Lancaster, C. E., B.S.’23, M.A.’26, Mercer 
Univ.; Supt. of Sell, Vidalia, Ga , since 
1937. 

Lancaster, Dabney S , B.A ’ll, Univ. of Va.; 
M S.’35, Va. Polytech. Inst.; State Supt. 
of Pub. Instr., Richmond, Va., since 1941. 
Lancaster, J. W., B.Ped ’00, M.S ’13, Univ. 
of Ky., Supt. of Sch, Georgetown, Ky., 
since 1923 

Land, John N , A B.’07, Franklin and Mar¬ 
shall Col.; A.M.'35, Univ. of Pa.; Supvg. 
Prin. oE Sch., Hamburg, Pa , since 1910. 
Landis, Emerson H. p A.B.'18, Univ. of Pitts¬ 
burgh; M A.’28, Columbia Univ , D Ed.*41, 
Univ. of Dayton; Supt. of Sch., Dayton, 
Ohio, since 1937. 

Landis, Ira C., Supt. of Sell , 3450 Ninth St, 
Riverside, Calif , since 1928. 

Landis, William D., Diploma ’98, State 
Tchrs. Col., Kutztown, Pa; Ph B.'17, 
Muhlenberg Col.; A.M.’20, Albright Col. 
Address: Egypt, Pa. 

Landreth, Austin, B A.’19, Ind. Univ.; 
M A.’29, Stanford Univ ; Supt. of Sch , 
Pendleton, Oregon, since 1929. 


Laas, O J , B S,’29, Sam Houston State 
Tchrs. Col, Huntsville, Texas; M A.’30, 
Texas Tech. Col.; Supt. of Sch., Plain- 
view, Texas, since 1937. 

Lacy, Helen J., Prill., Piedmont Avenue 
Elem. Sch., Oakland, Calif. 

Lages, Dora, Prin, Hawthorne Sch, Oak- 
land, Calif. 

Laidlaw, Arthur J., B S.’ll, St. Lawrence 
Univ.; M.S.T3, Tchrs. Col., Columbia 
Univ.; Supt. of Sch., Kingston, N. Y., 
since 1939. 

Laird, DeWitt, Supt of Sch., Turreil, Ark. 
Laird, J M., A B.T3, Eiskine Col.; M A.’29, 
George Peabody Col. for Tchrs ; Supt. of 
Sch., Piedmont, Ala , since 1935. 

Lake, Charles H , B.A.’09, M.A '10, LL.D.’34, 
Ohio State linn.; Supt. of Sch., Cleve¬ 
land, Ohio, since 1933 
Lake, Robert Campbell, A.B.'14, Lenoir- 
Rhyne Col.; M A.'35, Univ. of S. C.; Supt. 
of Sch., Whitmire, S C., Since 1923. 

Lakey, Melvin Dallas, B.A.’23, Cornell Col.; 
M.A.'33, Tchrs. Col., Columbia Univ.; 
Supt. of Sch., Fabens, Texas, since 1925 
Lamb, L. H„ B.S.’22, Stout Inst.; M A.'30, 
Univ. of Mich , Supt. of Sch , 1117 Maxine 
Ave., Flint, Mich, since 1930. 

Lambert, A. C., Ph D’36, Stanford Univ.; 
Prof of Educ. Admin, and Dean, Summer 
Sch., Brigham Young Univ., Provo, Utah, 
since 1934, 

Lambert, J. F„ A.B.’09, Emory Col.; Co. 

Supt. of Sch., Ft. Valley, Ga , since 1924. 
Lamberton, C. D, Ph.B.’25, Ripon Col., 
M.S. ’31, Northwestern Univ.; Supt. of 
Sch., Berlin, Wis., since 1920. 


Landreth, Verne S , Chief, Bureau of Adult 
Civic Educ , State Dept, of Educ., Sacra¬ 
mento, Calif. 

Lane, Edward M , B.C.Sc/25, Univ. of De¬ 
troit; Secy, and Bus. Mgr. Bd. of Educ., 
1354 Broadway, Detroit, Mich , since 1939. 

Lane, Helen Schick, B.A.’26, M.A ’28, 
Ph.D.'30, Ohio State Umv.; Acting Prin , 
Central Inst, for tile Deaf, 81S S. Kings- 
highway, St. Louis, Mo., since 1941. 

Lane, Robert H., Asst Supt. of Sch., 1111 
W. 60th St., Los Angeles, Calif., since 
1920. 


Lane, Walter E , Supt. of Sch , Charlemont, 
Mass. 

Lang, Charles E„ Ph.B.TS, Umv. of Chi¬ 
cago M.A.’40. Northwestern Umv ; Prin , 
Lane Tech H. S„ 2501 W. Addison St., 
Chicago, Ill., since 1933. 


Langwith, J. E„ A.B.T3, Southwestern 
Umv.; M.A.'29, Southern Methodist Univ.; 
Supt. of Sch., Terrell, Texas, since 1923 

Langworthy, Harry W., Ph.B.’07, Alfred 
Univ.; M.A.’25, Columbia Univ.; Supt. of 
Sch., Glovcrsville, N. Y., since 1925. 

Lanier, Raphael O’Hara, A.B.’22, Lincoln 
Umv ; A M.’28, Stanford Univ.; D.Pea 41, 
Lincoln Univ ; Dean of Instr. and Acting 
Dir Div. of Genl. Studies and Educ., 
tj —Lfrm Tncf TTsmntnn. Va.. since 1941. 


Lannm, Georgina, B S. 32, M.A 34, Wayne 
Umv.; Dir. of Visual and Auditory Inst, 
and Museum, Bd. of Educ , Hamtramck, 
Mich., since 1927. 


Lanphar, Oscar W. f 230 S. Kenilworth Ave., 
Oak Park, Ill. 



484 


Health in Schools 


Lantz, P. G, A.B.'IO, Ind. Univ, A.M. 13, 
Univ. of Wis ; Supt. of Tr. Sell , Central 
State Tchrs. Col., Mt. Pleabant, Mich, 
since 1923 

Lantz W. W„ A.B.’IO, Franklin and Mar¬ 
shall Col.; A.M.’22, Univ. of Pittsburgh; 
Asst. Co. Supt. of Sch., Pittsburgh, Pa., 
since 1940 

Lanyon, Mrs. Frances, Prin., Lowell and 
Selma Olinder Schs., San Jose, Calif. 

La Perche, Raymond C., B.Sc '22, R. I. 
State Col.; Supt. of Smithfield Schs.. 
Farnum Pike, Georgiaville, R. I., since 
1938. 

Lapliam, P. C„ A B.'12, Des Moines Col ; 
AM.'ie, Univ of Chicago; Supt. of Sch.. 
Charles City, Iowa, since 1927. 

Larry, Eva M., Prin , Jr H. S„ 241 E. 119th 
St, New York, N. Y. 

Larson, Carl E., A.B ’Id, Knox Col i M.A.’28, 
Univ. of Chicago; Supt of West Side Sch., 
Aurora, Ill., since 1935. 

Larson, George Victor, Pres., Larson Jr. 

Col., New Haven, Conn., since 1911. 
Larson, Gertis Everett, Supt. of Sch., La 
Grange, Ill. 

Larson, Jordan L., B A.'22, M.A’31, State 
Univ. of Iowa, Supt of Sch., Dubuque. 
Iowa, since 1940. 

LaSalle. Jessie, B.S.'IS, A M ’ 20 , Tchrs. Col. 
Columbia Univ.; Asst. Supt of Sch., West 
Sch , Washington, D. C , since 1923. 
Lasher, Norman J , Diploma *15, Ind. State 
Tchrs. Col., Terre Haute, Ind ; A.B. 20, 
Marion Col.; M.A.’28, Umv. of Wis 
Supt of Sch., Seymour. Ind , since 1925 
LaSitis, Joseph, A.B.’28, Bethany Col., 
Bethany, W. Va ; M,Ed.'40, Univ. of Pitts¬ 
burgh; Supvg. Prin. of Sch., Emporium, 
Pa., since 1936. 

Lastor, L W., Co. Supt. of Sch , Franklin, 
Texas. 

Latham, Rowland H, B.A- and M A.'03, 
Univ, of Va.; Supt. of Sch., Asheville, 
N C., since 1934. 

Lathan, W. L„ A.B *27, Luke Univ.; Co. 
Supt. of Sch , Bryson City, N. C., since 
1937. 

Lau, John A., LL.B *06, Univ. of Wis., 
Ph B/18, Univ. of Chicago. Address. 623 
S Wabash Ave., Chicago, III. 


Laudenslager, E. B., A.B *21, Swarthmore 
Col ; A.M *33, Univ. of Pa.; Supt. of Sch., 
Hatfield, Pa., since 1922. 

Lauer, John Edwards, B S.’30 r Franklin and 
Marshall Col ; M A.*37, New York Univ., 
Supt. of Sch , Lansford, Pa., since 1938. 

Laughlin, Butler, Diploma *10, Ind. State 
Normal Sch., Terre Haute, Ind., A.B *14, 
A.M.*16, Ind. Univ.; Prin, Lindblom H. S., 
since 1936 and Prof, of Educ , Lewis Inst., 
Chicago, Ill, since 1937. 


Laukhuf, Louis H. C, A B.’36,_ Umv of 
Louisville; M.A ’40, Univ of Mich ; Supt. 
of Sch., MaysviUe, Ky., since 1941. 

Laurent, Sister Mary, B.A/31, Col, of St 
Catherine; M.A.*39, Umv of Minn.; Prin., 
St, Joseph’s Academy, St. Paul, Minn., 
since 1941. 


Lautenschlager, J. F., Co. Supt. of Sch, 
Coshocton, Ohio 

Lavine, L. A,, B.A.’17, Gustavus Adolphus 
Col.; Supt. of Sch., Virginia, Minn,, smee 
1936. 


Lawler, Eugene S., Ph.D *32, Tchrs. Col., 
Columbia Univ.; Prof, of Educ., North¬ 
western Univ., Evanston, Ill,, since 1939. 

Lawler, Marcella Rita, B.A. in Ed.*30, Univ. 
of Wash.; State H. S. Supvr., Olympia, 
Wash., since 1941 

Lawlor, Caroline E., A.B.*03, Hunter Col,; 
Prin., Pub Sch. 12, Queens, 4200 72nd St., 
Woodside, New York, N. Y., since 1923* 

Laws, Gertrude, Diploma *08, San Diego 
State Col.; A.B.’19, Stanford Univ 

M.A.'23, Ph.D.’27, Columbia Univ,; Dir. 
of Educ. for Women, Pub. Sch., Pasadena, 
Calif., since 1940. 

Lawson, Anna E , Prin., Jr. H. S. 81, Man¬ 
hattan, 212 W. 120th St., New York, N. Y. 

Lawson, James H., B.S/16, Univ. of Chi¬ 
cago; Ed.D/34, Umv. of Pittsburgh; Supt 
of Sch., Shaw Avenue Bldg., McKeesport, 
Pa., since 1935. 

Lawton, Albert D., A.B/16, Dartmouth Col., 
Dist. Supt. of Sch., Essex Junction, Vt, 
Since 1935. 

Layton, C. M. f B.S. in Ed/20, M.A.’37, Ohio 
State Univ., Supt. of Sch., Wooster, Ohio, 
since 1932. 

Learner, Emery W , A.B ’09, Univ. of Nebr ; 
A.M’19. Univ. of Chicago; Dir. of Tr., 
State Tchrs. Col., La Crosse, Wis., since 
1925. 

Lease, R. A, B.S.’24, M A/26, Umv, of 
Minn , Supt , Grade and IT. S., Sycamore, 
III., since 1928. 

Leavitt, Russell H., B S ’16, Dartmouth Col., 
Ed M/35, Harvard Umv.; H. S Agt, 
State Dept, of Educ, Concord, N. H., 
since 1927. 

LeBarron, E. H , M.A/33, Columbia Univ., 
Supt. of Sch , Hicksville, N. Y., since 1936. 

Lee, Charles A., M.A. in Ed ’31, Univ of 
Mo., Ed.D/36, Tchrs Col, Columbia 
Umv.; Prof, of Educ., Washington Umv, 
St. Louis, Mo , since 1935. 

Lee, Donald, Supt. of Sch., Jefferson, Wis. 

Lee, E. A , A.B ’24, La. State Normal Col., 
Natchitoches, La.; Parish Supt. of Sch,, 
Natchitoches, La., since 1925. 

Lee, Edwin A., B.S/14, M.A/15, Ph.D/32, 
Columbia Univ.; Prof of Educ and Dean, 
Sch. of Educ., _ Univ. of Calif., Los 
Angeles, Calif , since 1940. 

Lee, J R. E., A B/89, A.M/03, Bishop Col.; 
LL.D.’l7, Wilberforce Univ.; Ped D/30, 
Bishop Col.; LL.D’38, Howard Univ.; 
Pres , Fla. Agrl. and Mech. Cal for Ne¬ 
groes, Tallahassee, Fla , since 1924. 

Lee, James Allen, Co. Supt. of Educ., Selma, 
Ala., since 1928. 

Lee Umphrey, B A/14, Trinity Umv.; M.A. 
‘16, Southern Methodist Umv.; DD’28, 
Trinity Umv,; PhD/31, Columbia Univ.; 
Litt D/40, Southwestern; Pres,, Southern 
Methodist Univ., Dallas, Texas, since 1939 

Leeds, Albert M , Diploma *29, State Normal 
Sch., Glassboro, N. B S. in Ed/32, 
Ed M‘34, Rutgers Umv.; Supvg. Prin. of 
Sch., Franklinville, N. J., since 1929. 

LeFevre, Harold E., A.B/35, Mich. State 
Normal Col., Ypsilanti, Mich.; M.A *41, 
Wayne Univ.; Supt., Kern Road Pub. Sch., 
East Detroit, Mich., since 1940. 

Lefler, Millard C., B.A *11, State Tchrs. Col, 
Peru, Nebr., M.A *16, Umv. of Nebr.; 
Supt. of Sch., Lincoln, Nebr., since 1920. 



List of Members 


485 


Lehman, C. W., A,B.’17, Univ. of Nebr.; 
M.A.’27, Tchrs Col , Columbia Univ.; 
Supt. of Sch , Rushville. Nebr . since 1940 

Lehman, Clarence O , B.A.’IG. Bluffton Col., 
M A. J 25, Ph.D.’29, Ohio State Umv.; Prin., 
State Normal Sch , Potsdam, N. Y., since 
1939, 

Leidig, Margaret Nicely, BA m Elem. 
Ed ’32, Concord State Tchrs Col , Athens, 
W. Va. Address: Box 420. Hinton, W, Va. 

Lcmbach, Earl G, A B.’20, Albright Col , 
A.M/25, Yale Univ,; Headmaster, Elgin 
Academy and Jr. Col., Elgin, Ill , since 
1936 

Leinweber, W. J., A B.*23, North Central 
Col.; Supt. of Moosehcart Sch., Moose- 
heart, Ill., since 1934 

Lcist, D E., A B ’17, De Pauw Univ ; M.S. 
’39, Butler Univ.; Supt. of Sch., Tipton, 
Ind , since 1924 

Leistei, Leroy L„ Ph.B.’l?, Muhlenberg 
Col., Ed.M.'24, Giad. Sch. of Educ., Har¬ 
vard Univ.; Supt. of Sch., Waterford, 
Conn., since 1941. 

Lemasters, E. M., B.S. in Ed.’25, Northeast 
Mo. State Tchrs. Col., Kirksville, Mo.; 
A.M/29, Univ. of Mo.; Supt. of River- 
view Gardens Pub. Schools, St. Louis, 
Mo., since 1935. 

Le May, Sonley Robert, B A.’14, LL B.’16, 
Univ. of Texas, B S ’22, Agrl. and Mech. 
Col. of Texas; M.A.*30, George Peabody 
Col. for Tchrs , Supt, of Sch, f Athens, 
Texas, since 1922 

Lemmel, W. H., A B *22, A M *28, State 
Univ. of Iowa, Ed D ’40, Columbia Umv.; 
Supt. of Sch , Highland Park, Mich., since 
1938 

Lemmer, John A., Ph.B'18, Notre Dame, 
M A’25, Univ. of Mich., Supt. of Sch, 
Escanaba, Mich., since 1935. 

Lenoir, York A., Supt. of Sch , Kimloch, Mo. 

Lenzi, Lincoln M., B.S.’35, Villanova Col ; 
M A.’40, De Paul Univ ; Asst. Supt. of 
Sch. and Supvr. of Physical Educ., Sum¬ 
mit, Ill., since 1940. 

Leonard, Bernard A., Supt. of Sch , North 
Tonawanda, N, Y„ since 1939, 

Leonard, Charles B., Ph.B.’29, Brown Univ.; 
Supt. of Sch., Little Compton, R. I., since 
1938, 

Leonard, Della A„ B S. in Ed.’32, Miami 
Univ.; Visiting Tchr, Pub. Sell., 601 N. 
Garfield Ave., Alhambra, Calif., since 1938. 

Leonard, John I., B.S’10, Lombard Col.; 
Co Supt. of Pub. Instr., Court House, 
West Palm Beach, Fla , since 1936 

Lessenger, W. E , Ph D ’25, State Univ of 
Iowa; Dean, Col. of Educ., Wayne Univ., 
Detroit, Mich , since 1930 

Letts, George Leman, M S.’IO, Tri-State 
Col ; Ph.B.*17, Univ of Chicago; Prin, 
York Community H. S , Elmhurst. Ill., 
since 1924. 

Leutner, W. G„ Ph.D.’OS, Johns Hopkins 
Univ.; LL.D.’35, Wittenberg Col.; LL.D. 
’35, Col. of Wooster; LL.D.’37, Oberlin 
Col ; Pres., Western Reserve Univ., Cleve¬ 
land, Ohio, since 1934. 

Lewis, Charles H., A B.’04, Ohio Wesleyan 
Univ , A M.’13, Ohio State Umv.; Dean, 
Mt. Vernon Jr. Col., Mt. Vernon, Wash., 
since 1928 

Lewis, Charles W , A.B ’02, A.M.*05, Ham¬ 
ilton Col.; Supt. of Sch,, Frankfort. N. Y , 
since 1929 


Lewis, E E , A.B/07, M.A *09, Stanford 
Univ.; Ph.D ’20, Columbia Umv ; Prof, of 
Educ., Ohio State Umv,, Columbus, Ohio, 
since 1926. 

Lewis, Mrs. Inez Johnson, A.B '27. Colo. 
Col.; A.M’30, Columbia Univ.; Ed D.’35. 
Univ. of Colo , LL.D ’38, Colo. Col , 
State Supt. of Pub. Instr., Denver, Colo., 
since 1931. 

Lewis, James A.. B S.'34, Central State 
Tchrs. Col., Mt. Pleasant, Mich,; M A *38. 
Umv. of Mich,; Supt. of Sch. Dowagiac, 
Mich , since 1939. 

Lewis, John W., A.B.’17, Colgate Umv ; 
Asst. Supt. of Sch., 3 E 25th St, Balti¬ 
more, Md., since 1927. 

Lewis, R F., B.A.’15, M.A.'28, Univ. of 
Wis.; Supt. o£ Sch, Waukesha, Wis , 
since 1938. 

Libby, Herschel Scott, Diploma ’ll, State 
Normal Sch , Farmington, Maine, B Pd.’10, 
Univ, of Maine, M.A.’32, New York Umv , 
Supt. of Sch., Irvington, N. J., since 1934. 

Libby, Richard J., A.M.’19, Umv. of Maine; 
Slate Agt for Rural Educ , State House, 
Augusta, Maine, since 1923 

Licking, R. Herbert. B.A.’23, M A ’25, Umv 
of Wis.; Supt. of Sch., Ripon, Wis.. since 
1941. 

Liddicoat, Roy L , A.B ’25, San Jose State 
Col., Prin., Ravenswood Elem. Sch., Palo 
Alto, Calif., since 1927. 

Liebendorfer, G. F, Supt. of Sch., Sidney, 
Nebr. 

Liggitt, Earle O., B.S.*17. Muskingum Col ; 
A.M.'27, Univ. of Pittsburgh; Dist. Supt. 
of Sch., Munhall, Pa , since 1938. 

Light, Bertram M., A.M *28, Columbia Univ ; 
Supvg Prin of Sch , Frenchtown, N J , 
since 1932. 

Light, N. Searle, B.A’08, Yale Univ , Dir, 
Bureau of Supvn., State Dept, of Educ., 
Hartford, Conn., since 1932. 

Light, Ray H., A.B ’16, Lebanon Valley 
Col.; A.M *23, Columbia Univ.; Supvg 
Prin. of Sch., Cornwall. Pa , since 1920. 

Light. U. L., B S.’OO, Ohio Northern Univ.; 
Ph.B.'12, Univ. of Chicago; Supt. of Sch, 
Barberton, Ohio, since 1913. 

Lillibridge, Charles Wesley, B.S.*29, State 
Tchrs. Col., Mansfield, Pa ; Co Supt. of 
Sch., Smethport, Pa., since 1911. 

Lind, A Grace, M.A ’32, Tchrs. Col., Colum¬ 
bia Univ.; Supvg. Prin of Sch , Div. Five, 
Emery Sch., Washington, D. C , since 1937. 

Lind, Nellie V., Prin., Wash. Park Sch., 
Denver, Colo., since 1937. 

Lindbergh, Mrs Evangeline L L., Honorary 
Life Member, American Assn, of Sch 
Admin Address 508 Lakepointe, Detroit, 
Mich. 

Lindley, A. T., A B ’25, Earlham Col.; 
M S.*32, Butler Univ.; Supt. of Sch, 
Crown Point, Ind , since 1935 

Lindquist, Everet Franklin, Ph D.'27 State 
Univ. of Iowa; Prof, of Educ., Col _ of 
Educ, State Univ. of I f wa, Iowa City, 
Iowa, since 1937. 

Lindquist, Margaret A., B A ’06, Hunter 
Col ; B.S.*25. New York Univ.; Prin , Jr. 
H. S. 136, Manhattan, 6 Edgecomb Ave , 
New York, N. Y., since 1939. 

Lindquist, Rudolph D., A.B ’15, M.A ’22, 
D.Ed.’36 t Univ. of Calif ; Dir., Cranbrook 
Sch., Bloomfield Hills, Mich., since 1938. 




486 


Health in Schools 


Lindsay, Frank B., Asst. Chief, Div. of Sec. 
Educ., State Dept, of Educ., Sacramento, 
Calif. 

Lindsay, James Armour, B.S.’19, M S.’30, 
Univ. of Colo.; Ph D.'33, Columbia Univ.; 
Assoc, Prof of Educ., Miss. State Col , 
State College, Miss., since 1941 
Lindsey, Frank G., B.S. in Ed.’20, New York 
Univ.; Supvg. Prin of Dist. Sch., Mont¬ 
rose, N. Y„ since 1907. 

Lindsey, John Clark, A B.*19, Univ. of 
S. Dak.; A.M.’23, Columbia Univ.. LL D. 
’29, Yankton Col.; Supt. of Sch., Mitchell, 

S. Dak., since 1918 

Lindsey, Loa S, Supt, of Sch, St. Clair 
Shores, Mich, since 1925. 

Lindsey, Richard V., B E ’10, HI. State Nor¬ 
mal Univ., Normal, Ill,; Ph M.’26, Univ 
of Wis.; Supt, of Sch., Galesburg, Ill, 
since 1938. 

Lineberger, Clarence, Dist Supt. of Sch , 
2714 W. Augusta Blvd., Chicago, III. 

Linn, Henry H., A.B s 18, State Tchrs Col , 
Peru, Nebr.; M.A. *22. Univ. of Nebr.: 
M.A.’26, Ph.D.’29, Tchrs. Col, Columbia 
Univ ; Supt. of Bldgs, and Grounds, Tchrs. 
Col., Columbia Univ., New York, N Y., 
since 1937. 

Linn, Maynard W , Supt. of Sch., Green¬ 
wich, Conn., since 1938. 

Linscheid, A., B S.'12, Fremont Col.; M.A 
'20, Univ of Okla.; Ph D.’28, Columbia 
Univ.; Pres., E. Central State Col., Ada, 
Okla., since 1920, 

Linton, Clarence, A.B.’19, State Tchrs. Col, 
Wayne, Nebr.; A M.’21, Univ. of Nebr.; 
Ph.D.’27, Columbia Univ ; Prof of Educ . 
Tchrs. Col„ Columbia Univ, New York, 
N Y., since 1937. 

Lipman, Natalie M , A B.’31, Univ of Ne¬ 
vada; Dist. Supt., Brisbane Elein. Sch, 
Burlingame, Calif., since 1939 
Lippitt, Walter Q., B.S’03, Carleton Col.; 
M.A.’ll, Univ. of Minn.; Supt of Sch., 
Westwood, N. J , since 1929. 

Lister, Lucille B., Co. Supt. of Sch., Lov- 
ington, N. Mex,, since 1941. 

Liston, Virdon M , A.B.’ll, Baker Univ ; 
A M.'19, Tchrs. Col., Columbia Univ.; 
Supt. of Sch., Fort Scott, Kansas, since 
1924. 

Litle, L. 0 , B.S ’26, Southwest Mo. State 
Tchrs. Col., Springfield, Mo.; A.M *30, 
Univ. of Mo.; Supt. of Sch., North Kansas 
City, Mo,, since 1938. 

Littel, Charles Lester, A.B.’12, Univ of 
Nebr.; M A'26, Stanford Univ ; Ed.D’35, 
New York Univ.; Pres., Bergen Jr. Col, 
Teaneck, N. J., since 1933 
Little, Harry A., A.B.’19, Hendrix Col.; 
M.A '28, George Peabody Col for Tchrs.; 
Ph,D,’34, Columbia Univ ; Head, Dept 
of Educ. and Tchr. Tr., Ga. State Col. for 
Women, Milledgeville, Ga., since 1934. 
Little, Malcolm G., Chief, Tr, Div., Tenn. 

Valley Authority, Knoxville, Tenn. 

Little, Marshy C, B.S.*28, Gettysburg Col.; 

M. A.’32, Tchrs. Col., Columbia Univ.; 
Asst Co. Supt. of Sch., Gettysburg, Pa., 
since 1938. 

Livengood, William W , A.B.’07, Ind Univ 
Address: 88 Lexington Ave., New York, 

N. Y. 

Lloyd, George W., M.A,’28, Clark Univ.; 
Pres., Mount Vernon Seminary, Washing¬ 
ton, D. C., since 1936. 


Locke, John F., B S.’31, Univ. of Cincinnati; 
Dir., Dept, of Community Relations, Pub. 
Sch., 216 E. Ninth St., Cincinnati, Ohio, 
since 1940. 

Lockhart, Albert V , A B.’15, Mo Wesleyan 
Col.; A.M.’17, Northwestern Univ.; Supt, 
Twp. H. S , 129 Carroll St., Calumet City, 
Ill., since 1925. 

Lockhart, John C., A.B.'12, 1 Univ. of N. C ; 
Co Supt, of Sch , Charlotte, N. C„ since 
1940. 

Lockwood, Charles M., A.B.’16, Furman 
Univ.; M.A.’38, Univ of S. C ; Supt. of 
Sch., Lancaster, S. C., since 1940. 
Lockwood, Charles W , A.B.*26, Univ, of 
Calif, at Los Angeles; M.A’30, Univ. of 
Southern Calif.; Supt. of Sch., Palo Alto, 
Calif., since 1942. 

Lockwood, Luther A., A.B.’17, Ind. State 
Tchrs. Col.; M A.’29, Univ of Chicago; 
Supt. of Sch, Rushville, Ind,, since 1930. 
Loftin, J. O., B,A.’23, Southwest Texas State 
Tchis. Col, San Marcos, Texas; M A.’25. 
Colo. Col. of Educ., Pres., San Antonio 
Jr, Col., San Antonio, Texas. 

Loftus, John J., Ph D *27, New York Univ.: 
LL.D.*28, St. Francis Col.; Asst. Supt. of 
Sch., 110 Livingston St , Brooklyn, N. Y., 
since 1931. 

Logan, Jack M , A B,’15, Drake Univ.; M.A. 
’27, State Univ. of Iowa; Supt. of Sch., 
East Waterloo, Iowa, since 1933. 

Logging, W. F, Supt of Sch., Greenville, 

S C , since 1940. 

Lohrie, Robert F., Supt. of Sch , Chippewa 
Falls, Wis., since 1922. 

Lomax, Paul S , B S in Ed ’17, Univ. of 
Mo.; Ph D'27, New York Univ,; Prof, of 
Educ. and Head, Dept, of Business Educ, 
Sch. of Educ., New York Univ., New York, 
N. Y., since 1924. 

Long, Clarence M„ B S ’31, Calif State 
Tchrs. Col ; M.A.’34, Univ. of Pittsburgh; 
Supvg. Prin. of Sch , Freeport, Pa , since 
1940 

Long, Edwin B., A B *19, Dickinson Col,: 
A M ’25, TchrB. Col., Columbia Univ.; 
Supt, of Sch., Mechanicsburg, Pa. 

Long, Howard H., Asst. Supt. of Sell., 1112 
Girard St., N. W., Washington, D. C. 
Long, Julia F, B.S in Ed ’34, Univ. of 
Southern Calif.; Prin., Granada Sch,, Al¬ 
hambra, Calif., since 1939. 

Long, Raymond V., M.A.’14, Columbia 

Univ.; Dir, of Sch. Bldgs, State Dept, of 
Educ., Richmond, Va., since 1919. 
Longfellow, J. T., B.S.’15, Wash. State Col.,* 
Supt. of Sch., Oregon City, Oregon, since 
1933. 

Longsdorf, A. J. B., Ph.B.*12, Wooster Col.; 
A.M.'21, Columbia Univ.; Supt. of Sch., 
Bluffton, Ohio, since 1925. 

Longstreet, R. J , B S ’16, LL B ’17, Stetson 
Univ , A M.’32, Duke Univ.; Supvg, Pnn. 
of Sch,, Peninsula Sta., Daytona Beach, 
Fla , since 1920. 

Loomis, Arthur K, A B,*09, Baker Univ.; 
AM.’17, Univ.of Kansas; Ph.D,'26, Tchrs. 
Col., Columbia Univ ; Supt. of Sch , 
Shaker Heights, Cleveland, Ohio, since 
1936. 

Loomis, G. F , A B *96, A.M ’01, Beloit Col ; 
Supt. of Sch., Kenosha, Wis., since 1921, 

Loomis, Glenn E., A.B.’16, M.S.’25, Olivet 
Col.; M A.’30, Univ. of Mich.; Supt. of 
Sch., Traverse City, Mich., since 1938. 


List of Members 


487 


Loomis, Harold V., A.B.*12, Syracuse Univ.; 
M.A ’26, Tchrs Col., Columbia Univ.: 
Supt. of Scb. # Ossining, N. Y., since 1932. 
Loop, Omer Leslie, A.B *14. Ind Univ.; 
M.A.’27, Univ. of Wis.; Ph.D.’36, Univ. 
of Minn.; Dean of Men and Dir. of Sum¬ 
mer Session, State Tchrs Col,, Superior, 
Wis., since 1919. 

Loos, Alfred J, A B.'IO, Grinncll Col.; 
Prin.i Cumberland Sch., Dallas, Texas, 
since 1936. 

Loos, Leonard E., B A.’22, Wittenberg Col , 
M.A.’26, Tchrs. Col., Columbia Univ.; 
Ph.D/40, New York Univ.; Prin,, Shore 
Sch., Euclid, Ohio, since 1937. 

Loper, John D,, M A.’15, Univ. of Ariz.; 
Supt. of Sch , 331 N. Fiist Ave., Phoenix. 
Ariz., since 1909. 

Lord, Arthur B., Union Supt of Sch., Vine¬ 
yard Haven, Mass. 

Lord, Charles E, A.B *11, Bates Col.; Supt. 

of Sch , Camden, Maine, since 1923. 

Losei, Paul, Ph B’13, Muhlenberg Col.; 
M,A/25, Tchrs. Col., Columbia Univ.; 
Litt.D/41, Muhlenberg Col.; Supt of 
Sch., 9 S. Stockton St., Trenton, N. J., 
since 1932 

Lott, Leigh M., Diploma ’20, State Normal 
Sch, Mansfield, Pa.; B.A.’26, Wesleyan 
Univ,; M A/31, Univ. of Pa , Supt. of 
Sch , Bridgeton, N. J , since 1933 
Loucks, S. Walter, Diploma *00, Keystone 
Normal Sch., Kutztown, Pa.; Supvg. Prin. 
of Twp. Sch, Paulsboro, N. J., since 1912 
Lovell, V. P., M.S/36, Ind. Univ ; Secy., 
Dept, of Educ , Lake Union Conference of 
Seventh-Day Adventists, Berrien Springs, 
Mich , since 1940. 

Low, Edwin L., Dist. Supt., Alisal Union 
Sch. Dist., Salinas, Calit. 

Lowdermilk, Ronald R , Asst. Prof, of 
Educ. by Radio, Ohio State Univ., Co¬ 
lumbus, Ohio. 

Lowe, Harold T , B.S/17, Hobart Col.; 
M S.A/34, R I. State Col. of Educ.; 
Litt D/3G, Hobart Col ; Supt. of Sch., 
Newport, R. I , since 1931. 

Lowe, Wayne L., A.B,’22, Pa. State Col.; 
Ed,M/31, Harvard Univ .; Prin., Caze- 
novia Central Sch,, Cazenovia, N, Y. t since 
1932. 

Lowery, M. L., A.B/08, Denison Univ ; 
A.M.’14, Columbia Univ.; Ph.D/24, Univ 
of Pa.; Co. Supt. of Sch., Co. Office Bldg., 
New Brunswick, N. J. ( since 1925. 

Lowery, W. R., A B/09, Muskingum Col.; 
A.M/31, Univ. of Ill.; Supt. of Sch., 
Hoopeston, Ill., since 1916. 

Lowndes, Tasker G., Pres., Md. State Bd 
of Educ., Cumberland, Md. 

Lowrey, Harvey H., A.B/17, Central State 
Tchrs. Col., Mt. Pleasant, Mich.; M A.‘21, 
Univ. of Mich.; Ph.D/40, Univ. of Grand 
Rapids; Supt of Fordson Schs., Dearborn, 
Mich., since 1922. 

Lowiy, Charles Doak, B.S/08, A.M/13, 
Northwestern Univ Address: 628 Foster 
St., Evanston, Ill. 

Loy, A. Clinton, A.B.’30, Marshall Col , 
A M/37, W. Va. Univ.; Co. Supt. of Sch., 
Romney, W. Va., since 1935 
Lubbers, C. W. f Supt. of Sch , Lake Odessa, 
Mich. 

Lubbers, Irwin J, A B/17, Hope Col.; 
A.M/27, Columbia Univ.; Pli.D ’31, North¬ 
western Univ ; Pres., Central Col., Pella, 
Iowa, since 1934, 


Lubbers, Melvin B. A.B.’27, Hope Col.; 

M. A.’37, Univ. of Mich., Supt , Fairview 
Sch , Grand Rapids, Mich., since 1929, 

Lubold, Jesse A., Prin., H S , Indiana, P, 1 
Lucas, Homer C , A B/20, Ohio Wesleyan 
Univ. Address* 2315 Arlington Ave. Co¬ 
lumbus, Ohio, 

Lucia, Sister, BA’15, Creighton Umv , 

M A.’29, Notre Dame Univ.; Dean of 
Studies, Great Falls Col. of Educ., Great 
Falls, Mont., since 1933 
Ludington, John R., Univ. of N. C., Raleigh, 

N. C. 

Ludlow, Alwilda M , Supvg. Prm , Oaklyn 
Jr. H. S., Oaklyn, N. J. 

Luedke, A. H , B.A/20, Ripon Col.; M.A ’28, 
Univ. of Chicago; Supt. of Sch., Beaver 
Dam, Wis., since 1931. 

Luehring, Frederick W., Ph B.’05, North 
Central Col.; Ph.M.’OG, Univ, of Chicago, 
Ph.D.’39, Columbia Univ.; Asst. Dean 
and Prof, of Physical Educ., Univ. of 
Pa., Philadelphia, Pa., since 1931. 

Lull, Herbert G , A.B ’04, Umv. of Mich ; 
Ph.D,*12, Univ. of Cnlif.; Head, Dept, of 
Educ. and Dir. of Tchr. Tr„ State Tchrs. 
Col,, Emporia, Kansas, since 1916. 

Lutes, O. S., Ph.D/26, State Univ. of Iowa; 
Dean, Sch. of Educ., Univ. of Maine, 
Orono, Maine, since 1930. 

Luther, E. W, Ph.B.’30, Ph.M/35, Umv. 
of Wis.; Supt. of Sch, Plymouth, Wis,, 
since 1940 

Luther, James F, Supt. of Sch., Dclavan, 
Wis. 

Lutz, Charles D., M.A.’32, Umv, of Chicago; 

Supt. of Sch., Gary, Ind , since 1941. 

Lutz, Ralph N., B A/15, Albright Col ; 
M.E.’41, Univ. of Pittsburgh; Supvg. Prin. 
of Sch., McKeesport, Pa., since 1931. 
Lydell, Dwight M,, Diploma ’17, Chico State 
Tchrs. Col., Chico, Calif.; Supt. of Sch., 
Monrovia, Calif., since 1939. 

Lyman, Warren B., Ph.B/06, Yale Umv.; 

Supt of Sch., Stoughton, Mass., since 1930. 
Lynch, Aloysius J., A.B/24, Holy Cross Col.; 
Supt. of Sch., Haverstraw, N. Y., since 
1937. 

Lynch, Clyde Alvin, A.B/18, Lebanon Val¬ 
ley Col., B.D.’21, Bonebrakc Theol. Sem¬ 
inary; A.M ’25, D D/26, Lebanon Valley 
Col.; A.M/29, Ph.D/31, Univ of Pa.; 
LL D/37, Albright Col.; Pres., Lebanon 
Valley Col., Annvillc, Pa., since 1932. 
Lynch, Lincoln D., A.B’21, Boston Col.; 

Supt. of Sch., Norwood, Mass,, since 1936. 
Lynch, R. A,, Supt. of Sch., Dexter, Mo. 
Lyon, Gilbert R., BA.*17, Hamilton Col.; 
M. A/28, Tchrs. Col., Columbia Univ., 
Supt. of Sch , Norwich, N. Y., since 1938. 
Lyons, S. Warren, Ph.B.’IO, AM/28, Grove 
City Col.; Supt. of Sch., New Brighton, 
Pa., since 1918. 


Me 

McAlister, H. L., B,S/06, M.A/16, Miss. 
Col.; LL D/32, Ouachita Col. Address: 
Ark. State Tchrs. Col., Conway, Ark. 
McAlister, Royce D., A.B.’17, Univ. of 
Marne; M.A/27, Columbia Univ,; Supt. of 
Sch., SufEeld, Conn , since 1927. 
McAndrew, Mary B., B.A,*23, Marywood 
Col.; M.A/36, Columbia Univ.; Supt. of 
Sch., Carbondalc, Pa., since 1934. 



488 


Health in Schools 


McBee, Mary Vardrme, B.A.’06, Smith Col ; 
M.A/08, Columbia Univ.; Litt.D.’32, Con¬ 
verse Col.; L.H.D.’36, Smith Col.; Litt D. 
’37, Furman Umv.; Prin., Ashley Hall, 
Charleston, S C., since 1909. 

McBride, Guy T., Diploma ’07, Southwest 
Texas State Tchrs. Col., San Marcos, 
Texas; Supt. of Sch., Boling, Texas, since 
1929. 

McBride, H. E, B.S *22, Gettysburg Col.; 
M A.*26, TJniv. of Md.j Co. Supt. of Sch, 
Elleton, Md., since 1936, 

McCall, W. Morrison, A.B.’23, Westminster 
Col.; A.M *26, Ph.D/30, Umv. of Mo.; 
Dir., Div. of Instr., State Dept, of Educ , 
Montgomery, Ala , since 1937. 

McCallum, Arthur N., B A.’87, Davidson 
Col.; Supt. of Sch, 101 E. Ninth St., 
Austin, Texas., since 1903. 

McCandiess, Harry P , B A.'22, Nebr. Wes¬ 
leyan Umv.; M.A‘32, Univ. of Southern 
Calif , Supt. of Sch, Redondo Beach, 
Calif,, since 1935. 

McCann, Josiah S., A B.'OO, Bates Col.; 

Supt. of Sch. f St Albans, Vt„ since 1929 
McCarroll, Emmet Fred, A.B., Otterbein 
Col ; M A., Univ. of Mich.; Supt. of Sch , 
Dennison, Ohio, since 1937. 

McCarthy, Marie, Supvr. of Special Schs 
in Hospitals and Homes, Pub. Sch., 228 
N. La Salle St., Chicago, Ill. 

McCauley, G. Kent, M.A *32, Colo. State 
Tchrs. Col., Supt. of Sch., Las Animas, 
Colo., since 1929 

McCharen, W. K, B A.'26, Umv. of Miss.; 
M.A.'33, B.S. in L.S/39, George Peabody 
Col. for Tchrs ; Librn., State Tchrs. Col , 
Murfreesboro, Tenn., since 1940. 
McClanahan, C. D., B.A.’26, B S. in Ed.'33, 
M.A.'40, Ohio Univ ; Supt. of Sch., Chaun- 
cey, Ohio, since 1938. 

McCleery, Wayne E„ B.S ’30, M S.'35, Univ. 
of Ill.; Supt., Marengo Com. H S, 
Marengo, Ill., since 1938. 

McClenny, George L , State Supt. of Educ , 
Topeka, Kansas. 

McCLuer, F. L., A.B.’16, Westminster Col.; 
Ph D.’28, Univ. of Chicago; Pres,, West¬ 
minster Col , Fulton, Mo , since 1933. 
McCluer, V. C., A.B ’18, Westminster Col , 
Fulton, Mo.; A.M.’29, Washington Umv.; 
Supt. of Sch., Ferguson, Mo., since 1930. 
McClure, Worth, A.B.*08, Simpson Col.; 
A.M.'20, Univ. of Wash.; LL.D.’32, Col. 
of Puget Sound; D.Ed ’38, Simpson Col , 
Supt, of Sch., Seattle, Wash., since 1930. 
McClurkm, John I., A.B.'06, Hendrix Col ; 
M.A.'19, George Peabody Col for Tchrs.; 
Supt. of Sch., EL Dorado, Ark., since 1934 
McClurkin, W. D. f A.B.’29, Hendrix Col.; 
M.S.’34, Univ. of Ark.; Ph.D.MO, George 
Peabody Col. for Tchrs ; Supt. of Sch., 
Blytheville, Ark., SJnce 1934. 

McCombs, Newell D., A B.’20, Simpson Col.; 

M. A.'27, State Univ. of Iowa; Supt. of 
Sch., Des Moines, Iowa, since 1941 

McComsey, G, Edward, B S.'27, M A.’33, 
Univ. of Pa.; Supt. of Sch., Millville, 

N. J., since 1938 

McConnell, F. C., B A. , 32, Baylor Univ.; 
M.A.’38, Umv. of Texas; Supt. of Sch., 
Gladewater, Texas, since 1939. 

McConnell, W. Joseph, B.A/15, M.A.’18, 
Univ. of Denver; Ph.D.’25, Columbia 
Umv.; Pres., North Texas State Tchrs, 
Col, f Denton, Texas, since 1934. 


McConville, F. J., A B.'12, Seton Hall Col.' 
A.M.’22, Stanford Umv.; Dist. Supt. oE 
Sch., San Mateo, Calif , since 1941. 
McCormack, R. E., B S.'21, Oregon State 
Agrl. Col., Supt. of Sch, Albany, Oregon 
since 1939. 

McCormick, C. C , B.Ed.'25, Western HI. 
State Tchrs. Col., Macomb, Ill.; M.S.’3o' 
Univ. of HI , Asst. State Supt. of Pub! 
Instr , Centennial Bldg., Springfield, Ill,, 
since 1939. 

McCormick, George A., A.B.’25, Muskingum 
Col.; M Ed.’32, Univ. or Pittsburgh; Supt 
of Sch., Beaver, Pa., since 1936. 
McCormick, Harold W., Life Cert. *25, 
Mich. State Normal Col , Ypsilanti, Mich , 

A. B.'30, Western State Tchrs. Col,, Kala¬ 
mazoo, Mich.; M.A’35, Tchrs Col., Col¬ 
umbia Univ ; Asst. Dir., Health Div., 
Welfare Council of New York City, 44 E. 
23rd Si., New York, N. Y., since 1940. 

McCormick, L B., B S '24, Mulligan Col.; 
M A’29, George Peabody Col. for Tchrs.; 
Supt. of Sch., Mullins, S C, since 1928. 

McCowen, Edward O., B S,’08, Ohio North¬ 
ern Univ., B.S. in Ed.'17, Ohio State 
Umv , M.Ed'39, Univ. of Cincinnati; Co. 
Supt. of Sch., Portsmouth, Ohio, since 
1914. 

McCoy, Charles F., Prin., Jr. H. S , Keokuk, 
Iowa 

McCoy, E. Earl, B.S.'20, Monmouth Col.; 
M.A'37, Noithwestern Univ.; Co. Supt. of 
Sch , Geneva, Ill. 

McCoy, Melvin L„ B A '18, William Jewell 
Col; B.S.'24, Univ. of Mo.; M A,*31, 
Tchrs Col., Columbia Univ.; Supt of 
Sch , Big Rapids, Mich., since 1938 

McCoy, Raymond F., Research Asst., Bd. of 
Educ., Cincinnati, Ohio 

McCready, Elmer T., Supt of Sch., Summit 
Hill, Pa 

McCuistion, Ed. T, AB’17, Hendrix Col , 
M.A.'22, George Peabody Col. for Tchrs.; 
State Dir. of Negro Schs, State Dept of 
Educ , Little Rock, Ark , since 1938. 

McCuistion, Fred, B.S.'19, Hendrix Col ; 
M A.’22, Ph D ’39, George Peabody Col. 
for Tchrs ; Field Agt , Genl. Educ. Bd , 
49 W. 49th St., New York, N Y , since 
1939. 

McCulley, Joseph, B A ’24, Univ. of Toronto, 

B. A.’26, Oxford Umv.; Headmaster, Pick¬ 
ering Col , Newmarket, Ontario, Canada, 
since 1926 

McCulloch, Paul R., B S in Ed.’30, Univ. 
of Oregon; Supt. of Sch., The Dalles, 
Oregon, since 1937. 

McCullough, A M., A.B’18, Colo. State 
Tchrs. Col.; M A’27, Umv. of Chicago; 
Ph D.’37, Columbia Umv Address 21 
Pershing, Hartford, Conn 

McCully, Donald R , Co Supt. of Pub. 
Instr , Kansas City, Kansas, since 1937 

McCunn, Drummond J., A.B '27, Occidental 
Col.; M.A.’38, Univ. of Southern Calif.; 
AssL Supt. of Sch , 320 E. Walnut St, 
Pasadena, Calif , since 1934. 

McDaniel, Bernice, M.A.'29, Umv. of Texas; 
Supt of Sch., Denison, Texas, since 1937. 

McDermith, C. W., Supt of Sch., Laconia, 
N. H. 



List of Members 


489 


McDonald, Alexander M.. B Pd *08, Mich. McHale, Kathryn, B.S.’19, A.M.'20, Ph D ’26 
Nnrmal Col . Ynsilanti. Mich . Columbia Univ : Genl. Dir.. Amen 


State Normal Col , Ypsilanti, Mich , 
lih B *13, Detroit Col. of Law; A.B.’lS, 

M.A ’ 30 , Univ. of Mich.; Supt. of Sch , 
River Rouge, Mich , since 1909. 

McDonald, Leo P-, M A.’37. Univ. of Mich ; 

Supt of Sch., Gwinn, Mich., since 1937 
McDonald. Martina, LL.B.*27, Portia Law 
Sch.; A B.'3S, Calvin Coolidge Col ; 
State Supvr. of Pub Sch. Music, State 
Educ Bldg, Boston, Mass., since 1936 
McDougall, Richard E. C., A.B.*16, Green¬ 
ville Col M.A.*25, Northwestern Univ.; 
Supt of Sch , Orrville, Ohio, since 1936. 

McDowell, C L , B A.*21, M A. 31, State 
Univ. of Iowa; Supt. of Sch., Eagle Grove, 
Iowa, since 1931. 

McEachen, Howard D , A.B *25, State Tchrs. 
Col, Wayne, Nebr., A.M'35, Univ of 
Nebr.; Supt of Sch., Pittsburg, Kansas, 
since 1941. 

McElfish, R- C., A.B,’14, Dickinson Col.; 
A.M.’16, Columbia Univ.; Supvg. Pnn. of 
Sch, 213 Lehigh St., Edgewood, Pitts¬ 
burgh, Pa , since 1920. 

McElroy, Frank D , A.B/06. Wabash Col.; 

A M.’26, Western Reserve Univ.; Ph D.’39, 
Ohio State Univ., Pres, State Tchrs. Col., 
Mankato, Minn., since 1930. 

McFarland, Kenneth W., B.S.’27, Kansas 
State Tchrs. Col ; M.S.’31, Columbia 

Univ.; Ed.D.’40, Stanford Univ.; Supt. of 
Sch , Coffeyville, Kansas, since 1935. 
McFarland, William H., B.S., A.B., Western 
Ky. State Tchrs. Col, Bowling Green, 
Ky.; Co. Supt. of Sch, Shepherdsville, 
Ky., since 1934. 

McGaughy, James Ralph, A.B *12, Park Col., 
M.A,’21, Ph.D ’24, Columbia Univ.; Prof. 
Emeritus of Educ., Tchrs. Col , Columbia 
Univ , New York, N. Y„ since 1941. 
McGee, R. R., A.B.’ll, A.M.*15, Univ of 
Nebr., Supt. of Sch., Columbus, Nebr, 
since 1922 

McGehee, E. G„ Jr., Supvr. of Negro Educ., 
State Dept, of Educ , Montgomery, Ala 
McGiboney, J H., Co. Supt. of Sch., Car¬ 
rollton, Ga. 

McGinn ess, John A„ A B.’20, Lebanon Val¬ 
ley Col ; A.M ’24, Tchrs. Col., Columbia 
Univ.; Supt. of Sch., Dobbs Ferry, N. Y., 
since 1928. 

McGinnis, W. C., B. S , Univ. of Vt.j A M., 
Ph.D., Columbia Univ.; Supt. of Sch, 
Perth Amboy, N J., since 1930 
McGivaren, C. S., Pnn., Clarksdale H. S., 
Clarksdale, Miss. 

McGlade, Charles A , A.B ’25, M A.’37, State 
Col. of Wash.; Supt. of Sch., Pullman, 
Wash., since 1929. 

McGlade, John C„ Ph.B’04, Parsons Col,; 
M.A.*20, State Univ. of Iowa; Deputy 
Supt. of Sch in charge of H. S., Civic 
Auditorium, San Francisco, Calif., since 
1927. 

McGucken, William J., B.A/09, Marquette 
Univ.; M.A.*17, St. Louis Univ.; Ph.D. 27, 
Univ of Chicago; Dir., Dept, of Educ 
and Regional Dir of Studies in Col. ann 
H. S. of Mo. Province, St Louis univ., 
St. Louis, Mo , since 1935. 

McGuire, James L , A.B.’13, Catholic Uu ,v 1 
Supt of Sch., North Providence, R. 1 . 
since 1931. 


■dii;, Aauuyu, lv , *u„_— 

Columbia Univ ; Genl. Dir., American 
Assn, of Univ. Women, 1634 I St., N. W, 
Washington, D C., since 1929. 

McHenry, J. P., A.B.’29, W Va. Univ ; 
M.Ed ’36, Univ. of Pittsburgh; Co. Supt 
of Sch., Wheeling, W. Va , since 1935 
Mcllwaine, Thomas J., Co Supt. of Sch., 
Farmville, Va. 

Mclnerney, Mrs. Isabel. M A ’33, Natl. Univ 
of Mexico; Co. Sch. Advisor and Supt. of 
Town Schs , Las Vegas, N. Mex. since 
1940. 

McIntosh, Daniel C.. A B.’13, A M '16, Ind 
Univ.; B S.’20, Iowa State Col.; Ph D,’24, 

Ind. Univ.; Dean. Grad Sch. and Head, 
Dept, of Agrl. Educ., Okla. Agrl. and 
Mech. Col , Stillwater, Okla., since 1928 
McIntosh, William Ray. B S.’20, M.A.’23 
Northwestern Univ ; M S.’32, Univ of 
Ill.; Supt., Twp. H. S, Olney, Ill., since 

1931. 

McKay, N. H, M A’40, Univ. of Minn.; 
Supt. of Sch , St. Louis Park, Minn , since 

1932. 

McKee, Margaret G., B S ’29, Univ. of Pitts¬ 
burgh; Supvg. Prin. of Twp. Sch., Oakdale, 

Pa. 

McKee. W. Dean, B.A’13, Monmouth Col : 

M A.’29, State Univ. of Iowa; Supt. of 
Sch., Shenandoah, Iowa, since 1930 
McKenney, H L, B S’07, A B. in Ed’22, 
Valparaiso Umv.: A.M. in Ed. 31, Univ 
of Cincinnati; Supt. of Sch., Auburn, Iml, 
since 1923 

McKibben, J. D , B.S ’28, Univ. of Chicago, 

M S.’40, Univ. of Ill.; Supt. of Sch, 
Clinton, Ill., since 1940. 

McKinley, F. K., Supt. of Sch , Farmington, 

N Mex 

McKnight, John Allen, Supt. of Sell., Elm¬ 
wood Place, Ohio 

McKusick, Leon Roy. A.B.’ll, Bates Cu 1 , 
Supt. of Sch., Winsted, Conn , since 1928 

McLaughlin, Sister Mary Aquinas B A.'17, 
Catholic Univ. of America; M.A. 2*. Notre 
Dame Univ., Ph D ’30, State Univ of 
Iowa; Dean, Briar Cliff Col, Sioux City, 
Iowa, since 1930. 

McLaurin, W. H„ B.S1’26. La. Polytech. 
Inst.; Parish Supt. of Sch., Jonesboro. La, 
since 1933. 

McLean, William, Diploma '13, State Nor¬ 
mal Sch., Montclair, N J ; B.S.Z4, 

M A.’27. Columbia Univ.; Pnn., Mt. 
Hebron Sch., Upper Montclair, N. J . 
since 1922. 

McLure, John Rankin. B.S ’ll, Univ. of 
Ala.; MA.’14, Ph.D.’25, Columbia Univ.. 
LL D.'30, Umv of Ala.; Prof, of Sell. 
Admin and Head, Dept, of Seh. Admin 
Univ. of Ala., University, Ala., since 19„4. 
McMahan C L, A.B.’20, Marietta Col., 

M. A.'iz] Ohio State Univ.; Supt of Sch, 
Newcomcrstown, Ohio, since 1939. 

McMaster, William, Vice-Prin., Roosevelt 
H. S„ Oakland, Calif. 

McMichael. R L , Jr , 441 W. Peachtree St , 

N. E , Atlanta, Ga. 

McMillan, J C., A.M.’M, Univ of CliiLagn; 
Pres.. State Normal and Indus, ocn , 
Ellendale, N. Dak , suae 193b. 

McMillin, George J, B S.'ll. U- S Nawl 
Academy; Gov. of Guam and Dir, of Educ , 
Govt. House, Guam, since 1940. 



490 


Health in Schools 


McMullen, J. 'Willard, A.B.‘21, Univ of 
Del.; M.A,'35, Univ. of Pa.; Supvg. Prm. 
of Sch , Oxford, Pa., since 1923. 


McMurray, James P., A.B ’30, N. T. State 
Tchrs. Col., Montclair, N. J.; A M'32, 
Tchrs. Col., Columbia Univ , Ed D.’39, 
Rutgers Univ.; Ph.D.'39, Webster Univ r 
Prof, of Educ. and Head, Dept of Educ , 
Seton Hall Col., South Orange, N. J , 
since 1940. , 


McNally, J. V., A.B. J 08, Univ. of Chicago; 
A M/2S, Columbia Univ.; Prin., Macken¬ 
zie H. S., 9275 Wyoming Ave., Detroit. 
Mich., since 1928. 

McNary, C W„ A.B.’IO, Westminster Col.. 
New Wilmington, Pa., M. Ed ’37, Univ of 
Pittsburgh, Asst. Supt of Sch., Erie, Pa , 
since 1939. 


McNeel, J H , B.A.’OO, Univ. of Wis . Prin., 
H. S., Beloit, Wis , since 1913. 

McNeely, Simon A., B.S.’37, M.S '38, La. 
State Univ ; State Supvr of Health. 
Physical Educ. and Safety, State Dept, of 
Educ., Baton Rouge, La., since 1940 


McNutt, Franklin H., A B.’16, A M. 18, 
Wittenberg Col.; Ph.D’32, Ohio State 
Univ. Address- Women’s Col., Univ. of 
N C., Greensboro, N. C. 

McQuilkin, D. E., A.B.'05, A.M.*06, W Va 
Univ.; A M.'08, Harvard Univ.; Supt. of 
Sch., Roanoke, Va., since 1918. 

McSwain, E T., A.B.’19, Newberry Col.; 
M A.'28, Ed.D ’35, Tchrs. Col , Columbia 
TJniv.; Assoc. Prof, of Educ., Northwestern 
Univ,, Evanston, Ill., since 1935. 


McVey, William E., B S. in Ed.’16, Ohio 
Univ,; A,M.’19, Univ. of Chicago; Supt, 
Thornton Twp H S. and Jr. Col., Harvey, 
III., since 1919. 


M 


Maaske, Roben J., B.A.’27, Univ. of Nebr.; 
M.A.'36, Univ. of Oregon; Ph.D.’38, Univ. 
of Minn., Pres., Eastern Oregon Col. of 
Educ., La Grande, Oregon, since 1939. 
Mabie, Vern E., A.B. r 30, Western State 
Tchrs. Col., Kalamazoo, Mich.; A M.’33, 
Univ. of Mich., Supt. of Sch., Greenville, 
Mich., since 1935. 

MacArthur, Chase, B.S.’09, Univ. of Maine; 
M.Ed.’29, Harvard Univ ; Supt. of Sch,, 
Foxboro, Mass., since 1931. 

MacCalman, Kenneth R., A B.'21, Elon Col.; 
M.A.’29, Tchrs Col., Columbia Univ.; 
Supt. of Sch , Nyack, N. Y., since 1931, 
MacConnell, James David. M.A.’40, Univ. 
of Mich.; Supt. of Sch., Beaverton, Mich., 
since 1934. 

MacKec, William O., Bd of Educ., Wake¬ 
field, Mich 

Mackenzie, Harold, A. B/09, Wheaton Col.; 
A,M.’22, Univ. of Chicago; Supt. of Sch., 
Savanna, III., since 1940. 

Mackey, A. B., A.B ’25, Eastern Ky. State 
Tchrs Col., Richmond, Ky.; M.A.'26, 
George Peahody Col. for Tchrs.; LL.D.’41, 
Northwest Nazarene Col.; Pres., Tievecca 
Nazarene Col., Nashville, Tenn., since 1936. 
Mackey, Edward W., Supt. of Sch., Milan, 
Mich, 


MacLaughlin, Marlin V., A B.*27, Univ of 
Maine; Supt. of Sch., Berlin, Conn., since 
1941. 

