6 20 235 https://projectdaps.org/files/original/cc1d7c321b201497282e835acc3aac82.pdf ddbadc2a147f6ece1e9d9e81237c3ea3 PDF Text Text (The following e d i t o r i a l a p p e a r e d i n the THE WASHINGTON DAILY ARLINGTON This is another county government. COUNTY round in BOARD the fight October NEWS) 51. 1952 issue of ELECTION for control of Arlington's A n e w " I n d e p e n d e n t " c o a l i t i o n is f i g h t i n g n o n - p a r t i s a n s . Democrats and Republicans are united on coalition candidates. So a r e m a n y o f A r l i n g t o n ' s b u s i n e s s m e n . There are charges by I n d e p e n d e n t candi d a t e s that non­ p a r t i s a n s have given the c o u n t y a inefficient, wasteful government. R a ised taxes. Stirred up dissension among county residents. In our opinion this just isn't so. A r l i n g t o n ' s n o n - p a r t i s a n m o v e m e n t s t a r t e d six: y e a r s a g o . Large numbers of new r e s i d e n t s had d e m a n d e d b e t t e r schools and public improvements they couldn't squeeze out of a county govern­ m e n t d o m i n a t e d b y c o n s e r v a t i v e o l d - t i m e r s w h o w e r e w i l l i n g to profit b y Arlington's great growth but not to pay taxes accordingly. N o n - p a r t i s a n s are l a r g e l y respon s i b l e f o r A r l i n g t o n ' s b e t t e r schools, also for a Start o n planned publ i c improvements and for other county government reforms. Of course all this has caused controversy. If A r l i ngton non-partisan County Board f e a t e d next Tuesday, it w o n ' t be on a c c o u n t partisans in Arlington government. They'll are stacked b y a coalition opposition. This newspaper supported Arlington c a n d i d a t e s are d e ­ of the record of n o n ­ lose because cards non-parti-sans in their reform. We b e l i e v e it has b e e n good for all A r l i n g t o n i a n s , We h o p e the n o n - p a r t i s a n s w i n at l e a s t a s h a r e of th e v a c a n t s e a t s , a n d t h a t t h i s p a r t i c u l a r t y p e of p o l i t i c a l b i c k e r i n g will stop and all county citi z e n s will a gree they should get t o g e t h e r o n s u c h b a s i c f u n d a m e n t a l s a s e q u a l i t y of t a x b u r d e n good schools, p l anned cou n t y Improvements and first-class citizenship for Arlington's large Federal worker population. Reprinted by permission DAILY of NEWS WASHINGTON � 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 Arlington County Board Election, Washington Daily News Editorial, October 31, 1952 Description An account of the resource Editorial, reprinted from the Washington Daily News, regarding the upcoming County Board election and the history of non-partisan government in Arlington. 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 Washington Daily News 1952-10-31 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_1_26 https://projectdaps.org/files/original/ef35fe20a030de6cca7e086d0937b452.pdf 5fd96af1c6595489c4cc8c737b224dbc PDF Text Text ARLINGTON CIVIC FEDERATION BULLETIN V o l . I X ______________________________ O c t o b e r 1 9 5 2 _________________________ N o . 8 Published monthly in the interest : of the : NEXT MEETING ARLINGTON COUNTY CIVIC FEDERATION : T U E S D A Y , O C T O B E R 7, 1 9 5 2 Editor: W i l l i a m G. W a t t Ch 7032 : OFFICERS ; 8 P . M . (SHARP) Pres.V.P, Treas.S e c ’y . - Ruth O'Dell Cox Lawrence Knappen W. A. B a c k u s M a r y L. A r a s o n THE C H 7396: OT 7763: O X 0318: JE L-A679: WELFARE OF LYON THE PARK COMMUNITY HOUSE COUNTY T h e o b j e c t o f the F e d e r a t i o n , a s s t a t e d i n our C o n s t i t u t i o n , is take a c t i o n to prom o t e t h e g e n e r a l w e l f a r e of A r l i n g t o n C o u n t y . " T o t h i s end, t h e F e d e r a t i o n h a s d u r i n g t h e p a s t f e w y e a r s b a c k e d t h o s e m e a s u r e s w h i c h h a v e r e s u l t e d in so m a n y of the r e f o r m s that this County needed. W e endorsed a n elected School Board; a merit s y s t e m for County employees; a s trong Public Utilities C o m m i s sion; t h e e s t a b l i s h m e n t o f C i t i z e n s A d v i s o r y C o m m i t t e e s , to w h i c h i n cidentally w e have c o n t r i b u t e d a substantial n u m b e r of members well q u a l i f i e d to r e n d e r o u t s t a n d i n g s e r v i c e to t h e com m u n i t y ; a n d f i n a l l y C o u n t y B o a r d m e m b e r s w h o f r o m t h e i r y e a r s of exper i e n c e in the Federation have had a b e t t e r knowledge of the civic needs of Arlington than any of their predecessors. Arlington was prospering, its governmental m a c h inery w a s b e c o m i n g s t reamlined and i t h a d g a i n e d n a t i o n w i d e r e c o g n i t i o n as a m o d e r n urban c o m m u n i t y . Its bonds we r e e a g e r l y s o u g h t as its c r e d i t w a s s o u n d . "to S u d d e n l y , t h a n k s to t h e e f f o r t s of o n e m a n , a d i s a p p o i n t e d o f f i c e seeker, a l l p r o g r e s s i n the C o u n t y w a s s u d d e n l y brought to a s t a n d s t i l l b y l e g a l a c t i o n s c o n t r a r y to t h e w i l l o f t h e m a j o r i t y o f t h e people. Tonight, as we r e a d our n e w s p a p e r s , w e do n o t even k n o w that our sc h o o l t e a c h e r s w i l l receive th e p a y that is r i g h t f u l l y t h e i r s at the en d of t h e m o n t h . T r u l y c o n d i t i o n s in A r l i n g t o n are chaotic. Y o u r frie n d s and mine say "What can w e do?". W e s e e m to b e i n a state of frustration. A r l i n g t o n is n o t a c i t y b u t a c o u n t y a n d i t s l e g i s l a t i o n h a s to come f r o m R i c h m o n d . We have a team Fenwick, M a g r u d e r a n d D a m m w h o s e d u t y i t i s to f i g h t f o r t h a t l e g i s l a t i o n which t h e p e o p l e of this C o u n t y want. We h a v e to d e p e n d o n t h e m to introduce bills that cannot be attacked. Last January the Federation a p p e a l e d t o t h e m t o i n t r o d u c e l e g i s l a t i o n w h i c h , if e n a c t e d , w o u l d have a v e r t e d the present situation. This t h e y w e r e u n a b l e to do. ,A i �- 2> N o w a s p e c i a l s e s s i o n of the L e g i s l a t u r e h a s b e e n ca l l e d and A r l i n g t o n ' s l e g i s l a t o r s w i l l be th e r e . T h e y h a v e a c l e a r nee.date f r o m t h e c i t i z e n s o f this C o u n t y to see Shat a c r y s t a l c l e a r b i l l is i n t r o d u c e d that w i l l release this C o u n t y f r o m b o n d a g e so that the w i l l of the m a j o r i t y m a y once a g a i n be expressed. T h e w e l f a r e of the C o u n t y demands it. ARLINGTON As stated in the COUNTY CANDIDATES September Bulletin, MEETINGS the o r g anizations, u n d e r the s p o n s o r s h i p o f the hav e a r r a n g e d a series o f m e e t i n g s at w h i c h various County-wide L eague of Women Voters, the candidates who are running for office on N o v o n b e ^ A will speak. There will also he a 1 5 - m i n u t e p r e s e n t a t i o n o n the p r o s and cons o f i n c orporation. The d a t e s a n d p l a c e s of t h e m e e t i n g s , w h i c h b e g i n at 8 : 1 5 p.m. are a s f o l lows : PLACE PRECINCTS DATE Oct. 14 S t r a t f o r d Jr. 4100 Vacation Oct. 16 Claremont School C h e s t e r f i e l d Rd. Fairlington, Oct. 21 Kate 4400 Balls ton, Arlington Oct. 22 Jefferson Firehouse 5 0 1 S. 2 3 r d S t r e e t Virginia Hills Highlands, Oct. 24 McKinley School 1 0 3 0 N. M c K i n l e y E. Falls Dominion Church, W e stover, Hills, Overlee Knolls W. N. High Lane Barrett School H e n d e r s o n Rd. Oct. 29 Lyon Village Lee Highway Oct. 30 Thomas Jefferson 816 Walter S. 2. 3. Voted Hoard as it wa s delegates Rd. Community School Reed HIGHLIGHTS 1. Inasmuch w e l c o m e d the mittees. Woodlawn, Thrifton, the and Drive OF THE Carne, Cherrydale, Walkers Chapel Claremont Clencarlyn, Forest Clarendon, Lyon Village, Ashton Courtland, Park Aurora Park, Lee, L y o n Heights, Rosslyn Lane Barcroft, Jefferson, Columbia, Fillmore SEPTEMBER Arlington, MEETING first m e e t i n g o f the year, the Pr e s i d e n t outlined the duties of Civic Federation C o m $15 to help d e f r a y t h e expenses of a s h o r t t a l k f r o m a s p e a k e r of t h e the Cand i d a t e s M e e t i n g s , C h a m b e r of C o m m e r c e on Eire Prevention. 4. Endorsed a resolution approving the establishment o f R e a l E s t a t e A s s e s s m e n t , .and u r g e d f a v o r a b l e a c t i o n d u m o n t h e s u b j e c t o n N o v e m b e r 4. of on a Department the referen �5. Authorized should be sent libraries. 6. Referred that a to a l l to the c o p y of th e L o c a l G o v e r n m e n t C o m m i t t e e R e p o r t P r e s i d e n t s of c o n s t i t u e n t b o d i e s a n d to t h e Schools study and report: (a) S t e p s n e c e s s a r y Arlington school (b) T h e t y p e for Committee the employees of p e r sonnel the following establishment practices now of a subjects merit carried on for system by the for school administration (c) T h e b a s i s f o r a l l o c a t i o n o f f u n d s w i t h i n t h e S c h o o l D e p a r t me n t since the adoption of the 1952-53 budget b y the C o u n t y B o a r d (d) T h e q u e s t i o n a s t o w h e t h e r t h e S c h o o l B o a r d s h o u l d b e a p p o i n t e d or 7. e l e c t e d u n d e r the C i t y C h a r t e r Elected former delegates Robert Cox and members for the ensuing year. 8. Requested the Public Safety Committee o f l o w - f l y i n g p l a n e s a n d a l s o to s e e if a could b e a s s i g n e d to the F i r e D epartment. DON'T FORGET WE HAVE A BARTER Allen Dean as honorary to investigate the problem simple telephone number DATE ON OCTOBER 20 T h e s a l e of s e a s o n t i c k e t s f o r th e B a r t e r p l a y s is n o w in f u l l swing. Tickets were distributed at the September meeting. Bring your r e t u r n s to th e O c t o b e r m e e t i n g . T h e f i r s t p l a y is M O N D A Y , O C T O B E R 20, at T.J. Audito r i u m . If w e c a n fill the p l a c e as w e l l as To w n M e e t i n g did, our w o r r i e s are o v e r . S e a s o n tickets a r e #7.00 for 4 plays. Individual seats at #2.00. T h o s e of y o u w h o are constantly calling for more and more mimeog r a p h w o r k b y the F e d e r a t i o n have an additional obligation to support these plays. The second p l a y "THE LATE C H R I S T O P H E R B E A N " comes o n M O N D A Y , N O V E M B E R 10. Individual tickets for that p l a y w i l l be a v a i l a b l e at our O c t o b e r m e e t i n g . In case you h a v e forg o t t e n , the first p l a y is "THE C U R I O U S SAVAGE". DUES FOR 1952-53 ARE NOW DUE AND PAYABLE �Arlington 1600 Civic Federation Bulletin (See. 34.66 Worth. H i g h l a n d S t r e e t Arlington, Virginia Mrs. Eliz. 2912 W. Cambell Glebe Road Arlington, Va. P.L.&R.) � 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 Arlington Civic Federation Bulletin, Volume 9 Number 8, October 1952 Description An account of the resource Monthly newsletter of the Arlington County Civic Federation. 