1
20
1839
-
https://projectdaps.org/files/original/52dc989321d79805c7a6584e515cffcf.pdf
ec8e5a1d253d2eb54d724b64763007da
PDF Text
Text
Arthur W. Gosling
Desegregation Decisions and Required Action
1.
Increase Drew percentage to 25%.
Actions needed:
(a) Notify principal (state that efforts should be made to maintain 25%
throughout the grades).
(b) Change policy.
(c) Alternative School enrollment committees
- review admittance practice, etc.
2.
Redistrict Nauck as per recommendation.
Actions needed:
(a) Notify principals.
(b) Prepare address review process at school level.
(c) Review principal letters - mail
- letter from receiving principal as well as the current principal
(
- northside to include explanation of options.
(d) Prepare new attendance maps.
(e) Prepare written materials (ASDs?, other?) as needed.
(f) Develop planning teams for short term adjustments to over crowding
(April 28 target date).
(g) Include blow-up maps of new attendance area in letters to parents.
(h) provide special information session for community leaders.
3.
Initiate long-range facility planning to address overcrowding.
Actions needed:
(a) Identify planning team and technical staff.
(b) Build in replacement staff for technical staff. Board action?
(c) Target date: October 1987.
4.
Confirm Dolley Madison attendance.
Actions needed:
(a) Advise principals.
(b) Prepare new attendance maps.
5.
Redistrict Arlington View to T.J. and W-L; provide a sibling preference option for
current families with children at Wakefield.
Actions needed:
(a) Notify principals.
(b) Develop letter for current families at Wakefield.
(c) Redraw attendance maps.
(d) Send letters to families in Kenmore area -- future, to T.J.
-
1-
�6.
Instructional Transfers.
Actions needed:
(a) Notify principals of change.
(b) Make needed policy change.
(c) Include information to all parents receiving letters
7.
Develop recommendations, re: alternative school application process, ethnic targets,
etc.
Actions needed:
(a) Continue current planning team.
(b) Obtain legal review.
(c) Target date: first Board meeting in May — (April 28 or earlier).
8.
Continue enrollment of Kindergarten students from Nauck at Drew.
Actions needed:
(a) Advise principal.
(b) No further actions required.
9.
Redistrict Orme, Ode, and Oak streets from W-L to Wakefield, initiate sibling
preference for the one family attending W-L.
Actions needed:
(a) Advise relevant intermediate and high school principals.
(b) Redraw boundary maps.
(c) Letter to one W-L family explaining sibling preference option.
(d) Letters to students/families currently attending Wakefield
— confirm status
(e) Letters to grade 8 students, re: attendance change to Wakefield
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
RG 69, Arlington County Public Schools: Desegregation Materials
Description
An account of the resource
RG69 contains information related to the integration of Arlington County Public Schools including the history, redistricting, pupil distribution, and boundary maps. The collection was donated by Lisa Farberstein, Director of Community Service and Public Information for the Arlington County Public Schools
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Desegregation Decisions and Required Actions", March 1987.
Description
An account of the resource
Nine actions to be undertaken to continue the implementation plans and alternatives in longer range policy alternatives. 2 pages.
Format
The file format, physical medium, or dimensions of the resource
pdf
Source
A related resource from which the described resource is derived
RG 69, Arlington County Public Schools: Desegregation Materials
Creator
An entity primarily responsible for making the resource
Arlington Public Schools, Office of the Superintendent
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
unknown
Rights
Information about rights held in and over the resource
This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
Identifier
An unambiguous reference to the resource within a given context
69_3_1_11_29
-
https://projectdaps.org/files/original/e5b83a622e6ecb1d6a3a978ec4bcdd20.pdf
8131d8a49970b2d45078f4b8c48704b3
PDF Text
Text
Arlington County Public Schools
TUCKAHOE ELEMENTARY SCHOOL
Office of the Principal
6550 North 26th Street
Arlington 13, Virginia
JEfferson 2-7130
M R H 6, 1954
AC
Y U A E M ST CORDIALLY INVITED T BE PRESENT FO TH
O R O
O
R E
DEDICATION A D OPEN H U O TU K H E SC O L O SAT
N
O SE F C A O
HO N
URD Y, M R H 13th F O 2:00 P, M, T 4:00 P, M
A
AC
RM
O
.
4
W A E ASKING ALL SPECIAL GUESTS T BE SEATED O TH
E R
O
N E
PL T R AFTER TH SIXTH G A E C R L G O P SINGS.
A FO M
E
RD OA RU
W E Y U EN
HN O
TER THE AUDITO
RIUM PLEASE SIT IN TH FIRST
E
T O R W O CHAIRS.
W OS F
AFTER TH SING G O T O TH AUD
EY
O U F E
ITORIUM U TH RAM TU N LEFT, A D O TH PLATFO .
, P E
P,
R
N N E
RM
PARENT-TEACH ASSOCIATION,
ER
T C A O STAFF
UKHE
ADVISORY CO M
M ITTEE,
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
RG 19, The Personal Papers of Elizabeth Pfohl Campbell
Description
An account of the resource
This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Invitation to the Dedication and Open House of Tuckahoe School, March 13, 1954. March 8, 1954.
Description
An account of the resource
Invitation to the dedication and open house of Tuckahoe School, March 13, 1954 from Parent-Teacher Association, Advisory Committee and Tuckahoe Staff.
Format
The file format, physical medium, or dimensions of the resource
pdf
Source
A related resource from which the described resource is derived
RG 19, The Personal Papers of Elizabeth Pfohl Campbell
Creator
An entity primarily responsible for making the resource
Arlington County Public Schools, Tuckahoe Elementary School
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1950s
Rights
Information about rights held in and over the resource
This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
Identifier
An unambiguous reference to the resource within a given context
19_2_2_1_5
-
https://projectdaps.org/files/original/a357376a2a400f5e2186cfec49e16b7b.pdf
af1bf7cf384d0605c435a4b0b4557aef
PDF Text
Text
12/11/64-
B a rb a ra ,
I*m n o t p l e a s e d w i t h th e way t h i s l o o k s s h u t d iem 11 h ave tim e to w ork on i t
to make i t lo o k b e t t e r . C o u ld n 't g e t Mr. M i t c h e ll ; d i d t e l l E ev.M urray a b o u t i t
an d he was p l e a s e d .
K a th ry n
H e a d lin e s i n th e W ashington P o s t 1 2 /1 1 /6 4 re a d !
"19 M ISSISSIPPI SUSPECTS PEEED". I t was u n b e l i e v a b l e . Those s u s p e c te d o f m u rd erin g t h r e e c i v i l r i g h t s w o rk e rs n e a r P h i l a d e l p h i a , M i s s i s s i p p i , f r e e d .
RESPONSES-----R ev. D r. M a rtin L u th e r K ing, J r . , i n O s lo , Norway w here he v/as
aw ard ed th e llo b e l P eace P r i z e y e s te r d a y s a i d he w ould c a l l f o r a n economic
b o y c o tt o f M i s s i s s i p p i p r o d u c ts u n l e s s M i s s i s s i p p i o r th e F e d e r a l Government
c o u ld f i n d ways to b r i n g 1j u s t i c e f o r a l l men" i n t h a t s t a t e .
1
"T his
d i s m i s s a l i s f u r t h e r , e v id e n c e o f th e la v /le s s n e s s and c a l l u s n e s s o f th o se
who w ould p r e s e r v e s e g r e g a tio n and d i s r i m i n a t i o n " ; t h a t " t h i s m is c a rr ia g e
o f j u s t i c e w i l l r e v o l t t h e A m erican p e o p le and w i l l a l i e n a t e p e o p le o f
good v / i l l a ro u n d th e w o rld • , " he s a i d .
- - ROY WILKINS, e x e c u tiv e s e c r e t a r y o f th e NAACF, s a i d :
"We a r e d e e p ly
sh o ck ed a s we a r e c e r t a i n m ost A m ericans o f a l l r a c e s a r e . . . We ca n o n ly
hope t h a t th e F e d e r a l g ra n d j u r y w i l l r e c e iv e and s tu d y th e FBI e v id e n c e
i n t h i s c a s e and ta k e a p p r o p r i a t e a c t i o n to s e e t h a t j u s t i c e i s d o n e ."
— CORE c h a rg e d :
"The k i l l e r s o f th e s e young men m ust be b r o u g h t to
t a s k f o r t h e i r b r u t a l v e n d e t t a . And CORE u rg e d "speedy and v ig o r o u s
p r o s e c u t i o n . " JAMES FARMER, CORE’ S n a t i o n a l ch airm an s a id :
" I f i t sh o u ld
b e im p o s s ib le to g e t even a n in d ic tm e n t f o r th e a c c u s e d (men) . . • th e n
th e number one ite m on th e N a tio n ’s ag en d a m ust be a d r a s t i c o v e r h a u lin g
o f th e N a t i o n 's j u d i c i a l s y s te m ."
*****************
*
WHAT
W E
C A N D O * WRITE P r e s i d e n t Lyndon B. Jo h n so n , th e W hite
* * * * * * * * * * * * * * * * * :House and A c tin g A tto r n e y G en eral K a tz e n b a c h ,
D ep artm en t o f J u s t i c e , u r g in g them to ta k e im m ediate s t e p s to se e t h a t th e
m u rd e re rs o f th e t h r e e c i v i l r i g h t s w o rk e rs a r e p r o s e c u te d . Ask them to p r o v id e
a d e q u a te p r o t e c t i o n f o r a l l c i v i l r i g h t s w o rk e rs i n th e s t a t e . Remind th e P r e s id e n t
t h a t i n h i s l a t e s t sp e e c h to d e l e g a t e s to th e n a t i o n a l Urban L eague c o n fe re n c e he
s a i d he w ould n o t be s a t i s f i e d u n t i l e v e r y Negro "has th e r i g h t , u n q u e s tio n e d and
u n r e s t r a i n e d , to go i n and c a s t h i s b a l l o t i n e v e ry p r e c i n c t i n th e c o u n tr y . . . "
BOYCOTT M ISSISSIPPI PRODUCTS ( L e a f l e t on th o s e
it e u 3 v / i l l f o llo w l a t e r ) .
& # ■£*#*
* * * * * * * * * * * *
* W
HAT W CAN DO LOCALLY
E
*
* * * * * * * * * * * * * * * * *
y:
.
. 7• C a ll M r.Jo h n R o b in so n , \ f ^
<371-5770 f o r f u r t h e r
\ __ ,
in f o rm a tio n
*
,,
*
H elp Needed i n R e g i s t r a t i o n : o f v o t e r s ;
D r i v e r s , to ta k e v o t e r s to th e p o l l s
Peo_ l e to v i f t i t o t h e r s to rem ind them to T y te .
H elp i n A n ti- P o v e rty Campaign.
A l l th e above q u o te s from th e W ashington P o s t o f December 11, 196^
A r lin g to n A s s o c ia te d C i v i l R ig h ts O r g a n iz a tio n s
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
RG 18: Personal Papers of Barbara Marx
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"19 Mississippi Suspects Freed" Flyer, Arlington Associated Civil Rights Organizations
Description
An account of the resource
Flyer produced by the Arlington Associated Civil Rights Organizations regarding the freeing of "those suspected of murdering three civil rights workers near Philadelphia, Mississippi" and calls for action in response. Note to Barbara Marx from Kathryn at the top.
Format
The file format, physical medium, or dimensions of the resource
pdf
Source
A related resource from which the described resource is derived
RG 18, Personal Papers of Barbara Marx
Creator
An entity primarily responsible for making the resource
Community Council for Social Progress
Date
A point or period of time associated with an event in the lifecycle of the resource
No date
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1960s
Rights
Information about rights held in and over the resource
This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
Identifier
An unambiguous reference to the resource within a given context
18_3_6_3_16
-
https://projectdaps.org/files/original/8712e61d68c8e7951e609a8301bceaa4.pdf
6c13cd98f8a24b0c481dd51d869e4659
PDF Text
Text
1985-86 HOHE SCHOOL ENROLLMENT OF
DREH STUDENTS AS OF MARCH, 1986
Grades
K
1
2
3
4
5
6
Abi ngdon
6
5
5
6
6
5
525
Ashlawn
1
2
3
2
1
3
294 + 12
558 + 11 = 317
Barcro ft
3
6
6
7
4
5
323 + 36
359 + 22 = 381
3arrett
5
3
3
4
3
2
283 + 20
303 ♦ 24
Glebe
4
4
3
4
4
1
307 + 20
327 + 31 = 353
Glencarlyn
5
5
5
2
6
3
448 + 26
474 + 9 = 483
Henry
4
7
3
5
2
5
366 + 26
392 + 11 = 403
Jamestown
0
0
0
2
4
0
308 + 6
314 + 32 = 346
Key
2
2
1
4
1
1
623 + 11
634 + 4 = 533
Long Branch
3
4
3
4
4
4
514 + 22
536 + 55 = 591
M nley
cKi
3
3
3
3
6
10
358 + 28
386 + 15 = 401
Notti ngham
2
0
2
1
0
1
293 + 6
299 + 21 = 320
Oakridge
3
6
4
3
5
7
569 + 28
597 + 3 = 605
Randolph
2
3
3
3
1
2
467 + 14
431 + 10 = 491
Taylor
2
0
1
2
3
4
568 + 12
580 + 48
3
628
Tuckahoe
3
0
2
3
3
3
362 + 14
376 + 24
3
400
TO
TALS
53
50
47
55
53
56
Schools
none
TO L
TA
33
314
553 + 16
574
r
327
3
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
RG 69, Arlington County Public Schools: Desegregation Materials
Description
An account of the resource
RG69 contains information related to the integration of Arlington County Public Schools including the history, redistricting, pupil distribution, and boundary maps. The collection was donated by Lisa Farberstein, Director of Community Service and Public Information for the Arlington County Public Schools
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"1985-86 Home School Enrollment of Drew Students as of March, 1986."
Description
An account of the resource
Listing by school, grade and total students.
Format
The file format, physical medium, or dimensions of the resource
pdf
Source
A related resource from which the described resource is derived
RG 69, Arlington County Public Schools: Desegregation Materials
Creator
An entity primarily responsible for making the resource
Arlington Public Schools
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1980s
Rights
Information about rights held in and over the resource
This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
Identifier
An unambiguous reference to the resource within a given context
69_3_1_13_53
-
https://projectdaps.org/files/original/643016b530cd82d4ec0e4239d30a675d.pdf
09a45a5eed7aa710125f6468891c1ebd
PDF Text
Text
1 9 8 5 -8 6 HCKZ SCHOOL ENHOLLME2TT OF
H-3 W
OODLAW STUDENTS AS OF MARCH. 1986
N
*
Schools
1
1
Grades
1
7
8
9
10
11
12
TOTAL
1
I
Jefferson
18
16
566 + 34 » 600
Kenmore
29
23
469 + 52 - 521
Swanson
10
15
479 + 25 = 504
■
Williamsburg
11
7
384 + 13 =
■402
I
1
1,682 + 99 - 1,78
Waite fie id
20
27
34
18
HILT
13
2
0
1
I
Washi n g c o n - L e e
27
25
12
21
1,571 + 85 - 1,5S|
3
0
0
0
19
14
15
15
0
0
0
0
HILT
Yorlccovn
HILT
|
|
1,271 + 63 > 1 1"
1
•
TOTALS
68
61
92
68
61
55
405
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
RG 69, Arlington County Public Schools: Desegregation Materials
Description
An account of the resource
RG69 contains information related to the integration of Arlington County Public Schools including the history, redistricting, pupil distribution, and boundary maps. The collection was donated by Lisa Farberstein, Director of Community Service and Public Information for the Arlington County Public Schools
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"1985-86 Home School Enrollment of H-B Woodlawn Students as of March, 1986."
Description
An account of the resource
Listing by school, grade and total students.
Format
The file format, physical medium, or dimensions of the resource
pdf
Source
A related resource from which the described resource is derived
RG 69, Arlington County Public Schools: Desegregation Materials
Creator
An entity primarily responsible for making the resource
Arlington Public Schools
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1980s
Rights
Information about rights held in and over the resource
This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
Identifier
An unambiguous reference to the resource within a given context
69_3_1_13_52
-
https://projectdaps.org/files/original/9e8169bce17116a29f7c3108292f3cdf.pdf
b8ac87dd17e0b30c3b2ad85f8b1da82b
PDF Text
Text
1 9 8 5 -8 6 HOM SCHOOL ENROLLMENT OF
E
PAGE STUDENTS AS OF MARCH. 1986
Grades
TOTAL
Schools___________ K______ 1_
2
‘
3
4
5
6
Abingdon
0
3
2
5
0
3
3
525 + 16 - 541
Ashlavn
1
2
2
1
1
2
2
294 + 11 - 305
3arcrofc
3
5
4
1
0
4
5
323 + 22 - 345
3arrett
2
3
3
5
3
2
6
283 + 24 - 307
Glebe
4
7
4
2
3
5
6
307 + 31 - 333
Glencarlyn
0
0
1
3
3
1
1
448 + 9 - 4 5 7
Henry
1
2
1
0
3
2
366 + 11 - 377
Jamescovn
1
1
4
1
11
6
3
308 + 32 - 340
Key
0
0
0
1
2
1
0
623 + 4 - 6 2 7
Long Branch
5
13
7
7
9
8
6
514 + 55 - 569
McKinley
1
0
0
4
2
3
5
358 + 15 - 373
Mo ct Ingham
1
3
2
2
4
3
6
293 + 21 - 314
Oalcridge
0
1
0
1
1
3
Randolph
1
0
3
1
1
3
1
467 + 10 - 477
Taylor
3
5
7
10
12
8
3
568 + 48 = 616
Tucicahoe
1
0
4
5
4
5
5
362 + 24 = 386
7
569 + 8 - 5 7 7
Jefferson
9
566 + 9 - 5 7 5
Kenmore
5
469 + 5 - 4 7 4
Swanson
7
479 + 7 - 4 8 6
Williamsburg
9
384 + 9 - 3 9 3
TOTALS
24
45
44
49
59
59
61
30
371
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
RG 69, Arlington County Public Schools: Desegregation Materials
Description
An account of the resource
RG69 contains information related to the integration of Arlington County Public Schools including the history, redistricting, pupil distribution, and boundary maps. The collection was donated by Lisa Farberstein, Director of Community Service and Public Information for the Arlington County Public Schools
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"1985-86 Home School Enrollment of Page Students as of March, 1986."
Description
An account of the resource
Listing by school, grade and total students.
Format
The file format, physical medium, or dimensions of the resource
pdf
Source
A related resource from which the described resource is derived
RG 69, Arlington County Public Schools: Desegregation Materials
Creator
An entity primarily responsible for making the resource
Arlington Public Schools
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1980s
Rights
Information about rights held in and over the resource
This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
Identifier
An unambiguous reference to the resource within a given context
69_3_1_13_51
-
https://projectdaps.org/files/original/fd3e17b3dd9b0c96a2d299c386e51245.pdf
8740f5a00c7e121c3bc49d59531b2f51
PDF Text
Text
The student body of the Came
School in 1921. Standing at the
rear, ju st right of center, i s
Mrs. L ily Rice, f ir s t principal
o f John Marshall School.
‘ H mAojC Sc/t&ol
To
I
Mary Barbour, who spent 26
years as principal o f John
Marshall, earning the res
pect and friendship o f a l l .
John Marshall as i t appears
today with additions added
in 19-45. Right. The Annex
is now an integrated part
of the John Marshall plant.
by MRS. E. A. BUCHANAN
�A BRIEF HISTORY OF JOHN M A R S H A L L
FO EW R . Most H istories are written only a fter long hours of research work
R OD
among the Archives. This History can claim no such d is tin c tio n . With
the exception of fa cts recorded in Minutes of past PTA meetings, dating
from September 1944* background material for th is H istory was neces
sa r ily collected in the old-fashioned wav — word of mouth. The H is
torian i s grateful to the many 'old-tim ers1 who shared their memories,
esp e cia lly to Mrs. H. G. Bates who p atien tly searched for answers to
the innumerable questions asked in a struggle for a u th en ticity. A
sp ecia l 'thank you' i s also due Mrs. Lansing Parker who volunteered her
services to th is Committee and helped by taking notes on m aterial c o l
lected verbally. Of the many who helped in making th is History p o ssib le .
Miss Mary Barbour was of the greatest a ssista n ce. VJithout b en efit of
Miss Barbour's wealth of memories of bv-pone davs at John Marshall.
there could be no History.
— Mrs. E. A. Buchanan
> r .A IN the history of John Marshall
T C G
School, we go back a whole century to the
days when there was no school building for
the children of th is area and cla sses were
held in the lo f t of Mt. O livet Church.
These f a c i l it i e s were adequate for the
scattered population of North Arlington
u n til shortly after the close of the C iv il
War. By that time school standards had
progressed to such an extent that th is
area soon boasted three elementary sch o o ls.
One of these three was the "old" Carne
School, so named for the f i r s t superin
tendent of County Schools. The Carne
School was located ju st across 2.5th S treet
from the present John Marshall where the
United Brethren Church now stands. Al
though i t i s reported that "city slick ers"
rid iculed the barn-like appearance of the
school, that two-room wooden structure with
a center h a ll plan served i t s purpose
fa ith fu lly u n til i t was condemned in 1922.
John Marshall School was b u ilt during
the school year 1922-23 to replace the
Carne School. I t was named in honor of a
prominent V irginia statesman, John Marshall,
who served as Chief Justice of the United
States from 1831 u n til h is death in 1835.
The land on which John Marshall was b u ilt
was a part of the Birch family farm. The
o r ig in a l building had four classrooms, the
center four of the present building.
Since zoning was a t that tine no problem,
children came from miles around to attend
th is up-to-date school. In fa c t, there
were 30 pupils enrolled at John Marshall
when i t f i r s t opened i t s doors in September
1923. One o f the two teachers who divid ed
the r e sn o n s ib ilitie s of the 6 grades was
Mrs. L ily Rice (nee Sanderson) who served
as orin cip al of John Marshall during th a t
f i r s t school year.
In 1924, Miss Mary Barbour took over the
iob of teacher-principal. John Marshall
had inherited from the Carne School a mam
moth Chickering piano — quite beyond r e
pair, an h isto r ic hand b e ll — r e l i c o f
C iv il War days, and, the proverbial "problem
parent," who had been quite su c c e ssfu l in
causing teachers to resign. Miss Barbour
was fresh out of school, and, by her own
admission, scared to death. She d id , how
ever, survive her f i r s t encounter with th e
problem parent and eventually won th a t
parent's friendship and respect* This would
seem prophetic, since throughout her 26
years as principal of John M arshall, Miss
Barbour weathered many storms and earned
the respect of a l l .
The Marshall PTA was organized in 1924
with Dr. George Lake as the p resid en t.
Other workers during those f i r s t years i n
cluded; Mrs. E. E. Otum, Mrs. Charles
Crawford, Mr. and Mrs. Harry C. B a tes, Mr*
and Mrs. John Petty, Mrs. Montith, and Dr.
and Mrs. R. N. Sutton. One o f the e a r lie r
presidents, a Mr. Hutchison, was p r e sid e n t
of the National Geographic S ociety and made
these magazines available to the p u p ils.
Other past presidents, each serving a t
le a s t two terms, were: Mr. W illard Kipplin p er, Mrs. McFall, Mrs. Wilson Camp,
�* H isto ry . 0„f John Marshall
>
Mrs. V A. Jewby, and Mr. Howard Massey.