MacLean, Ray B., Ph B.’96, Hamline Univ ; 
M.A.’23, Univ. of Minn.; Pd.D.’34, Ham¬ 
line Univ., Pres., State Tchrs. Col., Moor¬ 
head, Minn., since 1923. 

MacLean, William P., M.A.’27, Univ of 
Chicago; Supt., J. Sterling Morton Schs., 
Cicero, Ill., since 1939. 

MacNaughton, Orison A , M.A.’30, Univ, of 
Mich.; Supt. of Sch., Howard City, Mich, 
since 1924. 

MacQuarrie, Archibald E , LL B ’16, Univ. 
of Wis , Prin , Washburn H. S., Went¬ 
worth Ave. and W. 49th St , Minneapolis, 
Minn., since 1924. 

MacQuarrie, T. W , Ph.D.’24, Stanford 
Univ.; Pres., San Jose State Col., San 
Jose, Calif., since 1927 
MacQuiddy, T. S., B,S.’03, Univ. of Calif.; 
Dist. Supt. of Sch., Watsonville, Calif., 
since 1907. 

MacRae, Douglas G , Prin., Hapeville H. S , 
686 Brookline St., Atlanta, Ga. 

Madden, Robert W, B S.’28, New York 
Univ , Supt. of Sch., North Bergen, N. J., 
since 1931. 

Maddox, John J., A.B.’07, Yale Univ.; 
M.A.’12, Columbia Univ.; Asst Supt. of 
Instr., St. Louis, Mo., since 1941. 

Maddox, Roscoe, A B.’24, Piedmont Col., 
A.M.’33, Univ. of N, C.; Co Supt. of 
Educ , Clanton, Ala , since 1938. 

Maddux, Alfred, A.B.’14, Piedmont Col , 
M.A '34, George Peabody Col. for Tchrs.; 
Supt. of Sch., Crawfordsville, Aik., since 
1926. 

Maddy, Joseph E, Mus.D.’30, Cincinnati 
Conservatory of Music; Pres, Natl. Music 
Camp and Prof, of Radio Music Instr., 
Univ. of Mich., Ann Arbor, Mich., since 
L924. 

Madeleine of Jesus, Sister Mane, B.A.’22, 
M.A.’27, Ph.D.*31, Catholic Univ. of Amer¬ 
ica; Pres, and Dean, Rivier Col., 429 Main, 
Nashua, N. H., since 1933 
Mahan, Thomas W., A.B.’21, Iioly Cross 
Col., M.Ed.’34, Harvard Univ.; Supt. of 
Sch., Putnam, Conn., since 1938. 
Mahoney, Nellie, Tchr., Horace Mann Jr. 
H S , San Francisco, Calif 

Maier, John V , A B.’20, A.M.’29, Ed D ’40, 
Ind. Univ.; Prin., Wilson Jr. H. S., 
Muncie, Ind., since 1934. 

Maine, Leonard L., Ed M.’34, Boston Univ.; 
Supt of Middletown and Portsmouth Schs , 
Newport, R. I., since 1932. 

Malcolm, David J., S.B.’13, Harvard Col.; 
Supt., North Berkshire Union Sch., since 
1930. Address: Charlcmont, Mass. 
Malloch, James Morrow, A B.'17, M.A.’20, 
Univ. of Calif.; G,Th.’33, Church Divinity 
Sch. of the Pacific; Dean, St. James' 
Cathedral, Fresno, Calif., since 1937 and 
Mem., Bd, of Educ., Fresno, Calif, since 
1941. 


Mackintosh, Helen K„ Ph D.’31, State Univ. 
of Iowa; Sr. Specialist in Elem. Educ., 
U. S. Office of Educ., Washington, D. C., 
since 1938. 

Mackintosh, Margaret C„ Prin., Jr. H. S., 
76 Glenmore Ave., Brooklyn, N. Y. 


Malmquist, M. L., B.A.'23, Gustavus Adol¬ 
phus Col.; Supt. of Sch., Buhl, Minn., 
since 1937 

Mann, Albert Z , A.B ’09, De Pauw Univ ; 
M.A.’ll, Univ. of Chicago; Dean, Spring- 
field Col., Springfield, Mass., since 1935. 



List of Members 


491 


Mann, Charles Riborg, Ph.D ’95, Univ. of 
Berlin, Germany; Sc.D 'IS, Lafayette Col ; 
LL.D/33, Lawrence; LL.D'33, Temple 
Univ.; Pres Emeritus, American Council 
on Educ., since 1934, Address: 2440 Fox- 
hall Rd , N. W., Washington, D. C. 

Mann, Cyrus Work, Co. Supt. of Sch , 

Hinton, W. Va. 

Mann, George C., Chief, Div of Adult and 
Continuation Educ , State Dept, of Educ., 
Los Angeles, Calif. 

Mann, J. A , A B.’28, Evansville Col.; 
A.M '34, TJmv. of Ill ; Supt. of Sch., 
Shelbyville, III., since 1936. 

Mann, John P., B.A ’22, Ripon Col.; M.A,^?, 
Univ. of Wis.; Supt. of Sch., South Mil¬ 
waukee, Wis , since 1934. 

Mann, Lloyd B., B.A.'09, Hanover Col ; 
A.M.'33, Ind. Univ.; Supt. of Sch , Beech 
Grove, Ind., since 1925. 

Mann, Mrs. Margaret, Co. Supt. of Sch., 
Primghar, Iowa, since 1926. 

Mann, Sue B., B.A.'22, Texas Wesleyan 
Col.; M A.'25, Southern Methodist Univ.; 
Deputy State Supt of Educ., Ft. Worth, 
Texas, since 1941. 

Manning, C. G., A B.'07, Morningside Col , 
Supt of Sch., Lewistown, Mont., since 

1920. 

Manning, James C , A.B.’23, Atlantic Chris¬ 
tian Col.; Co. Supt, of Sch, Williamston, 
N. C., since 1931. 

Manning, John P., B S *31, M S.’38, Texas 
Col. of Arts and Indus, Address: 609 
Bellevue Ave , Austin, Texas 

Mansur, Frank L., A B.’lO, Brown Univ.; 
Supt. of Sch., Swampscott, Mass., since 
1931. 

Manuel, Dewey, M S.'29, Ind. Univ.; Supt. 
of Sch,, Edinburg, Ind., since 1932. 

Manwiller, Charles E., M A.'27, Ph.D.'34, 
Univ. of Pittsburgh; Dir. of Research, 
Pub. Sch., Admin, Bldg., Pittsburgh, Pa„ 
since 1940. 

Mapes, Elmer Stephens, A.B,'20, Alfred 
Univ.; A.M '23, Cornell Univ,; Supt. of 
Sch., Bristol, R. I , since 1930. 

Marble, Sarah A, A.B.'12, Smith Col.; 
Kdgn. Primary Diploma ’14, State Normal 
Sch,, Worcester, Mass,; A.M,'24 Tchrs. 
Col., Columbia Univ,, Primary Supvr., 
Pub. Sch , Worcester, Mass., since 1937, 

Merchant, Maude, Prin,, Whittier Elem, 
Sch., Oakland, Calif. 

Mardre, Robert B., B.S,’23, M.S/33, Ala 
Polytech Inst ; Supt. of Sch., Opelika, 
Ala., since 1933. 

Marie, Sister Catharine, A M.*20, Fordham 
Univ.; Dean, Col. of Mt. St. Vincent, New 
York, N. Y., since 1937. 

Markle, W. Frank, B.S.'26, Grove City Col ; 
M.Ed.'32, Pa. State Col.; Supvg. Prin. of 
Sch , Suffern, N. Y., since 1938. 

Markman, Frank H., A B.'ll, McKendree 
Col.; M.A.'28, Univ. of Colo.; Prin., Jer¬ 
sey Twp. H. S., Jerseyville, Ill., since 

1921. 

Marks, Sallie B , A.B '23, Southwestern 
State Tchrs. Col.» Weatherford, Okla.; 
M.A. J 25, Tchrs. Col, Columbia Univ. 
Address: Meredith Col,, Raleigh, N, C. 


Marsh, Daniel L., A.B.'OG. AM.'07, North¬ 
western Univ,; S.T B ’08, Boston Univ,; 
D.D.13, Grove City Col.; LL.D.'26, Univ. 
of ,Pittsburgh; Litt,D.’Z7, Northwestern 
Univ.; LHD’29, Cornell Col.; Ph D ’31, 
Univ. of Bologna, Italy; Sc.D. in Ed '34, 
Iowa Wesleyan Col.; J,U.D.’36, Ill. Wes¬ 
leyan Univ ; D.C.L/37, Ohio Northern 
Univ ; LL.D’38, Simpson Col ; Litt.D.’SQ, 
Portia Law Sch ; LL.D'41, Univ. of South¬ 
ern^ Calif,; N.Ph.D.'41, Nebr. Wesleyan 
Univ ; Pres., Boston Univ , 688 Boylston 
St., Boston, Mass., since 1926. 

Marsh, J. Frank, A B.’07, A M.’l2, W, Va. 
Univ.; D Ped.'26, W. Va. Wesleyan Col , 
Pres , Concord State Tchrs. Col , Athens, 
W. Va., since 1929. 

Marshall, Farnsworth G. A.B.’03. Bowdom 
Col.; Supt. of Sch,, Malden, Mass., since 
1913. 

Marshall, George H., M.A.*29, Univ. of Kan¬ 
sas; Supt. of Sell., Ottawa, Kansas, since 
1932. 

Marshall, Loyal S, A.B.’IS, Geneva Col.; 
Supvg. Prin. of Sch,, Springdale, Pa. t 
since 1922. 

Marshall, Robert, B.A.‘32, Univ. of Texas; 
B.S.’34, Agrl. and Indus. Col. of Texas; 
M A.*39, Univ. of Texas; Supt. of Sch., 
Beeville, Texas, since 1935. 

Martin, Adam H„ A.M.’22, Columbia Univ.; 
Supvg. Prin. of Sch , York, Pa , since 

1922. 

Martin, Charles L., A B , Howard Col.; Supt. 

of Sch., Andalusia, Ala., since 1929. 

Martin, Cora M., B.S.’19. M,A.’22, Tchrs. 
Col., Columbia Univ.; Ph.D'36, Univ. of 
Texas; Assoc Prof, of Elcm. Educ., Univ. 
of Texas, Austin, Texas, since 1927. 
Martin, Edwin D , A B.’23, Abilene Chris¬ 
tian Col.; M.S.’27, Texas Agrl. and Mech. 
Col., Ed.D/41, Colo. State Col. of Educ., 
Greeley. Colo., Prin., Alexander Hamilton 
Jr. H. S., Houston, Texas, since 1936 
Martin, Frederick F., Diploma ’07, Central 
State Tchrs. Col., Edmond, Okla.; B.Pd. 
'08, Southwest State Tchrs Col., Spring- 
field, Mo.; B S/08, Drury Col, Springfield, 
Mo.; M.A.’ll, Yale Univ.; Supt. of Sch., 
Chico, Calif., since 1938. 

Martin, H. Clay, B.S.’17, A.M.’20, Univ. of 
Pa, Address* 301 Chews Landing Rd., 
Haddonfield, N. J. 

Martin, H, G., B.S *08, Univ. of Mo.; Dir., 
Isaac Delgado Central Trades Sch., 615 
City Park Ave., New Orleans, La., since 
1920. 

Martin, Henning J., A.B.'24, Macalestcr 
Col.; A.M.'27, Tchrs. Col., Columbia 
Univ ; Supt. of Sch., Herkimer, N. Y., 
since 1940. 

Martin, J. A., B.S.’18, Pa. State Col.; M.A. 
’36, Tchrs. Col, Columbia Univ,; Supvg. 
Prin of Sell., Trucksville, Pa., since 1932, 
Martin, James Edward, A.B.’12, M.A.’l4, 
Mt. St. Mary's Col.; Supt. of Sch., Cen¬ 
tral Falls, R. I., since 1930. 

Martin, Leland L., B.S.’34, Texas Tech 
Col.; Supt. of Sch., Crane, Texas. 

Martin, Steven James, A.B.’23, Hillsdale 
Col ; Supt. of Sch , Evart, Mich., since 
1929. 

Martin, W. Lawrence, Box 23, Brookside, 
N. J. 

Martin, William H., A.B.’09, Bates Col ; 
M A/20, Ph.D.’27, Yale Univ.; Supt. of 
Sch, Mt. Vernon, N. Y., since 1941. 



492 


Health in Schools 


Marvin, William B„ Litt.B'18, Princeton 
Univ,; Supvg. Prin. of Sch f Barnegat, 
N. J., since 1926, 

Maryott, Alfred J., Asst. Supt. of Sch., U5 
Marbury Ave., Pawtucket, R. I. 

Marzeciak, Peter, Member, Bd. of Educ., 
12001 St. Aubin Ave., Hamtramck, Mich., 
since 1935. 

Mason, C. W., Supt. of Sch., Norfolk, Va., 
since 1922. 

Mason, Charles C,, A.B/25, Central Wes¬ 
leyan Cal.; A.M.28, Wash. Univ.; D Ed. 
*41, Colo. State Col of Educ , Greeley, 
Colo ; Asst Supt. of Sch., 410 S. Cin¬ 
cinnati. Tulsa, Okla. f since 1935. 

Mason, Jesse H., B A/15, Ohio Wesleyan 
Univ , M.A/28, Tchrs. Col., Columbia 
Univ.; D.Ed/37, Ohio Wesleyan Univ , 
Supt. of Sch., Canton, Ohio, since 1928. 

Masters, Harry G., M A *30, Univ. of Pitts¬ 
burgh; Dir., Elem. Educ., Pub. Sch., Dor- 
mont, Pittsburgh, Pa., since 1932. 

Maston, R C., Ph B’15, Col. of Wooster; 
MA’32, Tchrs. Col., Columbia Univ.; 
Supt of Sch., Elyria, Ohio, since 1924. 

Mathews, C. B., A B‘04, Univ. of Chicago; 
Supt. of Sch , Newnan, Ga., since 1929. 

Mathews, Will C., Supvr. of Voc. Educ., 
Pub. Sch , Oakland, Calif. 

Matthews, Arthur John, LL D.’17, Syracuse 
Univ , Pres., Ariz. State Tchrs. Col., 
Tempe, Ariz , 1900 to 1930. Pres. Emeri¬ 
tus, since 1930. 

Matthews, Henry V , B S/32, M.A.*35, New 
York Univ.; Supvg. Pan. of Sch., Lodi, 
N. J., since 1921 

Matthews, P. B., Dist. Supt, of Sch , Bridge- 
hampton, N. Y. 

Matthews, W. E, B.S. in Ed '26, Central 
Mo. State Tchrs. Col, Warrensburg, Mo.; 
M A. in Ed ’34, Univ. of Mo ; Supt. of 
Sch, Independence, Mo, since 1938 

Matzen, John M., A.B.'27, A.M/28, Tchrs 
Col., Univ. of Nebr.; A.M/29, Ph.D/31, 
Tchrs. Col., Columbia Univ.; Asst, Prof 
of Sch. Admin., Tchrs. Col., Univ. of 
Nebr, Lincoln, Nebr., since 1931. 

Maurer, Harold R., B S '24, Col. of Wooster; 
M.A/31, Ohio State Univ.; Supt. of Sch., 
Garfield Hgts., Cleveland, Ohio, since 
1932. 

Maxwell, Charles F., A B ‘09, Lafayette 
Col ; A.M/34, Univ. of Pittsburgh, Co. 
Supt, of Sch., Greensburg, Pa, since 1930 

Maxwell, G. L,, A.B/17, M.A/25, Univ. of 
Calif.; Asst. Secy , Educ. Policies Commn , 
1201 16th St., N.W , Washington, D. C. f 
since 1939. 

Maxwell, J. S-, Supt. of Sch., Warrensburg, 
Mo. 

May, Albert L , B S ‘23, M.A/33, Peabody 
Col.; Supt., Harnson-Stone-Jackson Jr 
Col., Perkinston, Miss., since 1941. 

May, Walter M , A.B/05, A.M/24, Dart¬ 
mouth Col.; Deputy State Commr, of 
Educ., Concord, N. H., since 1919. 

Mayberry, Lawrence W., A.B/01, Univ. of 
Kansas; A.B. and A.M *18, Columbia 
Univ.; 0. Ed/28, Municipal Univ. of 
Wichita; Supt. of Sch, Wichita, Kansas, 
since 1912. 

Mayer, Lewis F., B.A/20, Col of Wooster; 
M A/30, Ohio State Univ.; Supt., Fair- 
view Pub. Schs,, 4507 W. 213th St., Cleve¬ 
land, Ohio, since 1921. 


Mayhew, Alfred F., Supt. of Sch., Great 
Neck, N. Y. 

Maynard, Milton M , A.B/08, Univ. of 

Okla., M.A/20, Univ of Ill,; Prof, of 
Educ., Monmouth Col,, Monmouth, m. 
since 1909. 

Meacham, Lucy Helen, B S/16, M.A/20, 
Tchrs. Col, Columbia Univ,; Supvr. of 
Elem. Grades, Pub. Sch., Wichita, Kansas, 
since 1932. 

Meacham, W. A., M.A/37, Colo. Tchrs. Col.; 
Asst. Supt. of Sch., Ft. Worth, Texas, 
since 1931. 

Meade, Mary E., A.B/18, Hunter Col ; 

A.M/26, Columbia Univ,; Ph.D/35, Ford- 
ham Univ.; Prm,, Tottenville H S , Staten 
Island, New York, N. Y., since 1937 

Meadows, A. R, M.A/32, Univ. of Ala.; 
Ph.D., Columbia Univ.; State Supvr. af 
Research and Surveys, State Dept, of 
Educ., Montgomery, Ala , since 1929. 

Means, Herbert G , M E/02, State Tchrs. 
Col., Slippery Rock, Pa.; Ph B ‘13, Grove 
City, Coi.; M A/26, Univ. of Pittsburgh; 
Ed. D/40, Geneva Col.; Supt. of Sch., East 
Liverpool, Ohio, since 1929. 

Meek, Benjamin Franklin, B.A/29, Hardin- 
Simmons Univ.; M.Ed ’40, Univ. of Texas; 
Supt. of Sch., Kermit, Texas, since 1929 

Mehus, O. Myking, B.A/16, Augsburg Col.; 
M.A/20, Ph D/31, Univ of N Dak , Pres , 
Winona State Tchrs. Col., Winona, Minn, 
since 1939 

Meisberger, D. T., Supt of Twp. Sch, Sha- 
mokin, Pa. 

Melby, Ernest O., M.A/26, Ph.D.’28, Univ. 
of Minn.; Pres., Mont. State Univ., Mis¬ 
soula, Mont , since 1941. 

Melcher, George, B.S/89, M S ’92, Odessa 
Col.; A.B/98, Drury Col., A.M/19, Tchrs 
Col., Columbia Univ.; LL D’23, Mo Val¬ 
ley Col.; LL.D/25, Drury Col.; Supt of 
Sch , 201 W. 51st St., Kansas City, Mo., 
1928-40. Supt. Emeritus, since 1940. 

Melchior, D. Montfort, A.B/02, A M '04 
Gettysburg Col.; Pd D/33, Bucknell Univ., 
Supvr of II. S Instr., Girard Col., Phila¬ 
delphia, Pa., since 1928. 

Melchior, William T. f Ph D/23, Columbia 
Univ.; Prof, of Educ. Supvn. of Instr, 
Syracuse Univ., Syracuse, N. Y., since 
1926. 

Melendy, Lila, Diploma ’29, San Jose State 
Col., San Jose, Calif ; Co. Supt. of Sch, 
Hollister, Calif., since 1939 

Mellown, Elgin. W., B.S/25, Birmingham- 
Southern Col.; M.A/28, Univ. of Ala.; Co. 
Supt. of Educ., Livingston, Ala,, since 
1939. 

Melton, Monroe, Diploma ‘12, Ind. State 
Tchrs Col., Terre Haute, Ind.; A B’15, 
Ind Univ.; A.M/33, Univ of Colo ; Supt 
of Sch , Normal, Ill., since 1925. 

Mendel, Augusta, B S/34, New York Univ.; 
Supvg. Prin. of Sch, 1620 Park Ave, 
Bridgeport, Conn. 

Mendenhall, Clare, B A/32, Univ. of Wash.; 
M A/38, Tchrs. Col , Columbia Univ , Co. 
Supt. of Sch., Kelso, Wash., since 1940. 

Mendenhall, James E., B.S/24, Kansas State 
Tchrs Col., Pittsburg, Kansas; M.A/25, 
Ph.D/30, Tchrs. Col., Columbia Univ., 
Educ. Dir., Inst, for Consumer Educ , 
Stephens Col., Columbia, Mo., since 1939. 

Mensenkamp, Louis E., A.B/16, A.M/22, 
Umv. of III.; Prin, Freeport H S, Free¬ 
port, Ill., since 1940. 



List ok Members 


49.? 


Mensing, Cyprian, A.B.’23,M A.*26, St. Bona- 
venture Col.; Ph.D.’29, Catholic Univ.; 
Pros., Siena Col., Loudonville, N. Y., since 
1938 

Menzies, Harold, Chmn., Bd of Educ., 869 
Bloor St., Toronto, Canada. 

Merchant, Claude J., B.S. in Ed. and M.A ’22, 
Syracuse Univ.; M.A,’23, Tchrs. Col., Co¬ 
lumbia Univ.; Ed.D *37, Rutgers Univ ; 
Dir. of Educ , N. J, State Home for Boys, 
Jamesburg, N. J., since 1924. 

Meredith, Albert B., A.B.’95, M A.’16, Wes¬ 
leyan Univ.; Pd.D.’18, Muhlenberg Col ; 

L. H.D/18, Upsala Col.; LL D.’21, Wes¬ 
leyan Univ.; LL.D.*30, Boston Univ., 
Litt D *37, Rutgers Univ. Address: West- 
look, Wakefield, N. H. 

Merideth, G. H., B S.*24, Central Mo. State 
Tchrs. Col., Warrensburg, Mo.; M.A.*25, 
Tchrs Col., Columbia Univ.; Ed.D ’38, 
Univ. of Southern Calif.; Deputy Supt. of 
Sch., 320 E. Walnut St., Pasadena, Calif., 
since 1935. 

Merriam, Burr J, Diploma ’98, State Nor¬ 
mal Sch, Oneonta, N. Y., B.S *16, Colum¬ 
bia Univ ; Ed.M.’27, Harvard Univ.; Supt. 
of Sch., Framingham, Mass., since 1922 
Merrill, Albert W., A.B.’90, Grinnell Col.; 

M. A.’29, Tchrs. Col., Columbia Univ.; 
LL.D/37, Drake Univ. Address: 629 Third 
St., Des Moines, Iowa. 

Merrill, George A., A.B.'IO, Colgate Univ , 

M. A *14, Columbia Univ., Supt. of Sch., 
Hackensack, N. J., since 1937. 

Meiritt, Harry E., Ph.B.*26, Univ. of Chi¬ 
cago, State Supvr. of H. S, State Capitol, 
Madison, Wis., since 1933. 

Merritt, Mrs Lillian H,, Elem. Supvr. of 
Sch, Rome, N. Y., since 1920 
Merson, Hariy S., Supt. of Sch, Ipswich, 
Mass. 

Messner, J. C., A.B *16, Franklin and Mar¬ 
shall Col ; B D '19, Eastern Theological 
Seminary of the Reformed Church in the 
U. S.; M A.*24, Columbia Univ,; Supt, of 
Sch , Harrington, Del., since 1926. 
Metcalfe, Tristram Walker, Dean, Long 
Island Univ., 300 Pearl St., Brooklyn, 

N. Y., since 1933. 

Metzner, Alice B., Diploma *02, B.S.*24, De¬ 
troit Tchrs. Col ; M.A.*31, Univ. of De- 
tioit; Dir. of Special Educ., Pub. Sch., 
Detroit, Mich., since 1928. 

Meyer, J G , Pd B.’05, Elizabethtown Col ; 
A.B.’IO, Franklin and Marshall Col.; 
A M *15, Columbia Univ.; Ph.D.'26, New 
York Univ.; Pres, Milton Col., Milton, 
Wis , since 1940. 

Meyer, Nathan G , BA ’22, Elizabethtown 
Col ; M A *28, Tchrs. C )1., Columbia Univ.; 
Ed.D.’40, New York Univ.; Asst. Co. Supt. 
of Sch , East Stroudsburg, Pa., since 1934. 
Meyer, William W., Ph.B. , 24, A M *32. Univ. 
of Chicago; Supt. of Sch., Harvard, Ill, 
since 1926. 

Micheals, William H.. A.B *07, Dickinson 
Col.; AM.’24, Univ. of Pa.; Supt. of Sch., 
Media, Pa., since 1920. 

Michell, Forrest C., Pnn„ Burckhalter Elem 
Sch . Oakland, Calif. 

Michie, James K., M.A.*36, Univ. of Minn.; 
Supt of Sch., Little Falls, Minn , since 
1937. 

Mickelson, Peter P., A.B.’35, State Tchrs 
Col., Mayville, N. Dak.; M.A’39, Ph.D. 41. 
Univ. of Colo.; Pres., Trinidad State Ji. 
Col, Trinidad, Colo., since 1941. 


Carl H„ A B '07, Univ. of Okln : 
LL.D. 34, Southwestern Col., LL D’35. 
Lawrence Col.; Exec Secy., American 
Library Assn., 520 N Michigan Ave., Chi¬ 
cago, Ill, since 1920. 

Miller, Alexander W„ A B.’12. Harvard 
JJniv ; A.M’22, Columbia Univ , Supt of 
Sch., Glens Falls, N. Y , since 1927. 

Miller, Alvin J., A B/1I, Goshen Col., 

M A.’12, Columbia Univ.; Asst. Prof, of 
Educ , Kent State Univ., Kent, Ohio, since 
1939. 

Miller, Bertha May. A.B.’01, Allegheny Col., 
Pnn„ Jr. H S„ 120 E Fulton St.. Butler, 
Pa., since 1919. 

Miller, C. T., Bus. Mgr.. Pub. Sch., 319 W 
Barnard St., West Chester, Pa., since 1923 

Miller, Charles A, A.B.‘23, Franklin and 
Marshall Col.; Ed.M’24, Harvard Uxuv., 
Dist. Supt, of Sch , Lee, Mass,, since 1926, 

Miller, Charles S., A.B ’13, Allegheny Col ; 
A.M.‘15, Univ. of Pittsburgh; Ph D *31, 
New York Univ. Address. Allegheny Col , 
Meadville, Pa. 

Miller, Chester F , A.B.‘07, A.M ’09. McKcn- 
dree Col.; A.M.’18. Tchrs. Col., Columbia 
Univ.; Litt D ’28, McKendree Col ; LL D 
’37, Alma Col,; Supt. of Sch, Saginaw, 
Mich,, since 1928. 

Miller, Clyde R., A.B’ll, Ohio State Univ.; 
Ed.D.’37, American International Col., 
Assoc Prof, of Educ., Tchrs Col , Colum¬ 
bia Univ., since 1928 and Dir, Inst, for 
Propaganda Analysis. 40 E. 49th St , New 
York, N. Y„ since 1937 

Miller, D. W., B.S/21, State Tchrs. Col, 
Pittsburg, Kansas; M.A.’27. Univ. of Chi¬ 
cago; Pnn., William Horlick H. S , Racine 
Wis., since 1927. 

Miller, Earl G., M.A.’32, Univ of Minn., 
Supt. of Sch, La Salle, Ill , since 1939. 

Miller, Elmer G„ B.C,Sc.’15, Bowling Green 
Business Univ.; M.C.Sc.*18, Capitol Col 
of Commerce; D.C.Sc.’27, Duquesne Univ , 
Dir. of Commercial Educ. and Handwrit¬ 
ing, Pub. Sch., Pittsburgh, Pa., since 1912. 

Miller, Ernest E., A.B,’17, Goshen Col.; 
M A *29, Ph.D.*39, New York Univ.; Pres., 
Goshen Col , Goshen, Ind., since 1940. 

Miller, Franklin A., Supvg. Pnn. of Twp 
Sell., Geistuwn, Pa. 

Miller, Fred B., B.S.’27. Central Mo. State 
Tchrs, Col , Warrensburg, Mo , M.A ’29, 
St, Louis Univ.; Supt, of Normandy Con¬ 
solidated Sch Dist., 6701 Easton Ave., St. 
Louis, Mo , since 1913. 

M.ller, Fred L,, B S *21, Kansas State Tchrs*. 
Col., Emporia, Kansas; M.S’30, Univ. of 
Kansas. Supt. of Sch., Washington, Kan¬ 
sas, since 1938. 

Miller, G. Tyler, B S’23, Va. Military Inst., 
Div. Supt. of Sch.. Front Royal, Va , since 
1928. 

Miller, George R, Jr, A.B.’15, Lafayette 
Col ; A.M.’22, Columbia Univ.; Supt of 
Sch., Smyrna, Del., since 1937. 

Miller, Harry W , B 3.’25, Mich State Nor¬ 
mal Col., Ypsilanti, Mich.; M.A.’33, Univ 
of Detroit, Supt. of Sch., Center Line, 
Mich., since 1926. 

Miller, Helen Rose, A.B. in Ed.’24, M.A.’SO. 
Univ. of Mich.; Dir. of Exact Science, 
Pulaski Sch., Hamtramck, Mich , since 
1925 



494 


Health in Schools 


Miller, James C., B S. In Ed *25, Central 
Mo. State Tchrs. Col,, Warrensburg, Me.; 
M.A’27, Ph D.’30, Univ. of Mo.; Pres, 
Christian Col., Columbia, Mo., since 1938. 
Miller, John L„ A.B.’26, Bates Col.; Ed.M. 
'29, Harvard Univ.; Supt. of Sch., Brock¬ 
ton, Mass , since 1937. 

Miller, Joseph R, B S.’14, Otterbein Col.; 
A.M.’30, Ohio State Univ.; Ph.D.’40, Univ. 
of Pittsburgh; Supt. of Sch., Ambridge, 
Pa., since 1931. 

Miller, Norman, S.B.’25, Ed.M.’28, Harvard 
Univ.; Supt. of Sch., Tyrone, Pa., since 
1939. 

Miller, W. W., A.B/22, Goshen Col., M A. 
'2S, Ph.D.’39, Ohio State Univ.; Aaat. Supt. 
of Sch, 270 E. State St, Columbus, Ohio, 
since 1936, 

Miller, Ward I,, A.B/14, A.M/15, Univ. of 
Denver, Ed.D/41, Tchrs. Col,, Columbia 
Univ.; Supt of Eastchester Pub, Sch., 
Tuckahoe, N. Y, since 1941. 

Miller, William Lawrence. A.B/16, Muskin¬ 
gum Col ; M.A/33, Univ. of Pittsburgh; 
Supt. of Sch., Mansfield, Ohio, since 1935, 
Miller, William P., Co. Supt. of Sch, 2324 
Adams Ave., Ogden, Utah 
Millikan, Ben S., A.B/10, M.A/12, Baker 
Umv.; Dist. Supt. of Sch., Covina, Calif., 
since 1918. 

Milliken, Mrs. Gertrude Cornish, B.S ’01, 
M.A’27, Middlebury Col.; Prin., House in 
the Pines, Norton, Mass, since 1911. 
Millmann, Anna, Diploma '07, State Normal 
Sch., Milwaukee, Wis.; LL.B/23, Ph.B.’27, 
M.E/41, Marquette Univ.; Prin., Luther 
Burbank Sch., 6035 W. Adler St., Milwau¬ 
kee, Wis, since 1929. 

Mills, DeWitt T., A.B/17, Otterbein Col ; 
Diploma *19, Univ. of Grenoble, France; 
M.A/38, Ohio State Univ.; Co. Supt of 
Sch., Marion, Ohio, since 1931. 

Mills, H. L, Diploma ’ll, Sam Houston 
State Tchrs. Col., Huntsville, Texas; 
LL Houston Law Sch.; LL D.’31, 

Southwestern Umv.; Bus. Mgr., Independ¬ 
ent Sch. Dist., 1600 Washington Ave , 
Houston, Texas, since 1922. 

Mills, Harold R,, A.B.’24, Otterbein Col.; 

M. A.*35, Western Reserve Univ.; Supt. of 
Sch , WicklifFe, Ohio, since 1934. 

M 1 II 9 , W. R., Co. Supt. of Sch., Louisburg, 

N. C-, since 1935. 

Milne, John, B.S.’29, Univ. of N. Mex.; 

M. A/31, Tchrs, Col,, Columbia Umv,; 
Supt. of Sch., Albuquerque, N. Mex., since 
1911. 

Milner, Charles F., A.B/33, Guilford Col.; 
Head, Bureau of Visual Instr., Univ Ex¬ 
tension Div., Univ. of N. C., Chapel Hill, 

N. C-, since 1937. 

Minear, Craig P . A B ’23, Iowa Wesleyan 
Col.; M.A.’30, State Univ. of Iowa; Supt. 
of Sch., Fort Collins, Colo., since 1940 
Miner, Edwin H , A.B ’27, Dartmouth Col , 
A.M.’29, Columbia Univ.; Supt. of Sch., 
Wellesley Hills, Mass , since 1936. 

Miner, George D,, A.B.’22, Carleton Col.; 
M.A,’30, Ed.D/40, Univ. of Calif., Bus, 
Mgr, Pub. Sch,, Richmond, Calif., since 
1940. 

MingledorfF, Ernest B., Co. Supt. of Sch., 
Springfield, Ga. 

Minshal, Mrs. Eveleen, Prin., Jefferson Sch , 
San Jose, Calif. 


Misncr, Paul J., A B.’26, Mich State Nor¬ 
mal Col., Ypsilanti, Mich.; A.M.’27, Ph.D 
’35, Univ. of Mich.; Supt. of Sch., Glencoe' 
Ill., since 1935 

Mitcham, M. H , B.S in Ed.*33, Ga. State 
Col for Men; Co. Supt. of Sch., Tifton, 
Ga., since 1941. 

Mitchell, A, J., M A ’36, Umv. of Colo.* 
Supt. of Sch., Nogales, Ariz., since 1928'. 
Mitchell, Charles A. ; A.B,’21, Colby Col : 
Ed.M.’25, Harvard Univ., Supt. of Sch., 
Easthampton, Mass., since 1940. 

Mitchell, Claude, A B,’l2, Susquehanna 
Univ,; A.M.*25, Ph.D.'31, Umv, of Pitts¬ 
burgh; Supt, of Sch, West Newton, Pa., 
since 1918. 

Mitchell, Clovis W., B.S ’08, R I. State 
Col ; Union Supt. of Sch., Harmony, R. I., 
since 1940. 

Mitchell, D. R , Supt. of Sch., American 
Fork, Utah. 

Mitchell, J. C., B.S.’24, M.A/28, George 
Peabody Col. for Tchrs.; Supt of Sch., 
Murfreesboro, Tenn., since 1918. 

Mitchell, S. C., Supt. of Sch., Benton Har¬ 
bor, Mich., since 1923 
Mitchell, William D., M A.'38, Univ, of Mo.; 

Co. Supt. of Sch., Quincy, Ill,, since 1935, 
Mock, Thomas, Prin., Horace Mann Sch,, 
Beverly Hills, Calif. 

Moe, Geotge A., Diploma *27, State Tchrs. 
Col., Moorhead, Minn; B.S/35, M.A'39, 
Umv. of Minn.; Supt. of Sch., Gilbert, 
Minn., since 1940. 

Moe, Martin P., B.S’27, Univ. of Minn.; 
Exec. Secy., Mont. Educ. Assn., Helena, 
Mont., since 1933. 

Moehlman, Arthur B„ A B/12, A.M/21, 

Ph D/23, Univ. of Mich ; Prof of Admin, 
and Supvr., Sch. of Educ,, Umv. of Mich., 
Ann Arbor, Mich., since 1923 and Editor, 
The Nation’s Schools, since 1932. 

Moffett, F. L., B.S/24, Sam Houston State 
Tchrs. Col, Huntsville, Texas, MS/29, 
Texas Agrl. and Mecli Col.; Supt, of Sch, 
Center, Texas, since 1926. 

Moffitt, Frederick James, A.B ’18, Hobart 
Col.; M.A *33, Univ. of Buffalo; Litt.D/34, 
Hobart Col.; Assoc. Supvr., Bureau of 
Instr Supvn., State Educ. Dept., Albany, 
N. Y., since 1941. 

Moffitt, J. C., B.S.’26, M.S/29, Brigham 
Young Umv,; Ph.D/40, Univ. of Chicago; 
Supt. of Sch., Provo, Utah, since 1937. 
Moffitt, Laurence C , B S/40, Univ, of Ore¬ 
gon; Co. Supt. of Sch., Eugene, Oregon 
since 1932. 

Mohr, Lloyd C., B S.’16, Adrian Col.; M.A 
’22, Tchrs Col, Columbia Univ.; Supt. of 
Sch., South Haven, Mich , since 1920. 

Moll, Richard M., Diploma ’05, State Nor¬ 
mal Sch., Kutztown, Pa,; AB/15, Lebanon 
Valley Col.; A.M/25, Univ. of Pa.; Asst. 
Co Supt. of Sch., 313 W. Penn Ave., Robe- 
sonia, Pa., since 1928. 

Monahan, Catherine E., B.S/31, M.A'35, 
Tchrs. Col., Columbia Univ.; Supvr. of 
Elem. Sch., 20 Summer St., Providence, 
R. I,, since 1927. 

Mongon, John E., Supvg. Prin. of Sch., 
Kenilworth, N. J. 

Monroe, P. E, A.M/98, N. C. Col.; D D/19, 
Newberry Col.; Pres., Lenoir-Rhyne Col, 
Hickory, N. C., since 1934. 



List of Members 


495 


Monroe, Walter S , A.B/05, B. S/07, A.M/ll, 
Univ. of Mo.; Ph.D ’15, Univ. of Chicago, 
Dir,. Bureau of Educ. Research, Univ, of 
Ill., Urbana, III, since 1921. 

Montag, K A., Dist. Supt of Sch., 5400 W. 

St, Charles Rd., Berkeley, Ill. 

Montgomery, E W., A.B.’09, A.M.’13, Ind. 
Univ.; Supt., Union H. S. and Jr. Col., 512 
E Van Buren St., Phoenix, Ariz., since 
1925. 

Montgomery, Kenneth M., A.B/26, M.A.’31, 
Occidental Col.; Prin., Theodore Roose¬ 
velt Jr. H. S„ Glendale, Calif., since 1938. 
Monts, W. Edward, A.B.’07, Newberry Col.; 

Supt. of Sch,, Clinton, S C., since 1935. 
Moody, Edith, Prin., Peres Sch., Richmond, 
Calif. 

Moody, Van Buren, B.A.T2, M.A *15, Har¬ 
vard Univ.} Supt, of Sch,, Middletown, 
Conn., since 1925. 

Moon, F. D., B.S/29, Langston Univ.; 
M.A.’38, Univ. of Chicago; Prin, Douglas 
H. S , Oklahoma City, Okla., since 1940. 
Mooney, William Barnard, Pd.B.’02, Pd.M. 
’03, A.B/10, State Tchrs. Col , Greeley, 
Colo., A.M/16, Clark Univ., Worcester, 
Mass.; LL.D ’40, Colo. Stale Col. of Educ,, 
Exec. Secy -Treas., Colo. Educ. Assn., 
Coronado Bldg., Denver, Colo., since 1926. 
Moore, C. H , A.M/17, George Peabody Col 
for Tchrs.; Supt. of Sch., Clarksville, 
Tenn., since 1927. 

Moore, Charles A„ Prin., Albany H. S., 
Albany, Calif. 

Moore, Clyde B., A.B/12, Nebr. Wesleyan 
Univ.; B.Ed/13, Nebr. State Tchrs. Col, 
Peru, Nebr.; A.M/16, Clark Univ.; Ph.D 
’24, Columbia Univ.; Prof, of Educ., Stone 
Hall, Cornell Univ., Ithaca, N. Y., since 
1925. 

Moore, Harold E., A.B/24, Ind. State Tchrs. 
Col,, Terre Haute, Ind.; A.M/29, Ind. 
Univ., Dir, Bureau of Tchr. Recommen¬ 
dations, Sch. of Educ,, Ind. Univ., Bloom¬ 
ington, Ind., since 1936. 

Moore, Harry L„ A.B.’Ol, Bates Col.; Supt. 

of Sch , Portsmouth, N. H., since 1925. 
Moore, Harry W., Ph.B/13, M.A ’30, La¬ 
fayette Col.; Co. Supt. of Sch., Fleming- 
ton, N. J., since 1928. 

Moore, Herbert McComb, B.A.’96, Lake For¬ 
est Col.; D.D/21, Univ. of Pittsburgh; 
Pres., Lake Forest Col., Lake Forest, Ill., 
since 1920. 

Moore, Hollis Andrew, B S. in Ed/27, South¬ 
west Mo State Tchra. Col., Springfield, 
Mo.; M.A/32, Univ. of Mo., Supt. of 
Sch , Kerrville, Texas, since 1935, 

Moore, J. Layton, A.B/23, Wesleyan Univ.; 
Supvg. Prin. of Sch, Ridley Park, Pa., 
since 1926. 

Moore, John W., B.S/00, The Citadel; 
A.M/13, Col. of Charleston, Supt. of Sch., 
Florence, S. C., since 1923. 

Moore, John Watson, A.B ’12, Davidson Col.; 
M.Ed/32, Duke Univ.; Supt. of Sch,, Win¬ 
ston-Salem, N. C., since 1933. 

Moore, Millard C, A B’07, Colby Col.; 
Ed M/27, Harvard Univ.; Supt. of Sch., 
Southwick, Mass., since 1930. 

Moore, R. H., A.B.'09, Erskine Col.; Supt. of 
Sch., Jonesboro, Ark., since 1934. 

Moore, Raymond, A.B ’20, Lake Forest Col.; 
Ed M/30, Harvard Univ.; Prin,, Lake For¬ 
est H. S., Lake Forest, Ill,, since 1935. 


Moorhead, M. R. f B.S .’20 M n t 

Sp&gsf&lo , 8 r. °931 Sch '"’ S " 

m m» j S£.V 

Moreland, Ray M A B.'32, Colo. Slate Col 
^ , M '£' 35 ' Wratan* State Col • 
Supt. of Sch., Sugar City, Colo., since 193^ 

U Co\°*\ P of 2b0d ^ Normal 

Col., B A 03, Univ of Tenn., M.A'IS 
Harvard Univ.; LL.D.'26, Trinity Umv ■ 
Pres., Sul Ross State Tchrs. Col., Alpine - 
Texas, since 1923. p,ne ’ 

Morey, Frank R,, B S.’IS, Pa State Cnl • 
M.A.'23, Columbia Univ.’; Supvg Prin. of 
Sch., Swarthmore, Pa., since 1930 

r a \ t0 ^ '!?’ N ° rtheast Mo State 
Tchrs. Col., Kirksvtlle, Mo. ; M.S.'22, Iowu 
State Col.; Ph.D.*34, State Univ. of Iowa; 

m e 5 d ’ r^ ept ' r 0f v ° c - Educ . an<£ D, t. of 

Tchr. Educ., Iowa State Col , Ames, Iowa, 
since 1936. 


Morgan, Dean C„ Supt. of Sell,, Casper, 
Wyo. 1 


Morgan, DeWitt S . A.B/12, Henry Kendall 
Col.; AM 16, Univ. of Wis.; LL D'37 
De Pauw Univ.; LL D/40, Butler Univ.; 
Supt. of Sch., 150 N. Meridian St., Indian¬ 
apolis, Ind., since 1937. 


Morgan, Mrs Esthelene W , Prin., Mont¬ 
gomery Hill Jr. H. S., Silver Spring, Md. 
Morgan, Frank H„ M.S/37, East Texas State 
Tchra. Col,, Commerce, Texas; Supt. of 
Sch , Commerce, Texas, since 1935 , 
Morgan, Frederic Evan, A B.’19, Wash. 
Univ.; Ed.M.’32, Harvard Univ.; Pres., 
The Principia, St. Louis, Mo., since 1919. 
Morgan, Henry E., A.B.’2G, Univ. of Kan¬ 
sas; M.A’38, Univ, of N. Mex.; Supt. of 
Sch., Elida, N. Mex., since 1935. 

Morgan, Hugh C, A.B.’15, Dickinson Col., 
A.M.’20, Tchrs. Col., Columbia Univ ; 
Supvg. Prin. of Sch., West Grove, Pa., 
since 1930. 


Morgan, Jesse J„ B.S/26, Dartmouth Col.; 
Ed.M/34, Harvard Univ.; Union Supt. of 
Sch., Monson, Mass , since 1939 


Morgan, R. R., Supt. of Sch , Caroleen, N. C. 
Morgan, W. G., A B r 29, Oberhn Col.; A.M. 
*37, Tchrs. Col., Columbia Univ.; Supt. of 
Sch., Owego, N. Y , since 1937. 

Morgan, Walter E., A.B *19, M A.’22, Univ 
of Calif.; Asst State Supt. of Pub. Instr , 
Sacramento, Calif., since 1926. 


Morgan, Walter P., Diploma ’95, Ind. State 
Normal Sch , Terre Haute, Ind ; A.B.'00, 
Ind. Univ.; Ph.M/09, Univ, of Chicago; 
D.Ed.’26, Miami Univ.; Pres., Western 
Ill. State Tchrs. Col., Macomb, Ill., since 
1912. 


Morgart, George Harold, B.A/22, Heidel¬ 
berg Col.; M S/40, Univ. of Pa.; Supt. of 
Twp. Sch , Woodlyn, Pa., since 1939. 

Moritz, Irene, Supvr, of Researchand Sta¬ 
tistics, County Sch., Redwood City, Calif. 

Morphet, Edgar L., A B.T8, Ind. State Tchrs. 
Col., Terre Haute, Ind.; M A/25, Ph.D/27, 
Tchrs. Col., Columbia Univ.; Dir. of 
Admin, and Finance, State Dept, of Educ., 
Tallahassee, Fla., since 1937. 

Morrill, Alice Mary, A.M ’28, Columbia 
Univ.; Dir. of Tr., Castleton Normal Sch., 
Castleton, Vt., since 1923. 



496 


Hi’alth in Schools 


Morris, A. B., Dist.^ Supt., Castro Valley 
Sch., Hayward, Calif 

Morris, Charles A., B.S ’05, Rutgers Col., 
Co. Supt. of Sch., Toms River, N. J„ since 
1906. 

Morris, Charles S., Pres., San Mateo Jr Col., 
San Mateo, Calif. 

Morri3, Lyle L„ B.S/20, Drake Univ ; 
A M/26, Ph D ‘30, Tchrs, Col., Columbia 
Univ.; Supt. of Sch., Northport, N. Y , 
since 1930. 

Moms, Lynn D., A.B/37, Western State 
Tchrs. Col., Kalamazoo, Mich.; M.A ’40, 
Univ. of Mich.; Supt of Sch., Goodwin 
Hgts H. S., Grand Rapids, Mich., since 
1930, 

Morris, M. H, LI ‘97, Peabody Normal 
Col.; A B'98, Univ. of Nashville; A.B/22, 
George Peabody Col. for Tchrs ; Pnn , 
William B. Travis Sch., Dallas, Texas, 
since 1926 

Morris, M. Ray, B.S. in Ed *27, Muskingum 
Col , B.S. in Bus. Admin, '28, Bliss Col.; 
M. A/39, Columbia Univ.; Supt. of Sch, 
Woodsfield, Ohio, since 1931. 

Morris, M. S., Supvg. Prin. of Sch., Taren- 
tum, Pa. 

Mornsett, Lloyd N , A.B/17, Univ. of Okla.; 

M, A/30, Ph.D/34, Columbia Univ.; Prof, 
of Educ., Univ. of CaliL, Los Angeles, 
Calif,, since 1941. 

Morrison, E A, B.A'22, Upper Iowa Univ.; 
M A/31, State Univ. of Iowa; Supt of 
Twp. Sch., Waterloo, Iowa, since 1932 
Morrison, Harvey A., B.S/00, A.M/09, Union 
Col., Genl. Secy, of Educ., Seventh Day 
Adventists Genl Conference, 6840 Eastern 
Ave., Takoma Park, D, C., since 1936. 
Morrison, Howard D., B.S.’26, Columbia 
Univ.; M.S/33, Univ. of Pa.; Supvg. Pan, 
of Hamilton Twp Sch., Trenton, N. J . 
Since 1939. 

Morrison, J. Cayce, A B/12, Valparaiso 
Univ.; M.A‘16, Ph.D/22, Columbia Univ., 
LL D/32, Alfred Univ.; Asst. Commr. for 
Research, State Educ. Dept., Albany, 

N. Y., since 1937. 

Morrison, John H., A.B/26, Ohio Univ.; 
M.A/40, Wittenberg Col ; Supt., North- 
ridge Schools, Dayton, Ohio, since 1929 
Morrison, Maria P., Asst. Supt. of Sell., 
Nashua, N. H. 

Morrison, Robert H., B.A/23, Mich. State 
Normal Col., Ypsilanti, Mich., M.A/26, 
Colo. State Col. of Educ., Greeley, Colo.; 
Ph D *33, Tchrs. Col., Columbia Univ.; 
State Dir. of Tchr. Educ., State Dept of 
Pub. Instr., Trenton, N. J , since 1937. 

Morrison, S. F. W., A.B/18, Lebanon Val¬ 
ley Col ; M.A/27, Columbia Univ.; Supt 
of Sch., Clearfield, Pa , since 1931. 

Morrow, J. Andrew, Co. Supt. of Sch , 
Towanda, Pa 

Morrow, Robert D., B A/27, George Wash. 
Univ.; M.A/27, Gallaudet Col ; M.A/41, 
Univ of Ariz.; Supt, of Sch, Tucson, 
Ariz,, since 1941. 

Morse, Charles Kennedy, Diploma ’09, Nebr. 
State Normal Sch., Peru, Nebr.; A B/14, 
Umv. of Nebr.; A,M/30, Columbia Univ., 
Asst. Dir. of Univ, Extension Div., Umv. 
of Nebr., Lincoln, Nebr., since 1933. 

Morse, Robert Harry, B.S/33, Univ. of S. C.; 
Acting Supt. of Sch., North Charleston, 
S. C., since 1941 


Morse. Grant D., M.A/26, Columbia Umv., 
Supt. of Sch., Saugerties, N. Y., since 
1927 

Mort, Paul R., Ph.D/24, Columbia Univ • 
Prof, of Educ., Tchrs. Col., Columbia 
Univ., New York, N. Y , since 1929. 

Morton, Jack Robert, B.S/Z5, Southwest 
Texas State Tchrs. Col., San Marcos 
Texas; M.A/31, Umv of Texas; Ed.D ‘40* 
Tchrs Col., Columbia Umv.; Prof, of 
Adult Educ., Miss. State Col , State Col¬ 
lege, Miss , since 1938 

Morton, R. L., B S. in Ed/13, Ohio Univ • 
A.M/18, Ph.D ’25, Ohio State Univ,; Prof* 
of Educ., Ohio Univ., Athens, Ohio, since 
1918. 

Morton, William Henry, A.B ’09, York Col.- 
A M/12, Univ. of Nebr , A.M/23, Colum¬ 
bia Univ.; Ph.D/28, Univ of Nebr.; Dii 
of Tchr. Tr. and Chmn,, Dept, of Sec 
Educ., Tchrs. Col., Univ of Nebr, Lin¬ 
coln, Nebr., since 1927 

Moseley, Clark C., Diploma ’07, State Nor¬ 
mal Col., Jacksonville, Ala.; A.B/tl 
A M/29, Univ. of Ala ; Supt. of Sch , 
Anniston, Ala., since 1935 

Moseley, Nicholas, B.A/19, Ph D/25, Yale 
Univ. Address Snake Rock Farm, Sandy 
Hook, Conn 

Mosher, E R., B.A/03, Univ. of Minn ; 
A.M/D7, Western Reserve Univ.; Ed M. 
*21, Ed.D/24, Harvard Univ ; Dean, Sch 
of Educ , Col. of the City of New York, 
New York, N Y., since 1940. 

Moshier, Stephen W , B.S *32, M.A/36, 
Tchrs. Col., Columbia Univ.; Supvg. Pnn, 
of Sch., Hawthorne, N. J., since 1939 

Moss, John R,, B S *21, Univ. of Ill , Supt. 
of Sch , Paris, Ill., since 1922 

Moss, W. A , A.B/32, M.A/36, Univ. of Ga.; 
Co. Supt, of Sch , Hartwell, Ga., since 
1937. 

Mossman, Frank E., Ph.B/03, M.A *05, 

Morningside Col,; D D ’09, Upper Iowa 
Univ.; LL,D/29, Southwestern Col ; Pres., 
Southwestern Col., Winfield, Kansas, since 
1931. 

Mott, Hubert, B S *19, Wesleyan Univ.; 
M A *33, Cornell Univ,; Supt. of Sch., 
Pleasantville, N. Y., since 1938. 

Moulton, Lloyd W,, B.S *27, Dartmouth Cal , 
M.A/35, Tchrs. Col, Columbia Umv,; 
Supt of Sch , Bloomfield, Conn., since 
1940. 

Moulton, Onsville Joshua, B.A/14, Bates 
Col ; Ed M/32, Harvard Umv.; Ed.D/37, 
New York Univ Address: Old Corhcs 
Ave., Neptune, N. J. 

Mourer, Harry H., A.B/18, A.M/23, Ind 
Univ., Supt. of Sch., Aurora, Ind. 

Mowls, J. Nelson, B S in Ed/24, Kent State 
Univ., A,M/28, Ph.D/37, Univ of Pitts¬ 
burgh, Supt of Sch., Uniontown, Pa, 
since 1934 

Mowry, Wendell A., A.B *93, A.M *94, Brown 
Univ,; Supt of Sch , Cohannet Sch , Taun¬ 
ton, Mass., since 1922. 

Moyer, Harry C, B.S/21, Columbia Univ,; 
Co. Supt. of Sch., Lebanon, Pa., since 1926. 

Moyer, James A., B.E *93, State Tchrs. Col , 
West Chester, Pa , S.B *99, A.M/04, Har¬ 
vard Umv.; Dir., Div. of Univ. Extension, 
State Dept, of Educ., Boston, Mass., since 
1915. 



List of Members 


407 


Moyers, Edison, A B.’12, Tabor Col.; M.S. 
'22, Iowa State Col. of Agr, and Mech 
Arts; Supt. of Sch , Guthrie Center, Iowa, 
since 193S, 

Moyle, William D., B A,*23, Wesleyan 
Umv.; M.A.*29, Tchrs. Col., Columbia 
Umv ; Supvg. Prin., Edgemont Sch., 
Scarsdale, N Y , since 1937 

Muerman, John Charles, A.B ’10, Wash. 
State Col.; M.A ’16. Ph D,'22, George 
Washington Univ ; Prof of Rural and 
Visual Educ., Okla. Agrl. and Moch. Col., 
Stillwater, Okla,, since 1930 

Mun, James N., B.S.*04, Univ of Pa.; Supt 
of Sch , Quincy, Mass., since 1926. 

Mulford, Charles W , 366 Fifth Ave, New 
York, N. Y. 

Mullen, J. O., A B.’28 # M A.*36, Univ. of 
Ariz., Supt. of Sch, Jerome, Ariz , since 
1918. 


Mullei, Edgar E, B Ed.*40, San Francisco 
State Col ; Co Supt. of Sch , Oakland, 
Calif , since 1938. 

Muller, Mrs Emma Fleer, Mus B.*18, Mar¬ 
quette Univ ; S B *23, Univ. of Chicago, 
Dir. of Personnel and Registrar, Chicago 
Tchrs. Col., Chicago, III , since 1938 
Mullins, R. J., B.Sc.’09, Millsaps Col., 

M. A.*30, Univ of Colo.; Exec Secy.. 

N. Mex. Educ. Assn., Santa Fe, N. Mex., 
since 1938 

Mummcrt, Ira C., B.S *17, M.A.*25, Susque¬ 
hanna Univ ; M.A.*33, Columbia Univ., 
Supvg. Prin. of Sch , Valley Stream, N. Y.. 
since 1928 

Munro, Paul Merritt, A B *10, Emory Univ.; 
A M.’23, Columbia Univ.; Supt. of Sch., 
Columbus, Ga , since 1937 


Munson, Grace E., B A. 11, Univ. of Nebr.; 
M A.‘l2, Wellesley Col ; Ph D *16, Univ. 
of Nebr.; Dir, Bureau of Child Study, 
Bd. of Educ., 228 N La Salle St , Chicago, 
Ill , since 1935 

Munson, Irving, A B.*13, Augustana Col.; 
A.M.*29, Univ. of Ill ; Supt. of Sch , Kan¬ 
kakee, Ill., since 1934. 

Munson, J. M, Ph B.’ll, Univ. of Chicago; 
M.Pd *13, Mich. State Normal Col., Ypsi- 
lanti, Mich.; LL D ’39, Ashland Col.; 
Pres., Mich. State Normal Col., Ypsilanti, 
Mich., since 1933. 


Munson, Willard Dow, A.B.'24, Col. of 
Emporia; M. S.*34, Kansas State Col.; 
Prin., Rural H S , Haven, Kansas, since 


Murphy, Mary E., Dir., Elizabeth McCor¬ 
mick Memorial Fund, 848 N. Deni born St, 
Chicago, III. 

Murray, Leonard C., Diploma *24, B,E '27, 
State Tchrs Col., Moorhead, Minn.; 
M A.’34, Univ. of Minn ; Supt. of Sch, 
Aitkin, Minn., since 1930, 

Muse, E. W, B.A/13, Texas Christian Univ ; 
Prin , Stephen F Austin and San Jacinto 
Sch., Dallas. Texas, since 1941. 
Musselman, Fren, A B.’IO, Ind, Univ ; 
A.M '16, Columbia Univ.; Dean, Summer 
Session and Extension, Kent State Univ , 
Kent, Ohio, since 1924. 

Mlizzey, George A , Asst Prof, of Educ , 
Temple Univ., Philadelphia, Pa. 

Myers, Lanning, A B.’OG, Brown Univ.; Supt. 

of Sch., Wildwood, N. J , since 193B. 

Myers, Newell Dixon, A.B.’33, Stanford 
Univ ; M A.*30, Univ. of Calif., Dist, 
Supt. of Sch , Palos Verdes Estates, Calif., 
since 1939. 

Myers, Orvil F, A B.*18, Ohio Wesleyan 
Univ.; A.M *22, Ph.D.*26, Univ. of Chi¬ 
cago; Chmn , Dept, of Psychology and 
Philosophy, Los Angeles City Col , 85*5 N. 
Vermont Ave, Los Angeles, Calif., since 
1929. 

Mylm, Arthur P„ Ph.B.M2, Pd D.’33. Frank¬ 
lin and Marshall Col.; Co. Supt. of Sch., 
353 N W. End Ave., Lancaster, Pa., since 
1922. 