4 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Arlington County Civic Federation 1952-10 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_1_23 https://projectdaps.org/files/original/8d559b4d79921ca10abd08fdeda70f1b.pdf 7365cd83a9925cb097caf94be352b914 PDF Text Text (The fo llo w in g e d ito r ia l ap p eared in the O ctob er 3 0 ,1 9 5 2 is s u e o f the WASHINGTON P O S T .) NONPARTISANS IN ARLINGTON "The con fu sion o f i s s u e s on w hich A rlin gton r e s id e n ts m u st v ote n ext T u esd ay is com pounded by the b itte r fig h t for s e a ts on the County B oard . B e c a u se of the r e c e n t co u rt d e c is io n p roh ib itin g F e d e r a l e m p lo y e s fr o m holding county o ffic e four v a ca n ­ c ie s m u st be fille d . The non p artisan m o v e m e n t, which u n til the cou rt d e c is io n had a 3 -2 m a jo rity on th e board , h as nom in ated D r . Ivan A . B ooker fo r the reg u la r te rm and M r s. Ruth C ox, W illiam J . D eM ik and M r s . M artha G am m on for the un­ e x p ire d t e r m s . County D e m o c r a ts have put up W e sley W . C oop er and the R ep u b li­ can s have nam ed G eorge M . R o w z e e .j r ., to op p ose D r . B o o k e r . A new group the A rlin gton Independent M ovem en t, h as n om in ated M r s . L eone B uchholz D r .R obert H. D e tw e ile r and A lvin F . K im el fo r the th r e e u n exp ired t e r m s . U nfortunately, no in d ica tio n of p o litic a l a ffilia tio n w ill a p p ear on the votin g m a c h in e s „ G en e r a lly , A rlin gton h a s had good g o v e rn m en t under th e n o n p a r tisa n s. The r is e of the m o v em en t c o in c id e d w ith the b ro a d ly b a s e d c itiz e n cam p aign a fter the w ar to g e t b e tte r s c h o o ls . L ike m any r e fo r m m o v e m e n ts , the n on p artisan group o c c a s io n ­ a lly h a s su ffe r e d fro m e x c e s s of z e a l, and so m e of its le a d e r s have ap p eared to be d o c tr in a ir e . B e c a u se of the p rep on d eren ce of G overnm ent e m p lo y e s in it s m em ber­ sh ip , it h as n e v e r a ttr a c te d w ide su pp ort fr o m county b u s in e s s in t e r e s t s . It has had to com b at the e sta b lis h e d p o litic a l o r g a n iz a tio n s w ith am ateu r m eth od s, and th e r e h a s b een a good d e a l of pulling and h au lin g. N o n e th e le s s , the n on p artisan group h a s o ffe r e d an opportunity for anyone to w ork for b e tte r lo c a l g o v ern m en t , and its a c c o m p lish m e n ts in b rin gin g A rlin gton a b r e a st of the t im e s h ave been s u b s ta n tia l. Im p a tien ce w ith the n o n p a rtisa n s have d r iv en so m e p e r s o n s into the fo ld o f th e new A rlin gton Independent M ovem en t. An ex a m in a tio n of th is g r o u p 's sp o n s o r s in d ic a te s th at, d e sp ite it s r e c r u it s , it i s p r im a r ily the cre a tu r e of the r e a l e s ta te in t e r e s t s and bu ild in g tr a d e s . Som e of it s can d id ates have talk ed b ro a d ly of " ex tra v a g a n ce , " have s n e e r e d at sc h o o l im p ro v em en t and h ave im p lied op p o stio n to ren t co n tro l and the c o u n ty 's b u s in e s s p r iv ile g e ta x . N ot too su r p r is in g ly , the D e m o c r a tic and R e p ­ u b lican o r g a n iza tio n s both have in d o r se d th e AIM can d id ates T hus the figh t b o ils down to an attem p t in w h ich both p o litic a l p arties have jo in e d to s m a s h the n on p artisan m o v e m e n t. N otw ith stand in g the "independent" t itle , AIM is doing the w ork of the o ld -lin e p o litic a l p a r t ie s . T h is n ew sp a p er has lon g b e lie v e d that p arty p o litic s do not b elong in lo c a l g o v e rn m en t. It a ls o b e lie v e s that the non­ p a r tis a n s , w h a tev er th e ir s h o r tc o m in g s, o ffe r the b e s t p r o m is e o f a county g o v e r n ­ m en t that w ill r e s i s t s p e c ia l in te r e s t p r e s s u r e s and r e p r e s e n t fa ir ly a ll o f the c o u n ty 's r e s id e n t s ." R e p r in te d by p e r m is s io n WASHINGTON PO ST � 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 Nonpartisans in Arlington, Washington Post Editorial, October 30, 1952 Description An account of the resource Editorial, reprinted from the Washington Post, regarding the state of non partisan representation on the County Board and criticizing the Arlington Independent Movement. 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 Washington Post 1952-10-30 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_1_22 https://projectdaps.org/files/original/a4c797e73c74d15491893aeea193b510.pdf fb3e8d1623bd2f912bc8daf6539ae736 PDF Text Text S T A T E M E N T of P R I N C I P L E S S T E A D F A S T I N T H E F A I T H th a t the C o n s titu tio n o f the U n ite d States established o u r gove rnm ent as a g o v e r n m e n t o f t h e p e o p l e . . . n o t o f a class, a s tro n g m in o rity , o r any g ro u p o r in terest o p e ra tin g in self in te re s t a t the expense o f others; W E A F F IR M and p u b lis h the fo llo w in g p rin c ip le s , com m e ndin g them to a l l citizens o f V irg in ia , who, a t the same tim e are citizens o f o u r free n a tio n . # # # # # # * * # # W E B E L IE V E th a t the people in a free n a tio n o r state are sovereign. W E B E L IE V E th a t gove rnm ent is the servant o f a l l the people; th a t any e ffort, d ire c tly o r in d ire c tly , to p e rve rt its activitie s fro m the good o f a l l the people to the lim ite d ben efit o f a f e w is e v il; th a t to p e rm it gov­ e rn m e n t a t any le ve l to become paternalistic, d ic ta to ria l, o r restricted in its re c o g n itio n o f the rights o f a ll people e q u a lly, is co n tra ry to the p rin c ip le s o f a free governm ent. W E B E L IE V E in f u ll p a rtic ip a tio n in the affairs o f o u r gove rn m e n t by in d iv id u a ls th ro u g h a t least tw o stron g p o litic a l parties, each w ith w e ll-defin ed p rin c ip le s ; w ith free access to p a rty councils afforded a ll p a rty members and to a ll those w ho w o u ld a ffilia te w ith such p o litic a l parties. W E B E L IE V E th a t the r ig h t to p a rtic ip a te in the affairs o f o u r g o v e rn m e n t th ro u g h the exercise o f the franchise is n o t o n ly an in a lie n a b le r ig h t guaranteed b y the C o n s titu tio n , b u t a positive o b lig a tio n o f good citize nship , and th a t i t s h o u ld n o t be restricted o r abridged by p o ll tax o r u n d u e restrictio ns as to lite racy, o r by in tim id a tio n o r coercion. W E B E L IE V E th a t the qua lific a tio n s established fo r exercise o f the franchise s h o u ld be sim ple and d ire ct, lim ite d to sane, lite ra te citizens o f the U n ite d States. W E B E L IE V E th a t the rig h ts and freedom s guaranteed to the in d iv id u a l by o u r C o n s titu tio n are sacred and th a t the exercise o f these rig h ts s h o u ld be encouraged. W E B E L IE V E i t the d u ty o f a ll citizens o f o u r c o u n try to resist to the u ltim a te C om m unism , Fascism, statism , o r any o th e r “ ism ” th a t sets class against class o r sets state above the people. W E B E L IE V E in the freedom and d ig n ity o f die in d iv id u a l; we oppose any g roup, w h e th e r i t be p o litic a l, vocatio nal, social, economic, o r ra c ia l, w h ic h operates fo r its o w n selfish interests and against the com ­ m o n good. W E B E L IE V E th a t gove rnm ent is created to serve m an; and th a t, in the perform ance o f its duties, i t sh ou ld in fo r m the citizens o f its activ itie s and encourage th e ir fu lle s t p a rtic ip a tio n in p u b lic affairs. W E B E L IE V E in the w idest encouragem ent b y gove rnm ent o f p riv a te a g ric u ltu ra l, in d u s tria l, and business enterprise fo r the ben efit o f a ll o u r peo ple; and the re g u la tio n o f such p riv a te enterprise o n ly to the e x te n t re q u ire d to p re v e n t in e q u itie s and oppression. W E B E L IE V E i t to be the o b lig a tio n o f every citizen in a free state to resist fearlessly and w ith c o u r­ age and steadfastness, the e ffo rt o f any one m an, one clique, o r one g ro u p to d ic ta te and c o n tro l the activities o f a governm ent. W E B E L IE V E in the fu n d a m e n ta l im p o rta n c e o f local g o v e rn m e n ta l re s p o n s ib ility — coun ty, c ity and c o m m u n ity — and oppose the fin a n cia l, p o litic a l o r o th e r interference b y the state o r n a tio n in the o p e ra tio n o f such lo cal governm ent. L o u is S pilm an, President & E d ito r, T h e N e w s-V irg in ia n , W aynesboro, V irg in ia . Jan u a ry 1, 1951. � 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 Statement of Principles, January 1, 1951 Description An account of the resource Flyer outlining a statement of principles regarding government structure, published by the News-Virginian of Waynesboro, Virginia. 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 The News-Virginia 1951-01-01 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_1_21 https://projectdaps.org/files/original/824a058071d7519b87c5c175e2bd9e23.pdf 0d9a96ecf39552e96de227c85669c4b6 PDF Text Text GUARDIANS OF AMERICAN EDUCATION PARENTS EDUCATIONAL RESEARCH ORGANIZATION is a group of Arlington Virginia parents who have joined together in an effort to improve the quality of education in their public schools and to insure the best possible returns for their school dollars. PARENTS EDUCATIONAL RESEARCH ORGANIZATION P.0. Bo x 1146 Arlington, V i r g i n i a North S t a t i o n TEN E T S The members of the Parents Educational Research Organization adopt these as their tenets: 1. We believe that the public schools exist for the primary purpose of teaching children the essentials of knowledge, and the personal and intellectual disci plines, necessary to living a balanced, creative and productive life in American society. 2. We believe that the following subjects (used in the traditional sense) embrace these essentials of-knowledge:-reading-and phonics; writing, arthmetic, spelling, language, history, geography, civics, and science, 3. We believe that each of the foregoing subjects should be taught separately, that the major share of each student's time should be spent on these subjects, and that art work, music, physical education and health, etc., should be accorded their proper secondary role. 4. We believe that minimum requirements above the national average should be established for each subject at each grade level, and that regular examinations should be given each child in every academic subject to measure his achievement against these minimum requirements. We believe that these regular examinations should also be used to establish each child's competitive standing with other members of his class or group. 5. We believe that the parents should be informed at the beginning of each school year of the minimum requirements in each academic subject. 6. We believe that the parents should receive viritten reports on each child's achievement on each academic subject once each 6 weeks throughout the school year. 7. We believe that, in these regular reports, the child's achievement should be stated in terms of A, B, C, having standard numerical value, or in percentages of 100, and that these grades should be based upon records kept of each child's daily performance and tests given during the report period, 8. We believe that each child should have a text for each academic subject, a separate period of each day for each subject, and that he should be required to master the contents of that text. 9. We believe that pertinent material, discussions and graphic aids should be used when they facilitate instruction, but that the primary purpose of each ir>struction period should be to teach the subject. 