J.
As the population of th is area in
creased, John Marshall School was ex
panded. In 1932, when the enrollment had
increased from the original 30 to 270,
four rooms were added on to the original
b u ild in g . In 194-5, when the enrollment
fo r morning and afternoon sessions totaled
334-, the Marshall PTA's recommendations
to the School Board were accepted and the
school was enlarged to i t s present capacity.
Available minutes of past PTA execu
t iv e and regular meetings (dating from
September 1944-) show that the parents and
teachers of John Marshall School worked
d ilig e n tly to bring about improvements
in both County educational standards and
Marshall School f a c i l i t i e s .
The John Marshall PTA in the past has
supported the following Countv^wide issu es:
a non-partisan primary and election of the
School Board; the Teachers Fair Dismissal
P ractices; the 194-7 School Bond issu e; and
a f u l l day school's session program.
Marshall PTA's of the future can be
gra tefu l to the PTA's of the past for
th e ir work in bringing about the follow
ing improvements at John Marshall: organi
zation of a Safety Patrol system: d is
continuance of teaching duties for the
princip al; and the founding of the Mary
Barbour Library with a minimum of fiv e
books per pupil, making John Marshall
e lig ib le for a fu ll-tim e librarian.
Current Problems and A ctiv ities
John Marshall opened i t s doors th is cur
ren t school year only to discover that
i t could barely close them due to i t s
overwhelming enrollment. This, in sp ite
o f having "annexed the Annex" on Old Do
minion to house the fifth and sixth grades,
and in sp ite of pre-school effo rts by Miss
Grace H all, our new prinicpal, and members
o f the School Board to rezone th is area
more evenly. The f i r s t few weeks of school
were an unhappy version of "fruit basket
turnover" with our teachers struggling to
keep up with the sh iftin g enrollment.
Eventually the matter of who would attend
what school was se ttle d as sa tisfa c to r ily
as school f a c i l i t i e s allowed, leaving Mar
s h a ll playing host to pupils from four
other school areas — Woodlawn, Madison,
Cherrydale, and Yorktown. In April 1951,
the enrol'ment of Marshall with i t s Annex
to ta led 584.
Page Three
Miss Grace H all came to us a t the beginning
of th is school year with 16 years of experi
ence and a rea l love of the job she i s w ell
trained to do. Her duties th is year as
principal of both Marshall and Madison —
a ctu a liy three school buildings — would have
staggered any person lacking Miss H all's
a b ility and enthusiasm. Of the 16 on our
teaching s t a f f , fiv e have earned th eir
"veterans" rank: Mrs. Gertrude Erdman, Miss
L elia Foster, Mrs. Dorothy Louraine, Mrs.
Esther T ippett, and Mrs. Maude Walling. Our
teachers have proved most capable th is year —
the more so for having r e siste d any tempta
tion to post signs on the c la s s room doors
warning: "Standing Room — Maybei"
With Mr. M Seth Horne as president head
.
ing the la rg est Executive Committee on
record, the John Marshall PTA s e t out to
make th is year a successful one. This PTA,
with members representing 210 fa m ilie s, has
been much concerned with the need for im
provement in County educational f a c i l i t i e s ,
and, as always, has kept the welfare o f John
Marshall uppermost in i t s mind. Realizing
from first-h an d experience the need for ad
d itio n a l school f a c i l i t i e s in the County,
the PTA a c tiv e ly supported both the defeated
&7,4.50,000 bond issu e of November and the
su ccessfu l $4-,875,000 bond issu e o f April
17, 1951. During the intervening months,
i t s Construction Committee members, headed
by Mr. Charles Medford, contributed their
p rofession al talen ts and much of th eir time
to the study of every aspect o f County school
construction. Their recommendations and blue
p rints of a sample school b u ild in g, showing
a p ossib le savings of $83,511 without sac
r if i c e o f cla ss room space, were presented
to the School Board by d irection o f the
Marshall PTA. In support of the teachers
of the County, the John Marshall PTA in
dorsed the four-point recommendation of the
AEA c a llin g for a $4-00 teacher salary in
crease. Through i t s Safety Committee, th is
FTA shared in the joys and trib u la tio n s of
the new County school bus system.
At the beginning of the year, a Progress
1 eport card system was adopted for John Mar
1
s h a ll. Although th is system i s the subject
of considerable controversy, i t i s generally
accepted as a step in the rig h t direction —
fa ire r evaluation of pupil progress in rela
tion to individual a b ilit y . I t may be sa fely
stated that th is new report card system is
most popular with those pupils who arb re
warded in cash for each "S" a t the rate pre
vio u sly prevailing for each "A."
�Page. Sour
History of John Marshall
The recen tly organized Defense Committee,
with Comdr. Robert Renrston as chairman, has
already la id the groundwork for future a ir
raid d r ills a t Marshall. T t r i a l runs have
wo
been made recently to introduce the pro
cedure to the pupils. In the second of th ese
preliminary d r i ll s , a l l the pupils in John
Marshall prorer were conducted from th e ir
c la ss rooms and seated in the auditorium in
9 minutes. Pupils from the Annex were con
ducted to John Marshall and seated in the
c a feteria -to -b e in 12 minutes. The Defense
Committee reports that th is o v e r -a ll timing
of 21 minutes w ill be improved considerably
with further training.
The 1950-51 school year i s almost over. The
h is to r ic old Hand B ell is s t i l l with u s. P er
haps the "problem parent" i s tooj but c h ie f ly
we ai*e ju st parents with a problem. The
problem that s t i l l confronts us i s : How can
our school best cope with i t s share o f the
add ition al 1500 pupils expected to e n r o ll
in the County schools next f a ll?
The arts and cra fts c la sse s, directed by
Mrs. A. C. Levin, were a favorite a fter
school a c tiv ity of many John Marshall pupils.
The John Marshall PTA B u lletin , edited
by Mr. Joseph Kuney, has been one of the
most popular innovations of the year. Com
ing to us — hot o ff the press— once a
month, i t has been a pleasant source of
information.
The Fine Arts Committee, headed by Mrs.
Mary R. Snow, made outstanding contribu
tio n s to the cultural advancement of the
school. Inspired by th is committee's
worthwhile aims and enthusiasm, Marshall
PTA adopted "Fine Arts" as i t s project of
the year. Through i t s Fine Arts Committee,
th is PTA purchased 12 frames with in te r
changeable pictures for use in the school
corridors and a reproduction of Winslow
Homer's "Breezing UP" which has been
awarded each month to the class with the
h igh est percentage of parents present at
the PTA meeting. The enthu siastic pride
of each winning c la ss i s a tribute to the
success of th is p roject.
fc
*
#
— Mrs. E. A. Buchanan
*
#
%
�
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RG 19, The Personal Papers of Elizabeth Pfohl Campbell
Description
An account of the resource
This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics.
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"A Brief History of John Marshall School", Mrs. E.A. Buchanan, 1950, Page 1 and 2. 4 pages.
Description
An account of the resource
History of John Marshall School in Arlington, Virginia. Page 1: photos of student body of Carne School, 1921; Mary Barbour, first Principal; John Marshall School as it appeared in 1950. Page 2: Forward and first page of history. Page 3: continues history; page 4, continues history highlighting "Current Problems and Activities".
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RG 19, The Personal Papers of Elizabeth Pfohl Campbell
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Mrs. E.A. Buchanan
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1950s
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19_2_2_1_1
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https://projectdaps.org/files/original/658e74f2e10a366beb8ee7fef7ca01f1.pdf
ce06ca1c4c3cc17f68eb95c0afa52d6d
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Text
A FOUNDATION EDUCATION PROGRAM
FOR VIRGINIA
R e p o r t of the
COMMISSION
To
THE GOVERNOR
and
The
GENERAL ASSEMBLY
of
VIRGINIA
.
»
(SENATE DOCUMENT NO. 13)
Co
mmonw ea l t h
of
V ir
g in ia
Division of Purchase and Printing
R ichm ond
1953
�A F O U N D A T IO N E D U C A T IO N PR O G R A M F O R VIRG IN IA
R e p o r t o f th e C o m m is s io n
to th e
G O V E R N O R A N D G E N E R A L A S S E M B L Y O F V IR G IN IA
M e m b e r s o f C o m m i s s io n
R IC H M O N D , V IR G IN IA
N o v e m b e r 2 6 , 1951
TO:
E.
BLACK BU RN M O O RE, C h a irm a n
L L O Y D C . B IR D , V i c e - C h a i r m a n
LE W IS P R E S T O N C O L L IN S
J.
M AY NA RD M A G R U D E R
J.
D. M EADE
W . T A Y L O E M U R PH Y
L E O N A R D G . M U SE
H . H.
W ALK ER
LA N D O N R .
W YA TT
S ta ff
JO H N B . B O A T W R IG H T , J R .
G. M.
LA PSLEY
W IL LIA M R . M IL L E R
H O N O R A B L E JO H N S . B A T T L E , G O V E R N O R O F V IR G IN IA
and
T H E G E N E R A L A S SE M B L Y O F V IR G IN IA
In th e p r e c e d in g tw e n ty y e a r s th e S t a t e 's e x p e n d it u r e s f o r p u b lic s c h o o ls
in V i r g in i a h a v e r i s e n f r o m $ 7 , 3 3 5 ,9 4 1 in 1931 to $ 3 7 , 134, 173 in 1950. T h is
r e p r e s e n t s 3 8 .7 9 % o f th e S t a t e 's g e n e r a l fu n d r e v e n u e s , * a s c o m p a r e d w ith a
f ig u r e o f 3 7 .5 6 % a t th e b e g in n in g o f th e p e r io d .
M a n y f a c t o r s h a v e c o n tr i b u te d to t h i s i n c r e a s e in S ta te s c h o o l c o s t s .
D u r in g t h e s e y e a r s th e S t a t e 's p o p u la tio n h a s g r e a t l y i n c r e a s e d a n d th e s c h o o l
p o p u la tio n in V i r g in i a h a s l ik e w is e s h o w e d m a r k e d g r o w th . In a d d itio n , th e
G e n e r a l A s s e m b l y h a s m a t e r i a l l y a s s i s t e d th e l o c a l i t i e s in r a i s i n g t e a c h e r s '
s a l a r i e s , a n d th e a v e r a g e s a l a r y o f c l a s s r o o m t e a c h e r s (w h ic h i s p a id f r o m
fu n d s p ro v id e d b y th e S ta te a n d l o c a l it y jo in tly ) h a s i n c r e a s e d f r o m $ 9 0 9 in
1931 to $ 2 ,3 9 1 d u r in g th e l a s t f i s c a l y e a r . T h e G e n e r a l A s s e m b l y h a s a ls o
p r o v id e d s u b s t a n t i a l s u m s f o r t e a c h e r s ' s c h o l a r s h i p s , i t h a s i n c r e a s e d S ta te
a s s i s t a n c e to l o c a l i t i e s b y p a y in g p a r t o f th e c o s t o f t r a n s p o r t i n g c h il d r e n to
s c h o o l, a n d i t h a s h a d o t h e r p r o g r a m s w h ic h h a v e g iv e n f in a n c ia l a id to lo c a l
s c h o o ls .
T h e g r e a t e s t s in g le f a c t o r in th e i n c r e a s e d s c h o o l c o s t s h a s , o f c o u r s e ,
b e e n in f l a ti o n . T h u s , w h ile a v e r a g e s a l a r i e s h a v e g o n e u p in d o l l a r s a n d c e n ts ,
f a r b e y o n d w h a t m ig h t h a v e b e e n r e a s o n a b ly a n ti c ip a t e d tw o d e c a d e s a g o ,
d e c li n e s in p u r c h a s in g p o w e r h a v e to a m a j o r e x te n t n u l l i f i e d t h i s i n c r e a s e .
A l a r g e p a r t o f th e S t a t e 's c o n tr i b u ti o n s to w a r d s c h o o l b u s t r a n s p o r t a t i o n h a s
lik e w is e b e e n a b s o r b e d b y i n f la te d c o s ts w h ic h th e l o c a l i t i e s h a v e e x p e r i e n c e d .
T h e c o n s id e r a b l e i n c r e a s e in th e n u m b e r o f c h i l d r e n a tte n d in g s c h o o l
a l s o h a s h a d a n in flu e n c e o n th e r i s i n g c o s ts o f p u b lic e d u c a tio n . In th e s c h o o l
y e a r 1 9 3 0 -3 1 t h e r e w e r e 4 7 3 ,0 7 7 c h i l d r e n i n a v e r a g e d a i l y a tte n d a n c e in th e
s c h o o ls . B y 1 9 5 0 -5 1 t h is n u m b e r h a d r i s e n to 5 5 0 ,0 3 6 , n e c e s s i t a t i n g i n
c r e a s e s in th e i n s t r u c t i o n a l s ta f f a n d a n e x p a n s io n o f s c h o o l p la n t.
A n o th e r f a c t o r w h ic h h a s h a d s o m e in flu e n c e on s c h o o l c o s t s h a s b e e n
th e b r o a d e n in g o f c u r r i c u l u m o f f e r in g o f th e s c h o o ls . W h e r e a s t h i r t y - f i v e
y e a r s a g o c o m m e r c i a l a n d o t h e r v o c a tio n a l s u b je c t s w e r e o f f e r e d o n ly in th e
l a r g e r c i t i e s a n d s p e c i a l s u b je c t s s u c h a s m u s i c a nd a r t w e r e u n h e a rd of a t
p u b lic e x p e n s e in m o s t o f th e r u r a l a r e a s , to d a y h o m e e c o n o m ic s a n d
a g r i c u l t u r a l o f f e r in g s a r e g e n e r a l th r o u g h o u t th e S ta te a n d a g e n e r a l l y m o r e
d i v e r s i f i e d c u r r i c u l u m h a s b e c o m e w id e s p r e a d .
* N o te :
T h e g e n e r a l fu n d in c lu d e s a ll r e v e n u e s o f th e S ta te w h ic h a r e n o t
s p e c i f ic a ll y e a r m a r k e d f o r th e o p e r a t io n o f s u c h S ta te d e p a r t m e n t s
a s th e A B C B o a r d , D e p a r tm e n t o f H ig h w a y s , C o m m is s io n o f G a m e
& In la n d F i s h e r i e s , I n d u s t r i a l C o m m i s s io n , U n e m p lo y m e n t
C o m p e n s a tio n , e tc .
�A FOUNDATION EDUCATION PROGRAM FOR VIRGINIA
B ecau se of th is d iv e rsific a tio n , m any p e rso n s h av e c ritic iz e d the
scho o ls on the ground th a t th ey have b ee n try in g to do too m uch w ith the funds
av a ilab le. O pinions a re fre q u e n tly e x p r e s s e d th a t the s c h o o ls ' e ffo rts a re
sp re a d too th in , and th a t in an e ffo rt to affo rd a b ro a d e r p ro g ra m w hich would
ap peal to and be v alu ab le fo r all ty p e s of p u p ils, the sch o o ls a re neglecting
a re a s w h ich in the opinion of su ch c r i tic s a r e m o re im p o rtan t.
In ad ditio n , a tre n d w as n o ticed in h ig h e r s a la r ie s paid te a c h e rs in the
v o ca tio n al fie ld s . Due to s e v e ra l c a u s e s , including fe d e ra l p a rtic ip a tio n in
th is p ro g ra m and in m any c a s e s d iffic u ltie s in obtaining co m p eten t p erso n n el,
th e re w as so m e ind icatio n th a t a h ig h e r s a la r y incentive w as being p re se n te d
to te a c h e r s of th e se s u b je c ts than to te a c h e r s in s tru c tin g in the tra d itio n a l
"fu n d am en tal" c o u rs e s .
As a r e s u lt of th e se and so m e o th e r c a u s e s , m any people w ere of the
opinion th a t the sch o o ls w ere n ot ad e q u ately fu lfillin g th e ir ro le in providing
b a s ic , fu n d am en tal tra in in g fo r a ll th e c h ild re n of the S tate. C om plaints
h ave been fre q u e n t th a t high sch o o l g ra d u a te s going into b u s in e s s a r e not able
to w r ite , s p e ll and punctuate c o r r e c tly , and th a t th o se e n te rin g co lleg e a re
n ot able to cope w ith the college c u rric u lu m b e c a u se of th e ir in ab ility to read
w ell and to study.
The G e n e ra l A ssem b ly in 1950 w as co n fro n ted by an obvious need for
in c r e a s e d a p p ro p ria tio n s fo r the public sc h o o ls. R isin g b ir th r a te s w ere
o v e rta x in g av a ilab le school fa c ilitie s in m any lo c a litie s . The need fo r m o re
te a c h e r s w as c r itic a l, and ac tio n to m e e t th e se co nditions w as im p e ra tiv e .
E a ch su c c e s s iv e s e s s io n of th e G e n e ra l A ssem b ly d u rin g re c e n t y e a rs
h as b een faced w ith the need fo r in c re a s e d funds to m a in ta in o r e n la rg e im
p o rta n t S tate s e r v ic e s , b ut the re s o u r c e s of the S tate a r e not in e x h au stib le.
In th e face of su ch co n d itio n s, it w as v ita lly im p o rta n t to in s u re th a t the
S tate re c e iv e the u tm o st r e tu r n in ed u c atio n a l value fo r ea ch d o lla r sp en t fo r
public sch o o ls and th a t it d is c h a rg e its obligation to w ard th e sch o o ls in a
m a n n e r w h ich would in s u re , to the lim it of its fin a n c ia l a b ility , adequate
tr a in in g in fu n d am en tal s u b je c ts . It w as a lso d e s ira b le to know the ex te n t to
w hich the lo c a litie s w ere b e a rin g th e ir p ro p e r p a rt of the c o s t of the sch o o ls.
The G e n e ra l A ssem b ly a c c o rd in g ly , a t its 1950 s e s s io n , adopted Senate
Jo in t R eso lu tio n N o. 26, w hich is as follow s:
SENATE JOINT RESOLUTION NO. 2 6
C re a tin g a c o m m issio n to study the e s ta b lis h m e n t of
a foundation p ro g ra m in ed u catio n .
W h e re as, the G e n e ra l A ssem b ly should if p o ssib le define m o re
c le a r ly the re s p o n s ib ility of the S tate to fin an ce public education; and
W h e re as, the d is trib u tio n of S tate school funds la rg e ly on the b a s is
of av e ra g e d aily atte n d a n c e , as a t p r e s e n t m a y r e s u lt in in e q u ities in so
f a r a s ed u c atio n a l o p p o rtu n itie s o ffered in th e v a rio u s p o litic al s u b
d iv isio n s; and
W h e re as, it s e e m s th a t the S tate in co o p e ra tio n w ith the lo c a litie s
should define a foundation p ro g ra m fo r education in the public fre e
sch o o ls in te r m s of the s e r v ic e s the people of the S tate c o n s id e r e s s e n tia l
2
A FOUNDATION EDUCATION PROGRAM F O R VIRGINIA
fo r the c h ild re n ; now , th e r e f o r e , be it
R eso lv ed by the S en ate, the House of D ele g ates c o n c u rrin g , th a t a
c o m m is s io n b e , and it h e re b y is , c r e a te d to stu d y and r e p o r t upon the
e s ta b lis h m e n t of a foundation p ro g ra m co n tain in g the fu n d am en tal
c o u r s e s w hich a r e b a s ic to ed u catio n to be fin an ced by the S tate, in
c o o p e ra tio n w ith the lo c a litie s , and the c o s ts th e re o f including the
d is trib u tio n of sch o o l funds g e n e ra lly .
The c o m m issio n s h a ll c o n s is t of nine m e m b e rs of whom th r e e s h a ll
be appointed by the G o v ern o r of w hom one s h a ll be fro m the S tate B o ard
of E d u catio n and two s h a ll be P r o fe s s io n a l E d u c a to rs in th e P u b lic School
S y stem of V irg in ia, one s h a ll be appointed by th e P r e s id e n t of the S enate
fro m the m e m b e rs h ip of th e S en ate, and th r e e s h a l l be appointed fro m
the H ouse of D ele g ates by th e S p eak e r th e re o f; the P r e s id e n t of the
S enate and S peaker of the H ouse of D ele g ates s h a ll, ex o fficio , be m e m
b e r s of the c o m m is s io n . The c o m m is s io n s h a ll a d v ise and w o rk w ith
th e S tate B o ard of E d u catio n in o r d e r to d e v ise a fo u ndation p ro g ra m in
the fu n d am en tals of ed u c atio n to be fin an ced by the S tate and lo c a litie s
jo in tly . T he c o m m is s io n s h a ll com plete its study and m ak e its re p o r t
to the G o v ern o r and G e n e ra l A ssem b ly n o t la te r than N o v em b er one,
n in e teen h u n d red fifty -o n e . The m e m b e rs of the c o m m is s io n s h a ll r e
ceive no c o m p en satio n fo r th e ir s e rv ic e s b u t s h a ll be paid th e ir
n e c e s s a r y ex p e n ses in c u r r e d in the p erfo rm a n c e of th e ir d u tie s , fo r
w hich th e re is h e re b y a p p ro p ria te d fro m the co n tin g en t fund of the
G e n e ra l A ssem b ly the sum of fifteen hu n d red d o lla r s .
In co m p lian ce w ith th is re s o lu tio n , the G o v ern o r ap pointed J . D. M eade,
of P e te r s b u r g , L e o n ard G. M u se, of R o an o k e, m e m b e r of the S tate B o a rd of
E d u catio n , and H. H. W a lk er, of C h a rlo tte s v ille ; the P r e s id e n t of th e S enate
appointed Lloyd C. B ird , of C h e s te rfie ld ; and the S peaker of the House
ap pointed J . M ay n ard M a g ru d e r, of A rlin g to n , W. T ay lo e M urphy, of W arsaw ,
and Landon R. W yatt, of D an v ille. The P r e s id e n t of the S en ate, L . P re s to n
C o llin s , of M ario n , and the S p eak e r of the H ouse, E . B la ck b u rn M o o re, of
B e rry v ille , s e rv e d a s m e m b e r s ex officio.
The C o m m issio n o rg an ized and e le c te d M r. M oore C h a irm a n and
S en ato r B ird V ic e -C h a irm a n . John B. B o atw rig h t, J r . , D ire c to r of the
D ivision of S tatu to ry R e s e a rc h and D raftin g , s e rv e d as S e c re ta ry .
The C o m m issio n c o n su lted w ith Dowell J . H ow ard, S u p erin ten d en t of
P u b lic In s tru c tio n , and m e m b e rs of h is staff; it m e t jo in tly w ith the S tate B o ard
of E ducation and a t o th e r tim e s co n su lted w ith individual m e m b e rs of th a t
B o a rd . The C o m m issio n d e s ir e s to e x p re s s its s in c e r e a p p re c ia tio n to M r.
H ow ard and to the m e m b e rs of the S tate B o ard of E d u catio n fo r th e ir a s s i s t
ance in connection w ith th is study. T he S tate D e p a rtm e n t of E d u catio n c o
o p e ra te d in fu rn is h in g in fo rm atio n re q u e s te d of it and in co m p ilin g fa c tu a l
in fo rm atio n fo r the use of the C o m m issio n . In addition, the S u p erin ten d en t
of P ublic In s tru c tio n and h is s ta ff and the m e m b e rs of the State B o ard of
E d u catio n m a te r ia lly aid ed the C o m m issio n by th e ir ad v ice and c o u n s e l. The
C o m m issio n w as a lso g re a tly a s s is te d by the sta ff of th e D iv isio n of S tatu to ry
R e s e a rc h and D raftin g and d e s ir e s to r e c o r d its a p p re c ia tio n fo r the s e r v ic e s
re n d e re d by the p e rso n n e l of th is ag en cy .