N 

Narragon, F. R., B S. in Ed.’23, Ohio North¬ 
ern Univ., M.A.‘28, Ohio State Univ., 
Supt., Leetoma Exempted Village Sch. 
Di&t., Leetonia, Ohio 

Nash, Claude W„ B A ’25, Emory and Henry 
Col., M.A.’34, Ohio State Univ.; Supt, 
Orange Village Sch., Chagrin Falls, Ohio, 
since 1935. 

Nash, Harry B., B.A’14, Dakota Wesleyan 
Univ , M.A.’24, Umv of Minn , Supt. ot 
Sch., West Allis, Wis., since 1933. 

Nash, James B, B.S’30, State Tchrs Col, 
ICutztown, Pa,; M.Ed *38, Pa. State Cul „ 
State College, Pa . Supvg. Prin. of Twp. 
Sch , Cumbola, Pa , since 1936. 

Nash, M A., B.A.’IO, Umv. of Okla.; 
LL.D.’22, Okla. Baptist Univ ; M,A,’27, 
Umv of Okla.; Pres. Okla Col. for 
Women, Chickasha, Okla , since 1927. 


1937. 

Munzenmayer, L. H„ Ph D.’31, Ohio State 
Univ.; Pi of. of Educ., Kent State Univ., 
Kent, Ohio, since 1931. 

Murdock, Edward L., Co Sch Commr., St 
Joseph, Mich 

Murphy, Albert John, Office of Educ , Gov¬ 
ernors Island, New York, N. Y 

Murohv, Forrest Windsor, A.B '17, Transyl¬ 
vania Col., M S *31, Umv. of Ill., Supt 
of Sch., Greenville, Miss., since 1933 

Murphy, J. H., B S.’25, Umv. 

M.A.*32, Umv. of Minn.; Supt. of Sch, 
Rice Lake, Wis, since 1940. 

Murphy, James E., A B.’03 t A,M,*04, Man¬ 
hattan Col.; Supt of Sch., Norwich, Conn., 
since 193 9. 

Murphy, John F.. Supt. of Sch , Torrington, 
Conn.. 

Murphy, Joseph E., A.B.’04, Univ. of Mich.; 
Supt. of Sell., Hut Icy, Wis, since 1904. 


Nathans, Mrs. Annabel J., B.S, 08, Tchrs, 
Col,, Columbia Umv., Dir of Art, Pub. 
Sch., 703 Carondelet St, New Orleans., La , 
since 1908. 

Naylor, Arthur H., A B ’02, Hamilton Col ; 
Supt. of Sch., Port Jervis, N. Y„ since 
1913 

Naylor, Thomas H„ Jr„ Co. Supt of Educ., 
Jackson, Miss. 

Neal, Elma A, BA ’23, M.A *26, Columbia 
Univ., Asst. Supt. of Sch., San Antonio, 
Texas, since 1930. 

Neale, D. E„ Sante Fe Bldg., Dallas, Texas. 

Neale. Mervin Gordon, B.S. in Ed.'U, Univ. 
of Mo.; A M.’17, Ph D.'20, Tchrs. Col., 
Columbia Univ.; Prof, of Educ Adm:n., 
Univ. of Minn., Minneapolis, Minn., since 
1937. 

Neighbours, Owen J., A.B'05, Western Md 
Col., Ph.M.'lO, Univ. of Chicago; Supt of 
Sch., Waba&h, Ind., since 1916. 



498 


Health in Schools 


Nelson, Mrs. Ada S., Hist. Supt. of Sch., 
Los Nietos, Calif. 

Nelson, Albert W , Co. Supt. of Sch., Dan¬ 
ville, W. Va. 

Nelson, Arnold C , Diploma ’14, State Nor¬ 
mal Sch., Edinboro, Pa ; B.S. in Ed/27, 
Pa. State Col.; MS. in Ed.’33, Univ. of 
Ill,; Dist Supt. of Sch., 257 Euclid Ave., 
Ridgway, Pa., since 1935. 

Nelson, Burton E., B.S *91, M.S,'95, West¬ 
ern Normal Col., Bushnell, III.; Pres, 
Stout Inst., Menomonie, Wis., since 1923, 

Nelson, John B., A B/19, Wheaton Col., 
M A.'ZS, Univ of Chicago; Supt. of Sch, 
Batavia, Ill., since 1938. 

Nelson, John V., A.M/22, Columbia Univ., 
Supt. of Sch, Bellaire, Ohio, since 1918. 

Nelson, M. J, B.A.’16, Luther Col ; M.A/24, 
PhD/28, Univ. of Wis ; Dean of the 
Faculty, Iowa State Tchrs. Col., Cedar 
Fails, Iowa, since 1934. 

Nelson. Milton G , B.S.’24, N Y. State Col, 
for Tchrs., Albany, N Y.; M.S '25, Ph D 
*27, Cornell Univ , Dean, New York State 
Col. for Tchrs., Albany, N Y., since 1933 

Nelson, Thomas Hawley, A.B.’13, Otterbem 
Col.; Dean, Carnegie Inst, of Effective 
Speaking and Human Relations, 50 E. 
42nd St,, New York, N. Y., since 1937. 

Nelson, Thomas L., Dist. Supt of Sch., 
Bakersfield, Calif 

Nelson, William J., B S/ll, Trinity Col., 
Hartford, Conn.; Union Supt. of Sch., 
Plaistow, N. H., since 1927. 

Nepomucen, Sister Mary, Pnn., Immaculate 
Heart H S., Los Angeles, Calif. 

Neucomb, G. J., Bd. of Educ., Trenton, 
Mich. 

Neulen, Leon Nelson, A.B ’16, St. Olaf 
Col.; M A.'21, Ph.D,’31, Columbia Univ, 
Ped.D/37, Temple Univ.; Supt of Sell., 
Camden, N. J., since 1931. 

Neulen, Lester N. B.A.*16, St. Olaf Col . 
M. A/23, Ph.D,’28, Columbia Univ.; Supvg. 
Prin of Twp. Sch., Teaneck, N. J, since 
1928. Address. 360 Warwick Ave., West 
Englewood, N J. 

Neveln, Edward W., B S/23, M S/33, Drake 
Univ.; Supt. of Consol. Sch. Dist., Ankeny, 
Iowa, since 1921. 

Neveln, S T„ A.B.’16, Iowa State Tchrs 
Col., Cedar Falls, Iowa; M.A/34, Univ. of 
Minn ; Supt of Sch., Austin, Minn., since 
1921. 

Neville, Ernest L., Ph.B ’00, Univ. of N. C.; 
Slipt of Sch., Monroe, La., since 1910. 

Neville, James Harvey, A.B,’18, Drury Col.; 
A.M/31, Univ, of Mo.; Supt. of Sch., 
Kirkville, Mo., since 1925. 

Newburn, Harry K., B Ed/28, Western Ill 
State Tchrs Col., Macomb, Ill.; M.A‘31, 
Ph.D/33, State Univ. of Iowa; Dir., Univ. 
H. S. and Assoc. Prof, of Educ., State 
Univ. of Iowa, Iowa City, Iowa, since 
1938. 

Newell, Bernice, B.S’28, Univ. of Minn.; 
M.A/34, Columbia Univ.; Supvr. of Inslr., 
Bci, of Educ , City Hall, Minneapolis, 
Minn , since 1934, 

Newell, James E,, A.B/97, A M/04, Otter- 
bein Col.; M.A/23, Ohio State Univ.; 
Prin., Barrett Jr H. S., 274 N. Hague 
Ave., Columbus, Ohio, since 1924, 


Newenham, R. L., Diploma *17, Western III. 
State Tchrs. Col., Macomb, Ill., B.S/26, 
Univ. of Ill.; M A/30, Univ. of Chicago; 
Supt. of Sch, North Chicago, Ill., t,mce 
1926. 

Newkirk, Louis V. t B A *25, M.A/27, Pli.D, 
'29, State Univ. of Iowa; Dir. of Indus 
Aits, Pub. Sch., 228 N, La Salle St., Chi¬ 
cago, HI., since 1934. 

Newland, T. Ernest, B.A/25, Wittenberg 
Col., M.A/29, Ph.D/31, Ohio State Univ ; 
Chief, Div. of Special Educ,, State Dept 
of Pub. Instr,, Harrisburg, Pa., since 1937. 

Newlun, Chester Otto, Ph.D/29, Columbia 
Univ.; Pres., Northwestern State Col., 
Alva, Okla., since 1939. 

Newman, Derwood A , B S/22, Univ, of 
N, H,; Ed.M/31, Ed D '35, Harvard Univ,; 
Supt. of Sch., Abington, Mass., since 1940 

Newman, James R., A.B/26, Western Ky 
State Tchrs Col., Bowling Green, Ky.; 
M.A.’30, Columbia Univ . Supvg. Pnn., 
Sixteenth Dist. Schools, Elmont, N. Y , 
since 1930. 

Newman, Winifred H., A.B/29, Marshall 
Col.; M A’36, W. Va. Univ.; Asst. Co. 
Supt of Sch., Charleston, W. Va., since 
1940. 

Newson, Ralph P., Supt. of Sch,, Palacios, 
Texas 

Newton, Arthur E , A.B/04, A.M ’07, Ham¬ 
ilton Col.; Supt. of Sch., Pershmg Blvd., 
Baldwin, L. I., N. Y„ since 1922. 

Newton, Blake Tyler, Hague, Va. 

Newton, Ralph, A.B/97, LL.D., Mercer 
Univ.; M.S., Univ. of Ga.; Supt, of Sch, 
Waycross, Ga., since 1928. 

Newton, Robert Murphy, L 1/15, B. S/16, 
Col of William and Mary; M.A ’32, Tchrs. 
Col., Columbia Univ., Div. Supt. of Sch, 
Hampton, Va., since 1923. 

Neyhart, Amos Earl, B.S. in Indus. Eng/21, 
M,S/34, Pa. State Col,; Admin. Head, 
Inst, of Pub Safety, Pa. State Col , State 
College, Pa., since 1936 

Niccolls, Edwin E., Prin., Portola Jr. H. S., 
San Francisco, Calif. 

Nicholls, G. Harvey, Prin., H. S. f Bound 
Brook, N. J. 

Nichols, Augusta M , B.S in Ed/29, 
M Ed.32, Boston Univ ; Asst. Supt. of 
Sch., Manchester, N. H., since 1938. 

Nichols, Claude Andrew, B.A/98, South¬ 
western Univ., Ph.D ’05, Univ of Havana, 
Cuba; Ph.D/31, Columbia Univ , Dir., 
Sch. of Educ., Southern Methodist Univ., 
Dallas, Texas, since 1928. 

Nichols, Mary Belle, B.S. in Ed/38, Univ. 
of Ga.; Co. Supt. of Sch., Thomasville, 
Ga., since 1938. 

Nichols, R. Clyde, B.S/27, M A ’32, Univ. 
of Mo,; Supt. of Sch., Miami, Okla , since 
1931. 

Nichols, R. E., B.S. in Ed/30, Southeast Mo. 
State Tchrs Col., Cape Girardeau, Mo.; 
M A/37, George Peabody Col. for Tchrs., 
Supt. of Sch , Malden, Mo., since 1935. 

Nickell, Vernon L., B.E/29, Ill. State Nor¬ 
mal Univ., Normal, Ill.; M.A,’32, Univ. of 
Ill., Supt. of Sch., Champaign, Ill., since 
1930, 

Nicklas, Victor C., A B ’17, Univ. of Pitts¬ 
burgh; M.A/23, Columbia Univ.; Supvg. 
Pnn. of Sch, Woodbridge, N. J., since 
1933. 



List of Members 


49Q 


Nicrgarth, T. Ivan, M.A’36, Univ. of Mich., 
Supt. of Sch , Cass City, Mich., since 1935 
Nifenecker, Eugene A., B A.’Ol, Col of the 
City of New York; M A.’06, Columbia 
Univ ; Dir of Reference. Research and 
Statistics, Pub. Sch., HO Livingston St., 
Brooklyn, N. Y , since 1920. 

Niles, Caleb H. f Supt. of Sch., Berlin, N. H 

Nilsen, William O., B.A’24, St Olaf Col,; 

M A’35, Univ. of Minn., Supt. of Sch., 
Spring Grove, Minn., since 1934. 

Nine, E. Grant, A.B.’25, Davis and Elkins 
Col.; M.A/35, W. Va. Univ ; Dean, Salem 
Col, Salem, W. Va , since 1940. 

Nisbet, S. S., A.B.*19, Alma Col.; M A.’30, 
Univ, of Mich.; Supt. of Sch., Fremont, 
Mich., since 1923. 

Nixon, William D , A B.’16, Furman Univ , 
M.A.’Sl. Wofford t Col.*, M.A.’32, Tchrs. 
Col., Columbia Univ. Address State Dept 
of Educ , Columbia, S C 

Noar, Gertrude, B S ’19, M.A.’22, Univ of 
Pa.; Prin., Gillespie Jr. H. S., Philadel¬ 
phia, Pa., since 1930. 

Noble, Frederick R., A,B '08, Bates Col.; 
Ed.M,’26, Harvard Univ ; Supt of Tr 
Schs, State Tchrs. Col., Willimantic, 
Conn , since 1928. 

Noble, Ralph E., A.B.’23, Dartmouth Col.; 
A.M.’32, Ed M ’40, Univ of Vt.; State 
Commr. of Educ., Montpelier, Vt., since 
1940. 

Noffsinger, Forest R,, A.B.’28, A.M.’29, 

Ph D. 33, Ind. Univ.; Educ. Consultant, 
American Automobile Assn., Washington, 
D. C., since 1936. 

Nolan, Anna M., West Winfield, N. Y. 

Nolte, K. F , B.A.’12, Iowa State Tchrs. 
Col., Cedar Falls, Iowa, M.A.’31, Ph D '36, 
State Univ. of Iowa; Elem. Supvr., Pub. 
Sch., Hibbing, Minn., since 1936. 

Noonan, Joseph Francis, B Ped ’10, M.Ped. 
’ll, State Tchrs. Col., Millersville, Pa.; 
Ph B/23, Muhlenberg Col.; M.A.’25, Ph.D. 
’26, Now York Univ.; Pres., State Tchrs 
Col., East Stroudsburg, Pa., since 1940. 

Norby, Theo J., Certif.'28. Western Wash. 
Col. of Educ.; B.S.'35, M Ed.’39, Univ. of 
Oregon; Supt. of Sch, Ashland, Oregon, 
since 1939. 

Nord, Gerald E., B.A ’24, Washington and 
Jeffeison Col.; Ed.M.’32, Univ of Pitts¬ 
burgh; Supvg. Prin. of Sch., Bessemer, 
Pa., since 1931. 

Normington, Roy T„ B.Ed.'23, Central State 
Tchrs, Col., Stevens Point, Wis.; M A ’30, 
Tchrs Col , Columbia Univ.; Supt. of Sch., 
Recdsburg, Wis., since 1936. 

Norris, Forbes H,, A.B.*22, Manchester Col.; 
Ed.M.’26, Harvard Univ.; Asst. Supt of 
Sch., 312 N. Ninth St., Richmond, Va., 
since 1933. 

Norris, Kenneth E , B.A.*29, M.A.’31, 

Ph D,’39, McGill Univ.; Prin., Sir George 
Williams Col , 1441 Drummond St., Mon¬ 
treal, Canada, since 1936. 

Norrix, Loy, B.Ed.’28, Southern Ill. State 
Tchrs. Col,, Carbondale, Ill ; A M.’34, 
Umv. of Chicago; Supt. of Sch,, Kalama¬ 
zoo, Mich., since 1937. 

Norstad, Lester E, B A.’28, St, Olaf Col.; 
M.A,’40, Univ. of Minn.; Supt. of Sch., 
Cottonwood, Minn., since 1931. 


N M h A'^% r r d T - Drake Unn, 

M-A 31, Umv. of Minn: Supt. of Sch., 
t-orydon, Iowa, since 1925. 

Norton, Bernard Francis, B.S.'27. Provi¬ 
dence Col,; Supt. of Sch., Valley Falls, 
R. I., since 1935 

Norton, Elbert B., A.B.'23, Birminsihatn- 
Southern Col ; Co. Supt. of Sell , Anda- 
lusia, Ala , since 1935. 

Norton, John K., A B.’IS, A.M.’l?, Stanford 
y. n!v -: P h , D -2S, Tchrs. Col., Columbia 
Univ.; Prof, of Educ , Tchrs. Col.. Colum¬ 
bia Univ., New York, N. Y„ since 1931. 

Norton. La Verne Allen, A B ’31, Colgate 
Umv,; M.A.’35, Tchrs Col, Columbia 
Umv ; Instr in H, S., Noith Tarrytown, 
N. Y , since 1937. 

Norton, Margaret Alltuckcr (Mrs. John K.), 
B.L.'14, M.A ’19, Ph.D ’22. Umv. of Calif. 
Address. 464 Riverside Drive, New York, 
N. Y. 


Norton, Warren P, A B'15, Brown Univ., 

A M.’23, Tchrs, Col, Columbia Univ., 
Supt of Sch , Meadville, Pa., since 1928. 
Norwood, W. Howard, B.A.’16, Univ. of 
Texas; M.A.’36, Tchrs. Col., Columbia 
Univ.; Supt. of Sch, Corsicana, Texas, 
since 1931 

Notley, Llewellyn, M A.’33, Univ. of Texas; 

Supt. of Sch , Teague, Texas, since 1920. 
Notz, Hulda M., M.A.'34, Umv. of Pitts¬ 
burgh; Prin., Woods Run and Halls Grove 
Schools, Pittsburgh, Pa., since 1932. 

Nourse, Joseph P., A B ’97, Lcland Stanford 
Univ.; Supt. of Sch., San Francisco, Calif, 
since 1936. 

Nourse, Laurence G., AB.’17, Dartmouth 
Col.; A.M/20, Harvard Univ.; Supt. of 
Sch , Norton, Mass , since 1924 
Novotny, Edward L , M.A.’26, Tchrs. Col., 
Columbia Univ , Supt. of Sch., Beatrice, 
Nebr, since 1931 

Noyes, Ernest C., A.B.'98, Yale Univ., 

A M.’OO, Harvard Univ ; Asst. Co Supt 
of Sch , 5232 Forbes St., Pittsburgh, Pa., 
since 1917. 

Nugent, James A, A.B,'98, AM'99, St, 
Peter’s Col.; LL.D.*24, Seton Hall Col.; 
Ph.D.’26, Fordham Univ.; Supt. of Sch, 

2 Harrison Ave , Jersey City, N. J., since 
1924. 

Nugent, M. E , B.A.’10, Carleton Col.; 
M.A '26, Ed D.’30, Univ. of N, Dak.; Dean 
of Instr,, Northern State Tchra. Col , 
Aberdeen, S Dak., since 1932. 

Nurnbcrger, T. S„ A.B.'2G, M.A/29, Univ. 
of Mich.; Supt, Union Sch Dist. No. 1, 
St. Louis, Mich. 

Nusbaum, Louis, B.S.’OB, Ped D.’30, Temple 
Umv.; Assoc Supt. of Sch., The Parkway 
at 21st, Philadelphia, Pa., since 1915. 
Nuttall, James A, B.S/26, M.S.’29, Brigham 
Young Univ.; Pres,, Snow Col, Ephraim, 
Utah, since 1936. 

Nuttall, L. John, Jr., B S.’ll, A M/1.2, 
Ph.D.’30, Columbia Univ ; Supt. of Sch., 
440 East First South, Salt Lake City, 
Utah, since 1932. 

Nutting. Edwin P„ A.B.’02, Univ. of Mich.; 

Supt. of Sch., Moline, Ill., since 1931. 
Nygaard, E. L., Supt. of Sch., Kenilworth, 
III., since 1923. 

Nystrom, Wendell C,, A.B.'14, Bethany Col.; 
A.M’34, Ph.D,'37, Univ. of Kansas; Prof, 
and Head, Dept, of Educ., Wittenberg 
Col., Springfield, Ohio, since 1937. 



500 


Health in Schools 


O 

Oakes, Ralph G., B.Pd.’18, M.A. in Ed.*28, 
Univ, of Maine; Union Supt of Sch , Free¬ 
port, Maine, since 1925 

Oas, E, J , B A. '16, Gustavus Adolphus Col ; 
M.A’32, Columbia Univ.; Supt of Sch, 
Besscmei, Mich , since 1933 

O’Banion, John William, B.A ’17, N. Mex. 
State Normal Univ ; M A.'30, Southern 
Methodist Univ.; LL D.’41, Texas Chris¬ 
tian Univ ; Asst State Supt. and Dir of 
Supvn., State Dept, of Educ, Austin, 
Texas, since 1932. 

O'Bannon, Maurice N , A.B.’17, Jnd- Univ.; 
A.M’25, Columbia Univ., Supt. of Sch, 
Boonville, Inch, since 1940. 

Oberholtzer, Edison Ellsworth, Ph B ’10, 
M.A.’IS, Univ. of Chicago, LL D '21, 
Univ. of Tulsa; Ph D '34, Columbia Univ ; 
Pres., Dept, of Superintendence, 1934-35; 
Supt. of Sch. and Pres., Univ. of Houston, 
1500 Louisiana St , Houston, Texas, since 
1924. 

Obcrholtzer, Kenneth E, B.S *24, Univ. of 
Ill.; M.S.*28, Agrl. and Mech Col of 
Texas, Ph.D’37. Columbia Univ., Supt 
of Sch., Long Beach, Calif., since 1937 

O’Brien, George M., B.A *24, M.A ’31, Univ 
of Wis., Supt of Sch, Richland Center, 
Wis., since 1937. 

O’Connell, Mary, 1204 Dolores St, San 
Francisco, Calif. 

O’Connell, Michael J. S.T D '26, Collegio 
Angelico, Rome, Italy; Pres, De Paul 
Univ., 2235 Sheffield Ave, Chicago, Ill., 
since 1935. 

O'Connor, Mary Elizabeth, B.S. in Ed and 
M.E.*25, Boston Univ , Supvr. of Elem 
Schs., Arlington, Mass. 

Odell, William R., B.S ’27, Univ. of South¬ 
ern Calif.; M.A.*30, Ph D *32, Columbia 
Univ ; Asst Supt. of Sch., 1025 Second 
Ave , Los Angeles, Calif., since 1940 

O'Donnell, William F., A,B.’12, Transyl¬ 
vania Col.; Pres , Eastern Ky State Tchrs. 
Col , Richmond, Ky., since 1941. 

Oermann, Karl H., B S.’38, Springfield Col ; 
M.A.’39, Univ. of Pittsburgh, Instr. in 
Health and Physical Educ., Univ. of Pitts¬ 
burgh, Pittsburgh, Pa., since 1938. 

Offerman, Kate M., B.S.’20, State Normal 
Sch, Bowling Green, Ohio; M A.*27, Univ. 
of Chicago, Asst. Co. Supt of Sch., Bowl¬ 
ing Green, Ohio, since 1921. 

Ogan, Ralph Wilson, A M.’25, Ph D ’30, 
Ohio State Univ ; Assoc. Prof of Educ,, 
Univ. of Chicago, Chicago, Ill , since 1940 

O’Halloran, William T,, 67 Hilltop Ave,, 
Providence, R. I. 

O’Hara, Donald M., Ph.B.’19, Univ. of Chi¬ 
cago, M A.*29, Univ. of Mich.; Supt. of 
Sch , East Lansing, Mich , since 1929. 

Ojemaun, Ralph H , B S.*23, M S ’24, Univ 
of Ill.; Ph.D.'29, Univ. of Chicago; Re¬ 
search Assoc. Prof., Iowa Child Welfaie 
Research Sta , State Univ. of Iowa, Iowa 
City, Iowa, since 1929. 

Oldham, James R. D , A B.’97, Brown Univ , 
Supt of Sch , East Providence, R. I,, 
since 1911 

Oliver, George J., A.B.’3l, Col. of William 
and Mary; M.A’36, Tchrs. Col., Columbia 
Univ ; Dir. of Instr., State Bd. of Educ., 
Richmond, Va. 


Oliver, Stanley C., B.S.’19, M.S.*26, 

State Col.; Ph.D ’33, Columbia Univ,; 
Prof of Rural Educ., Southwest Mo. State 
Tchrs. Col., Springfield, Mo , since 1929 

Oliver, T W., Supt. of Sch , Pikeville, Ky. 

Olney, Albert Clyde, B S ’98, Univ of Calif.; 
Pres, Marin Jr. Col., Kentfield, Calif’ 
since 1926. 

Olsen, Hans C , A B *20, Nebr. State Tchrs 
Col., Kearney, Nebr.; A.M’22, Ph.D.’26, 
Columbia Univ., Assoc. Prof, of Educ and 
Dir. of Off-Campus Tchr Tr.. Eastern Ill, 
State Tchrs. Col., Charleston, Ill , since 
1938. 

Olson, A J., A B.*15, Union Col , Lincoln 
Nebr ; M.A ’33, Ohio State Univ Address' 
Broadview Academy, La Grange, Ill 

Olson, E O., B.A.’27, St Olaf Col.- 

M A.’34, Univ. of Minn.; Dist. Supt. of 
Sch, Deer River, Minn., since 1937. 

Olson, H. R., Prin., Delano LI. S , Delano 
Cahf. 

Olson, O. H, B.S.'23, Univ. of Calif * 
M A.’32, Stanford Univ.; Dist. Supt. of 
Elem. Sch., Menlo Park, Calif., since 1938. 

O’Malley, Margaret, B.S ’27, Univ of Buf¬ 
falo; Prin , Elem. Sch. No. 66, Tacoma 
and^Paikside Aves , Buffalo, N. Y„ since 

Oman, C. H, A B.’27, M A *33, Univ. of 
Colo ; Supt. of Sch , Garnett, Kansas, 
since 1902. 

Oosterhous, Alfred G, Prin., Roosevelt Jr 
H S., Appleton, Wis. 

Opstad, Iver A, B A.’ll, Luther Col.; 
M.A.’19, State Univ. of Iowa; Supt. of 
Sch., Iowa City, Iowa, since 1920. 

Orem, Nicholas, A.B ’98, A.M.’IO, St. John’s 
Col , Annapolis. Md ; A.M.’IO, Tchrs. 
Col., Columbia Univ.; Co. Supt of Sch, 
Upper Marlboro, Md., since 1921. 

Oiion, W II , Chief, Div. of Physical and 
Health Educ , State Dept, of Educ., Sacra¬ 
mento, Calif. 

Ormsby, Walter M., B.S ’26, Alfred Univ 
M.A ’30, Tchrs Col., Columbia TJniv ; 
Dist. Supt. of Sch., Bayport, N, Y., since 
1936. 

Orr, Conrad O . B A ’19, M A ’38, Univ of 
Mont.; Prin., Beaverhead Co H. S., Dillon, 
Mont., since 1936. 

Orr, J. Clyde, B.S.’17, Univ. of Ala.; 
M.A’26, Columbia Univ.; Supt of Sch., 
Bessemer, Ala , since 1936, 

Orr, Milton Lee, B.S ’10, Univ. of Ala; 
M.A ’27, Ph.D,’30, George Peabody Col. 
for Tchrs., Head, Dept, of Educ., Ala. 
Col., Montevallo, Ala., since 1922. 

Osborn, Jesse O., A B.’17, Berea Col , 
A M.’21, Univ. of Ky. ; Ph.D.’23, Cornell 
Univ; Prof, and Head, Dept of Math, 
Harris Tchrs. Col., St. Louis, Mo , since 
1924. 

Osborn, Wayland W., B A '27, Coe Col , 
M.A.’29, Ph.D ’39, State Univ. of Iowa; 
Prof, of Educ and Dir. of Tchr. Educ., 
Central Col , Pella, Iowa, since 1939. 

Ostenberg, Joe W., A.B.’24, Bethany Col , 
AM.’31, Univ, af Kansas, Supt. of Sch., 
Ellinwood, Kansas, since 1935. 

Ostenberg, W. M., A B/24, Bethany Col.; 
A M.’39, Colo. State Col of Educ., Greeley, 
Colo.; Dean, Jr. Col., Coffeyville, Kansas, 
since 1937. 



List ot Members 


501 


Ostlnnd, Clarence, B.A’14, Univ of Utah; 

M A '34, Umv. of Calif., Co. Supt. of Sch ', 
Hebcr, Utah, since 1935. 

Ostrander, Mrs. Fay, Member, Bd of Educ , 
22135 Hayes Ave., East Detroit, Mich. 
Osuna, Juan Josi, A.B.‘12, Pa. State Col ; 

A M ’20, Ph.D.’23, Columbia Univ.; Dean, 
Col. of Educ., Univ. of Puerto Rico, Rio 
Piedras, P. R.» since 1922. 

Ott, Emoiy D. f A B.'12, Gettysburg Col ; 
M A/25, Columbia Univ., Supvg. Prin of 
Dale Borough Schs , Johnstown, Pa., since 
1938. 

Ottermann, Charles, B.A ’OS, M.A.’08, Univ. 
of Cincinnati; M.A.T5, Columbia Univ.; 
Prin, Hughes H. S , Cincinnati, Ohio, 
bince 1941. 

Otto, Henry J , Ph.D ’31, Univ. of Minn ; 
Dir. of Educ., W. IC, Kellogg Foundation, 
Battle Creek, Mich., since 1934. 

Outcelt, Kenneth L.. B.S ’40, Univ. of Minn.; 
Co Supt. of Sen, Balsam Lake, Wis, 
since 1933. 

Overn, A. V ; , B.A/15, M.S.’26, Ph.D *30. 
Univ. of Minn.; Prof of Educ., Univ. of 
N Dak., Grand Forks, N. Dak , since 1930 
Overstreet, J. W., B S/ll, Miss State Col , 
M.A/30, George Peabody Col. for Tchrs , 
Supt of Sch., StarkviUe, Miss,, since 1933 
Overturf, Jesse R. f B A.’20, Univ. of Nebr.; 
M A ’23, Stanford Univ., Supt, of Sch, 
Sacramento, Calif., since 1942. 

Owen, Helen Mildred, B.S.’18, Tchrs. Col., 
Columbia Univ ; Editor, The Instructor, 
Dansville, N. Y. 

Owen, Mary E., A.B/17, Smith Col , 

A.M/2Q, Univ. of Chicago; Assoc. Editor, 
The Instructor, Dansville, N, Y. 

Owen, Ralph Dornfeld, B.A ’05, Northwest¬ 
ern Col., M A.’ll, Harvard Univ , 
Ph.D ’22, Univ. of Wis ; Prof, of Educ. 
Admin., Temple Univ., Philadelphia, Pa., 
since 1925. 

Owen, Samuel, Vice-Prin., Oakland H. S , 
Oakland, Calif. 

Owens, Anderson D., A.B/18, M.A/26, Tran¬ 
sylvania Col.; Ed.D/39, Univ. of Cincin¬ 
nati; Supt of Sch , Newport, Ky., since 
1925. 

Owens, Morgan R., B A.*14, Ouachita Col., 
M.A '24, Ph.D/40, George Peabody Col for 
Tchrs,; Dir, Div. of Irvetr., State Dept, of 
Educ., Little Rock, Ark., since 1941. 
Owmgs, Ralph S , A.B.*24, M.A/35, Wofford 
Col., M.A/40, Columbia Univ.; Capt., 
U. S. Army Air Corps, Eglm Field, Fla. 
Oxnam, G Bromley, A.B.T3, Univ. of South¬ 
ern Calif.; S.T.B/15, Boston Univ , 
D D/25, Col. of the Pacific; LL.D/29, 
Ohio Wesleyan Univ., LL.D/29, Wabash 
Col.; Litt D/30, Boston Univ.; LL.D/31, 
Univ. of Southern Calif ; D Sc/35, Rose 
Polytech. Inst ; L H D/38, De Pauw 
Univ.; Litt.D/41, Northeastern; Bishop, 
Methodist Church, 581 BoyLston St., Bos¬ 
ton, Mass , since 1939. 

Ozment, T. D., B.S’20, Union Univ., 
M.A/26, Geoige Peabody Col for Tchrs., 
Supt of Sch , Union City, Tenn., since 
1937. 

p 

Packard, Bertram E., A.B/00, Bates Col., 
LL.B/10, Univ. of Maine; Ed D/31, Bates 
Col. Address: State Dept, of Educ., 
Augusta, Maine. 


^ , \ C r 5 ^ r « ^ * A.B T8, State Univ. of Iowa ; 

M A.21, Univ. of Mich.; Ph.D '23, Co¬ 
lumbia Univ ; Dean, Col of Educ , State 
19^^* Iowa, Iowa City, Iowa, since 


p aden, Wiiham Guy, A B/08, Univ. of Calif ; 
J.D. 12, Kent Sch of Law, San Francisco, 
Calif.; M.A’20, Univ. of Calif ; Supt of 
Sch., Alameda, Calif,, since 1925 
Pafford, W. E„ Ph.B T7, M.A ’25, Emory 
Univ.; H. S. Supvr , State Office Bldg. 
Atlanta, Ga., since 1940, 

Page, Frank P, B.S/21, Ala. Polytech 
Inst.; M A/33, Cornell Univ , Supt ot 
Sch, Seneca Falls, N. Y, since 1938. 
Page, John S., A.B/22, M A’24. Univ. of 
Mich ; Supt. of Sch , Howell, Mich., since 
1922 

Page, William J., Ph.B ’14, Univ. of Chi¬ 
cago; M.A’24, Loyola Umv., Supt,, 
Chicago Parental Sch . 3600 Foster Ave , 
Chicago, Ill,, since 1937 
Painter, Hunter Monroe, B A ’16. Roanoke 
Col.; M.A/26, Univ of Va,; Div, Supt 
of Sch., Fincastle, Va., since 1933. 
Painter, Walter S , A.M '14, Columbia Uiuv., 
Supt of Sch , Garrett, Ind., since 1925. 
Palmer, A. Ray, Diploma ’ll. State Normal 
Sch., Cortland, N Y.: B.S/29, M A ‘31, 
Tchrs. Col., Columhia Univ., Supvg Prin 
of Sch., Ridgefield Park, N. J., since 1918. 
Palmer, C. E . B.S in Ed/20, Ohio North¬ 
ern Univ.; A.M ’27, Columbia Umv.; Supt, 
of Sch , Dover, Ohio, since 1934. 

Palmer, James B., B S/21, Ph.D '30, Cornell 
Univ, Address: Statler Bldg., Boston, 
Mass. 


Palmei, M. C., B.Ph ’35, Univ. of Wis , 
Prin., Marathon Co. Normal Sell., Wausau, 
Wis , since 1930. 

Palmer, Rufus H , A.B ’09, A M/12, Univ 
of Denver; A.M/24, Tehis. Col , Columbia 
Univ., Asst Supt. of Sch. in charge of 
Elem. Educ., 414 14th St,, Denver, Colo., 
since 1922. 


Panares, Agustin, B.E/25, Western Ill. State 
Tchrs. Col,, Macomb, III., M A/26, Univ. 
of Chicago; Div Supt. of Sch, Cotabato, 
Cotabato, P. I. 

Panebaker, David E , B.S/22, Gettysburg 
Col., M.A/37, New York Umv.; Supvg 
Prin. of Sch,, Liberty, N. Y„ since 1931- 

Pannell, H. C , B.A ’27, M A ’33, Univ of 
Colo.; Prof, of Educ, Univ. of Ala, Uni¬ 
versity, Ala. 

Pape, Nina Anderson, Prin , Pape Sch., 
Savannah, Ga , since 1900 

Park, Charles B , B.S ’25, Mich State Col.; 
M.A/36, Univ. of Mich., Supt of Sch., 
Mt. Pleasant, Mich , since 1939. 

Park, James Williams, A B/03, Amherst 
Col, A.M’15, Harvard Univ.; Dir, Eve¬ 
ning Session, Brooklyn Col., Brooklyn, 
N Y , since 1930. 

Parker, A Courtney. A.B T9, Dartmouth 
Col., M, A/23, Tchrs. Col., Columbia 
Uiuv,; Supt. of Sch, South Royalton, Vt , 
since 1927. 

Parker, Albert C., M.A/28, Columbia Umv.; 
Supt of Sell., Union City, N. J., since 
1937. 

Parker, Clyde, A B’30, Franklin Col.; 
A M/31, Ind. State Tchrs. Col.. Terre 
Haute, Ind., Supt, of Sell., Washington, 
Ind , since 1937. 



502 


Health in Schools 


Parker, Els.e S., B.A.’28, State Tchis. CoL; 

M A,’30, Uuiv. of Minn. Address. 1126 
Q St., Lincoln, Nebr. 

Parker, J, Cecil, A. B'26 Hendrix Col.; 

M. A.'31, Tchrs Col. Columbia Univ., 
Dir. of Sec Study, State Bd, of Educ., 
Lansing, Mich., since 1937. 

Parker, Jessie M., State Suptof Pub, Instr., 
Des Moines, Iowa, since 1939. 

Parker, Robert A, B.S.’27 M.S.'34. Utuv. 

of Wia.; Supt. of Sch , White-water, Wi* , 
since 1937 

Parker, Robert C. B., B.S.’30, M A,’3S, Rut- 
geis Univ , Supvg Prin. of Sch., Madison, 

N. J , since 1940. 

Parker, W. A., A B/25, Howard Col.; Supt. 

of Sch, Tarrant, Ala , since 1930 
Parker, Walter W.. A B, ’12. Hendrix Col.; 
A,M.’15. Columbia Utuv ; LL.D 29, Hen¬ 
drix Col., Pres., Southeast Mo. State 
Tclirs. Col., Cape GiraideaU, Mo., since 
1933. 

Parker. Wylie Apton, B S.’07, Baylor Univ.; 
M A.'39, Southern Methodist Univ.; Prm., 
Forest Avenue H. S., Dallas, Texas, since 
1920 

Parkman, Edgar II., B A.'89, Amherst Col; 
Supt. of Sch., Enfield, Conn., smee 1926. 
Address; ThompsonvUle, Conn. 

Parks, Leonard R, B S. tn Ed.‘32 t Rutgers 
Univ., Supvg. Prin. of Sch., Cedar Grove, 
N, J„ since 1937. 

Parks, W J., B.S'21, Miss Col.; M.A'39, 
Univ. of Ala ; Supt. of Sch., Cleveland, 
Miss., since 1932. 

Parmelle, Elizabeth M., A.B .'27, Wheaton 
Col,; Ed.M/33, Harvard Univ.; Tchr, 
Pub. Sch., 82 Taber Ave,, Providence, 
R I , since 1941. 

Parmenter, L, E., A B/14, Syracuse Univ. 

Address; Palmer House, Chicago, Ill. 
Parmer. Wayne Rutter, B.S,'19, Franklin 
and Marshall Col ; M.A.’23, Utuv. of Pa.; 
Supt. of Sch , Belleville, N J„ since 1931. 

Partch, Clarence Elmer, B.S. in Mech Eng 
‘09, Univ. of Mich.; Ed M.’25. Ed.D.’26, 
Harvard Univ.; Dean, Sch. of Educ., Rut¬ 
gers Univ., New Brunswick, N. J., suice 
1927. 

Partington, Stephen A., A Wheaton 

Col.; M A.’38, Univ. of Mich.; Supt., 
Wyoming Park Pub Sch., Grand Rapids, 
Mich., since 1939 

Partridge, H R, A.B *13, Nebr Wesleyan 
Univ ; A M.*33, Univ. of Nebr ; Supt. of 
Sch., Alliance, Nebr , since 1923 
Partridge, Jay E, Co Supt. of Sch., Oro- 
ville, Calif 

Patch* Edna Marion, B S.’Z9, Univ. of 
N. Dak., Supt. of Sch., Poplar, Mont., 
since 1937. 

Patchin, Sydney A., B.A.'14, M A.*15, Univ 
of Minn.; Supt of Sch., Hibbing, Minn., 
since 1937 


Pate, W, R, A B.’17, Univ. of Nebr.; 
A M’29, Columbia Univ., Pres., State 
Tchrs. Col., Peru, Nebr., since 1923. 
Pate, Wylie G, B.S ’21, Washington and 
Jefferson Col ; M A.*26, Univ. of Pa.; 
Ed D ’36, Rutgers Univ.; Supvg. Prin. of 
Twp. Sch , Middletown, N. J., since 1938. 
Patn, Angelo, Prm., Pub Sch. 45, Bronx, 
601 E. 170th St„ New York, N. Y. 
Patricia, Sister Mary, Prin,, Immaculate 
Heart Tr. Sch., Los Angeles, Calif. 


Patten, A, P., A.B ’15, Pacific Univ,; 
M.A.’28, Stanford Univ.; Dist Supt, of 
Sch., Placentia, Calif., since 1935, 
Patterson, Carl J., A B,’25, Bethany Col, 
Bethany, W. Va , M A ’29, W,_ Va. Univ ; 
Supt. of Sch , Cadiz, Ohio, since 1930 
Patterson, Herbert, B.A *08, M.A ’ll, Wes¬ 
leyan Univ.; M A ’ll, Ph.D’13, Yalo 
Univ.; Dean of Admin.. Okla. Agrl. and 
Mech. Col., Stillwater, Okla., since 1919. 
Patterson, John R , Ph.B ‘14, Wooster Col , 
M.A.’26, Columbia Univ.; Ph D.’29, New 
York Univ.; Supvg. Prin. of Sch., Mill- 
burn, N. J., since 1937. 

Patterson, O. F., B S.’2S, M.S ’30, Univ o£ 
Ill., Supt. of Sch., Elgin, Ill., since 1938 
Patterson, R. D., Life Cert. '25, A.B '28, 
Northeastern State Tchrs Col , Tahlequah, 
Okla.; A.M.'33* Columbia Univ.; Supt. of 
Sch., Broken Airow, Okla., since 1933. 
Patterson, Ross Carter, B.A.'19, Howard 
Payne Col,; B S.’21, M.S’27, Agtl and 
Mech. Col. of Texas; Supt. of Sch, Den¬ 
ton, Texas, since 1935 
Patterson, Ruth, Diploma ’04, Tchrs Col. 
of Indianapolis; B.S.'33, A.M '39, Tchrs 
Col., Columbia Univ.; Asst. Prof of Kdgn. 
Educ. and Supvr. of Student Tchg., Butler 
Univ., Indianapolis, Ind., since 1930. 
Patton, D. H., M.A’31, Univ. of Cincinnati; 
Asst. Supt. of Sch , Toledo, Ohio, since 
1937. 

Patton, Fred J., B.A.'24, Willamette Univ., 
M.A.’35, Univ. of Oregon; Supt. of Sch., 
La Grande, Oregon, since 1941. 

Patty, Albert T., M.Ed '33, Boston Univ.; 
Supt. of Sch., South Hadley Falls, Mass., 
since 1937. 

Paul, Arthur G., A.B.'09, Occidental Col., 
Dir., Jr. Col., Riverside, Calif., since 1920 
Paulin, Eugene A., B.S.’09, Univ. of Dayton; 
M.S.’12, Univ. of Fribourg, Switzerland; 
Ph D.’29, Univ of Texas; Insp. of Sch, 
Maryhurst Normal, Kirkwood, Mo , since 
1929. 

Pauly, Frank R., Diploma ’14, Central State 
Tchrs. Col., Edmond, Okla.; B A.'17, Univ, 
of Okla , M A.'25, Ed.D,’35, Columbia 

Univ.; Dir. of Research, Bd. of Educ., 410 
S. Cincinnati, Tulsa, Okla., since 1929. 
Paxton, W. A., B S.’23, Brigham Young 
Univ.; Co. Supt. of Sch, Fillmore, Utah, 
since 1931. 

Payne, Carl, A.B.'26, Univ. of Rochester; 
M.A.'33, Columbia Univ ; Supt. of Sch., 
Bath, N. Y , since 1938. 

Payne, E. George, A.B.’01, Lebanon Univ,; 
A.B.'06, Univ. of Chicago; Ph D.’09, Univ 
of Bonn, Germany; Dean, Sch. of Educ, 
New York Univ., New York, N. Y., since 
1939. 

Peacock, Clayton W., A.B.’ll, Meridian 
Male Col ; A.B. in Ed.'24, Univ. of Ga ; 
Supt. of Sch., LaFayette, Ga., since 1928. 
Pearsall, Carl C., B.S.’24, M.A.'26, Univ. of 
Pittsburgh; Supt. of Sch, Irwin, Pa, 
since 1934. 

Pearse, Carroll Gardner, LL.D.’14, N, H. 
State Col., Pres,, Natl. Educ. Assn, 
1911-12. Address. 1721 Ludington Ave., 
Milwaukee, Wis. 

Pearson, J. E., Supt. of Sch., Wheaton, 
Minn. 

Pease, J. E,, A B.’29, Central State Tchrs. 
Col., Mt. Pleasant, Mich.; M.A.’37, Univ 
of Mich ; Supt. of Sch., La Grange, Ill, 
since 1940. 



503 


List op Membeus 


Pease, Marion O., B.Ed,’27, Northern Ill. 
State Tchrs. Col , DeKalb, Ill.; M.A.'29, 
State Univ. of Iowa; Dir. of Student 
Tchg. and Assoc. Prof, of Educ., Col. of 
the Pacific, Stockton, Calif., since 1929. 
Pebly, Harry E„ A.B ’17, Thiel Col.; 
M.Ed.’35, Univ. of Pittsburgh; Supt. of 
Sch., Sharpsville, Pa., since 1927. 

Peck, J. R., B E.’38, Western III. State 
Tchrs Col., Macomb, Ill.; Co. Supt. of 
Sch., Galesburg, III., since 1939, 

Peck, Lora B., Diploma '04, Peabody Col.; 
A.B, ’28, Sam Houston State Tchrs. Col, 
Huntsville, Texas; M.A.‘31, Univ. of 
Texas, Dir. of Elem. Schs., Pub. Sch, 
Houston, Texas, since 1925. 

Peck, William R., B.A.’16, Holy Cross Col.; 

M A.’31, Tchrs. Col., Columbia Univ., 
Supt. of Sch., Holyolce, Mass., since 1920. 
Pederson, C. A., B.A ’09, Luther Col. De¬ 
corah, Iowa, Supt. of Sch,, Montevideo, 
Minn., since 1923 

Peebles, James F , B S.*3l, Ed.M/40, Boston 
Univ.; Union Supt. of Sch , Bourne, Mass , 
since 1927. 

Peet, John Herbert, B.A.T6, Cornell Col.; 
M.A’28, Univ. of Chicago; Supt. of Sch, 
Cedar Falls, Iowa, since 1935 
pegg, Harold J., A B.’25, Gettysburg Col.; 
M.A ’34, Univ of Wash , Prin., Roosevelt 
Jr. PI. S„ Altoona, Pa., 9mce 1938. 

Pelk, W. E., BA.’U, Univ. of Minn.; 
M A‘24, Tchrs. Col., Columbia Univ.; 
Ph.D.’28, Univ. of Minn.; Dean, Col. of 
Educ„ Univ. of Minn., Minneapolis, Mmn., 
since 1938. 

Peltier, Louis J., A.B.T2, Clark Univ.; 
A.M.‘22, Columbia Univ., Supt. of Sch., 
West Boylston, Mass., since 1930. 

Pence, Alfred C, B.A.'08, Ohio Wesleyan 
Umv , M.A.’32, Ohio State Univ.; Supt. 
of Sch M Coshocton, Ohio, since 1924. 

Pence, Amos C., A,B. 5 25. Mo. Valley Col , 
M.A’31, Tchrs. Col., Columbia Umv; 
Prin., Robert K. Toaz Jr. H. S., Hunting- 
ton, L. I., N. Y., since 1939 
Pence, W. G., A.B.T2, B.S ’21, Northeast 
Mo. State Tchrs. Col., Kirksville, Mo.; 
M.S’22, Univ. of Chicago; Supt. of Sch., 
Fairfield, Iowa, since 1927, 

Pendergraph, L B,, A.B.‘07, Duke Univ,; 
Supt. of Sch., Mount Airy, N. C., since 
1928. 

Pendleton, Charles S., B.A.’01, M.A.’03, 
Oberlin Col.; Ph.D.’21, Umv, of Chicago; 
Prof of the Tchg. of English, George 
Peabody Col for Tchrs., Nashville, Tenn., 
since 1922. 

Pendleton, Claud B., A.B.'21, M A.*22, Univ. 
of Denver, Prin., Cole Jr. H. S„ Denver, 
Colo., since 1937. 

Pendry, Harper C., A.B,'27, Swarthmore 
Col.; M.A’33, Ohio State Univ.; Supt. of 
Sch,, Athens, Ohio, since 1932. 

Penley, Ferdinand J , B.S.T8, Univ of 

Maine; M A.’26, Columbia Univ., Field 
Supvr. of Rural Educ., 76 Newport, West 
Hartford, Conn,, since 1919. 

Pennell, Mary E„ B.S ’ll, M.A.’18, Tchrs. 
Col., Columbia Univ. Address: Currituck 
Rd , Newtown, Conn. 

Peregoy, C. G., A.B/23, Wash. Cot.; 

A.M/32, W. Va. Univ.; Prin., Woodrow 
Wilson H. S. t Beckley, W. Va., since 1933. 


Perkins, Lawrence B , B.Arch.’30, Cornell 
Address: 225 N, Michi B an Avc„ 
Chicago, Ill 

Pe £!f y, A S Sll P f - of Sch . 911 Malvern 

Ra., Avalon, Pittsburgh, Pa. 

Perrin, Eugene Allen, M.A ’33, Umv. of 
Texas; Supt. of Sch., Cameron, Texas, 
since 1934. 

Ambrose, ph.B T2, M.A *22. 
Ph D. 32, Umv of Chicago; Supt. of Sch, 
Blue Island, Ill., since 1937. 

Perry, Arthur C , Ph.D.’96, New York Umv.; 
Asst, Supt. of Sch , New York, N Y„ since 
1913. Address; Central Valley, N. Y. 
Perry, Arthur L., B S. and Ed M , Rutgers 
Supt, of Sch., Rahway, N. J , since 


Pe * r , ry ; , EdB ? r C ’ B.S’23, Pa. State Col; 

M. A.’29, Umv. of Pa.; Supt. of Sch., In¬ 
diana, Pa., since 1938. 

Perry, L. J., A.B.‘23, Elon Col.; M.A/33, 
Univ. of N, C , Supt of Sch., Rculsvillc, 

N. C., since 1933. 


Perry, Raymond C , Chief, Div of Tchr. Tr. 
and Certification, State Dept, of Educ., 
Sacramento, Calif 

Pesta, Rose A, B.L/02, M L’03, Univ. of 
Wis.; Prin, Kelvyn Park H. S, Chicago, 
Ill., since 1933 

Peters, C. W., A.B.’ 15, Buckncll Univ.; 
M,A.’30, Ph D.’37, Umv of Pittsburgh; 
Co Supt, of Sell., Co. Office Bldg , Pitts¬ 
burgh, Pa., since 1940 . 

Peters, David W„ B.S.’23, Roanoke Col.; 
M.A,’28, Ph.D.’34, Columbia Univ.; Pres, 
State Tchrs. Col.. Radford, Va , sinco I93H. 

Peters, Edmund Clarke, B A. and B S A.’IG, 
Univ, of Tenn,; M.A.'25, Umv. of Chi¬ 
cago; Pres., Paine Col ; Augusta, Ga., 
since 3929. 


Peters, Martin L, B.S.T3, Gettysburg Col.; 
A.M/24, Univ of Pa , Supt. of Sch , Phoe- 
mxvilie, Pa., since 1924. 

Petersen, Otto H. H , Co. Supt of Sch., St. 
Helens, Oregon. 

Petersen, Robert G., B.E.’30, State Tchrs. 
Cob, La Crosse, Wis.; M A.'40, State 
Univ o! Iowa, Supt. of Sch., Stoughton, 
Wis., since 1940. 

Peterson, Elmer T. f A B.’l7, Augustana Col.; 
A.M.’22, Tchrs. Col, Columbia Umv.; 
Ph D’27, State Univ. of Iowa; Prof of 
Educ.. Col. of Educ., State Univ, of Iowa, 
Iowa City, Iowa, since 1924. 

Peterson, F. M„ B.S.’24, M.S.'27. Univ. of 
III.; Prin., Community H. S., Pekin, III., 
since 1938. 

Peterson, O. B., Prin, Gorton Sch., 471 
Oakwood Ave., Lake Forest, IU. 

Petit, L. H., A.B'10, Campbell Col.; Supt. 

of Sch., Chanute, Kansas, since 1923. 
Petree, Elmer, B.S.'23, Central State Tchrs. 
Col., Edmond, Okla.; M S.’37, Okla. Agrl. 
and Mech. Col ; Co Supt. of Sch., Paw- 
huska, Okla , since 1933. 


Petry, D. A., Prin., Pub. Sch,, Felton, Del. 


Pettit, Clare Newcomer, AB.’21, M.A.’29, 
Occidental Col.; Supt. of Sch., Lockport, 
N. Y., since 1940. 

Phelps, Benjamin J, A.B.’02, Yale Univ.; 
A.M/13, Tchrs. Col., Columbia Univ.; 
Supt. of Sch., Agawam, Mass., since 3921. 
Phelps, C. L., A.B.'Ol, A.M/03, Dartmouth 
Coi,, Supt. of Sch., Ishpemmg, Mich., 
since 1915. 



504 


Health in Schools 


Phelps, Shelton, B S.*15, Southwest Mo. 
State Tchrs Col., Springfield. Mo ; 

M. A.’lG, Ph.D'19, George Peabody Col. 
for Tchrs.; Pres, Wmthrop Col., Rock 
Hill, S. C., since 1934. 

Philhower, Charles A., B S.*09, A M '12, 
Dickinson Col ; A M.’IS, Columbia Umv ; 
3upt of Sch., Westfield, N. J., since 1917. 

Phillips, A. J„ A B.’2l, Albion Col.; M.A ’25, 
Ph,D,’33, Umv, of Mich.; Exec Secy, 
Mich, Educ. Assti., Lansing, Mich , since 
1936. 

Phillips, Claude A. A M.’IO, Umv. of Chi¬ 
cago, Ph D.’20, George Peabody Col for 
Tchrs ; Prof, of Educ. ,and Dir of Tr„ 
Sch of Educ., Umv. of Mo., Columbia, 
Mo., since 1935 

Phillips, Clyde U, B.S.*18, Kansas State 
Tchrs. Col, Pittsburg, Kansas, A.M,’26, 
Umv. of Chicago; Supt. of Sch., Hays, 
Kansas, since 1931, 

Phillips, F. R., M.A ’27, Univ of Mich , 
Supt of Sch., Alma, Mich, since 1926. 

Phillips, Guy B., A.B.*13, Umv. of N C. 
Address Univ of N. C, Chapel Hill, 

N, C 

Phillips, K. G. ( Supt, of Sch, Gastonia, 
N. C 

Phillips, Mrs. Leah M., Supvg, Tchr., Salis¬ 
bury, Md. 

Phipps, Harrie J., B S ’03, Ed M.’2l, Har¬ 
vard; Supt. of Sch., Northbridge. Mass, 
since 1922. Address: Grammar Sch,, Whit- 
insville, Mass 

Phipps, W E, B.A’09, Westminster Col., 
Tehuacana, Texas; M.A *25, George Pea¬ 
body Col. for Tchrs.; B.S. and M S.’36, 
Umv of Ark.; Supt. of Sch, Russellville, 
Ark., since 1938. 

Pickard, Edward E , B.S.*25, Univ. of Pa , 
M S ’30, Temple Univ., Ed.D ’34, Rutgers 
Univ , Supt. of Sch., Cape May, N. J , 
since 1941 

Pickering, Harry B , A.B.’30, Cedarville 
Col.; Co. Supt. of Sch, Xenia, Ohio, since 
1940. 

Pickering, W. L., A.B.’25, De Pauw Univ.; 
M.A.’33, Univ of Ill,; Co. Supt. of Sch, 
Oiegon, III,, since 1935. 

Pieper, Charles J., A.B.TO, Wabash Col.; 
A-M/26, Columbia Univ , Prof, of Educ , 
New York Univ., Washington Square, I£. f 
New York, N. Y , since 1928 

Pierce, Arthur Edwin, B S,’24, Mass. State 
Col.; Ed.M ’30, Harvard Univ.; Supt. of 
Sch., Bangor, Maine, since 1939. 

Pierson, Everett H., B S.*15« Univ. of Md ; 
Legislative Representative, Natl. Inst, of 
Pub. Educ., 1410 H St , N, W.» Washing¬ 
ton, D. C., since 1932. 

Pilkmgton, Hartwell Gordon, Ed.B.’27, R. I. 
Col. of Educ.; Ed.M.*38, Boston Univ.; 
Prim, Locust Ave. Tr. Sch., Danbury 
Tchrs. Col., Danbury, Conn., since 1936. 

Pillsbury, W. Howard, A B.* 06 , Carleton 
Col.; L.H.D.’39, Union Col.; Pres., Ameri¬ 
can Assn, of Sch. Admin, 1941-42; Supt. 
of Sch„ Schenectady, N. Y., since 1929. 

Pinkham, Raymond Edward, B.S. in. Ed.’24* 
Boston Umv., M A’28, New York Umv.; 
Supt of Sch , Branford, Conn., since 1937 

Pipkin, John G., B A,’09, Vanderbilt Univ ; 
LL.B.T3, Univ. of Ark ; M.A’23, Univ. 
of Chicago, Commr of Pub. Welfare, 22G4 
Schiller Ave., Little Rock, Ark. 


Pitkin, Fred E,, A.B,*16, Wesleyan Univ, 
M.A.’26, Columbia Univ.; Supt. of Sch’ 
North Andover, Mass., since 1927, 

Pitt, Felix Newton, A.B ’1G, A.M ’17, St. 
Mary’s Univ., Baltimore, Md.; Ph.D ' 33 * 
Univ. of Fribourg, Switzerland; Supt, of 
Catholic Sch., 443 S, Fifth St., Louisville 
Ky, since 1925. 

Pittenger, Benjamin Floyd, B.A.'OS, State 
Normal Sch., Ypsilanti, Mich.; M A.’12 
Univ. of Texas; Ph D.T6, Univ. of Chi¬ 
cago; Prof, of Educ. Admin, and Dean, 
Sch. of Educ., Univ. of Texas, Austin! 
Texas, since 1926. 

Pittenger, Lemuel Arthur, A.B.’07, A M ’08 
Ind. Umv.; Litt.D.’32, Taylor Univ * 
LL D.’36,_ Franklin Col , LL D.’37, De 
Pauw Univ.; Pres., Ball State Tchrs. Col, 
Muncie, Ind., since 1927. 

Pittman, Marvin Summers, A.B.’05, Millsaps 
Col.; A.M’17, Un.iv. of Oregon; Ph.D.’2l, 
Columbia Univ Address: Ga. Tchrs, Col, 
Collegeboro, Ga. 

Pitzner, Eldyn A., B.S. in Ed.’39, North¬ 
western Umv., Co, Supt. of Sch., Kenosha, 
Wis„ since 1940. 

Place, George A., B.S.’10, Alfred Univ,; 
M.A.’30, Univ. of Buffalo; Supt, of Sch, 
Salamanca, N. Y., since 1922. 

Plenzke, O. H,, A.B.T4, Lawrence Col , 
A.M.’24, Univ. of Wis., Exec. Secy., Wis. 
Educ. Assn., Madison, Wis., since 1934 

Plimpton, Blair, S.B.’30, A.M.’3a, Univ. of 
Chicago; Headmaster, Barrington County 
Day Sch., Barrington, Ill. 