10. We believe that the child should have a reasonable amount of homework to help establish good habits of study and concentration, and to enable the parents �- 2- t o a s s i s t t h e c h i l d viith his s c h o o l w o r k , 11. W e b e l i e v e t h a t each c h i l d s h o u l d b e e n c o u r a g e d t o p e r f o r m t o h i s m a x i m u m c a p a c i t y a n d that, i n n o case, s h o u l d t h e m i n i m u m r e q u i r e m e n t s b e a l l o w e d t o b e c o m e t h e m o s t t h a t t h e c h i l d o r t h e class w i l l a c c o m p l i s h . 12. We believe that a classroom s ho u l d b e conducted i n a n orderly an d disciplined m anner, f r e e f r o m distractions o f e x c e s s i v e indi v i d u a l a c t i v i t y , s o t h a t t h e c h i l d m a y c o n c e n t r a t e o n his w o r k a n d l e a r n t h e p r o p e r r e s p e c t f o r a ut h o r i t y . 13. We w a n t o u r c h i l d r e n t o b e a c c e p t a b l e m e m b e r s o f so c i e t y , p r a c t i c i n g t h o s e hab i t s a n d v i r t u e s t h a t p e o p l e e v e r y w h e r e r e c o g n i z e a s n e c e s s a r y t o l i v e i n harmony w i t h oneself a n d one's fellowman. But, w e b e l i e v e t h a t t h e t e a c h i n g o f ' s u c h a w a y o f l i f e is p r i m a r i l y t h e r e s p o n s i b i l i t y o f t h e par e n t s a n d t h e church, with the academic instruction prov i d e d b y the public schools. I n the discharge o f this service, w e r e g a r d t h e t e a c h e r t o b e t h e a g e n t a n d t h e p a r e n t t o b e t h e principal. 14. W e b e l i e v e t h a t a str o n g p r o g r a m o f p a t r i o t i s m s h o u l d b e p r o v i d e d a t al l lev e l s o f pub l i c e d u c a t i o n so t h a t ' o u r c h i l d r e n m a y f u l l y u n d e r s t a n d a n d ' a p p r e c i a t e t h e i r A m e r i c a n H e r i t a g e , t h e i r f r eedoms u n d e r t h e Constitution, a n d t h e o b l i g a t i o n t o exercise s e l f - d i s c i p l i n e a n d restraint t h a t s u c h f r e e d o m e n t ails. 15. W e b e l i e v e t h a t t h e p r i n c i p l e s set f o r t h i n t h e s e t e n e t s s h o u l d a p p l y e q u a l l y t o a l l p u b l i c s c h o o l s i n t h i s county. * * W e c o m m e n d t h e s e p a r e n t s f o r t h e i r fi n e p r o g r a m . Have Y O U a group i n Y O U R c o m m u n i t y s t u d y i n g y o u r s c h o o l s y s t e m a n d its c u r r i c u l u m ? I f y o u have, a r e y o u giv i n g t h e m y o u r s u p p o r t a n d h e l p ? Do y o u k n o w t h e k i n d o f h i s t o r y y o u r c h i l d r e n a n d g r a n d c h i l d r e n a r e b e i n g taught? We h o p e t h e s e ideas w i l l b e y o u r i n s p i r a t i o n t o do s o m e t h i n g c o n c r e t e i n y o u r community. J u a nita N. C a s s i d y (Krs. L e w i s C.) i3xecutive S e c r e t a r y , N a t i o n a l D e f e n s e Committee, W . S . D . A . R . � 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 Parents Educational Research Organization, Arlington, Virginia, Tenets Description An account of the resource Flyer outlining the 15 tenets of the Parents Educational Research Organization, an Arlington parents group interested in public schools. 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Parents Educational Research Organization 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 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 19_6_1_1_20 https://projectdaps.org/files/original/5445b597a474b2abcd0466f23a02d50f.pdf 620ef94445ca29fc3ae2c6ae3dc15270 PDF Text Text American Association of University women I 63 U Eye Street, N.YV., Washington 6, D.C. January 1952 A BIBLIOGRAPHY TO SUPPLEMENT THE READING CONTAINED IN THE KIT "The Attack on the Public Schools" Axtelle, George E. "Public Relations and Educational Statesmanships Progressive Education, vol. 28, No. 7, May 1951. Next Steps." The writer believes the educator has a positive duty not yet fully realized: "To help the public organize itself so it may identify its basic interests in educa tion, to make available the scientific data and other considerations it must have at its disposal to form intelligent educational policy." Beminghausen, David K. "The Case of the Nation." American Scholar, Winter 1950. The Nation was dropped from New York City public school libraries by the New York school administration. This article by the chairman of the Committee on Intellect ual Freedom, American Library Association, examines the idea of a student's "freedom of inquiry" gs part of his "educational opportunities." Defense Bulletins Nos. 35. 36, 37, 38, 39. (freeTI NEA Defense Commission, Yvashington, D.C. No. 35, "Report on the Enemy," is a speech given in Missouri by Harold Benjamin (1950), describing purpose of Commission and is a first statement of reconnaisance on war on education. No. 3 6 , November 1950, No. 37, January 1951, No. 38, Febru ary 1951, No. 39, October 1951, contain reports and informative quotes related to current issues in the attack on the public schools. Forster, Arnold. A Mea sure of Freedom. Doubleday, New York, 1950. This 250-page book by the lawyer who is director of the Anti-Defamation League's Civil Rights Division, contains documented profiles of propaganda leaders in this country who make their living by organizing prejudice. For those who do not know the reputations, motivations, and methods of the characters behind organized at tack, this reference is a must. Hullfish, H. Gordon, "The Profession and the Public Face a Common Problem." tional Research Bulletin, volume 30, No. 5, May 16, 1951. Educa "The simple fact is that education must become more public than it has been here tofore." The educator and the public must see that education becomes better understood in order "to help young people grow into effective and intelligent citizenship." Constructive lessons from the Pasadena case. Kaplan, Louis. "The Attack on Modern Education." Phi Delta Kappan, January 1951. Professor Kaplan makes a documented analysis of these questions: Did schools of an older generation do a good teaching job? Are modem schools any better? How can a desirable relationship be created between a community and its schools? �- Lippitt, Ronald# “Attacks on the school: Progressive Education, May 1951. 2 - How to Develop Preventive Strength#" This two^page article refers to the various "attacks" on public schools as a starting point for discussion of the obligation of the school and its leaders to inform the community concerning educational matters. Mead, Margaret. The School in American Culture# Massachusetts, 195l^ Harvard University Press, Cambridge, A refreshing presentation from an anthropological point of view of the problems our schools and our teachers face in the culture of today. Age brings not wisdom but confusion to a teacher today, unless that teacher can keep up with the demands of a changing society. Melbo, Irving R. mi5hat Can School Board Members do to Answer Criticisms of Public Education?" American School Board Journal, vol. 122, No. 5, May 1951. A carefully organized article showing how citizen criticism of public education should be received, evaluated, and used to improve children's education. Although "freedom- to criticize appears to be inherently a privilege of American citizen ship," there must also be "willingness to accept responsibility for making a criticism." Morse, Arthur D. "Who's Trying to Ruin Our Schools?" September 1951. McCall1s Magazine, A report of the attempts made in several cities to discredit educational leader ship, program, and methods, and the part played by special interest groups and certain specified persons in using or making a confused community situation. National Commission For the Defense of Democracy Through Education, The Pasadena Story, NEA, Washington, D.C., June 1951. Of all the books and articles written on the attack on the Pasadena schools and on Superintendent Goslin in particular, this short report of the case seems to give the best objective account of the entire story. Smith, Mortimer. And Madly Teach. Henry Regnery Co., Chicago, Illinois, 19l*9. Serious criticism, entertainingly written, of the foibles and pitfalls of American public school education, written by an educated and intelligent layman who served on a Board of Education. Contains more truth than fiction. Tuttle, Edward M. "Community Complaint a Golden Opportunity to Effective Public Relations." American School Board Journal, vol. 121, No. 2, August 1950. The School Board should consult the community as well as principle that "all the p eople should have all the facts community interest in schools is only now emerging after during which people generally have paid (them) little or natural that many questions arise. the educators, on the all the time." Because "a considerable period no attention," it is �- 3 - Younger, George. "Protestant Piety and the Right Wing." Social . c i n May IS. Ato, 1951. A 35-page leaflet, reporting current attempts to enlist the churches to support a particular economic or political philosophy. Describes attempts to form mutual alliances through emphasis on certain common interests. A specific and thoroughly documented stucty. Current journals carrying articles on this subject are; The Education Digest, 50 cents a copy, S&.00 a year; 330 South State Street, Ann Arbor, Michigan. National Citizens Commission for the Public Schools, 2 West ligth Street, New York 19, New York, various publications. NEA Journal, 1201 Sixteenth Street, N.l«., Washington, D. C. Nation's Schools, the Nation's Schools Publishing Company, 919 North Michigan Avenue, Chicago, Illinois. New York Times, Sunday Education Section. School and Society, available by subscription,in educational libraries, or from The Society for the Advancement of Education, Inc., 10 McGovern Avenue, Lancaster, Pennsylvania. � 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 A Bibliography to Supplement the Reading Contained in the Kit "The Attack on the Public Schools," American Association of University Women, January, 1952 Description An account of the resource Bibliography of resources for defending public schools and understanding the opposition. 