The C o m m issio n a lso sought the a s s is ta n c e of lay and p ro fe s s io n a l
in d iv id u als and g ro u p s co n c ern ed w ith the s c h o o ls . It re q u e s te d and o btained
3
�A FOUNDATION EDUCATION PROGRAM FOR VIRGINIA
A F O U N D A T IO N ED U C A T IO N PR O G R A M F O R VIRG IN IA
th e w r i t t e n v ie w s of P a r e n t - T e a c h e r A s s o c ia t io n s , th e V i r g in ia E d u c a tio n a l
A s s o c ia t io n , th e V i r g in i a T e a c h e r s A s s o c ia t io n , a n d o t h e r o r g a n iz a tio n s and
p e r s o n s u p o n th o s e m a t t e r s w h ic h i t c o n s id e r e d th e g i s t o f i t s p r o b le m and
q u e s ti o n s s u g g e s te d b y th e r e s o l u ti o n . T h e r e p l i e s r e c e i v e d w ill be d e a lt
w ith l a t e r in t h i s r e p o r t . A f te r d u e n o tic e in th e p r e s s i t a ls o h e ld a p u b lic
h e a r i n g to w h ic h a ll i n t e r e s t e d p e r s o n s w e r e in v ite d .
d e m o n s t r a t e d e ff i c i e n c y , t h e s e s h o u ld be e li m in a te d ; a nd s a l a r y i n c r e a s e s
s h o u ld b e b a s e d o n t r a i n i n g , e x p e r i e n c e a n d d e m o n s t r a t e d e f f ic ie n c y a s w e ll
a s o n le n g th o f s e r v i c e .
T h e C o m m is s io n h a s c a r e f u ll y c o n s id e r e d th e f a c t s a s i t h a s b e e n a b le
to l e a r n t h e m a n d th e v ie w s of th o s e w h o w e r e k in d e n o u g h to s u b m it th e m
and now p r e s e n ts its r e p o r t.
FIN D IN G S
T h e C o m m is s io n f in d s th a t:
(1) In 1944 th e V ir g in ia E d u c a tio n C o m m is s io n (th e "D e n n y C o m m is s io n " )
r e c o m m e n d e d t h a t i n c r e a s e d e m p h a s i s b e p la c e d u p o n th e te a c h i n g o f th e
f u n d a m e n ta l s u b j e c t s ; t h is w a s e n d o r s e d b y th e G e n e r a l A s s e m b l y b y a
r e s o l u ti o n a d o p te d M a r c h 2 6 , 1945; th e C o m m is s io n f in d s t h a t th e S ta te B o a r d
o f E d u c a tio n a n d th e S u p e r in te n d e n t of P u b lic I n s t r u c t i o n h a v e a c h ie v e d m u c h
in t h is f ie l d a n d a r e c o n tin u a lly w o r k in g to w a r d th is e n d .
(2) T h e c u r r i c u l u m in u s e in th e p u b lic s c h o o ls in V i r g in i a in c lu d e s
i n s t r u c t i o n in t h o s e s u b je c t s w h ic h a r e a c k n o w le d g e d to b e f u n d a m e n ta l to a ll
e d u c a tio n .
(3) T h e m a j o r i m p e d im e n ts to th e m o s t e ff e c tiv e te a c h in g of th e
f u n d a m e n ta l to o l s u b je c t s a r e (a) l a c k o f a s u f f i c i e n t n u m b e r o f a d e q u a te ly
t r a i n e d p r i m a r y a n d e l e m e n t a r y t e a c h e r s , a n d (b) to o h e a v y t e a c h e r lo a d s .
S o m e p o l ic i e s p u r s u e d in th e p a s t h a v e c o n tr i b u te d to t e a c h e r s h o r t a g e s in
th e e l e m e n t a r y f ie ld .
(4) P r e s e n t m e th o d s of f in a n c in g h a v e n o t e li m in a te d i n e q u a l it ie s in th e
b a s i c i n s t r u c t i o n a ff o r d e d in d i f f e r e n t s c h o o l d iv is io n s .
(5) P r e s e n t s c h o o l f a c i l i t i e s a nd i n s t r u c t i o n a l p e r s o n n e l in m a n y s c h o o l
d iv is io n s a r e in a d e q u a te to m a i n t a i n p r e s e n t p r o g r a m s ; i n c r e a s e s in s c h o o l
p o p u la tio n a n d c o n tin u e d in fla tio n w ill ta x t h e s e s e v e r e l y ; c a u tio n m u s t be
e x e r c i s e d to a v o id o v e r - e x p a n s io n o f th e p r o g r a m b e y o n d th o s e a r e a s w h ic h
c a n be th o r o u g h ly ta u g h t a n d a d e q u a te ly f in a n c e d .
R E C O M M E N D A T IO N S
T h e C o m m is s io n r e c o m m e n d s th a t :
(1) T h e s c h o o l a u t h o r i t i e s i n te n s if y t h e i r e f f o r ts to s e c u r e a n a d e q u a te
n u m b e r o f p r o p e r l y t r a i n e d t e a c h e r s in t h e p r i m a r y a n d e l e m e n t a r y g r a d e s ;
to t h is e n d , th e p r e s e n t p r a c t i c e of a llo ttin g t e a c h e r t r a i n i n g s c h o l a r s h i p s to
f r e s h m a n s tu d e n t s o n ly w h e n p r e p a r in g f o r e l e m e n t a r y t e a c h i n g s h o u ld b e
c o n tin u e d a nd th e s c h o l a r s h i p s f o r f r e s h m e n s h o u ld b e i n c r e a s e d f r o m $ 3 0 0 to
$ 4 0 0 ; f o r s h o r t a g e f ie l d s in h ig h s c h o o l th e s c h o l a r s h i p s s h o u ld b e c o n tin u e d
o n th e p r e s e n t b a s i s ; in a d d itio n , p r o v is i o n s h o u ld b e m a d e t h a t f u tu r e
r e c i p i e n t s m a y r e p a y o n e y e a r s ' s c h o la r s h i p b y o n e y e a r 's te a c h in g .
(2) W h e re s a l a r y d i f f e r e n t ia l s e x i s t b e tw e e n t e a c h e r s of d i f f e r e n t s u b je c t s
a n d on d i f f e r e n t g r a d e l e v e l s , w ho h a v e c o m p a r a b le t r a i n i n g , e x p e r i e n c e a n d
4
(3) F u r t h e r e x p a n s io n o f th e c u r r i c u l u m in in d iv id u a l s c h o o ls b e y o n d th e
p r e s e n t m in im u m r e q u i r e m e n t s s h o u ld b e d i s c o u r a g e d u n til th e f u n d a m e n ta l
s u b je c t s a r e th o r o u g h ly ta u g h t a n d th e p r e s e n t p r o g r a m i s a d e q u a te ly f in a n c e d .
(4) T h e b a s i s on w h ic h S ta te fu n d s a r e to b e a l l o c a t e d to a id lo c a l
s c h o o ls is now u n d e r s tu d y b y th e S ta te D e p a r tm e n t o f E d u c a tio n a n d th e C o m
m is s i o n d o e s n o t h a v e th e i n f o r m a t io n o n w h ic h to r e c o m m e n d a d e fin itiv e
f o r m u la ; b u t i t b e li e v e s t h a t in th e p r o v is i o n o f a d d it i o n a l fu n d s c o n s id e r a t i o n
s h o u ld b e g iv e n to th e a c c o m p l is h m e n t o f s p e c i f ic a im s s u c h a s th e r e d u c t io n
in s iz e o f c l a s s e s a n d e q u a li z a t i o n o f e d u c a t i o n a l o p p o r tu n ity a m o n g th e
s e v e r a l lo c a litie s .
OUR PR E SE N T SCHOOL SY STEM
T h e f i r s t t a s k w h ic h th e C o m m i s s io n f a c e d w a s to e x a m i n e , in th e l ig h t
o i i t s d i r e c t i v e f r o m th e l e g i s l a t u r e , th e s it u a ti o n in w h ic h th e s c h o o l s y s te m
n ow f in d s i t s e l f . It c o u ld n o t " d e fin e a f o u n d a tio n p r o g r a m f o r e d u c a tio n " in
a v a c u u m . It h a d to a s c e r t a i n th e s e r v i c e s w h ic h th e s c h o o ls a r e n o w g iv in g
th e p e o p le o f th e S ta te b e f o r e i t c o u ld e v a lu a te th e " s e r v i c e s th e p e o p le of th e
S ta te c o n s id e r e s s e n t i a l f o r th e c h i l d r e n " .
T h e C o m m i s s io n a c c o r d i n g ly e s t a b l i s h e d a p r o c e d u r e to l e a r n w h a t th e
p e o p le w a n t b y a c tu a l ly q u e s tio n in g s o m e o f t h o s e m o s t d i r e c t l y c o n c e r n e d
w ith th e s c h o o ls . A l a t e r s e c t i o n o f t h is r e p o r t i s d e v o te d t o a n a n a ly s i s o f
th e r e s u l t o f t h a t s u r v e y . A t th e s a m e t im e it s o u g h t to l e a r n w h a t th e
s c h o o ls h a v e a c c o m p l is h e d in th e p a s t a n d w h a t th e y a r e n ow d o in g , a s w e ll
a s p r o g r a m s w h ic h a r e c o n te m p la te d f o r th e f u tu r e . In t h i s l a t t e r c o n n e c tio n
th e C o m m i s s io n w i s h e s a g a in to s t a t e t h a t th e S ta te D e p a r tm e n t o f E d u c a tio n ,
th e S ta te B o a r d o f E d u c a tio n a n d th e S u p e r in te n d e n t o f P u b lic I n s t r u c t i o n w e r e
o f i n e s t im a b le a id in g iv in g f u ll a n d f r a n k r e p l i e s to i n q u i r i e s m a d e of th e m
a n d in s u p p ly in g f o r th e C o m m i s s io n 's c o n s id e r a t i o n c a r e f u l l y p r e p a r e d
m a te ria l.
T h e T e a c h in g o f F u n d a m e n t a ls in V i r g in i a S c h o o ls
D u r in g th e p a s t tw e n ty y e a r s t h e r e h a s b e e n in t e r m s o f m o n e y
e x p e n d e d a t r e m e n d o u s e x p a n s io n in th e p u b lic s c h o o ls o f th e S t a te . T h is
w a s t r u e b o th a s to S ta te a p p r o p r i a t i o n s a n d a s to fu n d s e x p e n d e d l o c a l ly f o r
th e s c h o o ls . D u r in g t h is p e r io d th e s c h o o ls a ls o u n d e rw e n t r a d i c a l c h a n g e s
in o t h e r r e s p e c t s . P r i o r to th e e a r l y t h i r t i e s th e s u b je c t m a t t e r o f i n s t r u c t i o n
a n d m e th o d s o f e d u c a tio n h a d b e e n to s o m e e x te n t t r a d i t i o n a l a n d n ew
e d u c a t i o n a l i d e a s h a d b e e n a d o p te d s lo w ly b y a m o r e o r l e s s g r a d u a l
e v o lu tio n a r y p r o c e s s .
In th e e a r l y t h i r t i e s a d e p a r t u r e w a s m a d e f r o m th e s u b je c t m a t t e r a n d
m e th o d s t h e r e t o f o r e p r e v a l e n t in th e s c h o o ls . T h e s o - c a l l e d " n e w c u r r i c u l u m "
w a s o f f e r e d w h ic h a tt e m p t e d to b r i n g th e s c h o o ls o f th e S ta te in lin e w ith
" m o d e r n " e d u c a tio n t h e o r i e s . T r i e d a n d s u c c e s s f u l m e th o d s w e r e d i s c a r d e d
a n d th e s c h o o l s y s t e m e m b a r k e d on w h a t s e e m s to h a v e b e e n to o d r a s t i c a
c h a n g e in m e th o d o lo g y a n d th e s u b je c t m a t t e r o f i n s t r u c t i o n . T h e r e s u l t s
w e r e u n s a t i s f a c t o r y . M e th o d s w h ic h , w h ile t h e y m ig h t h a v e b e e n e m i n e n tl y
s u c c e s s f u l w h e n t r i e d w i t h v e r y s m a l l e x p e r i m e n t a l c l a s s e s , d id n o t a c h ie v e
s a t i s f a c t o r y r e s u l t s in g e n e r a l a p p lic a tio n .
5
�A FO N A IO ED C T N PR G A
U D T N
U A IO
O R M FO VIRGINIA
R
Fortunately, this developm
ent proved to b a tem
e
porary p a . It did
h se
n lasting d m g to the school system a d it undo
o
a ae
n
ubtedly left m
uch that is
g o . It is referred to here merely to em
od
phasize a d explain th desire o
n
e
f
th p ple o th S te to m k sure that, in w
e eo
f e ta
ae
hatever direction develo en
pm t
o curricula a d teaching m
f
n
etho m g , a e u te a d thorough instruction
ds ay o d q a
n
in th fundam
e
ental tool subjects m
ust never b lost sight o
e
f.
T Com ission h s exam
he
m
a
ined the courses o study presently prescribed
f
for th schools o Virginia to s e if this is n w th ca . It finds that a
e
f
e
o
e
se
carefully pla
nned course o study designed to cover th tool subjects adequa
f
e
tely
ha b e set u b th S te Board o Education for th u e o th schools.
s e n
p y e ta
f
e s
f e
This covers, a o g other subjects, m
mn
athem
atics, geo raphy, history a d
g
n
civics, reading, writing a d spelling. It is designed s that there will b pre
n
o
e
se te to th child a ea a e level tho
n d
e
t
ch g
se co ce ts w
n p
hich pedagogical ex
perience ha dem nstrated h ca m
s
o
e
n aster. This course o stu y h s h d w e
f
d a a
id
recognition throughout th nation a d hea ed th list o curriculum m
e
n
d
e
f
aterials
u e in developing th educational program in J p n in th early d y o th
s d
e
aa
e
as f e
o
ccupatio . T th ex n therefore, that proper facilities, proper instruc
n
o e
te t,
tional personnel a d proper te o k material are available a d to th e te t
n
xtb o
n
e x n
that the guidance o th S te Board o Education is follow
f e ta
f
ed b th localities,
y e
th present S te program a develo
e
ta
s
ped b th S te Board o Education un
y
e ta
f
der
th direction o th S te Board a d under th supervision o th S
e
f e ta
n
e
f e uperintendent
o Public Instruction a
f
ppea to b a e u te a d well a a te to providing
rs
e dqa
n
d p d
fundam
ental learning.
W e th S ste is Failing to Produce M
h re e y m
axim
um Results
A n te in th preceding section th Com ission is im
s o d
e
e
m
pressed b th
y e
interest o th S te B
f e ta
oard o Education a d th S
f
n
e uperintendent o Public
f
Instruction in th effective teaching o th tool subjects. S m rea ns w y
e
f e
o e
so
h
better results are n t jroduced will b n x considered.
o
e e t
()
1
There is a lack o a sufficient n ber o properly trained teachers
f
um
f
in th primary a d elem
e
n
entary grades. T
hese grades are in a real se se th
n
e
place w
here a fo
undatio for education is laid. T m
n
he ost form
ative years o
f
a child's life are sp t in the
en
se grades. It is here that h first c m s into
e
o e
intim
ate co tact w th w
n
ith e orld outside his ho e a d acquires or fails to
m, n
acquire th tools o learning w
e
f
hich h will u e in his later scholastic career
e
s
a d throughout his w le life.
n
ho
Y 8 %o th substandard teachers ( o e w o d n t h v th form
et 9
f e
th s
h o o ae e
al
qualifications for proper certificates) are fo n in th elem
u d
e
entary grades. In
addition m n teachers w o h v certificates to teach only in th upper
ay
h ae
e
elem
entary a d secondary grades are fo n teaching in th low elem
n
u d
e
er
entary
grades. T e S te Departm
h
ta
ent o Education sta
f
tes that only 3 %o deg
9
f
ree
teachers in grades o e through five are properly certificated to teach in th se
n
o
grades. This ha resulted in part from th fact that in th pa low salaries
s
e
e
st
er
ha e b e paid to elem
v
en
entary teachers tha to teachers in high school a d in
n
n
th special fields. S c discrimination h s n w b e generally elim
e
uh
a o
e n
inated
ex p a to s m teachers in special fields ( h generally hold th highest
ce t s
o e
wo
e
certificates a d are em
n
ployed for tw
elve m n
o ths), bu th effe
t e
cts o this policy
f
are still being felt. In addition there ha b e o th part o th public a d
s en n e
f e
n
o th part o s m school administrators a feeling that while properly trained
n e
f o e
teachers are essential for high school, less rigid requirem
ents are necessary
in th elem
e
entary schools. C
onsequently efforts to recruit qualified elem
entary
teachers h v n t b e a strenuous a tho to f ill other vacancies.
ae o en s
s
se
6
A FO N A IO ED C T N PR G A FO VIRGINIA
U D T N
U A IO
O R M
R
T Com ission d e n t a
he
m
o s o gree w this view It d e n t w
ith
.
os o
ish to
minimize th n e for properly trained high school a d special subject
e ed
n
teachers b t it feels that teaching in th elem
u
e
entary grades a d particularly
n
in th primary grades is a difficult a o a y other level in th school s s m
e
s
s n n
e
y te
a d that it is o vital im
n
f
portance to secure a sufficient num
ber o properly
f
trained primary teachers. It also feels that salaries paid th teachers in
e
the
se grades should b th sa e a to tho w o teach, w th s m
e e
m s
se h
ith e a e
qualifications, experience a d efficiency in a y other field.
n
n
T Com ission is advised that th present policy o th S te Board o
he
m
e
f e ta
f
Education is in favor o uniform salaries for teachers w th sa e qualifica
f
ith e
m
tions, experience a d efficiency regardless o subject m
n
f
atter or grade level.
It co m n s th S te Board o this policy a d recom ends it to th school
m e d
e ta
n
n
m
e
boards o th several political subdivisions a a m a s o recruiting th
f e
s
e n
f
e
n de teachers a d im
ee d
n
proving th instruction n w being offered a th
e
o
t e
primary level.
T e problem o shortages o trained teachers for primary grades is a
h
f
f
n
au oe W
c te n .
hile providing uniform salaries for all teachers m y in tim
a
e
te d to correct this condition, it is felt that merely rem
n
oving this discrimina
tion is n t e o g . T S te h s for s m years b e providing teacher
o n uh
he ta
a
o e
e n
training scholarships to attract stud ts to th teaching profession. T
en
e
he
administration o this program is vested in th S te Board o Education
f
e ta
f
w
hich ha discretion to grant these scholarships w
s
here th n e is greatest.
e e d
It is n w alloting them to freshm
o
en stu e ts only if they are planning to train
d n
for teaching in th elem
e
entary grades a d to other studen only for training
n
ts
to teach subjects in w
hich there is a teacher sho ge.
rta
It ha b e estim
s e n
ated that there are n w approxim
o
ately four stu e ts
d n
training to tea in high school for every v
ch
acan position; a d conversely that
t
n
there are approxim
ately four vacancies in th elem
e
entary grades for every
trained teacher w o is being graduated. W
h
hile conditions such a these con
s
tinue th Com ission reco m
e
m
m ends that the S te Board in alloting scholar
ta
ships to stud ts training for elem
en
entary teaching provide that the scholar
ships m y b repaid b perm
a e
y
itting cancellation b o e year's teaching o th
y n
f e
a o n o o e year's scholarship ( e e are presently fixed a $ 0 for
mu t f n
th s
t 30
regular term scholarships a d $1 0for sum er term scholarships). It is
n
0
m
felt th t b thu doubling th present repaym
a y
s
e
ent credit the will b a m
re
e
uch
stronger incentive for a student to enter th field a d for a graduate to rem
e
n
ain
in Virginia rather tha to a
n
ccept a position in another sta a a higher enter
te t
ing salary. Furtherm
ore it is recom ended that these scholarships w e
m
hn
given tofreshm
enbe increased to $ 0 . (It is n te a o e that freshm
40
o d bv
an
scholarships are under present regulations a a
w rded only to tho
se stu e ts
d n
planning to teach in th elem
e
entary gra
des). T Com ission is advised
he
m
that th present appropriation is a e u te to carry o t the policy here
e
dqa
u
reco m
m ended.
T
he Com ission feels that there is o e other im
m
n
provem
ent w
hich could
b m d regarding teachers' salaries, applicable alike to all teachers, w
e ae
hich
w uld ten to im
o
d
prove th overall efficiency o instruction in our school
e
f
system In m
.
ost localities a teacher receives a annual increm
n
ent for a
given num
ber o years. T Com ission d e n t believe that teachers should
f
he
m
os o
b granted this annual increm
e
ent o years o service a ne. In divisions w
n
f
lo
here
this m
aybe true, this Com ission reco m
m
m ends that salary increases should
b b sed o training, experience, a d dem
e a
n
n
onstrated efficiency, a well a
s
s
years o service. This policy is follow
f
ed b th S te w
y e ta
ith its em
ployees, b
y
7
�A FO N A IO ED C T N P O R M FO VIRGINIA
U D T N
U A IO
R G A
R
industry with its em
ployees, a d b th arm
n y e
ed services w their personnel.
ith
T e Com ission calls this to th attention o th several em
h
m
e
f e
ploying local
school boards a d su
n
gge
sts their consideration o a pting plans w
f do
hich will
ten to place m
d
ore em
phasis o th dem
n e
onstrated efficiency o th teacher,
f e
w
hich in turn should increase th efficiency in instruction in their respective
e
divisions.
()
2
O a S te-w
n
ta
ide basis th teacher-rpupil ratios d n t a ea to b
e
o o pp r
e
excessive. T
he a ra e teacher load throughout th S te is 2 .2 pupils,
ve g
e ta
7
w
hich com
pares very favorably w the teacher-pupil ratios reco m ded
ith
m en
a possible o attainm
s
f
ent b th S te Board o Education. This lo a e g
y e ta
f
w v ra e
figure ho ever is th result o peculiar local conditions a d d e n t reflect
w
e
f
n os o
th true situation in s m localities. A teacher load o in e ce o fifty
e
o e
f
x ss f
pupils is n t unusual in m n areas. It is o
o
a y
bvio that under the
us
se conditions,
little ca b accom
n e
plished b e e th m
y v n e ost expert teacher in imparting th
e
basic fundam
entals o learning to the pupils. It is a tribute b th to th
f
o
e
patience a d perseverance o teachers w o h v the
n
f
h ae
se classes a d to th
n
e
desire o pupils in th classes to learn that schools w
f
e
here such conditions
exist succeed a well a they d in teaching th bare essentials.
s
s
o
e
In this connection th joint S te - local responsibility for th public
e
ta
e
schools s m b em
fa ld e
phasized. T traditional policy in Virginia is for th
he
e
S te to assist th localities in order that th localities m y h v th kind o
ta
e
e
a ae e
f
schools w
hich m
eet their nee
ds. It m
ust b recognized that th present
e
e
m
ethod o distributing th major portion o S te aid for schools offers a
f
e
f ta
tem
ptation to th localities to permit high teacher-pupil ratios. T e fu d
e
h se n s
are distributed o th basis o the num
n e
f
ber o children in a ra e daily
f
ve g
a
tten a ce. A locality receives th sa e a o n o m n y for sixty children
d n
e
m mu t f o e
w
hether they are in o e classroom w o e teacher or w
n
ith n
hether the are in
y
tw classes w thirty pupils e c
o
ith
a h. But in th latter case th co o
e
e
st f
instruction to th localities is do
e
ubled. T
he subject o distribution o school
f
f
funds will b considered in a later section o this report but attention is
e
f
called to th fact that S te fun
e
ta
ds should b distributed o a basis w
e
n
hich will
tend to im
prove conditions in tho
se schools w
hich n w ha e high teacher-pupil
o
v
ratios rather tha b influential in perpetuating or aggravating such conditions.
n e
A
ttention is also called to th cro de conditions in so e school
e
w d
m
divisions. A th present tim there are 3 , 6 4 elem
t e
e
5 7
entary pupils w o a n
h
tte d
school o th basis o tw shifts a d y This condition prevails in 4 school
n e
f o
a.