Plumb, Louise M., Diploma '07, San Jose 
Normal Sch,, San Jose, Calif ; Pi in., Bay- 
shore Sch., San Francisco, Calif., since 
1919. 

Plummer, Louis E , B.S. and B.C S.’09, Ohio 
Northern Univ.; M.S ’35, Univ. of South¬ 
ern Calif; Supt,, Fullerton Union H. S. 
and Jr Col., Fullerton, Calif., since 1918. 

Pogreba, A. P., B.S/31, Univ. of Minn.; 
Supt. of Sch., Grand Rapids, Minn., since 
1933. 

Pogue, William Richey, B.S/30, Monmouth 
Col ; M.A '34, State Umv. of Iowa; Supt. 
of Sch , Morris, Minn., since 1939, 

Pohlman, Mrs Anna, Prin., Lincoln Sch, 
San Jose, Calif. 

Pohlman, Edward J., A B.’Q7, Univ. of Minn. 
Address: 538 S. Clark St., Chicago, Ill, 

Pollack, Richard S., B.S.’31, Mass. Inst, of 
Tech., M S.’38, Temple Univ : Supvg. 
Prni. of Sch., Ciementon, N. J., since 1939. 

Pollock, S. H., Supt. of Sch., Sebring, Ohio. 

Pollock, Thomas L., B.S.’26, Univ. of Pitts¬ 
burgh; Supt. of Sch., Charleroi, Pa., since 
1912. 

Poor, Charles L , A.B.*20, A.M.*25, Univ. of 
Mich.; Supt. of Sch., Eaton Rapids, Mich,, 
since 1934. 

Porch, Marvin E„ A.B.’25, M.S. ’29, Ed,D.’35, 
Temple Univ.; Supt. of Sch., Gloucester 
City, N. J., since 1938. 

Porkorny, Arthur C., Vice-Prin., Castlemont 
H. Oakland, Calif. 

Porter, Elizabeth Jane, B S.*38, Radford 
Tchrs. Col.; M A.’39, Columbia Umv; 
Grade Supvr., Pub. Sch., Rochester, Mich,, 
since 1939. 

PorteT, Frederick W., B.S.’14, Tufts Col.; 
Ed.M.’27, Harvard Univ.; Supt. of Sch., 
Greenfield, Mass., since 1929. 



List of Members 


505 


Porter, Mrs. May, B.S. in Ed/24, TJniv. of 
Ill.; Co. Supt of Sch., Clinton, Ill, since 
1926. 

Porter, Merwyn X)., A.B/22, Baker Univ ; 

M.S. *35, Univ. of Southern Calif.; Supt of 
Sch., Holbrook, Ariz., since 1935. 
parter-Shirley, Carl H., B.S. in Ed.’27, 
State Tchrs. Col., Bridgewater, Mass ; 

Ed.M/28, R. I. Col of Educ; Supt. of 
Sch., Barrington, R. I., since 1939. 
portwood, Thomas B., B S/19, Kansas State 
Tchrs. Col , Emporia, Kansas; A.M. , 22, 
Columbia Univ ; Asst. Supt. of Sch , San 
Antonio, Texas, since 1929. 

Post Gladys E„ Diploma ’ll, Brooklyn Tr. 
Sch. for Tchrs.. Prin., Pub. Sch. No. 35. 
191st St. and 90th Ave , Hollis, New York, 

N Y , since 1926. 

Poteet, G. F., Supt of Sch., Floyd, Va. 
Pottenger, Mary O., M.Ed.'35, American 

Intematl. Col.; Genl. Supvr of Elem. 
Educ , Pub Sch., Springfield, Mass., since 
1921. 

potter, Floyd A , B.S.'33, M.S in Ed/35, 
Rutgers Univ.; Co. Supt. of Sch., Egg 
Harbor City, N. J , since 1941. 

Potter, J. W., Ph B *13. Dickinson Col.; 

A M’23, Columbia Univ.; Supt of Sch, 
Carlisle, Pa., since 1927. 

Pottei, Milton Chase, Ph.B '95, Albion Col ; 

M A.’05, Univ. of Chicago, Litt.D/13, 
Umv, of Denver; M.Pd.’14, Mich. State 
Normal Col., Ypsilanti, Mich; Pres, 
Dept, of Superintendence, 1932-33, Supt. 
of Sch., Milwaukee, Wis., since 1914. 

Potts, D. Walter, Supt. of Sch, East St. 

Louis, Ill., since 1911. 

Potwin, R W., A.B.'IO, Univ. of Kansas; 

A M’27, Univ. of Chicago; Supt. of Sch., 
McPheison, Kansas, since 1915. 

Povenmire, M. A, Supt. of Sch., Gallon, 
Ohio. 

Powell, Harley J., M A ’30, Univ. of Wis.; 
Supt. of Sch , Clintonville, Wis., since 
1937. 

Powell, J W., Supt. of Sch., Florence, Ala. 

Powell, John Rush, B A/97, M.A’99, Yale 
Univ.; Asst. Supt. of Sch, St. Louis, Mo„ 
since 1930. 

Power, Francis Ray, Diploma ’20, Shepherd 
State Tchrs. Col , Shepherdstown, W. va.; 
A.B '25, W. Va. Univ., A.M.’29, Columbia 
Univ , Asst. State Supt. of Sell., Charles¬ 
ton, V/. Va., since 1933. 

Power, Leonard, B S in Ed/16, Central Mo 
State Tchrs. Col., Warrensburg, Mo; 
M.A.'27, Univ. of Chicago; Ed.D. 35, 
Tchrs. Col., Columbia Univ.; Coordinator 
of Research, Federal Radio Educ. Com , 
S. Interior Bldg,, Washington, D. C., since 
1939. 

Power, Thomas F„ A B.'OS, Amherst Col.; 
Asst. Supt. of Sch., City Hall, Worcester 
Mass., since 1920. 

Powers, F. R„ A.B.’13 Oberlin Col.; 
A M.'20, Tchrs Col., Columbia Umv., 
Supt. of Sch., Amherst, Ohio, since 1918. 

Powers, Francis F, B.A.’23, Univ of Wash.; 
M.A.’27, Univ. of Oregon; Ph.D. 29, Umv. 
of Wash.; Dean, Col. of Educ , Univ. of 
Wash., Seattle, Wash., since 1939. 

Powers, Guy W., B.S’ll, Univ, of Vt; 
Supt. of Sch., Brattleboro, Vt., since 1910. 


Powers, Pliny H., B.S.'15, Wilmington Col ; 
M.A '26, Tchrs. Col., Columbia Univ ; 
Ed.D *41, New York Univ.; Prof of Educ 
and Head, Dept of Admin, and Supvn , 
Sch. of Educ. New York Univ,, New 
York, N. Y., since 1941 
Powers, Samuel Ralph, Ph.D.*24, Univ. of 
Minn.; Prof, of Natural Sciences, Tchrs 
Col., Columbia Umv,, New York, N. Y , 
since 1923 

Powers, Sue M., B S/20, George Peabody 
Col. for Tchis.; Co. Supt. of Sch., Court 
House, Memphis, Tenn., since 1922. 

Prather, Hubert W . A.B.’28, Union Univ ; 
LL.B’31, Cumberland Univ., Supt. of 
Sch., Santa Rosa, N Mex , since 1938, 
Pratt, Charles H., A.B.’08, Bates Col.; A.M 
’27, Columbia Umv.; Union Supt. of Sch,, 
Harwick, Mass , since 1930. 

Pratt, Milford H., A B.'27, Univ. of Roches¬ 
ter, A.M ’31, Columbia Umv.; Supvg. Prin 
of Sell,, Barker, N. Y„ since 1930. 

Pratt, Orville C., Ph B ’95, De Pauw Univ : 
Pres., Natl. Educ Assn, 1936-37; Supt. of 
Sch., Admin Bldg., Spokane, Wash., since 
1916. 

Pregler, Miss Hcdwig O., A.B.’24, Pa. Col. 
for Women; M.A.'33, Umv of Pittsburgh, 
Prin, Colfax Sch, Pittsburgh, Pa., since 
1937. 

Pressly, William C.. A.B.’H, Ersktne Col , 
M.S.’31, State Col, Raleigh. N C.; Lnt.D 
’26, Erskine Col., Pres., Peace Jr. Col., 
Raleigh, N. C , since 1926. 

Preston, Everett Conant, B.S.’21, Mass. State 
Col.; Ed.M.’26, Harvard Univ.; Ph.D/36. 
Tchrs Col., Columbia Univ.; Supt. of Sch., 
Haddonfield, N. J., since 1936. 

Preston, Kenneth Frank, A.B.'24, Cornell 
Univ.; A.M.’29, Columbia Univ., Supt 
of Sch., Great Barrington, Mass. 
Prettyman, Milman. E„ Supt. of Sch., Sea- 
ford, Del. 

Preus, O. J. H., B.A.'Ol, Luther Col ; C T/04. 
Luther Theol, Sem.; D J.’17, Southwestern 
Univ.; Pres., Luther Col. Decorah, Iowa, 
since 1932. 

Price, Curtis, Prin., Ellenboro H. S., Ellen- 
boro, N. C. 


Price, E. D., B.A.’IZ, Phillips Univ. j M.A 
'20, Univ. of Mo.; Supt. of Sch., Still¬ 
water, Okla., since 1932, 

Price, Frederick E, S.B.’15, Armour Inst, 
of Tech.; M.A.’36, Northwestern Univ ; 
Prin., Tilden Tech. H. S., 4747 S. Union 
Ave., Chicago, Ill., since 1941. 

Price, Malcolm P., B.A.'18 Cornell Col . 
M.A.’ZB, Ph.D.’29, State Umv. of Iowa 
Pres., Iowa State Tchrs. Col, Cedar Falls. 
Iowa, since 1940. 

Pride, R. H, A.B.’24, Col of William and 
Mary; Co. Supt. of Sch, Chatham, Va, 
since 1940. 

Prince. A. E„ B A., Howard Payne Col.. 
B S T., La Grange Sch. of Theol.; D.P . 
Ewi’ng Col.; Pres, Hannibal-LaGrange 
Col., Hannibal, Mo,, since 1941. 

Pringle, James N., B A/97, Dartmouth Col.; 
State Commr. of Educ , Concord, N. H„ 
since 1930. 

Prinerle, Lewis A., A.B/02, Univ» of Chi- 
cafo; Supt. of Sch, Harvey, III., since 
1906. 



506 


Health in Schools 


Procter, C. Dan, A.B/2 7, E. Central State 
Tchra. Col., Ada, Okla., M.Ed/35, Umv. 
of Okla.; Supt. of Sch , Ada, Okla., since 
1937. 

Proctor, Arthur Marcus, A.B/I0, Duke 
TJniv.; A M/22, Ph.D/30, Tchrs. Col., Co¬ 
lumbia Univ.; Prof of Educ., Duke Univ., 
Durham, N. C., since 1923. 

Proctor, William H., Prin., Pub Sch., 714 
N. Carrollton Ave., Baltimore, Md. 

Prout, F, J., EX/06, Ohio Wesleyan Col., 
D.Ped/16, Ohio Univ.; Pres., Bowling 
Green State Univ., Bowling Green, Ohio, 
since 1939. 

Pruitt, Eugene Watts, M.A/26, Tchrs Col , 
Columbia Univ.; Co, Supt. of Sch., Fred- 
eilck, Md., since 1932. 

Prunty, George B., Asst. Supt. of Sch., 
Hamlin, W. Va. 

Prutzman, Stuart E, B.A |23, Pa. State Col.; 
M.A.'29, Columbia Univ.; Co Supt. of 
Sch., Mauch Chunk, Pa., since 1929. 

Puckett, E. F., B.S/09, Univ. of Miss.; 
M.A/27, George Peabody Col. for Tchrs., 
Supt. of Consol. Sch., Crystal Springs, 
Miss , since 1928. 

Puderbaugh, J. Frank, A.B/17, Dickinson 
Col.; M.A/27, Columbia Univ.; Supt of 
Sch., Lock Haven Pa., since 1929. 

Puffer, Noble J., B.S/23, Ill Wesleyan 

Univ.; M,A/32, Northwestern Univ ; Co 
Supt. of Sch., 160 N. La Salle St., Chicago, 
Ill., since 1935. 

Puffer, R. A., Ph.B/09, Kalamazoo Col., 
M.A/14, Univ. of Colo.; Asst, to the Supt 
of Sch., 414 14th St„ Denver, Colo , since 
1924. 

Pullen, Thomas Granville, Jr., A.B/17, Col. 
of William and Mary; A.M/25, Ed.D’40, 
Tchrs. Col., Columbia Univ. ; State Supvr. 
of H. S., since 1934, and Asst State Supt. 
in Admin., State Dept, of Educ., Balti¬ 
more, Md., since 1936. 

Pulliam, Nolan D,, A.B/25, Central Col., 
Fayette, Mo , M.A '32, Stanford Univ ; 
Exec. Secy., Anz. Educ. Assn., Phoenix, 
Ariz., since 1938. 

Purdy, Ralph D., A.B/29, Asbury Col ; 
M.A.'33, Univ, of Ky.; Supt. of Sch., 
Wellington, Ohio. 

Putnam, Rex, B A/15, M.A/29, Univ. of 
Oregon; State Supt. of Pub Instr., Salem, 
Oregon, since 1937. 

Putnam, Rufus A , B.S/28, Evansville Col , 
M.S/35, Ind. Univ ; Asst. Supt. in charge 
of Bus. Affairs, Pub. Sch., Evansville, 
Ind., since 1928. 

Pygman, Clarence Huston, A.B/28, James 
Millikin Univ.; M.A/34, Univ. of Chi¬ 
cago; Supt. of Sch., Maywood, Ill., since 
1939. 

Q 

Quarles, Garland R, B.A/23, Randolph- 
Macon Col.,* M.A/27, Univ. of Va.; Supt. 
of Sch., Winchester, Va., since 1931. 

Quickstad, N. J., B.A/14, Univ. of Minn.; 
M S/32, Univ. of Chicago; Supt. of Sch., 
Royal Oak, Mich. f since 1932. 

Quinn, Guy Loomis, B.Sc. in Ed/28, M.A. 
*32, New York Univ.; Supvg. Prin. of Sch., 
Neptune, N. J., since 1930. 

Quinn, James Joseph, A.B/12, Amherst Col.; 
A.M/14, Harvard Univ.; Supt. of Sch., 
Winchester, Mass., since 1923. 


Quinn, Maisie E., Supt. of Sch., 14 Smith 
St., West Warwick, R. I. 

Quinn, Nellie Marie, Ph.B/17, M A/24, 
Univ. of Chicago; Prin., Parker H. S.’ 
6800 Stewart Ave., Chicago, Ill,, since 
1936. 

R 


Rabe, W. C., B.A *15, Upper Iowa Univ ; 
M A.'35, Univ, of Minn ; Supt. of Sch 
Milbanlc, S. Dak., since 1929. 

Race, Stuart R., A.B/11, Lafayette Col ; 
A.M '27, New York Univ.; Supvg. Prin. 
of Sch., Newton, N. J., since 1941. 

Ragland, Fannie J., Diploma ’06, B.A/08, 
Miami Univ.; M A/14, Columbia Umv., 
Supvr., Pub Sch,, 216 E, Ninth St, Cin¬ 
cinnati, Ohio, since 1929. 

Rainey, William M., Pub. Sch , Decatur, Ga. 

Raker, William W., B.S/07, Bucknell Univ.; 
A M/21, Tchrs. Col , Columbia Univ.; Dir. 
of Laboratory Schs., State Tchis. Col., 
Kutztown, Pa., since 1932 

Rail, Edward Everett, M Di ’95, Iowa State 
Tchrs. Col, Cedar Falls, Iowa; B A.'OO, 
State Univ, of Iowa; Ph.D ’03, Yale; Pres , 
North Central Col., Naperville, Ill. since 
1916. 

Ralston, Edgar A„ B.A/23, Iowa State 
Tchrs. Col,, Cedar Falls, Iowa; M.A/30, 
State Univ. of Iowa; Supt. of Sch., Wash¬ 
ington, Iowa, since 1935, 

Rambo, W. L., B.S/20, Kansas State Tchrs 
Col., Pittsburg, Kansas; M.A/27, Univ of 
Chicago; Supt. of Sch., Paola, Kansas, 
since 1929. 

Ramsey, Harold W, A.B/27, M.A/40, Col. 
of William and Mary, Co. Supt. of Sch., 
Rocky Mount, Va., since 1927, 

Ramsey, James William, A.B '13, Ouachita 
Col.; M.A'21, George Peabody Col. for 
Tchrs , Supt. of Sch., Fort Smith, Ark, 
since 1923. 

Ramsey, Ralph L., A.B.'23, Emory Univ., 
Exec. Secy., Ga. Educ. Assn , Walton 
Bldg, Atlanta, Ga., since 1936. 

Ramseyer, Lloyd L., A.B/24, Bluffton Col ; 
M A '32, Ph D ’38, Ohio State Univ.; Pres., 
Bluffton Col., Bluffton, Ohio, since 1938. 

Ramy, A. Kirk, Prin,, Lowthei Jr. II. S . 
Emporia, Kansas. 

Rankin, Paul T., A.B/15, Mich. State 

Noimal Col., Ypsilanti, Mich ; M.A.’21, 
Ph.D/26, Umv. of Mien.; Supvg. Dir, of 
Research and Informational Serv., Bd. of 
Educ., Detroit, Mich., since 1937. 

Ranlett, Evelyn, A.B '28, Wheaton Col ; 
Ed M/39, Boston Univ.; Prin., June and 
Austin Levy Sch,, Hatchet Bay, Elcuthera, 
Bahamas, since 1939. 

Ransom, Mae, Prin , Ynez Sch., Alhambra, 
Calif. 

Rasor, A, F., M,A/33, Univ. of Texas; Supt. 
of Sch., Winnie, Texas, since 1932. 

Rasor, Floyd, A.B *26, Otterbein Col.; Asst. 
Co Supt. of Sch., Dayton, Ohio, since 
1934. 

Ratchford, A. J, A.B/25, Susquehanna 

Univ ; M.A/34, New York Univ.; Supt 
of Sch., Shenandoah, Pa,, since 1927. 

Rathbun, Franklin Ellsworth, A.B/05, West¬ 
ern Md. Col.; Co. Supt. of Sch., Court 
House, Oakland, Md., since 1912. 



List of Members 


507 


Rathbun, Mrs. Roy E., Diploma *05, State 
Normal Sch, Cortland, N, Y.; A.B’10, 

M A. in Ed. '35, Syracuse Umv ; Supt. of 
Sch Dist. No. 2, Cmcinnatus, N. Y„ since 
1926. 

Rather, A A., A.B.’16, M A.*24, Univ of 
Mich.; M.Pd '40, Mich. State Normal Col.. 
Ypsilanti, Mich.; Supt. of Sch., Ionia. 
Mich., since 1917. 

Raubmger, F. M., Supvg. Pnn, Passaic 
Valley H. S. f Little Falls, N. J. 

Rausch, Arthur F., Treas„Bd. of Educ., 
22757 Rausch, East Detroit, Mich. 

Raver, Frances M , Everett Jr H. S , San 
Francisco, Calif. 

Rawlins, Robert E., B.S.’16, Huron Col.; 
M.A.’29, State Univ. of Iowa; Supt. of 
Sch., Pierre, S. Dak., since 1918 
Rawson, Kenneth O , Supvg. Prin of Sch., 
Port Edwards, Wis 

Ray. Kenneth C„ B,S in Ed. ’25, Muskingum 
Col,; M.A'31, Ohio Univ , State Dir. of 
Educ., State Office Bldg., Columbus, Ohio, 
since 1941. 

Ray, U. E., B.A,’34, Southwest Texas State 
Tchrs. Col, San Marcos, Texas; Supt. of 
Sodville Schs., Sinton, Texas, since 1930. 
Ray, Mrs. Willie C., A B'13, M A'30. 
Transylvania Col.; Supt. of Sch., Shelby- 
•viUe, Ky., since 1930. 

Read, Florence M., A.B.'09, Litt. D.’29, Mt 
Holyoke Col.; LL D.*39, Oberlin Col; 
Pres., Spelman Col., Atlanta, Ga., since 
1927. 

Read, Matie, Tchr., Portola Jr. H. S., San 
Francisco, Calif. 

Reagan, Chester L., B S.’12, M A.’22, Earl- 
ham Col.; Ed.M '30, Harvard Univ ; Prin., 
Moorestown Friends’ Sch., Moorestown, 
N. J„ since 1925. 

Reagan, G. H., Prin., Lida Hooe Sch., Dallas, 
Texas 

Reagle, Charles H, Pub. Sch., Newton, 
N. J. 

Reagle, Fred P., A.B.’01, M.A ’05, Muhlen¬ 
berg Col.; Asst. Supt. of Sch., Montclair, 
N. J , since 1919. 

Reals, Willis H., A.B.'16, M.A.’21, Syracuse 
Univ.; Ph.D.’28, Columbia Umv.; Assoc. 
Prof, of Educ., Wash. Univ., St. Louis. 
Mo., since 1928. 

Reaugh, William L., B E.’34, Ill. State 
Normal Univ., Normal, Ill.; M.A.'38, 
Univ. of Ill.; Co. Supt. of Sch. Dist. 148, 


Redford, Walter. A. B.’24, M.A.'25, Ph D.*32, 
Univ. of Wash.; Pres., Southern Oregon 
Col. of Educ., Ashland, Oregon, since 1932. 
Redmond, Ray E., A.B '22, M A.’28, Univ. of 
Denver; Dist. Supt. of Sell., Pueblo, Colo., 
since 1936. 

Reed, A. A., Univ. Extension Div. t Umv. of 
Nebr., Lincoln, Nebr. 

Reed, Albert J., A.B.’18, Washburn Col.; 

M A.’36, Univ. of Kansas, Supt. of Sch., 
Kiowa, Kansas, since 1937. 

Reed, Carroll R, B A ’06, M.A.’14, Harvard 
Univ.; L.H.D.’35, Carleton Col.; Pres., 
American Assn, of Sch. Admin, 1940-41; 
Asst. Supt. of Sch, Washington. D. C., 
since 1941. Address: 9300 Georgia Ave.. 
Silver Spring, Md. 

Reed, Clinton A, B.S *15. Univ. of N. H.: 

M A.*32, N Y. State Tchrs Col.; Chief. 
Bureau of Bus Educ., State Educ. Dept,, 
Albany, N. Y., since 1937. 

Reed, John McLean, M.A '31, Ohio State 
Univ.; Supt. of Sch. Lima, Ohio, since 
1937. 

Reed, Paul C., B.S.’29. Middlebury Col.; 
Dir of Visual and Radio Educ , Pub. Sch., 
13 S. Fitzhugh St., Rochester, N. Y., since 
1936. 

Reeder. Edwin H., A.B/13, M A.’24, Ph.D. 
’26, Columbia Univ.; Prof, of Educ, Univ. 
of Ill., Urbana, Ill., since 1937. 

Reeder, Ward G, A.B '14, Ind, Univ., 
A M.’19, Ph D.’22, Umv. of Chicago; Prof, 
of Educ., Ohio State Univ., Columbus, 
Ohio, since 1922. 

Rees, Conard N., M.A.’37, Univ. of Nebr.; 
Prin., Takoma Academy, Takoma Park, 
Washington, D C., since 1940. 

Reetz, O, A., B.A.’IS, Univ. of Wis.; Supt. 

of Sch., Shawano, Wis , since 1929. 

Reeve, Howard, B.S.’37, M.A.’41. New York 
Univ.; Supvg. Prin. of Sch., Little Falls, 
N. J., since 1937. 

Rehmus, Paul A., A.B.’23, M.A.’29, Univ. 
of Mich.; Supt. of Sch., Lakewood. Ohio, 
since 1941. 

Reiche, Karl A.. B.L.’OS, M.L.’38, Trinity 
Col., Hartford, Conn,; Supt. of Sch,, 
Bristol, Conn., since 1913. 

Reichey, Mrs. Kathryn P., Co. Helping 
Tchr., 50 Hudson St., Freehold, N. J. 
Reid, Charles Frederick, A.B.'23, Colgate 
Univ.; A.M.’29, Ph.D.’40, Columbia Univ.; 
Instr., Col. of the City of New York, New 
Yo'rk, N. Y., since 1931. 


Dolton, Ill., since 1941. 

Reavis, George Harve, B.S’ll, IJniy.^ of 
Mo.; M.A.’IG, Ph.D.’20, Columbia Umv.; 
Asst. Supt. of Sch, Cincinnati, Ohio, 
since 1940. 


Reavis, William C., Ph B/08, A M.’ll, 
Ph.D.’25, Univ. of Chicago; Prof, of Educ. 
and Supt. of Laboratory Schs., Univ. of 
Chicago, Chicago, Ill., since 1927. 


Rebert, G. Nevin, A.B. ’10, Franklin and 
Marshall Col.; A.M.*25, Ph,D.'29, Umv. 
of Chicago; Head. Dept, of Educ and Dir. 
of Tchr. Tr.. Hood Col., Frederick. Md., 


since 1921. 


Redding, C. D„ A.B *19, Georgetown Col.; 
M.A/Z3, Univ. of Ky.; Supt. of Sch,, 
Frankfort, Ky. r since 1939. 

Redding, William Francis, B.S.'13, R. I. 
State Col.; M A.’20, Brown Umv.; Asst. 
Supt. of Sch., 20 Summer St., Providence, 
R. I., since 1936. 


Reid, John M. f Secy., Bd. of Educ., Trenton, 
Mich., since 1937. 

Reid, Robert M., Diploma ’02, State Normal 
Sch, San Jose, Calif.; LL.B.’ll, Univ. 
of Mich ; M.A,’30, Stanford Umv.; Dist. 
Supt. of Elem. Sch., Hayward, Calif., 
since 1927. 

Roimold, Orlando S., A.B.'97, Univ. of Mich. 
Address: 313 Park Hill Ave., Yonkers, 
N. Y. 

Rein, Marion Batchelder, Supvs. Pnn. of 
Sch,, Riverside, N. J., since 1923. 


Reinertsen, S. G., B.A ’ll, St. Olaf Col.; 
M.A.'21, Univ. of Colo.; Supt. of Sch.. 
Moorhead, Minn., since 1926. 

Reinhardt, Emma, Ph.D , Umv. of III.; Prof, 
of Educ. and Head, Dept, of Educ, East- 

_Yii T.kro Pnl r*.harleston. Ill. 



508 


Health in Schools 


Reist, Norman I., A.B.’21, Ottawa Univ.; 
A M ’27, Univ. of Kansas; Supvg Pnn of 
Sch., Wilmcrdmg, Pa, since 1936 

Reiter, M. R„ A B '27, Muhlenberg Col., 
M S.’39, Univ of Pa ; Supvg. Pnn of Sch , 
Morrisville, Pa., since 1940. 

Roller, Theodore L , Ph.D *33, Yale Univ , 
Asst. Prof of Educ , Univ. of Pa., Phila¬ 
delphia, Pa., since 1933. 

Remaley. Frank H , A B.’Ol, A.M ’09, Ottpr- 
bein Col.; Asst Co. Supt of Sell., 333 
Carnegie PL., Pittsburgh. Pa., since 1920 

Remaley, J. W Crane, A B ’27. Univ of 
Pittsburgh, M.S.'S l t Pa State Col.: 
Ph D '35, Univ of Pittsburgh; Supvg 
Prin of Sch., Verona. Pa , since 1937. 

Remy, Ballard D, Ph B’02 Franklin Col. 
Franklin. Ind ; A.M.’18. Tchrs Col.. Co¬ 
lumbia Univ.; Supt of Sch , Longmeadow, 
Mass., since 1928 

Rendahl, Junald L. B A.’23, Concordia Col.; 
M S in Ed ’29, Univ. of N Dak ; Pres , 
Waldorf Col., Forest City, Iowa, since 
1932. 

Replogle, Frederick Allen, B A ’21, Man¬ 
chester Col ; M.A.*27. Northwestern Univ , 
Ph D.’36, Univ. of Chicago; Dir, Student 
Personnel Services. Macalestcr Col., St 
Paul, Minn, since 1938 

Replogle, Laurence K., A B.’19, Otterbein 
Col , A M/24 Columbia Univ., Asst. 
Supt. of Sch , 270 E State St, Columbus, 
Ohio, since 1936. 

Rcttkei, Walter F,, B S ’17, Columbia Univ 
Address; 88 Lexington Ave, New Yoik, 

Reynolds. Elmer J , B.S. in Ed ’29. North- 
past Mo State Tchrs Col . Kirksvillc. 
Mo.; M.A.’35, D Ed.’40, Univ of Mo., 
Stipl. of Sch , Sweet Springs, Mo , since 


Reynolds, Fordyce Thomas, Ph B ’00. Brown 
Univ., A.M.'20, Columbia Univ ; Supt of 
Sch,, Gardner, Mass., since 1913. 

Reynolds, James J.. B S.’93. Col of the City 
of New York; LL.B ’00, New York Univ.; 
M A’01, Columbia Univ., Asst. Supt of 
Sch., Brooklyn, N. Y , since 1916 

Reynolds, O. Edgar, Diploma ’14, Ill State 
Noimal Univ; A B.’16 f Univ. of III, 
M A.’17. Ph D ’27, Columbia Univ. Ad¬ 
dress; 430 E. Main St, Annville, Pa. 

Reynolds Thomas F„ A B.’27, Western Ky 
State Tchrs Col, Bowling Green, Ky,; 
Prin,, H S., Burlingame, Calif., since 
1941 

Rhett, A. Burnet, B A and M.A ’99. Univ 
of Va,; LL D.’35, Col of Charleston; 
Supt. of Sch., Charleston, S C., since 
1912. 


Rhodes, L. H. t B.S ’26, West Texas State 
Tchrs. Col. Canyon, Texas; M A’3i, 
Uruy of Colo.; Supt. of Sch, Tucumcari, 
N Mex., since 1937. 


Ricciardi, Nicholas, Pres . San Bernardino 
Valley Ji Col., San Bernardino, Calif 
Rice, Arthur Henry, Certif. ’25, A.B.’26 
Central State Tchrs. Col., Mt Pleasant! 
Mich., M.A.'34, Univ. of Mich.; Editor, 
Mich Educ. Journal and Dir. of Publica¬ 
tions and Informational Serv , Mich. Educ 
Assn , Lansing, Mich., since 1929. 

Rice D R„ B S’15, Ohio Northern Univ , 
M A. 28, Tchrs. Col, Columbia Univ.; 
Supt of Sch., Mentor, Ohio, since 1924 
Rice, Donald B , Bus. Mgr , Pub. Sch., Oak¬ 
land, Calif, 


Rice, Harry W, M A.’35, Texas Tech Col.- 
Supt. of Sch , Throckmorton, Texas sincp 
1931. ce 

Rice, Louis A, B.C.S ’21, BS. in Ed.’27 
M A ’30, New York Univ , Prin., Packard 
Commercial School, 253 Lexington Ave 
New York, N, Y., since 1938 

Rice, Thomas W , M.A.’35, Tchrs Col,, Co¬ 
lumbia Univ.; Supvg Pnn. of Sch, Locust 
Valley, N. Y , since 1937. 

Rice, W. H., A B ’01, Ohio Weslevan Univ 
Address 125 Sandusky Ave , Delaware 
Ohio. 

Rich, Dwight H., Prin , Eastern H S„ Lan¬ 
sing, Mich. 

Richards, H L , B.S.’20, B.M.S ‘24 pn 
Military Col.; Ph,B.’30, M A. in Ed,’33 
Univ. of Chicago; Supt., Community H. s’ 
Dist. 218, Blue Island, Ill., since 1935.* 

Richards, John Gardiner, B.A.’09, Davidson 
Col ; Supt. of Sch , Camden, S. C , since 

Richards, W. M., B Sc.’19, State Tchrs. Cot 
Emporia, Kansas; M Sc ’27, Univ. of Kan- 
1935 Sup1, oE Sch "’ Emporia, Kansas, since 

Richardson, Edwin Sanders, B S.’OO, George 
Peabody Col. for Tchrs.; LL D ’00, Cen¬ 
tenary Col. o£ La. Address - La Polytech 
Inst, Ruston, La. 

Richardson, Ira, Ph B.’97, Central Col . Fav- 
ette, Mo A.M *08, Tchrs. Col., Columbia 
Univ.; Pres. Adams State Tchrs Col 
Alamosa, Colo., since 1925 

Richerson, Ruth M , B S ’37 Abilene Chris, 
tian Col.; Co Supt. of Sch, Clarendon 
Texas, since 1940. 

Richmond, James Howell, A.B ’07, Univ. of 
Term ; LL D ’21, Lincoln Memorial Univ 
LL D *33, Univ. of Kv, ; LL D ’37, Univ’ 
of Louisville; Pres., Murrav State Tchrs, 
Col , Murrav, Ky., since 1936. 

Richmond, William, Supt. of Sch, Water- 
vliet, NY 

Richtei, Walter C., Supt. of Sch., Waynes¬ 
boro. Pa. 

Rickards, Tames S , A B ’08, Do Pauw Univ 
Exec Secy , Fla. Educ. Assn , Capitoi 
Square Bldg., Tallahassee, Fla , since 
1929. 

Ricker. Daniel T, B.A.’09, Middlebuiy Col 
Co. Supt. of Sch., Cape May, N. J . since 
1941 

Rickert, Glen ms H , A.B.'22, Susquehanna 
Univ.; M.A.’28, Tchrs. Col, Columbia 
Univ., Supt. of Sch , Kane, Pa. ( since 1932. 

Ricketts Ella S., BS ’30, M A.’35. New 
York Univ,; Supvg. Pnn. of Sch., Belmar, 
N. J., since 1936. 

Riddering, Albert A , A.B.’18. M.A '30. Univ 
of Mich.; Supt of Twp. Sch., Melvmdalc. 
Mich , since 1928 

Riefling, B. Jeannette, B.S.’ll, A B.’13, Univ. 
°f Mo ; A M '20, Columbia Univ Address- 
3907 Connecticut St., St Louis, Mo. 

Riggs, Ora M. t B.S’17, Univ. of Chicago; 
Pnn , Dever Sch., Chicago, Ill , since 1935. 

^^ ar ^ es Supt, of Sch., Oswego, 


Riley, George A., M.A *31, Univ. of Mo.; 

Supt. of Sch., Rogersville, Mo., since 1928 
Ring, Carlyle Conwell, B S ’22, Wesleyan 
Univ , M.A ’29, Cornell Univ.; Ed.D.’40, 
New York Untv; Supt. of Sch, New 
Britain, Conn , since 1937. 



List of Members 


500 


Riordon, Antoinette, Pnn„ Pub. Sch 69, 
Queens, Polk Ave and 77th St., Jackson 
Hgts., N. Y. 

Risheberger, Paul A., Prof of Educ , State 
Tchrs. Col., Indiana, Pa., since 1936. 
Risley> James H , A.B .’07, Ind. Univ ; Ph.M. 
’ 10 , Univ of Chicago; Supt. of Sch Dist. 
No. 1, Pueblo, Colo., since 1921. 

Rissler, S. M., A.B ’21, Central Col., Payette, 
Mo.; A.M.’31, Univ of Mo.; Supt of Sch, 
Trenton, Mo., since 1937. 

Ritchie, Jennings Bryan, Dist. Supt. of Sch., 
Smackover, Ark , since 1940. 

Rittenhouse, Floyd O., B A.’28, Emmanuel 
Missionary Col.; M.A.*32, Ohio State 
Univ.; Jr. Dean, Wash- Missionary Col., 
Takoma Park, Md., since 1941 
Ritter, E. L., A.B.’ 14. Ind. Univ ; M A.'16, 
Ph,D.’20, State Univ. of Iowa; Prof, of 
Elem. Educ.j Iowa State Tchrs. Col.. Cedar 
Falls, Iowa, since 1922. 

Robb, Ralph, A.B.’ll, III. Col.; Pirn., Com¬ 
munity H. S. Dist. No. 116, Clinton. Ill , 
since 1926. 

Robbins, Chester, A.B.’13, Ursinus Col.; 
A.M.’22, Univ. of Pa.; Co. Supt. of Sch., 
Bridgeton, N. J., since 1933. 

Robbins, Edward Tyler, A.B.*26, Univ. of 
Texas; M.A.’33, Texas Agrl. and Mech 
Col.; Supt. of Sch , Taylor, Texas, since 
1935. 

Robbins, G B , Alexander Wilson Sch., 
Graham, N. C. 

Robert, Edward Bane, Ph.D/35, George Pea¬ 
body Col. for Tchrs , Dean, Col. of Educ , 
La, State Univ., University, La, smee 
1940. 

Roberts, Alexander C., A.B.'06, Univ. of 

Wis,; M.A.T7, Ph D ’22, Univ. of Wash.; 
Pres., San Francisco State Col., San Fran¬ 
cisco, Calif., since 1927. 

Roberts, Bertha E., B.Ed.’26, State Tchrs 
Col, San Francisco, Calif., Deputy Supt. 
of Elcm Sch., Civic Auditorium, San Fran¬ 
cisco, Calif., since 1919 
Roberts, C. Elmei, B.S.’21. M.S/32. Univ. 
of Idaho; State Supt of Pub. Instr., Boise, 
Idaho, since 1941. 

Roberts, Edward D., B.A,’99, M.A/07. Univ. 
of Cincinnati; M.A’08, Tchrs. Col., Co¬ 
lumbia Univ , ELD.'32, Col. of Wooster. 
Address: 3533 Burch Ave., Cincinnati. 

Ohio. 

Roberts, Gilbert, B S in Ed *18, Kent State 
Col , Supt. of Sch , Cuyahoga Falls, Ohio, 
since 1932. 

Roberts, J. Earle, A.B.’12, Washington and 
Jefferson Col., M.A.’26, W. Va. Univ : 
Supvg. Pnn. of Twp. Sch., Point Marion, 
Pa., since 1926. 

Roberts, J. L„ B A.’IO, M.A.’12, Miss. Col ; 
Co. Supt. of Sch , Washington, Pa., since 
1938. 

Roberts, X. A., M.A.’29, Southern Methodist 
Univ.; Supt. of Sch., Grand Prairie. 
Texas, since 1934. 

Roberts, Thomas R , Ph B-'05, Upper Iowa 
Univ., Supt. of Sch., Decorah, Iowa, since 
1931. 

Robertson, David Allan, A B.'02, Univ. of 
Chicago; LL,D.’28. George Washington 
Univ.; Litt.D.’Z9, Bucknell Univ.; Pres., 
Goucher Col, Baltimore, Md , since 1930. 
Robertson, Elizabeth W., Dir. of Art, Pub. 
Sch., 228 N, La Salle St., Chicago, Ill., 
since 1934. 


Robertson, John W„ B S ’24, M.A ’32, Tchrs. 
Col., Columbia Univ.; Supvg. Pnn., Floral 
Park Bollerose Sch., Floral Park N. Y , 
since 1929. 

Robertson, Martin Brown. B.S.’IS, Trinity 
Col., Hartford, Conn.; M A.’20, Pa. State 
Col , M A.*21, Tchrs Col., Columbia 
Univ.; Supt. of Rural Educ, State Tchrs. 
Col., Willimantic, Conn., since 192S. 
Robinson, Berton W , A.B ’24, Western State 
Tchrs Col., Kalamazoo, Mich ; A M.'29. 
Univ. of Mich.; Supt, of Sch., Hartford. 
Mich , since 1933. 

Robinson, Clark N., M.A.’38, Stanford Univ.; 
Dist Supt. of Sch , San Carlos, Calif,, 
since 1941 

Robinson, Ernest L., B.A.'94, M A.'01, Yale; 
D.E/36, Southern Col., Co. Supt. of Sch., 
Tampa, Fla., since 1933, 

Robinson, Franklin W . Bd. of Educ , 858 
Linden Ave., Long Beach, Calif. 

Robinson, George R , M A.'30 ( Univ of 
Mich., Supt. of Sch, Caro, Mich, since 
1939. 


Robinson, H. H, M.S/34, Univ of Kansas; 

Supt. of Sch., Augusta, Kansas, since 1940 
Robinson, J. R., A B.’09, M.A.’12, Univ. of 
Ky.; Ph D *27, George Peabody Col. for 
Tchrs.; Registrar, George Peabody Col 
for Tchra., Nashville, Tenn.. since 1927. 
Robinson, Louis C., A.B ’05, Washington 
Col., Chestertown, Md.; Co. Supt. of Sch., 
Chestertown, Md., since 1922. 

Robinson, Mrs. Margaret R, Mem. Bd of 
Educ,, 1459 San Pablo Ave , Fresno, Calif 
Robinson, Ross N., A,B.’15, Carson-Newmau 
Col.; A.B.'19. Univ. of Tenn.; A,M.’21. 
Columbia Univ , Supt. of Sch., Kingsport, 
Tenn,, since 1924. 

Robinson, W. C, A.B.’25, Ph.B.’34. Wash¬ 
burn Col.; M.A.*38, Tchrs Col , Columbia 
Univ., Supt. of Sch. f Abilene, Kansas, 
since 1940. 


Robinson, William Theodore, B.A ’03, Univ. 
of Tenn.; M.A.T7, George Peabody Col 
for Tchrs.; Supt. of Sch., City Hall. Chat¬ 
tanooga, Tenn , since 1927 

Roch, Jennie, Asst. Secy., Orleans Parish 
Sch. Bd„ 703 Carondelet St., New Orleans, 
La., since 19Z7 

Rock, Robert Thomas, Jr, B.S.’25, M.A’26, 
Catholic Univ. of America; Ph D.'35, Co¬ 
lumbia Univ.; Head, Dept, of Psych and 
Dir. of Nursery Sch. and Psych. Clinic, 
Granduate Sch, Fordham Univ., New 
York. N. Y,, since 1939. 

Rockett, James F., A.B.*08, A.MV22, Holy 
Cross Col; LL D.’36, Providence Col.; 
D.S in C.Ed.’38, Bryant Col., State Dir 
of Educ., State House, Providence, R. I , 
since 1935, 

Roda, Frank C., Supt. of Sch , Ogdensburg, 
N Y. 

Rodefer, 0. A, B.A.*13, Bethany Col ; M.A 
’34, Univ of Pittsburgh; Supvg. Prtn. of 
Sch., Waynesburg, Pa , since 1937. 

Rodes, Lester A, A M.T7, Univ. of Pa., 
Supt of Sch., South River, N. J., since 
1935 


Rodgers, J. Harvey, A.B.*20, Franklin, and 
Marshall Col.; Ed.M.*21, Harvard Univ., 
Co Supt. of Sch., Woodbury, N. J., since 
1933. 

Roeder, J. N., A.B.’17, Franklin and Mar¬ 
shall Col.. A.M.’23, Tchrs. Col., Columbia 
Univ.; Ph,D.*33, New York Univ.; Supt. 
of Sch., Palmerton, Pa., since 1926 



510 


Health in Schools 


Rogan, C. H,, B.S. in Ed/29, Southwest Mo. 
State Tchrs. Col , Springfield, Mo ; M A. 
’33, Univ. of Mo.; Supt. of Sell., Birch 
Tree, Mo., since 1937. 

Rogers, C. E., A.B/05, LL.B/07, Univ. of 
Chattanooga; M A/15, Columbia Univ; 
Supt. of Sch, Johnson City, Tenn., since 
1938. 

Rogers, Charles M., A.B/13, Miss. Col ; 
M.A,’31, Texas Technological Col.; Supt 
of Sch„ Amarillo, Texas, since 1935. 

Rogers, Don C., B A.‘16, M.A/21, Ph D '23, 
State Univ of Iowa, Dist. Supt of Sch., 
228 N. La Salle St., Chicago, Ill., since 
1941. 

Rogers, George Calvin, B.S *10, The Citadel; 
M.A/28, Columbia Univ.; Acting Supt of 
Sch, Charleston, S. C., since 1941. 

Rogers, James Edward, M.S. In Ed.'08, Univ. 
of Calif.; Dir., Natl. Physical Educ. Serv. 
of the Natl. Recreation Assn , 315 Fourth 
Ave„ New York, N. Y., since 1925. 

Rogers, Lester Burton, Ph.D/15, Tchrs Col , 
Columbia Univ,; Dean, Sch. of Educ. and 
Dean, Summer Session, Univ. of Southern 
Calif., Los Angeles, Calif., since 1919. 

Rogers, Malcolm B., B.A/26, M.A *32, Univ. 
of Mich.; Supt. of Sch., Zeeland, Mich., 
since 1930. 

Rogers, Murphy P, Ph D.’35, Columbia 
Univ.; Dir. of Tchr. Tr. and Prof, of 
Educ, La. State Univ., University, La , 
since 1940 

Rogers, T. Guy, B A/22, Southwest Texas 
State Tchrs. Col., San Marcos, Texas, 
M.A’27, Univ. of Texas; Prin., Thomas 
Jefferson H. S., San Antonio, Texas, since 
1932. 

Rogers, Virgil M„ A.B/21, Wofford Col.; 
M.A.’24, Western State Col.; Supt. of 
Sch., River Forest, Ill , since 1940. 

Rohan, Benjamin J., A.B/16, Lawrence Col., 
Supt. of Sch, Appleton, Wis., since 1925. 

Rohleder, W. C., A.B.’20, M.A.’23, Ohio 
State Univ,; Supt of Sch., Grandview 
Hgts., Columbus, Ohio, since 1927. 

Rohr, J. E., Ph.B.’27, Univ. of Wis.; Supt. 
of Sch , Nekoosa, Wis., since 1919. 

Rohrbach, Qumcy A. W., A.B ’22, Franklin 
and Marshall Col.; A.M/23, Ph.D’25, 
Univ. of Pa.; LL D/34, Univ. of Pitts¬ 
burgh; Pres., State Tchrs. Col., Kutz- 
town, Pa , since 1934. 

Rohrbough, E. G., A B.’OO, Allegheny Col ; 
A M.’06, Harvard Univ.; Ped.D/36, Salem 
Col ; LL D/39, W. Va. Wesleyan Col.; 
Pres., State Tchrs. Col,. Glenville. 
W. Va., since 1908. 

Rohrbough, George Irwin, B.A/23, W Va. 
Wesleyan Col.; M.A/28, Harvard Univ.; 
D Ped,’40, W. Va. Wesleyan Col.; Pres, 
Monti cello Col., Alton, Ill, since 1935. 

Roland, H. M., A B/20, Wake Forest Col . 
Co Supt. of Sch,, Wilmington, N. C.. 
since 1936. 

Rolfe, John J„ B.Ed.'36, State Tchrs. Col., 
New Britain, Conn.; M.Ed ’39, Bates Col.; 
Union Supt. of Sch., Hinsdale, Mass., 
since 1939. 

Rolfe, Stanley H., A.B/09, Bucknell Univ.- 
A M/28, Ed.D/37, New York Univ.; Supt' 
of Sch., Newark, N. J., since 1937. 

Rollins, Arthur S„ A.B,*10, Dartmouth Col.; 
Union Supt. of Sch., Rochester. N. H 
since 1933, 


Romer, A. R., A.B.*16, Col of Emporia- 
M A.*26, Stanford Univ ; Dist. Supt. nf 
Elem. Sch , Hillsborough, Calif., sincp 
1930 e 

Ronnei, Herman L, B A.’16, Luther Col • 
M A.'30, Tchrs. Col. Columbia Umv ’ 
Supvg Prin, of Sch., Valhalla, N Y* 
since 1930. * ** 

Root, Charles C , A.B.'09, Univ. of Mich 
A,M/17, Univ. of Chicago; M Pd’20 
Mich. State Normal Col.. Ypsilanti, Mich ■ 
Head, Dept, of Educ. State Tchrs. Col' 
Buffalo, N. Y., since 1917 
Root, Frank S , B.Di.’92, Des Moines Univ.- 
Supt. of Sch, Fayetteville, Ark, since 
1908 

Rosa, Irvin E., B.A.*24, Carleton Col ; M A 
*31, Univ. of Chicago; Supt of Sch.,'Roch¬ 
ester, Minn., since 1941 
Rose, Clayton Earl, B.S.*24, Colgate Univ.- 
M.A.*30, Columbia Umv.; Supt of Sch’ 
Penn Yan, N. Y., since 1937 
Rose, Clinton E., A E ’99, Umv of Kansas; 
A.M/13, Columbia Univ ; Supt, Emeritus 
of Sch., Tucson, Anz., since 1941, 

Rose, Junius H., A B *13, Duke Univ ; A.M 
*26, Columbia Umv.; Supt. of Sch and 
Dir., Experimental Sch., East Carolina 
Tchrs. Col., Greenville, N C., since 1920 
Rose, Marion M., B S *19, State Tchrs. Col. 
Pittsburg, Kansas; M S ‘28, Univ. of Kanl 
sas. Address: Box 298, Pittsburg, Kansas 
Rose, Sister M., PhD/38, St. Louis Umv.; 

Dean, Viterbo Col., La Crosse, Wis. 
Roselle, Ernest N-, Supt., Tr. Sch., South.- 
bury, Conn., since 1936. 

Rosenstengel, William E., B.S. in Ed *23 
Northeast Mo. State Tchrs. Col,, Kirks- 
ville, Mo.; M.A/27, Ph.D *31, Umv. of 
Mo.; Prof, of Educ, Univ. of N. C., 
Chapel Hill, N. C., since 1941. 

Rosier, Joseph, A.M.*15, Salem Col.; Pres., 
Natl. Educ. Assn., 1932-33; U. S. Senator 
from W. Va., since 1941; Pres, Fairmont 
State Tchrs. Col., Fairmont, W. Va., since 
1915. 

Ross, C. H., B.S.’17, M.A.’33, Ohio State 
Univ.; Supt. of Sch,, Bridgeport, Ohio, 
since 1937. 

Ross, Carraon, Ph,B.’05, Lafayette Col ; 
A,M.*16, Ph D’22, Univ, of Pa.; Supt. of 
Sch , Lansdowne, Pa., since 1941 
Ross, Cecil L,, A M’32, Columbia Umv.; 
Ph.D.*37, New York Univ.; Dir., Evening 
Div., Bloomfield Col., Bloomfield, N, J., 
since 1935. 

Ross, Meta M , Prin., Grayling Sch , Detroit. 
Mich., since 1930. 

Ross, Stanley Curtis, B.A.*16, Otterbein Col ; 
LL.D.’37, Franklin Col., Pres., Wayland 
Jr. Col. and Wayland Academy, Beaver 
Dam, Wis., since 1936. 

Ross, W. A , B.A.*23, North Texas State 
Tchrs. Col., ^ Denton, Texas, M.A.*38, 
Texas Christian Univ,; Supt. of Sch., 
Mineral Wells, Texas, since 1937. 

Ross, William R., B.S.’21, M.S.’24, Ph.D.*40, 
Colo, State Col.; Supt. of Sch, Trinidad, 
Colo., since 1933. 

Rossey^ Chris C., M.A/23, Tchrs. Col M Co¬ 
lumbia Univ.; Pres., State Tchrs. Col., 
Jersey City, N. J., since 1940. 

Rossi, Mrs. Helen D,, A.B.’24, Harris Tchrs, 
Col.; M.A.*28, Washington Univ.; Prin., 
Flynn Park Sch., University City, Mo., 
since 1922. 



List of Members 


511 


Rossing, J. Milton, B.A.'21, Johns Hopkins 
Univ.; M.S.*32, Univ. of Pa ; Supvg. 
Prin., Glen-Nor H. S., Glenolden, Pa., 
since 1930. 

Rossman, John G., A.B.’08, A.M.’11. Frank¬ 
lin and Marshall Col.; A.M *17, Tchrs 
Col., Columbia Univ.; Supt. o£ Sch., 
Warren, Pa., since 1934. 

Rothwcll, Angus B., B.E.*30, State Tchrs. 
Col, Superior, Wis.; M.A.’33, Columbia 
Univ ; Supt. of Sch., Superior, Wis., 
since 1941. 

Rothwell, Thomas L , A.B.’26, Olivet Col ; 
Supt. of Sch„ Battle Cieek, Mich., since 
1931. 

Roudebush, Earl D., A.B.’12, M.S.’27, Ind. 
Univ., Supt. of Sch., Winamac, Ind., 
since 1925. 

Roudebush, George E.. B S. in Ed.’18, Ohio 
State XJniv.; M.A/23, Tchrs. Col.. Co¬ 
lumbia Univ ; D.Ed ’40, Ohio Wesleyan 
Univ.; Supt. of Sch., Columbus, Ohio, 
since 1937 

Rounds, Charles R., Ph B ’09, Lebanon 
Univ.J B.S. in Ed.’13, Ohio Univ.; M.A. 
*18, Tchrs. Col M Columbia Univ. Address. 
2009 Terrace PI., Nashville, Tenn. 

Roush, Walden F., A,B.’35, Marshall Col ; 
Co. Supt. of Sch., Point Pleasant, W. Va., 
since 1937 

Rowe, Grace S , A.B.’31, San Jose State Col., 
Sau Jose, Calif , Supvg. Prin , Giant Sch., 
San Jose, Calif., since 1937. 

Rowland, Albert Lindsay, A.B *08, Temple 
Univ, M A 'll, Ph.D’14, Univ. of Pa.; 
Pres., State Tchrs. Col., Shippensburg, 
Pa,, since 1932 

Rowland, Sydney V., B.S ’14, Temple Univ.; 
M.A.’21, Univ. of Pa.; Supt. of Twp. Sch, 
Wayne, Pa., since 1920. 

Rowland, W. T., M.A., Henderson Col.; 
Ph.D,, George Peabody Col. for Tchrs.; 
Supt. of Sch., Lexington, Ky., since 1941. 
Roy, Percy A., A.B.’07, Immaculate Concep¬ 
tion Col.; A.M ’13, Ph D‘15, Woodstock 
Col ; Pres , Loyola Univ., New Orleans, 
La , since 1939. 

Royce, Asa. M., Ph.B.'04, Umv. of Wis ; 
Pres., State Tchrs. Col . Platteville, Wis., 
since 1916. 

Ruch, Giles Murrel, A B.'14, Univ. of Ore¬ 
gon; Ph.D.’22, Stanford Umv.; Chief, Re¬ 
search and Statistical Service, Vocational 
Div., U. S. Office of Educ., Washington, 
D C., since 1938 

Rucker, Drummond C., B.S. and A.B.’24, 
Central Mo. State Tchrs Col , Warrens- 
burg. Mo.; A.M’28. Ed D.’41, Univ. of 
Mo ; Dir. of Curriculum and Research, 
Pub. Sch , Spiingfield, Mo., since’ 1935. 
Rufi, John, B.S.’18, Kansas State Tchrs 
Col,, Emporia, Kansas, M.A. 19, Ph.D. 27. 
Tchrs. Col , Columbia Umv ; Prof, of 
Educ , Univ. of Mo , Columbia, Mo , since 
1928. 

Rugg, Earle U., A.B.*15, A.M.'17, Umv of 
III,; Ph.D/23, Columbia Umv ; Head, Div. 
of Educ , Colo. State Col. of Educ., Gree¬ 
ley, Colo., since 1923. 

Rugg, Harold 0„ B.S.'08, Dartmouth Col.; 
C,E,’Q9, Thayer Sch. of Eng.; Ph.D 15, 
Umv. of Ill.; Prof, of Educ., Telus. Col., 
Columbia Umv,, New York, N. Y., since 
1919. 

Rulkoetter, A. H„ M.A.’39, Univ. of Nebr., 
Pres., Union Col., Lincoln, Nebr., since 
1938. 


Rumpel, Harry E., Ph D.’23, Ripon Col.; 
Supt., Lincolntown Pub. Sch., Mahtomedi, 
Minn., since 1928, 

Runk, Jeshua Paul, B.S.’29, Univ, of Pitts¬ 
burgh; Supvg. Prin, of Sch , East McKees¬ 
port, Pa., since 1918. 

Rush, Charles A , Supt, of Sch., Barre, Mass. 

Rush, Thomas E., Supt. of Sch., Hanover, 
Mass 

Rushin, Andrew E„ A.B.*28, Susquehanna 
Univ.; M.A’34, New York Univ.; Supt, 
Newport Twp. Sch. Dist., Wanamie, Pa. 

Rushton, E W., A.B.‘2G, Wofford Col.; M.A. 
M0, Univ, of S. C., State H. S. Supvr, 
State Dept, of Educ., Columbia, S. C., 
since 1941. 

Rusley, O. A., B.A.’16, St. Olaf Col.; Supt. 
of Sch., Lake Mills, Iowa, since 1923. 

Russell, Earle S., B.S.’19, Tchrs. Col., Co¬ 
lumbia Umv.; Ed.M.’22, Harvard Univ.; 
Ph D.’34, Yale Univ.; Supt, of Sch , 
Windsor, Conn., since 1934. 

Russell, Edward J., A.B '17, Holy Cross 
Col.; M A.’27, Providence Col.; Supt. of 
Sch., Pittsfield, Mass,, since 1934. 

Russell, John Dale, A.B.’17, A.M.*24, Ph D. 
’31, Ind. Univ.; Prof. of. Educ., Univ. of 
Chicago, Chicago, Ill., since 1931. 

Russell, Melvin E., A.B.’17, Univ, of Fla.; 
Co Supt. of Pub. Instr., Key West, Fla., 
since 1925. 


Russell, R W„ B.A.’20, Wash, and Lee 
Univ.; M.A.’38, La. State Univ ; Supt. of 
Sch., Amite, La., since 1940. 

Russell, William F, A.B'10, Cornell Univ.; 
Ph.D.'14, Columbia Univ ! LL D. 28, 

George Washington Univ : LL D.'28, 

Univ. of Pittsburgh; LL.D.’29, Colby 
Col.; LL.D.’ZB, Columbia Univ., Ed.D.'3S, 
Colo. State Col of Educ., Greeley, Colo.; 
Paed.D.'39, Sofia; Dean. Tchrs. Col., Co¬ 
lumbia Univ., New York, N, Y., since 1927. 
Rutan, Olon, A.B.’31, West Liberty State 
Tchrs. Col, West Liberty, W. Va.; Co. 
Supt. of Sch., Wellsburg, W. Va„ since 
1927. 

Rutherford, Kenneth L„ A.B.'16, Hobart 
Col.; M.A '24, Tchrs. Col., Columbia 
Umv • Supvg. Prin. of Sch., Monticcllo, 
N. Y„ since 1928. 

Ryan, Belle M„ Asst. Supt. of Sch,. City 
Hall, Omaha, Nebr., since 1920. 

Ryan, Carl J., B A '16 Univ of Dayton; 
M A '24, Ph.D/27, Catholic Umv, of Amer¬ 
ica; Supt of Parochial Sch, Cincinnati, 
Ohio, since 1932, 

Ryan, W. Carson, Jr„ A.B.'07, Harvard 
Univ.; Pli.D.'18, George Washington 
Umv.; Head, Sch. of Educ., Untv. of 
N. C„ Chapel Hill, N. C., since 1940. 
Ryder, H. E.. B S '21, Ohio Northern Univ ; 
M.S.’23, M.A,'24, Ohio State Umv.; Co. 
Supt. of Sch., Toledo, Ohio. 