3 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource American Association of University Women 1952-01 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_1_17 https://projectdaps.org/files/original/855ff01e29aa6d657b81ff0a2a817627.pdf 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 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 "A Passion For Life" Description An account of the resource Note from Constance Warren promoting the movie "A Passion for Life" 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 Constance Warren 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 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 19_6_1_1_16 https://projectdaps.org/files/original/378bfedff306469b2452fbd8c9773696.pdf 30ce4e25565dd9d76085f3503c190742 PDF Text Text �I t a ll s ta r te d . . . when Junior sighed and looked up from his homework : “It says here one of the chief reasons America is great and powerful i because of our economic s system. What is our economic system, Dad ?” Uncle Sam smiled. “All right,” he said. “Couldn’ have come to a better t place. I suppose the story starts with the kind of people we are— represent ing the knowledge and culture of many lands, but mostly venturesome, hard-working and sharing a common belief in God and the dignity of the individual. But let’ talk only about the American economic system. s Dad put down his paper and appeared to be in deep thought. “I’ like to know, too,” Mother put i . d n “I think that today, especially, every American ought to know as much as possible about our economic system.” “H o w do we make a liv in g ? . .. “I think i has something to do t with how we live,” Sis said. “That’ what economics i , you know. The study of how men make a living. s s Let’ go back to the early days. s “Well I could give you a l sorts of l answers,” Dad said, “but maybe we ought to get the story straight from the one who knows i best.” t ■t f\ “Well, like a l people in a new country, we Americans had to start from l scratch to find food, clothing and shelter. “Each pioneer family supplied nearly a l i s own needs. It was a hard l f . l t ie “W e had to work from dawn to dark to build homes, raise food and weave cloth. “W h o ’ that?” asked Junior. s “You’l recognize him a l l l right,” Dad said. “Let’ s go!” “Gradually we found i was better for each man to do just one thing and t do i weU. One could build houses, another could raise food, a third could t weave cloth. So they did . . . y m Then the whole group w ould benefit because each man could produce better and fa s te r” �“Weren’ most of the early settlers poor people?” t Sis asked. “Yes, by our standards today,” said Uncle Sam. “But for that matter, the greater part of the human race has been poor for ages. In most countries, famine and want are always just around the corner. “First, we sought new kin ds o f p o w er “E ven in A m erica com forts a n d conveniences used to be scarce. “Only a very few rich people could enjoy the things that today we take for granted. They cost more than the average man could afford. “W h y ? Because everything was made by hand— slowly. There was l t l progress. ite “This had been true for thousands of years. Just think— George Washington couldn’ travel a bit faster or more comfortably t than Julius Caesar did. There had been hardly any improvement in transportation for over 1700 years! “Then came the American Revolution, in which we won our freedoms of speech, the press, assembly and religion. “Everywhere men were demanding the right to think and act as they pleased. “They wanted a new economic freedom, too. And especially here in America, the land of opportunity, millions have found i . t “You can’ stop a really free people when they put their minds t to a problem. “This time the problem was: “H o w could we get more of the things we needed— make them faster and at lower cost? ‘ e even used the wind to run our machines. W “Then we began to use water power to turn millstones and run looms. But in some places no water power was to be had. “W e needed something better. Our inventors and business men kept test ing ahd trying. There would be big rewards in our free market for reliable power that could be used anywhere. “At last we had i — thanks to an ingenious Scotsman — James Watt. t He invented an engine driven by steam made from coal, and Americans were quick to develop i . t “Later s i l we developed engines run by gasoline and electricity. tl ‘ o w welre looking for ways to use atomic power. N “Today we use nearly 24 times more power than we did a cen tury ago. “Even in 1900, more than half the work of America was s i l tl done by sweating, straining animals and men. “By 1950 the horse had nearly vanished from our streets and farms. Animals supplied only 3 per cent of our work energy, men another 8 per cent. Power-driven machines had taken over m o r e than 90 per cent of the burden! “ Year after year, m o r e a n d m o r e p o w e r has been used to run our “We did it in three ways . . . 4 machines. Th e cheaper an d m o r e efficient that p o w e r becomes, the i m o r e w e can use it an d the greater is our production each hour!” 5 �“S econ d , we inven ted a n d used new machines “T hird, we became more sk illfu l a t our jo b s “Americans are known as inventive people. W h y ? Because we had the incentive to profit by making improvements— and by backing them with our savings. “The same new freedoms that made Americans ingenious and inventive made us better and better workers— no matter what our jobs. “W h e n our people realized that they were free to shape their own destinies, many began to devise machines which multiplied each m a n ’ work power. s “In 1799 Eli Whitney, inventor of the cotton gin that did 50 men’ work, s made history in filling an order for muskets awarded by the U. S. Army. Instead of building each gun separately, he turned out standard parts which could be used interchangeably on a n y gun. “Hearing of this, the clocksmith Eli Terry started to make clocks on the same principle. With a l the laborious l fitting eliminated, he found that he could s l clocks for $10 apiece instead el of the regular $25. In three years, he and his partner, Seth Thomas sold 5,000. “The planners and managers of industry found new and improved ways of designing factories and work flow— so that goods were turned out more quickly and cheaply. “They found new and better ways to get those goods from factories to the stores and into the homes. Advertising and selling opened up bigger markets by telling the story to millions. “And the individual worker became steadily more skillful at his job. He realized that the more he could produce during the hours he worked, the more he would increase his own value. W hen many workers did that, i t added up to national prosperity! “Labor unions and collective bargaining strengthened the worker’ sense s of security and improved work ing conditions. “Eli Terry saw that i he cut his costs f by mass production, and distributed a bigger volume at a lower price, he would enable more people to buy and make more money himself. And i t worked out exactly that way! “Eventually America devel oped the greatest group of skilled workers and technicians the world has ever seen. “Pins had long been made by hand, selling as high as 20 cents each. Then a Connecticut m a n perfected a machine to make two million pins a week! Naturally, the price was sharply reduced. “D o w n through the years, Americans invented thousands of work-saving machines. “Of course, i took money to make and install these new, labor-saving t machines in factories— more money than any one man could afford. A machine for one worker often costs thousands of dollars. So the owner took in many partners— thrifty men and women who received stock in exchange for their money. All these partners joined to form a c o m p a n y which they owned together. In order to make a profit in competition with other companies, they had to turn out better and less expensive products. “W ith new k in d s of pow er, w o rk-sa vin g m achines and w ays o f financing th em , th e A m e rica n econom ic system w as on the m arch. B u t w e added still another ingredient . . “N e w pow er — new m achines plus constantly increased s kill of both managers and w o rkers began to tu rn scarcity into A B U N D A N C E !” �“H o w have p o w er machines a n d greater skills affected prices? ’ M OTHER ASKED. “Let’ take one example,” Uncle Sam said. s “Back in 1839, William Underwood made tin ‘ canisters’or cans by hand soldering at the rate of about six per hour. These were so expensive that they were saved and re-used many times. “Today, one automatic machine can produce up to 21,000 cans per hour. They cost so l t l they are used by the millions. ite “That’ the way i went. With more use of machine power, better m a s t chines and the skill needed to work them, each machine worker could raise his productivity per hour. “T h e m ore units the m anagem ent-labor team could m ake per hour, th e lo w er th e cost, and the m ore people could afford to buy themV* “ W h at have these things done to wages a n d hou rs?’* DAD WANTED TO K N O W . — “The hand-worker usually had to t i 12 to 16 hours a day to make a living,” ol Uncle S am replied. “But with machines, he could make products worth much more in a lot less time. “So now he only has to work eight hours a day to make a much better living than the hand-worker ever knew! “B e tte r m achines and m anagem ent-labor cooperation have m ade it possible to raise wages and shorten hours o ver th e years.” “ W hat happens when m achines g et old-fashioned or w ea r o u t? ” JU N IO R ASKED. “They have to be replaced with new machines,” Uncle S a m said, “or output will go down and so will wages. In America, where we have s i fcompetition, tf companies must set aside cash for these replacements or else go out.of business. So you see how important profits are. If a company doesn’ make t a steady profit i ’ a poor risk for both investors and workers.” ts 8 ‘Do m achines ta k e away jo b s? ” Sis inquired. ‘N o in d e e d !” U ncle Sam declared. “In the long run . . . M achines make jo b s ! ” “When the Industrial Revolution began, i went ahead so fast that some t hand-workers did lose out to the machines. This usually happens when machines come i . But i ’ only temporary. n ts “Soon thousands of new jobs open up! Because that’ what always hap s pens in the long run. “For instance, a million jobs in the horse and buggy business have been replaced by an estimated 6,380,000 new jobs in making, selling and servic ing automobiles. “Today there are more people just making machines than were engaged in all manufacturing a hundred years ago. “In the past 80 years, of a l the new industries which have sprung up, l just 14 of them* give employment, direct or indirect, to an estimated 13 million workers. “In older industries, the number of workers has increased, too. In the period from 1870 to 1950, jobs multiplied by “— 9 tim es in the glass in d u stry . . . “— alm ost 7 tim es in the food in d u stry . . . “— o v er 3 tim es in th e tex tile in d u stry . . . and “— o v er 5'/2 tim es in the lu m b er and fu rn itu re in d u stries . . . w h ile “— In th e sam e period, population increased only th ree tim es. “Today, most people know that the machine hasn’ been an enemy, i has proved to be a t t friend— and that anything which has helped us to turn out goods more efficiently has added to our strength and prosperity. * Automobiles, Electric Machinery, Rayon Products, Gasoline and Oil, Rribber tires and products, Refrigeration, Radio and Phonographs, Aircraft, Tin Cans and Tinware, Aluminum Products, Ice Cream, Cash Registers and Computing Machines, Lighting Equipment, Typewriters. �‘S o you s e e ” U ncle Sam w en t on . . . “ The m ain spring o f the A m erican s ta n d a rd o f liv in g is H igh a n d Increasing P ro d u c tiv ity ! * “It is because we Americans produce so much better for every hour we work that we can earn more in less time and buy more. “This i one of the s big differences between American capitalism and the capitalism of the Old World. It i the s secret of our better standard of living.” T he c h a rt a t rig h t shows how m uch an av erag e A m erican w orker and a n av erage R ussian w orker could have bought in 1950 if each had sp en t eight h ours' pay for o n e basic food item. W h a t’s m ore,” said U ncle Sam , “In A m erica “ We enjoy both p o litica l a n d economic freedom s. What eight hours pay