4
divisions a d is n t conducive to a e u te teaching.
n
o
dqa
T
he n e for additional school buildings a d th difficulties w
e d
n
e
hich lie in
the w y o furnishing th s m n e n t b labored. During th biennium
a f
e a e e d o e
e
1 5 - 2 th General A
9 05
e
ssem
bly, u o recom endation o th G
p n
m
f e overnor, m d
ae
available $ 5 0 ,0 0 to assist th localities in th construction o n e e
4 ,0 0 0
e
e
f edd
school buildings. A
lthough shortages o materials h v severely ham
f
ae
pered
the building program o th localities, s m o th m
s f e
o e f e ore critical conditions
are being alleviated. T figures cited a o e indicate th difficulties w
he
bv
e
hich
still persist.
()
3
A
nother deficiency in th teaching o fundam
e
f
ental subjects in th
e
Virginia school system w
hich w s called to th attention o th Com ission
a
e
f e
m
is th inadequacy o text a d other instructional material in certain fields.
e
f
n
A previous study o the teaching o history a d go
f
f
n
vernm
ent in th public
e
schools o th S te revealed th inadequacy o material in these subjects.
f e ta
e
f
Remedial action instigated b th General A
y e
ssem
bly is n w being ta
o
ken by a
8
A FO N A IO ED C T N P O R M FO VIRGINIA
U D T N
U A IO
R G A
R
legislative Com ission w
m
orking w th S te Board o Education.
ith e ta
f
Particular dissatisfaction w s expressed to th Com ission a to
a
e
m
s
instructional material relating to reading. It w s sug e d a th public
a
g ste
t e
hearing held b the Com ission that the old M u y readers, s long th
y
m
cG ffe 's
o
e
m
ost im
portant text u db th schools throughout th nation, w uld b a
se y e
e
o
e n
im
provem
ent in co ten o
n t ver s m o th material n w being u d
o e f e
o
se .
T Com ission recognizes that th selection o text b o s is a highly
he
m
e
f
ok
technical m
atter. T
he lay observer ca only evaluate th results w
n
e
hich are
being obtained b w
y hatever materials a d m
n
etho
ds are adopted. H w v r
o e e
sufficient sentim
ent w s expressed to th Com ission to indicate that a re
a
e
m
exam
ination o teaching materials available for instruction in all o th tool
f
f e
subjects is in order. T
he Com ission su
m
gge
sts that th attention o th
e
f e
D
epartm
ent o Education a d th S te Board o Education should b directed
f
n
e ta
f
e
to this criticism a d it is reco m
n
m ended that, if remedial action is fo n to
u d
b indicated, th S te Board o Education co
e
e ta
f
ntinue to ta w tever ste s
ke ha
p
are necessary to correct th deficiencies fo n to b present.
e
u d
e
()
4
Even if a a e u te supply o thoroughly trained teachers w re
n dqa
f
e
available, if classes w
ere kept to reasonable sizes in all schools in th S te
e ta ,
a d if the best teaching materials w
n
ere in ha d there w
n ,
ould still b s m
e o e
pupils w o w uld no b able to profit from instruction. T
h
o
t e
hese are tho w o
se h
are handicapped b physical or m
y
ental im
pedim
ents w
hich limit th profit
e
w
hich they ca secure from instruction o th ty e w
n
f e p
hich is satisfactory to
th majority o pupils in our schools.
e
f
T e Com ission ha b e im
h
m
s e n
pressed by th large num
e
ber o pupils w o
f
h
m thus b classified. T hard o hearing, tho with sight im
ay
e
he
f
se
pairm
ents,
a d th m
n
e entally retarded constitute a unfortunately large group o th school
n
f e
a e population o th S te
g
f e ta .
M
uch is being accom
plished for th benefit o this class o pupils a th
e
f
f
t e
present tim
e. In a fe localities limited facilities for special classes are
w
available for s m o th pupils w o n e them although the Com ission is
o e f e
h e d
,
m
n t advised that th situation is being a
o
e
dequately handled in a y locality in th
n
e
S te d e to lack o fu d or lack o facilities. M
ta , u
f ns
f
uch m
ore general is a
program for early detection o children w
f
ith physical handicaps. In pa years
st
such a child frequently w s m
a
erely regarded a dull be u h did n t a ea
s
ca se e
o pp r
to benefit from instruction w
herea in fact there w s a impairm
s
a n
ent o sight
f
or hearing w
hich rendered it impossible for him to participate fully in th
e
activities around him
.
Public health officers a d other m bers o th medical a d dental
n
em
f e
n
profession h v ta
a e ken ste s in m
p
any localities to alleviate these conditions.
Clinics are held a w
t hich all children are exam
ined a d physical defe
n
cts are
determ
ined a a e early en u h to allow them to b rem
t gs
og
e
edied thu allow
s
ing a
child to o
verco e his handicap a d participate normally in activities.
m
n
Generally speaking th correction o conditions w
e
f
hich are fo n is left to th
u d
e
parent o th particular child. M n civic organizations, such a service
f e
a y
s
clubs, h v b e a a o this problem Program h v b e instituted b
a e e n w re f
.
s ae en
y
such organizations designed b thto diagno
o
se physical deficiences in the early
sta e a d to assist the parents o children having such defects in securing th
g s n
f
e
necessary medical or other treatm
ent directed tow
ard th correction o th s
e
f ee
d
efects.
9
�A FOUNDATION EDUCATION PROGRAM FOR VIRGINIA
T e Com ission is gratified to find h w m
h
m
o
uch is being d n along the
oe
se
lines. It co m ds th school authorities, th public health authorities, th
m en
e
e
e
civic organizations a d th medical a d dental profession o their efforts to
n
e
n
n
aid th handicapped children o th S te It urges citizens o th several
e
f e ta .
f e
political subdivisions o the S te to consider th intensification o such efforts
f
ta
e
f
a d th adoption o similar program w
n
e
f
s here the
se are n t n w in force. It
o o
recom ends to th school authorities that they explore th possibilities o
m
e
e
f
having program for th correction o physical deficiences sponsored b local
s
e
f
y
civic a d service clubs a d similar organizations. It also su
n
n
gge
sts that th
e
S te Board o Education give consideration to th best m n b w
ta
f
e
ea s y hich th
e
S te ca foster a d en u g such activities in th h p that a long ra g
ta
n
n
co ra e
e oe
n e
program m y b develo
a e
ped w
hich will result bo in better health a d in
th
n
better education for th children o th C m o w lth.
e
f e o m n ea
In connection with th a o e discussion o the retarded a d handicapped
e bv
f
n
children, it should also b m
e entioned that our school system is n t a
o s
effective a it should b in dealing with th child w o ha exceptional
s
e
e
h
s
intelligence. If instruction is planned for th a
e verage intelligence level th
e
brighter children run th risk o being bored a d losing interest. T develop
e
f
n
o
such children fully they m
ust b properly stim
e
ulated; otherw
ise p o learning
o r
habits will result. T s m extent a reduction in teacher-pupil ratios will
o o e
benefit these children. O m
f ore im
portance is providing teachers w o are
h
sufficiently co pe n to provide the opportunity for children to a v n e in
m te t
dac
proportion to their ability, w
ithout a th sa e tim disrupting the program
t e
m
e
o instruction for the a
f
verag or b w a
e
elo
verag pupils.
e
V W O PA
IE S F
REN
TS, TEA
CHERS A D O H S
N
T ER
T
he resolution creating th Com ission, citing the desirability o de
e
m
f
fining "a foundation program for education. . . in term o the services th
s f
e
p ple o the S te consider essential for th children" directed th C
eo
f
ta
e
e om
mission to study a d report u o "a foundation program containing th
n
pn
e
fundam
ental courses w
hich are basic to education". In order to carry o t th
u
e
requirem
ents o the resolution the Com ission attem te to determ
f
m
p d
ine w
ith
th aid o lay a d professional groups throughout the State, ( ) the p rp se
e
f
n
a
u o s
o education in Virginia; ( ) th subject m
f
b
e
atter offering essential to achieving
these p rp se
u o s: ( ) th extent to w
c
e
hich the basic purposes o education are
f
being m t; a d ( ) the b
e
n d
est m a s o financing a foundation program A
e n
f
.
n
analysis o th view o these organizations a d individuals is set forth belo .
f e
f
n
w
T
he analysis o questionnaires w s m d under th direction o Dr.
f
a
ae
e
f
Arthur M Jarm
.
an, Professor o Education a th University o Virginia. T e
f
t e
f
h
Com ission co m n s a d tha ks Dr. Jarm for the thoroughness w
m
m e d
n
n
an
ith
w
hich this task w s accom
a
plished a d it expresses to Dr. Jarm
n
an a d to th
n
e
President o th University o Virginia, w o m d his services available to
f e
f
h
ae
the Com ission, its sincere appreciation.
m
In th n
e ext section o this report are set forth excerpts from Dr. Jarm n's
f
a
report to th Com ission. A limited num
e
m
ber o copies o the full text o th
f
f
f e
report are available a d th Com ission ha authorized that these b released
n
e
m
s
e
for the consideration of interested persons.
10
A FO N A IO ED C T N P O R M FO VIRGINIA
U D T N
U A IO
R G A
R
Excerpts from C
onsultant's Report
1 S urces o Inform
.
o
f
ation
Q
uestionnaires w
ere se to all Parent-Teacher gro
nt
ups in th S te to
e ta ;
organizations o professional edu to
f
ca rs; to departm
ents o th Virginia
f e
Education A
ssociation; to th Virginia T
e
eachers A
ssociation; to th Virginia
e
Federation o W m n C
f o e 's lubs; to th Virginia Division o the A erican
e
f
m
Association o University W m n a d to several other groups.
f
o e; n
S
ince business firms em
ploy m n higji school graduates, inform
a y
ation
w s solicited from persons co n cte w organizations w
a
n e d ith
hich em
ploy large
num
bers o p ple. T returns from this inquiry, how
f eo
he
ever, w
ere n t
o
sufficient to b significant, a d are n t reflected in the following analysis.
e
n
o
2
.
Procedure U d in the Analysis
se
o the Q
f
uestionnaire
R
equests w
ere m d a follow ae s
s
"*** This com ission is seeking inform
m
ation from interested
groups a to the courses that should b taught in the public
s
e
schools, a d w a the schools should seek to accom
n
h t
plish
generally.
"The com ission is m
m
aking a sincere effort to ascertain w a
h t
is a foundation program for public education. T thinking o
he
f
interested citizens o this point will greatly aid the com ission
n
m
a d in th opinion o th com ission is vital. C
n
e
f e
m
onsequently,
your group is being a
sked to render a service to th com ission
e
m
a d the C m o ealth b m
n
o m nw
y aking th sa e ty e study o th
e
m
p
n e
basis o th enclosed resolution a your com ission ha b e
f e
s
m
s e n
a
sked to m
ake. ***
"At tw previous m
o
eetings o th com ission th following
f e
m
e
questions h v b e discussed at length a d w w
ae e n
n
e ould appreciate,
in addition to your study o the resolution, your co m n
f
m e ts
specifically o the
n
se questions?
( ) W a courses are m
1
ht
ost im
portant for th public schools
e
to tea
ch? Please list these alphabetically a d give your
n
reason a to w y ea course should b ta g
s
h
ch
e u ht.
( ) W a in your opinion, are th objectives o th public
2
h t,
e
f e
schools? T
hat is, should th schools attem to e u te
e
pt
d ca
our children for all possible conditions that the m y
y a
encounter in life, or should th schools offer thorough
e
training in selected courses w
hich will provide th basis
e
o w
n hich th pupil m co
e
ay
ntinue his education, either in
college or through his daily life experience?
( ) W a are th respective responsibilities o th h m a d
3
ht
e
f e o e n
the school? T
hat is, is it th responsibility o th h m or
e
f e o e
th school to teach courtesy, living with o e fellow
e
n 's
citizens, a d other m
n
atters w
hich historically are th
e
responsibility o th h m ?
f e o e
11
�A FOUNDATION EDUCATION PROGRAM FOR VIRGINIA
A FO N A IO ED C T N P O R M FO VIRGINIA
U D T N
U A IO
R G A
R
"The com ission is m
m
ost anxious to h v your opinions o the
ae
n
se
m
atters a d w sincerely h p y u will find it possible to
n
e
oe o
co pera with u . ***"
o
te
s
All but a very small n ber o th replies w
um
f e
ere from organizations
representing m
em
berships ranging from relatively small num
bers u to
p
several hundred. N a
o ccurate estim
ate ca b m d o th total num
n e ae f e
ber o
f
persons w o h v had a part, directly or indirectly, in this survey, but a
h ae
very conservative figure w uld certainly b in excess o 2 0 , 0 0 0 .
o
e
f
Tabulation procedure. A y reply w
n
hich did n t give details w s
o
a
eliminated. A reply w
hich w s specific o so e questions bu n t o others
a
n m
t o n
w s tabulated only a to tho m
a
s
se atters concerning w
hich definite replies w
ere
given. A reply w
hich contradicted itself in answ
ering a y question w s n t
n
a o
tabulated a to that particular question. O th other ha
s
n e
nd, every effort
w s m d to include in th tabulation all replies w
a
a e
e
hich m
ight conceivably b
e
construed a setting forth a specific point o view A a extra precaution
s
f
.
s n
a attem w s m d to select for special study tho
n
pt a
ae
se responses w
hich
se ed to reveal evidence o careful consideration a d thoughtful co m n
em
f
n
m e t.
There w
ere 8 responses included in this gro
5
up. T
hese replies are u d in
se
Table II.
S
eeking a w
orking basis. O e o th purposes o th questionnaire w
n f e
f e
hich
w s sent to several hun red lay a d professional gro
a
d
n
ups w s to try to deter
a
m
ine or define w a th function o th public school should b .
h t e
f e
e
W a th p o le think. T
ht e e p
able I sum arizes roughly th opinions expressed
m
e
in the responses o 3 9 lay a d professional organizations.
f 7
n
In Table II are analyzed a d sum arized 8 replies w
n
m
5
hich w re selected
e
be use o their significant co m
ca
f
m ents, concerning th objectives o th
e
f e
public schools. There w
ere 4 P. T A groups, 2 professional groups,
9
. .
3
six other organized groups, a d se e individuals represented in this
n
v n
tabulation.
12
TABLE I
O
bjectives o th Public S
f e
cho ls a Indicated
o
s
by th R
e esponses S
ubm
itted b 3 9 Lay
y 7
a d Professional O
n
rganizations
f e o se
N . o R sp n s
o
Classification o responses
f
T
he schools should attem to e u te children
pt
d ca
for all possible conditions that they m y
a
encounter in life.
111
T
he schools should offer thorough training in
selected courses w
hich will provide th basis
e
o w
n hich th pupil m y co
e
a
ntinue his educatio
n,
either in college or through his daily experiences.
14
2
T objectives o the schools should n t b
he
f
o e
restricted to either o these, but should offer
f
opportunities to prepare for higher education or
life activities.
14
4
Total o classifiable responses
f
1
3
39
7
�A FO N A IO ED C T N P O R M FO VIRGINIA
U D T N
U A IO
R G A
R
A FO N A IO ED C T N PR G A
U D T N
U A IO
O R M FO VIRGINIA
R
T conclusions o th C
he
f e onsultant w respect to this portion o th
ith
f e
questionnaire w re
e :
TABLE II
H w Eighty-five S
o
elected G ups a d Individuals
ro
n
R sp n
e o ded to Q
uestions a o t th
b u e
O
bjectives o th Public S
f e
cho ls
o
Classification o
f
responses
1 Listed objectives bu
.
t
ignored th se n part o
e
co d
f
th question
e
2 S
.
chools should "attem
pt
to e u te our children for all
d ca
possible conditions they m y
a
encounter in life."
3 T schools should
.
he
"offe* thorough training in
selected courses w
hich will
provide th basis o w
e
n hich
the pupil m co tin
ay
n ue his
education, either in college or
through his daily life
experiences. "
4 S te e t o th scho ls'
.
ta m n f e
o
objectives should n t b
o e
limited to either o th
f e
sta
tem
ents a o e
bv
N t classified
o
T
otal
"The task o trying to classify a d an
f
n
alyze 4 0 reports from lay a d |
3
n
professional g ups in a attem t to g t o e or m
ro
n
p
e n
ore general patterns o
f
thinking w
ith respect to th objectives o th public schools w s a difficult
e
f e
a
o e a d for a tim se ed a im
n, n
e
em
n
possible o e H w
n.
o ever, th tabulation o
e
f
all responses a d a careful exam
n
ination o a selected group o 8 reports
f
f 5
se ed to justify th follow
em
e
ing co clusio
n
n:
N ber o responses b
um
f
y
P T.A. Professional O
.
ther Indigro
ups
g ups
ro
gro
ups viduals
T
otal
"A impressive m
n
ajority o parents a d teachers in Virginia d n t
f
n
o o
believe that the purpo
se o public education ca b served best b em
f
n e
y
phasizing
th m
e astery o 'selected courses w
f
hich will provide the basis o w
n hich th
e
pupil m co
ay
ntinue his education, either in college or through his daily
experience', if such a em
n
phasis interferes w th all-round developm
ith e
ent
o th child to the e d that h m y b prepared, so far as possible, to m
f e
n
e a e
eet
life situations a they arise.
s
8
6
3
1
1
8
"This statem
ent d e n t imply that 'co rses' m b eliminated or
os o
u
ay e
that they m y b carelessly selected. In view o th evidence w
a e
f e
hich h s
a
b e accum
e n
ulated from th questionnaire stud th following statem
e
y,
e
ent is
just a defensible a th o e given a o e
s
s e n
bv.
1
7
4
1
1
2
3
"The education for citizenship in a dem
ocracy requires the careful
selection a d u e o basic courses, activities, teaching materials, facilities,
n s
f
a d teaching personnel w a view to achieving th purpose o education a d
n
ith
e
f
n
should b considered o merit only in term o contribution m d to that e d "
e
f
s f
a e
n.
3
.
1
3
7
1
5
2
6
9
5
0
0
1
4
2
1
1
0
4
4
9
14
2
3
6
7
8
5
Sb
u jects a d C
n
ourses in
the Public S h o
c o ls
T first question listed in th questionnaire previously m
he
e
entioned w s
a
sta
ted a follow
s
s: "W t courses are m
ha
ost im
portant for the public schools
to tea
ch? Please list the
se alphabetically a d give your reason a to w y
n
s
h
ea course should b ta g t. "
ch
e u h
It should b n te that th respo
e o d
e
ndent w s n t limited to courses for th
a o
e
elem
entary grades or to th high school. A a result n attem w s m d to
e
s
o
pt a
a e
classify th replies except in term o courses or subjects.
e
s f
N checklist or other guide w s furnished w th questionnaire, excep
o
a
ith e
t
to request th respondent to list alphabetically. S
e
ince th sa e course w s
e
m
a
o n referred to b several n m
fte
y
a es, th alphabetical list w s very long, e g ,
e
a
. .
th sa e course w s listed b different organizations a industrial arts,
e
m
a
y
s
m
echanical arts, sho w o w rk, e
p, o d o
tc. T e original alphabetical listing
h
included 1 9different "courses" ranging in frequency o m
7
f ention from o e to
n
32 S
4.
ince there m b s m significance in th tendency to u e co m n
ay e o e
e
s
m o
term
inology for s m courses a d a variety o n m s for others, a separate
o e
n
f a e
tabulation w s m d w
a
a e here m
ore tha 1 0 0 respondents indicated a course b
n
y
a particular title, e.g. , "Reading". Table III gives this list o courses a d
f
n
th frequency o ea
e
f
ch. In this table, w
here a y addition ha b e m d to th
n
s en a e
e
num
ber o replies under th specific title o th course, th additional titles
f
e
f e
e
ha e b e placed in parenthesis along w their frequencies.
v
e n
ith
1
5
�A FOUNDATION EDUCATION PROGRAM FOR VIRGINIA
O
rganization o related courses. T
f
able IV represents a a
n ttem to
pt
organize th courses, w
e
hich w
ere listed alphabetically b th respondents,
y e
into related areas. For exam
ple, in addition to Arithmetic, M
athem
atics
w s listed b o e n m or another 1 2 tim
a
y n a e
6
es. A m
ore a e u te picture o
dqa
f
th M
e athem
atics situation m y b ha if im ediately after "Arithmetic" w
a e d,
m
e
o
bserve that other M
athem
atics courses w
ere listed w
hich w
ere n t included
o
under Arithmetic, i.e., Algebra, Plane a d Solid G
n
eom
etry, Trigonom
etry,
a d Business M
n
athem
atics.
TABLE III
C
ourses S g e d a "M
u g ste s
ost Im
portant" b 1 0 or m
y 0
ore
o th 4 0 G ups Responding to th Q
f e 3
ro
e uestionnaire
N ber A
um
dvocating
th C
e ourse
Nm o C
a e f ourse
32
4
Arithmetic
A FO N A IO ED C T N P O R M FO VIRGINIA
U D T N
U A IO
R G A
R
Art (including D
raw
ing 3 ) *
2
212
Civics (including G vernm
o
ent 7 ) *
9
Related subjects h v b e brought together s far a possible in th
ae en
o
s
e
tabulation. For exam
ple, th social studies group h s b e listed a "Civics
e
a en
s
a dG
n
overnm
ent", "G
eography", "History", a d Social S
n
tudies other tha
n
Civics, G
overnm
ent, G o ra h , a d History". U
e g py n
nder th latter heading,
e
subtitles h v b e given. It should b n te that w
ae en
e o d
here subdivisions o a
f
subject area are given in th tabulation, th total frequency o listing is
e
e
f
indicated in th se n colum
e
co d
n. T e totals o frequency o subdivisions are
h
f
f
given in th final co
e
lum
n.