•Rvle Walter H.. B.S '19, Northeast Mo. 
Ey State Tchrs. Col., Kirksville Mo ; A M. 
’27 Ph.D '30, George Peabody Col. tor 
Tchrs ■ Pres., Northeast Mo, State Tchrs. 
Col.. Kirksville, Mo., since 1937. 


s 


sum Theodore, A.M.’03. State Umv, of 
Iowa; Supt. Of Sch., Western Springs, 
11., since 1938. 



S12 


Health in Schools 


Sabin, Charles E., Life Diploma ’26, N. Y 
State Col. for Tchrs , Albany, N Y,; Supt. 
of Sch , Watertown, N. Y., since 1933. 
Sabine, Harold F, Ph.B.’OQ, Hamilton Col.; 
Supt. of Sell., Southampton, N Y., since 

1919. 

Sadier, Edward T. N., Diploma ’05, State 
Normal Sch , Bridgewater, Mass ; B S. in. 
Ed ’31, Boston Univ.; Asst. Supt. of Sch., 
New Bedford, Mass., since 1929. 
Sadlowski, Vincent S, Pres, Bd of Educ , 
12044 Moran, Hamtramck, Mich., since 
1941. 

Saegert, Joe F., B.A 'OS, M.A.’14, Univ. of 
Texas; Supt of Sch., Segmn, Texas, since 

1920. 

Sahlstrom, John W., B.S.*22, Univ, of 

Minn ; M.A.’28, Ph.D.’34, Tchrs. Col., 
Columbia Univ.; Supt. of Sch., Elmira 
Hgts., N. Y , since 1933. 

St. John, Claude £, Diploma ’03, Kansas 
State Normal Col., Emporia, Kansas; 
Supt. of Sch., Arkansas City, Kansas, 
since 1918 

Salisbury, Robert Kenneth, B.A.*23. M.Sc.’33, 
Ohio State Univ.; Prin., Grecnhills Sch,, 
Greenhills, Cincinnati, Ohio, since 1938 
Salser, Alden, A.B.’16, Southwestern Col.; 
M.A.’24, Univ of Chicago; Pnn„ Central 
Intermediate Sch., Wichita, Kansas, since 
1928. 

Salter, W. Warren, B.S.’25, Univ. of Vt ; 
M.Ed.’40, Bates Col., Pnn., Arlington 
Memorial H. S., Arlington, Vt., since 1939. 
Saltzman, B. George, LL.B.’27, M A ’40, 
Univ. of Colo,; Supt. of Sch., Cortez, 
Colo., since 1936 

Salvador, Celedonio. Dir. of Educ., Bureau 
of Educ., Manila, P. I. 

Sampson, William C., Pli.B.'02, Sc D.’33. 
Dickinson Col.; Supt. of Sch., Upper 
Darby, Pa., since 1926. 

Samuelson, Agnes, M.A.'28, State Univ. of 
Iowa, Litt.D.’35, Augustana Col., Rock 
Island, Ill.; Ed D.’36, MacMurray Col.; 
Ed D.'36, Simpson Col.; L.H,D.'3G, Luther 
Col.; LL.D.'37, Tarkio Col.; Pres., Natl. 
Educ. Assn., 1935-36; Exec. Secy., Iowa 
State Tchrs. Assn., Des Moines, Iowa, 
since 1939, 

Sanborn, Kent L., A.B.’12, Clark Univ ; 
A M’30, Univ of Colo.; Supt. of Sch., 
Longmont, Colo., since 1934. 

Sanders. Joel L., Diploma '21, State Normal 
Sch., Troy, Ala ; Co. Supt. of Sch., Troy, 
Ala , since 1923. 

Sanders, Walter F . A B '09, A.M.’17, Univ. 
of Chicago; LL.D’37, Park Col., Dean, 
Park Col., Parkville, Mo , since 1920. 
Sandin, Andres, Supt of Sch., Vega Alta, 
P. R. 

Sanford, Charles Wilson, B.S ’29, M.S.*30, 
Ph.D '33, Univ. of Ill,; Prin., Univ. H. S. 
and Assoc Prof, of Educ , Col. of Educ., 
Univ. of Ill., Urbana, Ill., since 1932 
Sanford, Robert George, Co. Supt. of Sch., 
Somerville, N. J. 

Sangren, Paul V., A B.‘20, Mich. State Nor¬ 
mal Col , Ypsilanti, Mich ; A.M.’22. 

Ph.D.’26, Univ. of Mich ; Pres., Western 
Mich. Col. of Educ., Kalamazoo, Mich , 
since 1936. 

Sattgast, C. R., M.A.'26, Stanford Univ , 
Ph.D.’39, Columbia Univ.; Pies. State 
Tchrs. Col., Bemidji, Minn,, since 1938. 


Saul, Marie A., A,B.'26, Carnegie Inst of 
Tech., M.A.’32, Univ. of Pittsburgh; Prin, 
Greenfield and Logan Elem. Schs,, Pitts¬ 
burgh, Pa., since 1937. 

Saunders, Charles Perry, Ph.B.’26, A M.’37, 
Univ of ChicagoPnn., Mozart Sch, 
1400 Lake Shore Drive, Chicago, Ill., since 
1935. 

Saunders, Joseph H., A,B.’l7, Col, of Wil¬ 
liam and Mary; A.M ’24, Univ. of Chi¬ 
cago; LL D.’33, Central Univ.; Pd D’41, 
Col. of William and Mary; Supt. of Sch , 
Newport News, Va., since 1921, 

Saundle, J. S., A.B ’29, W. Va State Col ; 
Asst. Co Supt. of Sch , Bluefield, W. Va., 
since 1934. 

Saur, Charles C , Supt., Godwin Hgts. Schs., 
Grand Rapids, Mich 

Sauvain, Walter Howard, A B '24, Univ. of 
N. Dak.; A M ’25, Ph.D.’34, Columbia 
Univ.; Asst. Prof, of Educ., Bucknell 
Univ., Lewisburg, Pa , since 1936 

Savoy, A. Kiger, A B. in Ed *29, Howard 
Univ.; A.M. *34, Columbia Univ.; Asst 
Supt. of Sch , Franklin Admin. Bldg, 
Washington, D. C , since 1930. 

Sawyer, Edmund Read, B.S.*12, Dartmouth 
Col.; Ed.M.’34, Boston Univ.; Union 
Supt. of Sch., East Longmeadow, Mass , 
since 1941. 

Saxon, J. Harold, A B/14, Emory Univ.; 

M. A.’32, Mercer Univ.; Special Con¬ 
sultant, NYA for Ga , Court House, 
Athens, Ga., since 1941. 

Saxvik, H. O , B.A.’05, Luther Col.; Supt. 
of Sch., Bismarck, N Dak., since 1922. 

Sayles, John M, A.B.’00, Colgate Univ.; 
Pd.B ’02, State Col for Tchrs., Albany, 

N. Y.; Ed.D.*37, Colgate Univ.; Acting 
Pres., N. Y State Col. for Tchrs., Albany, 
N. Y. f since 1939. 

Saylor, Charles F., Diploma ‘21, State Tchrs. 
Col., California, Pa ; B.A.‘27, M.A ‘31. 

Univ. of Pittsburgh; Supvg. Pnn, of Sch., 
Meyersdale, Pa., since 1932. 

Scales, W. P , Co. Supt. of Sch , Franklm, 
Tenn. 

Scanlan, John W., Asst Prof, of Educ., 
Loyola Univ., Chicago, Ill. 

Scanlon, Edward J , A.B '15, Holy Cross 
Col., Worcester, Mass.; Ed.M.’33, Boston 
Univ.; Pres., State Tchrs. Cal , Westfield, 
Mass., since 1938. 

Scarborough, Homer C., A.B.’20, William 
Jewell Col.; A.M.’32, State Univ. of Iowa; 
Supt. of Sch , Great Bend, Kansas, since 
1932 

Scarborough, William Acree, A.B.*19, Ran- 
dolph-Macon Col.; M.A.*21, Univ. of Pa.; 
Co. Supt. of Sch , Dinwiddle, Va., since 
1923 

Scates, Douglas E„ A.B.’22, Whitworth Col , 
Ph.D *26, Univ. of Chicago; Assoc. Prof, 
of Educ., Duke Univ., Durham, N. C., 
since 1939. 

Schad, Bernard T., B S.’16, Univ, of Day- 
ton; M S‘20, Univ. of Fribourg, Switzer¬ 
land; M.S.E.*27, Ph D ’35, Univ. of Mich , 
Insp, of Sch., Mount St. John, Dayton, 
Ohio, since 1938. 

Schafer, J. J., A.B.’20. M.A.’24, Univ of 
Mich.; Supt. of Sch., Midland, Mich , since 
1919. 



List of Members 


513 


Schafer, Jacob W. ( Diploma ’24, State Tchrs 
Col., Kutztown, Pa.; Ph B ’33, Muhlen¬ 
berg Col.; M A’35, New York Univ.; 
Supvg Prin. of Twp Sch., Brockton, Pa , 
Since 1936. 

Schafer, Russell E„ B S/22, Ohio Northern 
TJuiv.I M A.’32, Columbia Univ.; Supt. of 
Sch, Steubenville, Ohio, since 1939. 

Scharer, Norman B , Prin,, H. S., Alhambra, 
Calif. 

Scheer, Raymond A., B S/13, M.S/14, Lin¬ 
coln Col.; A.M.*25, Univ of Wis Address 
E. Alton-Wood River Community H. S , 
Wood River, III. 

Schell, M. M., A B/21, Cornell Col., 
M.A.’32, State Univ. of Iowa; Supt. of 
Sch., Clinton, Iowa, since 1937 

Scherer, Francis R., M.S.E/22, Univ. of 
Mich.; Supt. of Sch. Bldgs , Bd. of Educ » 
Rochester, N. Y., since 1933 

Schickler, Clyde K, B.S/27, Mich State 
Col.; M A."39, Wayne Univ., Supt of 
Sch., Almont, Mich., since 1930 

Schiebel, Walter J. E, B.S. in M.E/16, 
M A.’32, Univ of Rochester, Prin., Dallas 
Tech. H. S., Dallas, Texas, since 1932 

Schiedel, John J., Secy,, Bd. of Sch. Direc¬ 
tors, 7441 Miller Ave., Upper Darby, Pa., 
since 1933. 


Schmnerer, Mark C., A.M/23, Tchrs. Col., 
Columbia Univ.; Asst. Supt. of Sch., 
Cleveland, Ohio, since 1938, 

Schlagle, F, L., B S/16, State Tchrs. Col , 
Emporia, Kansas; M.A/23, Tchrs. Col.. 
Columbia Univ., Supt. of Sch., Library 
Bldg., Kansas City, Kansas, since 1932 
Schlegel, Albert G. W.. A B ’20, Moravian 
Col.; A M.’27, Ed.D/35, Pa. State Col., 
Supvg. Prin. of Sch., Red Lion, Pa , since 
1927. 

Schlockow, Oswald, Ph.D/05, New York 
Univ.; Asst. Supt. of Sch,, 141 E. 21st 
St , Brooklyn, N. Y., since 1927. 
Schlosser, Ralph Wiest, A.B/11, Ursirius 
Col.; A.M/22, Columbia Univ,; Litt.D. 32, 
Ursinus Col, Address: 346 Orange St, 
Elizabethtown, Pa. 

Schmidt, A. W., A.B.*19, Cornell CoL. Mt. 
Vernon, Iowa, M A '26, Ph.D. 32, Tchrs. 
Col., Columbia Univ; Asst, in Educ. 
Finance, State Educ. Dept., Albany, 
N. Y., since 1928. 

Schmidt, Caroline, Co. Supt. of Sch., 
Albuquerque, N. Mex., since 1941. 

Schmidt, Frederick K, B.S.A,'21, Purdue 
Univ.; M.A.'27, State Umv. of Iowa, 

Supt. of Sch., Eldora, Iowa, since 1933 
Schmidt, H. W„ A.B.'08, Univ, of Minn ; 
Supvr. of Sch. Bldg. Serv., State Dept, 
of Pub. Instr., 2117 Rowley Ave, Madi¬ 
son, Wis., since 1919. 

Schmitt, Irvin H., B.A.’16, Coe Col ; 

M A.’37, State Univ. of Iowa; Supt ot 
Sch., Davenport, Iowa, since 1936 

Schnebly, William Buford B A.'3| U?'v.of 
Wash Address: Court House, St. Helens. 
Oregon, 

Schneible, E. Raymond, B S.’17, N. Y, State 
Col. for Tchrs., Albany, N Y.; M.A. 37, 
New York Univ.; Supvg, Prin. of Sch., 
Sag Harbor, L. I., N. Y., since 1935. 
Schniepp, Albert E„ B.A '24. Central Wes- 
leyan Col.; M A. 30, Univ. of Mo., Prin.. 
Community H. S.. Chenoa, Ill., since 1937. 


Schoenhals, Glenn, Life Cert. ’24, A.B '28, 
Mich. State Normal Cnl.. Ypsilanti. Mich., 
M,A.'35, Univ. of Mich., Supt, of Sch, 
Roseville, Mich., since 1937. 

Schomaker, Frank P M B.Sc/27, Grove City 
Col.; Supvg. Prin. of Twp. Sch, East 
McKeesport, Pa , since 1939. 

Schook, Stanley L., Secy., Bd. of Educ , 
14619 Nine Mile Rd., East Detroit, Mich. 

Schrader, Bernice, Dir. of Adult Educ, Bd. 
of Educ., Fairfield, Conn. 

Schreiber, Paul D, B.S'12, Bucknell Univ.; 
Supt. of Sch., Port Washington, N. Y,, 
since 1920 


Schroeder, Elroy H., B.S. in Ed/26, M S. 
in Ed '35, Univ, of N. Dak , Supt. of 
Sch., Grand Forks, N. Dak., since 1933. 
Schroedermeicr, Alvin G , B.A/18, North 
Central Col.; M.A/35, Univ, of Kansas, 
Supt, of Sch., Dodge City, Kansas, siiu.e 
1935. 

Schubert, H. Arthur, B.A/15, Colgate Univ.; 

M A/27, Tchrs. Col , Columbia Univ ; 
Supt. of Sch., Lynbrook, N. Y., since 1938. 
Schultz, Frederick, Ph.B/22, Univ. of Chi¬ 
cago; AM/24, Columbia Univ.; Supvg. 
Prin. of Sch., 346 N. Park Ave , Buffalo, 

N, Y., since 1929. 

Schultz, Joseph L., A.B/24, George Wash. 
Univ.; M.B/28, Ph.D ’38, Univ. of Pa . 
Supvg. Prin, of Sch., Hightstown, N J , 
since 1939. 

Schultz, Joseph P., Member, Bd of Educ., 
2301 Neibel Ave., Hamtramck, Mich. 
since 1936. 

Schultz, Louis J., M.A.'31, State Univ. of 
Iowa; Supt. of Sch., Central H. S., Cape 
Girardeau, Mo , since 1935. 

Schumann, Walter A, Ph.B.’33, Univ. of 
Chicago; Supvg. Prin. of Sch, Sltnger, 
Wis., since 1928. 

Schwartz, Benjamin F , A.B/19, Grinnell 
Col • S T.B.’22, Boston Univ ; D/D. 31, 
Iowa Wesleyan Col.; Chancellor, Nebr. 
Wesleyan Univ., Lincoln, Nebr., since 
1938. 

Schwegler, Raymond A., A.B.’99, Brown 

Univ.; AM/07, Ottawa Univ.; Ph.D. 29. 
Tchrs. Col, Columbia Univ.; Dean, bch 
of Educ. and Dir, of Summer Session, 
Univ. of Kansas, Lawrence, Kansas, since 
1923. 

Schwetckhard, Philip, B S. in Ed.’17, Univ. 
of Chicago; Prin., Amherst Central rl. b., 
Snyder, N. Y., since 1930. 

Irhwierine Oscar C., A.B/09, Iowa Wes¬ 
leyan Col.; M.A U6. Univ of Wyo.; 
Ph.D/32, New York Univ.; Dean, Col of 
Educ., Univ. of Wyo, Laramie, Wyo, 
since 1939, 

Scofield, Belle C., Diploma ‘ 13 > * ratt D ^ 5t ..: 
B.Ph.’21, Univ. of Chicago; Asst. Dir. in 
fharge of Art Educ., Pub. Sch., Indian¬ 
apolis, Ind., since 1921. 
c^r.bt rwil Winfield. A.B in Ed/27, A.M, 
S Tn Ed F 23 , Univ of s. C.; Ph.D.'34 Colum¬ 
bia Univ.; Prof, of Sch.,Admin.. Univ. ot 
Nebr., Lincoln, Nebr. since 1940. 

Scott, Charles E., Pres., State Tchrs. Col., 
Dickinson, N. Dak. 

Scott, Ermo Houston, A.B. 31, M.A. 36. 
Univ of Maine; Prin.. State Normal Sch., 
Castieton, Vt„ since 1940. 

Scott George L„ A.B/25, Dartmouth Col,; 
M A '34 Boston Univ., Asst. Prof, of 
Educ., Dartmouth Col., Hanover, N. H . 
since 1940. 



S14 


Health in Schools 


Scott, Julius E., A.B.’26, Ark, State Tchrs. 
Col., M. A/29, Tchrs. Col., Columbia 
Univ.; Supt. of Sch. t Peekskill, N Y., 
since 1935. 

Scott, Walter E„ B.Sc/16, Fort Hays Nor¬ 
mal Sch., Hays, Kansas; A.M/32, Univ. 
of Nebr,; Supt. of Sch., Fairbury, Nebr, 
since 1926. 

Scott. Willis H. f 623 S. Wabash Ave., Chi¬ 
cago, Ill. 

Scott, Zenos E., B.S/10, Evansville Col.; 
AM/13, Tchrs. Col., Columbia Univ., 
D.Pd/22, Evansville Col.; Supt. of Sch., 
Louisville, Ky., since 1937. 

Seabrook, J. W., A.B/09, Biddle Univ.; A M. 
’30, Columbia Univ.; Pres, Stale Tchrs. 
Col., Fayetteville, N. C., since 1933. 

Seamans, Herbert L., A.B ’13, Fairmount 
Col; M.A’26, Yale Univ-; New England 
Regional Dir., Natl. Conference of Chris¬ 
tians and Jews, 185 Church St., New 
Haven, Conn., since 1941. 

Sears, Jesse Brundage, A.B.’09, Stanford 
Univ ; Ph.D/20, Tchrs. Col., Columbia 
Univ,; Prof, of Educ., Stanford Univ., 
Stanford University, Calif., since 1911. 

Seaton, Don Cash, B.S.’25, M S.'36, Univ. 
of Ill.; State Dir. of Physical Educ., Cen¬ 
tennial Bldg., Springfield, III., since 1937. 

Seavey, Josephine, Prin , Golden Gate Sch,, 
San Francisco, Calif 

Seay, Maurice F., A.B.’24, A.M.'26, Tran¬ 
sylvania Col.; Dir., Bureau of Sch. Scrv. 
and Head, Dept, of Sch Admin., Col. of 
Educ., Univ. of Ky., Lexington, Ky., since 
1937, 

See, Otis, A., M.A/22, Tchrs. Col., Columbia 
Univ.; Supt of Sch., Jennings, Mo., since 
; 1925. 

Seidel, Charles Franklin, Diploma '08, State 
Tchrs. Col., Kutztown, Pa ; A.B ’14, Muh- 
r lenberg Col ; A.M.’17, Univ. of Pa.; Asst. 
Supt. of Sch., Allentown, Pa. f since 1938. 

Seidel, John J. t Asst. Stale Supt. in Voc. 
Educ., Lexington Bldg., Baltimore, Md. t 
since 1940 

Self, Lester D., B.S.’26, Sam Houston State 
Tchrs. Col., Huntsville, Texas; M.A ’36, 
Univ of Texas; Supt. of Sch., Silsbee, 
Texas, since 1926. 

Selke, George A., B.A.’16, Univ. of Minn.; 
M.A.'26, Columbia Univ.; Pres., State 
Tchrs, Col., St. Cloud, Minn., since 1927. 

Selleck, Eugene R. s Diploma ’14, State Nor¬ 
mal Sch., Platteville, Wis.; Ph.B.’29, Univ. 
of Wis., Ph.M.’32, Northwestern Univ.; 
Supt of Sch., Des Plaines, Ill, since 1929. 

Sellers, J. M., A.B.’22, Ind. State Tchrs. 
Col,, Terre Haute, Ind.; A.M.’26, Ind, 
Univ.; Ph.D.'37, Univ. of Chicago; Supt. 
of Sch., Walkerton, Ind. 

Sellers, Mary, Prin., James Stephen Hogg 
Sch, Dallas, Texas. 

Sellig, George A., Ph.B/32, Providence 

Col.; M.A.’37, Tchrs. Col, Columbia 
Umv.; Supt. of Sch., Webster, Mass, 
since 1941. 

Selman, C. M., M. A/33, George Peabody 
Col. for Tchrs.; Supt. of Sch., Brenham, 
Texas, since 1937, 

Selover, Jesse, Supvg. Prin. of Sch., Sayre- 
ville, N. J,, since 1901 

Senour, Alfred C., M.A ’27, Univ, of Chi¬ 
cago; Asst. Supt. of Sch., East Chicago, 
Ind., since 1922. 


Severn, William E. f B.S/22, Allegheny Col ■ 
M.A.’35, Columbia Univ ; Supt of Sch.’ 
Corning, N. Y., since 1929. 

Sexson, John A., B.A/12, Colo. State Tchrs. 
Col., Greeley, Colo.; M.A/19, Univ. of 
Denver; D.Ed/34, Colo. State Tchrs. Col. 
Greeley, Colo.; D.Ed/38, Univ. of South¬ 
ern Calif., Pres., American Assn, of Sch. 
Admin., 1938-39; Supt. of Sch, 320 e! 
Walnut St., Pasadena, Calif., since 1928. 
Sexton, J. W., A.B/02, Albion Col.; M.A/12 
Univ. of Mich.; LL.D/35, Albion Col ; 
Supt. of Sell., Lansing, Mich., since 1916 
Seymour, Howard Carleton, Ed.M/31, Ed.D 
’40, Grad. Sch. of Educ., Haivard Univ.; 
Dir. of Educ. and Voc. Guidance, Pub. 
Sch , 13 S. Fitzhugh St., Rochester, N Y , 
since 1940. 

Shade, W. E., B.A. and B.S. in Ed/16, 
M.A/34, Ohio State Univ.; Supt of Sch , 
West Carrollton, Ohio, since 1931. 

Shafer, B. F., M.A/23, Univ. of Chicago; 

Supt. of Sch., Freeport, Ill,, since 1929. 
Shaffer, Roy Lee, Ph.B/09, Dickinson Col ; 
A.M T7, Columbia Univ.; Ph.D/33, New 
York Univ.; Pres , N. J. State Tchrs, Col,, 
Newark, N. J., since 1940. 

Shallenberger, F. C., Prin., El Cerrito Tr.- 
Sr. H. S M Richmond, Calif. 

Shambaugh, J. B., B.S/19, Franklin and 
Marshall Col.; Supvg. Prin. of Twp, Sch., 
Succasunna, N. J., since 1928. 

Shangle, C. Paine, B.A/10, Univ. of Oregon; 

M. A/11, Univ. of Wis.; Supt. of Sch., 
Bellingham, Wash., since 1933. 

Shank, Spencer, A.B/21, Otterbein Col.; 
A.M/24, Columbia Univ ; Ph.D/29, Umv. 
of Cincinnati; Dtr. of Personnel Services, 
Pub. Sch., 216 E. Ninth. St., Cincinnati, 
Ohio, since 1940. 

Shank, Theodore, A.B.*05, A.M/07, Roanoke 
Col.; A.M/26, Columbia Univ; Dir., Jr. 
Red Cross, 1709 Washington Ave., St. 
Louis, Mo , since 1927. 

Shankland, Sherwood D.. A.B/94, < Western 
Reserve Univ,; A.M/18, Columbia Univ.; 
Exec. Secy,, American Assn, of Sch. 
Admin., formerly Dept, of Superintend¬ 
ence, Natl. Educ. Assn , 1201 16th St, 

N. W., Washington, D. C., since 1922, 
Shanks, Carl H., A.B/27, Cedarville Col., 

M,A/38, Miami Univ.; Co. Supt. of Sch, 
Wilmington, Ohio, since 1932. 

Shanley, Dorothy M. M., Secy., Conn. Tchrs. 
Retirement Bd„ State Office Bldg., Hart¬ 
ford, Conn , since 1924. 

Shannon, Marguerite, A B/28, San Jose 
State Col.; Prin., Herbert Hoover Jr. 
H. S„ San Jose, Calif., since 1939. 
Sharman, Jackson Roger, B.S/17, Univ. of 
Miss.; M.A/24, Ph.D/30, Columbia Univ.; 
Head, Dept, of Physical and Health Educ , 
Univ. of Ala,, University, Ala., since 1937. 
Shattuck, George E, Ph.B/22, Brown Univ.; 
M.A/33, New York Univ.; Prin,, The 
Norwich Free Academy, Norwich, Conn., 
since 1940 

Shattuck, Marquis E., A.B’12, Albion Col,, 
M.Ed/29, Harvard Umv ; Dir. of Lan¬ 
guage Educ., Pub Sch., 467 W Hancock, 
Detroit, Mich., since 1930. 

Shaw, E. D., Parish Supt. of Sch , Bastrop, 
La. 

Shaw, Edwin Adams, B.S/98, Tufts Col., 
A.M/16, Ph.D.18, Harvard Univ.; Head, 
Dept, of Educ., Tufts Col., Tufts College, 
Mass., since 1927. 



List of Mlmbfrs 


515 


Shaw, John, A B.’14, Transylvania Col.; 
A.M ’25, Columbia Univ , Supt. of Sch., 
Maysville, Ky., since 1929 
Shaw, Lloyd, A.B/13, LL D.’28 f Colo, Col., 
Ed.D *37, Univ. of Colo.; Dist. Supt. of 
Sch., Cheyenne Mountain Sch., Colorado 
Springs, Colo , since 1916, 

Shaw, William Henry. M Ed '33, B A.*28, 
Duke Univ., Supt of Sch., Sumter, S C, 
since 1938. 

Shea, James T., B.A/15, M.A.*24, Univ. of 
Detroit; Dir of Curriculum and Research, 
Bd. of Educ., San Antonio, Texas, since 
1922 

Shearer, Fred W.. B.A/03, Amherst Col ; 
Supt. of Sch., Middletown, Conn., since 
1931. 

Shedd, Jesse E, B.A.’IS, Iowa State Tchrs 
Col., Cedar Falls, Iowa; M.A.'34, State 
Univ. of Iowa; Supt. of Sch., Scottsbluff, 
Nebr , since 1939. 

Sheek, Ralph W., AB/17, Franklin Col , 
A.B.’21, Ind. State Tchrs. Col., Terre 
Haute, Ind.. M.A/29, Columbia Univ., 
Supt. of Sch., Franklin, Ind., since 1933. 
Shcffer, William E,, A.B *12, Allegheny Col , 

A M ’28, Ph.D.*34, Columbia Univ.; Supt. 
of Sch„ Manhattan, Kansas, since 1926. 
Shelburne, C. C., B.S/27, M S.*34, Univ. of 
Va.; Div Supt. of Sch , Christiansburg, 
Va . since 1929 

Shelburne. L. F., M.A/14, Univ of Va ; 
Supt. of Sch , Staunton, Va., since 1925 

Sheldon, Donald R., B.S.*27, Kansas State 
Tchrs. Col.; M.A.*31, Stanford Univ ; 
Supt. of Sch , Prescott. Anz., since 1935 
Shelton, Frank M., B S/99, Mt. Union Col.; 
M.A/ll. Columbia Univ.; Supvr of H. S., 
State Dept, of Educ , Columbus, Ohio, 
since 1936. 

Shelton, Nollie W . B S/31. Col of William 
and Mary; M.A/37, Univ, of N. C.; Co. 
Supt. of Sch., Swan Quarter, N C, since 
1941 

Shepherd, Homer Paul, B.S/05, Baker Univ.; 
M.A/31, Univ. of Tenn.; Supvg. Prin of 
Sch , Lyndhurst. N J , since 1932 
Shepherd, Rulon T.. M.S/34, Univ. of South¬ 
ern Calif , Supt of Sch., Mesa, Ariz , since 
1937 

Shepherd, Warren P. M.S ’36. Univ. of Ill., 
Supt of Sch., Taylorville, Ill., since 1938 

Sherman, Warren A, A.B‘11, A.M, ’16, 
Brown Univ ; Supt of Sch., Warwick. 
R. I„ since 1930. Address: Apponaug, R. I 
Shetter, Floyd A., B S.’30, Bradley Poly¬ 
tech Inst.; M A/37, State Univ. of Iowa, 
Co. Supt. of Sch , Rock Island. Ill., since 
1935. 

Shibley, Arleigh P., B.Ped.’ll, Northeast 
Mo. State Tchrs. Col, Kirksville, Mo., 
B.S’28, Univ of Southern Calif.; Supt. 
and DiSt. Prin , Mt. Empire Union H. S„ 
Pine Valley. Calif, since 1937. 

Shields, Richard A., Supt. of Sch., Lewes, 
Del. 

Shilling, John, Ph B ’08. A M.’IO, Dickinson 
Col., A-M.’25, Columbia Univ.; D.Sc. in 
Ed.’33, Dickinson Col.; Asst. State Supt 
in charge of Secondary Sch., State Dept 
of Pub. Instr., Dover, Del, since 1919. 

Shimrnin. Irvin A , B S *28. Univ. of Calif . 
Dist Supt, and Prin, Le Grand Union 
H. S., Le Grand. Calif., since 1940 


Shmeman, Howard G , A.B/27, Cornell 

Univ.; Supvg. Prin. of Sch , Central Sch , 
Clinton, N. Y , since 1929. 

Shirley. William F., B.A '07, Wabash Col . 
M A’21. Columbia Unsv.; Supt of Sch, 
Marshalltown, Iowa, since 1920 
Sliolty, Coral Maude, M.A/34, Univ. of 
Wyo.; Dir of Placement and Elcin. Educ , 
Pub. Sch., 501 B St , Rock Springs, Wyo.. 
since 1937 


Shores, Roscoe V., A.B.'10, Central Col * 
A M.’25, Univ. of Wis ; Asst Supt. of 
Sch., Library Bldg, Kansas City, Mo , 
since 1930. 

Shotwell, Fred C, Ph.B/16. Lafayette Col ; 
A M/21, Tchrs. Co!., Columbia Univ . 
Supvg Prin. of Sch , Franklin, N. J., since 
1923 


Shotwell, Harry White, B.A.*21, Syracuse 
Univ., A.M/27, Columbia Univ; Dir of 
Sec. Guidance, Pub Sch , Union City, 

N J , since 193B. 

Shows, S. M., A.B.’26, La. State Normal 
Col., Natchitoches, La.; Parish Supt of 
Sch., Mansfield, La., since 1926. 

Shrode, Carl, A B/16, Swarthmore Col ; 
M.A ’22, Univ. of Pa , Prin.. Central 
H. S., Evansville. Ind., since 1927. 

Shryock, Clara M., B A ’31. M Ed *35, Pa. 
State Col.; Asst. Co. Supt. oi Sch., Wil- 
more. Pa., since iy24. 

Shuck, Albert C. A.B/U, A.M’12, Dickin¬ 
son Col.: Co. Supt. of Sch, Salem, N J , 
since 1931. 

Shuler. Gardner. Dir of Instr. Music, Sr. 

H S., Hamtramck, Mich. 

Shulkey, Bruce C . B.A/16, Baylor Univ ; 
M A/31, Texas Technological Col.; Asst 
Supt. of Sch.. Fort Worth, Texas, since 
1935. 

Shunck, William A., A.B/31. Mich. State 
Normal Col.; A M.’35. Univ of Mich.. 
Supt. of Sch.. Bloomfield Hills, Mich , 
since 1933. 

Shuter, L. D., A.B/23. Ohio Wesleyan 

Univ.; M A,‘41, Ohio State Univ.; Asst. 
Secy, State Tchrs. Retirement System. 
85 E. Gay St., Columbus. Ohio, since 1941 
Shy, Albert G., B.S/30, Wilmington Col ; 

Supt of Sch., Beaver, Ohio, since 1934 
Sias, Azariah Boody. Ph B/03, M A *22, 
Univ. of Rochester; Ph.D.’26, Stanford 
Univ,; Prof of Sch. Admin, and Dir of 
Tchr. Tr , Ohio Univ., Athens, Ohio, since 
1931, 

Sickles, Frederick James, A.B ‘08, Syracuse 
Univ. A.M/18, Tchrs. Col. Columbia 
Univ.; Supt- of Sch. New Brunswick, 
N. j , since 1923 

Sieber. Harry C., Prin . Sr. H. S , Red Bank, 
N. J. 

Sienert, Albert F., B S.’13. Tchrs. Col., Co¬ 
lumbia Univ.; A.M.‘24. Univ. of Chicago* 
Head Dept of Educ , Bradley Polytech 
Inst.,' since 1913: Dir, Placement Bureau. 
Bradley Polytech. Inst., Peoria, III., since 
1934. 

Sifert, E. R, A.B/13, Des Moines Umv , 
M.A,‘26, State Univ, of Iowa; Supt., Pro¬ 
viso Twp. H S., Maywood. III., since 




Sifford, James 
marie, N C 
Silver, Ernest 
mouth Col.; 
Plymouth, N 


P., Co. Supt of Sch,, 

L . B.L/99, Pd D/24, 
Pres., Plymouth Tchrs. 
. H., since 1911. 


Albe- 

Dart- 

Col., 



516 


Health in Schools 


Silverwood, Olney J., A B.’OO, Ohio Wes¬ 
leyan Col. j Supt. of Sch., Ellsworth, Kan- 
sas, since 1909. 

Silvey, Paul, Tchr., Portola Jr. H. S., San 
Francisco, Calif. 

Simar, Harold Q , B.A.’17, Upper Iowa 
Univ.; M.A/39, Univ. of Southern Calif.; 
Dist. Supt. of Sch., Inglewood, Calif, 
since 1939. 

Simlcy, Irvin T f| A.B/11, Luther Col.; 
M.A.’27, Tchrs, Col , Columbia Univ ; 
Supt. of Sch., South St. Paul, Minn , since 
1926. 

Simmers, Charles L., A.M,*23, Tchrs. Col, 
Columbia Univ,; Dir. of Tchr. Educ., 
State Tchrs. Col., Winona, Minn., since 
1923, 

Simmons, Ira Fred, A B/14, Howard Col.; 

M, A.’24, Ph.D.'34, George Peabody Col. 
for Tchrs.; Prof, of Educ. and Dir., Tchr. 
Tr., Miss. Col., Clinton, Miss., since 1940. 

Simmons, Vernon, B.A.*32, Univ. of Buffalo; 
Supvg. Prin,, Eden Central Sch, Eden, 

N. Y„ since 1940. 

Simon, H B., B.S/11, A.M.*26, Columbia 
Univ.; Supt. of Sch., Geneva, Nebr, since 
1932. 

Simplicia, Sister M , A.B.’23, Loyola Univ ; 
M.A.’27, Univ. of Mo ; Pres., Col. of St 
Teresa, Kansas City, Mo., since 1939. 
Simpson, Alfred Dexter, AB’13, Syracuse 
IJniv.; M.A.'23, Yale Univ,, Ph.D.’27, 
Columbia Univ ; Prof, of Educ., Grad. 
Sch. of Educ., Harvard Univ., Cambridge, 
Mass , since 1940. 

Simpson, Arthur, Ph.B.’30, Ph M.’34, Univ. 
of Wis.; Supt. of Sch., Juneau, Wia., since 
1935. 

Simpson, I. Jewell, A.B.’99, Western Md 
Col.; A.M.’24, Columbia Univ.; Ed.D.’37, 
Western Md. Col,; Asst. State Supt. of 
Sell., Baltimore, Md., since 1925 
Simpson, John Childs, A.M ’ll, Randolph- 
Macon Col.; Pres., Stratford Col., Dan¬ 
ville, Va., since 1925 

Simpson, Marion R M A.B.*14, Ohio Wes¬ 
leyan Univ,; M A.’38, Ohio State Univ ; 
Supt. of Sch, Wapakoneta, Ohio, since 
1939. 

Simpson, Roy E., M.A.*31, Claremont Col¬ 
leges, Supt. of Sch., South Pasadena, 
Calif , since 1940 

Sinclair, J. H,, Prof, of Educ., Occidental 
Col , Los Angeles, Calif. 

Sinclair, John A., A,B.*04, Bates Col ; Union 
Supt. of Sch , Warner, N H., since 1925. 
Singer, Mrs. Mary J., M.A.'32, Tchrs. Col , 
Columbia Univ.; Prin , Park. Sch., Wichita, 
Kansas, since 1929, 

Singleton, Gordon G, B.S.'19, Univ. of Ga., 
M.A.’24, Ph D.’25, Tchrs Col., Columbia 
Univ,; Pres., Mary Hardin-Baylor Col., 
Belton, Texas, since 1937. 

Sipc, Elmer E„ Diploma ’12 and *14, State 
Tchrs. Col., Kutztown, Pa.; Co Supt. of 
Sch., Burnham, Pa , since 1930 
Sisk, Horace, A.B.*13, Univ. of N, C ; A.M 
’25, Columbia Univ.; Supt. of Sch., Fay¬ 
etteville, N. C., since 1931. 

Siviter, Arthur B, Ph B’98, Yale Univ,; 
Ped.D.MO, Duquesne Univ.; Prin., Fifth 
Avenue H. S., 6427 Kentucky Ave., Pitts¬ 
burgh, Pa., since 1928. 

Skean, Albert H., B.S.’14, Muhlenberg Col ; 
Mgr., The Convention Bureau, Atlantic 
City, N, J , since 1924 


Skeie, Elmer, Supt. of Sch , Hardin, Mont 
Skidmore, Charles H , M.A.’Ol, Brigham 
Young Col.; State Supt. of Pub. Instr, 
Salt Lake City, Utah, since 1933. 

Skiles, James Roy, A.B ’13, Univ. of Ill 
Dist. Supt of Sch., 1323 Hinman Ave., 
Evanston, Ill., since 1925 
Skinner, John J,, M A.’06, Upper Iowa 
Univ.; Sc B’25, Univ. of Minn., Supt. of 
Sch., Fairmont, Minn , since 1934. 

Slade, A. A, A.B.’ll, State Univ. of Iowa, 
Supt of Sch., Laramie, Wyo., since 1927. 
Slade, William, Jr , B S.’37, Middlebury 
Col.; M.A '20, Tchrs Col., Columbia Univ,; 
Supt of Sch , Glendale, Ohio, since 1933. 
Slager, Fred C., B.Sc. in Ed.’20, Ohio North¬ 
ern Univ. ; M.A.’22, Ph D,’36, Ohio State 
Univ., Prin. t> Indianola Jr H. S,, Colum¬ 
bus, Ohio, since 1933. 

Slater, Paul R., A.B.’25, Geneva Col.; M.Ed. 
’39, Univ. of Pittsburgh; Supt. of Sch., 
Cortland, Ohio, since 1937. 

Slayton, William H , A B.’04, Dartmouth 
Col ; Ed M.’33. Harvard Univ.; Supt. of 
Sch., Waltham, Mass., since 1925. 

Slette, O. H., B A.’20, St. Olaf Col.; M.A. 
'37. Univ. of Minn., Supt. of Sch., Crosby, 
Minn., since 1939, 

Sloan, W. A , B.S.’37, Abilene Christian 
Col.; Supt. of Sch , Blooming Grove, 
Texas, since 1940. 

Slobetz, F. B , B.S in Ed.‘31, Kansas State 
Tchrs. Col., Pittsburg, Kansas; A.M.’38, 
Univ. of Mo.; Supt of Sch, Jasper, Mo., 
since 1935. 

Slonecker, Lyle Nelson, B.S *24, M.S ’33, 
Colo. State Col ; Supt of Sch., Leadville, 
Colo., since 1937. 

Slutz, Frank D., A.B.’04, A.M '06, Mt. Union 
Col.; A.M.’ll. Harvard Univ.; Litt.D.'15, 
Univ of Denver; L H.D *28, Mt. Union 
Col. Address: 16 Lexington Ave., Dayton, 
Ohio 

Smaage, Leon, B,A.’30, Buena Vista Col.; 
M.A. in Ed.’36, Northwestern Univ.; Dist. 
Supt, of Sch , Brookfield, Ill , since 1940. 
Small, Lowell A., Supt. of Sch., Sterling, 
Kansas. 

Smart, Clifford H., Supt of Sch., Auburn 
Hgts , Mich. 

Smith, A Haven, A B.’04, Dickinson Col.; 
Supt. of Sch., Orange, Calif., since 1928. 

Smith, Arthur J., M.A’35, Univ of Chicago; 
Prin , Racine-Kenosha Rural Normal Sch., 
Union Grove, Wis., since 1916. 

Smith. Bela B., B.A.’D7. Lafayette Col.; 
Ed.M.’3B, Univ. of Pittsbiugh; Supt of 
Sch., Kingston, Pa., since 1938. 

Smith, Benjamin L., A.B.*16, M.A.’37, Duke 
Univ., Supt. of Sch., Greensboro, N. C. f 
since 1936. 

Smith, Bertha, B.S.*29, A M.’31, Tchrs. Col,, 
Columbia Univ.; Asst. Supt. of Sch, 
Admin. Bldg, Yonkers, N. Y., since 1911. 
Smith, C. C. t A.B *12, Lebanon Valley Col.; 
A.M.’19, Columbia Univ.; Supt. of Sch., 
Bridgeport, Pa., since 1932. 

Smith, Carl D., B.Hum.’14, Springfield Col.; 
M.Ed.’25, Harvard Univ.; Pres., Babson 
Inst., Babson Park, Mass., since 1935. 

Smith, Carleton Blose, A.B.*19, Penn Col.; 
Supt of Sch., Pekin, Ill., since 1923. 



List of Members 


517 


Smith, Chailes Bunyan, B S/22, M A'27, 
George Peabody Col. for Tchrs.; D.Ed '40, 
Tchrs. Col., Columbia Univ ; Pres , State 
Tchrs. Col., Troy, Ala., since 1937. 

Smith, Chailes M., Dir. of Voc. Guidance, 
N, Y City Pub. Sch., 110 Livingston St, 
Brooklyn, N Y., since 1928, 

Smith, Charlotte G., 217 Center Ave., El 
Monte, Calif. 


Smith, Elmer Francis, B.S.’09, R. I. State 
Col.; M.A.’21, New York Univ.; Supt. of 
Sch., Roselle Park, N. J , since 1919. 
Smith, Erman S., B.S/00, Northern HI. 
Normal Sch., Dixon, Ill.; Supt. of Sch, 
Barrington, Ill., since 1908 
Smith, Ethel L., B.S.*14, M.A.'25, Tchrs. 
Col., Columbia Univ.; Dir., Elem. Educ, 
and Binet Classes, Admin. Bldg., 9 S. 
Stockton St., Trenton, N. J., since 1936. 
Smith, Ezra E., Co. Supt. of Sch., Riverside, 
Calif, since 1926. 

Smith, Floyd, Ph B.’2S, Ph.M '32, Univ. of 
Wis.; Supt of Sch, Wisconsin Rapids, 
Wis , since 1936. 

Smith, Frank L., B.S.’IO, Syracuse Univ ; 
Supt. of Sch., Lancaster, N. Y., since 
1921. 


Smith, G. S, Co. Supt. of Educ., Vernon, 
Ala. 

Smith, George A, Diploma ’18, Ill. State 
Normal Univ., Normal, Ill. i Ph B.’30, 
Shurtleff Col.; Supt. of Elem Schools, 
Wood River, Ill., since 1916. 

Smith, George A., A.B.’19, Mich State Nor¬ 
mal Col , Ypsilanti, Mich ; A M.*24. Univ. 
of Mich.; Supt. of Sch., Plymouth, Mich., 
since 1918. 

Smith, George Baxter, B.S’29, M. A/30, 
Univ. of Minn ; Ph.D.’35, Tchrs. Col., 
Columbia Univ.; Dean, Sch. of Educ, 
Univ. of Kansas, Lawrence, Kansas, since 
1941. 

Smith, George Owen, B S.’Ol, Valparaiso 
Univ ; Supt. of Sch , Princeton, Ill., since 
1923. 

Smith. Guy D, A.B.’98, Kalamazoo Col.; 
A.B’00, Univ. of Chicago; Supt. of City 
Sch. and of Educ. at State Prison, Still¬ 
water, Minn., since 1924. 

Smith, H. L. t B.S.’25, George Peabody Col. 
for Tchrs.; M A.'30, Columbia Univ.; 
Supt. of Sch., Paducah, Ky., since 1933. 
Smith, Harold W., A.B.'16, East Texas State 
Normal Sch., Commerce, Texas; M.A. 30, 
Univ. of Calif.; Supt. of Grammar Sch, 
Glendale, Ariz., since 1925 
Smith, Harry C., Supt. of Sch. f Sandusky, 
Mich. 

Smith, Harry Pearse, A.B.'09, A.M. 15, State 
Univ. of Iowa; Ph.D/25. Columbia Univ.; 
Prof of Educ., Syracuse Univ, since 1927 
and Dir of Research, Pub. Sch., Syracuse, 
N Y m since 1928. 

Smith, Harvey A,, A.B.’H, Franklin and 
Marshall Col,; A.M.'21, Univ. of Pa.; 
Ph.D.’30, Columbia Univ ; Supt. of bch., 
Lancaster, Pa., since 1938 
Smith, Henry Earl, Fh.B.’20, Ph.M.'28, Umv. 
of Wis.; Supt. of Sch., Sheboygan, Wis, 
since 1934. 

Smith, Henry Lester, A.B.’98, A.M. 99, Ind. 
Univ.; A.M.’10, Ph D/16, Columbia Univ.; 
LL D.'40, Butler Univ.; Pres., Natl. Educ. 
Assn., 1934-35; Dean, Sch. of Educ., Ind. 
Univ., since 3916 and Dir., Bureau of Co¬ 
operative Research, Ind. Univ., Blooming¬ 
ton, Ind., since 1921. 


Smith, Henry Louis, A.B.’23, Holy Cross 
Col. Address: H S., Lenox, Mass 
Smith, Herford A., B.S *29, N. Y. State Col. 
for Tchrs., Albany, N. Y.; M.S. in Ed.’34, 
Univ of Mich ; Dist. Supt. of Sch., East 
Greenbush, N. Y., since 1934. 

Smith, Hubert H-, A.B.’I5, Wabash Col , 
M A/26, Tchrs. Col , Columbia Univ ; 
Supvg Prin. of Sch., Hammonton, N, J., 
since 1927. 


Smith, Irving W, B.S.’IO, Trinity Col., 
Hartford, Conn.; M.A'13, Yale Univ ; 
Ed.M.’27, Harvard Univ.; Supt. of Sch, 
Great Falls, Mont, since 1929. 

Smith, James M„ A.B/21, McMaster Univ ; 
A.M.’22, Univ. of Chicago; Supt. of Sch,. 
Lockport, Ill., since 1925. 

Smith, John W., B.S.'03, Ohio Northern 
Univ.; M.Ed.’33, Univ of Pittsburgh. 
Prin., East H. S., Youngstown, Ohio, since 
1926. 

Smith, Karl C„ M. A/28, State Univ of 
Iowa; Supt. of Sch., West Liberty, Iowa, 
since 1930. 

Smith, Kenneth E . B.S/21, Colgate Univ , 

M A.’27, Tchrs. Col., Columbia Umv ; 
Supt. of Sch., Walden, N. Y., since 1937. 
Smith, L. J., B.Sc/18, Ohio State Univ ; 
M.Sc/37, Cornell Umv.; Supt. of Sch, 
Massillon. Ohio, since 1936. 

Smith, Leon 0.. B.A.’IO, M.A.’18, State 
Univ. of Iowa; Asst. Supt. of Sch., City 
Hall, Omaha, Nebr., since 1919. 

Smith, Lewis Wilbur, A.B.‘02. Denison 
Umv.; AM/13, Ph.D/19, Univ. of Chi¬ 
cago; LLD.’28, Denison Univ , Dir. 
American Col. Bureau, 28 E. Jackson 
Blvd., Chicago, Ill., since 1936. 

Smith, Mrs. Margaret Mendenhall, Prin., 
Ebert Sch, Denver, Colo, since 194.9. 
Smith, Marion Lofton. M.A and B D. 21, 
Emory Umv.; Ph.D/29, Yale Univ.; Pres 
Millsaps Col., Jackson, Miss, Since 1938. 
Smith. Mark, B.S.’15, Clemson Agrh Col.; 
LL.D/39, Mercer Univ. Address Box 88, 
Thomaston, Ga. 

Smith, Max S. r A.B.'Sl. Umv. of Denver; 
M .A/35, Umv. of Mich.; Supt. of Sch.. 
North Muskegon, Mich., since 1940. 

Smith, Nelson C„ B.L.’Ol, Boston Univ , 
ML.’IO, Univ. of Calif.; Supvg. Prin oi 
Sch., Leonia, N. J.. since 1921. 

Smith, O. E., Exec. Secy.. State H. S 
League, Anoka. Minn., since 19-8 
Smith, P. 0., B.A/40, Texas Tech. Col ; 
Supt. of Sch., Whiteface, Texas, since 
1936. 

Smith, Payson, A.M.'03, Tufts Col.; LL.D. 
'08. Univ. of Maine; Litt D. 09, Bates 
Col.- Litt.D ’ll, Bowdoin Col ; D.bd, 
R. I.’Col. of Educ.; LL.D , Norwich Univ ; 
LL,D„ Northeastern Univ., LL D. 35, 
Springfield Col ; D.Ed., Colby Col. ; Pres , 
Dept, of Superintendence. 1923--4. Lec¬ 
turer, Sch of Educ., Univ. of Maine. 
Orono, Maine. 

Smith, Ralph R., Diploma 15, State Tchrs 
Col., Millersville, Pa.; B.S. in Ed. 24. 
M.A.*27, Univ. of Pa.; Supt. of Sch , 
Lansdate, Pa., since 1926. 

Smith, Raymond A., A.B.’OO, A.M 04, But¬ 
ler Col.; B.D. 05, Yale Univ.; Du., Sch. 
of Educ., Texas Christian Umv., Ft. 
Worth, Texas, since 1920. 

Smith, Raymond S.. B.A.’25, North Central 
Col.; M.A.’36. Umv. of Wis. Address: 
State Tchrs. Col., Whitewater, Wis. 



518 


Health in Schools 


Smith, S. L, E A.*07, Southwestern; M.A 
’18, George Peabody Col for Tchrs., 
D Ed.'32, Southwestern; Dir. of Pub. Re¬ 
lations, George Peabody Col. for Tchrs., 
Nashville, Tenn, since 1938. 

Smith, Sim Joe, A.B/15, .Trinity Univ., 
LL.B/21, Univ. of Texas; M.A/27, Tchrs 
Col., Columbia Univ.; Asst. Supt. of Sch., 
New Rochelle, N. Y , since 1930. 

Smith, Vernon. G., A.B.'21, Colby Col.; 

A.M’29, Tchrs. Col., Columbia Univ., 
Supt. of Sch,, Scarsdale, N. Y., since 1932. 

Snuth, Walden T., B.A/24, Iowa Wesleyan 
Col.; M.A.’37, State Univ. of Iowa, Supt 
of Consol. Sch., Mediapolis, Iowa, since 
1936. 

Smith, Walter Irvine, A.B/11, Union Col , 
M.A/17, Whitman Col.; Ed.D/34, George 
Wash, Univ.; Pres., Pacific Union Col, 
Angwin, Calif., since 1934. 

Smith, William C., B.S/24, Columbia Univ. 
Address: 489 Myrtle Ave., Albany, N. Y 

Smith, William F, A.B/06, Ind Univ; 

A. M.'26, Columbia Univ.; Supt. of Sch, 
Elwood, Ind., since 1923. 

Smith, William M., A.B/12, Dickinson Col ; 
Supt. of Sch., Long Branch, N. J., since 
1936. 

Smyth, James Marvin, A.B/18, Westminster 
Col., M.A/32, George Peabody Col. for 
Tchrs.; Supt. of Sch., Canton, Miss, since 
1925. 

Snapp, C. V., A.B ’23, M.A/34, Univ. of 
Ky.; Supt. of Sch., Jenkins, Ky., since 
1929. 

Snead, Joseph Payne, Co. Supt of Sch., 
Fork Union, Va, 

Snell, Alto Lee, Ph.B/22, Trevecca Col , 

B. S/22, M.A/24, George Peabody Col. for 
Tchrs.; Prof, of Educ. and Dean, Trevecca 
Nazarene Col., Nashville, Tenn., since 
1939. 

Snow, Irene, Dist. Supt. of Elem. Sch , Napa, 
Calif., since 1937 

Snowden, Foster B., Ph.B.’15, Lafayette 

Col.; M.A/31, Ed.D/34, Univ. of Pitts¬ 
burgh; Supt of Sch., Jeannette, Pa., since 
1938. 

Snyder, Dudley C., Diploma ’23, State Nor¬ 
mal Sch., Mansfield, Pa.; B.A *32, Pa. 
State Col.; M.A/38, New York Univ., 
Supvg. Prin of Sch., Valley Stream, N. Y., 
since 1938. 

Snyder, G. Gilbert, B.S'27, Pa State Col.; 
Supvg. Prin. of Sch., Robesonia, Pa., 
since 1927 

Snyder, Harold E., Commn. on Tchr. Educ, 
American Council on Educ., 744 Jackson 
PI, N. W., Washington, D. C 

Snyder, Lewis N., A.B ’16, Gettysburg Col ; 
A.M/24, Univ. of Pa.; Supvg. Prin. of 
Sch., Sellersville, Pa., since 1929. 

Snyder, Warren P., B.S/20, Muhlenberg 

Col ; M.S/32, Temple Univ.; Supt. of 
Sch., Bristol, Pa., since 1936. 

Soderstrom, LaVern W., M A ’35, Univ. of 
Kansas; Supt. of Sch., Lindsborg, Kansas, 
since 1930. 

Soffel, Catherine A., Prin , Schaeffer and 
American Avenue Schs., 16 Greenbush St, 
Pittsburgh, Pa. 

Solomon, R. W., A.B ’99, Ohio Northern 
Univ., Ph.B. in Ed.’15, Univ. of Chicago; 
Supt of Sch., Middletown, Ohio, since 
1917. 


Somers, Wilson Edward, Diploma and B A 
’15, Col. of William and Mary; M.A .’23 
Tchrs. Col., Columbia Univ. Address' 
Emporia, Va. 

Somerville, Irwin B., Supt of Sch . R lf w 
wood, N. J., since 1931. ge ' 


Sone, L. L., B.S.’26, V7esl Texas Statp 
Tchrs. Col., Canyon, Texas, M.S.’40, Univ 
of Southern Calif.; Supt. of Sch., Pamrv/ 
Texas, since 1938 p ’ 


Sorensen, R. R., B S/15, Carleton Col 
AM/24, Columbia Univ.; Supt. of Sch' 
Tracy, Minn., since 1921. *' 

Sorensen, Raymond J., Co. Supt. of Sch 
Hammond, Wis , since 1930. 

Sorenson, Herbert, Ph.D.’28, Univ of Minn 
Pres,, Duluth State Col., Duluth, Minn * 
since 1938. ’ 


Sotzin, Heber Allen, A.B/23, M A ’2G 
George Wash. Univ.; Ph D/29, Univ! of 
Cincinnati; Prof, of Educ. and Dir.' of 
Indus. Arts, San Jose State Col.. *San 
Jose, Calif., since 1929 
Souers, R. E., B.A/11, Miami Univ. 
M A/13, Univ. of Chicago, Supt. of Sch’ 
Bisbee, Anz., since 1931 
Southerland, R. H., A.B/21, M.A/22, George 
Peabody Col. for Tchrs.; Supt. of Sch 
Chatom, Ala., since 1940. 

Southerlin, W. B., B.A/29, Furman Univ • 
Supt. of Sch, West Columbia, S, c’ 
since 1937. 


Spain, Charles L., A.B/93, M.A ’20, Ph.D/23 
Univ. of Mich,; Vice-Pres. Emeritus’ 
Wayne Univ., Detroit, Mich., since 1939* 
Spalding, Willard, B.B.A/26, Boston Univ 
Ed.M.’33, Univ. of N. H.; Supt. of Sch’ 
Passaic, N. J., since 1941. 


Spangler, John W., A.B/18, Ohio Wesleyan 
Univ.; AM/28, Columbia Univ.; Supt 
of Sch., Kent, Ohio, since 1937. 


Spargo, John A., B.S/18, M.A/32, New York 
Univ.; L.H.D.’35, Upsala Col.; Supt of 
Sch., Nutley, N. J., since 1934. 

Sparks, Frank II., A.B.’37, Butler Univ 
A.M., Ph.D/41, Univ. of Southern Calif ; 
Pres., Wabash Col., Crawfordsville, Ind , 
since 1941. 

Sparling, E. A., B. S/16, Northeast Mo. 
State Tchrs. Col., Kirksville, Mo ; M.A/32, 
State Univ. of Iowa; Supt of Sch., Crystal 
City, Mo., since 1932. 

Spathelf, Victor F., A.B/31, Col. of the City 
of Detroit; A M/37, Wayne Univ.; Admin 
Asst., Bd. of Educ., Highland Park, Mich , 
since 1938. 


Spaulding, Francis T., A.B/16, Ed.D ’26, 
Harvard Univ.; A.M.'26, Columbia Univ., 
Dean, Grad. Sch. of Educ., Harvard Univ , 
Cambridge, Mass , since 1940. 


Spaulding, Frank E., A.B.'89, Amherst Col., 
A.M., Ph.D/94, Leipzig Univ., Germany; 
LL D‘20, Amherst t Col.; A.M.'20, Yale 
Univ ; Honorary Life Member, American 
Assn, of Sch. Admin.; Prof. Emeritus of 
Educ, Yale Univ., since 1935. Address: 
2901 Hill Dr., Los Angeles, Calif. 


Spauling, William E., A.B/19, Harvard 

Col. Address: 2 Park St, Boston, Mass. 
Spears, Harold, A B/24, Wabash Col , 
M.A ’31, Ed.D/39, Tchrs. Col., Columbia 
Univ ; Prin., Highland Park H. S., High¬ 
land Park, Ill., since 1941. 


Specht, Clarence W., Ph.B.’28, Xavier Univ,, 
M Ed'33, Univ. of Pittsburgh; Supt. of 
Sch , Fort Jennings, Ohio, since 1936 



List of Members 


519 


Speer, J. B., B.S.'29, West Texas State 
Tchrs Col., Canyon, Texas; M A ’33 
Texas Tech Col., Supt. of Sch . Canyon’ 
Texas, since 1938. y ' 

Speer, Owen D., AB/16, Umv, of Mont • 
Supt. of Sch., Deer Lodge, Mont., since 
1914. 


Speer, R. L, M.A/33, Univ of Colo.; Supt 
of Sch, Sherman, Texas, since 1937 , 


Spencer, Herbert Lincoln, B.S.’21 Carneeie 
Inst, of Tech.; M A/26, Ph/D/34, Umv 
of Pittsburgh; Pres., Pa. Col. for Women* 
Pittsburgh, Pa., since 1935. 