could buy (1950) in the U.S. and Russia “As people who have both political and economic freedoms, we Americans engage in vigorous, open competition. From childhood on we like to com pete and this inspires each of us to do his best. In the long run competition benefits everybody. L it u. s. UUuuUUULiLlL R U S S IA D ,3 LB . S ...O R u. s. R U S S IA “Where trusts, cartels, trade barriers or other restrictions hamper com petition— as they do in most of Europe and other parts of the world— productivity i low and the standard of living suffers. s 120 lbs. ,20LB S. “Competition stimulates American companies to carry on constant research, too. Our laboratories are always looking for new processes and better products. M IL K d f l f lO f W 60QTS. 0 9 Q TS. ...OR E G GS U. S. oooooooooooo R U S S IA O O O O O O O O O 21 ooz. <n 1 DOZ. From U .S . Bureau o f Labor Statistics A N N U A L IN C O M E PER PERSON (1949) IN SOM E LEADIN G C O U N TRIES ♦Rem em ber, "p ro d u ctiv ity " is n ot th e same as "p ro d u ctio n .” Productiv ity is th e r a te or e ffic ie n c y o f production. . . and the end i not yet,” Uncle Sam said. “W e have learned that s the long run in “When output per hour goes up, prices drop, so more people can buy and all of us gain. “But when output per hour goes down, prices rise, so fewer people can buy and all of us lose. “Of course, there are unusual periods when these principles don’ seem to t work— times when business i far above or far below normal. But over the s long pull you’l find that these rules of productivity do apply. l “On the average, productivity has increased in the United States about 2 per cent a year since 1850 and our standard of living has gone up at about the same rate. W e topped this in the 30 years between 1920 and 1950. “Can we keep right on doing it?” Dad asked. “W e certainly can in normal times,” Uncle Sam replied. “If everybody who plays a part in making things will team up to do i , we can raise productivity so far and so fast t that we can share the benefits and have real security for all our people.” U . S. A. $1453 _ Canada New Zealand Switzerland 780 Sweden Great Britain 77.4 Denmark Australia Belgium Netherlands France Eire Israel Finland Germany Russia Poland 300 Hungary South Africa Italy Austria 216 « Yugoslavia 146 . Greece 128 Mexico 121 _ Egypt 100 Japan 100 India 57 ^ China 27, (From United N,otions Statist “Today the American way of l f provides the ie highest level of living ever en joyed by any people in a l history. l “This i no mere boast. It i a state s s ment of thrilling fact— that men can raise their level of living by better productivity if they are free to do it! “In America there are millions of self-starters, always moving ahead, looking for new and better ways to do things. Instead of holding people back, our system encourages them to keep trying.” N O T E : W hile complete figures on levels o f living for all countries a re n ot available, annual p er capita income a s show n a t le ft is considered to be a f a ir indication. 1 1 �“We t k abundancef rg a t d ae o rne’ — U N C L E SAM SAID. “W e know that even in the depths of a depression, the people of the United States live better than millions in other countries during n o rm a l times. “Electricity, running water, central heating, one house or apartment per family, are quite general in America. To the Russian or Chinese worker, whose whole family i often crowded into one room, with no private kitchen s or bath and no central heating, our homes would represent dreams of luxury. “With only one-fifteenth of the world’ population, and about the same s proportion of the world’ land area and natural resources, the United States s — produces a b o u t h a lf the w o rld ’s m a n u fa c tu re d goods — has m o re th a n h a lf the w o rld ’s telephone, teleg ra p h a n d radio n e tw o r k s— m ore th a n a th ir d o f the railroads— m ore th a n threeq u a rte rs o f th e w o rld ’s autom obiles— a lm o st h a lf o f th e w o rld ’s radios— and consum es m ore th a n h a lf o f th e w o rld ’s coffee and ru bbe r, a lm o st h a lf o f the steel, a q u a rte r o f th e coal a n d n ea rly tw o -th ird s o f th e crude oil. “The best measure of what the average American gets out of this abundance is in what one hour’ labor will buy. First, let’ see how much labor an s s average factory worker had to give to earn some typical products in 1914, compared with how much i took to earn similar products in 1951. t 1914 1951 20 hours T O N O F SO FT C O A L E L E C T R IC L IG H T B U L B POUND OF BUTTER 7 hours 48 m inutes W O M E N ’S S H O E S 24 m inutes 24 hours 10 hours 29 m inutes 23 m inutes 102 m inutes 7 m inutes 1 hour 37 m inutes 31 m inutes Figures From U. S. Bureau o f Labor Sta tistics “Such im p ro ve m e n t is practically a law o f life here in A m erica . W e assum e that in the long run things w ill get b etter and cost less, in te rm s of w hat an h o u r’s w o rk w ill buy.” “N o w let’s sum m a rize,” SAID U N C L E SAM, “A n d I th in k you’ll agree “T i i P o r s ! hs s rges “The American System has “1 Increased the real wages of American . workers (wages in relation to prices) to three and a half times what they were in 1850. “2. Reduced hours of work from an average of about 70 hours a week in 1850 to around 40 hours in 1950. “3 Increased the number of jobs faster proportionately than the growth of . population. In 1850 out of each thousand persons fewer than 320 were gain fully employed. Today, this has risen to about 430 out of each thousand. “4 Raised_national income (the total of what a l Americans take in) from . l about 8 billion dollars in 1850 to about 239 billion in 1950 (figured in dollars of 1950’ purchasing power). s “H O W ? Well, the average worker can now produce about five times as much per hour as in 1850 with less effort. Net output of goods and services increased 30 times from 1850 to 1950, though working hours were much shorter and the population only six times greater. “I f w e w ere still producing at the 1850 rate per hour, w e w ould need over 300 m illion w orkers, each putting in 43 hours a w eek, to produce as m uch as w e d id in 1950.” �T h e B e tte r W e Produce, T h e S tronger W e G row .' ‘E v e n so, w e should n ever get sm ug , ” U ncle Sam continued. “Our s s e i ntp r e t . y t m s ’ efc.. “Maybe that’ because i ’ geared to human nature, which isn’ perfect s ts t either. “But i is because our American System is realistic— because i satisfies t t so many deep-down h u m a n needs— that i is so successful. t “True, we s i l have ups and downs of prices and jobs. Poverty and slum tl areas are s i l with us. Some other countries have done better with these tl problems than we have. “But we can solve those, as we have solved so many other big problems, because l t l by l t l we are learning more about how to deal with our ite ite economic d f i u t e . ifclis “For example, during the past half-century Congress has enacted anti trust laws, credit controls, federal insurance of bank deposits, a farm pro gram and mortgage guarantees. A vast system of retirement plans set up by private industry supplements the social security law. “W e are constantly trying to find better solutions. And we will! W e ’ not afraid of new methods. re “Progress is our middle name!” Dad looked up at Uncle Sam. “Well, you sure answered a l l our questions. And I know we’ re going to be better Americans now that we know what w e ’ got and how wonderful i i . ve t s” “The main thing i — to make i s t w o r k still better,” Mother said. “That’ right!” Uncle Sam agreed. s “And we will if we a l understand that l the system which assures individual freedom will always use its human and natural resources better than any system that doesn’. Extra reward t for extra- effort encourages each person to do better work, which helps everybody. W e ’ come a long way ve under that system.” 14 C a l n e o t ef t r hleg f h uue “Our system has given us many won derful things,” Uncle Sam said, “but we s i l have a long way to go before tl every man, woman and child of us can count on a job, a decent living and a sense of real security. “Meanwhile, our free way of l fe i i s being challenged by communist aggression. This means we have to be ready to defend our selves— to use our economic system to produce strength! “To make ourselves strong, and stay that way, we have a double job to do: “First, to build our defenses to a point where no aggressor will dare attack us. “In addition, we must produce essential civilian goods at the lowest possible cost in order to prevent inflation (high prices, low-value dollars). “This double job calls for better productivity a l along the l l ine. W e can do i i we a l work together to produce better— for instance, by finding t f l short cuts. “This dual effort may have to go on for years. “Even so, our goals for America remain the same. If we a l work together l to increase our productivity, then we can spread it benefits. This can mean s increased wages, lower prices, shorter hours, more jobs and better collective bargaining. It can also mean a sure, encouraging return to investors and owners. Only in this way can we hope to level off the ups and downs of prices and jobs, lessen the chances of recurring depressions, reduce indus trial disputes and enjoy the good things for a l which our economic system l can give us!” 15 �The Public Policy Committee of the Advertising Council approved this economic education program. Below are the present members of the Committee, who represent virtually every segment of American life — management, labor, religion, education, agriculture, social service, medicine, banking, journalism and law. A p b i s r i ep o e t u l c evc rjc T his booklet is p a r t of a public in fo rm a tio n p ro g ra m con ducted by T h e A d v e rtisin g Council, Inc., in th e in te re s t o f a b ette r-in fo rm e d a n d hence a s tro n g e r A m erica. CHESTER C. DAVIS Chairman Associate D irector, The Ford F oundation DR. RALPH J. BUNCHE EVANS CLARK, Vice Chairman Secretariat, U nited N ations E xecutive Director, T w en tieth C entury F und T he A d v e rtisin g Council is a non-profit, non-political, non p a rtis a n o rg an izatio n fo rm ed to u tilize a d v e rtis in g in th e public service. E stab lish e d sh o rtly a f t e r P e a rl H a rb o r, the Council helped p la n a nd p re p a re , w ith o u t ch arg e, a d v e rtisin g f o r such W orld W a r I I p ro g ra m s as W a r Bonds, Food Con serv atio n , S crap S alvage, P a p e r S alvage a nd over 100 others. In these c ritic a l tim es th e Council is devoting its energies to m an y in fo rm a tio n p ro g ra m s in the n a tio n a l w e lfa re and in th e in te re s t o f a fre e w orld. MISS OLIVE CLAPPER g jtb lie ia t DR. JAMES B. CONANT President, H arvard U niversity CLARENCE FRANCIS HENRY C. FLEISHER Chairman o f the Board, General Foods Corporation P ublicity Director, Congress o f Indus trial O rganizations A d v e rtisin g on Council progi’am s is p rep a re d th ro u g h th e g e n e ro sity o f lead in g A m erican a d v e rtis in g agencies. The a d v e rtisin g tim e a n d space is d onated a s a public service by A m erican business in m agazines, radio, television, new s p a p e rs, outdoor p o ste rs a n d c a r cards. T h e Council conducts only th o se p ro g ra m s w hich, i t is agreed, serv e th e b est in te re sts o f all A m ericans. DR. ALAN GREGG MISS HELEN HALL Director, nry S treet Settlem ent PAUL G. HOFFMAN President. The Ford M £, 01 EUGENE MEYER DR. W ILLIAM I. MYERS & EL BORIS SHISHKIN DR. GEORGE N. SHUSTER DR. REINHOLD NIEBUHR ROGER W. STRAUS A. E. LYON E xecutive Secretary, R ailw ay Ixibor E xecutives Association T his booklet w as p re p a re d fo r the Council as a public service. I t w as w ritte n by A lton K etchum , designed b y L ym an Beecher Cooper a n d M ilton K. Zudeck a nd illu stra te d b y H e rb e rt Noxon, all o f M cC ann-E rickson, Inc., who gave th e ir services g ra tis. S ta tistic s w ere larg e ly derived fro m th e D e p a rtm e n t of Com merce, th e D e p a rtm e n t of L abor, th e T w entieth C e n tu ry F u n d a n d th e U n ited N ations. ELMOROPER 'd . REESE H.TAYLOR SIXTH (For p r ic e s o f th is b o o k le t in EDITION q u a n tity lo ts , w r ite : C o u n c il, I n c ., 2 5 W e s t 4 5 th S t r e e t , N e w T h e A d v e r tis in g Y o r k 19, N e w Y o r k .) �“The B etter We Produce The Stronger We Grow.” � 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 The Miracle of America Description An account of the resource Booklet produced by the Advertising Council on the benefits of the free market economic system. 