29
2
TABLE IV
English
25
4
G
eography
20
5
Health a d Physical Education (including
n
sa
fety 4 a d H
6 n
ygiene 2 ) *
7
35
2
History
25
9
H m Econom
o e
ics (including S w g 2 a d
e in
n
C o g2 *
o kin )
10
4
M
usic
23
1
G
eneral Classification o R sp n s S
f e o se
ubm
itted b 4 0 G
y 3
roups
Reading
36
1
S
cience
23
2
Spelling
210
W
riting (including penm
anship 2 *
)
29
6
Classification
N ber responses
um
b sub-division
y
Arithmetic
Total
R sp n s
e o se
32
4
M
athem
atics other tha Arithmetic
n
Algebra
Business M th
a
G
eom
etry
Plane G
eom
etry
Solid G
eom
etry
Trigonom
etry
O
ther M
athem
atics
4
3
1
6
6
3
8
2
3
2
8
8
12
6
Art
22
1
29
2
20
5
History
* T e material included in th parenthesis h s b e a d d to th first
h
e
a e n de
e
title o th course.
f e
Civics a d G vernm
n
o
ent
G
eography
25
9
Social S
tudies other tha Civics,
n
G
overnm
ent, G
eography a d History
n
Citizenship
Econom
ics
H m n Relations
u a
S
ociology
O
ther social studies
English
13
6
25
4
R
eading
16
5
0
1
5
2
6
1
3
5
9
1
7
36
1
�A FOUNDATION EDUCATION PROGRAM FOR VIRGINIA
A FO N A IO ED C T N P O R M FO VIRGINIA
U D T N
U A IO
R G A
R
TABLE IV (c n u d
o tin e )
Classification
TABLE IV ( o tin e )
c n ud
N ber responses
um
b sub-division
y
Spelling
T
otal
R sp n s
e o se
210
La g a e Arts other tha English,
n u g
n
Reading a d Spelling
n
Dram
atics
Journalism
La g a e Arts
n u g
L n u g a d Literature
a g a e n
Se c
peh
O
ther Classifications
4
3
1
4
6
1
4
1
Classification
N ber responses
um
b sub-division
y
Distributive Education
Painting
V
ocational training
O
ther ( 6other classifications)
2
1
6
1
5
8
0
8
5
W
riting
T
otal
R
esp n
o ses
26
6
29
6
86
12
Comm
ercial S b cts
u je
B
ookkeeping
Business Education
Com ercial C
m
ourses
S rtha
ho
nd
S no ra hy
te g p
Tp g
y in
O
ffice Training
27
5
2
9
3
9
4
2
2
8
10
4
2
9
G
uidance (including Child G
uidance
adV
n
ocational G id n )
u a ce
19
9
2
5
Industrial Arts, (including m
anual arts.
sho ork a d ha
pw
n
ndcrafts)
Foreign La g g s
n ua e
Latin
M
odern foreign la g a e
n u g
French
G
erm
an
Spanish
O
ther
15
6
5
4
7
3
3
3
1
4
3
4
6
24
1
Health a d Physical Education (including
n
S fe a d H g n )
a ty n
y ie e
2b
9
H m Econom
o e
ics
10
4
M
usic
23
1
S
cience
Biology
Chem
istry
Physics
S
cien
ce
5
8
5
8
5
1
23
2
V
ocational Education other tha H m
n o e
Econom
ics & Com ercial S b
m
u jects
Agriculture
1
8
7
0
30
9
Interpretation o responses. W find Arithmetic, R
f
e
eading, a d Health
n
a d Physical Education heading th list in term o frequency o th listing.
n
e
s f
f e
O
thers that w
ere listed b m
y ore tha 2 0 respo
n 0
ndents w
ere Art, Civics,
English, G
eography, History, M
usic, S
cience, Spelling, a d W
n
riting.
From this w o
e bserve that th courses w
e
hich w generally think o a
e
f s
basic, e.g. , R
eading, W
riting, Spelling a d Arithmetic are popular in th
n
e
m
inds o th p ple represented in this stu y It is probably surprising to
f e eo
d .
se so m
e
uch interest expressed in th social sciences - Civics, G
e
overnm
ent,
G
eography, History, a d c 'h rs
n / e
Art, a d M
n
usic. In spite o th fact that
f e
Art a d M
n
usic are n t a o g th required courses in Virginia, they se m to
o mn
e
e
h v a place o a par w Spelling according to th listing o th "m
ae
n
ith
e
f e
ost
im
portant" courses.
Gram ar, a a course se ra from other la g a e art courses, w s
m
s
pa te
n u g
a
not listed a a definite subject. T
s
hat d e n t m a that tho
os o
e n
se responding
intended to eliminate G
ram ar from th curriculum o th schools. M
m
e
f e
ore
likely they h v b co e familiar w th m
ae e m
ith e ore functional approach in w
hich
correct u a e o speech is taught in relation to other la g a e arts courses.
s g
f
n u g
It should b n te that in T
e o d
able IV H m Econom
o e
ics, Industrial Arts,
Com ercial S
m
ubjects, a d V
n
ocational Education s o e considerable popularity
h wd
in com
parison w
ith such courses a m
s ight b regarded high school m
e
athe
m
atics courses, high school science courses, or foreign la g a e courses.
n u g
TeC
h
onsultant concludes, a to the
s
se replies:
"Probably th m
e ost im
portant observation w
hich o e c n m ke from th
n a
a
e
listing o th m
f e ost im
portant courses b 4 0 lay a d professional groups is
y 3
n
that there is very little that is unusual a o t it. If o e should u e th informa
b u
n
s
e
tion in T
ables III a d IV to develop curricula for a elem
n
n
entary school a d a
n
high school, h w uld likely c m o t w
e o
o e u
ith such a program a h w
s e ould find
in o e o better school system w
n f
s here th schools are large en u h to m k
e
og
ae
possible a variety o courses a d fun
f
n
ds are available to provide th necessary
e
teaching sta a d facilities."
ff n
C
om
parison w legal requirem
ith
ents. T S te la requires th teaching
he ta
w
e
in the elem
entary schools o spelling, reading, writing, arithmetic, gram ar,
f
m
geo raphy, physiology a d hygien draw
g
n
e,
ing, civil go
vernm
ent, history o th
f e
U
nited S te a d history o Virginia, accident prevention, evils o alcohol
ta s, n
f
f
1
9
�A FOUNDATION EDUCATION PROGRAM FOR VIRGINIA
a d narcotics, physical a d health education, a d morality. A
n
n
n
llow
ed b sta
y
tute,
bu n t required, are handcrafts a d dom
t o
n
estic arts. ( e Virginia S
Se
cho l L w
o a ,
15, S
9 0 ectio
ns 2 - 3 to 2 - 4 ) M
22 3
22 0.
usic is taught in m
ost o th public schools
f e
w th approval o th S te D
ith e
f e ta
epartm
ent o Education. O t o local funds, a
f
u f
fe localities provide for kindergarten a d junior primary classes; a d, in a
w
n
n
fe instances, prevocational sho w
w
p ork is offered in elem
entary schools.
O th secondary school level, the follow
n e
ing are required b sta te
y
tu :
S d o do
tu y f
cum n o Virginia history a d U
e ts f
n
nited S te Constitution, accident
ta s
prevention, physical a d health education, a d moral education. ( e Virginia
n
n
Se
School Law
s, 1 5 , S
9 0 ectio
ns 2 - 3 , 2 - 3 , 2 - 3 , 2 - 3 .)
22 4 22 5 22 7 2 2 8
T
he follow
ing courses are authorized b sta te but n t required:
y
tu
o
industrial arts, agriculture, h m econom
o e
ics, a d com ercial subjects,
n
m
( e Virginia S
Se
cho l Law 1 5 , sec. 2 - 3 )
o
, 90
22 9.
T
he official course o study, approved b th S te Board o Education,
f
y e ta
f
provides for eight units o required courses, including th follow
f
e
ing: English,
4 units; Virginia a d U S history, 1unit; science, 1u it; m
n
. .
n
athem
atics, 1
u it; governm
n
ent, l/2 unit, vocational civics, l/2 unit. Beginning w th
ith e
school session, 1 5 - 9 4 governm
9 31 5 ,
ent a d vocational civics will b replaced
n
e
w
ith 1unitof Virginia a d U S go
n
. .
vernm
ent. Physical education is required
ea year in high school but carries n unit credit. T rem
ch
o
he
ainder o th
f e
courses required for graduation are cho n from a list o electives a
se
f
ppro
ved
b th S te Board o Education.
y e ta
f
T
hese electives m involve th academ subjects such a foreign
ay
e
ic
s
languages, chem
istry, physics, algebra, geom
etry a d trigonom
n
etry; or
subjects in th areas o vocational education a d general education, such a
e
f
n
s
agriculture, h m econom
o e
ics, art, m
usic, history a d business e ca n or
n
du tio ;
th program o electives m
e
f
aybe m d u o s m com
ae p f o e
bination o th academ
f e
ic
a d th practical courses.
n
e
A exam
n
ination o th requirem
f e
ents a d authorizations b statute, o
n
y
f
th requirem
e
ents a d authorizations o th S te Board o Education, a d o
n
f e ta
f
n f
th practices a o g th schools d e n t indicate a y conflict b tw e legal
e
mn
e
os o
n
e en
requirem
ents a d authorizations a d the expressed opinions o th m
n
n
f e ajority
o th 4 0 organizations a d individuals responding to th questionnaire.
f e 3
n
e
4
.
Responsibility o th
f e
H m a dS
o e n
cho l
o
T
he third a d last item in th questionnaire w
n
e
hich w s sent to several
a
hundred lay a d professional organizations throughout th S te w s co
n
e ta
a
ncerned
with th follow
e
ing:
W a are th respective responsibilities o th
ht
e
f e
h m a d th school? T
o e n
e
hat is, is it th
e
responsibility o th h m or th school to
f e o e
e
teach courtesy, living w o e fellow
ith n 's
citizens, or other m
atters w
hich historically
are th responsibility o the ho e
e
f
m?
A FO N A IO ED C T N P O R M FOR VIRGINIA
U D T N
U A IO
R G A
historically are th responsibility o th hom limited to either th ho e or
e
f e
e"
e m
th school. T
e
hese gro
ups believe that it is a joint responsibility a d that th
n
e
school should a
ssu e its share o th responsibility along w th ho e a d
m
f e
ith e m n
the church.
t-
O General A
ur
ssem ha n t b e unm
bly s o e n
indful o public opinion o th
f
n e
teaching o citizenship traits. S
f
ectio 2 - 3 o th Virginia S
n 22 8 f e
cho l La s,
o
w
1 5 , reads a fo
90
s llow
s: "The entire sche e o training shall em
m f
phasize moral
education through lessons given b teachers a d im
y
n
parted b appropriate
y
reading selections."
TABLE V
Is It th Responsibility o th H m or th S
e
f e o e
e cho l to
o
T ch C
ea
ourtesy, Living with O e Fellow Citizens,
n 's
a dO
n
ther M
atters w
hich Historically are th
e
Responsibility o th H m ?
f e o e
T y p e of re s p o n s e
N u m b er of re s p o n s e s
R e s p o n s ib ility o f th e h o m e
18
R e s p o n s ib ility o f th e s c h o o l
11
R e s p o n s ib ility o f b o th th e h o m e an d
th e s c h o o l
126
R e s p o n s ib ility o f th e h o m e , th e s c h o o l
a n d th e c h u r c h
24
T o ta l r e s p o n s e s on th is q u e s tio n
179
S A E S PPO T FO S H O S D RIN P S T EN Y Y R
T T
U
R
R C O L
U
G A T W T
EA S
T indicate th extent to w
o
e
hich th General A
e
ssem
bly h s b e conscious
a e n
o th n e s o public school education a d to w
f e e d
f
n
hich it ha d v te available
s e o d
S te revenues to providing support for the public schools, the Com ission
ta
m
ha com
s
piled the table set o t belo . It sh w over a tw
u
w
o s
enty-year period th
e
general fun revenues o the S te w
d
f
ta ,
hich are th source from w
e
hich th
e
general purpose program o th S te are supported, a d th a o n ex e d d
s f e ta
n
e m u ts
pne
for public free school purposes during th sa e years. T
e
m
hese figures
indicate a trem
endous increase in a
bsolute a o n e p n e for public
m u ts x e d d
schools a d s o that these expenditures ha e constituted a relatively uniform
n h w
v
p
ercentage o th available funds.
f e
A sum ary o the replies is given in Table V It is clear that only a
m
f
.
small minority, 2 o t o 1 9 w uld h v the responsibility for teaching
9 u f 7, o
ae
"courtesy, living w
ith o e fellow citizens, a d other m
n 's
n
atters w
hich
20
21
�A F O U N D A T IO N E D U C A T IO N P R O G R A M F O R V IR G IN IA
E X P E N D IT U R E S F O R P U B L IC SCHOOLS
C o m p a re d w ith
G EN ER A L FUND REVENUES *
F o r F i s c a l Y e a r s E n d e d Ju n e 30,
E x p e n d itu res for
P u b lic S chools
ADDITIONAL STATE AID FOR S H O S
C O L
1931 t h r o u g h 1951
Year
G en eral Fund
Revenues
P e r Cent for
P u b lic S chools
1931
$ 1 9 ,5 3 2 ,8 3 9
$ 7 ,3 3 5 ,9 4 1
37.56
193 2
1 6 , 6 0 2 , 196
7 , 2 6 7 , 111
4 3 .7 7
193 3
14,423,392
6,752,719
4 6 .7 9
193 4
1 2 ,7 7 1 ,5 3 9
5 ,7 5 7 ,7 4 7
4 5 . 08
19 35
16,744,883
7 ,3 3 5 ,3 8 7
43.81
19 36
18,872,891
7 ,2 4 5 ,1 1 9
3 8 . 39
1937
2 1 ,5 2 3 ,5 6 4
8 ,0 0 9 ,8 3 7
3 7.2 1
19 38
2 2 ,7 2 1 ,0 2 1
8 ,2 1 7 ,3 5 8
3 6 . 17
40 .8 9
40 .4 7
1939
2 3 ,1 5 6 ,6 5 4
9 ,4 6 7 ,6 3 5
1940
2 3 , 8 0 4 , 168
9 ,6 3 3 ,1 7 5
1941
29 , 8 1 9 .2 1 4
1 0 ,519,566
35.28
19 42
3 7 ,0 5 2 ,3 0 4
1 0 ,276,568
2 7 .7 4
1943
42 ,1 6 2 ,3 6 3
12,074,812
28.64
1944
4 2 ,7 6 1 ,6 6 0
1 4 ,047,623
32.85
31.24
19 45
4 9 ,0 9 8 ,1 2 5
1 5 , 3 3 6 , 118
1946
5 3 , 2 9 1 , 544
18,533,632
34.78
1 94 7
5 9 . 6 2 3 , 105
2 5 ,9 0 6 ,7 1 9
43.45
1 94 8
6 7 ,7 1 3 ,2 6 0
3 0 ,0 64,599
44.40
1949
8 6 ,7 8 8 ,4 8 2
3 4 , 6 X 8 , 656
39.89
1 95 0
9 5 ,7 2 9 ,6 2 8
3 7 , 134, 173
3 8 . 79
* N ote:
T h e g e n e r a l fund i n c l u d e s a l l r e v e n u e s of the S ta te w h ic h a r e not
s p e c i f i c a l l y e a r m a r k e d f o r th e o p e r a t i o n of s uch State d e p a r t m e n t s
a s the A BC B o a r d , D e p a r tm e n t of H ighw ays, C o m m is s io n of G am e
a n d I n l a n d F i s h e r i e s , I n d u s t r i a l C o m m i s s i o n , U n e m p l o y m e n t an d
C om pensation C o m m issio n , etc.
22
A FOUNDATION EDUCATION PRO RA
G M FOR VIRGINIA
The figures cited a o e indicate th strides m d in Virginia during th
b v
e
a e
e
past tw decades in support o the public schools by the S te T
o
f
ta .
he replies to
the questionnaires sent o t by the Com ission indicate that th p ple o th
u
m
e eo
f e
S te w
ta
ant such subjects a arithmetic, art, civics, English, health a d
s
n
physical education, history, ho e econom
m
ics, music, reading, science,
spelling a d writing taught in the schools. T
n
hese subjects are em
bodied in
the present courses o study prom
f
ulgated by th S te Board o Education.
e ta
f
The Commission w s interested to learn that high schools are n w
a
o
accredited by the S te Board of Education primarily o the basis o offering
ta
n
f
a d not o a arbitrary enrollment figure. T b accredited, a high school
n
n n
o e
m
ust offer thirty units. Eight o these are prescribed. T
f
hese are
English - 4 units
Social S
tudies - 2 units
M
athem
atics - 1unit
V . & U . History (l u it)
a
.S
n
Laboratory Science - 1unit
V . &U . G
a
.S
overnm
ent ( u it)
1 n
Health a
nd Physical Education - 4 years
T
he remaining tw
enty-tw units are in elective subjects w
o
hich m b
ay e
adjusted to m
eet local needs. T
he entire thirty n d n t b offered in a single
ee
o e
year, but m
ust be available to a student during four years o high school.
f
T
he accrediting o Junior High S
f
chools is based o the sa e standards
n
m
which apply in the case of four a d five year high schools a d senior high
n
n
schools except in the m
atter of offering. T
he standard relating to m
inim
um
program of studies or scope of offering which requires that a m
inim
um o 3
f 0
units of credit b provided during the last four years d e n t apply for junior
e
os o
high school.
The expansion o the school system in Virginia has left so e areas
f
m
which are earlier referred to in this report in which there is m
uch room for
improvem
ent. T
he Commission feels that the S te Board o Education a d
ta
f
n
the Superintendent o Public Instruction are a a o the n
f
w re f
eeds o our public
f
school system It believes that the tim ha co e for the schools to
.
e
s
m
consolidate their gains a d to strengthen th present program before em
n
e
barking
o n w ventures in education. In short the Com ission believes that the S te
n e
m
ta 's
responsibility is to insure that schools throughout the S te are rendering
ta
adequate services in accordance with the present program before the S te
ta
becom
es com itted to the support of additional m
m
ajor educational endeavors.
There are m
any localities in which the schools at the present tim are
e
far ahead in m
any respects o the S te school system a a w o . T
f
ta
s
h le
he Com
mission is gratified at the initiative displayed in these localities a d feels
n
that the S te should assist these localities in th provision o a basic program
ta
e
f
leaving to the localities the decision a to w
s
hether to g a e d a d broaden
o h a
n
their public school activities. For this reason th Com ission d e n t believe
e
m
os o
that a com
plete equalization program is desirable or feasible. Equalization
w
ould have the effect of cutting off all S te support from so e counties a d
ta
m
n
increasing S te aid to others.
ta
The Commission accordingly recom ends that so e S te aid to all
m
m ta
local schools b continued. This w ill insure that the localities w
e
hich are
presently receiving S te funds a d are able to g far b y n the S te con
ta
n
o
e o d
ta 's
tribution in support of their o n schools will continue to receive such aid.
w
2
3
�A FOUNDATION EDUCATION PROGRAM FOR VIRGINIA
T
he Com ission feels that s m o th additional fu d w
m
o e f e
n s hich m y b
a e
provided for public schools should n t b o a "across th board" basis but
o e n n
e
should b directed to ards achieving certain specific en
e
w
ds. T first o the
he
f
se
e d is a greater m
ns
easure o equalization o educational opportunity through
f
f
o t th S te Increased aid along this line, ho ever, should n t b m
u
e ta .
w
o e erely a
gift from th S te but should b given in such a m
e ta
e
anner a to en u g
s
co ra e
increased local effort in support o schools.
f
T
he Com ission d e n t believe that a y person or a y group is w
m
os o
n
n
ise
en u h to establish a form
og
ula w
hich will b perfectly equitable b w
e
y hich local
effort ca b m
n e easured. It is well a a o s m o th defects in th
w re f o e f e
e
standard w
hich ha b e u d in th pa - that o a certain a o n o reven e
s e n se
e
st
f
mu t f
u
derived from true real esta values. A th sa e tim it feels that this
te
t e
m
e
standard, in de a a it is, is becom
a qu te s
ing m
ore uniform throughout th S te
e ta .
Reassessm
ents m d b localities w the assistance o th S te D
ae y
ith
f e ta
epartm
ent
o T
f axation h v b e m d in 7 counties a d 1 cities a th present tim
ae e n ae
3
n 7
t e
e.
This program is continuing a d th Com ission feels that in tim this
n
e
m
e
standard will b relatively uniform throughout all the counties a d cities o
e
n
f
th S te
e ta .
A FO N A IO EDU TIO P O R M FO VIRGINIA
U D T N
CA
N R G A
R
rightful place, perform his obligations a d e jo his benefits a a citizen o
n n y
s
f
th C m o w lth.
e o m n ea
Respectfully subm
itted,
E. BLACKBU
RN M O E, Chairm
O R
an
LLO
YD C BIRD, V
.
ice-Chairm
an
LEW P ES O CO
IS R T N
LLIN
S
J M Y A D M G D
.
A N R
A RU ER
J D M D
. .
EA E
W TAYLO M R Y
.
E
U PH
LEO A
N RD G M S
.
U E
H H W
.
.
ALKER
LA D N R W A T
N O
.
Y T
In th distribution o S te fu d in addition to th equalization factor a d
e
f ta
ns
e
n
the incentive to local effort, th Com ission feels that reduction o excessive
e
m
f
teacher-pupil ratios is o e o th aim w
n f e
s hich should b so g
e
u ht. There h s
a
be
en so e u h p y experience in th p st in connectio w th allocation o
m nap
e a
n ith e
f
S te fun b sed o num
ta
ds a
n
bers o teacher-units a d m
f
n
inim
um salaries for
teachers. H w
o ever, the Com ission feels that since S te funds are provided
m
ta
primarily for teachers' salaries th m
e etho o distribution should b so related
d f
e
to th num
e
ber o teachers in a school division that a least th locality will n t
f
t
e
o
b a
e ble to s v m n y o teachers' salaries a d a th s m tim participate
ae o e n
n t e a e
e
o a norm basis in equalization fun
n
al
ds.
C N LU IO
O C S N
By w y o sum arization th Com ission desires to point o t that in
a f
m
e
m
u
accordance w th relationship w
ith e
hich ha existed b tw e th C m o w lth
s
e e n e o m n ea
a d its political subdivisions in the m n ge e
n
a a m nt, control a d support o th
n
f e
public schools for m n decades, th S te responsibilities are tw . T
a y
e ta 's
o
he
first is to provide leadership w very limited control to th e d that th
ith
e n
e
local school divisions will b able to call u o th S te a d receive advice a d
e
p n e ta
n
n
assistance in co
nnectio with their problem
n
s. T se n p a o th S te
he co d h se f e ta 's
responsibility is to assist th localities in financing their school system
e
s. T e
h
Constitution o Virginia provides that certain fun are to b distributed to th
f
ds
e
e
localities o th basis o population. S m S te fu d h v for m n years
n e
f
o e ta
ns ae
a y
be
en distributed u o a ev m
p n n en ore accurate indication o n e - a
f ed
verage daily
a n a ce in th schools.
tte d n
e
T
he Com ission feels that in providing additional fu d consideration
m
ns
should also b given to rem
e
edying th deficiencies w
e
hich are fo n in th S te
u d
e ta
w
ide school system a d to equalizing th opportunity afforded every child in
n
e
th S te to secure a education w
e ta
n
hich is a e u te to ena
dq a
ble him to ta e his
k
2
4
I'l
2
5
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
RG 19, The Personal Papers of Elizabeth Pfohl Campbell
Description
An account of the resource
This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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"A Foundation Education Program For Virginia, Report of the Commission to the Governor and the General Assembly of Virginia", Senate Document No. 13, November 26, 1951. 14 pages.
Description
An account of the resource
Commission set up to study and report on the establishment of a foundation program containing the fundamental courses in public schools which are basic to the education programs to be financed by the State.