Spencer, Robert R, A B.’23, Univ. of Ha¬ 
waii, M.A/33, Stanford Univ.; Prin 
Roosevelt H. S., Honolulu, Hawaii, since 


Spiess, Henry R., A B.’2I, Willamette Univ. 
A.M/30, Stanford Univ.; Supt. of Sch’ 
Glass Valley, Calif., since 1938. * 

Spikes, L. E., A.B/24, M.Ed/34, Duke Univ. ■ 
M A.’39, Columbia Univ.; Supt of Sch.’ 
Burlington, N. C., since 1936. 

Spinas, Andrew, A.B/30, Humboldt State 
Col.; Dist. Supt. of Sch., Redwood Citv 
Calif., since 1937. 

Spinning, James M., A.B/31, Univ. of 

Rochester; Supt. of Sch, 13 Fitzhugti St 
S., Rochester, N. Y„ since 1933. * 


Spitler, H. Carl, A.B.’l7, North Central Col.; 
M.A.’27, Univ of Mich.; Supt. of Sch.’ 
Petoskey, Mich., since 1924. 

Spitznas, James E.. Ph B.’15, Dickinson 
Col.; M, A/27, Tchrs. Col., Columbia 
Univ.; State Supvr. of H. S., Cumberland, 
Md , since 1934. 


Sprague, Harry A , B.S/14, M A.’23, Ph.D.’4Q, 
Tchrs. Col, Columbia Umv.; Pres., N, J. 
State Tchrs. Col., Upper Montclair, N.J. 
since 1927. 


Spring, Gardiner W., A.B/15, M.A’27, Univ, 
of Calif.; Pres., Chaffey Jr Col. and Supt] 
of Chaffey H. S , Ontario, Calif., since 

1931. 

Sprouse, W. Lloyd, A.B/21, Ohio Umv., 
A.M/28, Ph.D.’40, Ohio State Univ., 

Visiting Lecturer in Educ., Univ. of Buf¬ 
falo, Buffalo, N. Y., since 1940 

Spry, Edward W., A.M/22, Univ. of Roches¬ 
ter; Supt. of Sch., LeRoy, N. Y., since 
1928. 

Spurr, Ethel M., A.B/19, Radcliffe Col.; 
A.M/24, Columbia _Umv.; Prin., Northrop 
Collegiate Sch , Minneapolis, Minn., since 
1933. 


Stabler, D. A., A.M/29, Univ, of Chicago; 
Supt. of Sch., Otsego, Mich., since 1939 

Stabley, Elwood C., A.B/24, Lebanon Val¬ 
ley Col.; M A/31, Univ. of Pa.; Supvg. 
Prin. of Co. Sch., Unionville, Pa., since 
1936. 

Stahl, H. E, A.B/14, Ind. Univ.; A M *18, 
Tchrs. Col., Columbia Univ.; Supt. of 
Claymont Special Sch. Dist., Claymont, 
Del., since 1922. 

Stahr, Henry I., A.B/01, A.M ’04, Franklin 
and Marshall Col.; D D/26, Cornell Univ , 
LLD *35, Ursinus Col.; Pres., Hood Col., 
Frederick, Md., since 1934- 

Staib, J. R., B.S '21, State Tchr& Col., Pitts¬ 
burg, Kansas; M.S in Ed/29, Univ. of 
Okla.; Supt. of Sch, Hominy, Okla., since 

1932. 

Staley, A. H, A.B/01, Univ. of Nebr.; 
D.Ped/39, Hastings Col.; Supt. of Sch, 
Hastings, Nebr, since 1919. 


Staley, George R , B.S/00, Syracuse Umv.; 

Supt. of Sch, Rome, N. Y., since 1912. 
Stambaugh, J. Lee, B,A/20, M A ’24, Univ. 
of Texas; Supt. of Pharr-San Juan-Alamo 
Schools, Pharr, Texas, since 1920. 
Stanforth, Alva T„ B. S/14, Muskingum 
Col.; Ph.D’28, New York Univ Supvg 
Prin. of Sch., Floral Park, N. Y , since 
1932. 

Staniford, Paul, A.B/lfl, Stanford Uiuv.; 
LL.B/24, Umv. of Calif.; Vice-Prcs.. Sch. 
Bd., 1444 M St., Fresno, Calif., since 1924. 
Stanley, Calvin, B.A/24, Univ of Term.; 
M.A/28, George Wash. Univ.; M A’30, 
Columbia Univ., Field Supvr. of Rural 
Educ., State Dept, of Educ , Norwich, 
Conn , since 1929 

Stansbury, Verne E., A B/19. Southwestern 
Col., Winfield, Kansas; A M/20, Univ. of 
Chicago; Supt. of Sell., Carroll, Iowa, 
since 1934. 

Stanton, Benjamin F„ B.A/96, Obcrlm Col ; 
M,A/00, Harvard Univ.; Supt. of Sch,, 
Alliance, Ohio, since 1913. 

Staples, Leon C. t A.B/03, Colby Col ; Supt. 

of Sch., Stamford, Conn , since 1933. 
Starbuck, Edwin Dillcr, A.B/90, Ind. Univ.; 
A.M/95, Harvard Univ ; Ph.D.’97, Clark 
Univ,; Prof, of Philosophy and Dir., Inst 
of Character Research, Univ. of Southern 
Calif., Los Angeles, Calif., since 1030. 
Stark, Harold C., B S ’19, Mich. State Col.; 
A.M/29, Univ. of Mich., Supt. of Sch., 
Buchanan, Mich , since 1023. 

Stearns, Harry Lee. A B/22, Dickinson Col ; 
M.A/29, Univ of Pittsburgh; Ph D/36, 
New York Univ.; Supt of Sch., "Wood¬ 
bury, N. J., since 1935. 

Steel, Charles L„ Jr., B.S *19, Muhlenberg 
Col,; Prin., H. S., Teaneck, N. J„ since 

1933. 

Steele, A. G., B.S/25, Southwestern State 
Tchrs. Col., Weatherford. Okla , Ed,M.’33, 
Univ. of Okla.; Supt. of Sch., Altus, Okla , 
since 1933. 

Steele, E. J„ A.B/22, Ohio Univ.; A.M.’32, 
Columbia Univ ; Supt. of Sch., Oak Hill, 
Ohio, since 1939. 

Steele, Harold, B.S/02, Albion Col.; M.A/08, 
Univ. of Wis.; Supt. of Sch, and Pres., Jr. 
Col., Jackson, Mich., since 1930. 

Steele. M. E. A.B/15, Valparaiso Univ.; 
Ph.B/27, Umv. of Chicago; M.A/32, Co¬ 
lumbia Umv.; Supt. of Sch., Mendota, III., 
since 1927. 

Steele, N. E., B.S/19, S. Dak. State Col.; 
M.A/28, Ph.D/34, State Umv. of Iowa, 
Pres., Northern State Tchrs, Col., Aber¬ 
deen, S. Dak„ since 1939. 

Steele, Robert M.. Ph.B/08, Bucknell Umv., 
A.M/25, Ph.D/26, Columbia Univ., LL.D. 
*36, Bucknell Univ.; Pres., State Tchrs. 
Col., California, Pa., since 1928 
Steger, Leonard Andrew, A.B/27, Iowa State 
Tchrs. Col., Cedar Falls, Iowa, A.M/32, 
State Univ. of Iowa; Supt. of Sch., Ames, 
Iowa, since 1940. 

Stegncr, Warren E,, B.S/16, Carleton Col.; 
M.A/39, Umv. of Minn.; Supt. of Sch, 
Miles City, Mont., since 1937. 

Steiner, John P., A.B/23, Southwestern Col.; 
M A.'34, Univ. of Kansas; Supt. of Sch., 
Portales, N. Mex„ smee 1934. 

Sterner, Melvin A , B.A/09, Col. of Wooster; 
M.A/13, Ph.D/30, Univ. of Pittsburgh; 
Supvg. Prm, of Sch., Ingram, Pittsburgh, 
Pa , since 1918. 



520 


Health in Schools 


Steinke, E. L., B,A/34, M.A/37, Wash. State 
Col.; Supt. of Sch , Edwall, Wash, since 
1937 

Stellwagen, Herbert Philip, B S/98, Univ. 
of Mich.; M, A/27, Tclirs. Col., Columbia 
Univ.; Ptiti., Soldan H. S., 918 Union 
Blvd , St. Loms, Mo., since 1929. 

Stengle, F E, A.M *30, Lebanon Valley 
Col.; A M/33, Univ. of Pa.; Supt of Sch., 
Collingdale, Pa„ since 1934. 

Stenquist, John L., B S/14, M A *15, Ph.D/19, 
Columbia Univ.; Dir., Bureau of Meas¬ 
urements, Research and Statistics, Pub. 
Sch, 3 E. 25th St, Baltimore, Md , since 
1922. 

Stephan, Burton, A.B/24, A.M,’29, Ind. 
Univ.; Supt. of Sch, Huntington, Ind., 
since 1941 

Stephan, Merrill R , B.Ed.'23, 111 State 
Normal Univ.; M.A/31, Univ. of Chi¬ 
cago; Prin,, H. S., Elgin, III., since 1937 

Stephens, C. E, Dist. Prin., Pub. Sch.. 5550 
Page Ave., St. Louis, Mo. 

Stephens, Ernest, A.B/10, Dartmouth Col ; 
Ed M/27, Harvard Univ.; Deputy Supt. 
of Sch. f Lynn, Mass., since 1927. 

Stephens, Joseph B„ B S/20, M.A/31, Univ. 
of Chicago, Sr. Class Prin., Thornton 
Twp. H. S. f Harvey, Ill , since 1925. 

Stephens, Russell, Co Supt. of Sch, Paris, 
Ill,, since 1935. 

Stern, Bessie C., A.B/09, Cornell Univ.; 
Ed.M/21, Harvard Univ., Dir,, Bureau of 
Measurements, State Dept, of Educ., Lex¬ 
ington Bldg., Baltimoie, Md., since 1921. 

Stetson, G. Arthur, B.S/19, Allegheny Col., 
M.A/27, Tchrs. Col., Columbia Univ.; 
Supt. of Sch., West Chester, Pa., since 
1938. 

Stevens, Evan Ray, B.S/18, Kansas State 
Tchrs. Col M Emporia, Kansas; M S/25, 
Univ. of Kansas; Dean, Jr. Col. and Prin. 
of High Schools, Independence, Kansas, 
since 1926 

Stevens, Francis L, B.S/26, Union Col ; 
M.A/38, Columbia Univ,; Prin., Pub. 
Sch., Ballston Lake, N. Y., since 1938. 

Stevens, George C., B.S/18, Kansas State 
Tchrs Col., Emporia, Kansas; M.S. in 
Ed/28, Univ. of Okla.; Prin., Clay Co. 
Community H. S., Clay Center, Kansas, 
since 1937. 

Stevens, Homer L., A B/15, Wittenberg 
Col ; M.A '30, Ohio State Univ ; Supt, of 
Sch., Springfield, Ohio, since 1936. 

Stevens, Leroy H., Prin., Lowell H. S , 
San Francisco, Calif. 

Stevens, Paul C., A.B/26, M.A/36, Univ. of 
Denver, Supt. of Sch., Wheat Ridge, Colo., 
since 1934. 

Stevens, Scott W., Prin,, Pub. Sch., Mill- 
burn, N. J 

Stevenson, Dwight, H., Ph.D/26, Ohio State 
Univ.; Head, Dept, of Educ., State Nor¬ 
mal Sch., Potsdam, N. Y. f since 1924. 

Stevenson, Elwood A., Chief, Bureau for the 
Educ. of the Deaf and Supt., Calif, Sch 
for the Deaf, Berkeley, Calif. 

Stewart, David H,, B S/15, Pa. State Col,, 
A.M.’25, Columbia Univ ; Ph.D *35, Univ 
of Pittsburgh; Supt. of Sch., Dormont, 
Pa., since 1936. 

Stewart, Mrs. E. Q., M A/36, Colo, State 
Col. of Educ , Greeley, Colo ; Prin., Wood- 
row Wilson Elem, Sch , Houston, Texas, 
since 1919. 


Stewart, Harry L , A.B/24, State Tchrs. 
Col., Valley City, N. Dak.; Supvg Prin! 
of Sch , Oakdale, Pa., since 1924 
Stewart, Lyle, A.B/24, Simpson Col.; 

A.M/30, Univ. of Wash.; Admin. Asst., 
Pub. Sch., Seattle, Wash., since 1941 
Stewart, R. E., 1 Park Ave., New York 
N. Y. 

Stickney, Noyes Coburn, Supt. of Sch, 
Danielson, Conn. 

Stier, Lealand D., Prin,, Cayucos Elem, 
Sch , Cayucos, Calif. 

Stiles, Chester D., A.B/00, M.A *09. Wil¬ 
liams Col,; Supt. of Sch , Westfield, Mass , 
since 1918. 

Stillman, Hazel L., Prin,, Tuley H S., 1313 
N. Claremont Ave., Chicago, III. 

Stilwell, H. W , B.A/09, M.A/19, Univ of 
Texas; Supt. of Sch., Texarkana, Texas, 
since 1920. 

Stinebaugh, Virgil, A.B/Z1, Manchester 
Col,; AM/27, Columbia Univ.; Asst 
Supt. in charge of Jr. H. S. and Cur¬ 
riculum Studies, Pub. Sch., Indianapolis, 
Ind., since 1936. 

Stock, Earl K., A.B/19, Gettysburg Col.; 
M.S/30, Pa. State Col.; Supvg. Prin, of 
Sch., Bellefonte, Pa., since 1931. 

Stockard, L. V., A.B/11, A.M/19, Univ. of 
Texas; Asst. Supt. of Sch.. 6944 Lakewood, 
Dallas, Texas, since 1938. 

Stoddard, Alexander Jerry, B S/21, Univ. of 
Nebr.; M,A/22, Tchrs. Col., Columbia 
Univ.; D.Ed/33, R. I. Col. of Educ , 

L. H.D/39, Beaver Col.; LL.D’39, Temple 
Univ.; LL.D/40, Univ. of Nebr.; L.II.D. 
'40, Univ. of Pa.; Pres., Dept, of Super¬ 
intendence, 1935-36; Chmn., Educ Policies 
Commn , since 1936; Supt. of Sch, Phila¬ 
delphia, Pa., since 1939. 

Stoddard, George D. B.A/21, Pa. State Col ; 
Diplome ’23, Univ. of Paris; PhD/25, 
State Univ. of Iowa; Dir., Iowa Child 
Welfare Research Sta., since 1929 and 
Dean, Graduate Col, State Univ. of Iowa, 
Iowa City, Iowa, since 1936. 

Stoddard, J. A., A.B/02, Univ. of S. C , 

M. A/24, George Peabody Col. for Tchrs.; 
LL D.’30, Presbyterian Col, of S. C.; Prof, 
of Sec. Educ, and Dir, of Summer Sch,, 
Univ. of S. C., Columbia, S. C., since 1918 

Stokes, Ella Harrison, B.S/99, M.A/01, 
Ohio Wesleyan Umv.; Ph.D/10, Univ. of 
Chicago; Head, Dept, of Educ and Phi¬ 
losophy, Penn Col., Oskaloosa, Iowa, 1901- 
1908 and since 1911. 

Stokesbary, M. R., Asst. Supt. of Sch., 
Alhambra, Calif. 

Stolen, Alvin T., B.A/18, St. Olaf Col.; 
M.A/41, Univ. of Minn.; Supt. of Sch,, 
Eau Claire, Wis., since 1933. 

Stolz, Herbert R., B.A/10, M D/14, Stan¬ 
ford Univ.; Asst. Supt of Sch., 1025 Sec¬ 
ond Ave., Oakland, Calif., since 1935. 
Stoops, R, O., A.B/97, Lake Forest Col , 
A M'06, Ill. Col.; Ph.D/22, Columbia 
Univ.; Supt. of Sch., Jacksonville, Ill,, 
since 1932. 

Storey, Bernice L , A.B/19, Univ. of Pitts¬ 
burgh; M.A ’29, Tchrs. Col., Columbia 
Univ.; Ph.D/36, Univ. of Pittsburgh, 
Prin., Larimer Elem. Sch , Pittsburgh, Pa., 
since 1939. 

StoufFer, S. M , B.S/17, Susquehanna Univ.; 
M A/27, New York Univ.; Pd D/36, Sus¬ 
quehanna Univ.; Supt of Sch., Wilming¬ 
ton, Del , since 1929. 



List of Members 


521 


Stout, A. J„ B S T9, Tchrs. Col., Columbia 
Umv.; L.H.D.'35, Washburn Col; Sum 
of Sch., Topeka, Kansas, since 1918. 

Stover, Edgar S, Ed D.’35, Milton Umv.- 
Supt. of Sch,, Bloomfield, N. J , since 1928' 

Stover, James D., B A ’12, M.A.’13, Prince¬ 
ton TJniv.; Asst. Supt of Sch, 216 E 
Ninth St , Cincinnati, Ohio, since 1929. 

Stowe, A. Monroe, A.M '04, Northwestern 
Umv ; A.M ’05, Harvard Umv ; Ph D ’09 
Columbia Univ.; Prof, of Educ, Univ. of 
N H., Durham, N. H , since 1934. 

Strahan, Charles J., Exec. Clerk, N J 
Educ. Assn., Stacy-Trent Hotel, Trenton' 
N, J M smcei 1940. 

Straight, Joseph J. f B S *23, M.A/37, W. Va 
Umv Co. Supt. of Sch, Fairmont,' 
W. Va., since 1935. 

Strayer, George D , A.B.'03, Johns Hop¬ 
kins Umv.; Ph D/05, Columbia Univ 
LL.D/25, Col. of William and Mary 
Litt.D.’29, Columbia Univ ; LL.D.’ 3 o' 

Bucknell Umv.; Pres, Natl, Educ, Assn,’ 
1918-19; Prof of Educ., since 1910 and 
Dir., Div. of Organization and Admin of 
Educ., Tchrs. Col., Columbia Umv. New 
York. N. Y., since 1936. 

Strayer, George D., Jr. f B.S.‘27, Princeton 
Univ.; M.A ’28, Ph.D ’34, Tchrs. Col, 
Columbia Univ.; Assoc. Prof, of Educ, 
Sch. of Educ , Ind. Univ., Bloomington! 
Ind , since 1941. 


Street, C W , Ph.D.’33, Tchrs. Col., Colum¬ 
bia Umv ; Head, Dept, of Educ and Dir. 
of Tr., Kansas State Tchrs. Col., Pitts¬ 
burg, Kansas, since 1932 
Streitz, Ruth Ph.B.'21, A.M.’22, Univ. of 
Chicago; Ph.D.*26, Columbia Univ.; Prof 
of Educ., Ohio State Univ,, Columbus, 
Ohio, since 1937. 

Strickland, Chester O , M.A ’39, Univ. of 
Texas; Supt. of Sch., White Deer, Texas 
since 1941, 


Strickland, Ruth G., B.S.*25, M.A.’32. Tchrs. 
Col., Columbia Umv.; Ph.D.’38, Colum¬ 
bia Univ.; Asst. Prof, of Educ., Sch of 
Educ., Ind. Univ., Bloomington, Ind., since 
1939. 


Strickier, Robert E„ Dist Prin., 7003 Per¬ 
nod, St. Louis, Mo 

Strine, Huber D., Supvg. Prin. of Twp. 
Sch , York, Pa. 

Stringer, E. Dodson, B.A.’26, Daniel Baker 
Col ; Supt of Sch , Winters, Texas, since 
1933. 


Stringer, Ralph E., A.M/25, Univ. of Chi¬ 
cago; Prin., Robinson Twp. H. S., Robin¬ 
son, Ill , since 1932. 

Stringer, Simeon Lafayette, B S.’OO, South¬ 
ern Normal Univ., B,A.’02, Western Ky. 
State Normal Sch., Bowling Green, Ky.; 
M A '28, Univ of Miss., Commr. of Educ , 
Crosby Mfg. Co., Crosby, Miss. 

Stroble, M. D., M.Ed.’36, Univ. of Texas, 
Supt. of Sch., Poteet, Texas, since 1939. 

Strong, Ormond B , Supt. of Sch,, 208 Bull 
St., Savannah, Ga., since 1926. 

Strong, Solomon C. t Diploma *02, State Nor¬ 
mal Sch, East Stroudsburg, Pa.; B.S.T6, 
New York Umv.; Supt. of Sch., West 
Orange, N J , since 1918. 

Strong, William M., B.S/13, Tufts Col.; 
Ed.M,’29, Harvard Univ.; Supt. of Sch., 
Southington, Conn., since 1934. 

Stuart. Alden T., Supt. of Sch., Perry, N. Y. 


Stuart Mrs Amy E., B.A/29 M A '30 

Lawn^SchUniv.; Prm . Maple 
Dawn Sch,, Dallas, Texas, since 1923. 

Stuart, Mrs Cecilia Unzicker, B,S.'25, Miami 
Umv M.A.-29 PhD.-34, Columbia Umv 
SmtJ' „ arly Childhood and Elem. Educ , 
Stale De p t Of Pub. Instr., Harrisburg, 
Pa., since 1936, 

St a a M'., I J arr & ?- E.S.'Il, Muhlenberg Col ; 
3 *’n ? chr 5- C °I-. Columbia Univ.; 
bupyg, Prm. of Twp. Sch., Bernardsvillc. 
in Jsince 1930. 

Stuart Herman H, A.B'01, Bates Col.; 

&upt. of Sch , Melrose, Mass., since 1922 
Stubbs, G. T„ A B.'26, Southeastern State 
Tchrs. Col,, Durant, Qfcla ; M.A '31, Tchrs 
col, Columbia Univ,; Supt. of Sell' 
Durant, Okla,, since 1929. 

Studebaker, John W„ A B.'IO, Leander Clark 
Col.; A.M. 17, Columbia Umv.; LL D ’34 
Drake Umv ; LL.D.'38, Muhlenberg Col.; 
U. S Commr. of Educ , Federal Security 
Agency, Washington, D. C, since 1934. 
Studwen, Harold F , A M.'27, Columbia 
Univ ; Ed.D.’39, New York Umv., Supt. 
of Sch., East Rockaway, N. Y., since 1925. 
Study Harry P, A.B.’03, Baker Umv.; 
M.A. 11 Boston Univ ; A M/28. Columbia 
Univ.; Supt. of Sch, Springfield, Mo. 
since 1924, 

Sturm, George N., A B.’30, Okla. City Univ.; 
^■Ed. 39, Univ of Okla , Prin., Hardin 0, 
1938 H ’ S ‘‘ 0klalloma Clt ^’ Okla . since 


Sturtevant, Merle Alton, B.S/08, Univ. of 
Maine; Supt. of Sch., Shrewsbury, Mass,, 
since 1923 

Stutsman, I E., A.B ’09, State Umv, of 
Iowa; M A.*24, Univ. of Denver, Supt of 
Sch., San Antonio, Texas, since 1939. 

Suddath, W. N, B.S in Ed.'31, Central Mo. 
State Tchrs. Col., Warrensburg, Mo , 
M.Ed *37, Umv. of Mo., Supt. of Sell , 
Desloge, Mo., since 1939. 

Sudman, Chester G , B S.’30, Mich. State 
Normal Col., Ypsilanti, Mich.; Supt. of 
Sch, Lapham Sch, Allen Park, Dearborn, 
Mich., since 1930. 

Suerken, Ernst Henry, A B. and A.M., Cor¬ 
nell Univ.; A.M., State Tchrs Col., Mont¬ 
clair, N. J., Dir., The Jacob Tome Inst, 
Port Deposit, Md„ since 1940. 

Suhrie, Ambrose L., Ph.B.’06, John B. Stet¬ 
son Umv ; A.M.’ll, Ph.D.'12, Univ. of 
Pa , LL.D.’19, John B. Stetson Univ., 
Litt.D ’41, Duquesne Univ.; Prof, of Educ , 
New York Umv., New York, N. Y., since 
1924 


Sullivan, Katharine C. V., Prin., James 
Madison Morton Jr. K. S , Fall River, 
Mass , since 1926, 

Sutherland, Ora Clyde, B.A ’29, M.A ’35, 
State Univ. of Iowa: Tr. Technician for 
WPA, 3419 Fourth Ave.. Des Moines, Iowa, 
since 1940 


Sutton, Willis A , Ph B.’03, LL B ’04, Emory 
Umv.; Ped.D. s 23, Oglethorpe Umv., 
LL.D.’40, Emory Univ.; Pres., Natl Educ. 
Assn., 1930-31 ; Supt. of Sch . Atlanta, 
Ga., since 1921. 

Swaim, Laura Grey, Ed.M *38 r Temple 
Umv.; Supvg. Prm. of Sch., Maple Shade, 
N. J., since 1922. 

Swain, Carl C., M A.’18, Columbia Univ,; 
Pres., State Tchrs. Col., Minot, N Dak., 
since 1938. 



522 


Health in Schools 


Swain* Fiances L, B.S *12, M.A/14, Univ. 
of Chicago; Dir, of Home Economics, 
Pub Sch. 228 N La Sallo St,, Chicago, 
Ill., since 1917 

Swanson, A. M«, M S. in Ed/22, IJniv. of 
Kansas; Pres., Jr. Col, Kansas City, Mo., 
since 1939. 

Swartz, George G., Supt. of Sch , Meade, 
Kansas. 

Sweeney, Mary J , 118 26th Ave,, San Fran¬ 
cisco, Calif. 

Sweet, Walter Prescott, B S/17, Tufts Col.; 
Ed.M *30, Harvard Univ.; Supt of Sch., 
Danbury, Conn., since 1941. 

Sweeting, SteLla M., 100 E. 21st St., Brook¬ 
lyn, N. Y. 

Swetman, Ralph Waldo, Ph.B/07, Hamilton 
Col ; A M/17, Columbia Univ.; Ph D '28, 
Stanford Univ., Prin., State Normal Sch., 
Oswego, N. Y., since 1933. 

Swicker, Harold B., B.A in Ed/21, Univ. 
of Maine; M.A. in Ed *27, Tchrs. Col., 
Columbia Univ.; Supt. of Sch., Chester, 
Mass , since 1930 

Swift, G. A., A.B/14, Kansas Wesleyan 
Univ,; A.M/38, Univ. of Kansas; Supt of 
Sch., Holton, Kansas, since 1932. 

Swift, Gordon C., Diploma '06, State Nor¬ 
mal Sch., Edinboro, Pa.; A.B.’ll, Yale 
Univ.; A M/17, Tchrs Col, Columbia 
Univ.; Supt. of Sch., Watertown, Conn., 
since 1919. 

SwLgart, Forrest Damon, B.S/ 21 , Denison 
Univ.; M A/29, Ohio State Univ.; Supt, 
of Sch., Celina, Ohio, since 1928. 

Swihart, O M., A.B ’28, N. Manchester Col., 
M.S. in Ed/36, Ind. Univ,; Co. Supt of 
Sch , South Bend, Ind., since 1937. 

Swinehart, George B., Supvg. Prin. of Sch., 
Boyertown, Pa 

Swing, Glenn O., B.A *16, M A/17, Ohio 
State Univ.; Supt. of Sch., Covington, Ky., 
since 1927. 

Swingley, C. E., A.M/31, Univ. of Chicago, 
Supt. of Sch , Lombard, Ill., since 1939. 

Swope, Caroline, Dir., Caroline Swope Sch 
for Elem Tchrs., Long Beach, Calif., 
since 1905. 

Swope, Charles S., A.B/25, Dickinson Col.; 
A.M/30, Univ. of Pa ; Pres., State Tchrs. 
Col , West Chester, Pa., since 1935 

Sylla, Ben A., Ph.B/28, M.A’33, Univ. of 
Chicago; Supt. of Sch f( Chicago Hgts,, 
Ill., since 1933. 

Sylvest, Murphy J., Dir of Tchr Tr , 
Southeastern La. Col., Hammond, La. 


T 


Tall, Lida Lee, B.S/14, Columbia Univ.; 
Litt.D/26, Univ. of Md, Address 3401 
Greenway, Baltimore, Md. 

Tall man, Peaile, A B/20, Iowa State Tchrs 
Col,, Cedar Falls, Iowa. M.A’28, Colum¬ 
bia Univ.; Asst Supt. of Sch., Houston, 
Texas, since 1941. 


Tanger, Landis, Ph.B ’05, Franklin and Mar¬ 
shall Col., A M/13, Univ. of Pa , Pd.D/26 
Muhlenberg Col.; Sc D'30, Franklin and 
Marshall Col ; Pres., State Tchrs. Col., 
Millersville, Pa., since 1929 


Tannahill, Salhe B., B.S/15, A.M/ 2 G, Co¬ 
lumbia Univ.: Assoc. Prof, of Fine Arts, 
Tchrs. Col , Columbia Univ., New York 
N. Y., since 1906. 


xariron, j. j , zn. Wake Forest Col • 
Co. Supt. of Sch., Rutherfordton. N p ’ 
since 1934. 1 ” 

Taach, Alcuin W , A B.’IS, M.A.'17, St Vin 
cent Col.; Head, Dept, of Educ. ' smeo 
1932 and Dir. of Extension Centers St 
Vincent Col , Latrobe, Pa . since 1934 

Taylor, H. C , B.S.’18, Bethel Col ; M A‘29 
George Peabody Col. for Tchrs ; Supt of 
Sch., Elizabethtown, Ky., since 1931 , 

Taylor, I. T, Litt.B'12, B.A.T4, Li'tt B 
and B.A 39, East Texas State Tchrs Col 
Commerce, Texas; LL D,' 37 , ScD Mo 
Webster Univ.; Co. Supt. of Pub. instr ’ 
Edna, Texas, since 1934. ' 

Taylor, J, Carey, B.S.’22, M A.’27, D Ed'30 
Johns Hopkins Univ., Asst. Supt of Sch' 
3 E. 25th St., Baltimore. Md., since 1930 ’ 

Taylor, James F„ A.B.’OS, Middlebury Col 
LL D.’32, Niagara Univ., Supt of Sch’ 
Niagaia Falls, N. Y , since 1924, 1 

Taylor, John Walter, Co, Supt. of Sch 
Ukiah, Calif , since 1935 ' 

Taylor, Paul R , M.S. in Ed.'31, Okla Aerl 
and Mech. Col ; Supt. of Sch., El Reno' 
Okla., since 1935, 

Tay^r, Roy E„ B.S.’22, Kansas State Tchrs 
Col., Pittsburg, Kansas; M.S.'27, Univ. of 
Kansas; Supt. of Sch., Herculaneum Mo 
since 1924. 

Taylor, W. F„ Supvg. Prin. of Sch , Dravos- 
burg, Pa. 

Taylor, Walter N., B.S.'97, M.A.'98, Miss. 
Col.; Exec. Secy., Miss. Educ. Assn., 219 
N President St., Jackson, Miss., since 


Taylor, William S„ B.S.T2, Univ. of Ky ■ 
M.S'13, Univ. of Wis.; Ph.D.'24, Colum¬ 
bia Univ.; Dean, Col. of Educ,, Univ, of 
Ky, Lexington, Ky , since 1923. 


Teach, Charles 
Univ. of Nebr. 
Obispo, Calif., 


Elden, A.B.’03, A.M.T 4 , 
; Supt. of Sch,, San Luis 
since 1928. 


Teal, Fred L., Supt. of Sch , Martin’s 
Ferry, Ohio. 


Te al. Harvey D, A.B.'18, Defiance Col.; 
M.A 27, Ohio State Univ., Dist. Supt of 
Sch., Clairton, Pa., since 1929. 

Tebow, Eric T, B.S '26, Kansas State Col.; 
A.M’32, Columbia Univ.; Supt. of Sch., 
Harper, Kansas, since 1934, 

Teeter, Thomas. A. H„ B.S in C.E.’07, Pur¬ 
due Univ., Dir of Summer Session, Univ 
of Minn., Minneapolis, Minn , since 1930 

Teichert, John R„ B.S. in Ed.’30, Wilming¬ 
ton Col.; Supt of Sch., Waverly, Ohio, 
since 1932. 


Telford, Marian, Dir., Educ. Div., Natl 
Safety Council, 20 N, Waclcer Drive, Chi¬ 
cago, Ill. 

Templeton, Payne, B.A '16, Univ. of Mont • 

M, A.’32, Univ. of Chicago; Supt. of Sch., 
Helena, Mont., since 1936. 

Templin, R. J. W , Sc.E.’16, A.M.'19, Buck- 
nell Univ.; Supt. of Sch, West Pittston, 
Pa., since 1923. 

Tennyson, Harry L , B.S '26, Wash, and 
Jefferson Col.; M A.’33, Tchrs. Col., Co¬ 
lumbia Univ.; Supvg Prin, of Twp. Sell., 
Union H. S , Burgettstown, Pa., since 1938 
Terhune, Beekman R„ A B.’Ol, Princeton 
Univ,; A.M.' 02 , Columbia Univ.; Supt. of 
Sch., Somerset Sch., North Plainfield, 

N. J , since 1923 



List of Members 


523 


Terrebonne, L, P„ M.A '29, Ph.D ’40 La 
State Univ.; Parish Supt. of Sch , Plaque- 
mine, La., since 1929. 


Terry, Fanita Bohne, B.S. in Ed.*35, LL B 
Wash. Univ.; Dir. of Tests and Research' 
Pub. Sch., Maplewood, Mo., since 1939 ’ 

Terry, John G., Asst. Co. Supt. of Sch 
Visalia, Calif. 

Tete, Auguste J., B,E.’06, M.A ‘23, Tulane 
Univ , First Asst Supt. of Sch, New 
Orleans, La , since 1923. 


Tew, Derwood J., B,A.’06, Colgate Univ 
Supvr of Sec. Sch, City Hall, Camden. 
N. J., since 1915. 


Tews, Arthur C., Diploma ’12, State Normal 
Sch., Platteville, Wis.; Diploma ’16, Stout 
Inst , B.E.’34. State Tchrs. Col , Plattc- 
ville, Wis Address: Union Grove, Wis. 

Thackston, John A„ A.B,’99, Furman Univ 
Pd.M ’07, Ph.D.’08, New York Univ.; Dean. 
Col, of Educ., Univ. of Tenn., Knoxville, 
Teun , since 1916. 


Thalman, John W., A.B.’OO, Ohio Wesleyan 
Univ.; M.A.’23, Tchrs. Col., Columbia 
Univ.; Supt. of Sec. Sch., Waukegan, Ill., 
since 1924. 


Theisen, W W., B.Sc.’07, Univ, of Nebr 
A.M.’lS, Ph.D.’16, Columbia Univ.; Asst. 
Supt. of Sch, 1111 N, Tenth St., Milwau¬ 
kee, Wis., since 1922. 

Thibadeau, Charles Raymond, B.S,*19, Bates 
Col.; Ed.M.’3Q, Harvard Univ.; Supt of 
Sch, Weymouth, Mass., since 1940. 

Thomas, Earl D., M.A/30, Univ. of Chicago, 
Brin , Pub. Sch„ 1835 Tracy, Kansas City, 
Mo., since 1936, 

Thomas, F. C.« B A,’25, Mt Morns Col,; 
M A.*31, Univ. of III , Supt of Sch , York- 
ville, Ill., since 1935 

Thomas, Frank W , A.B ’05, Ind Univ , 
A.M.TO, Univ. of III ; Ph.D *26, Stanford 
Univ.; Pres, Fresno State Col., Fresno, 
Calif., since 1927. 

Thomas, H. S., M A,’33, Univ, of Mo.; Supt 
of Sch , Maryville, Mo., since 1935. 

Thomas, Harold Prescott, B S.’20, Colgate 
Urnv.; Ed.M.’25, Ed.D/32, Harvard Univ., 
Head, Dept, of Educ., since 1932 and Dir 
of Summer Sessions, Lehigh Univ , Beth¬ 
lehem, Pa., since 1935. 


Thompson, Clem O., A.B.T3, 1ml State 
Tchrs. Col., Terre Haute, Ind., A M.'20, 
Ph.D’32, Univ of Chicago: Asst, Dean, 
Umv Col . Univ. of Chicago, Chicago, III., 
since 1934. 

Thompson, Daly, B A.*14, Vanderbilt Univ.; 

M A.'31, George Peabody Col for Tchrs.; 
Supt. of Sch., Franklin, Tenn , since 1929. 
Thompson, Earl, B.S.’23, Utah State Agrl. 
Col ; Ph.D.*32, Univ. of Calif ; Dist Supt, 
of Sch., Claremont, Calif., since 1920. 
Thompson, Fred C„ B.S.’10, A M,’12, New 
York Univ.; Asst. Supt. of Sch., Paterson, 
N, J., since 1934, 

Thompson, French W., A.B.’97, Ark Col.; 
B.D.’02, Presbyterian Theol. Scm ; D D/20, 
Daniel Baker Col.; Pres,, Greenbrier Col., 
Lewisburg, W. Va., since 1925. 

Thompson, G. E., A.B ’15, Defiance Col , 

A M'34, Univ, of Chicago, Supt. of Sch, 
St. Charles, Ill., since 1919. 

Thompson, J C. t Prin., Englewood H. S., 
6201 Stewart Avc, Chicago, Ill. 
Thompson, John Charles, B.A.’17, Wash. 
Missionary Col.; B.S.*23. George Peabody 
Col. for Tchrs ; M.A.*37, Univ. of Md.; 
Pres,, Southern Jr. Col , Collcgcdalc, 
Tenn., since 1937. 

Thompson, J. Leroy, B.A'25, Wilmington 
Col; M A.’29, Columbia Univ.; Supt. of 
Sch , Tarrytown, N. Y., since 1933. 
Thompson, James B , B S.’12, Colby Col.; 
M.A.’27, Tchrs. Col., Columbia Univ.; 
Supvg. Prin. of Sell., Ft Lee, N. J., since 
1933. 

Thompson, Kcnnington L., A.B.’00. Cornell 
Univ,; A.M T3, Ph.D.’15, New York Univ.; 
Dir. of Research and Publicity, Pub. Sch , 
Jersey City, N J., since 1929 
Thompson, Laurence O., A.B ’17, Bates Col.; 

Supt. of Sch., Keene, N. H., since 1933. 
Thompson, Mary A., Prin , Eleni, Sch., 1111 
McCausland Ave., St. Louis, Mo. 
Thompson, Melvin E., A.B.’26, Emory Univ.; 
M.A.’35, Univ. of Ga.; State Dir. of Tchr. 
Tr. and Certif., Capitol Bldg , Atlanta, 
Ga., since 1937. 

Thompson, O Scott, A B.’04, L.H.D'39, 
Lake Forest Univ,. Supt. of Compton 
Union Dist. Sec Sch., and Pres., Compton 
Jr. Col., 601 S. Acacia St., Compton. Calif., 
since 1916 


Thomas, John Q„ Ph.B’20, Univ of Chi¬ 
cago; M.A.'33, Stanford Univ.; Supt of 
Sch., Flagstaff, Anz., since 1921. 

Thomas, John W , B.S.’27, Central Mo. State 
Tchrs. Col, Warrensburg, Mo; M.A.’35, 
Univ. of Mo.; Supt. of Twp. Sch., Wake¬ 
field, Mich , since 1938 

Thomas, L. Ralston, B S ’13, Haverford Col., 
Ed M'25, Harvard Univ., Headmaster, 
Moses Brown Sch., 257 Hope St , Provi¬ 
dence, R I., since 1924. 

Thomas, Lewis A, B.A’21, Univ, of Idaho, 
Supt. of Sch., Kimberly, Idaho, since 1931. 

Thomas, M Ray, B A.’26, Urnv. of Utah, 
M.A ’33, Columbia Univ,, Supt. of Sch , 
St. Anthony, Idaho, since 1935. 

Thomas, Paul, Dean of Boys, Central Trade 
Sch., Oakland, Calif. 

Thomas, W H , Supt. of Sch., Warrenton, 
Va. 

Thompson, Arthur E., B.A ’15, St Olaf Col.; 
State Supt. of Pub. Instr, Bismarck, N 
Dak., smee 1933. 


Thompson, Paul Lamont, B A '18, Emmanuel 
Missionary Col . B.D.’32, Colgate-Roches- 
ter Divinity Sch.; LL,D.’33, Franklin Col , 
Pres., Kalamazoo Col., Kalamazoo, Mich,, 
since 1938. 

Thompson, R. W , B A.’28, M.A '38, Univ. of 
Wyo , Supt, Fremont Co. Voc. H. S., 
Lander, Wyo., since 1938. 

Thompson, Robert S., LL B.’12, Univ. of 
Mich.; A.B.’25, Umv of Denver; Ph.D. 3Q, 
Columbia Univ.; of Tr., State Nor¬ 

mal Sch., Fredonia, N. Y., since 1937. 


Ihompson, Roger M.. A.B. 17, Ind. State 
Normal Sch., Terre Haute, Ind , A.M. 23, 
Tchrs Col., Columbia Umv,; Dir. of 
Admin., State Dept, of Educ., Hartford, 

Ctnm I Qlft 


Thompson, Samuel H„ B.S.’06, B.Ped, 07, 
D.Pcd.’ll. Valparaiso Univ.; Supvr., of 
Indian Educ., Washington. D, C.. since 
1929. 


rhompson, Thomas S., B.L/96, Univ. of 
Wis.; Co. Supt. of Sch., Mt. Horeb, Wis., 
since 1917. 



524 


Health in Schools 


Thardarson, T. W., M.S.’25, North State 
Col.; State Dir. of Correspondence Study, 
N. Dak. AgrI. Col., Fargo, N. Dak , since 
1925. 

Thorndike, Robert Ladd. A.B.*31, Wesleyan 
Univ.; M,A.*32, Ph.D.*35, Columbia Univ.; 
Assoc. Prof, of Educ., Tchrs. Col., Colum¬ 
bia Univ., New York, N. Y., since 1940. 
Thorpe, Norman Frank. Extension Div., 
Univ of Nebr., Lincoln, Nebr. 

Thrash, Joseph Meriwether, Pres,, South Ga. 

Col, College, Ga., since 1919. 

Threlkeld, A L., B.Pd.'ll, Northeast Mo. 
State Normal Sch., Kirksville, Mo.; B.S. 
’19, Univ. of Mo.; A.M.’23, Tchrs. Col., 
Columbia Univ.; LL,D.*30, Univ. of Den¬ 
ver; Ed,D.*32, Univ. of Colo,; LL.D/35, 
Colo. Col.; Pres , Dept, of Superintend¬ 
ence, 1936-37; Supt. of Sch., Montclair, 
N. J,, since 1937. 

Thurston, Fred Lee, Exec. Secy., Calif. 
Tchrs. Assn., Southern Section, 126 N. 
Meredith Ave., Pasadena, Calif., since 
1922. 

Thurston, Lee Ph.D.*35, Univ. of Mich ; 
Prof, of Educ., Univ. of Pittsburgh, Pitts¬ 
burgh, Pa., since 1938. 

Tibbetts, Keim Kendall, A.B.’TO, Obcrlin 
Col.; A M.'31. Univ. of Chicago; Supt of 
Sch., Wheaton, Ill., since 1928. 

Tibbetts, Vtnal H., A.B.'14, Colby Col,; 

Supt. of Sch., Manhasset, N. Y., since 1930. 
Tibby, Mrs. Ardella Bitner, B.S.*29, M.A.’SO, 
Univ. of Southern Calif.; Supt. of Sch., 
Compton, Calif., since 1934. 

Tidball, Lewis C., A.B.*05, Univ. of Wyo.; 
M.A.T9, Ph.D.’30, Univ. of Wash.; Pres., 
Grays Harbor Jr. Col., Aberdeen, Wash., 
since 1930. 

Tidrick, Lawrence J , A.B.*27, Franklin Col ; 
M.A.*32, Wash. Col.; Ph.D.*36, New York 
Univ.; Asst. State Supt. of Pub. Instr., 
State Capitol, Lansing, Mich., since 1939. 
Tidwell, Robert E., B S,*05, Univ. of Ala.; 
LL.D.*23, Birmingham-Southern Col.; M.A. 
’25, Columbia Univ.; LL D,*27, Univ. of 
Ala.; Dir. of Extension and Prof, of Educ,, 
Univ. of Ala., University, Ala,, since 1930. 
Tiedeman, Henry George, B.S *28, Univ. of 
Minn ; M A.'33, State Univ, of Iowa; Supt. 
of Sch., Mountain Iron, Minn., since 1938. 
Tierney, Mrs. Hallie M., B.A.’IO, Lawrence 
Col.; Co. Supt. of Sch, Alturas, Calif, 
since 1935, 

Tiley, Pearl M., Ph.B.*26, Univ. of Chicago; 
Prim, Supvr. of Sch., 3105 W. Main St, 
Belleville, Ill,, since 1911. 

Tillman, Florence, Prin., Lafayette Elem. 
Sch., Oakland, Calif. 

Tillman, Frank P., A.B ’13, B.S. in Ed.’16, 
Univ. of Mo.; M.A.’Sl, Univ. of Ill., 
Supt. of Sch , Kirkwood, Mo., since 1923, 
Tilton, John Philip, A B.’23, Colby Col., 
Ed M '27, Ed.D ’33, Harvard Univ.; Dir. 
of Grad. Studies, Tufts College, Medford, 
Mass., since 1939. 

Tiner, Hugh M., B A,’28, Abilene Christian 
Col.; M.A. *29, Stanford Univ,; Pres, 
George Pepperdine Col., Los Angeles! 
Calif., since 1939. 

Tink, Edmund L., B.A,’23, Lawrence Col • 
M.A.*27, Pli.D.*29, Tchrs. Col.. Columbia 
Umv.; Supt. of Sch., Kearny. N. J., since 
1932. 

Tipler, P. A., M.S *30, Univ. of Wis.; Supt 
of Sch., Antigo, Wis,, since 1934. 


Tirey, Ralph Noble, A.B.*18, A.M *28, lad 
Univ.; Pres., . State Tchrs. Col., Terre 
Haute, Ind , since 1934. 

Tisdale, Wesley D. f A B.’Ql, Syracuse Univ 
M.A.*30, Tchrs. Col., Columbia Univ ■ 
Supvg. Prin. of Sch., Ramsey, N, J., since 


Tisinger, Richard M., B S. in Agrl. Ed.*22 
Va. Polytech. Inst.; M.S. *29, Cornell 
Univ.; Supt. of Indian Schs., Phoenix 
Anz., since 1931. 

Tiss, A. I., A.B.'10, Drake Univ.; M A.’19 
State Univ. of Iowa; Supt. of Sch, Ft' 
Madison, Iowa, since 1920. 

Tobin, John M., A B.’ig, Boston Col • 
LL.B.*28, Suffolk Law Sch.; Ed.M’38' 
Boston Univ.; Asst, Supt. of Sch., Cam' 
bridge, Mass., since 1935. 


Tobin, Lillian M., Dist. Supt. of Sch., 3539 
Grace St., Chicago, Ill. 

Todd, Glenn Wentworth, B.S. in Ed.‘16 
State Tchrs. Col., Pittsburg, Kansas' 
M.A.’26, Univ. of Colo.; Pres., State 
Normal Sch, Lewiston, Idaho, since 1941. 

Todd, Lindsey O., B.S.*25, George Peabody 
Col. for Tchrs.; M.A.'28, Tchrs. Col., Co¬ 
lumbia Univ.; Pres., E. Central Jr. Col. 
Decatur, Miss., since 1934. 

Tollinger, William P., A.B.*27, Swarthmore 
Col.; M.A. 30, Umv. of Pa.; Supvg. Prin 
of Sch., Spring City, Pa., since 1936. 

Tonge, Fred M„ A.B.*27, San Jose State 
Col , M.A.*28, Stanford Umv.; Dist. Supt. 
of Sch., National City, Calif., since 1933. 

Tope, Donald E,, B.A/28, Western State 
Col., Gunnison, Colo.; M A.’29, Ph D.’34, 
State Univ. of Iowa; Dir. of Personnel' 
and Statistics, Pub. Sch., Omaha, Nebr, 
since 1939. 


Tormey, Thomas J., B S.*14, Coe Col,; 
Ph.D.*31, State Univ. of Iowa; Pres, Anz 
State Tchrs. Col., Flagstaff, Ariz„ since 


Torrens, John A., B.Ed.*24, Western Ill. 
State Tchrs. Col., Macomb, Ill.; M.S.’34, 
Umv. of III.; Co. Supt. of Sch„ Dixon, 
Ill., since 1939, 


Touchstone, Thompson Nolan, B.S.*17, Miss 
Col.; M.A.*32, George Peabody Col. for 
Tchrs.; Supt. of Sch., Amory, Miss., since 
1938 

Towle, Clifton A., A B.*99, Bowdoin Col , 
Union Supt. of Sch., Exeter, N. H , since 
1919. 

Towne, Arthur H., A.B.*22, Univ. of Wash ; 
Supt. of Sell., Auburn, Wash., since 1940, 

Towne, Charles Franklin, A.B.'00. Colby 
Col.; A M.*16, Brown Univ., Ed D.*41, 
R. I. Col. of Educ.Deputy Supt. of Sch., 
20 Summer St., Providence, R. I., since 
1936. 


Townsend, Horace R„ A.B *09, Wilmington 
Col.; A.B.'10, Haverford Col.; A.M.’ll. 
Harvard Univ.; Commr,, Ohio H. S. Ath¬ 
letic Assn., Columbus, Ohio, since 1925. 

Townsend, Raymond E., A.B.’15, Univ. of 
Rochester; M.A.*37, Tchrs. Col., Columbia 
Univ.; Supvg. Prin. of Sch., Irvington-on- 
Hudson, N. Y., since 1932. 

Trabert, Charles L., A.B.*94, Newberry Col.; 
LL.B *99, B.F.*12, Univ. of Minn.; Head, 
Dept, of Educ., Newberry Col., Newberry, 
S. C., since 1926. 

Trabert, M. A., B.A *20, Simpson Col.; 
M.A. 40, State Univ. of Iowa; Supt. of 
Sch., Knoxville, Iowa, since 1935. 



List of Members 


525 


Trabue, M R , B.A.'ll, Northwestern Univ 
M A ’14, Ph.D.’15, Columbia Univ.; Dean 
Sch. of Educ., Pa. State Col., State Col¬ 
lege, Pa., since 1937. 

Tracey, Earle T., A B/12, Middlebury Col., 
M.A,’39, Univ. of Vt , Supt. of Sch , 
Nashua, N. H , since 1931. 

Trainor, Harry J., A B.‘26, Central State 
Tchrs. Col., Mt. Pleasant, Mich.; Supt. of 
Sch., Lake Linden, Mich., since 1927. 

Traister, Harold W., B S.*26, A M,’29, 
D.Ed/39, Univ. of Pittsburgh; Supt. of 
Sch , Grove City, Pa., since 1940. 

Trapasso, Anthony J. t Supvg. Pnn. of Sch , 
White Plains, N. Y. 

Travell, Ira Winthrop, A '90, Williams. 
Address. Pub. Sch., Ridgewood, N J. 

Travis, Martin B., A.B '09, A.M.’IO, Univ. 
of Mich,; Ed.M.*31, Harvard Univ,; Supt 
of Sch., Hinsdale, Ill , since 1933. 

Trebilcock, W E , A.B.*08, A.M,'09, Univ 
of Mich , Supt. of Sch , Calumet, Mich., 
since 1935. 

Treloar, William B., A.B. *19, Greenville 
Col.; M.A.’24, Ohio State Univ., Supvg 
Prin. of Sch., Daytona Beach, Fla , since 
1933. 

Tremain, Eloise R , B,A.’04, Bryn Mawr 
Col.; M A’27, Lake Forest Col.; Prin, 
Ferry Hall, Lake Forest, III., since 1918. 

Tremper, George Nelson, A B.’Ol, Univ of 
Mich.; M.A.‘28. Univ. of Ill., Prin. Sr, 
H S., 6611 Fifth Ave , Kenosha, Wis., 
since 1911. 

Trenholm, H. Councill, A B ’20, Morehouse 
Col.; Ph.B.’21, AM.’2S, Univ. of Chicago, 
LL.D . Allen Univ.; Pres., State Tchrs. 
Col., Montgomery, Ala., since 1925. 

Trent, W. W., A B.’12, W. Va. Univ; 
A.M.’21, Tchrs. Col., Columbia Univ.; 
Ped.D.’32, Salem Col.; LL.D.’41, Mar¬ 
shall Col.; State Supt. of Free Sch , 
Charleston, W. Va., since 1933. 


Trillingham, Clinton C, A B ’21, South¬ 
western Col.; A.M.’31, Ed.D/33, Univ. of 
Southern Calif.; Asst. Supt. and Dir of 
Sec. Educ.» 240 S. Broadway, Los Angeles, 
Calif., since 1934. 

Trippensee, Arthur E., B.A/24, Univ. of 
M ich.; M A.*32,Yale Univ.; Supt. of Sch., 
Medina, N. Y , since 1935. 

Trostle, Luther S , B S.'33, M.A *36, Rutgers 
Univ.; Supvg. Pnn, of Sch,, Beverly, 
N. J., since 1928. 

Trowt, B. C., Diploma *21, State Normal 
Sch,, Fitchburg, Mass.; Ed.B.’32, R. I. 
Col. of Educ.; Supt. of Sch., Narragansett, 
R. I , since 1933. 

Troxel, Oliver L„ B.S.’14, North Central 
Col ; A.M’22, Ph.D.’26. Univ of Minn.; 
Prof, of Educ. Admin , Colo. State Col. of 
Educ., Greeley, Colo , since 1929. 

Truax, Mrs, Grace Greves, B,A.’37, Augus- 
tana Col.; Special Lecturer, Augustana 
Coi , Sioux Falls, S. Dak., since 1932. 

Truax, James L , Supt. of Sch , Van Dyke, 
Mich. 


Truby, Charlotte C., M.A.’28, Umv.^ of Pitts¬ 
burgh; Pnn,, Humboldt Sch., Pittsburgh, 
Pa., since 1932. 


Trueman, George Johnstone, B.A ’02. M.A. 
’04, Mt. Allison Univ.; Ph.D. 19, Columbia 
Univ ; D.C.L.*38, Acadia Univ.; Pres., 

Mt. Allison Univ , Sackville. New Bruns¬ 
wick, Canada, since 1923. 


Truscott, Raymond W., A.B.’05. Simpson 
Col ; Supt. of Sch., Loveland, Colo , since 
1912. 

Tucker, B X,, Prin., Richmond Union H. S., 
Richmond, Calif. 

Tucker, Major E. W.. A.B/21, Lake Forest 
Col.; A.M.’35, Ed.D.’4l, Univ. of Mo.; 
Exec. Officer, Kemper Military Sch„ 
Boonville, Mo., since 1921. 

Tuggle, L. A., Diploma '93, Westfield Col.; 
Co, Supt. of Sch., Danville, Ill., since 
1923. 

Turk, Genevieve M , LL.B '24, Kansas City 
Sch of Law, B.S.‘30, A.M.’36, Columbia 
Univ.; Supvg Prin, Scarritt Sch., Kansas 
City, Mo., Bince 1925. 

Turley, Ira S„ A B'13, Ind Univ.: Pres, 
Chicago Tchrs, Union, 509 S Wabash 
Ave, Chicago, Ill, since 1941. 

Turner, C. B , M A.'13, La, State Univ.; 
Parish Supt. of Sch , Court House, Baton 
Rouge, La., since 1934. 

Turner, George W., Pres., Sch. Bd., 2308 
Clay St., Fresno, Calif. 

Turner, H B. A.B.'03, Hiram Col.; M.A.’31. 
Columbia Univ.; Supt. of Sch , Warren. 
Ohio, since 191(5, 

Turner, Horace F„ A.B.’ll. Bates Col.; 
Ed M.’32, Harvard Univ ; Supt. of Sch , 
Milton, Mass., since 1926, 

Turner, J. Frank, Prin , Stephen J. Hay 
Sch., Dallas, Texas 

Turner, Mane R., A.B.‘34, Morehead State 
Tchrs. Col,, Morehead, Ky,; Co. Supt, of 
Sch , Jackson, Ky , since 1931- 

Turner, Maurice A., A B ’27, Oakland City 
Col., A.M.’35, Ind. Univ.; Supt oE Sch., 
Liberty, Ind., since 1936. 

Turner, R, R., B.S/33, Oregon State Agrl. 
Col.; Supt. of Sch., Dallas, Oregon, since 
1921. 

Turner, W. E., A.B.’24 t M.S/31, Univ. of 
Term.; State Dir. of Negro Educ.. War 
Memorial Bldg, Nashville, Tenn. 

Turpen, N. C, Ed.D.’41, Columbia Univ.; 
Supt. of Sch., Troy, Ala , since 1941. 

Turrentine, George Ruford, A.B. and B S. 
’09, Henderson State Tchrs. Col., Arka- 
delphia, Ark ; M S.’27, Iowa State Col ; 
Dean and Registrar, Ark. Polytechnic 
Col., Russellville,, Ark., since 1921 

Tustin, James F, Supt. of Sch., South 
Amboy, N. J. 

Tuttle, Albert E., A.B and Ped B.’lS, Syra¬ 
cuse Univ.; M.A.’22, Tchrs. Col., Columbia 
Univ.; Asst. Supt of Sch., Mamaroneck, 
N. Y , since 1936, 

Twente, John W., A.M.’16, Univ of Kansas; 
A.M.’22, Ph D.*23, Columbia Univ., Prof 
of Educ.. Univ. of Kansas, Lawrence, 
Kansas, since 1925 

Tyler, I Keith, B A.’25, Univ. of Nebr.; 
M A ’30, Ph.D.’39, Tchrs. Col., Columbia 
Univ,; Asst. Prof, and Research Assoc, 
Bureau of Educ Research, Ohio State 
Univ., Columbus, Ohio, since 1935. 

Tyler. Ralph W., A.B.’21, Doane Col.: 
A.M,’23, Univ. of Nebr.; Ph.D.’27, Univ. 
of Chicago; Chmn., Dept, of Educ. and 
Prof of Educ., Univ. of Chicago, Chicago, 
Ill,, since 1938. 

Tyler, Tracy F., A.B.’16, Doane Col , M A 
’23, Univ. of Nebr.; Ph.D.’33, Columbia 
Univ.; Assoc. Prof, of Educ,, Univ. of 
Mmn., Minneapolis, Minn., since 1939 



526 


Health in Schools 


Tyson, Leveling, A B’10, Gettysburg Col.; 
A.M/ll, Columbia Univ.J Litt.D/30, Get¬ 
tysburg Col ; LL D/37, Lehigh Uiuv ; 
LL.D/39, Franklin and Marshall Col.; 
Pres , Muhlenberg CoL, Allentown, Pa , 
since 1937, 

u 

Ulery, Cloyce B., 538 S. Clark St., Chicago, 
311 

Ullrich, Felix H., B.S ’24, Univ. o£ Wis , 
M A/29, PhD/37, Univ. of Texas, Head, 
Dept, of Educ,, Univ of San Antonio, San 
Antonio, Texas, since 1938. 

Umstattd, James G , B.S. in Ed *18, IVI A ’24, 
Univ. of Mo , Ph D/30, Univ. of Minn , 
Prof, of Sec Educ., Sch of Educ., Univ. 
of Texas, Austin, Texas, since 1938 

Underbrink, H E., Pnn, Twp H S , 
Libertyville, Ill., since 1921. 