10 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Advertising Council 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 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 19_6_1_1_15 https://projectdaps.org/files/original/058c5cdc30703bc52e83c6464426a1e7.pdf c70618b33877f7c7bd39ef185fc4758a PDF Text Text �BOARD OF M ANAGERS O fficers President— Mr. George B. Zehmer, Box 1487, University Station. Charlottesville. First Vice-President— Mrs. Hunter Barrow, Dinwiddie. Secretary— Mrs. Louis Spilman, Waynesboro. Treasurer— Mrs. R. B. Jennings, 1015 South Jefferson Street, Roanoke. Historian— Mrs. Berry D. Willis, 423 Westover Avenue, Norfolk. R eg io n a l V ice-P resid en ts Piedmont— Mrs. Lucy G. Bussey, 2538 Wilson Boulevard, Arlington. Southside— Mrs. William Page Williams, Brookneal. Southwest— Mrs. Walter E. Crockett, 339 Moore Street, Bristol. Tidewater— Mrs. Edwin E. Brockley, Hampton Roads Avenue, Hampton. Valley— Mrs. B. Wilson Eskridge, 415 T hom rose Avenue, Staunton. State C o m m ittee C hairm en Adult Education— Mr. R. O. Bagby, School Board Office, Roanoke. Art— Mrs. C. E. Barfield, 2501 Parrish Avenue, Newport News. Audio-Visual Education— Mrs. J. Rodney Clark, 1031 Langhorne Road, Lynchburg. Budget— Mr. Fred O. Wygal, State Board of Education. Richmond. Character and Spiritual Education— Mrs. V. F. Wilkerson, 720 Lee Street, Danville. Congress and State Publications— Miss Ethel Nash, Fredericksburg. Cooperation with Colleges— Mr. H. I. Willett, School Board Offices, Richmond. Exceptional Child— Miss Jane Stoddard, State Department of Education, Richmond. Founders Day— Mrs. A. T . Wise, Belle Haven. Health— Dr. Mildred Scott. 3303 Mary Ave., Baltimore, Md. High School Service— Mr. C. K. Holsinger, Henrico School Board. Richmond. Home and Family Life— Mrs. C. M. Evans. Forksville. W orld Citzenship— Dr. J. L. Blair Buck. State Office Building, Richmond. Juvenile Protection— Mrs. C. K. Hall, North Tazewell. Legislation— Mr. Rhoderic L. Lacy, Halifax. Mental Hygiene— Dr. Faith Gordon, Hollins College, Hollins. Music— Mrs. John J. Pohl, 121 35th Street, Newport News. N utrition and School Lunch— Mrs. E. G. M id dleton, 2942 Amherst Street, Norfolk. Parent Education— Dr. Marie Alexander, Ham p ton. Preschool Service— Mrs. Nathan J. Levy. 5209 Huntington Avenue, Newport News. Procedure and By-Laws— Mrs. James A. Rich ardson, 2411 Barton Avenue. Richmond. Radio— Mrs. Irving L. Matthews. 17 North Stafford Avenue. Richmond. Reading and l.ibraru Service— Mrs. H. O. Brown. 405 22nd Street, Virginia Beach. Recreation— Mrs. James M. Strickland. 3000 Lee Highway. Box 101. Arlington. 2 Rural Service— Mrs. Leslie Fox Keyset, Front Royal. Safety— Mrs. James Osborne, Bristol. School Education— Mr. D. C. Beery, Norfolk City School Board. Norfolk. Social Hygiene— Dr. Raymond Kimbrough. Medical College of Virginia, Richmond. Summer Round-U p— Mrs. A. Z. Gardiner, Mc Lean. SCA — Mr. Russell B. Gill, Petersburg. D istrict C hairm en Chesapeake— Mrs. Catharine W. Pape, 7108 Park Drive, Newport News. Clinch Valley— Mr. T . K. Sutherland, Dante. Danville— Mrs. O. H. Gregory, Martinsville. Eastern Shore— Rev. J. C. Weaver, Oak Hall. Farmville— Mr. Ralph A. Racer, Arvonia. Fredericksburg— Mrs. Walter N. Chinn, Jr., 303 George Street, Fredericksburg. Holston— Mrs. Joseph B. Van Pelt, Bristol. Lynchburg— Mrs. Fred Helsabeck, 106 Yeardley Ave., Lynchburg. Natural Bridge— Mr. C. Harold Lauck, Lex ington. Natural Tunnel— Mrs. B. K. Barker. Gate City. New River— Rev. S. M. Query, Hillsville. Northern Virginia— Mrs. G. A. Justusson, RFD 1, Annandale. Piedmont— Mr. J. deKoven Bowen, Route 2. Charlottesville. Rappahannock Valley— Mr. J. G. Pollard. Jr., Somers. Richmond— Mrs. Earl Moreland. Ashland. Roanoke— Mrs. R. T . Pickett, Jr., 2615 Long view Ave., Roanoke. Shenandoah— Mr. James S. Duff, Front Royal. Southside— Mrs. J. H. Lavenstein, 1584 Westover, Petersburg. Staunton River— Mrs. Clarence B. Robertson. RFD 1, Chase City. Tidewater— Mrs. J. R. Newborn. Route 3. Box 245, Norfolk. Executive Committee— Mr. George B. Zehmer. Mrs. Hunter Barrow. Mrs. Louis Spilman. Mrs. R. B. Jennings. Mrs. Berry D. Willis. Mrs. Lucy G. Bussev. Mrs. William Page Williams. Mrs. Walter E. Crockett. Mrs. Edwin E. Brockley. Mrs. B. Wilson Eskridge. Mr. Russell B. Gill. . Mr. Fred O. Wvgal. Mrs. Catharine W. Pape Budget Committee— Mr. Fred Wygal. Mrs. R. B. Jennings. Mr. George B. Zehmer. Mr. Russell B. Gill. S tate O ffice S taff Dr. Abner Robertson. Executive Director. Miss M. Frieda Koontz. SC A Executive Sec retary. Mrs. Mary B. Felger. Office Secretary. Mrs. Bessie V. Richter. Bookkeeper. Mrs. Katherine B. Thomas. Clerk. TH E VIRGINIA BU LLETIN S c h o o l B u ild in g N e ed s in V irgin ia O n M a rc h 10 the State President sent a p p ro x im a te ly 7 0 0 questionnaires to local u n its in V ir g in ia requesting in fo rm a tio n re gardin g th e ir school b u ild in g needs and the ac tio n taken b y the local u n it to discover and meet these needs. A s the V ir g in ia B u lle tin goes to press o n ly 108 que stionnaires repre sentin g 57 School D iv is io n s have been retu rne d. E ig h ty local u n its re p o rt th a t th e y have had m eetings to discuss the school needs. N ineteen local u n its o u t o f the 108 re p o rt th e ir school b u ild in g needs as "desperate.” T h i r t y seven re p o rt them as " b a d ,” t h ir t y three as " f a i r ” and nine as " g o o d .” O n ly fo rty -o n e reported action taken in an a tte m p t to meet th e ir needs. T h e ac tio n s taken varied g re a tly . T he fo l lo w in g excerpts fro m the replys w i l l give an in d ic a tio n o f the v a rio u s shapes the school p ro b le m takes and the v a rie ty o f approaches to its s o lu tio n : T h e P T A w it h the C h a m b e r o f Com m erce m ade every e ffo rt to get the consolidated school started o r a d e fi nite date set w h en we m ig h t expect to have i t in use. A f te r m a n y discussions it was decided th a t n o w was n o tim e to b u ild so the P T A w e n t to * w o rk on w h a t was already in use. « * • * Some discussion o f c u r school needs has been b ro u g h t u p at alm ost every regular m eeting o f the P T A . The R o ta ry C lu b , L io n ’s C lu b and the P T A have com m ittees designed to consider the m a tte r w it h a v ie w to g e ttin g su p p o r t fo r a b o n d issue, the proceeds o f w h ic h w o u ld be used solely fo r school im provem ents. N o th in g defin ite in the w a y o f action has been taken b u t I can assure yo u th a t in terest is alive and we hope to get some results. T h e C o u n ty School B o a rd and D i v i sion S u perin te n d e n t o f Schools together w ith the h ig h school p rin c ip a ls and la y leaders have made a survey o f the school b u ild in g needs o f th is d iv is io n and have s u b m itte d a re p o rt to the State B o a rd o f E d u c a tio n . O u r schools are v e ry m uch overcrow de d a t the APRIL. 1949 present tim e and o u r b u ild in g needs are urg e n t. T h e y o u th o f th is c o u n ty are s u ffe rin g fro m la ck o f adequate school h o u s in g and p ro p e r in d iv id u a l a tte n tio n fro m teachers due to the o v e r crow de d class room s. I t w o u ld seem th a t relief, i f w e are to have a n y , m ust come th ro u g h state aid, o r p o ssib ly federal aid fo r b u ild in g purposes. T h e school b u ild in g s itu a tio n has been d is cussed at some o f o u r P T A m eetings th is school year b u t no defin ite action has been taken b y the o rg a n iz a tio n . A le tte r was sent the G o v e rn o r u r g in g the special session o f the G eneral A sse m bly to m ake availab le means fo r school im p ro v e m e n t. R e s o lu tio n s were sent th ro u g h the D iv is io n S u p e rin te n d en t to the State B o a rd o f E d u ca tio n expressing needs and a p p ro va l o f the sales ta x i f it is necessary. A citize ns com m ittee was fo rm e d to present plans to the School B o a rd and the B o a rd o f Supervisors. V a rio u s c ivic o rg a n iz a tio n s were discussing the school s itu a tio n . T h e P T A sponsored a m eeting o f interested citize ns at the C o u rt House. I t was decided to fo rm a com m ittee c o nsisting o f the three P T A Presidents in the c o u n ty w it h a local m an as C h a irm a n and fo u r colored patrons. T h e purpose was to f o r m u late plans fo r the c o u n ty schools and to present them to the School B o ard . A t present te n ta tiv e a p p ro v a l o f a b o n d issue has been given b y the B o a rd o f Supervisors. a > ;- 1 - T h e f o llo w in g m o tio n was approved b y the E xe cutive C o m m itte e and b y the members a tte n d in g the reg u la r m eet in g o f o u r P T A o n J a n u a ry 1 1, 1 9 4 9 : T h e m o tio n was made and carried th a t we send a le tte r requesting the G o v e rn o r to call a special session o f the state le gislatu re f o r the purpose o f in q u ir in g in to the need o f a d d itio n a l schools in the state and the p o s s ib ility o f state a c tio n to meet th is need. « * • O u r school is n o t as b a d ly crow de d as some because p o p u la tio n g r o w th ii) 3 �the area has been recent and the new fa m ilie s m o s tly have n o c h ild re n o f school age. T h e y do have preschool ch ild re n w h o w i l l be o f school age before we can get c o n s tru c tio n un d e r w a y. * * * * T h u s fa r we are in the stage o f ac q u a in tin g p a tro n s w it h present c o n d i tio n s and s tu d y in g a survey o f the fiscal p la n t o f the c o u n ty schools m ade b y three q u a lifie d persons. T h is survey makes recom m endations to im p ro v e c o n d itio n s in v o lv in g a ten year b u ild in g p ro g ra m . A t the m eeting w ith the C h am b er o f C om m erce a condensation o f th is survey was read and discussed b u t n o defin ite resolu tions were made. * * * * T h e c o n d itio n o f o u r school was the subject o f in v e s tig a tio n and the chief concern o f the P T A d u rin g the 19 4 7 48 session. A com m ittee was a pp ointed to survey the school and several recom m en d a tio n s were made. T h e o n ly im p o r ta n t im p ro ve m e n ts f o llo w in g the w o rk