Format
The file format, physical medium, or dimensions of the resource
pdf
Source
A related resource from which the described resource is derived
RG 19, The Personal Papers of Elizabeth Pfohl Campbell
Creator
An entity primarily responsible for making the resource
Commonwealth of Virginia, Senate
Date
A point or period of time associated with an event in the lifecycle of the resource
11/26/51
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1950s
Rights
Information about rights held in and over the resource
This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
Identifier
An unambiguous reference to the resource within a given context
19_6_1_3_2
-
https://projectdaps.org/files/original/ec614939538bb88e54ca8a46d91e048b.pdf
7ce8995efecf8f84b190d83acd84398a
PDF Text
Text
A LETTER TO UNREGISTERED NEGRO CITIZENS OF ALEXANDRIA
WHO HAVE PAID THEIR VOTING TAX
April 28, 1961
Dear Negro Citizen of Alexandria:
A few days ago a Negro citizen of Alexandria was mysteriously shot and
killed in his homo by an Alexandria policeman. The colored population has
been up in arms ever since the incident s These citizens have been demanding
JUSTICE, And the other day. D R e MARTIN LUTUER KING., leader of the Iloutgoraery
(Alabama) boycott, was asked this question: "What can Negroes do to get JUSTICE?" This is whan 1&B2IN LUSHER KING said: "The most significant step the
Negro can take /tawards JUSTICE/ is that short walk to the voting booth*."
A few Negroes voters of Alexandria took that "short walk" in the Demo
cratic Primary election for City Council on April 4 „ These few 17eg.ro Toters
' of Alexandria help elect three NEW councilman and defeat one who has opposed
•
more public housing, slum clearance, and urban renewal. These few Negroes
voters could have done more than this and can do more if they can get some
help from YOU,
Hore can be done in Alexandria to get Negroes JUSTICE if YOU go downtown
to REGISTER as a voterd m3 have examined the latest City Treasurer1 s tax list
and we find that YOU are eligible to REGISTER to vote now, if you have not al
ready done so. We found that YOU have already paid your voting tax for years
straight (the requirement)., but YOU just have not REGISTERED to vote yet,
Five Negroes are running for public office in Alexandria (a first) this
year. One Negro is planning to run for School Board appointment. But the five
of us are running for seats on the Democratic Committee on July 11. On this
same day, the Governor of Virginia, Lt, Governor, and Attorney General are
chosen in a state-wide primary election too. General Elections for City Coun
cil is on June 13 .
But YOU cannot vote for us, ncr the state officers, nor the City Council
if YOU have no'c REGISTERED to vote yeti Me have a ohar.ce to put good men down
at Richmond cn July 11; we have a chance to defeat Delegate Thomson, the segre
gationist, on July 11; We have a chance to elect Senator Armistead Boothe our
Ltj Governor on July 11, and we have a chance to get a new Ciuy Council and a
Negro on the School Board this year if we can get some help from YOU. YOU can
best help by becoming a REGISTERED voter,
Ue can get more housing, decent homes, Negro policemen and better city
and private jobs for Negroes if we had more Negro voters*. The more Negro votes
t.nere are downtown the mere pressure is put on the people in city hall 0 Help
us ger. elected and help us get some JUSTICE by REGISTERING to vote. Note, the
tax list shows that you have already paid all of your voting taxes. All YOU
have to do is REGISTER to become a voter.
�-
2
-
Remember, too, that nobody stops anyone from REGISTERING and VOTING in
Alexandria. YOU can't blamo it on "then! downtown J ' REGISTRATION is not hard
"
either. YOU just fill out a simple form and you are a REGISTERED voter and
a first-class citizen for the first time,,. Saturday., May IJ,’is the last time
you can register to be able to.vote in tjse June
City Qene'ral ElecTm 6ns~ariiI
the elections on the 11th of .July (tlie tiine tp vote for US).
,
V
*'
The registration office is located at ROOM 113 of City Hall At the corner
of South Royal and Cameron Streets „ >The office i£ op#n
Monday to Fri
day from 9 to 5? It will bo open f
more SATURL^YS^Som '$ to 12. Ho on for
those who work in the daytime thlJ p iy/eek and cannot ge*** £o'the office before
M
5 P. M. The SATURDAY openings are?pa»T<SATDRDAY, « a y 6 »ad SATURDAY, May 1J,
which is the last day.
,
! •*
*
Please REGISTER to vote b y May 15, if you have not done so already. And,
remember, if you want to vote in the November general election for state of
ficers, your now poll tax has to be paid by May 6 . Help us get this JUSTICE
that MARTIN LUTHER KING talks about. We ALL can get it by being REGISTERED
voters and voting.
Should you need any help, information about registering, or transportation
to the REGISTRATION office, call on one of us.
RICHARD H. POOLE,
Democratic Committee Candidate,
Cameron Street Center, 5d Ward
311 North Patrick Street
KI 9-1072
MRS. HATTIE BROOKS,
Democratic Committee Candidate,
Powhatan Traffic Center, 3d Ward
619 North Columbus Street
TS 6-3820
REV. WILLIAM H. THOMAS,
Democratic Committee Candidate,
Cameron Street Center, 3d Ward
9l6 Queen Street
KI 9-0997
MRS. HAZEL L O M U
Democratic Committee Candidate,
Fioklin School District, 1st Ward
1020 North Fairfax Street
KI 8-2992
LEONARD S. SECT®,
Democratic Committee Candidate,
Prince Street School, Iith 'Ward
127 South West Street
TE 6-7003
�•1* •
•**
^
I!)*
-IrJ X CluLickj
]/l^u xc c-
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
RG 18: Personal Papers of Barbara Marx
Dublin Core
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Title
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"A Letter to Unregistered Negro Citizens of Alexandria Who have Paid Their Voting Tax," 1961
Description
An account of the resource
"A Letter to Unregistered Negro Citizens of Alexandria Who have Paid Their Voting Tax," dated April 28, 1961, is a call to action for African-Americans to register and then vote for African-American candidates and candidates friendly to civil rights. Mentions a shooting death in Alexandria, probably that of Emmet Chavis. Gives detailed instructions on how to register in Alexandria. Verso of second page has postmark, stamp, and E. B. Henderson address. Three pages.
Format
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pdf
Source
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RG 18, Personal Papers of Barbara Marx
Creator
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Alexandria Branch, NAACP
Date
A point or period of time associated with an event in the lifecycle of the resource
1961
Coverage
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1960s
Rights
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This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
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18_1_1_8_42
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78b74a1df7299bbc595c79b0ce3adbcb
PDF Text
Text
"A PASSION FOR LIFE" a new French film has Just opened in New Fork and I must share
my enthusiasm for it with you. It couldn’t be a better refutation of the attacks.
The National Citizens Commission for the Public Schools will give it publicity all
over the country. Requests to local movie houses from MIT" branches that the film
be shown locally would be helpful. It is shown through the Brandon Films, 200 ’,est
’
57th Street, New York, New York.
Constance V.arren
�
Dublin Core
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Title
A name given to the resource
RG 19, The Personal Papers of Elizabeth Pfohl Campbell
Description
An account of the resource
This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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"A Passion For Life"
Description
An account of the resource
Note from Constance Warren promoting the movie "A Passion for Life"
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pdf
Source
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RG 19, The Personal Papers of Elizabeth Pfohl Campbell
Creator
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Constance Warren
No date
Coverage
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unknown
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This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
Identifier
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19_6_1_1_16
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https://projectdaps.org/files/original/3d270fa44819780849c38fc6ba1c009f.pdf
eb5144e22ff52b71f472486d18dbe1e4
PDF Text
Text
AN APPEAL FOR COMMON SENSE
Mrs. Agnes E. Meyer
Address before the American
Association of University Women
Arlington Branch
at the
Thomas Jefferson Junior High School
Arlington, Virginia
Tuesday, April 14th
8 p.m.
It is a great relief these days to get away from the tensions of the
Nation's Capital and to look at our many problems from the sane vantage point
of life in a local community. It is especially heartening to discuss some of
these problems in a county which is justly famous throughout the land as an
independent, courageous community singularly competent to turn its ideals into
a wo?:king reality. I am grateful to the American Association of University
Women for inviting me and giving me this opportunity to remind you of the last
ing contributions you have made to the preservation of some of our noblest
traditions.
I am all the happier to do this because the shrill voices which have
been getting the head-lines of late have disturbed the even tenor of our ways
and tempted us to answer the violent people with equal violence. Yet the natural
fears and conflicts of an endangered society can only be assuaged by the
application of self-control, intelligence and native American common sense which
characterize the highly literate population of Arlington and Americans as a
whole. This American common sense is derived from the daily necessity of
solving dilemmas, annoyances and defeats which teaches us to accept difficulties
without too much fear or anxiety. If we are more than usually disturbed today,
it is because in the past we have taken our heritage of freedom too much for
granted. It seemed safely enshrined not only in our daily lives but in the Bill
of Rights. Now we have suddenly awakened to the fact that freedom much be re
captured by every generation and that it will endure only as long as we stand
ready to defend it at any cost, however high. Thus the cooperative endeavors you
have made here toward social progress are of especial importance today. For the
freedoms we all cherish will be lost or preserved not in Washington nor in our
State governments, but in the local communities where people live and strive,
succeed or fail, as the case may be.
But though very definite threats to the freedoms we have always taken
for granted, do exist today, let us not exaggerate the danger. We tend to forget
momentarily the enormous leap toward the extension of human freedom we have taken
during the last generation in ways almost too numerous to mention. We have under
pinned old age, destitution and needy families with social security; improvements
in the fields of health and education has been amazing; and the Negro with whose
disadvantages Europe is always reproaching us, has possibly made greater progress
toward equal rights than ever before in our history. If we remember the vitality
our democracy has shown under the stress of wars both hot and cold, it will
strengthen our faith in ourselves and help us to see the real dangers that
confront our society not so much as a menace but as another challenge which must
be met with the same fortitude and the same calm and constructive attitude. We
must trust ourselves and each other as never before and thus strengthen the faith
of the country as a whole in its principles, its hopes and beliefs. We must
speak our minds fearlessly, for in so doing we discover that there are in ourselves
and others human resources upon which we have never yet drawn. Nothing is more
contagious, more inspiring than courage.
-1 (over)
�-
2-
At the same time I do not wish to minimize the real dangers to our
democracy. And. I shall select one of them for discussion today which interests
you and me the most, the sinister attacks upon our public school system. For I
think it is a clearly established fact that there has developed throughout our
country in recent years . from Scarsdaie, New York to Pasadena, California —
a nation-wide, more or less organized conspiracy to undermine the faith of the
American people in our public school system. When I use the word conspiracy X
mean a planned, concerted effort on the part,1of various individuals and organizations,
the source of whose ample funds is unknown, to attack public education with identical,
monotonously repeated accusations that have just enough truth to make their falsehood
seem plausible. These enemies of our schools have obviously borrowed the tactics of
the communists and fascists that if only a lie is Repeated often enough with
sufficient impudence, many people will finally believe it.
It should not surprise us that subversive elements who wish to hurt
democracy, should single out our unique public school system as their deadliest
enemy. For public education is the heart-beat of our nation that daily renews
and purifies the blood-stream of the democratic body politic. It has helped to
make our nation great, tolerant and hopeful, because it has released human talents
and rapacities in our country to a greater extent than has happened anywhere else
in the whole course of human history. Thus if our public education is successfully
weakened or destroyed, so is democracy itself.
That there may be a few master minds behind this campaign, is indicated
as I have said, by the constant repetition of the same propaganda using almost
identical arguments, language and slogans, distributed often in vicious literature
originating from a single source:
1.
The schools do not teach the 3 R ’s.
2.
The teachers and the textbooks are communistic
or at best socialistic.
3.
Progressive education breeds undisciplined children
if not delinquents and criminals.
4.
The schools are godless.
That is the whole gamut of these accusations. They have been answered
again and again with irrefutable proof to the contrary. But the answers are
ignored. For the type of mentality with which we are dealing in this battle to
defend democratic insitutions, is impervious to reasonable persuasion and moral
principles.
One of the most regrettable results of these unjust criticisms is that
the friends of the public school system have been jockeyed into a defensive
position. They scarcely dare to make constructive criticisms themselves, lest
they give aid and comfort to the enemy. Thereupon the enemies shout: "Oh, so
you think the public schools are perfect!" Thus do the falsehoods multiply one
upon the other, and time and energies that should be used to improve our public
schools, is wasted because the honest critics of our educational system are forced
into a state of siege mentality.
To be sure, our colleges and universities have also recently come under
attack from members of Congress. But these Congressional persecutions of our
educators would never have taken place, if the witch hunts on the local level had
not been so successful in sowing mutual distrust and thereby destroying peace and.
orderly progress. In other words we would not now have so many Hitlers in
�-3Congress if it were not for the fact that we have a flock of little Hitlers in
almost every locality. The situation reminds me of a little-known Calvin Coolidge
story. A man complained to President Coolidge that a certain Senator was a
scoundrel. "Well" replied Coolidge calmly, "there are a lot of scoundrels in the
country and they are entitled to some representation.”
Thus the whole crux of our strategy to protect the educational system,
is to meet the attacks in our local communities. The Congressional Hitlers must
be criticized.,, opposed and ridiculed, since ridicule is one of the strongest
weapons. How can we remain silent while these members of the Senate and House
maltreat honest American citizens, disrupt the work of Congress and challenge
the executive powers of the Administration? And no less serious, why should we
allow these anti-democratic members of Congress to defame our country and ruin
the prestige of our nation in every foreign land? ”How long will America stand
for this?" asks the British journalist Francis Williams in the "News Chronicle."
He says of our Congressional lunatic-fringe: "The moral attitudes they depend
upon and exploit matter not only to America but to the whole free world. And
those of us who hold as our strongest article of international faith the need
for'the closest bonds of fidelity between Britain, the Commonwealth and he United
States have an obligation to tell, our friends in America just how much damage
those attitudes are doing to the cause of freedom everywhere."
I mention these national and international repercussions merely to
point out the full seriousness of the situation we face. But I come back to my
theme by stating as my belief that these destructive members of Congress are not
going to change their evil tactics until they hear from the grass-roots. Not
even the leaders of the new Administration will be able to cope with them success
fully, for no truly democratic statesman can afford to resort to punitive action.
Yet force is the only thing the authoritarian mentality respects. Only the
voters who elected these incipient dictators can use power - the democratic power
of the ballot - to bring them to their senses and persuade them to renounce their
present tactics.
To oppose this terroristic underground successfully on a local basis,
we must understand the psychology of the people who compose it, for we are
contending with deep psychopathic factors. They are mostly people who because of
their own emotional difficulties have never been able to relate themselves to
the community and are now revenging themselves upon a society which they feel
has'rejected them. They are people filled with hatred because they feel insecure,
lonely and slighted, and they satisfy this hatred by the systematic destruction
of situations and confidence and mutual trust in order to benefit by the general
confusion to acquire power for themselves. These Americans who see themselves as
the insulted and injured are not of any particular economic or social level.
There are among them some of our rootless intellectuals, many of whom found refuge
in "America First," and now feel more adrift then ever since the majority of
Americans have learned that our nation must defend human freedom not only here
at home but throughout the world. The only satisfaction of these disgruntled
elements is in destruction of the community solidarity of which they could not
make themselves a part. They are incapable of loyalty to any group - not even to
the political party which elects them to office. And their anti-communism is
nothing but a screen for their hatred of the sound, honest, stable members of
society. Therefore, the conservatives make a deadly mistake when they think that
these people are a bulwark against communism. The German industrialists made the
same miscalculation concerning Hitler. The real hatred of our professional anti
communists is precisely for the conservatives themselves whom they envy their
respectability and the fact that society looks up to them. That is why they attack
such patriotic, honorable and successful men as General Marshall, Secretary Dulles,
lover)
�•4
Senator Knowland, Charles Bohlen, Bishop Oxnam and others on the Federal level
and on the local leyel that emblem of all that is sound and good and essentially
conservative, the public schools.
It is a desperate contest the nation faces in coping with these elements,
for either they must break down through self-defeat, or they will break down every
body else. They are “dead-end kids" with whom every social worker and teacher is
familiar, adolescents who are getting square with a world which they feel has
never been fair to them. That is also why they use the childish device of namecalling whenever they are criticized.
In dealing with these maladjusted members of our society, we are baffled
and handicapped, by a bad conscience. For they are the result of the weaknesses in
our society, of its extreme competitiveness, of its intense striving for social
and economic status, and of its total neglect in the past of children who could
not stand these pressures. Our worship of success creates bitterness in the
unsuccessful. And these embittered monstrosities, without faith in love and
kindliness, without respect for human beings or for any of the values that we
cherish, these men who seek success whatever the cost, are a reproach to us be
cause they are the prototypes of our American vices.
Furthermore, even the legitimate demands of democracy are a strain
upon the weak, for it calls for self-discipline, and the sacrifice of the will
to power for the common good and for the establishment of a high group civil
ization, Thus it is not surprising that in times of danger that call for even
greater sacrifices, many self-centered individuals seek to destroy a society
that demands too much of them.
Therefore it is a mistake to characterize these elements as types of
American fascism. They are a modern version of vigilantism, a role that had
dignity in our frontier days because the early vigilantes were filling a real
need before law and order had been established. But they have no place and no
legitimate function in our present society. What these modern vigilantes want
is to establish their own law and domination for the law and the cooperative
behavior of an orderly democracy.
Thus we only make martyrs of these psychopathic characters if we
gang up on them as disturbers of the peace. The role of the martyr would only
be used as another asset and as justification of all that they are doing. We
only hurt ourselves and our objectives if we suppress these anti-democratic
forces with hostile methods. The most useful lesson we can give these
vigilantes whether in Congress or in the local communities, is that true
Americans refuse to use coercive power in the war of ideas. The best weapon we
have lies in strengthening of community solidarity through improvement of our
school-community relationships which keeps open the free communication between
all citizens and prevents exactly what the vigilantes want, the fragmentation
of our society. That is also the reason why the communists take great delight
in the activities of the vigilantes. For the more they confuse us with attacks
on the schools and the more we allow ourselves to be driven into a merely
defense attitude, the better the communists can fish in these troubled waters.
You can readily see from this analysis of the vigilante mentality,
why it was a delight to me to get reacquainted during the past weeks with the
steady progress toward closer school-community cooperation that has been made
here in Arlington. It has been said of Americans that we lack philosophic and
political theories which can be used as a battle cry against the totalitarian
�-5ideologies. But this assuredly does not apply to the field of education. It has
been accepted in all of our school systems that democracy, as we know it, is the
highest form of government because it seeks to develop the latent potentialities
of all of its citizens. We do not regard democracy as just another form of
government, but as a continually expanding method of living together. Thus our
educational system is an institution which has grown out of the historical soil
in which it was rooted and became indistinguishable from democracy itself.
This philosophy of our democratic schools is implemented differently by
different educators since they themselves necessarily vary in intelligence,
imagination and administrative skill. But I can say without exaggeration that
your Arlington school system, given the handicaps with which you began six years
ago, is one of the finest examples in the country of the application of our
American principles of education. And you have made this astonishing progress
in so short a time because the citizens of Arlington, the Board of Education
they elected, the school administrators and the teachers have all pulled their
weight in the boat and have done it in unison. The increasing mutual confidence
between all of these elements was an important factor in the actual, accomplishments.
It would be a needless task to outline even the major improvements for
an audience which has done the actual work to achieve them. But to an observer
like myself the superior quality of your Board of Education has been of value far
beyond anything the county as a whole as yet realizes. I have a fairly large
acquaintance with such boards and I know of none that exceeds your own in the
technical education, the varied professions represented and the experiences in
administration that are to be found among the five members of the Arlington School
Board. The devotion which the Board has shown to its onerous duties and the
respect which it has earned have never been more important to the schools than
at present when almost all of them, sooner or later, are confronted with criticism
and the crudest of attacks.
Equally important in the rapid progress of what used to be a neglected
educational system, was the appointment of first rate school administrators and
supervisors who improved the whole situation by able leadership. Together with
the specialists and assistant teachers who were selected with great care, this
battery of experts have pulled together a school program which was limited to the
3 R's until it has developed a curriculum that is comparable to the highest
standards. Furthermore the system became one of even quality, a matter of greater
justice to all the children of a county whose schools used to vary from good to
bad.
Of especial value has been the program of in-service training which
I attended three weeks ago, where small and large groups of teachers were
enthusiastic about this opportunity to grow in their profession under expert
guidance. It was an education for me to see the various groups and their leaders
arrive at new ideas in vocational guidance, music, mathematics, physical education
and other branches of your rich curriculum. It was like a poem
an American poem
of mutual confidence, mutual respect and the resultant h a m o n y of fine minds work
ing together toward common goals. The flow of ideas back and forth, the
discussions that took place at these workshops constitute a truly democratic
school system in which the learning process is continuous for the pupils, their
teachers and administrators. No wonder the morale of your teachers has been
transformed since last I made a study of your schools, and morale of the teaching
staff is as important today as adequate salaries for holding your teachers and
for recruiting new ones. Every human being is attracted to an organization where
his work is appreciated and where he has the opportunity to rise in his profession
through increasing competence. Nothing could be a greater asset at this period of
(over)
�a c u te te a c h e r s h o rta g e .
To be sure, i . has taken an increased budget to provide this expert
t
leadership and the workshops, but it was on the whole the most economical way
of achieving quickly an excellent and varied curriculum, taught by people who
were daily achieving greater professional skill.
These remarkable innovations have aroused interest and favorable
comment far beyond the reaches of your county in various professional publications.
But in these comments there has never been sufficient, appreciation of the fact
that the Board of Education and the school authorities were successful in these
experiments because they took the parents,, and the general public with them
every step of the way. And if I were to single out only one feature of the
Arlington schools for commendation it would be the broad area of citizen
participation that they have been able to achieve through numerous committees,
councils and advisory groups who have assisted in the formulation of the
curriculum, the selections of textbooks and other contributions to individual
schools. For the local P.T.A.'s the usual speeches which have no relationship
to immediate school problems, have become obsolete. Fathers attend the meetings
as well as mothers to discuss educational issues and to study the problems
constantly arising in a dynamic school program. It has become a generally
accepted theory throughout our country that we should have community-centered
schools, but seldom have I encountered that democratic .ideal so thoroughly
implemented as it is in Arlington. And the results have been all the more
constructive because your county is fortunate in having amongst its citizens
probably a higher percentage of skilled, professional talents than most other
counties in our nation.
For example, the whole battle concerning "progressive education”
was headed off by the active cooperation on curriculum and textbooks of a
unique organization called "The Parents Council on Instruction." When parents
meet, regularly to discuss with the associate-superintendent what kind, of
education they want for their children, what philosophy the school should
follow, and what textbooks should be used, the whole community feels involved
in its school program and is ready to defend it, however progressive or modern,
against the criticisms of people who yearn "for the good old days” and the
little school house which unfortunately was red. The ironical thing is that
these people who see the present educational methods as hopelessly unregenerate
are by no means a good advertisement for the old-fashioned kind of education
they now idealize
But Arlington County is to be congratulated for the way
in which it has taken most of them tactfully into camp and gone serenely on
its way. The parents and citizens who have achieved this truly democratic victory
have given a useful lesson to many less alert communities in political action of
the wisest kind. They also learned that democratic action is far more effective
than that of the rival ideologies of the left or right with which it has to
contend.