Underwood, Franklin M,, A.B/02, Univ of 
Mo ; A M '25, Tchrs. Col., Columbia Univ,; 
Asst. Supt. of Sch , St. Louis, Mo- , since 
1930. 

Ungemach, Dena D.. B.S/08, A M ’ll, Univ. 
of Pa : Head, Science Dept., Overbrook 
Sr H S., Philadelphia, Pa., since 1930 

Updegraff, Harlan, Ph B/94, Cornell Col , 
Mt. Vernon, Iowa; M.A/98, Ph,D/08, Co¬ 
lumbia Univ., LL.D/26, Syracuse Univ. 
Address 98 N El Molino Ave , Pasadena, 
Calif. 

Updyke, Austin H, B S/08, M.Pd/11, New 
York Univ., Co. Supt. of Sch., Court 
House, Jersey City, N. J., since 1917. 

Uphill, Jared L. M., B.S., Univ. of Roches¬ 
ter; Diploma, State Normal Sch., Gene- 
seo, N. Y.; Dist. Supt. of Sch., 8 Fairmont 
Ave., Batavia, N Y„ since 1916 

Upp, Paul L., Supt. of Sch , Hillsboro, Ohio 

Upton, Arthur V. G, A.B/23, W. Va Wes¬ 
leyan Col., A M ’37, W. Va. Univ., Ped.D. 
’38, W. Va. Wesleyan Col.; Co. Supt of 
Sch., Clarksburg, W. Va., since 1939 


v 

Valentine, R, H., Supt. of Sell., New Castle, 
Ind. 

Valentine, William Robert, A B/04, Harvard 
Univ.; A M ’29, Columbia Univ.; LL D ’37, 
Lincoln Univ.; Prin., N J. Manual Tr and 
Indus. Sch , Bordentown. N. J., since 1915. 

Van Alstine, Frank L., B.S '27, Southwestern 
State Tchrs. Col,, Weatherford, Okla , 
M.A/36, Okla, Agrl. and Mech. Col.; 
Ph.D/41, Univ. of Minn., Supt of Educ., 
Experimental Sch., Col. of Educ., Univ of 
Tcnn., Norris, Tcnn. 

Van Anden, Hazel, B.S ’34, M A/37, New 
York Univ.; Supvg Prin, Quantico Post 
Sch , Marine Barracks, Quantico, Va , 
since 1939. 

Van Auken, Elizabeth, Prin., Lytton Sch , 
Palo Alto, Calif. 

Van Buslcirk, David A., A.B *16, A M/23, 
Univ. of Mich.; Supt. of Sch., Hastings, 
Mich., since 1923. 

Vance, C. E., B S ’24, M.S/31, Univ of Ill ; 
Supt. of Sch., Danville, Ill., since 1925. 

Vance, Leon Robert, Prin., Longfellow Jr. 
H. S., Enid, Okla. 

Vance, R R., A.B/20, A.M/21, Univ. of 
Tenn.; Supvr., Div. of II. S., State Dept, 
of Educ., Nashville, Tenn.., since 1934. 


Van Cott, Harrison H , B. S/06, Tchis Col . 
Columbia Univ.; M.A/19, N. Y. State Col. 
for Tchrs., Albany, N. Y.; Ph.D/33. New 
York Univ.; Chief, Bureau of Instr. Supvn. 
for Sec. Educ.. State Educ Dept , Albany, 
N. Y . since 1938. 

Van Dam, Emmanuel F-, A.B ’02, Col. of 
St. Francis Xavier; A.M/12, Columbia 
Univ,, Asst. Supt. of Sch, Staten Island, 
New York, N. Y. r since 1927. 

Vanderhoef, W. Howard, B S/16, Colgate 
Univ.; M.A/29, Columbia Univ.; Supt. of 
Sch., Hamburg, N. Y.. since 1940. 

Vanderlinden, J. S., B.S/21, M A/28, State 
Univ, of Iowa; Supt. of Sch , Perry, Iowa, 
since 1935. 

Vandiver, J. S., A.B/28, Miss. Col.; State 
Supt of Educ., Jackson, Miss., since 1936. 

Van Dyke, L. A, M.A/34, Univ. of Mo.; 
Dir. of H. S. Supvn., State Dept, of Educ., 
Jefferson City, Mo., since 1938 

Van Fossen, Robert D , Bd. of Educ , 7 Bel- 
saw PI., Clifton, Cincinnati, Ohio. 

Van Heuklom, George E-, B.S/30, M.A/36, 
Univ. of Minn.; Supt. of Sch., Ghdden, 
Wia., since 1937. 

Van Kleeck, E. R., A.B/27, N. Y. State Col 
for Tchrs., Albany, N Y. , A.M/33, Cor¬ 
nell Univ.; Ph.D/37, Yale Univ , Asst. 
State Commr. of Educ., State Educ, Bldg , 
Albany, N Y , since 1941. 

Van Natta, J. A,. Ph.B/2l, Univ. of Wis ; 
Supt, of Sch., Sturgeon Bay, Wis , since 
1928. 

Van Ness, Carl Condit. A.B/16, Columbia 
Univ Address. 35 W. 32nd St, New 
York, N. Y. 

Van Ness, H. J., A.B/19, Cornell Col , Mt. 
Vernon, Iowa; M.A/20, Columbia Univ., 
Supt, of Sch., Boone, Iowa, since 1937. 

Van Putten, M. W. t B,A/17, Hope Col ; 
M.A/40, Univ. of Minn.; Supt of Sch., 
Aurora, Minn , since 1937. 

Van Slyck, Willard N., A.B/14, A.M/28, 
Univ. of Kansas; Pnn., Topeka H. S , 
Topeka, Kansas, since 1928. 

Vantine, Lewis A., Ph.B/09, Univ. of Wis.; 
M.A/32, Tchrs. Col., Columbia Univ ; 
Dir. of Appointments and Summer Session, 
State Tchrs. Col., Milwaukee, Wis., since 
1909. 

Varney, Charles E.. Diploma ’15, State 
Normal Sch., Farmington, Maine; B.S. in 
Ed.*28, M.Ed/35, Boston Univ., Supt. of 
Sch., Stoneham, Mass , since 1929. 

Vastine, Richard B., M.A/34, Tchrs Col , 
Columbia Univ.; Prin, Jr. H, S., Roselle 
Park, N. J., since 1937. 

Vaughan, James P., Ph.B/07, Univ. of Wis.; 
Supt. of Sell., Chisholm. Minn., since 1907. 

Vaughan, John S., B.A/24, M.A/27, Univ. 
of Okla., Pres., Northeastern State Col., 
Tahlequah, Okla , since 1936. 

Vaughan, W. A., Div. Supt. of Sch , Bowling 
Green, Va. 

Vaughan, William Hutchinson, A B/23, 
Georgetown Col.; A.M/27, Ph.D/37, 
George Peabody Col. for Tchrs.; Pres, 
Morehead State Tchrs. Col , Morehead, 
Ky.. since 1940. 

Vaughn, E. Otis, Supt. of Sch., Reno, Nev 

Vazquez, Ramon Garcia, A.B. in Ed '36, 
Univ. of P. R.; M.A/40, Tchrs. Col., 
Columbia Univ.; Supt., Cidra Sch. Dist, 
San Lorenzo, P. R. 



List of Members 


527 


Vedder, Alroon V., A.B,'21, Mich. State 
Tchrs. Col, Ypsilanti, Mtch.; M A'25. 
Ph.D/39, Umv. o£ Mich. Address: 10619 
Hale Ave., Morgan Park Sta , Chicago, Ill. 

Vedder, Ollen M., A.B/24, Mich State 
Normal Col, Ypsilanti, Mich.; M. A/36, 
Northwestern Univ.; Supt. of Sch. f Han¬ 
cock, Mich., since 1937. 

Veit, Benjamin, B S/86, Col. of the City 
of N. Y ; LL.B ’93, New York Umv, Ad¬ 
dress * 2431 Healy Ave., Far Rockaway, 
N. Y. 

Velte, Charles Henry, A.B.’14, Hastings 
Col.; M.A.’29, Umv. of Nebr.; Supt. of 
Sch., Crete, Nebr., since 1919. 

Vick, Claude E., B.S.'2S, M.S/29, Univ. of 
Ill.; Ed.D/35, Wash. Univ,; As9t. State 
Supt. of Pub. Instr., Springfield, Ill., since 
1935. 

Vigor, Charles F., Asst. Supt. of Sch., Mo¬ 
bile, Ala , since 1909. 

Viles, N. E., A.M/30, Ph.D/34, Univ. of 
Mo.; State Dir. of Sch. Bldg. Serv., State 
Dept, of Educ., Jefferson City, Mo., since 
1931. 

Vincent, Harold S., A.B.*23, Greenville 

Col.; A.M/32, Ohio State Univ.; Asst, 
Supt. of Sch., Akron, Ohio, since 1937. 

Vincent, P. M., M.A/21, Univ. of Wis.; 
Supt. of Sch , Stevens Point, Wis , since 
1923. 

Vincent, Quincy G„ Supt. of Sch., Ford 
City, Pa 

Vineyard, Jerry J., A.B.'21, William Jewell 
Col.; A.M/27, Univ. of Mo.; Supt. of 
Sch, Nevada, Mo., since 1937. 

Vitalis, E. L., B.A.‘23, Gustavus Adolphus 
Col.; Supt. of Sch , St. James, Minn., 
since 1936. 

Vogel, George J., A.B/91, Cornell Univ.; 
Address: 68 Church St., Torrington, Conn. 

von Borgesrode, Fred, Ph.D ’27, Umv of 
Mum,; Lecturer in Educ., Univ of Mmn., 
Minneapolis, Minn., since 1937. 

Vose, James Wilson, A.B/03, Williams 
Col.; Ed.M/28, Harvard Univ.; A.M/29, 
Williams Col.; Supt. of Sch., Marble¬ 
head, Mass., since 1934. 

Vosper, E. E., Vice-Prin., San Leandro 
H. S , Oakland, Calif 


w 


Waddell, John F . Ph.B.'20, Ph.M.’28, Univ, 
of Wis. j Asst State Supt. of Pub. Instr, 
Madison, Wis., since 1934. 

Wade, John E , B.S.’97, Col. of the City of 
New York; A.M ’02, Columbia Univ., 
Assoc Supt. of Sch., 2267 Andrews Ave., 
New York, N. Y„ since 1927 


Wagenhurst, Paul H , Supvg Prin. of Sch., 
Womelsdorf, Pa. 

Wagner, C, K, Ph.G.’l?, Philadelphia Col. 
of Pharmacy; B S.’2S, Muhlenberg Col ; 
A.M.’28, Univ. of Pa., Supvg. Prin, of 
Sch., Sharon Hill, Pa„ since 1932. 

Wagner, Hobson C, B.S.'22, Albright Col., 
M.A.’29, Columbia Univ.; Supt of Twp. 
Sch , Berwyn, Pa , since 1941. 

Wagner, J. Ernest, B.A.’16, Bradley Poly¬ 
tech. Inst.; M.A.’30, Ph.D.’38, Umv of 
Pittsbuigh; Supt. of Sch, Johnstown, Pa„ 
since 1940. 


W of1 er, o J , Dna . s E - B S.’OZ, M S '05, Pa. 
otate Col ; Adviser. Research and Statis¬ 
tics, State Dept of Pub Instr, Harris- 
burg, Pa., since 1938 

Wegner, Joseph Crider, M A.’36, Univ, of 
Mich.; Supt of Sch, Hartford City, Ind., 
since 1937. 

Wagner, M. Channing, B A.’13. Wittcnbeig 
Col.; A.M/23, Columbia Umv , As«*t 
Supt. of Sch, 1100 Washington St. Wil¬ 
mington, Del., since 1929. 

Wagner, Thomas J . A.B/10, Franklin and 
Marshall Col,; A.M/13, Tchrs Col, Co¬ 
lumbia Univ.; Pd.D/23, New York Univ 
Address: 139 Emerson Ave., Croton-on 
Hudson, N. Y. 

Wahl, James Frank, B.A/20, Hendrix Col.. 
M.A.'26, George Peabody Col for Tthis , 
Supt. of Sch., Helena, Ark , since 1928 

Wahlert, Jennie, M.A/27, Tchrs Col , Co¬ 
lumbia Univ.; Prin., Jackson Elem. Sch. 
2918 Harper St., St. Louis, Mo , since 
1923. 

Wait, W. T., Prof of Educ. Psychology, 
Colo State Col. of Educ., Greeley, Colo 

Waldo, Karl D„ A.B ’06, Umv. of III . 
A.M/14, Umv. of Chicago; Supt. of Sch. 
East Side, Aurora, III., since 1928. 

Waldron, Edward F., Ph B.’17, Brown 
Umv.; A.M.'32, Yale Univ.; Supt. of 
Sch., New Canaan, Conn., since 1938 

Walk, George E., A B.’99, Ohio Wesleyan 
Univ.; AM ’ll, Columbia Univ., Ph.D.’14, 
New York Univ.; LL.D.’35, Juniata Col , 
Dean, Tchrs. Col , Temple Umv., Phila¬ 
delphia, Pa., since 1919. 

Walker, Charles W , Supt. of Sch,, Win¬ 
chester, N. H, 

Walker, David E., Dist. Supt. of Sch . 1121 
Oakton St, Evanston, Ill 

Walker, Deane E, A B.’22, Tri-State Col.; 
A.M/28, Tchrs. Col., Columbia Univ.; 
Co. Supt. of Sch., Plymouth, Ind., since 
1925 

Walker, Kirby P., A.B/22, Southwestern, 
Memphis, Tenn ; M.A/34, Umv, of Chi¬ 
cago; Supt. of Sch, Jackson, Miss., since 
1936. 

Walker, Knox, A.B '15, Mcrccr Univ., 
M.A/25, Columbia Univ,; Genl. Supvr , 
Fulton Co. Sch., Atlanta, Ga., since 1930. 

Walker, Thomas J , Editor, School and 
Community, Mo. State Tchrs, Assn , Co¬ 
lumbia, Mo , since 1920 

Walkotten, George, A.B/22, Kalamazoo 
Col.; M.A/31, Columbia Univ.; Supt. of 
Sch , Albion, Mich., since 1939. 

Wallace, Frederick W., A.B/04, Bates Col.; 
Supt of Sch, Poultncy, Vt., since 1924. 

Wallace, P. E, M.A/24, Umv. of Texas; 
Supt. of Sch , Mt. Pleasant, Texas, since 
1920. 

Wallace, S. C, Asst Co Supt. of Sch , 428 
Oakland Ave., Greensburg, Pa , since 
1915, 

Waller, DeWitt, A.B/U, Epworth Univ,; 
A M/28, Univ. of Mo.; Supt, of Sch, 
Enid, Okla., since 1933. 

Waller, J. Flint, B.A/16, Univ of Va.; 
M. A/28, Ph.D/32, Columbia Univ. Ad¬ 
dress. 227 Kalorama St,, Staunton, Va. 

Walshe, Minnie E„ Asst. Supt. of Sch . 52 
Reef Rd., Fairfield, Conn., since 1922. 

Walter, Ort L., A.B/09, Wabash Col.; 

A.M/28, Univ. of Chicago; Supt. of Sch., 
Goshen, Ind., since 1936 



528 


Health in Schools 


Walter, R. B„ M.S/39, Umv. of Southern 
Calif.; Asst. Co. Supt. of Sch , 240 S. 
Broadway. Los Angeles, Calif., since 1939. 


Walter, Z. M., B.Sc. in Ed.’Zl, M.A/23, 
Ohio State Univ., Supt. of Sch., Wyo¬ 
ming, Ohio, since 1932. 

Walton, L. Arthur, B.S.’20, Ursinus Col.; 
A.M/24, Untv. of Pa.; Supvg. Prm of 
Sch., Pitman, N, J , since 1941 


Wanamaker, Mrs. Pearl A, B A.*22, Univ. 
of Wash,; State Supt. of Pub. Instr., 
Olympia, Wash, since 1941. 

Wangler, Frank A., Prin , Pub. Sch, 5 Van 
Dyke Dr., Wilmington, Del, 


Wann, Harry Arthur. A.B,'17, De Pauw 
Univ.; M.A.’26, Ed.D.*35, Tchrs Col., Co¬ 
lumbia Univ., Co. Supt. of Sch., Morris¬ 
town, N, J,, since 1939. 


Ward, Charles C., B S.’18, Bucknell Univ , 
M.A/30, Tchrs. CoL, Columbia Univ,; 
Ph,D. , 34 1 New York Univ.; Prin., State 
Normal Sch. f Plattsburgh, N Y , since 
1933. 


Ward, Forrest S , B Ped.TO, State Normal 
Col,, Troy, Ala ; B.S.T4, Univ. of Ala ; 
A.M.’27, Tchrs. Col., Columbia Univ.; 
Co. Supt. of Sch., Carrollton, Ala., since 
1931. 


Ward, W. H, A.B/14, Furman Univ.; Dir., 
Extension Div., Univ. of S. C., Columbia, 
S. C. t since 1937. 

Wardlaw, Joseph C , BA. and M.A/95, 
Emory Univ.; Dir. of Genl. Extension, 
Univ. System of Ga., Atlanta, Ga., since 


1928. 


Warfield, Silas T., B.S. in Ed.’20, Ohio 
Univ.; M.A.'34, Columbia Univ.; Supt of 
Sch., Barnesville, Ohio, since 1939. 
Warner, Rodney J., B.S.‘24, M,A.*29, Ohio 
State Univ.; Supt. of Sch., Xenia, Ohio, 
since 1937. 


Warner, William E., B.S.‘23, M\S.’24, Univ. 
of Wis ; Ph.D.’28, Tchrs. Col , Columbia 
Univ.; Prof, of Educ , Ohio State Univ., 
Columbus, Ohio, since 1925. 

Warren, Carl V., B S‘23, Hamilton Col.; 
Supt, of Sch, Middletown, N. Y„ since 
1939. 


Warren, Curtis E., A B/15, Univ. of South¬ 
ern Calif.; Supt. of Sch., Santa Barbara, 
Calif., since 1934. 

Warren, Jule B, A B.’08, Duke Univ.; 
Secy , N. C. Educ. Assn , Raleigh, N. C., 
since 1922. 


Warren, Julius E., A B.’IO, Dartmouth Col ; 
M.A.’23, Tchrs. Col., Columbia Univ.; 
Supt. of Sch., Newton, Mass., since 1934. 
Warren, W. Frank, A.B.’IO, Elon Col.; 
M A ’ll, Univ. of N. C.; Supt. of Sch., 
Durham, N. C., since 1933, 

Warren, Worcester, A.B.*12, Knox Col.; 
AM.’21, State Univ. of Iowa; Lecturer, 
Dept, of Educ., Yale Univ., New Haven, 
Conn., since 1941. 

Washburne, Carleton W., Ed.D.’22, Univ. 
of Calif., Supt. of Sch., Winnetka, Ill, 
since 1919. 


Washington, William Harold, Diploma '15, 
North Greenville Academy; B.SJ2G, 
Clemson Col.; M.S.’22, Iowa State Col , 
Dean, Sch. of Voc. Educ , Clemson Col., 
Clemson, S C., since 1933. 

Wassung, Frank R., Ph.B/13, Ph.M '17, 

Hamilton Col.; Supt. of Sch., Garden 
City, N. Y., since 1937. 


Waterhouse, Ralph H , B S.’31, M.A ’38, 
Ohio Stale Univ., Supt of Sch., Sch. 
Admin. Bldg., Akion, Ohio, since 1934. 

Waterman, Ivan R., Chief, Div, of Text¬ 
books and Publications, State Dept, of 
Educ, Sacramento, Calif 

Waterpool, W F., B.A.’20, Lawrence Col,; 
Ph M.’26, Univ. of Wis ; Supt of Sch , 
Marinette, Wis , since 1940. 

Watkin, Earl P , Ph.B T2, Ph.M.'17, Hamil¬ 
ton Col , M.A.’30, Columbia Univ,; Ed D 
*39, New York Univ.; Supt. of Sch, 
11 ion, N. Y , since 1923. 

Watkins, B T , Div. Supt, of Sch , 309 
S. High St,, Franklin, va. 

Watkins, Richard Henry, B.A ’95, Hampden- 
Sydney Col ; Supt. of Sch , Laurel, Miss , 
since 1907. 

Watson, A. R., A.B.’OS, Wabash Col.; Supt. 
of Sch , Gladstone, Mich , since 1925. 

Watson, Charles Hoyt, A.B.’18, A.M.’23, 
Univ. of Kansas; Pres., Seattle Pacific 
Col., Seattle, Wash , since 1926 

Watson, Floyd B., A.B.’14, Cornell Univ.; 
Supt. of Sch., South Side H S , Rockville 
Centre, N. Y., since 1933 

Watson, G. E,, B A.*21, Lawrence Col.; 
M.A/32, Univ. of Wis.; Supt. of Sch., 
Wauwatosa, Wis., since 1940. 

Watson, J B , Ph.B '04, Brown Univ ; 
A.M.‘24, LL.D.’39, Morehouse Col.; Pres., 
Agrl., Mech. and Normal Col , Pine Bluff, 
Ark, since 1928. 

Watson, J. L., Co. Supt. of Sch., Little 
Rock, Ark. 

Watson, Norman E,, A.B.’21, Wabash Col.; 
A.M ’29, Umv. of Chicago; Supt, of Sch, 
Northbrook, Ill., since 1929 

Watson, Paul W , A.B.'24, A.M.’32, W. Va. 
Univ.; Co. Supt of Sch., Kingwood, 
W. Va., since 1935. 

Watt, Ben H., A.B.’13, Wabash Col ; A.M. 
’30, Ind. State Tchrs. Col., Terre Haute, 
Ind Address: Pub. Sch., Noblesville, Ind. 

Wattenberg, William W., B.S.’30, Col. of 
the City of N. Y.; M.A/33, Ph.D.’36 t 

Tchrs. Col., Columbia Univ ; Managing 
Editor, Chicago Schools Journal, 6800 
Stewart Ave. f Chicago, Ill , since 1938 

Watters, Garnette, B.S.'31, M.A '34, Wayne 
Umv.; Dir., Language Educ., Pulaski 
Sch., Hamtramck, Mich., since 1920. 

Way, James E., Ph.B.*13, Ohio Northern 
Univ.; Co. Supt. of Sch, Waverly, Ohio, 
since 1932. 

Weakley, Guy A.. A.B,’20, Baker Univ ; 
Dist Supt. of Sch., H. S and Jr. Col., 
El Centro, Calif 

Weaver, Paul H., A B.’21, Heidelberg Col , 
M.A/27, Ohio State Univ., Supt. of Sch., 
Elida, Ohio, since 1934 

Weaver, Philip J., A.B '34, Duke Univ . 
A.M.‘37, Univ. of N. C., Supt. of Sch., 
Southern Pines, N. C , since 1939. 

Webb, A S , A.B.‘96, Duke Univ.; Supt. of 
Sch., Concord, N. C , since 1910. 

Webb, Cecil S., A.B '26, A M.’30, Ind 
Univ , Dir. of Guidance, Jefferson H. S., 
Lafayette, Ind., since 1929. 

Webb, Henry P., M.A.’32, Texas Techno¬ 
logical Col , Supt. of Sch., Olton, Texas, 
since 1921 

Webb, J 0., B.A.*14, Southwestern Univ.; 
M A.'24, Umv. of Texas, Asst. Supt. of 
Sch., Houston, Texas. 



List of Members 


529 


Webb Paul E, B A.’17, Pomona Col.; M A. 

’25 ’ Univ. of Southern Calif.; Ph D.*34, 

Yale Univ.; Prin., Los Angeles H. S.. 

Los Angeles, Calif., since 1941, 

Webber, Elmer Harrison, Diploma ’07, 
State Normal Sch , Farmington, Maine; 

B Pd.’lS, Univ. of Maine; A.M *23, Bates 
Col , Supt. of Sch., Mapleton, Maine, 
since 1918. 

Weber, C. A., A B’24. Ill. Col., M.A.’29, 
Univ. of Ill.; Supt. of Sch., Galva, Ill., 
since 1931. 

Weber, Ernest, A.B.’23, Western State Nor¬ 
mal Sch., Kalamazoo, Mich.; M.A.'28 f 
Tchrs Col, Columbia Univ., Prin., Tr. 
Sch., Richland, Mich., since 1923. 

Weber S. E , Ph.D.’OS, Univ. of Pa.; Assoc. 
Supt of Sch in charge of Personnel, Pitts¬ 
burgh, Pa., since 1929. 

Webster, Marjorie Fraser, A.B.’33, George 
Washington Univ.; M.A, 35, American 
Univ ■ Prea., The Marjorie Webster ben., 
Rock Creek Park Estates, Washington, 

D. C., since 1920. 

Wedgeworth, C., M.A.’29, Univ. of Colo.; 
Supt, of Sch., Perryton, Texas, since 
1940. 

Weet, Herbert S., B.A/99, M.A’Ol, Univ. 

Of Rochester; Pd D .’18 New York State 
Col for Tchrs., Albany, N. Y.t Litt.D. 33, 
Univ. of the State of New York; Honorary 
Life Member, American Assn, of Sch. 
Admin.; Supt. of Sell,, Rochester N Y , 
1911 to 1934. Address: Hilton, N. Y. 
Weglein, David E„ A.B.-Q7, Johns Hopkins 
Univ.; A.M. 12, Columbia Univ.; Ph.D 
’16, Johns Hopkins Univ.; Supt. of Sch , 

3 E. 25th St., Baltimore, Md , since 1925. 

Wcaner F. R., A.B.'21, Cornell Univ ; 

M 8 A’28, N. Y. State Col. for Tchrs , 
Supt. of Sch,, Roslyn Hgts., N. Y„ since 
1934. 

Weaner H. C., Ph.M.’23, Univ. of Wis , 
Supt ’of Sch., Waupun, Wis., since 1926 

Weir, Daniel T„ A.B1*M. A M -9S. Xnd- 
Univ.; Asst. Supt. of Sch., 150 N Me 
ndian St., Indianapolis, Ind , since 1921. 
Weirick, Joseph C„ B.S.'17. Bucknell Univ.; 
Supt. of Twp. Sch., Abington, Pa., since 
1934. 

Welch, A. G., Supt. of Sch., Alvin, Texas. 
Welch, Dale D., A.B.'21, Univ. of Dubuque; 
M A '28, Cornell Univ ; LL D. 36, Coe 
Col I Pres., Univ, of Dubuque, Dubuque, 
Iowa, since 1936. 

Welch, Earl E„ 45 E 17th St, New York, 
N Y. 

Welch M. W., B.S.’17, Univ of Mich. Ad¬ 
dress: 1515 Sedgwick St„ Chicago, Ill. 
Welch, O. M„ Supt. of Sch., Sugar Grove, 
Ohio. 


Welch, William A, A.B., M.A. 30 Boston 
Col.; LL.B/27, Suffolk Law Sch , Supt. 
of Sch, Peabody, Mass, since 1933. 
Weller George Carl, AB.'20, Whitworth 
Col.; A.M.’33, Stanford Univ.; Dwt. SupL 
of Sch , South San Francisco, Calif., since 
1940 

Wells, A. E„ B.A.'31, Abilene Christian 
Col • M A.*36, Colo. State Col. of b*<luc.. 
sSpt’. Union Grove Sch., Gladewater, 
Texas, since 1940. 

Wells, Clyde P Ph.B.'OS Syracuse Umv 

Supt. of Sch., Batavia, N. Y, since 


Wells, George N, Ph B.'28, M.A/33, Umv 
of Chicago; Supt. of Sch, Elmwood Park, 
Chicago, Ill , since 1929. 

Wells, Guy H, A B.'I5, Mercer Univ.; 
A.M.*25, Columbia Univ ; Pres , Ga State 
Col. for Women, Milledgcville, Ga , since 
1934. 

Wells, H. B, B.S ’24, A.M.'27. Ind Umv.; 

LL D,’39, Butler Univ.; LL D’39, Rose 
Poly. Inst., LL.D/39, De Pauw Univ.; 

Pres , Ind. Univ., Bloomington, Ind , since 
1938 

Wells, H. M. t B.A/16, M.A T7. Millsaps 
Col., Parish Supt. of Sch, Alexandria, 

La., since 1934. 

Wells, I. J. K , State Supvr. of Negro Sch , 
Charleston, W. Va. 

Wells, J. Evelyn, A.B.’24, Univ. of Louis¬ 
ville; M.A.’34, Columbia Col , Asst. Prin., 
Shawnee H. S., Louisville, Ky , since 
1930. 

Weils, Jere A., B.S.C.’24. Ga. Tech ; Co. 
Supt. of Sch., Court House, Atlanta. Ga., 
since 1925. 

Wells, Thomas R, Supt. of Sch, Pasca¬ 
goula, Miss. 

Welsbacher, A. A.. Supt. of Bldgs and Pur¬ 
chases, Pub. Sch., 618 High Ave . N. W , 
Canton, Ohio. 

Welsh, William Henry, Ped,D.’38. Temple 
Umv.; Asst. Supt. of Sch., Admin. Bldg., 
Philadelphia, Pa., since 1940. 

Welshimer, A. G, A.B.'14, M.A '35, Ohio 
State Umv. Address. Pub Sch., Belle- 
fontaine, Ohio. 

Wendling, Elsie, B.S.’27. A M ’29 Tchrs. 
Col,, Columbia Univ.; Supvr of Jr. H. S. 
Grades, Western State Tchrs. Col., Bell¬ 
ingham, Wash., since 1929 
Wenger, Henry, Supvg. Prin. of Sch., 
Fredericksburg, Pa. 

Wenger, Paul, B.A.’25, Bluffton Col , M.A. 
’30, Ohio State Univ.; Supt. of Sch. Lan¬ 
caster, Ohio, since 1938. 

Wenner, William E-. A.B.’97, Ped.D/36. 

Westminster Col., New Wilmington, Pa.; 
Supt. of Sch., i Lake St., Ashtabula 
Harbor, Ohio, since 1909. 

Weslev Charles H., B.A.’ll. Fisk Univ.; 
M.A43, Yale Umv.; Ph.D.*25, Harvard 
Univ.; Dean, Grad. Sch., Howard Umv, 
Washington, D. C., since 1937. 

Wesley. Marian Josephine. B.S '17, M.A.’22. 
Tchrs. Col., Columbia Umv.; Elam. 
Supvr., Pub. Sch., Worcester, Mass, 
since 1937 

West, Franklin Lorenzo, B.S.’04, Utah State 
Ac*rl Col* Ph.D. 11, Umv. of Chicago, 
Commr. of Educ.. Church of Jesus Christ 
of Latter-Day Saints, Salt Lake City, 
Utah, since 1935. 

West Glen C., B.S. in Ed T7, Ohio Umv.: 
M A.*28, Columbia Univ.; Co. Supt. of 
Sch, Bucyrus, Ohio, since 1937. 

West. Guy A., M.A.’28, Univ. of Colo.; 
Ed D/31, Univ. of Calif ; Prof, of Educ. 
and Dir. of Research, Chico State Col., 
Chico, Calif., since 1933. 

West Henry S„ A.B/93, Ph.D.’99. Johns 
Konkins Univ.; Dean and Prof, of Educ.. 
ii 0 ?* 1 ** rnral Gables. Fla., sine 


K Miami, Cora lGables.Fla.. since 
1926. 

West Pari A B.'21, Univ. of Nebr.; A.M. 
W . 2B ' Ph b.’33, Tchrs. Col., Columbia 
Univ. Prin.. Sch of Practice, State Nor¬ 
mal Sch., Potsdam, N, Y,, since 1934. 



530 


Health in Schools 


West, Paul Douglass, Ph.B.’24 f Emory 
Univ.; M.A’25, Oglethorpe Utuv.; M.A 
MO, Emory Umv.; Prin., Russell H. S,, 
East Point, Ga., since 1932. 

West, Roscoe L., A.B '14, Ed.M/23, Har¬ 
vard Univ.; Pres, State Tchrs. Col., 
Trenton, N J., since 1930. 

Westcott, H. G., A B.’14, Syracuse Univ.; 

M. A,*23, Yale Univ.; Supvg. Prin, Chap¬ 
man Tech. H. S., New London, Conn, 
since 1937. 

Wetzel, WilLiam A., A.B/91, A.M/93, La¬ 
fayette Col.; Ph D,’95, Johns Hopkins 
Univ. Address: 12 Belmont Circle, Tren¬ 
ton, N. J 

Weyer, Frank E , Ph.D.*41, Univ. of Nebr ; 
Dean, Hastings Col, Hastings, Nebr., 
since 1918. 

Wezeman, Frederick H., LL.B. and J D/14, 
John Marshall Law Sch.; B Sc. in Ed/22, 
Lewis Inst , B.D/26, Univ. of Chicago; 
Prin., Chicago Christian H. S., Chicago, 
Ill,, since 1927. 

Wheable, Geoffrey Alfred, B A *21, Queen's 
Univ., Ktngston, Ont ; Supt of Sch., Bd 
of Educ., London, Ontario, Canada, since 
1925. 

Wheat, Leonard B , B.A/24, Northwestern 
Univ ; Ph.D/31, Tchrs. Col., Columbia 
Univ.; Supt., Heniy Ford Sch., Dearborn. 
Mich., since 1939. 

Wheeler, G. R., B.A/12, Mercer Univ.; 
City and Co. Supt of Sch., Sanford, N. C., 
since 1930. 

Wheeler, Jerome J„ B.S/14, M A/22, Pa. 
State Col.; Supt. of Sch., Dunkirk, N. Y , 
since 1939. 

Wheelock, Herbert V., B.S A/14, Univ. of 
Vt ; Dist. Supt. of Sch., South Barre, 
Vt., since 1930. 

Whelan, James F., A B/21, AM/22, Gon- 
zaga Univ.; A.M. in Ed/35, St. Louis 
Univ ; Ph D/38, Ohio State Univ.; Prof, 
of Educ. and Chmn., Dept, of Educ., 
Loyola Univ., New Orleans, La., since 
1937 

Whinnery, Karl E., Ph.B/12, Mt. Union 
Col., M.A/15, Univ. of Wis.; Supt. of 
Sch., Sandusky, Ohio, since 1939 

Whipple, Lucius Albert, B.S/08, R. I. State 
Col.; A.M/28, Brown Univ.; D.S/40, R. I. 
Col. of Pharmacy; Ed.D *40, Providence 
Catholic Tchrs. Col.; Pres., R. I. Col. of 
Educ., Providence, R. I., since 1939. 

Whisonant, E. D., A B/16, M A/31, Wofford 
Col.; Supt. of Sch., Baxley, Ga., since 1937. 

White, Clyde W., B.A/10, M.A/30, Ohio 
State Univ.; Supt of Sch., Hamilton, 
Ohio, since 1939. 

White, Edna N., A.B/06, Univ. of HI.; 
LL.D/28, Mich State Col.; D.Ped/30, 

N. Y. State Col. for Tchrs., Albany, N. Y.; 
LL.D/36, Wayne Univ., Dir, Mernll- 
Palmer Sch , 71 Ferry Ave , E,, Detroit, 
Midi., since 1920. 

White, Heath E., A.M/30, Columbia Univ.; 
Supt. of Sch., Westport, Conn , since 1931. 

White, Holman, B S/05, Temple Univ ; 
A.M/13, Univ of Pa ; LL D/27, Juniata 
Col , Dist. Supt of Sch., 12th and Al¬ 
legheny Ave., Philadelphia, Pa., since 1912 

White, Howard Dare, A.B/97, Franklin and 
Marshall Col ; A.M/13, Columbia Univ., 
Asst. State Commr. of Educ, Trenton, 
N. J , since 1928. 


White, Hugh V, A.B/22, M A/39, Col, of 
William and Mary; Div. Supt. of Sch 
Suffolk, Va., since 1935. 

White, J. B„ A B/27, Wofford Col.; M.A/32 
Duke Univ.; Supt. of Sch, Kitigstree’ 
S. C.. since 1935 

White, Lawrence B., Prin , Mark KeDoel 
H, S , Alhambra, Calif 

White, Leslie Arthur, A B/10, Upper Iowa 
Univ.; M.A/20, Tchrs Col, Columbia 
Univ.; Supt of Sch , Minot, N. Dak, since 
1918. 

White, Neil K , A.B.*98, A.M/12, Hamilton 
Col ; Supt. of Sch., Lansingburgh, N. Y 
since 1911. 

White, Robert, Jr., Ph B/29, M.A/36, Univ, 
of Chicago; Prin., H. S. and Jr Col.] 
Burlington, Iowa, since 1938. 

White, Roscoe H., A.B/23, A.M/2G, Univ. 
of Colo.; Asst. Supt. of Sell., Shreveport] 
La., since 1935. 

White, Thomas W., A.B/34, Central State 
Tchrs. Col., Mt. Pleasant, Mich.; Supt. of 
Sch., Shepherd, Mich., since 1936. 

White, Winton John, A.B/04, A,M/05, Univ, 
of Pa.; Supt. of Sch., Englewood, N. J ] 
since 1918. 

Whitelaw, John B., Ph.B/29, Ph.D/35, Yale 
Umv.; Genl, Supvr., Pub. Sch., Newton, 
Mass., since 1941. 

Whiteman, Harris, A.B/31, Western State 
Tchrs. Col., Kalamazoo, Mich.; M.A/37, 
Columbia Univ.; Prin., Jr. H. S. p Goshen, 
Ind., since 1932. 

Whiteman, Kelro, B.S/29, Ball State Tchrs. 
Col., Muncie, Ind.; M.S/33, Ind Umv.; 
Co. Supt. of Sch., Fort Wayne, Ind., since 
1937. |- 

Whiteside, Frederick W„ A B/12, Univ. of 
Chicago; Supt. of Sch., Camden, Ark., 
since 1926. 

Whiteside, Harold C., B.S. in Ed/24, M.A 
’26, Univ. of Pa.; Supt. of Sch., New 
Castle, Del., since 1939. 

Whitmg, Gregory W., A.B/17, Fisk Umv.; 
M.A.*34, Tchrs. Col, Columbia Umv., 
Dean and Dir. of Educ., State Tchrs Col., 
Bluefield, W. Va., since 1937. 

Whitley, Samuel H., B.L/01, Trinity Umv.; 
Litt D/25, Austin Col.; M.A/26, Southern 
Methodist Univ.; LL.D/29, Trinity Umv ; 
Pres., East Texas State Tchrs. Col., Com¬ 
merce, Texas, since 1924. 

Whitman, Willard M., A.B/09, Harvard 
Univ., Supt. of Sch., Marquette, Mich., 
since 1920. 

Whitney, Albert W., A.B/91, Beloit Col.; 
Consulting Dir , Natl. Conseivation Bu¬ 
reau, 60 John St , New York, N. Y., since 
1914. 

Whitney, Gerald DeFonest, B.S/17, Car¬ 
negie Inst of Tech.; M.A '26, Columbia 
Umv.; D.Sc/27, Stout Inst.; Assoc. Supt. 
in. charge of Sec. Educ., Admin. Bldg, 
Pittsburgh, Pa., since 1938. 

Whittaker, M L., Prin., Pub, Sch., Oswego, 
Oregon. 

Whitten, W. E., B.A/23, Howard Payne 
Col.; M A’36, Univ of Colo.; Supt of 
Sch., Brady, Texas, since 1931. 

Whittier, Amy Rachel, Diploma ’92, Mass 
Sell, of Art. Address: 96 Pinckney St., 
Boston, Mass. 

Whittier. Harold K., B Ed/32, Western Ill. 
State Tchrs. Col, Macomb, Ill.; M.A/33, 
State Univ. of Iowa; Supt. of Sch,, 
Streator, Ill., since 1933. 



List of Members 


531 


Whittinghill, Roscoe T„ B.Ped.’G3, Univ. of 
Ky.; A M'28, Univ. of Chicago; Supt. of 
Sell., Hazard, Ky t since 1926. 

Whitzel, William Russell, A.B ‘32, North¬ 
western State Tchrs. Col, Alva, Okla.; 
A M '36, Colo. State Col. of Educ., Greeley^ 
Colo , Supt of Sch , Cherryvale, Kansas, 
since 1940 

Wicliman, J, H, B.A.’14, North Central 
Col., M,A.'28, Univ. of Chicago, Supt. of 
Sch , Northfield, Minn , since 1935. 

Wickham, William Terry, A.B.’20, Heidel¬ 
berg; Col , M.A.*27, Ohio State Univ.; 
Supt., Cuyahoga Hgts Schs., 4820 E. 71st 
St,, Cleveland, Ohio, since 1938. 

Wiedefeld, M. Theresa, B.S.’25, Ed.D *37, 
Johns Hopkins Univ., Pres, State Tchrs 
Col., Towson, Md., since 1938. 

Wieden. Clifford O. T. B.S.E.’23, Acadia 
Univ., Ed.M.’34, Bates Col.; Prin, Aroos¬ 
took State Normal Sch., Presque Isle, 
Maine, since 1940 

Wiegman, Fred C., B.A ’24, Midland Col,; 
B.D.*27, Western Col ; D.D.’39, Witten¬ 
berg Col.; Pres., Midland Col., Fremont, 
Nebr., since 1938. 

Wieland, John A, B S ’26, M.S.’29, Univ. of 
Ill,; LL D.'36, Ill. Wesleyan Univ.; Supt. 
of Pub. Instr., Centennial Bldg., Spring- 
field, Ill , since 1935. 

Wierson, Leonard Irving, B.A.*23, Luther 
Col.; M.A.'32, State Univ. of Iowa; Supt. 
and Prin., Pub. Sch., Lanark, Ill., since 
1926. 

Wightman, Clair S., A.B.’20, Syracuse 
Univ ; M.A.’24, Tchrs. Col , Columbia 
Univ.; Ph.D.’34, New York Univ.; Pres, 
State Tchrs. Col., Paterson, N. J., since 
1937. 

Wikre, L. M., B A’18, St. Olaf Col , M.A. 
*31, Univ. of Minn.; Supt. of Sch., Crook- 
ston, Minn., since 1936. 

Wilber, Mrs. Esther R., 11 Ford Ave , 
Oneonta, N. Y. 

Wilber, H. Z., A.B.'08, Mich. State Normal 
Col., Ypsilanti, Mich.; A.B.'IO, A.M.'ll, 
Univ. of Mich,; Prof, of Educ and Dir, 
Dept, of Extension Educ , Mich. State 
Normal Co!., Ypsilanti, Mich,, since 1921. 

Wilcox, Calvin E., Ed M’32, Boston Univ., 
Ph.D.*39, Yale Univ.; Supt. of Sch., Ded¬ 
ham, Mass., since 1941. 

Wilcox, Erroll K., B.S.'13. R. I. State Col , 
Supt, of Sch., Wakefield, R. I., since 1928. 

Wildman, Clyde E , A.B.’13, De Pauw Univ.; 
S.T B.'16, Ph.D.’26, Boston Univ.; D.D.'27, 
Cornell Col : LL.D '37, Northeastern 
Univ ; LL.D.’38, Wabash Col ; Pres,, 
De Pauw Univ., Grcencastle, Ind , since 
1936. 

Wilemon, Tirey C., A.B.*21, Trinity Univ.; 
Supt. of Sch., Waxahaclue, Texas, since 
1935. 

Wiley, F. L., A.B and B.S. in Ed.’05, Univ. 
of Mo.; A.M.’09, Tchrs Col, Columbia 
Univ,, Supt. of Sch,, Cleveland Hgts., 
Ohio, since 1923. 

Wiley, George M , Jr., A.B,'99, A.M.'03, 
Union Col.; Pd.D.’20, N Y. State Col. for 
Tchrs., Albany. N. Y., LL.D.'20, Syracuse 
Univ.; L H.D'31, Union Univ.; Deputy 
State Commr. of Educ , Albany, N. Y., 
since 1937. 

Wiley, Guilford M., B.A.’06, De Pauw Univ ; 
Supt. of Sch., La Crosse, Wis., since 1926. 

Wiley, J. Burton, A.M/34, Tchrs Col., 
Columbia Univ.; Supt. of Sch, Morris¬ 
town, N. J , since 1912. 


Wiley, Miles C, Supt, of Sch , Carrollton, 

W roi y ’ M 01 » B s -’ 18 ' Grov<: City 

M.A, 28, Ed.D.’38, Univ. of Pitts- 
burfth; Supt. OF Sch. Butler, Pa„ ™ ce 

W i?V; Virgil Brooks. M.A.’28, Tchrs. Col, 
Columbia Univ,; Supt. of Sch, Bridge- 
ville, Del., since 1941. * 

Wiley Will E M.A '25, Stanford Univ. • 
Dist. Supt. of Sch., Whittier, Calif., since 

Wilkerson W. D B A.'23. M A’26, Baylor 
Umv ; Supt. of Sell., Bryan. Texas, since 

Wilkes, L L, B - A. ’ 12, M,A.’3Q, Univ. of 
Texas, Supt, of Sch., Hubbard, Texas, 
since 1927. 

Wilkins, Alger Bright, A.B.'22, Umv. of 
Vt* ,£'* . Supt. of Sch., Fayetteville, 
N, C„ since 1932. 

Wilkins, Eugene G„ Ph.D.’37. Columbia 
ii n ‘ v ’ i ?*>”• and Asst, to Supt,, Short 
Hills Sch., Short Hills, N. J , since 1932, 

Wilkinson, Benjamin G.. A.B ’97, Umv. of 
Mich.; Ph.D.’OS, George Washington 
Univ.; Pres., Washington Missionary Col. 
Takoma Park, D. C., since 1936. 

Wilkinson. Garnet Crummel, A.B.'02, Oberlin 
Col ; LL.B. r 09, Howard Univ.; M.A.*32, 
Univ. of Pa.; First Asst. Supt. in charge 
of Colored Sch., Washington, D. C, since 
1924, 


Wilkinson, Thomas G., Supt of Sch., Eu- 
faula, Ala. 

Willett, G. W, A.B. J 08. Des Moines Univ.; 
A.M.’14, State Univ. of Iowa; Ph.D. J 23, 
Univ. of Chicago; Supt., Lyons Twp. H. S. 
and Jr. Col., La Grange, Ill., since 1923. 
Willey, Gilbert S , B.S.'20, Umv. of Ill ; 
Ph.D.'26, Univ. of Wis.; Dir. of Instr., 
Pub. Sch., 414 14th St., Denver, Colo., 
since 1939. 


Williams, Ben M., A.B.’15, Mercer Univ,; 
A.M/19, Tchrs. Col., Columbia Univ.; 
Supt. of Sch., Balboa Hgts., Canal Zone, 
since 1927. 

Williams, Chari Ormond, D Litt’25, South¬ 
western, Memphis, Tenn.; Dir. of Field 
Service, Natl. Educ. Assn., 1201 16th St., 
N.W , Washington, D. C., since 1922 

Williams, Daniel Adolph, Prin , Booker T 
Washington Sch., Sapulpa, Okla. 

Williams, E. I. F., Ph.B.'14, Heidelberg Col., 
A.M/20, Tchrs. Col, Columbia Univ.; 
Prof, of Educ,, Heidelberg Col , Tiffin, 
Ohio, since 1915. 

Williams, Frank L., M.A.’36. Hardin-Sim- 
mons Univ.; Supt. of Sch, Mexta, Texas, 
since 1936 

Williams, Harold J., B.S.’16, Iowa State 
Col.; M.A.’30, State Univ of Iowa; Supt. 
of Sch., Fort Dodge, Iowa, since 1940. 

Williams, John R.. Co Supt. of Sch , Court 
House, Painesville, Ohio, since 1931. 

Williams, Leroy Everett, B A.’Ol, M.A.’26, 
Bates Col.; Supt. of Sch., Rumford, Maine, 
since 1916 

Williams, M. L. f A.B.’27, Cedarville Col.; 
M A. in Ed,’31, Univ. of Cincinnati: Co 
Supt. of Sch., Troy, Ohio, since 1934. 

Williams, Nat, B.A '24, Hardin-Simmons 
Univ.; Supt. of Sch, Ballinger, Texas, 
since 1939 

Williams, O. Stewart, Ph.D ’39, Northwest¬ 
ern Univ. Address' Chicago Tchrs. Col., 
Chicago, III. 



532 


Health in Schools 


Williams, Philip Clayton, A B.’05, Univ. of 
Nashville; Supt. of Sch., Powhatan, Va , 
since 1921. 

Williams, R. C., Ph,D/38, State Univ. of 
Iowa; Prof, of Educ., State Tchrs. Col,, 
Superior, Wis., since 1939. 

Williams, R. L., B. A/25, Abilene Christian 
Col., M.A.'38, Univ. of Texas; Supt. of 
Sch,, Lockhart, Texas, since 193$. 

Williams, T. E, Diploma *07, Ind. State 
Tchrs. Col., Terre Haute, Ind., Ph.B/21, 
Univ. of Chicago; A M/26, Columbia 
Univ.; Supt of Twp. Sch., Lawrenceville, 
N. J., since 1927. 

Williams, Thomas C., B S/15, Va Military 
Inst.; M A.'38, George Washington Univ.; 
Supt, of Sch., Alexandria, Va., since 1933. 

Williams, Thomas Stuart, Supvg. Prin. of 
Sch., Luzerne, Pa. 

Williams, W. C., B.A/96, Howard Col ; 
Supt. of Sch,, Greenwood, Miss., since 
1923. 

Williamson, Edith E., B.S r 33, M E/35, 
Univ. of Pittsburgh; Prin., Lemington 
Elem. Sch, Pittsburgh, Pa., since 1909. 

Williamson, Pauline Brooks, B.S ’18, Co¬ 
lumbia Umv.; Chief, Sch. Health Bureau, 
Welfare Division, Metropolitan Life In¬ 
surance Co., 1 Madison Ave., New York, 
N. Y., since 1925. 

Williman, Edwin F., A B/17, Leland Stan¬ 
ford Jr. Univ ; Prin, Pescadero Union 
H. S., Pescadero, Calif., since 1922. 

Willis, Benjamin C., A.B/22, George Wash¬ 
ington Univ,; A M/26, Univ. of Md.; Supt. 
of Sch., Hagerstown, Md., since 1940. 

Willis, Charles F., Asst. Supt. of Sell., 3 
East 25th St., Baltimore. Md., since 1933 

Willistcm, Arthur L., S.B/89, Mass. Inst, 
of Tech. Address: 986 High St., Dedham, 
Mass. 

Willman, Edward J., A.B/18, A.M/24, Univ. 
of Mich., Supt. of Sch., Owosso, Mich., 
since 1921, 

Willson, Gordon L , B.A '25, M.A/35, Univ 
of Wis.; Supt. of Sch, Barahoo, Wis., 
since 1936. 

Wilson, A. JM , B Ed/32, Ill, State Normal 
Umv , Normal, III.; A.M/40, Wash. Univ , 
Supt. of Sch., Granite City, Ill., since 
1933. 

Wilson, Alan S., B.A/29, Ohio Wesleyan 
Univ.; M A/37, Wittenburg Col , Dir., 
Hillycr Jr. Col., Hartford, Conn., since 
1938. 

Wilson, Bryan O., B.A/28, Univ. of Mont.. 
M.A/36, Univ. of Calif.; Co Supt, of 
Sch., Martinez, Calif., since 1932, 

Wilson, Charlotte E, Co Helping Tchr, 
Port Monmouth, N. J., since 1916. 

Wilson, Chris, A.B/33, M,Ed/40, Umv. of 
Cincinnati, Co. Supt. of Sch, Court House. 
Falmouth, Ky , since 1934. 

Wilson, Clara Owsley, A. M/29, Columbia 
Univ.; Ph.D/31, Univ. of Nebr., Prof, 
and Chmn., Dept of Elem Educ,, Univ of 
Nebr., Lincoln, Nebr, since 1932 

Wilson, Edgar Ellen, B S/38, George Pea¬ 
body Col. for Tchrs.; Asst. State Supt. of 
Educ., Austin, Texas, since 1933. Address 
1225 Elder St , Houston, Texas. 

Wilson, Glenn T,, A.B/18, Geneva Col.; 
M.S. in Ed/34, Univ. of Southern Calif , 
Supt. of Sch , La Junta, Colo., since 1934. 

Wilson, H. F, A B/25, Univ. of Kansas 
City; M E *36, Univ. of Kansas; Supt of 
Sch., Fredonia, Kansas, since 1932 


Wilson, Homer C., Supt. of Sch., Fresno 
Calif. ’ 

Wilson, James A., Asst. Secy., Ala. Educ. 

Assn., 21 Adams Ave., Montgomery, Ala 
Wilson, James H., AB/13, Sterling Col • 
A.M/28, Univ of Chicago; Supt. of Sch’ 
Rocky Ford, Colo., since 1924 
Wilson, John R , B.S *13, Columbia Univ. 

Supt. of Sch , Paterson, N. J., since 1906’ 
Wilson, Lytle Murray, B.S/27, Bucknell 
Univ , M A'31, Univ. of Pittsburgh; Supt 
of Sch., Aliquippa, Pa , since 1937. 
Wilson, Martin L.. A B ’07, Cornell Univ. 
M A/38, Columbia Univ, First Asst’ 
James Monroe H. S , Bronx, New York’ 
N Y., since 1925 

Wilson, Paul S. t B.A.’21, Carleton Col ; 

M. A/31, Univ. of Minn ; Supt. of Sch 
Marshall, Minn , since 1939. 

Wilson, R. H,, A.B/23, Alma Col., M A /30 
Univ. of Mich.; Supt of Sch., Alpena’ 
Mich , since 1936. 

Wilson, R. M., Supt. of Sch., Rocky Mount 

N. C. 

Wilson, Samuel K , A.B/08, M.A/09, St. 
Louis Umv.; Ph.D/24, Christ Col., Cam¬ 
bridge Univ., England; Pres, Loyola 
Univ , 6525 Sheridan Rd., Chicago, Ill 
since 1933. 

Wilson, Theodore Halbert, A.B '07, A.M '08 
Harvard Univ.; S.T.B/11, Union Theo¬ 
logical Seminary, Ed.M/28, Ed.D '35, 
Harvard Umv.; Pres., Univ. of Baltimore, 
Baltimore, Md., since 1940 
Wilson William E, A.B/20, Hanover Col.; 
M A 31, Ind. State Tchrs Col.; Co. Supt 
of Sch., Jeffersonville, Ind., since 1933. 
Wiltse, Earle . r A.B/22, Nebr. V^esleyan 
Univ , AM/26, Columbia Univ.; Supt. of 
Sch., York, Nebr, since 1934. 

Winchell, Lawrence Romie, B.S/25, Col. of 
the City of New York; M.A ’29, Tchrs 
Col, Columbia Umv.; Ed D ’37, Rutgers 
Univ,; Supt. of Sch , Vineland, N. J , since 
1934. 

Wine, Norman B., A.B/23, Manchester Col.; 
A.M/31, Wittenberg Col.; Asst. Supt. of 
Sch., Dayton, Ohio, since 1937. 

Wingate, Earle F., B.B A '24, M.B A/28, 
Boston Univ.; Supt. of Sch., Millinocket, 
Maine, since 1939. 

Wingate, Harold C., B.A.’05, Clark Col., 
Worcester, Mass.; Supt. of Sch., Scituate 
and Marshfield, Mass., since 1926 Ad¬ 
dress: Egypt, Mass. 

Winger, Paul M., A B/27, Manchester Col ; 
A M/34, Ind. Univ., Supt. of Sch., Sturgis, 
Mich., since 1939. 

Wingo, Charles Enos. B A/24, Furman 
Umv,; M.A/37, Cornell Univ ; Prin., Argo 
Com. H. S , Argo, Ill., since 1935. 

Winn, Clifton C., A B'27, Pomona Col., 
A.M/29, Ph.D/31, Harvard Univ ; Supt. 
City H. S. Dist., Pomona, Calif., since 
1939. 

Winslow, Harry D., A.B/27, Pa. State Col.; 
A.M/2B, Ph.D/35, Tchrs. Col., Columbia 
Univ.; Supt. of Sch., Paik Ridge, Ill., 
since 1930. 

Winslow, Howard L.. B.S/05, Wesleyan 
Umv.; Union. Supt. of Sch., Somersworth, 
N. H m since 1928. 

Winslow, Marion B., B A/27, Pacific Col,; 
M.A/33, Univ. of Wash.; Supt. of Sch, 
Grants Pass, Oregon, since 1934. 



List of Members 


533 


Winterble, Mrs._ Margaret R., M.A.’34, Tchrs. 
Col,, Columbia Univ.; Research Asst.' 
Bd. of Educ., 110 Livingston St.. Brooklyn* 
N. Y., since 1930. ’ ’ 

Winters, Carl, B.S/24, Univ. of Utah; Supt 
of Sch., Park City, Utah, since 1938. 
Winters, Thomas Howard, A.B.’96, Ohio 
Wesleyan Univ.; A.M.*24, Ph.D’30. Ohio 
State Univ.; Prof, of Educ,, Rider Col.. 
Trenton, N. J., since 1932. 


Winther, Adolph I., A.B.'30, Augsburg Col.' 
Ph.M.’38, Univ. of Wis,; Prin., Marinette 
County Normal Sch., Marinette, Wis. 
since 1941. 


Wippermann, Edgar George, Ph B ’22 
Ph.M.‘30, Ph.D.'41, Univ. of Wis.;'Supt! 
of Sch., Columbus, Wis., since 1933. 

Wirth, Fremont P„ A.B. *17, M.A/18. Univ. 
of III.; Ph.D.’25, Univ, of Chicago; Prof 
of the Tchg. of History, George Peabody 
Col, for Tchrs , Nashville. Tenn since 
1925. 


Wise, Henry A., B.S.'98, Va. Polytech. Inst. • 
M.A. and LL.B.’05, Centre Col.; M.A.’ll! 
Univ of S. C.; Div. Supt. of Sell., Parks- 
ley, Va., since 1929. 

Wish, Fred D., Jr., A.B/13, Bowdoin Col.- 
Supt. of Sch,, Hartford, Conn., since 1923. 
Wisness, Arthur M., B.A/14, Luther Col, 
Decorah, Iowa; M.A/38. Univ. of Minn.; 
Supt. of Sch., Willmar, Minn., since 1929. 
Wisniewski, Andrew, Member, Bd. of Educ., 
9609 Gallagher, Hamtramck, Mich., since 
2939. 


Witham, Ernest C., B.S/04, Tufts Col.; 

M. A.’33, New York Univ.; Prof, of Educ., 
Rutgers Univ., New Brunswick, N. J. f 
since 1939. 

Withers, John W., B.S *90, B.A/91, Pd.D.’96, 
Natl. Normal Univ.; M.A.’02, Ph.D.’04, 
Yale Univ.; LL,D.'17, Washington Univ.; 
LL.D.’18, Univ. of Mo.; L.H.D/38, N. Y. 
Univ., Honorary Life Member, American 
Assn, of Sch. Admin., Dean. Emeritus, 
Sch. of Educ., New York Univ., New York, 

N. Y„ since 1939. 

Witmeyer, Paul E , A.B.’16, Lebanon Val¬ 
ley Col.; M.A.’23, Tchrs. Col., Columbia 
Univ ; Ed,D/38, New York Univ.; Supt 
of Sch., Shamokin, Pa., since 1930. 
Witter, Fred L., A.B.*07, Beloit Col.; Supt. 
of Sch., Burlington, Wis., since 1912. 