o f the com m ittee were the in s ta l la tio n o f n e w lig h ts in a m a jo r ity o f the room s, and the p a in tin g o f the outside o f the b u ild in g . Inside p a in t in g and repairs have been prom ised as fu n d s become available. * * * * A . B o n d issue considered: believed im possible to get. B. Sales ta x fo r schools th o u g h t to be excellent s o lu tio n . C . Federal aid th o u g h t advisable o n ly w ith no federal supervision in terference o r in tro v e n tio n . D . L oca l school needs a b u ild in g w h ic h it is estim ated w i ll cost one m illio n dolla rs. O n ly a m in o r it y o f the p u b lic favors any ta x fo r school im p ro v e m e n t. M a jo r it y o f the p u b lic is n o t in fa v o r o f b u ild in g n o w . . . they s im p ly aren’t school conscious. I t is a d iscouragin g state o f a f fairs. * * * * A state sales ta x was approved b y the P T A C o u n c il b u t m ost people d e fin ite ly were opposed to it. A tw o m illio n d o lla r b o n d issue was discussed b u t the same a ttitu d e prevailed as i t was feared taxes w o u ld be to o h ig h . * * * * I t w as proposed th a t we w r ite 4 in - d iv id u a lly to o u r representatives and state o u r needs. W e considered o u r school s itu a tio n bad u n t il i t was b ro u g h t o u t in a panel discussion th a t ours is one o f the best equipped and least c row de d schools in the c o u n ty . * * * W h a t’s H a p p en in g in V ir g in ia P T A ’s * N o mass m eeting has been held. H o w e v e r, b u ild in g needs were discussed in fre q u e n t m eetings o f the P T A E x ecutive B o a rd . O u t o f these discussions we d ra fte d recom m en dations to the D iv is io n S u perintenden t and School B o a rd concerning school b u ild in g needs in o u r c ity . These recom m endations have been in corp ora ted in im m edia te and lo n g range plans o f the S u p e rin tendent and School B o a rd . These plans have been fo rw a rd e d to the State D e p a rtm e n t o f E d u c a tio n and a p p lic a tio n m ade fo r a lo an fro m the L ite ra ry F u n d . U p o n request b y the School B o a rd fo r b u ild in g fu n d s fro m the c ity the C ity C o u n c il passed a measure increasing the ta x rate to p ro v id e for, perm anent school im p ro ve m e n ts. * * * * 1. 2. T h e needs o f o u r school were presented b y a com m ittee to the School B oard. A n active cam paign was co n ducted to w a rd the successful passing o f the b o n d issue. * * * * O u r P T A cooperated w ith C e n tra l C o u n f il o f P T A ’s in a p la n designed to v is it each fre e -h o ld e r qu a lifie d to vote to fin d o u t i f th e y were favorable to the b o n d issue. Each free -ho lder was given a brochure e x p la in in g the need fo r a b o n d issue f o r school im provem ents at th is tim e. W e d id n o t take an y ac tio n because o u r P rin c ip a l and S u p e rin te n d e n t advised us th a t the School B o a rd had taken the necessary actions. * * * * W e passed a re s o lu tio n u rg in g o u r representatives in the General A sse m bly to call themselves in to special session to consider: 1. T h e tra n s fe r o f su rp lu s fu n d s in the State T re a s u ry in to the L i t erary F u n d o r some o th e r special fu n d so th a t they w o u ld be a v a il able im m e d ia te ly f o r school co n s tru c tio n , and (Continued on page 12) T H E VIRGINIA BU LLETIN Left to right: Mrs. T o m Galloway, President; Mr. H. H. McKann, Principal; Mrs. John Bruce, Membership Chairman; Abner Robertson, Executive Director. T h e m ost e x c itin g h a p penin g am ong V ir g in ia P T A ’s came on M a rc h 15 w hen the L ak esid e E lem en ta ry PTA achieved 100 per cent m em bership. M rs . T o m G a llo w a y , P T A President, a n nounced th a t every m o th e r, every fa th e r and every teacher o f every c h ild in the school had become a m em ber. M rs. G a llo w a y says th a t th is great achieve m ent was accom plished b y creating and m a in ta in in g interest on the p a rt o f every teacher and every c h ild . T h e P T A adopted as its them e “ G iv in g the C h ild re n o f Lakeside E x p e ri ence” . A t the b e g in n in g o f the school year the c h ild re n in each room d re w a large tree representing “ S p rin g ” w h ic h was placed in a p ro m in e n t p o s itio n in the ro o m . T h e tree had no leaves b u t each tim e a m o th e r o r fa th e r jo in e d the P T A a le af was added. T h e ch ild re n became m ore and m ore interested as they saw the leaves being added and there was great excitem ent o n the m o rn in g w hen APRIL. 1949 the firs t tree was in f u ll leaf w i t h 100 per cent m em bership o f parents. M rs . Lou ise Belcher, teacher o f the 6 th grade, had the firs t 100 per cent ro o m and the n e x t da y M iss B e tty Lee R enn and the 3 rd grade reached 100 per cent. T h e fa c u lty had its o w n tree and it to o atta in e d f u ll leaf. W h e n th e last tree secured a ll its leaves the R i c h m o n d T i m e s - D i s p a t c h sent a p h o to g ra p h e r th a t i t m ig h t p u b lis h a p h o to g ra p h o f the P resident, M rs . T o m G a llo w a y : M e m b e rsh ip C h a irm a n , M rs . John Bruce: and the P rin c ip a l, M r . H . H . M c K a n n , as th e y announced th a t th e ir goal had been reached. I n a d d itio n to th is and o th e r achieve m ents o f the Lakeside P T A M rs . G a llo w a y reports th a t the P T A has p a id tw o th ird s o f the cost o f a S te in w a y G ra n d p ia n o fo r th e ir new a u d ito riu m in o r der to supp lem ent th e a m o u n t th a t could be c o n trib u te d b y the School B o a rd . 1 (Continued on page 12) 5 �The Virginia Bulletin Published monthly, except July and August, at Richmond, Va., by the Cooperative Education Association, Virginia Branch of the National Congress of Parents and Teachers, in the interest of the work of the Community Leagues, Parent-Teacher Associations, and Student Cooperative Associations in this State. Subscription price: 50 cents a year. Address all communications to D r. ABNER ROBERTSON, Executive Director, The Cooperative Education Association, 16J^ N. 9th Street, Richmond 19, Va. Entered as second-class matter from March 19, 1918, at the postoffice at Richmond. Va., under the Act of March 3. 1879. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized on July 5, 1918. VOL. 32 A PR IL , 1949 Number 8 A MESSAGE TO PARENTS If P o lio H its Y ou r A rea T h is Y ear A v o i d c r o w d s a n d n e w c o n t a c t s in tra in s , buses o r boats, i f possible; a void crow de d places w here y o u m a y be close to a n o th e r’ s b reath o r cough. o v e r - f a t i g u e , to o active p la y , late ho u rs, w o r r y , irre g u la r liv in g sched ules m a y in v ite a m ore serious fo rm o f the disease. A v o i d s w i m m i n g in w a te r w h ic h has n o t been declared s a fe b y y o u r h ea lth d ep artm ent. A v o i d c h illin g . T a k e o ff w e t clothes and shoes a t once. Keep d r y shoes, sweaters, blankets and coats h a n d y f o r sudden w e a th e r changes. K e e p c le a n . W a sh hands a fte r g o in g to to ile t and before eating. Keep fo o d covered and free fro m flies and o th e r insects. B u rn o r b u r y garbage n o t t ig h t ly covered. A v o id u s in g a n o th e r’s pen c il, han d ke rch ie f, ute n s il o r fo o d touched b y soiled hands. A v o id Q u ick A ction M ay P r ev en t C rip p lin g C a l l Y o u r D o c t o r at once i f there are s y m p to m s o f headache, nausea, upset stom ach, muscle soreness o r stiffness, o r u n e x p la in e d fever. T a k e H i s A d v i c e i f he orders h o s p ita l care; e a rly diagnosis and p ro m p t tre a t m e n t are im p o r ta n t and m a y pre ve n t c rip p lin g . C o n s u l t Y o u r C h a p t e r o f t h e N a t i o n a l F o u n d a t i o n f o r I n f a n t i l e P a r a l y s i s fo r help. Y o u r C h a p te r (see lo ca l telephone b o o k o r h e a lth d e p a rtm e n t fo r address) is prepared to p a y th a t p a rt o f the cost o f care and tre a tm e n t you c a n n o t meet— in c lu d in g tra n s p o rta tio n , after-care and such aids as wheel chairs, braces and o th e r o rth o p e d ic e q u ip m e n t. T h is service is made pos sible b y the M a rc h o f D im es. R e m e m b e r , fa c ts fig h t fea rs. H a lf o r m ore o f those h a v in g the disease s h o w n o after-effects; a n o th e r f o u r th recover w ith v e ry s lig h t c rip p lin g . A h a p p y state o f m in d tends to w a rd h e a lth and recovery. D o n ’t le t y o u r a n x ie ty o r fear reach y o u r ch ild re n . Y o u r confidence makes th in g s easier fo r you and f o r others. — C u t o u t and keep fo r reference — T h e 1 9 4 9 State C on ven tio n o f th e C o o p era tiv e E d u cation A ssociation w ill b e h eld in R ich m o n d . M onday, 6 T u esd ay an d W ed n esd ay, O ctober 3 1 , Novem!>er 1 and 2 . T h e h ead q u a rters h o te l w ill h e th e H o te l Jefferson . THE VIRGINIA BULLETIN N a tio n a l M u sic W eek M a y 1-8 T . E. R ivers, S e c r e t a r y N a tio n a l a n d I n te r - A m e r ic a n M u s ic W e e k C o m m itte e T h e m e — M u s ic S trengthens F rie n d ly T ie s o f In d iv id u a ls , G rou ps, N a tio n s W it h its 2 5 th observance passed in to h is to ry last S p rin g , N A T IO N A L M U S I C W E E K starts w ith a new im petus its second q u a rte r c e n tu ry o f e x te n d in g one o f m a n 's greatest blessings — M U S IC . M u c h has been learned in these firs t t w o and a h a lf decades a b o u t the use o f th is ann u a l seven day pe rio d as an occasion to p ro m o te the cause o f m usic th ro u g h o u t the year. Each year some 3 ,0 0 0 cities, to w n s and sm aller co m m u n itie s have taken advantage o f the a n n u a l observance to p ro v id e o p p o rtu n ity fo r y o u n g ta le n t, to establish o r im p ro v e some m usical service o r asset, and to m ake m ore w id e spread the e n jo y m e n t o f good m usic and appreciative lis te n in g . S pecifically, the objectives o fte n arc expa nsion o f m usic in the schools, churches and recreation centers: estab lis h m e n t o f c ity - w id e p rogram s o f c o m m u n ity m usic: erection o f b a n d shells: e m p lo y m e n t o f a m u n ic ip a l m usic d i recto r: in it ia t io n o f a concert series. O r the e ffo rt m a y be to w a rd m ore m odest achievem ents, such as the o r g a n iz a tio n o f a record le n d in g lib r a r y ; e q u ip m e n t f o r a school ensemble: m u sical e n te rta in m e n t fo r veterans’ ho s p ita ls and o th e r in s titu tio n s . B u t w h a te v e r the purpose o r p u r poses o f the local observance, there has a lm o s t a lw a y s been beh in d i t a fu rth e r reaching aim — t o m a k e t h e p u b l i c m o r e c o n s c io u s o f th e v a lu e o f m u s ic to th e c o m m u n ity a n d to th e in d iv id u a l c iti z e n . a n d t o a id th e p ro g re ss o f m u s ic a l e d u c a tio n f o r y o u n g p e o p le a n d a d u lts . T h e m ore d ra m a tic special features em phasized h e lp en lis t in terest and su p p o rt, b u t th e y are m ost beneficial w h en seen in a larger prospective, ju s t as the seven-day pe rio d o f M u sic W eek its e lf s h o u ld be a s tim u lu s and aid to m usical deve lopm ent fo r the balance o f the 52 weeks w h ic h f o llo w it. A s d is tin c tiv e o f M u sic W eek as its APRIL. 