Your schools have been transformed into a second home for your children
because both work and play have been shared by the parents, themselves, and by
that larger family, the community as a whole. The learning process has a serious
content and meaning because it is replete with life, with the real life of the
county, the nation and the world. In such a happy setting the child retains the
courage to be himself as he feels his abilities expanding. And he rejoices the
more in his own progress because it is shared by his class-mates and his family.
It is all the more to be regretted that a superior school system such
as yours should now have to contend with another attempt at sabotage. For that
is the only way to describe the reactivation of an obsolete law dating back to
1787 which bans Federal employees from holding local office in Virginia. This
�-7-
ancient law was amended in 1928 for the express purpose of permitting citizens
of Arlington working in the Federal Departments to serve as school trustees in
the State. This amendment was dismissed in the courts as "special legislation."
The absurdity of this piece of shenanigans is all the more apparent
when we consider that the law of 1787 was passed only to prevent people from
drawing two salaries, and therefore should not apply to purely honorary positions
such as membership on the school board. The absurdity becomes grotesque if we
remember that Virginia did not even have a public school system until almost a
century later, after this law was enacted. Furthermore, in the County of Arlington
the law excludes about 30% of the county's most capable adult population from
having anything to say about their own government or that of their schools. This
is a monstrous injustice.
Who is to blame? No mere visitor to your County has the right to name
specific individuals or groups. But it is clear that you are contending once more
with the same reactionary forces that you have defeated again and again in your
County, the kind of people who Adlai Stevenson correctly described when hp said
that they could only be dragged, kicking and screaming, into the twentieth century.
Unfortunately it always seems easier for these birds of ill omen to flock together
than for the good and virtuous members of our individualistic society.
Yet if the Court of Appeals the day after tomorrow upholds the
phantastic decision of the lower court, the result will be disastrous. Three of
your excellent School Board members will be tossed out in November, and as the
term of another member expires in December, there will be four vacancies to be
filled simultaneously. Also the sale of $4,780,000 of school construction bonds,
which are sorely needed to complete building projects already under way and to
begin others, will be
held up until the case is finally settled.
Well, it’s
not for me to tell so experienced a group of citizens how to
fight this example of
knavery. You have won many a battle with the crackpots
that create trouble in most of our communities and you will win this one too.
Democracy is above all things a trial of character, especially of
human patience. And your progress in this County has been so steady that its
very blessings became a challenge to the powers of darkness.
It may be small
comfort to you to say that the curve of progress never has been and never will be
steadily upward. But, brave people, and you have demonstrated that you are brave
people, do not despair when the inevitable period of reaction sets in. That is
my quarrel with the pessimists who now dismiss the idea of progress as a vain
delusion, because the atomic bomb and the communist peril threaten our democracy,
our freedom and our very existence. It is a time when we Americans will learn
what stuff we are made of and the answer will not come from the higher echelons
of government. It will come from the American people, from counties such as yours
where new mechanisms are being devised by which human association is made
satisfactory, enriching and stimulating.
You have, doubtless, discovered that we need not only new mechanisms
of association to meet new needs. We must also breathe the new life of the day
into the forms that have long been familiar to us. Let us feel our duties to our
country and to our fellow-men everywhere, as the most beautiful and joyous heritage
which our heroic forefathers have bequeathed us. Henceforth we must speak not
merely for a political party, nor for a church, nor for any other faction
We
must defend the honor of America which our psychopathic reactionaries, especially
in the Congress, have sullied at home and abroad.
(over)
�-eAs long as there are shameful practices to which we submit, these will
be emphasized abroad by our enemies and even by our friends. On the other hand,
every blow for freedom, however local, brings reassurance and inspiration to countless
millions.
We talk often of the American way of life as if it were something finished
and perfected. It is a way because it beckons us onward to ever greater heights of
achievement. And the way that each local community finds of triumphing over the wave
of reaction with which it is now afflicted will decide what the world thinks of us,
and whether we are fit to hold aloft the banners of democracy. Let that thought give
you strength in your present difficulties. For your eventual victory will be a
matter of importance not only to you and your children and your children's children.
It will be a victory whose echoes will resound through the country and be carried to
the ends of the earth. This is another era when we should say of ourselves what
Emerson said of the American people over a hundred years ago: "We are not minors
and invalids in a protected corner, not cowards fleeing before a revolution, but
guides, redeemers, and benefactors, obeying the Almighty effort and advancing on
Chaos and the Dark."
�
Dublin Core
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RG 19, The Personal Papers of Elizabeth Pfohl Campbell
Description
An account of the resource
This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics.
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"An Appeal For Common Sense", Address before the American Association of University women, Arlington Branch, by Mrs. Agnes E. Meyer, April 14, ?. 8 pages.
Description
An account of the resource
Speech encouraging individuals to not give into fear and anxiety but to "speak our minds fearlessly" against those trying to subvert people's trust in the public educational system.
Format
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pdf
Source
A related resource from which the described resource is derived
RG 19, The Personal Papers of Elizabeth Pfohl Campbell
Creator
An entity primarily responsible for making the resource
Agnes E. Meyer
Date
A point or period of time associated with an event in the lifecycle of the resource
No date
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1950s
Rights
Information about rights held in and over the resource
This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
Identifier
An unambiguous reference to the resource within a given context
19_6_1_3_8
-
https://projectdaps.org/files/original/0b82c6d6caacd772c2e31b7867feac64.pdf
a2152d0772646c4f4cc6e855d6b0308a
PDF Text
Text
P age / Z
B L O C K W O R K E R KI T
2.
Instructions
for B l o c k Leaders
3.
S u r v e y c a r d s ( e n o u g h cards f o r e a c h a dult in h is or h e r block).
U p o n i n t e r v i e w i n g h is or her n e i g h b o r s , the b l o c k w o r k e r will fill
in i n f o r m a t i o n p e r t i n e n t to v o t e r r e g i s t r a t i o n a n d r e t u r n the
c a r d s to the local v o t e r r e g i s t r a t i o n h e a d q u a r t e r s .
E X A M P L E OF S U R V E Y C A R D ;
(page
T h i s type of S u r v e y C a r d is u s e d in V i rginia.
I n f o r m a t i o n w i l l v a r y a c c o r d i n g to locality.
N a m e ____________________________________
Precinct
A d d r e s s __________________________
P hone
Y ES
O v e r 21 y e a r s
C
old?
O ver one y e a r ' s
residence
in V i r g i n i a ?
NO
□
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□
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□
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in V i r g i n i a ?
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lined s h e e t of p a p e r for
the B l o c k W o r k e r ' s
personal
E X A M P L E OF P E R S O N A L R E C ORD:
NAME
ADDRESS
PHONE
POLL TAX
56
>7 T B
REGISTERED
record.
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B E C O M E
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W H O
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e g i s t e r
V
T H A T
IS
AS
E A S Y
A S
C O U N T I N G
ON
Y O U R
F I N G E R S
LEARN THESE TEN POINTS BEFORE YOU GO TO REGISTER
Be able to write a letter stating them:
for example:
I, .................... , age 21, apply to register. I was born in
(Your name)
Maintown, Any state, on January 2, 1937. I live in.............. Virginia,
at or near....................
a ........................
(Your occupation)
never voted.
I have lived there for the past year.
and have worked as such for the past year.
I am'
I have
....................................
Sign Your Name
YOU CAN BECOME OF SOME ACCOUNT
by paying $5.01 or less (for Poll Taxes due) to your County or City Treasurer
DO
R E G I S T E R !
IT
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Dublin Core
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RG 18: Personal Papers of Barbara Marx
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Title
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"Block Worker Kit," 1958
Description
An account of the resource
Page 12 of unnamed larger manual; this page is the "Block Worker Kit" for 1958. Provides instructions and sample paperwork that volunteers can use to help register voters. Verso has instructions for African-Americans who want to register to vote in Virginia, including poll tax and registration writing test. Two pages.
Format
The file format, physical medium, or dimensions of the resource
pdf
Source
A related resource from which the described resource is derived
RG 18, Personal Papers of Barbara Marx
Creator
An entity primarily responsible for making the resource
unknown
Date
A point or period of time associated with an event in the lifecycle of the resource
1958
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1950s
Rights
Information about rights held in and over the resource
This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
Identifier
An unambiguous reference to the resource within a given context
18_1_8_1_9
-
https://projectdaps.org/files/original/d4261f88e61b9232b0958d65cdaf86b3.pdf
650e5f6dc8d500a1c066440bd558b761
PDF Text
Text
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iy ) L 13 IV f a r *
V~
Brief of Desegregation - Cronological btory
Virginia
Arlington
Sept.'/,? Constance Carter case starteb
June '50lith Circuit Court of Appeals orders
Arl. to provide equal facilities for Negroes
at Hoffman-Boston.
Aug.30,'54-Gray Commission appointed by Gov. Stanley to study effect of
Supreme Court de-segregation decision.
<5a.>JU.C X
July 2f},'55 Arl. School Bd. petitioned to start
de-seg. Announced it had no plans for Sept.
(r .
1
'/
Gray Report given Gov. Stanley. Special Session of Assembly voted to
hold a Referendum election on amending Constitution to permit tuition
grants for private schooling.
Jan. 9th.,’56 a 2 to 1 vote carried to hold Convention for Const.change.
Jan.lA'5o, Arl.School Bd. announced de-seg.
plan contingent on passage of Gray proposals.
Elem.schools to de-seg.incept.'5o; Jr. Highs
in Sept.'57; Sr.Highs in Cept.’5b.
Parents so desiringfcoula have children trans
ferred but transportationnot to be supplied.
Gen. Assembly was indignant with Arl.Co. for jumping gun, and passed
Moncure bill Fe.28,'56., taking away Arl's. Elected school 3d.
gl''
—
March,195b, Constitutional Convention amended Const...Gray plan not passed
J C a 1?7
>>
Arl.de-segregation suit filed May 17,'56
May,'56.,^filed in Charlottesville and Norfolk.
July 23,'56. Gov.Stanley said"There will be no mixing of races anywhere
in Va." special session called for in August. Stanley plan of Massive
Resistance presented.
Sept.14,'57 Judge Bryan ordered 7 Negroes \
into Arl.Schools, but later stayed his ordery?
to permit appeal.
' '
—
Sept.22, ,j6.Assembly passed fund cut-off law; tuition grants ;state
:
Placement act; school closing law; 6 anti-NAACP laws; Joint Resolution
barring integrated, interscholastic athletic competition in Va.
/
A year was token up by legal delay...Appeal from Federal District /
judges’ oruer to higher courts.
Nov.5>'^7
Atty.Gen.almond elected on Massive resistance platform
More appeals and more delays followed but in summer of 195b Negro
pupils were ordered into Norfolk and Charlottesville for September.
�L)e-Se ; **tory-Contiiiued. pa ~e 2
.
,
Vir ;inia
Arlington
Sept2-3 '58| Hearings on appeal of 30 Negroes
to Arl.Schools, all had oeen rejectea by bchoc^
Boara on 5 criteria.
Sept. 5 , ' . Judge Paul directed Warren Co. to admit 22 Negroes to the
County's only high school. On Sept.12 Warren oo.High was closed by almon
Two schools in Charlottesville and 6 in Norfolk followed in a few weekk,
Sept.17 Judge "ryan ordered 4 Negroes admitted
to Straford Jr. High beginning of next semestei
"Preserve c f Schools" groups organized in affected and other areas.
j
Private schools set up in Norfolk Charlottesville ana warren counties.
Norfolk parents challenged Massive assistance laws in courts.
J&.19,'55. Va. supreme Court-and a special federal 3-judge court struck
down key statutes of Massive Resistance laws.
^ J
0 '®V?j c *
Z£
A special session of the Gen, Assembly was called and Gov. Almond recon
mended legislation and repeal of state compulsory attendance law.
The Gen. assembly recessed until March 31; The Perrow Commission of 40
drew up recommendations.
Feb.2, Arl.Stratford Sch.de-i.eg.without diffictfi-^
Feb. 2,-20 minutes later six Norfolk schools de-segregated.
ville schools granted a delay until sept.
Charlottes
Feb. 10, Alexandria admitted 9 Negroes to 3 schools.
Feb, 15, Warren High re-opened on Court oraer and 21 Negroes entered but
white children boycotted the school.
Sept. '1959- No schools in Prince Edward; Charlottesville started with
12 Negroes in 2 schools; 417 white children reported to Warren High.
Alexandria had 9 Negroes in white schools. Arlington had 23, 4 in Wash.&
Lee ;17 in Stratford Jr. H. k 2 in Henry Elerne.school.
CD
NOSW3£TN3H
April.1959 The Perrow "Freedom of Choice" program was adopted by some ve
close votes. Main provisions: Tuition grants to parents of children who
attend private non-sectarian schools. Exemption of private schools from
local zoning and inspection laws for 2 years. Localities were allowed
to pass weakened compulsory attendance laws. New pupil assignment plan
to take effect March 30,I960.
m
Jo,,I960- ien. Assembly met but made no important revisions of Perrow p^s/v,
March,I960- state Board of Education did not enact criteria for local
school board pupil assignment plan. This prevented adoption of local
plans for pupil assignment as the Law provided for filing applications
for transfer early in April.
Sept. '00. No SChools open in Prince Edward Co. Totalhegroes in "white"
schools in Va.- 205. Arl. ha^vhi.ghest number 42; Alex.26;
Fairfax 26; Charlottesville
jiNorfolk : nichmond
Jan.'bl Negro girl admiited to Arl.Night class
v eb.21. F a i r f a x 1 i ft.ad b a n n n pt.hlot-.4ro* M a r 4*0
oriont o r 1
i -asm
�
Dublin Core
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Title
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RG 18: Personal Papers of Barbara Marx
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Title
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"Brief of Desegregation" in Virginia and Arlington County, 2 pages.
Description
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"Brief of Desegregation" in Virginia and Arlington County. Chronological story.
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pdf
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RG 18, Personal Papers of Barbara Marx
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Mrs. B.M. Marx
Date
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No date
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1960s
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18_2_1_6_47
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https://projectdaps.org/files/original/e0c8da16cc4fd9b445a8945416ff1d77.pdf
3d527673c735a1588edfd7bb2efb8ba3
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CHART ON "ELEMENTARY SCHOOL EDUCATION"
-
On the last page of the Washington Evening Star for March 2,
1954, appeared a full page advertisement entitled "Elementary School
Education".
The page consisted of a chart with "Up-to-date Traditional
Education" itemized on the left hand side of the page and "Education
for Socialism" itemized on the right hand side.
Beneath the chart
the following appeared: "Published in the Public Interest by Miller
Welding Supply Company —
B. M.
B. M. ' ’
Red* Miller, owner, Arlington, Va."
’R e d 1 Miller is one of a group of Arlington citizens who
have frequently voiced destructive criticism of the Arlington schools
during recent years.
He has distributed Allen Zoll’s propaganda
pamphlets and has publicly admitted to being a member of Zoll’s
National Council for American Education.
The question arises, "Did Mr. Miller prepare the chart himself?"
and the answer is "No".
Then where did he get it?
Since he has been
a member of an Arlington committee criticizing textbooks, he was un
doubtedly familiar with Lucille Crain’s Educational Reviewer.
On the
last page (P. 8) of the October, 1953, issue of that publication, the
following statement appeared:
The Home-School Associations of Tenafly, New Jersey,
could not have known the consequences of their
sponsoring one Kitty Jones' attendance at the
Columbia University Public Relations Workshop which
held monthly sessions from October, 1952, to March,
1953. These consequences are now eloquently re
corded in three publications by Mrs. Jones, which
can be obtained from her (97 Windsor Road, Tenafly,
N. J. ) for a total cost of 75 cents.
The first
•9
0
�is the "Report to Stillman Home School Association
and Mackay Home-School Association on the Columbia
Public Relations Workshop." The second is entitled
"What Do We Want for Our Children?" The third con
sists of a two-page flier, one sheet called "Facts
from a 'Grass Root' Citizen" and the other "Elementary
School Education."
The author of "Elementary School Education", Mrs. Theodore A.
Jones, is associated with Frederick G. Cartwright and his Englewood
Anti-Communist League.*
Cartwright, a member of Zoll’s Rational Council
for American Education, attracted attention two years ago in Englewood
when he charged local teachers with following the Communist line.
Prior
to that time he had attacked UNESCO and other reliable individuals and
organizations.
He claimed that America was "speeding 100 miles per hour
down the road to Communism."
For several years Cartwright and his col
leagues have engaged in censorship activities.
Mrs. Jones ran for the School Board in Tenafly early in 1953 but
was unsuccessful.
Following her ’
defeat she took her children out of
the public schools and enrolled them in parochial schools.
A more recent product of her pen is "Superintendent Approves
Communist Works for School Use" which criticizes the Tenafly superin
tendent because the High School library retains The Ration on its
shelves.
Defense Commission, REA
March 4, 1954
See Arthur Morse "Who's Trying to Ruin Our Schools?
McCall's Magazinej September, 1951.
�
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RG 19, The Personal Papers of Elizabeth Pfohl Campbell
Description
An account of the resource
This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics.
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Title
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"Chart on Elementary School Education", National Education Association, Defense Commission, March 4, 1954. 2 pages.
Description
An account of the resource
Copy of article explaining the origin of an advertisement taken out in the Washington Evening Star on March 2, 1954 by B.M. "Red" Miller of Arlington in which a chart is presented with "Up-to-date Traditional Education" on one side and "Education for Socialism" on the other.
Format
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pdf
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RG 19, The Personal Papers of Elizabeth Pfohl Campbell
Creator
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National Education Association, Defense Commission
Date
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3/4/54
Coverage
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1950s
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This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
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19_6_1_3_7
-
https://projectdaps.org/files/original/d526700bf25757a9135478bba759da6e.pdf
f4edb11edd61f66a32c54e2813019495
PDF Text
Text
SUBSCRIPTION RATES:
<2#
iU iue* a n n u a l l y )
P U ta en ve lope, u n s e n le d . , • $1,
F la m envelope, oca l e d ......... * 3 .
Foreign <*C»nado, <10 moa) f j
3
Hie Katgoii's Snlfi-C isM
oK iinisfi; Me^s^
M(Aou//<rdr or fa vor*
I
FOUNDER AND EOUCR
Copyright Regii’errd IW5 United States Talent Office.
Issue No. 311 (13th Year)
Union, New Jersey, U.S.A., Nov. 1, 1958
•
«* fUcci* d £U*« Mmt»r
jra tOJtrr 27, !V59. • ! IK* »*vkl Offic* «t Union. N . J .
ppgQFlM* A** e f M arch S. 157 a
Five Cents
By Marilyn R. Allen
F.O . Box 2343 — Salt Lake City, Utah
In the virulently anti-White-ChrlstianAmerican Jewish newspaper, Heritage, (Los
Angeles) for Nov. 6, 1958, which carries
the usual Jewish venom against. name- l
called “hate groups” or individuals, there _
is this quote;
.
1
‘In Ills letter to the Congressman 1
[(Francis E. Walter) asking for a House
investigation on 'hate groups’ (meaning
Christian Constitutional Americans) Com
mander of Jewish, War Veterans, Shaikewitz, pointed out that hate sheets have
increased ‘fantastically’ during the past 6
months (there must be a reason), indicat
ing that financial backers of such publica
tions have thrown great sums of m<mcy
into their operation.”
IF this were actually true, '
t of it?
In view of the fantastically huge collections
and fund drives on the part of Jews them
selves? But this is customary’ distorted
Jewish propaganda, since I happen to know
that most Christian Constitutional Ameri
cans, such as myself, operate as Jndividuals-
^ p r is t m Q $ .
top
(3 |
ips m^lerisn j*
e
® trieb c btrue «
ib
in
&
�
Dublin Core
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Title
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RG 07, Arlington County Public Schools
Description
An account of the resource
Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988.
Dublin Core
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Title
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"Common Sense", The Nation's Anti-communist Newspaper, "Hatemongering and Defamation", November, 1, 1958, page 1.
Description
An account of the resource
Top half of front page of Common Sense newspaper with part of an article, "Hatemongering and Defamation" by Marilyn R. Allen.
Format
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pdf
Source
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RG 7, Arlington County Public Schools
Creator
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Common Sense, Marilyn R. Allen
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1950s
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This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
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7_1_8_19_2
-
https://projectdaps.org/files/original/741ed8239314244e2b03999c6867aefa.pdf
3e93458f798f259cfeb70a1360128cea
PDF Text
Text
iU m ui kani-iuu gruups lute me
L
antt
*pt!t
sacrificial pennies in " defense of OUR
country, our race and our religion. Every
true patriot that I know of, is having s '
terrific struggle financially, what with in
flation, increased postage, as well as high
living costs. Most of them are not organized
and do not enjoy any backing,, moral, legal,
financial or organizational—, such as do
the well-heeled ADL and NAACl*. Nor do
they regularly conduct, all over America,
rberg, well-known JLos Angeles at-^
well-organized tax-iroe fund drives (backed
y our- highest officials, ai
agitators "such as Eleanor Roosevelt, who the Award In recognition of liis ‘contribu
act as toadies'for these minority interests: tion to the advancement of human rights.*
the Jewish papers are full of their names ._(This "language :always means extra-terri
and faces, for advertising purposes). torial Jewish rights, not human rights for
hey do not have any).
Humorously enough, in this same Heritage Christie.. patri.
“Join!: Dcfcns, Appeal is the fund
issue for Nov. 6, 1938, is this squib:
“Sen. Jacob K. Javits, of.'N.Y. State, raising urn: of the American Jewish Com
will be tho principal speaker at Joint. De mit! e.; and Anil-Defamation League of
th, the nation’s oldest and largest
fense AppeaTs Third Annual Human Re B’nci
lations Award Dinner on Nov. 15... Mendel
— o— (Continued on Page 3) —c
Tiie Negro was introduced to civilized multi-million dollar urban improvement pro
society through slavery. With emancipation gram, building, new homes for thousands of
he was turned loose penniless, homeless, Colored tamilies. Recreational facilities, and
Far more could be accomplished toward^ jobless, and ignorant to be absorbed by a almost all other tax-suppoi'ted projects are
the advancement of the Negro through^ war-ravished South. Since Reconstruction provided both races: The Negro pays only
intersectional understanding and coopera days he has been nurtured by Southern a minute portion of tax monies, spent on
tion than through conflict and condemna White taxpayers. Today there are more him; htr-could not lie educated for years to
tion. For a better perspective, please study Negro-owned-and-operated businesses in the come nor have any other public services or
the following explanation of the South’3 South than in all other sections combined. protections if left to his own tax.resources.
position:
Out of 14 colleges in metropolitan Atlanta, . Nowhere else in the world at any time
One-tenth of the nation’s population is 7 are for Negroes; similar institutions are .injiistory has a people been so swiftly up
Colored, of which two-thirds live in 10 throughout the South. A Negro was elected lifted Sis .the Negro in America. The South
southeastern states. One-third of the to serve on the Atlanta Board of Educa does not mistreat the Negro, but has done
South’s population is Negro; in the “black tion; 36 Negroes are on the Atlanta police more for him than all other sections
belt’’ they outnumber Whites as much as force. Atlanta leads the nation in low-rent
—o— (Continued on Page 4) —o— !
public housing, and is about to launch a
9 to 1.