Witter, Ray C., B,A/21, Alfred Univ.; 
M. A/38, New York Univ.; Supvg. Prin, 
of Sch., Silver Creek, N. Y., since 1932. 
Woelfel, Erwin R., Diploma *04, State 
Tchrs. Col., Mansfield, Pa.; Supt. of 
Sch., Newark, N. Y„ since 1936. 
Woellner, Robert Carlton, B.S/22, Univ of 
Cincinnati; M A/24, Univ. of Chicago; 
Assoc. Prof of Educ. and Exec, Secy., Bd. 
of Vocational Guidance and Placement, 
Univ. of Chicago, Chicago, Ill, since 1930, 
Woglom, Russell S.. Ph.B/15, Lafayette 
Col.; M.A.’28, New York Univ.; Ph.D. 1 35, 
Webster Univ.; Supvg. Prin. of Sch., 
High Bridge, N. J., since 1928. 

Wolbach, Charles A., A.B .'18, Lehigh Univ.; 
M A.'24, Tchrs. Col., Columbia Univ.; 
Ph.D.’34, New York Univ.; Supvg. Prin. 
of Sch., Rumson, N. J., since 1934. 

Wolf, J. Wilbur, B.Sc/23, Univ. of Nebr.; 
Bus. Mgr., Pub. Sch., Omaha, Nebr,, since 
1936. 


Wolfe, Norman A., B.S/37, M.A.’39, Wayne 
Univ.; Supt., Redford Union Sch., Detroit, 
Mich., since 1941. 


^.‘lliam ?•.. A,B.'l7, Col. of Em- 
pona; M A. 30, Univ. of Kansas, D.Ed/41 
^ ol of Emporia; Supt. of Sch, Atchi¬ 
son, Kansas, since 1929. 

Wolga9t.D E., B.S.*22, Otfawa Umv.; 
1533^ Sc,1, ‘ Jfar y av, i ,e t Kansas, since 


?;* Act!n S Pnn., Highland Park 
H. S,, Highland Park. III. 

Wood, Charles B , B.A.'H, Univ. of Toronto. 
Canada; A.M'24. Tchrs Col, Columbia. 
Univ.; Registrar, Umv. of British Colum¬ 
bia, Vancouver, B. C., Canada, since 1941 . 

Wood, Earl L„ A.B.’25, Central Normal 
Col., Danville, Ind.; M S.*30, Ind. Umv ; 
oupt. of Sch., Alexandria, Ind., since 1939 

Wood, 5 ay * E S/26, Southwest Mo. State 
Tchrs. Col„ Springfield, Mo.; A M,'34 
Univ. of Mo.; Supt. of Sch., Bolivar, Mo, 
since 193 L. 


Wood, Floyd G., A.B.*30, Univ. of Calif 
at Los Angeles; M.A/31, Univ of South¬ 
ern Calif.; Ph.D'40, Yale Univ.; Supt 
of Sch., Clinton, Conn., since 1940. 

Wood, Francis Marion, A.M/02, Eckstein 
Norton; Ped.D/31, Morgan Col,; Dir. of 
Colored Schs., Admin, Bldg., Baltimore, 
Md , since 1925. 

Wood, H. A. A.B.*23, Mich. State Normal 
Col., Ypsilanti, Mich.; M.A.’27, Tchrs 
Col., Columbia Univ.; Supt. of Sch., Mum- 
sing, Mich , since 1925. 

Wood, Harry H„ Ph.B/08, Grinnell Col 
Address: 2301 Prairie Ave., Chicago, III, 

Wood, Hugh B. ( B.S,’31, Univ. of Toledo; 
M.A/35, Univ. of Colo.; Ed.D/37, Tchrs. 
Col., Columbia Univ.; Prof, of Educ, 
Umv. of Oregon, Eugene, Oregon, since 
1939, 


Wood, James M., Ph B/01, Central Mo. State 
Normal Sch., Warrensburg, Mo.; A.B. and 
B.S. in Ed/07, Univ. of Mo ; A.M.’U, 
Columbia Univ.; LL.D/30, Hiram Col.; 
Pres., Stephens Col., Columbia, Mo., since 
1912. 


Wood, Ray G., B.S. in Ed/22, Ohio North¬ 
ern Univ.j M.A/28. Ph.D/35, Ohio State 
Univ.; Dir, Ohio Scholarship Tests and 
Instructional Research, State Dept, of 
Educ , Columbus, Ohio, since 1932. 

Wood, V. H., Co. Supt. of Educ., Russell¬ 
ville, Ala. 

Wood, Waldo Emerson, B.A/15, Central 
Normal Col.; M.A.’17, Univ. of Wis.; 
Ph.D '31, Ind. Univ.; Supt. of Sch , Frank¬ 
fort, Ind., since 1940. 

Woodburn, Ethelbert Cooke, A.B.'04, Ind 
Univ.; LL.D.’25 t Yankton Col.; A.M.’28, 
Univ. of Chicago; Pres., Black Hills 
Tchrs. Col., Spearfish, S. Dak., since 1919 

Woodbury, Kenneth F., B.A/24, Univ. of 
Maine; M.A/33, Tchrs. Col., Columbia 
Univ.; Supvg. Prin. of Sch., Weehawken, 
N. J., since 1933 

Woodfield, Arthur G., B.A.'97. Western Md 
Col.; Supvg. Prin. of Sch., Hillside, N. J., 
since 19Q6. 

Woodfin, Joseph, Asst. Supvr. of Instr., Pub. 
Sch , Oakland, Calif. 

Woodruff, Caroline S.. M.A.*25, Middle- 
bury Col.; Ed.D/33, Norwich Univ.; Pres., 
Natl. Educ. Assn., 1937-38; Secy.. Vt. 
Educ, Assn., Castleton, Vt., since 1940. 

Woods, L. A., B.A/19, M.A/25, LL.D/33, 
Baylor Univ.; State Supt. of Pub. Instr., 
Austin, Texas, since 1933. 



534 


Health in Schools 


Woods, Mrs, Mabel Talley, B.A.’30, Texas 
State Col. for Women; LL B ’31, Houston 
Law Sch , Prin., Briscoe Elem. Sch,, 
Houston, Texas, since 1929. 

Woodside, J. Barnes, A B '28, Western Re¬ 
serve Univ.; M.A,’35, Columbia Univ., 
Supt, o£ Sch, Willoughby, Ohio, since 
1940. 

Woodson, Wilbert T, A B ’16, Col. of Wil¬ 
liam and Mary; Div. Supt of Sch., Fair¬ 
fax, Va., since 1929. 

Woodworth, Phillip H # S.B/22, Colby Col ; 
Ed.M '30, Harvard Univ ; Ed.M.’3G, Bos¬ 
ton Univ.; Litt.D.*39, Portia Col of Lib¬ 
eral Arts; Supt. o£ Sch , Biddeford, Maine, 
since 1941. 

Workman, David Frank, B S.’25, Franklin 
and Marshall Col.; M.A.’29, Columbia 
Univ,; Supvg. Pnn. of Sch., Waldwick, 
N. J., since 1927. 

Workman, John H., A.B/13, M.A.’32, Ph D. 
'35, Univ. of N. C.; Prof, of Social Sci¬ 
ence, Atlantic Christian Col., Wilson, 
N. C., since 1941. 

Workman, John Hunter, A.B ’02, Univ. of 
Nashville; M.A.’32, George Peabody Col. 
for Tchrs,; Supvg. Pnn. of Sch., Pensa¬ 
cola, Fla., since 1920. 

Works, Charlotte M., B.A.*18, Univ. of 

Idaho, Supvr. of Music, County Sch., 
Redwood City, Calif., since 1929. 

Worlton, James T., Ed.D.*26, Univ. of 

Calif.; Asst. Supt. of Sch,, Salt Lake City, 
Utah, since 1920. 

Worthy, Haley D., Ed.D.*36, New York 
Univ.; Dir. of Elem. Educ., Butler Univ , 
Indianapolis, Ind., since 1941, 

Wright, Arthur Davis, A.B., A.M.’04, Col. 
of William and Mary; Ed.M.*22, Harvard 
Univ , A,M.’27, Dartmouth Col.; Pres., 
Southern Educ. Foundation, 725 Jackson 
Ph, N. W., Washington, D C., since 1931. 

Wright, C Milton, A.B.’06, Western Md. 
Col., Co. Supt. of Sch., Bel Air, Md., since 
1915. 

Wright, C. O., Asst Secy., Kansas State 
Tchrs. Assn, 315 W. Tenth, Topeka, 
Kansas. 

Wright, Clark G., Supt. of Elem Sch. Dist. 
108, 542 S. Linden Ave., Highland Park, 
Ill., since 1914. 

Wright, Frank Lee, A.M.’15, Univ. of Wis.; 
Ed.D.’25, Harvard Univ.; Head, Dept of 
Educ , Washington Univ., St. Louis, Mo., 
since 1924. 

Wright, Frank M., A.B.’16, Whittier Col ; 
A.M.’30, Univ. of Southern Calif., Dist. 
Supt. of Sch., El Monte, Calif., since 192S. 

Wright, George C., M.A.'36, Northwestern 
Univ.; Supt. of Sch., Lake Bluff, Ill., since 
1941 

Wright, George W , Supvg. Pnn. of Sch, 
Glassboro, N. J. 

Wright, Howard W., Exec. Secy., La. Tchrs. 
Assn , 418 Florida St , Baton Rouge, La , 
since 1939. 

Wright, Isaac Miles, B.S.’04, Alfred Univ.; 
Pd M.’14, Pd.D/16, New York Univ.; Dir., 
Sch. of Educ , Muhlenberg Col., Allen¬ 
town, Pa., since 1917. 

Wright. J. C., B.S. in Ed ’17, M.A.'18, Univ. 
of Mo.; Sc.D’26, Stout Inst ; Asst. U. S 
Cotnmr. for Voc. Educ , Washington, D. C„ 
since 1933. 

Wright, J. C., A.B ’27, Drake Univ., M A ’36, 
State Univ, of Iowa; Supt of Sch, Keo¬ 
kuk, Iowa, since 1940 


Wright, John Herbert, B.A.’18, Southern 
Methodist Univ.; M.A.’39, Univ. of Calif. 
Asst. Pnn, Lamar H. S., Houston, Texas’ 
since 1936. 

Wright, W. W., Supt, Highland Park Schs. t 
Topeka, Kansas. 

Wright, Wendell W., A.B.’16, Ind State 
Normal Sch.; A.M.’25, Ph.D.’29, Tchrs. 
Col, Columbia Univ,; Prof, of Educ., Ind! 
Univ., Bloomington, Ind., since 1924. 
Wnghtstone, J. Wayne, B.S.’25, Univ. of 
Pa.; M A.’28, New York Univ,; Ph.D.’33 
Tchrs. Col., Columbia Univ.; Asst. Dir,' 
Bureau of Reference, Research, and Sta¬ 
tistics, Bd. of Educ., 110 Livingston St , 
Brooklyn, N. Y., since 1940. 

Wrinkle, Herbert E , Diploma ’15, Southwest 
Mo. State Tchrs. Col., Springfield, Mo 
A.B.’22, M.S.’31, Univ of Okla ; Supt. of 
Sch., Oklahoma City, Okla , since 1940. 
Wubben, Horace J., B.A.*17, Colo, Col. of 
Educ.; M.A.*32, Univ. of Colo.; Pres., 
Mesa Col . Grand Junction, Colo since 

1937. 

Wurl, V. E., A.B.*30, M.A.’41, Univ of 
Denvei. Address: 102 Cedar St., Laramie 
Wyo. 

Wyatt, Robert H., M A.’25, Ind. Univ ; 
Exec. Secy , Ind. State Tchrs, Assn.’, 
Hotel Lincoln, Indianapolis, Ind , since 

1938. 

Wygal, F O., Supt of Sch., Radford. Va. 
Wylie, Clarence C., Supvg. Pnn. of Sch,, 
Ligonier, Pa. 

Wynstra, Stanley S., Union H. S. Dist. 
No 1, Mount Vernon, Wash. 

Y 

Yaden, Jessie Linden, M A ’31, Mercer 
Univ.; Supt. of Sch., Moultrie, Ga, since 
1934. 

Yawn, Howard W., Supvg, Prin, of Sch., 
Lebanon, Pa. 

Yeager, William A., A.B.’14, Ursinus CoL; 
A,M.’18, Ph D.’29, Univ of Pa., Prof of 
Educ and Dir, of Courses in Sch. Admin , 
Univ. of Pittsburgh, Pittsburgh, Pa., since 
1934. 

Yerge, Clyde S , Dir. of Purchasing, Pub 
Sch., Oakland, Calif. 

Yoakam, G A., B.A.’IO, M.A.’18, Ph.D.’22, 
State Univ. of Iowa; Prof, of Educ. and 
Dir. of Courses in Elem. Educ , Univ of 
Pittsburgh, Pittsburgh, Pa., since 1923 
Yoder, C. M , Pres., State Tchrs Col , 
Whitewater, Wis , since 1930 
Yoder, Harry T., A.M ’27, Manchester Col , 
M.S in Ed’34, Ind. Univ.; Co. Supt. of 
Sch., Columbia City, Ind , since 1937 
Yonker, Donald Henry, B S ’34, Western 
State Tchrs. Col., Kalamazoo, Mich.; 
M.A.’38, Univ. of Mich.; Supt. of Sch., 
Ortonville, Mich., since 1939. 

York, Dwight, M.S.’34, Univ of Ill,; Asst. 

Supt of Sch., Decatur, Ill., since 1936. 
York, George A., B.S in Ed.’24, Kansas 
State Tchrs. Col , Pittsburg, Kansas; 
M.E.’35, Univ. of Kansas; Supt. of Sch., 
Osawatomie, Kansas, since 1924. 

Young, A C , Prin., Alexander Hamilton 
Jr. H, S., Fresno, Calif. 

Young, Arthur L., A B.’04, Brown Univ ; 
A.M.’30, Yale Univ ; State Supvg. Agl. of 
Sch., 48 S. Mam St., Essex, Conn., since 
1912 

Young, Charles F., M.A *27, Univ of Pitts¬ 
burgh; Supt. of Sch,, East Pittsburgh, Pa., 
since 1929. 



List of Members 


3 A 5 


Young, Duke W , A B *17, Georgetown Col.; 
M.A,’25, Tchrs, Cql., Columbia Univ.; 
Supt. of Sch, Mt. Sterling, Ky, since 

Young, G P., B A.'ll, Colo State Col 
of Educ.; M,A.’23, Univ. of Colo.: 
Ph D,’34, Yale Univ,; Supt. of Sch.. Ala¬ 
mosa, Colo., since 1926 
Young, Gordie, M A.’35. Univ. of Ky ; Asst 
Supt. of Pub. Instr., Frankfort, Ky , since 
1928 


Young, Harry H., Secy, and Bus. Mgr., Bd 
of Educ , 1809 Pacific Ave., Atlantic Citv. 
N. J , since 1894. 

Young, James B„ B.A '30, Univ. of Miss., 
M.A.’36, Columbia Univ.; Pres., Jones Co. 
Agrl. H. S. and Jr. Col, Elhsville, Miss,, 
since 1940. 


Young, John Adams. Ph,B.’03, A.M’12, 
Bucknell Univ.; Supt. of Sch., Bridge¬ 
port, Conn., since 1941. 

Young, John J. t A.B/21, Ind. State Tchrs 
Col., Terre Haute, Ind ; M.A.’24, Univ, of 
Wis.; Ph D„’35, New York Univ.; Supt. 
of Sch., Rocky River, Ohio, since 1933. 
Young, L. P„ B.S.*22, State Tchrs. Col.. Em¬ 
poria, Kansas, A.M.'29, Ph.D’31, Tchrs. 
Col., Columbia Univ ; Pres., State Tchrs. 
Col., Keene, N. H., since 1939. 

Young, Leil L„ B.S.*21, U S. Naval Acad¬ 
emy; M A *35, Univ. of Calif.; Supt. of 
Sch., San Mateo, Calif., since 1938. 
Young, Mary H., B.S.'28, M.A.'36, New York 
Univ.; Co. Helping Tchr, Toms River 
Road, Laurelton, N J , since 1928. 
Young, Oliver O., A.B.'04, Bethany Col.; 
3VI A *14, Univ of S. Dak.; Supt., Sch. 
Dist. No. 69, Skokie, III, since 1940. 
Young, Sarah L., Pnn., Parker Elcm. Sch., 
Oakland, Calif. 

Young, Walter S, B.S.'01, Dartmouth Col.; 
Ed.D.’3B, Clark Univ.; Supt. of Sch., City 
Hall, Worcester, Mass., since 1923. 
Young, William E . A.B,’24 t Bates CoL; 
M.A.’28» Ph.D.'30, State Univ. of Iowa; 
Dir. of Elem. Educ., State Educ. Dept., 
Albany, N. Y., since 1938. 

Younger, Frank B., B A *1(5, M.A.’36, Law¬ 
rence Col.; Supt, of Sch., Menasha, Wis., 
since 1935, 


Youngert, Eugene, A.B '20, Auptistana Col . 
M.A. 37, Ed D’39, Columbia Univ.; Supt., 
Oak Park and River Forest Twp. II. S . 
Oak Park, Ill., since 1941. 


Yount, Marvin 
Co Supt. of 
1927. 


E„ A.B,’ll, Concordia Col.; 
Sch., Graham, N. C.. smec 


z 


Zavitz, Edwin Cornell, B A.’14, Univ of 
Mich.; M.A.*31, Tchrs. Col.. Columbia 
Univ.; Headmaster, Friends Sch., N. 
Charles St., Baltimore, Md., since 1935 
ZelilT, L A., B.S.'20 P A.B.'24, Northwest Mo. 
State Tchrs. Col., Maryville, Mo ; M.A. 
29, Univ, of Mo.; Supt. of Sch,, Stan* 
berry, Mo., since 1919. 

Zellmer, Amil William, A.B.'16, Lawrence 
CoL; A.M.’28, Columbia Univ,, Supt.. 
Wood County Normal Sell., Wisconsin 
Rapids, Wis., since 1927 
Zerbe, A. W,, 14 S. Pine St., Tromont. Pa 
Ziegler, L. E., A.B.*20, Univ. of Mo , A M 
'27, Columbia Univ., Supt. of Sch, Co¬ 
lumbia, Mo., since 1941, 

Ziegler. Samuel H., A B.’IO, A.M.'12, Ursi- 
nus Col ; Ph D.'23, Univ. of Pa.. Head. 
Dept, of Educ, Cedar Crc9t Col, Allen¬ 
town, Pa., since 1926. 

Zimmerman, Roy R., B.S ’26, M.A.‘3l, Co¬ 
lumbia Univ., Co. Supt. of Sch. r Hacken¬ 
sack, N. J., since 1934. 

Zirbes, Laura, Ph D.’27, Tchrs. Col . Co¬ 
lumbia Univ.; Prof, of Educ., Ohio State 
Univ., Columbus, Ohio, since 1928. 
Zmrhal, J. J., Ph B.’OS, Univ. of Chicago; 
Dist. Supt. of Sch., 4301 W. Cullcrton St . 
Chicago, III. 

Zook, George F., A.B *06, A.M '07, Univ. of 
Kansas; Ph D.’15, Cornell Univ.; Pres, 
American Council on Educ , 744 Jackson 
PL, Washington, D. C., since 1934 
Zuber, H. E., B.S. in Ed,’24, Miami Univ.; 
M.A.'28, Columbia Univ.; Supt. of Sch., 
Struthers, Ohio, since 1934. 

Zuck, Charles L., Supt of Sell., Brookville, 
Ind. 

Zuill, Frances L., B.S.‘20, M.A.’21, Tchrs. 
Col., Columbia Univ , Dir. of Home Eco¬ 
nomics, Univ. of Wis., Madison, Wis, 
since 1939. 


LIBRARIES, COLLEGES, AND SCHOOLS 


Library, Alabama Polytechnic Institute, Au¬ 
burn, Ala, 

General Library, College of Education. Uni¬ 
versity of Arkansas, Fayetteville, Ark. 

Library, University of California, Berkeley, 
Calif. 

Teachers Library, Kings County Free Li¬ 
brary, Hanford, Calif. 

Teachers Library, Board of Education, Long 
Beach, Calif 

Division of Library and Textbook Activi¬ 
ties, Board of Education, Los Angeles, 
Calif. 

California Slate Library, Sacramento, Calif. 

Professional Reference Library, San Diego, 
Calif. 

State Teachers College, Willimantic, Conn. 

American Youth Commission, 744 Jackson 
Place, Washington, D. C. 

Library, Rollms College, Winter Park. Fla 

Albion State Normal School, Albion. Idaho. 

National Safety Council, Education Divi¬ 
sion, 20 N. Wacker Drive, Chicago, Ill. 


Library, Deerficld-Shields Township High 
School, Highland Park. Ill. 

Library, Western Illinois State Teachers 
College, Macomb, Ill. 

Library, University of Illinois, Urbana, III 

Primary Council of Indiana, Huntington, 
Ind. 

Library, Purdue University, Lafayette, Ind 

Director General of Education, Ministry of 
Education, Baghdad, Iraq. 

Kansas State Teachers College, Pittsburg, 
Kansas. 

City Teachers Club, Salma, Kansas 

Library, Southwestern Louisiana Institute. 
Lafayette, La 

Library Department, State Normal College, 
Natchitoches, La. 

Morgan State College, Baltimore, Md. 

Registrar’s Office, University of Michigan, 
Ann Arbor, Mich. 

Library, State Teachers College, Salem, 
Mass. 

Library, Board of Education, City Hall, 
Minneapolis, Minn. 



S36 


Health in Schools 


Library, State Teachers College, St, Cloud, 
Minn. 

Teachers College, Kansas City, Mo 

Library, Harris Teachers College, 1517 S. 
Theresa, St- Louis, Mo. 

St. Louis District, Missouri State Teachers 
Association, St. Louis, Mo. 

St Louis Public Library, St. Louis, Mo, 

Keene Teachers College, Keene, N. H. 

Bogota High School, Bogota, N. J. 

Bridgeton Public Schools, Bridgeton, N. J. 

Board of Education, Hackensack, N. J 

Hackensack Teachers Association, Hacken¬ 
sack, N. J. 

Public Schools, Lyndhurst, N. J. 

Edgemont School, Montclair, N. J. 

Montclair High School, Montclair, N, J. 

Montclair Public School Teachers Associa¬ 
tion, Montclair, N. J. 

Watchung School, Montclair, N. J 

Public Library, Newark, N. J. 

Benjamin Franklin Junior High School, 
Ridgewood, N. J, 

Harrison Avenue Elementary School, Ridge¬ 
wood, N. J. 

Kenilworth Elementary School, Ridgewood, 
N. J. 

Ridgewood High School, Ridgewood, N. J. 

Union Street Elementary School, Ridge¬ 
wood, N, J, 

George Washington Elementary School, 
Ridgewood, N. J. 

George Washington Junior High School, 
Ridgewood, N. J. 

Willard Elementary School, Ridgewood, 
N. J 

Tenafly High School, Tenafly, N. J. 

Board of Examiners, Board of Education, 
110 Livingston St., Brooklyn, N. Y. 

Brooklyn College, Brooklyn, N. Y, 

State Normal School, Fredonia, N. Y. 

Hornell Teachers Association, Hornell, 
N. Y. 

Jamestown Teachers Association, James¬ 
town, N. Y. 

Johnson City Teachers Association, Johnson 
City, N. Y. 

National Council on Religion in Higher Edu¬ 
cation, 437 W, 59th St., New York, N, Y. 

National Society for the Prevention of 
Blindness, New York, N. Y. 

Library, New York University, Washington 
Square, East, New York, N. Y. 

Niagara Falls Teachers Association, Niagara 
Falls, N. Y. 

Olean Public Schools, Olean, N. Y. 

Port Jervis Public School Teachers, Port 
Jervis, N. Y. 

New York State Association of Elementary 
Principals, Rochester, N. Y. 

Rochester Teachers Association, Rochester, 
N. Y. 

Library, Union College, Schenectady, N. Y 

Federation of Parent-Teacher Associations, 
Yonkers, N Y, 

School No. 16, Yonkers, N. Y. 

Library, State Teachers College, Mayville, 
N. Dak. 

Library, State Teachers College, Minot, 
N. Dak. 


Library, Ohio University, Athens, Ohio. 
Library, Ohio State University, Columbus 
Ohio, 

Ohio State Library, Columbus, Ohio 
Department of Education, College of 
Wooster, Wooster, Ohio 
Oklahoma City Teachers Mutual Organiza¬ 
tion, Oklahoma City, Okla 
General Extension Division, Oregon State 
System of Higher Education, Eugene, 
Oregon. 

Library, University of Oregon, Eugene, 
Oregon. 

Eastern Oregon College of Education. La 
Grande, Oregon. 

Library, Oregon College of Education, Mon¬ 
mouth, Oregon. 

Drexel Institute of Technology, Phila¬ 
delphia, Pa. 

Free Library of Philadelphia, Periodical De¬ 
partment, Middle City District, Phila¬ 
delphia, Pa. 

Office of the Superintendent of City Schools 
P. O. Box 772, Manila, P. I. 

Library, Eastern State Normal Sch„ Madi¬ 
son, S. Dak. 

Library, George Peabody College for Teach¬ 
ers, Nashville, Tenn. 

Library, Hardin-Simmons University, Ab¬ 
ilene, Texas. 

Jefferson County Education Association, 
Beaumont, Texas. 

Library, Mary Hardm-Baylor College, Bel¬ 
ton, Texas. 

W. H. Adamson High School, Dallas, Texas. 
Stephen F. Austin School, Dallas, Texas. 
James B. Bonham School, Dallas, Texas. 
John Henry Brown School, Dallas, Texas. 
Cumberland School, Dallas, Texas. 

Dallas Technical High School, Dallas, 
Texas 

Forest Avenue High School, Dallas, Texas. 
Stephen J. Hay School, Dallas, Texas. 

James Stephen Hogg School, Dallas, Texas. 
Lida Hooe School, Dallas, Texas. 

Sam Houston School, Dallas, Texas, 
Obadiah Knight School, Dallas, Texas. 
Richard Lagow School, Dallas, Texas. 
William Lipscomb School, Dallas, Texas. 
Maple Lawn School, Dallas, Texas 
North Dallas High School, Dallas, Texas. 
San Jacinto School, Dallas, Texas, 

Ascher Silberstein School, Dallas, Texas. 
Sunset High School, Dallas, Texas. 

T. G. Terry School, Dallas, Texas. 

William B. Travis School, Dallas, Texas. 
Trinity Heights School, Dallas, Texas. 
Woodrow Wilson High School, Dallas, 
Texas. 

Library, Texas State College for Women, 
Denton, Texas 

Library, Central Washington College of Edu¬ 
cation, Ellensburg, Wash. 

State College of Washington, Pullman, 
Wash 

Spokane Public Library, Spokane, Wash 
Parkersburg Teachers Association, Parkers¬ 
burg, W. Va. 

Library, State Teachers College, Milwaukee, 
Wis. 

Racine Public Library, Racine, Wis. 



INDEX OF PERSONS 


Allan, H. A 407, 

Anderson, Homer W, 

40S, 

Austin, Agnes S , , 

Ball, James A . 

Ballou, Frank W. . . . 

Bassett, Clara . . , 
Bauer, W. W 
Baxter, Bruce 
Bell, Margaiet .... 

Beren5, Conrad 
Bemreutei, Robert G. 
Betts, Emmett A. 
Beveridge, John H. ... 
Binford, Jesse H. .. 

Bing, Lucia 

Borwell, Carrie L. ... 

Bowman, Elizabeth S . . 
Bowman, Isaiah . .. 
Bracken, John L. . 
Breasted, James H. . 

Britten, Rollo H. .. 

Browne, Lewis . 

Brownell, Clifford L... 
Brunner, Edmund deS. 
Bullis, H. Edmund . 

Buike, John E. 

Burns, Joseph E 
Burson, Susan M. 

Cameron, Donald 
Carpenter, Martin F. 

Cheney, Ray E. 

Chenoweth, A. S. . . 
Chenoweth, Laurence B 
Clements, Mary E . 
Clinchy, Everett R. . 
Cobb, Walter F. 

Colcoid, Joanna C. 
Condon, Randall J. . 
Connolly, Joel I. . 
Coon, Beulah I.. 

Corning, Hobart M. 


Darley, W. G. 
Devereux, Frederick L. 
Disraeli, Benjamin 
Drew, George 

Edwards, Newton ... 
Eliot, George Fielding 
Engelliardt, N L 
Erickson, Arthur E, , 


Page 

408, 409, 412 
400, 405, 407 

409, 410, 412 

. . 237 

100 
411 
257 
4, 38 
411 

. . 4, 126 

237 

. . 4 

158, 237 
. . 421 

421 
337 
337 

. 322 


Esscrt, Paul L, 

Evans, Beryl 

Fagel, Esthci 
Flora, A. C 
Folsom, Joseph K 
Frank, Lawrence K. 

Givens, Willard E 
Godfrey, Edward S 
Goodykoontz, Bess 
Graham, Ben G 
Graves, Frank P 
Green, Eleanor V 
Gregg. Fred M. 
Gruenberg, Benjamin C 


Pace 
422 
0 

99 

4 
S3 
47 

411 

191 

S3 

5, 403, 406, 408, 421 
284, 404 
266 
77 

SI, 84 


Hamilton, William J 


4, 400, 405 


407, 40S, 409, 410, 41.1 


403 

Hamon, Rav L. 

237, 246 

4 

Hampton, Brock C. 

212 

.320 

Hanley, James L. 

426 

.231 

Hanna, Paul 

229 

.... 320 

Harlow, Alvin F. 321, 

322, 327, 32S 

.... Ill 

Harlow, Gladys E. 

408 

422 

Heffernan, Helen 

240 

.. . . 1S1, 152 

Hetzel, Ralph, Ji. 

405 

4 

Hill, Henrv H 

403, 406 

407 

Hiscock, I V. 

327 

238 

Hitchcock, Blanche S. 

. 203 


Holy, T. C. 

252 

. 248 

Hoover, Herbert C 

421 

.403 

Hovman. H. S 

266 

.421 

Hubbard, Frank W 

6, 42,3 

. 40S 

Hull, Thomas G 

38 

i.191, 193 

Hunt, Herold C 

422 

. 263 

Hu Shill 

404 

. 403 

206 

Ivy, H. M. . 

426 

. 230 

. 417 

Jacobsen, Einar W. 

404 

. . 233 

Jacobson, Paul B. 

42 2 

. 85 

Judd, Charles H, 

. . 323 

. 403, 406 


Kaukonen, J. L 

83, 84 

. 237 

Keliher, Alice V. 

47 

232 

Kcllv. Daniel J 

4, 271 

S 

Kennedy, Millard F. 321 

, 322, 327, 328 

... 404 

Kerr, J. W 

332 


Kleinschmidt, Earl E. 

252 

, 324, 329, 330 

Knehr, Charles A 

237 

. 403 

Knowlton, Effic F. 

. ... 271 

. ... 232 

Kroger, Sara • • 

. 91 

248 

Kulp, Claude L. 

.. . 422, 426 


[ 337 ] 






538 


Health in Schools 




Page 


Page 

Lake, Charles H 


412, 422 

Ruhland, Geoige C. 

. . 184 

Lee, Edwin A. 


422 

Russell, Call P. . . 

405 

Locke, John 


5 

Russell, John D. 

323 



237 






Schwehn, Hilda M 

2 68 

McClure, Worth 

400, 

407, 408 

Seger, Gerhait . . 

405 


410, 411, 

412, 413 

Selkirk, Theodore K. , 

191, 193 

McClusky, Howard Y. 


. 140 

Shankiand, S D. 6, 

400, 405 

McFarland, Ross A. 


237 

407, 408, 

410, 426 

Mackintosh, Helen K. 


258 

Shaw, Clifford R 

. 230 

Marshall, James 


405 

Slcean, A. H. 

. 408 

Mason, Jesse H. 

. 40S, 

406, 408 

Smiley, D F 

49 

Masteison, C. T. 


237 

Smith, Mary E 

. 101 

Meade, Joseph T 


405 

Smith, T. V. 

403 

Meyer, Harry, . , 


404 

Sockman, Ralph W 

401 

Moll, A. A. 


332 

Spock, Benjamin 

SO, 295 

Monroe, Walter S. 


268 

Starnes, Joe 

405 

Moore, Fred 


313 

Starr, Lucille 

96 

Morgan, DeWitt S. . 


406, 422 

Stair, Marjorie 

6 

Morrison, Henry C. . 


320, 327 

Stassen, Harold E 

403 

Moss, Bernice 


, 4, 76 

Stoddard, Alexander J. 

411, 426 

Murray, Philip , 


403 

Slone, Harriet . 

. . 258 

Murray, Robert, , . . 


93 

Stiayer, George D. 

232 

Mustard, Harry S 


, , 171 

Studebaker, John W. 

313, 403 




Sullivan, Josephine 

6 

Nash, Jay B. 


, 269 

Sullivan, J. R . . . . . 

245 

Neilson, N. P. 


318 

Sutton, Willis A. 

403, 411 

Nicholls, Mary 


149 

Swanson, Walter G. 

408 

Norton, John K. 


403 

Swarthout, Gladys 

. 403 

Nourse, Joseph P. 


407, 410 



Nusbaum, Louis 


421 

Thrasher, Fiederic M. 

230 

Nyswander, Dorothy B. 

45 

Threlkeld, Archie L. 

284, 426 




Tobey, James A 320, 321, 

331, 332 

Olson, W. C, 


47, 50 


333, 33S 

Oppenheimer, Julius J. 


257 

Turner, C E 4, 38, 

173, 266 

Orion, W. H. 


70 


271, 301 

Osborne, Earl D 


205 

Uhler, William P. 

10, 269 

Ott, Marjorie 


96 






Van Hoin, Rua 

25S 

Pillsbury, W. Howard 

. ,400, 

406, 407 

Vdes, Nelson E. 

246 


408, 409, 

410, 411 

Vincent, Jean H. 

201 



412, 425 



Poffenberger, A C. 


408 

Walker, H FI . 

310 




Weglein, David E . 

411, 412 

Ramsey, J. W. 

400, 405, 

406, 408 

Weissenburger, S A 

407 


409, 

410, 411 

Wetzel, Norman C 

... 50 

Reed, Carroll R. 

400, 401, 

405, 406 

Wheatley, George M. 

42, 50 

408, 

409, 410, 

412, 422 

Whitman, Walt 

227 

Reinhardt, Amelia Henry 

... 404 

Wickman, E. K 

44 

Riley, Philip L 


301 

Williams, Aubrey 

405 

Rogcis, James F. 

258, 

331, 336 

Williams, Frank 

246 

Rolfe, Stanley H. 

400, 407, 

408, 410 

Williams, Jesse F .... 

15, 111 

Roicin, C Rufus 


289 

Wilson, Charles C. 

4 

Rosenau, Milton J,,, 

192, 

195, 197 

Wood, Thomas D 

33S 

Rosenfielcl, Harry N 


. 340 

Wright, Barbara H. 

423 

Rowell, Hugh G 


77, 338 

Wright, Frank M. 

40S 




SUBJECT INDEX 


Accidents: knowing what to do ior, 

12, often cause handicaps, 28, school 
liability foi, 339-40. See also Fiist aid 

Administration: and health of school 
peisonnel, 273-96, assistance of local 
medical societies, 51; essentials of, 25, 
financial suppoit, 26; in Atlanta, 
Georgia, 20, in Binghamton, New York, 

17; in rural schools of Utah, 19; in- 
tcgiatioil of staff, 26 , mental hygiene 
program, 135-37; need for action, 6; 
of school health activities, 324, 327-34: 
procedures in correlation, 103-105 See 
also Administrators. 

Administrators: building morale, 26, 
concern for teacheis’ living conditions, 

291; essentials of organization, 25; 
knowledge of legislation necessary, 344; 
necessary leadership of, 13, 14; provi¬ 
sion of leaves of absence for teachers, 

284-86; provision of physical ex¬ 
aminations for teachers, 279; provisions 
for maternity leave for teachers, 287; 
provisions for retirement and teacher 
health, 289-90; responsibilities for 
health instruction, 60; responsibility to 
employ healthy teacheis, 273; respon¬ 
sibility to protect health of teachers, 

273 ; superintendent’s lole in health edu¬ 
cation, 24-26; teacher load and teacher 
health, 291-93; unfair supervision of 
teachers’ private lives, 291 See also 
Administration; Cooidmation; Princi¬ 
pals; Teacheis. 

Adult education: cooperation in health 
piogiam, 86-88, infoiming parents thru 
conferences, 36-38. See also Parents; 
Teacheis. 

Aids to teaching: methods of appraisal, 
366-73; sources of material, 374-96. 

American Association for Health, 
Physical Education, and Recrea¬ 
tion: and extension of health educa¬ 
tion, 337-38, publications cited, 47, 72, 

76, 126, 172, 174, 235, 258, 268, 269; 
resolutions cited, 120-21, 124; standards 
for boys’ interscholastic athletics cited, 

123; standards in gills’ athletics cited, 

114, 120. 

American Association of School Ad¬ 
ministrators: executive secretary’s re¬ 
port, 401-26; officers, 400; official 

[539 ] 


lccords, 399-536, yearbook f 19421 
commission, 4; yearbook (1943> com¬ 
mission, 422-23 

American Dental Association: school 
dentist's membership in, 254 

American Medical Association: dis¬ 
tributor of blueprint for rural drinkine 
fountain, 243; facts about anumcdical 
cults available from, 186; health exami¬ 
nation form, 30-31; list of fust-aid sup¬ 
plies, 218-19; list of heating aids avail¬ 
able from, 156; pamphlets on special 
classes available from, 170; publications 
cited, 10, 15, 38. 45, 49, SO, 68, 72, 149. 
167, 188, 205, 239, 259, 261, 314, 337, 
343; recommendations fm frequency oi 
physical examinations, 48-49; school 
physician’s membership in, 252, tost- 
to be made in physical examination, 49 
Attitudes: basic health area, 13; devel¬ 
opment thru guidance, 28; failure of 
campaigns to develop, 45 ; health teach¬ 
ing in elementary school, 61, impoi- 
tance of, in health instruction, 60; in- 
coirect, 38; tests of, 370-73. 
Bibliography: See References. 

Board of health: administration oi 
school health work, 324, 327; admin¬ 
istrative control of own activities, 306- 
307; aid from, in health program, 

57; and general public health education 
87, dosing schools for epidemics, 179- 
81; cooperative relationships at state 
level, 309-13; delineation of activities 
necessary. 306; disease conti ol m 
schools. 189, 298-99; duties of local. 
332-33; duties of state. 3.32; effective¬ 
ness thru cooperation, 319, 335-36; en¬ 
forcement of regulations for exclusion- 
bom school, 173; in coordinated com¬ 
munity health programs, 19, 20, 301- 
306; necessity of cooperation with 
schools, 24, 298-301, part in readmis¬ 
sions, 177; part-time nurse in schools, 
239; responsibility for cooperation in 
community program, 297; school law 
versus public health law, 334-3? See 
also Coordination. 

Communicable disease: chicken pox. 
198; cleaning and disinfection, 184-85; 
closing schools, 179-81; common cold, 
190-92; common symptoms of, 174; 



540 


Health in Schools 


dengue, 212; diphtheria, 193-94; dis¬ 
posal of schoolbooks, 185, duties of 
school peisonncl, 186-88; epidemic en¬ 
cephalitis, 196; exclusions and readmis¬ 
sions, 173-24, 177-79; food poisoning, 
210; gastrointestinal, 209-11; general 
control measures, 171-89; German 
measles, 198; hookworm, 2 04; immuni¬ 
zation procedures, 177-79; infantile 
paralysis, 196; insect-borne, 211-12; 
lice, 209; lunchrooms and cafeteiias, 
181-83; malaria, 211; measles, 195-96; 
meningitis, 196; mumps, 197-98; ob¬ 
structionist groups, 185-86; parents’ 
responsibilities in controlling, 188; pink 
eye, 209; plague, 212; rabies, 201; 
respiratory, 190-201; lheumatic fever, 
197; ringworm, 204-205; scarlet fever, 
194; school bus, 183-84; school en¬ 
vironment, 172-73 ; school relation with 
health department, 189; septic infec¬ 
tions, 206; skin contact, 201, 204-206, 
209; skin diseases, 206, 209; smallpox, 
192-93; specific controls, 190-212, strep¬ 
tococcus sore throat, 195; summary of 
common diseases, 202-203; tetanus, 204; 
tuberculosis, 198-200; typhoid fever, 
209-10; typhus fever, 212; undulant 
fever, 210; venereal diseases, 206; Vin¬ 
cent’s infection, 201; whooping cough, 
197; yellow fever, 211-12, See also 
Immunization. 

Coordination: cooperative state rela¬ 
tionships in Tennessee, 310-11; deline¬ 
ation of activities, 306; duty of cooidi- 
nator, 309; effectiveness thru, 319, in 
Bulloch County, Georgia, 302-303; in 
Calhoun County, Michigan, 303-305, 
in Haitford, Connecticut, 305-306; in 
Washington County, Tennessee, 305; in¬ 
dividual administrative control in, 306- 
307; influence of local factors and per¬ 
sonnel, 308; meaning of, 297; methods 
of securing, 301-302; need for, 297; of 
health agencies, 297-319; outside regu¬ 
latory influences, 309; overlapping re¬ 
sponsibilities of community agencies, 
298-301; principles governing national 
relationships, 318; principles of com¬ 
munity programs, 306-309; recognition 
of professional nature of both educa¬ 
tion and health-medical sciences, 307- 
308; relationships with national agen¬ 
cies, 313-18; relationships with state 
agencies, 309-13; state program in 


Oregon, 312-13; state program in Ten¬ 
nessee, 310-11; uiban practices, 306; 
value of democratic process in, 308 See 
also Administration, Administrators, 
Nonschool agencies. 

Death-rates: improvement in, 10; in the 
United Slates, 9; infant mortality, 10; 
most frequent causes of, 10. 

Elementary schools: health instruction 
in, 60-68, 71-72; instructional content, 
61-68, 71; selection of materials, 68, 71; 
utilization of daily experiences, 63-64. 

Emergencies: responsibility of school 
in, 12. See also First aid. 

Environment: adjustment of, in guid¬ 
ance, 52; brief description of healthful 
school, 23; classroom conditions, 245- 
49; construction of schools, 234-37; 
delinquency and, 230-31; effect on chil¬ 
dren, 227-28; healthful community, 

228- 31, housing, 231; lighting, 236-37; 
need for healthful school, 12; organ¬ 
ization fm health, 244-45; plant main¬ 
tenance, 237-40; rural schools, 240, 243; 
sanitation, 234-35; school activities, 

229- 30; school lunch period, 243-44; 
selection of school site, 232-33; under¬ 
standing of, 65; ventilation, 236; watei 
contamination, 235-36. See also Com¬ 
municable disease, Mental hygiene. 

Epidemics: closing schools for, 179-81; 
exclusions and readmissions, 173-74, 
177; general control measures for com¬ 
municable diseases, 171-89, legislation 
on, 335-36; school's responsibility in 
prevention of, 171; specific communi¬ 
cable disease control measures, 190-212; 
teachers’ observations in prevention of, 
41. 

Examinations, Physical: educational 
purposes of, 36, follow-up necessary, 
38; fiequency of, 48-50; medical advis¬ 
er’s participation in, 49-50; specific 
items in, 49. 

Examinations, Special: dental, 29, 45- 
47, frequency of medical, 48-49; medi¬ 
cal, 29, 47-50; mental testing, 29, 44- 
45, minimum items in, 49; parents 
present at, 36-38 ; perfunctory type, 50; 
screenings and special tests, 41-42. 

Exceptional child: blind and partially 
sighted, 157-61; brief description of 
provisions for, 22; cardiac, 167-68; 



Subject Index 


541 


crippled childien, 161-63; deaf and hard 
of hearing, 154-57, epileptic, 168-69; 
estimated number of, 169; guidance of, 
52-53; identification of various types 
of, 155, 157-58, 161-62, 164-65, 166; 
list of speech clinics, 397-98; mental 
testing, 44-45; observation of, 42; or¬ 
ganization of classes for, 170; organi¬ 
zation of special classes, 52, 156, 160, 
162, 167, 170; school adjustments for, 
156-57, 159-61, 162-63, 165-66, 167; 
school’s responsibility for, 13; speech 
defects, 163-66; transportation of, 163 ; 
tubeiculous, 168; types of physical dis¬ 
abilities, 153, undervitalized, 166-67 

Executive secretary’s report: activ¬ 
ities of Executive Committee, 405-13; 
Atlantic City convention, 401-405; 
Audit Committee, 420-21, Educational 
Policies Commission, 411-13, 424-26, 
Educational Reseaich Service, 419-20; 
finances of the Association, 413-15; 
membership of Association by states, 
416; Permanent Educational Research 
Fund, 417-18; publications of the Asso¬ 
ciation, 421-24; yearbooks, 423. 

First aid: athletic injuries, 224-26; 
bleeding, 220-21, burns, 223; convul¬ 
sions, 222, ear injuries, 224; eye in¬ 
juries, 224; fainting, 221; foreign bodies 
in nose and thioat, 224; foreign bodies 
swallowed, 224; head injuues, 222; limb 
injuries, 223; major illnesses, 216-17; 
minor illnesses, 217; minor injuries, 220, 
neck and back injuries, 222-23; notifica¬ 
tion of parents, 226; poisoning, 223; 
shock, 221, supplies for cabinet, 218- 
19; unconsciousness, 221; with nurse 
present, 215, with physician present, 
214-15; without medical advice avail¬ 
able, 215 

Guidance: basic school health area, 12; 
checklists, records, and tests, 367-68, 
cooperation with family, 29, 32; co¬ 
operative relationships in, 57-58; fol¬ 
low-up necessary, 38; function of, in 
health, 27-28; general aspects of health, 
18, 21; guidance of problem cases, 145- 
50; in sex education, 83-85; individual 
pupil health, 27-58, minimum proce¬ 
dures in, 57; principles of, 53-54; pro¬ 
cedures of, 29; source of health facts 
about child, 29; types of, 27-28; use of 
health history in, 32-36; use of physical 
examinations in, 47-50; variations in, 


according to size of school svsteni, 
56-57. 

Habits: basic health aiea. 13; checking 
upon, 64-65; procedures in developing, 
64-65; reinforcement of, in guidance. 52 

Health: amis of education in, R, 15; 
basic areas in, 12-13; basic factors de- 
tcmiining, 11; continuing educational 
problem, 11; continuing national prob¬ 
lem, 9; definition of, 15; individual his¬ 
tory of, 32-36, vital place in education, 
14. 

Health education: contribution of cur¬ 
riculum organization to, 327-29; co¬ 
operation with nonschool agencies. 24; 
environmental aspects. 23; exceptional 
child, 22; extra-legal promotion of, 
337-38; general outline of, 1S-24; guid¬ 
ance and protection, 18, 21, 27-58; his¬ 
torical background of, 320-22; instruc¬ 
tion, 21-22, 59-105, legislation and 
curriculum changes in. 541-42; legisla¬ 
tive problems in promotion of, 334-38; 
mental hygiene, 23 ; necessity of coordi¬ 
nation in, 16; physical education and 
recieation, 22-23, planning ot. 16; pui- 
poses of, 15; teacher education, 24 See 
also Health instruction 

Health history: adequate records of, 
55-56; essential items of, 33, 55; im¬ 
portance of, 32; record foims used 
in, 30-36. 

Health instruction: adjustment to child 
nature and needs, 61-62; adult educa¬ 
tion, S6-8S; at secondaiv-school level, 
73-80, brief description of, 21-22, con¬ 
tent in elementary schools, 61-62; coi- 
relation nf health and other studies. 67- 
68, 78, 89-105; discovering interests of 
children, 61-62; general outline of, 21- 
22; in elementary school, 60-6S, 71-72; 
in intermediate grades, 66-68; methods 
in secondary schools. 76-7S, necessity 
of influencing behavior, 60; organiza¬ 
tion in secondary schools, 73-76; part 
of child's experience, 59; program of, 
59-SS; safety education, 86; selection of 
materials for, 68, 71; self-medication and 
quacks, 81-83; sex education, S3-S5, 
stimulation of health practices, 64-65; 
temperance, 80-81; things to avoid, /1- 
72, 78-80; use of health readers, 65-66; 
utilization of daily experiences at pri¬ 
mary level, 63-64. See also Methods of 
teaching; Purposes. 



542 


Health in Schools 


Health problems: adult education, 86- 
8S; increasing causes of death, 10; of 
present day, 6; providing guidance, 27, 
questions regarding, 345-52; safety edu¬ 
cation, 86; self-medication and quacks, 
81-83 , sex education, 83-85 ; solutions 
of, 51-54; temperance, 80-81. 

Immunization: cooperation of parents 
in, 87; diphtheiia, 177-78, 193; essen¬ 
tial item in health history, 33; factor 
in communicable disease control, 171- 
72; instruction in legard to value of, 
12-13; legislation, 330-31, 335, 340, 
measles, 178, 196, opportunity for 

health instruction, 64; oppositron to, 
185-186; pait of preschool care, 48, 
177, Pasteur treatment, 201; scarlet 
fevei, 178, 194; smallpox, 177, 192, 
tetanus, 178, 204; typhoid, 178, undue 
emphasis on, 56; whooping cough, 178, 
197 See aho Communicable disease, 
Legislation, School health 

Information: accurate health, needed, 
12; goal in health instruction, 59; in¬ 
adequacy of, 59, 66; procedures in ob¬ 
taining, 29; special health problems, 80- 
88; tests of health knowledge, 370-71. 

Legislation, School health: adminis¬ 
tration of school health activities, 324, 
327-34; and curriculum changes, 341- 
42 ; and selection and training of teach- 
eis, 342-44; and social leform, 338-39, 
basic concepts in, 322-24, control of 
radio bi oadcasting, 340; coordination 
in promotion of, 336-37; curriculum 
organization, 327-29; general adminis- 
tiative control, 332-34, health inspec¬ 
tion, 331-32, historical background, 
320-22, immunization, 330-31; legal as¬ 
pects of health piogiam, 320-44; man¬ 
datory vetsus permissive, 335-36; pow¬ 
ers vested in schoolboards, 323-24, 
presentday trends in, 338-44; problems 
of, 334-38, school attendance and 
health inspection, 329-34; school law 
versus public health law, 334-35; state, 
336, teacher tenure and, 340-41; trends 
relative to toit liability, 339-40 See also 
Administration; Coordination. 

Mental hygiene: adaptations to mental 
abilities, 140-42, 145; brief description 
of health lole of, 23, characteristics of 
problem cases, 148, classroom relation¬ 
ships, 137; concern with the whole 


child. 134; discipline and, 136-37; emo¬ 
tional behavior of children, 134-40, 
guidance of pioblem cases, 145-50; 
identification of emotional problems, 
145-50; in guidance, 52; instruction le- 
lating to. 150-52, mentally superioi 
pupils, 145; necessity of teacher educa¬ 
tion foi, 147; need foi secuiity, 139 . 
organization for, 135-37; plight of men¬ 
tally retarded, 142. 145; purpose of, 133 , 
responsibility of school foi problem 
cases, 146-47; steps in helping pupils, 
148-50; supervision and, 136; teacher’s 
effect upon, 13S-40; use of tests, 141-42 
See also Environment. 

Methods of teaching: cooperative 
groups teaching, 89-90; correlation, 67- 
68, in biology, 99-100; in general sci¬ 
ence, 92-95; m home economics, 96-98; 
in secondary schools, 76-78; in social 
studies 91-92; in special health prob¬ 
lems, 80-88; readers, 65-66; selection of 
materials, 68, 71; sources of content, 62; 
things to avoid, 71-72, 78-80; under¬ 
standing of environment, 65; using 
daily experiences, 63-64 See also Health 
education; Health instruction 

National Education Association: 
joint committee with American Medical 
Association, 5, 15, 38, 45, 68, 72, 149, 
167, 1S8, 259, 261, 337, 343, publica¬ 
tions cited, IS, 38, 45, 47, 68, 72, 128, 
132, 133, 137, 140. 149, 167, 188, 228, 

229, 232, 247, 254, 259, 261, 263, 275, 

279, 283, 285, 286, 287, 288, 289, 292, 

295, 337, 338, 343. 

Nonschool agencies: activities of na¬ 
tional health oiganizations, 374-96, co¬ 
operation in guidance program, 57-58, 
coordination of, 297, 319; necessary in 
health program, 24; private national 
health agencies, 318, services of Chil¬ 
dren’s Bureau, 314-15 ; services of Faun 
Security Admmistiation, 316-17; seiv- 
ices of National Youth Administiation, 
314, services of Social Secuiity Boaid, 
315-16, services of U S Office of Edu¬ 
cation, 313, services of U. S. Public 
Health Service, 315; sei vices of Work 
Projects Administiation, 317-18; state 
agencies that may assist in cooi dina¬ 
tion, 309-10; use of local medical so¬ 
ciety, 51 See aho Coordination 

Objectives: See Purposes. 



Subject Index 


543 


Observations : by nurses, 29, .38, 41 - 44 ; 
by teachers, 29, 38, 41-44; continuous 
procedui e, 42-44, daily inspection, 29, 
41; items to be noted, 42-44, record 
form used in, 43; supplementary to 
physical examinations, 49-50; useful in 
guidance, 42; weighing and measuring, 
29, 41. 

Organization: Sec Administration. 

Parent-teacher associations: health 
activities of, 29, 32, 

Parents: adult education programs for, 
S6-88; conferences with, 29, 36-38; co- 
opeiation with, 29, 32; presence at 
physical examinations, 36. 

Personality: core of health piogram, 14; 
tests of, 371-73. 

Personnel, Health: administrators, 
272; classroom teachers, 262-71; dental 
hygienist, 253-55; dentist, 253-55; 
nurse, 259-62; nutritionists, 258-59; 
psychiatrists, 256-57; psychologists, 
255-56; school physician, 250-53; super¬ 
visors, 271-72 ; visiting teachers, 257. 
See also Teachci education. 

Physical education.; administrative 
phases in elementary schools, 107-108; 
administrative phases in secondary 
schools, 108, 111-12; athletic champion¬ 
ships, 123-25; boys’ program, 114-15, 
changed purposes of, 106, commercial¬ 
ism in athletics, 116; girls' activities 
during menstruation, 126-27; health as¬ 
pects of, 16, 22; health of interscholas¬ 
tic teams, 121-23; health values, 106- 
107, inteischolastic athletics, 114-16; 
interscholastic boxing, 123-25; intra¬ 
mural sports, 112-14; leisure-time val¬ 
ues, 106-107; physical and mental 
health thru, 116-17; posture education, 
125-26; precautions in girls’ athletics, 
120-21; protecting the prcadolescent 
child, 119-20; recreational values, 128- 
30; safeguarding health, 117-23. See 
also Recreation. 

Prevention; importance in early years 
of childhood, 28. 

Principals: and health of teachers, 279; 
responsibility for correlation, 89. 

Purposes: major role of health, 14, of 
American education, S; of health edu¬ 
cation, 15. 


Records, Health: available to tcaiti¬ 
ers, 51; confidential nature of, 56; dif¬ 
ficulties in keeping, 55-56; importance 
of reliable, 54-55; items included in, 55. 

Recreation: contributions of various 
subjects to leisure, 130-31; enjoyment 
thru proficiency in, 131: general health 
aspects of, 22; need for community 
programs, 131-32; values in physical 
educalion, 128-30 

References: administration and health 
of personnel, 361-62; administration of 
general program, 353-54, communi¬ 
cable disease, 359; coordination of agen¬ 
cies, 362-63, guidance of pupil health, 
354-55; health instruction, 355-56; in¬ 
juries and cmeigency illncs. 359; in¬ 
struction in related areas, 356-57. mpn- 
tal hygiene in school program, 358; 
physical education and recreation, 357 ; 
physically exceptional children, 358-59; 
point of view on health education, 353 ; 
school environment, 359-60, school 
health legislation, 363: school health 
personnel, 360-61. 

Related areas; administrative pioce- 
dures for, 103-105; biology, 99-100; 
cooperative health teaching, 89-90, gen¬ 
eral science, 92-95; home economics, 
96-9S; in rural schools, 100-103; soiial 
studies, 91-92. 

Rural schools: health project, 100-103; 
healthful environment in, 240, 243; lack 
of health guidance in, 56. 

School buildings: building codes, 323, 
checklists of, 368-70; conditions of, and 
teacher health, 294-95; sanitation in 
pioneer, 321-22, 

Schools: major health responsibilities of. 
11-13; procedures in solving health 
problems, 51-54; provisions for teach¬ 
ers’ absence for rest, 2S6; sick-leave 
practices in cities over 100,000 and 
30,000-100,000, 285, vital factor in 
health, 11. 

Secondary schools; biology, 99-100; 
health classes in physical education, 74- 
75; health instruction in related areas. 
67-6S, 75-76, 78, 89-105; health thru 
general science, 92-95; health thru social 
studies, 91-92; home economics, 96-9S; 
organization of instruction, 73-76; 




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LIBRARY, DOCUMENTATION AND 
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Council of Educational Research & Train 


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6 ;‘ limitations as index of nation’s 
health, 10 - 11 . 

Statistics: death-rates, 9-10; lack of 
comparability, *3-11. 

Superintendent of schools: See Ad¬ 
ministrators. 

Teacher education: basic lequirements 
of, 24; health factor m certification, 
342-43; institutions giving training in 
speech correction, 397-98. 

Teachers: absences of, in St. Louis 
schools, 285; administration and health 
of, 294; average absence due to illness, 
278; community obligations and health 
of 291; continuous observations by, 
42-44; cooperative faculty groups, 89- 
90; cooperative safeguards for the in¬ 
capacitated, 287-89; daily health in¬ 
spection, 41; effect of age on teacher 
absence in St. Louis, 290; facts needed 
in guidance by, 51; good example of, 
72, 77-78, 81, 85; importance of good 
health of, 273; important lole of, in 
health instruction, 59; living conditions 


. nealth of, 291, necessity of calling 
i specialists, 44; periodic examinations, 
27S-79; physical examination for origi¬ 
nal appointment, 274-75; provisions for 
leaves of absence and health of, 284-87; 
provisions for retirement and health of, 
289-90; salaries and health of, 280, 283, 
teacher load and health of, 291-93; 
tenure and fiealth of, 283; tests given 
by, 41-45. 

U. S. Office of Education: publica¬ 
tions cited, 85, 258, 313, 331, 336; serv¬ 
ices in fiekLpf health education, 313, 339. 

U. S. Pubi;q Health Service: pub¬ 
lications citra, S3, 84, 212, 231, 332, le- 
cent repoitallof, 10 ; services in field of 
health education, 57, 315, 338-39 

Vaccination: See Immunization. 

Weighing: frequency of, 29; part of 
minimum guidance procedures, 57 , pro¬ 
cedure in, 41-42; relation to nutrition, 
41-42. V 

White HoiSse Conference on Child 
Health djid Protection: and exten¬ 
sion of health education, 337-38; rec¬ 
ommendations ‘ for teacher-training in 
health education, 264-65 ; reports cited, 
14, 265, 338. 


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