;
HORACE MANN IIIGII SCHOOL—A MODERN NEGRO SCHOOL IN L1TTUS EOCK, ARKANSAS
By Martha O. Andrews
M nfflJB K S
EW
This is the NEW school from which the 9 Negro children were taken by the NAACI* stub ph.- ei' in the 33 year old, overtral
' ' -^ V
crowded Central High School in Little Rock, Ark., at a c o st of over five million dollars to taxpayers. ! ‘ '1 ' '
r
' , "
‘
‘
'
........................................
<
�
Dublin Core
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Title
A name given to the resource
RG 07, Arlington County Public Schools
Description
An account of the resource
Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988.
Dublin Core
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Title
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"Common Sense", The Nation's Anti-communist Newspaper, "Hatemongering and Defamation", November, 1, 1958, page 2.
Description
An account of the resource
Bottom half of front page of Common Sense newspaper with part of an article, "Hatemongering and Defamation" by Marilyn R. Allen.
Format
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pdf
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RG 7, Arlington County Public Schools
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Common Sense, Marilyn R. Allen
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1950s
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This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
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7_1_8_19_3
-
https://projectdaps.org/files/original/4e1f34630d179db9339c342e72bc7edc.pdf
bc7752e8c02c5f91e8f07883c8b3601e
PDF Text
Text
I
C o m m o n S e a s fc
il ***& eotrumut ie*4c!
B t t n l c r r i « r t t r n n i e lsa i . -.t:.-r H e r 2a.,13.)7, a t ii<
oliite « . Hew V a tic . N . \ ' . , !:a£cr, •.he e t t o f Marc!) 3,
VoL XXIII - No. 18
(16 Pages)
'/NOV. 30,1958
.Rrlce 10 Cents
By WILLIAM ALLAN
.
DETROIT — Foes here of the U. S. Senate filibuster that has blocked civil righta
legislation prepared to go with leaders of 50 national organizations to Washington Jan.
5 to lobby for banning such"filibusters. Walter Reuther. .UAW president, and William
Reproduced here is the COKMUNJST WORKER’S call for a POLICE STATE
Friends of the Coramun> t's WORKER
campaign—50 organizations are descending
on Congress to pressure Congressmen:
1.- To end their own right to unlimited
debate (filibuster), then nuicidv:
To enact Part IK of
vS! Sights
Act, which was deleted when
ongress
passed the Act, Sept. 7, 1957.
What Is bellin ' this? W T W - has the
Communist WOtlie voice of Mos
cow, so rabidly puauu^ ** j-called “Civil
Rights Act” ever since Red-loving 'Cong.
Emanuel Celler ii.-,. .luced It?JPfcy I s .the
Communist WORKER now clamoring for
its completion—Part m ?
Victorious COMMUNISM gives its vasor»io '-vo <
‘T>T»rl»f” nvn n n f •fl**/*
-fr* Irnnnl
•Oliver; director o f .«£» UAW&
.FEPC deportment, Are .part o f if
offense, we will have achieved the height
of absurdity, and the height of tragedy.” In
connection with this Act, he quoted this
definition:
>
“Communism is not an economic system.
It is a conspiratorial drive for tightly
centralized government in the bonds of
godless gangsters. Communism ifiuafc as a
prerequisite for success and its conquest,
pull all powers of ihe government into onq
place—Washington, D.C.” The proposed
Federal Bombing Bill (communist backed)
is a ruse to remove ] c o : polif' power to
Washington. He pointed out the Civil
Rights Bill “provisions to bypass State
Courts.” (Cong. Record, 6/17/57, p. 8405,
nnrt f,/14/!V 7
n
R1 .W l
‘
___
.Leadership. Conference, o p : Civil
Righto, whose secretary i s . Roy
Wilkins,'N A A C P leader.“We will -not surrender,” 'ea£z
William'' Oliver, UAW
leader and veteran of the hattl*
on Capitol Hill against fiiibttst*
'ers. Oliver pointed out that' tho>
elections have given the foes o f
-filiba&tgrs a majority in the Sei>.
ate. The fight, he said, will
led bv a bi-nartif.-in con}itien~d2
Senators Domrlaa. Hunv5iTe&
Case and Javitg. The latter tvt%
are Republicans. •
''»
The motion to change the in fo s
o f the Senate, he declared; w ®
her made at. the -Senate’s .' open*'
ing Jan. 7, to provide that a Win
nie mMnrifv rnr hr^nV *1.0
�
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Title
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RG 07, Arlington County Public Schools
Description
An account of the resource
Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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"Common Sense", The Nation's Anti-communist Newspaper, Anti-Filibuster Reds Pressure Congress, 50 Groups Plan Capitol Lobby On Filibuster, William Allen, November 30, 1958. Page 1.
Description
An account of the resource
Top half of page from "Common Sense", The Nation's Anti-communist Newspaper, Anti-Filibuster Reds Pressure Congress, 50 Groups Plan Capitol Lobby On Filibuster, William Allen.
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pdf
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RG 7, Arlington County Public Schools
Creator
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Common Sense, William Allen
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1950s
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This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
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7_1_8_19_6
-
https://projectdaps.org/files/original/53ef63298c02421f95ea1ef553ac71e6.pdf
eb22af53649abb5e72fdd653fb5252f5
PDF Text
Text
sa,s no ’x a su t.,
2& m m
to the dictator and his iyoliciesr^to--xdic-rnutwe is the firing squad,; slave JaSfc torture,
death in that ever-moving.streat4 of
less millions of dupes, who, too late, [ascover that Civil Rights is bait
”?v neai-ly half the wor.d, j ne Convention
!
C.vil Rights Act has been -promoted end
so heavily plastered with the ‘‘chocoisto
frosting” of Negro, social ahd ygtliia'
rights, that it appeal’s to be merely a
“goodie” calculated to draw wmipathctic
aid, to enact a “bomb” to endJcivil rights'
for ALL!
It is true that Soviet citizens ' e h vote.
They have to—but for just one periy.
Already
The 1957 Act lias already set tip a
special court system and special laws, as
demanded by the United Nations, unde: an
appointed “Commissariat” of commissioners
and special Attorney General. Already, you
may be arrested solely on the-charge of
ille “Commissariat” that you .have some
“intent” to interfere with civil rights-now largely restricted "to voting. Thu Act
provides for. secret hearlngs^-A'orp which
your witnesses and attorneys may be barred; with imprisonment for anyone who
tells anything said or done toyyou'iit these
“Star Chamber” secret hearings. Without
any jury trial you may be fined and, with
out appeal, Imprisoned.
But Nero had it better, inspired by. his
Pharisee wife, Poppaea.
Part IH is needed-to extend this power
to all social relations.
Part III was deleted only through the
heroic efforts of Congressmen whoso
speeches against 1he Act, and Its deathknell of liberty, rival the top utterances of
patriotic American History.
Cong. Dowdy Said Of The Act
“When the Attorney General can haul a
citizen into court, enjoin him because of
what somebody THINKS he Is THINKING,
deprive 1dm of his legal rigid.?, convict him
without due process, and subject him to
criminal punishment for an aileg. J civil
d. <uot>;.
IJnScp^Geiiocitle Lav
If you are familiar with official Uni(^
Nations p& cations and its Genocide Con-'
volition, you will see in the CIVIL RIGHTS
fulfillment of its aims. The Genocide
never needed U.S. ratification
|j? makeitour]aW)Whichit became 1/12/51.
The UN h as1demanded that until local
UN Criminal Courts are set up to enforce
ALL law, that such UN laws as the Genoride Convention be enforced and individuals
punished under “National Law.? This the
Civil Rights Act is set up to do—only lack
ing Part III. Reread that. Then check it
with such UN publications as Everyman's
United Nations” (pp. 222, 316, etc.) and
“The Crime of Genocide” (UN pamphlet
1-9, pp. 6, 11-15).
And what is “Genocide”? It ranks causing “Mental Harm” (to our Commissars?)
with murder, with punishment accordingly,
To quote its text:
gr
“GENOCIDE” means any of the following
acts, committed with INTENT to destroy,
in whole or in part, a nat ional, ethical,
racial, or religious group as such: (a)KHLLINC members of the group; (b) Causing...
MENTAL HARM to members of the group
...The following acts shall be punishable:
Genocide... Conspiracy... Public incitement...
Complicity... Attempt to commit Genocide.
Enforcement of this law means the end
of all American free speech, .press, as
sembly, ALL LIBERTY!
The actual rulers of the UNITED NA
TIONS, as may be proven are the bloody
USSR and the USA ruling clique of con
spirators setting up World Government on
U.S. MONEY, ARMS & MEN!
Read how zealously the bloody Soviets
pushed the Genocide Convention. They
fought only for bigger teeth for it (see
p. 6 “The Crime of Genocide”).
“U.S. Crackdown on Hate Planned”
-headed
the 1 1 /1 3 /5 8 I>r<nv Pearson
Column. Emboldened, perhaps, by the near
completion of the Civil Rights Act by Part
III, we l’ead that: “Atty. General William
' —o—1 (Continued on Page 3) '
m i.
h/ s a l v u
,/ivyv. . .J lvM • U
< J.
LUV 4-llA-
.buntai and Xwcti a >vk
> c«
.u
tensive debate.
"
Oliver said further that to e t a i
as Johnlon proposes until thefederal • commission on . civil
rights, , headed by John B aaiuiV
Michigan' State University prea*.
ident, mokes its first, report is
not in -keeping with the confaniu
ments made by candidates t o fur*
ther civil.rights.
Civil rights forces sure calling
for an anti-filibuster rule ‘on the
opening- day of Congress which'
will permit the break-up of a
filibuster by a simple majority, of
the entire Senate. Johnson pro
poses that a two-third vote <rf ail
Senators present be required t*
close debate.
Other civil rights issues shap
ing up for the 86th Congress are.
the restoration of .section III in
the Civil Rights law of lV'sV;
the Keating-Javitfl anti-boihDii'g
bill, and the Douglas Omnibun
Civil Rights bill.
*
•*
In an article “Ending the F ili
buster" in the Fal2 issue of the
AFL-CIO Industrial Union De
partment’s ’Digest” Sen. Humph
rey said:
“Wo who support the motion to
consider the Senate’s rules wiil
• once again be fighting t o curb
that undemocratic road block to
democratic legislation — the fili' buster.”
Schstors Jacob Javits of- 'N. Y.
and Clifford Caae'of' &
‘ew Jersey
declared that the ’compromise”
proposal being .circulated jr iv a tly by Johnson “ would practioaly
speaking, leave -the situation un
changed.”
Rep. Emanuel Cellar. Brooklyn
Democrat, in an Interview charged
that the Civil Rights. Coromi&slon.
. is ineffective. “I have no faith hr
that commission whatsoever,” he
declared. “Little or nothing can
be expected from ft.” Cellar noted
that the Civil Rights Art o f 10B7
deals largely -with enforesment
of voting -righfeg. JH* -said Con
gress Unust lake up a broad civil
rights bill.
�
Dublin Core
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Title
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RG 07, Arlington County Public Schools
Description
An account of the resource
Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988.
Dublin Core
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Title
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"Common Sense", The Nation's Anti-communist Newspaper, Anti-Filibuster Reds Pressure Congress, 50 Groups Plan Capitol Lobby On Filibuster, William Allen, November 30, 1958. Page 2.
Description
An account of the resource
Bottom half of page from "Common Sense", The Nation's Anti-communist Newspaper, Anti-Filibuster Reds Pressure Congress, 50 Groups Plan Capitol Lobby On Filibuster, William Allen.
Format
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pdf
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RG 7, Arlington County Public Schools
Creator
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Common Sense, William Allen
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1950s
Rights
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This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
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7_1_8_19_7
-
https://projectdaps.org/files/original/ce66b0f9842e24cc542a5ba0669173a9.pdf
279938e95c488d3142dd1ec429dc0437
PDF Text
Text
U incaAOn!
Rogers Is working on n plan to craelt down
on (so-called) HATE groups.JSogers be
lieves lie can bring action against them
for sending HATE material through the
mails... Rogers- may use the CIVIL RIGHTS
statutes to prosecute the HATE groups."
These people continually use the word
‘'HATE” to smear patriots.
As in the Soviet Union, then, the Bible
may be barred, since it is based on the
teaching: ‘‘Hate the Evil and love its
good.” (Amos 5:15).
. When B’nai B’rith banqueted and
awarded the whole Congress (many re
fused to attend) for passing the .Civil
Rights Act of 1957, at the Mayflower^,
Hotel, Washington, D.C., 3/3/58, triumph
was. mingled with insistence, and assurances
from their friends in Congress, that the Act
must, and would be, completed with
Part HI!
Now!
. As communists, Zionists and leftist dele
gations swarm to Congress, PETITION,
BEG, CONGRESSMEN NOW! NOT to
sell us and themselves out! NOT to put us
under Red slavery! NOT to end their own
* debating or “filibustering” rights! NOT to
enact COMMUNIST-backcd Part HI of the
Civil Rights Act! WRITE THEM NOW—
or you may hear echoed about your own
lost freedom those words of Christ after
He bad asked His disciples to watch and
pray, only to find them for the 3rd time
ASLEEP. He said: “Sleep on now, and take
your rest; it L enough, the hour is come;
s
behold, the Son of man is betrayed into the
hands ot sinners” (Mark 14:41).
Have the courage and determination to
oppose this Marxist move to enslave our
wonderful country, or your children, and
your children's children, .
ever forgive
you. These Marxists are destroying our
Constitution and want to destroy Freedom
of the Press as well.
’ Elisabeth Hilling — Conde McGinky
--------- o ------------------ o ----------
. In defiance of all established law, ;iun-. oev OWN country, while they work ardu
lice, and court rulings on the subjvet, .or ously, and collect huge funds for Talmudic
ganized Jewry’s very voluminous, lush, un Judaism (which is anti-Christian) ami fcor
inhibited press, which blankets this once- their-foreign State of Israel.
Christian land as. a plague of locusts,
In .short, organized Zionist Jewry, as
smears and vilifies and name-calls and -.de«. the ruling, reigning, organized clique in
stroys the reputatioas (and jobs) Of Up America, sets itself up as a “super-tribunal” standing Christian Constitutional Ahae£k Which is above everyone else (as a ‘hidden
cans with impunity, just as does this same power* even above our Constitution, as
issue of Heritage. They work arduously to Sen. Jemier has intimated): in fact so high,
establish it as a crime here (as in USSR above that nobody may dare to mention it
and other Iron Curtain countries) to justi openly in any but the most favorable terms,
fiably criticise the activities of organ nor even to quote from its incriminating
ized Jewry, especially the ADL. Judge literature. And our press has been so
Peter M. Horn of N.Y., once ruled as cowed and ini iundated that it never dares’
against using the smear-word ‘anti-Semitic* ! ■ ome out. boldly and truthfully for
to destroy- innocent Americans, as follows: . strictly Christian Constitutional American
“It is a principle essential to the VCry objectives and principles “for fear of the
existence of a government of laws and of Jews” and their, recriminations and re
civil liberty, that no man can be punished prisals. Yet we must be happy to tamely
except, by the cooperation of law and after swallow all this prejudice and discrimina
a trial according to the forms Of Jaw, with tion against iii? This is precisely the same
such aids and shields as the rules of Jaw .situation as obtains in Iron Curtain opafford him: that individuals cannot take pregsed countries;* for which wo profess to
the execution of the laws into their w k feci so sorry: when we are in exactly the
hands as to these Jewish editors C ABB same situation. Coming from a long line
lio
et al. . . I believe it most dangerous for our of native-born Americans of 1776 vintage,
society to think that any group o f , men tins writer does not recognize the right of
might set themselves up as a super- arty alien, racial or religious cult to push
me around in my own country, or to detribunal. . . then pronounce him by term?
a label which, as in this case, L wciuLLuid . prlve me of my God-given Constitutional
s
by the defendant (Birkhead) was drcr.Ia ci? ■ hts and freedom.
But, according to THEM, you are eifher
throughout the country to 10,000 aeopiK i
FyR this alien cult and clique and their
think that is a dangerous practice.”
If Jewish an<jl other communists hre anti-Christian-American activities, or else!
privileged (and protected) by. Lao Sfgfa SjSrrie of us take our stand with the Christ
Amendment not to testily ageinst them ian Christ, and choose the ‘or else,’ pre
selves because it would tend to .oe; irrigate ferring any odds rather than enslavement
them, then what about this uneb.nxtlcv \>’\ J hf the body, mind and soul. We stand for
and unlawful incrimination and be'em: Con the frcedorii, truth, and the peace in our
of innocent citizens, when nofhog ur;law t; ;uLs. that HE came to bring us, and for
ful has been proven against ibc/a?. Aren't which HE gave His life. “Fear not (hem
their rights as good as those o f;communist which lull file body, but aro not able to
kb: the soul: hut rather fear Him which is
traitors to America?
able to destroy both soul and body in Hell.”
Jewry’s great wealth enables their
numerous lush publications to reach mil “Why are ye fearful, O ye of little failh?”
lions, especially since, for some years pa§t, As Christ said of a certain betrayer. “It
they admittedly have been writing much were better for him that he had never been
*
--- l.i— ^
IniT hdru.” Such are the “traitors, heady, highinfV
i
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
RG 07, Arlington County Public Schools
Description
An account of the resource
Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Common Sense", The Nation's Anti-communist Newspaper, Anti-Filibuster Reds Pressure Congress, 50 Groups Plan Capitol Lobby On Filibuster, William Allen, November 30, 1958. Page 3.
Description
An account of the resource
Top half of page from "Common Sense", The Nation's Anti-communist Newspaper, Anti-Filibuster Reds Pressure Congress, 50 Groups Plan Capitol Lobby On Filibuster, William Allen.
Format
The file format, physical medium, or dimensions of the resource
pdf
Source
A related resource from which the described resource is derived
RG 7, Arlington County Public Schools
Creator
An entity primarily responsible for making the resource
Common Sense, William Allen
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1950s
Rights
Information about rights held in and over the resource
This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
Identifier
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7_1_8_19_8
-
https://projectdaps.org/files/original/32fe0dcc072bece2f2d3bf4f56de1d8b.pdf
3904029ac33e9c384bbb9a68c8705a84
PDF Text
Text
* e
• M fi
‘•■ tv
•.'-ib
*
.
comtHncu'-ifH i& tlca io st!
Common Sestm
•
.• •
.
i t uiitU cojntH M i e t t i c !
Tennessee, over the. 1957 Labor Day week
end. All had been cited for un-American
—o— (Continued from Page 1) —o— .
activities. “Frontists” have infiltrated the.
combined.
.press to such an extent that the public is
Many Negroes have advanced far since . not permitted to know the truths about the
' Twin goals of $100 million for the
their arrival in America; others still live in South’s position. Instead, subversives en- regl,iar and $100 million for the special
undesirable circumstances and coinpose deavor to break down nature’s law of ; United Jewish Appeal funds were set for., •
about 90%. of the South’s jail, welfare,-and • preference of species .by indoctrinating the •(National 'Jewish Post and Opinion, ' public health cases. No. one could want any public with false “evils” of the South’s 1 j>ec. 20, 1957, p. 1).
more than the Southerner himself to eradi separation of races. ■
American Judaism is today a religion of
cate these conditions which are due not to. - Investigations, have found “frontists ’ in • (be wealthy. We’d like to see the average
“oppression,” but to their having had far pulpits and publishing houses of many lead-. jjlcorne 0f Hie congregation board member,
to go. The Negro cannot be swept to suc ing churches. Their efforts are aimed at or for (iia( matter, of the board member of
cess on a legal escalator—he can be implanting in children and. young people our federations and welfare funds; It
elevated only through growth. Both heredity the philosophy of race mixing. Subversives cdrtainly C0UiJ be more than $P5,000 and
and environment determine' one’s, per-., have utilized- college campuses, y ° ^ probably much more. ( Editor Gabriel
sonality. Millions of Negroes have had first groups, charitable institutions and labor Cohen, in NJPO, Feb. 14, 1958, •> 14).
.
hand experience in the environment of/the. unions to further their doctrine o- racial
The ruling clique in American Judaism,
“other half” by having-worked uv South :-rn-• nationalism.
Subversive-dominated pres- ag jn the American Jewish community, are
homes and businesses for generations. Y et- sure groups work through government chosen not because of their scholarship,
the living conditions and habits of some sources, utilizing the compelling force or; not because of their piety, but almost solely
are akin to those of the “country oat of political expediency to force an end to because of their ability to amass wealth.
which the man was taken.”
racial barriers in the South. The tactics (Editor-Cohen, in NJPO, 3/14/58, p. 14).
Colored teachers are employed in -the employed has resulted in a virtual over
Pastor Reinhold Niebuhr believes the
South in proportion to their populated; throwing of Constitutional government. ;, 1ethic ol’ Judaism to bo superior as an aid
Integration would cause'•thousand.': to lose
School integration is part of tbe to the development of the social conscience.
jobs. H ie South Is making honest, effort-to mongrelization scheme. The throwing to You definitely get the feeling that Niebuhr
ward equal opportunities for all; some of gether of small children of the two races could wish that it (the Christian ethic)
the section's most modern schools are for in large proportions with no social barriers were a bit more effectively socially condi
Negroes.
would ultimately result in inter-marriage.
tioned. He asks his Christian colleagues not
Every true-blooded American, regardless to waste their efforts in converting Jews.
The Pledge of Allegiance says ^jnstmo
for all.” To the Southerner . th is. rneans of views on segregation, should become The world needs the humanistic social
justice for White and Colored! Segregation aware of what is happening and alert power of the Jewish way of life. (Rabbi
meets Negroes on their own ground, lifts others. Anyone who knows this information Jacob J. Weinstein in NJPO, 6/13/58,
them within homogeneous groups..accord and does nothing is in effect helping, page 14).
ing to their particular needs. Segregation is communism.
No people on earth except the Jews
based upon sound educational principles
Official information is available through have made of humanism a religion. This is
serving the Interests of both races. Miss the Georgia Commission on Education, 19 the meaning of Passover (celebrating the
integration would seek a level—i t , would Hunter St., S.E., Atlanta, Go.
slaughter of the Egyptian first-born). This
lower one group while elevating the other,
O
is one of the reasons why through the
and would not be “just'
-.,r au>” With
Uges4barbarism, in old or modern garb, has
the exception of- a few ...
m i s / , m o st.
seen fit to try to extinguish the Jewish
Southerners are NOT “haters,”, but want
flame. (Samuel li. Gach, Editor, California
to help the Negro insofar, as possible while
. Jewish Voice, April . 4, 1958, p. 1). This
Our friends over
serving tbe good of the whole.
quote, in their own words, is an excellent
the country realize,
The Bible teaches “Thou, art ih y
example of Pharisaic double-talk. Human
brother’s keeper.” The South has been its' almost unbelievable
: iV-A- *. .\<
3* ism means human nature—definition,
• X I-------results have been
>4*
Wohgtor’g Cnllncrififp Dictionary. The basic
“XIIY BROTHER’S KEEPER”
Pharisaic Quotes
P la in T a lk
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
RG 07, Arlington County Public Schools
Description
An account of the resource
Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
"Common Sense", The Nation's Anti-communist Newspaper, page 4, article continued from page 1.
Description
An account of the resource
Top half of page 4. Several articles continued.
Format
The file format, physical medium, or dimensions of the resource
pdf
Source
A related resource from which the described resource is derived
RG 7, Arlington County Public Schools
Creator
An entity primarily responsible for making the resource
Common Sense, William Allen
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1950s
Rights
Information about rights held in and over the resource
This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited.
Identifier
An unambiguous reference to the resource within a given context
7_1_8_19_11