1949 c u ltu ra l n ature is its social nature. It has been g r a tify in g to observe the ad vances in b o th dire ctio n s w h ic h have taken place o ver the years. A s a social force, M u s ic W eek is e x e rtin g its in fluence b y d ra w in g closer together civic, edu cational, re lig io u s and y o u th groups, as w e ll as m usical groups, th ro u g h th e ir co m m o n in terest in m usic and in w h a t it can do fo r th e ir members and fo r the c o m m u n ity . T h e re are o fte n m a n y types o f o rg a n iz a tio n s p a rtic ip a tin g in a c o m m u n ity n ig h t p ro g ra m , o r a co n cert o r less fo rm a l m usical e n te rta in m e n t fo r the benefit o f a lo cal, state or n a tio n a l cause. W h e th e r events fo r the observance are free o r have an adm ission charge, there s h o u ld be connected w it h them s o m e th in g o f the cooperative s p irit and the a ltru is tic m o tiv e , in rec o g n itio n , as i t were, o f the p o w e r o f m usic to heal and to h a rm o n ize , and to create an atm osphere o f friendliness and good w ill. A V o lu n ta ry and S p o n ta n eo u s O b servan ce T h e purpose o f the C e n tra l C o m m ittee is to suggest, advise, and p ro v id e a clearance fo r in fo r m a tio n and expe rience between local M u s ic W eek C o m m ittees and in d iv id u a l w o rkers, o n the one h an d, and n a tio n a l, state and local p a rtic ip a tin g o rg a n iz a tio n s on the other. T h is , to o , is a d is tin c tiv e feature o f N a tio n a l M u s ic W eek, se ttin g i t apa rt fro m a ll the com m ercial weeks, and even m a n y weeks fo r p ro m o tin g specific ideas o r in s titu tio n s . E ve ryon e desirous o f ta k in g p a rt and u t iliz in g the observance as a bac k g ro u n d against w h ic h to do s o m e th in g on be h a lf o f “ the m o st dem ocratic o f a ll the a rts ,’ ’ o r o n b e h a lf o f m usic education, is encouraged to do so, and w i l l be as sisted b y the C o m m itte e w ith in fo r m a tio n , suggestions and m ore specific a d vice w h en possible. B u t M u sic W eek has a lw a y s been, and we believe w i l l re m a in , a p u re ly v o l u n t a r y and s p o n t a n e o u s d e m o n s tra tio n b y the frie n d s o f m usic, to h e lp the frie n d s o f m usic in spreading m ore w id e ly the e n jo y m e n t o f m usic and the app re c ia tio n o f, its c o n tr ib u tio n to A m e rica n life . T fh e C o m m itte e makes suggestions as to the le adin g fo rm s o f p a rtic ip a tio n b y o r(Continued on page 11) �Statement From United States Commissioner of Education D r . E a r l J. M c G r a t h I n assum ing the office o f C o m m is sioner o f E d u c a tio n I am deeply c o n scious o f the heavy re sp o n sib ilitie s and the e xactin g duties w h ic h th is a p p o in t m e n t in vo lve s. I am n o less aw are o f the great o p p o rtu n itie s w h ic h i t offers f o r c o n stru ctive leadership in educa tio n a t a ll levels. T h is is especially true at th is p o in t in A m e rica n h is to r y wrhen the Federal G o v e rn m e n t is being called upo n to p la y a m uch la rge r ro le in ed uca tio n th a n it has h ith e rto . F ro m the b e g in n in g , th is n a tio n has been one .of o p p o rtu n ity fo r those w h o came fro m o th e r shores, and fo r the succeeding generations b o rn in th is la n d . I t has been the v ie w o f the large m a jo r ity o f A m erican s th a t a ll c h ild re n , regardless o f th e ir o rig in s o r social status, s h o u ld have the chance to develop th e ir a b ilitie s to the fu lle s t. T o d o so, ho w e v e r, th e y m u s t have equal o p p o r tu n ity fo r education. B u t the ideal o f equal e du cational o p p o r tu n ity has n o t been realized. D i f ferences in the vario u s c o m m u n itie s o f the n a tio n in the a b ility to produce w e a lth , and differences in fa m ily status and incom e, close the d o o r o f the school house to m a n y c h ild re n before th e y have th e chance to develop th e ir m in d s , th e ir bodies, and th e ir s p irits to the level o f th e ir n a tu ra l en d o w m e n ts . I f i t ever co u ld do so, th is great dem ocratic n a tio n can n o lo n g e r a ffo rd the e v il consequences o f widespread e du cational p riv a tio n . I am th in k in g here n o t o n ly o f the personal in ju s tic e in v o lv e d w h e n a b o y fa ils to realize his a m b itio n s in life be cause parents c a n n o t a ffo rd th e neces sary edu cation. T h is is, to be sure, an u n h a p p y and u n ju s t state o f affairs fo r the in d iv id u a l. B u t I am e q u a lly c o n cerned a b o u t the serious social waste in v o lv e d . A dem ocratic n a tio n needs S ta te m e n t m ade a t his induction ns C ommissioner o f E ducation, F ed eral S ecurity Agency. M arch 18. 1949, 12:00 p.m . EST. F ederal S ecurity Building. W ashington, D. C. to develop its h u m a n resources no less th a n its n a tu ra l resources. T h is is chiefly the task o f the schools. But i f they are to discharge th e ir respon s ib ilitie s f u ll y the States m u s t be helped fin a n c ia lly b y the Federal G ov e rn m e n t. T h e P resident o f the U n ite d States, re c o g n iz in g th is need fo r Federal aid to edu cation, said in his recent budget re p o rt to the Congress th a t . . . . “ A lth o u g h th e Federal G o v e rn m e n t is engaged in th is broad range o f educa tio n a l a c tiv itie s , w e are n o t yet assuring a ll the c h ild re n o f o u r N a tio n the o p p o r t u n it y o f receiving the basic educa tio n w h ic h is essential to a s tro n g dem ocracy. . . . M a n y States are fin d in g i t d iffic u lt, even w it h h ig h ta x rates, to p a y adequate salaries o r to take o th e r corrective measures. I t is therefore u rg e n t th a t the Congress enact le g is la tio n to p ro v id e gra n ts to the States in s u p p o rt o f a basic m in im u m p ro g ra m o f elem en ta ry and secondary edu cation f o r a ll o u r c h ild re n and y o u th .” I t has become the fa s h io n to speak o f the crisis in edu cation. So m a n y o f us use the phrase th a t I am a fra id i t is lo s in g its m eaning. Nevertheless, I can n o t le t th is o p p o rtu n ity pass w ith o u t re fe rrin g to it again. I feel i t m y d u ty to w a rn the people o f the U n ite d States o f A m e ric a th a t bad as the crisis is t o day, it w i l l be m a n y tim es as bad in five years unless the N a tio n acts v ig o ro u s ly . W e are n o w in a p o s itio n in the U n ite d States where we c ann ot even m a in ta in o u r present edu cational a d vantages. W e are in the p o s itio n where we can o n ly go b a ckw a rd unless we go fo rw a rd . W e can o n ly go fo rw a rd w it h the a id o f Federal su p p o rt. Some w i l l say th a t Federal aid w i l l lead to Federal d o m in a tio n and result in Federal c o n tro l o f the th in k in g o f o u r citizens. I d en y th is . T h e t r a d i tio n o f local c o n tro l o f education is f ir m ly established in A m erica. I believe in it. I have no fear th a t the people T H E VIRG INIA B U LLETIN o f the la n d w o u ld ever let i t be de stroye d. I f there is an y th re a t to local in it ia tiv e and re s p o n s ib ility , i t is n o t fro m a grasping Federal G o v e rn m e n t. I t comes fro m the increasing d e te rio ra tio n o f o u r edu cational system its e lf, th ro u g h fin a n c ia l s ta rv a tio n . W e w h o fa v o r Federal aid are agreed th a t it s h ou ld flo w fro m Federal agencies d ire c tly to established a u th o ritie s w ith in the sev eral States, the a llo c a tio n o f such fu n d s to be m ade in term s o f local needs and local policies. A d equate le gislative safe guards can be p ro v id e d to protect local in s titu tio n s and agencies fro m g o v e rn m ent d o m in a tio n . I t s h o u ld never be fo rg o tte n th a t an uneducated and fru s trated electorate is the best prey o f d e m agogues and dic ta to rs . E d u c a tio n is the road to personal and p o litic a l freedom . Federal s u p p o rt w i l l help to keep th is road clear fo r a ll o u r people. D evelop m en ts o f th is type and other changes n o w o c c u rrin g in A m e rica n society and in the e d u cational in s titu tio n s o f the c o u n try w i l l create new issues and new problem s in the w o rld o f education. These m atters m ust be studie d in te n s iv e ly and f u ll y i f an ade quate e du cational p ro g ra m f o r a ll the y o u th o f the n a tio n is to be p ro v id e d . I n th is task m a n y agencies and m a n y persons w i l l take p a rt. T h e office o f E d u c a tio n o f the Federal S e curity A g ency, i f it is to discharge its f u ll re s p o n s ib ilitie s to the G o v e rn m e n t and to the citize ns generally, m ust exercise d y n a m ic leadership in such studies and in such p la n n in g , u s in g a ll the resources in its o w n s ta ff and others elsewhere availab le. _ F o rtu n a te ly the s ta ff o f the Office o f E d u c a tio n is alrea dy composed o f h ig h ly com petent and w e ll- in fo r m e d educators. I t is a team w h ic h I am p ro u d to jo in . I p la n to use the staff as a team in the f u ll fillm e n t o f o u r co m m o n purposes. W it h the f u ll c oop era tion o f th a t staff and w ith the s u p p o rt and encouragem ent already m anifested b y the able and en lightened to p officials in the Federal S e curity A g ency I believe th e Office o f E d u c a tio n can become an increa singly useful and im p o r ta n t agency in A m e r i can education and in A m e rica n society. W h a te v e r talen ts and energy I have, I pledge y o u , w i l l be used to th a t end. APRIL. 1949 Schools of Instruction M r s . E. T . H a l e , N a tio n a l C h a ir m a n C o n g re ss P u b lic a tio n s O ne o f the state vice-presidents re c e n tly asked the $ 6 4 que stion w h e n she in q u ire d in effect: “ W h a t makes y o u t h in k y o u have to w a it u n t il y o u r cou n cil o r d is tric t p u ts o n a school o f in s tru c tio n to learn y o u r new dutie s?” I f state o r d is tric ts h o ld schools o f in s tru c tio n o r conferences o r w o rksh o p s (th e nam e doesn’ t m a tte r) in the f a ll ju s t before the s ta rt o f school, these are o f course o f in estim a ble value. How ever, local officers w i l l be in a m uch better p o s itio n to absorb the in fo r m a tio n i f th e y have held a conference (gu id e d b y the b o o k le t S c h o o l s o f I n s t r u c t i o n ) w it h a ll th e ir local boa rd members in attendance. Q uestions th a t chairm en w a n t to k n o w and to w h ic h th e y h ave n’t fo u n d an answ er can then be b r o u g h t to y o u r d is tric t w o rk s h o p (a lo n g w ith the person m a k in g the i n q u i r y ) . T h e local u n it m a y be u n d e r ta k in g a new p ro je c t and m a y w a n t in fo rm a tio n on th a t o n e subject, h a v in g become q u ite efficient in a ll m atters p e r ta in in g to the m a n y o th e r com m ittees o f the o rg a n iz a tio n . P la n n in g m u st be done ea rly in the sum m e r in o rd e r to have p rogram s p rin te d b y the b e g in n in g o f school. M e m b e rsh ip e n ro llm e n t c a m p a i g n s s h o u ld be w e ll u n d e r w a y . P ro b a b ly no bette r w a y o f g e ttin g coordinated a c tiv ity fro m a new b o a rd can be th o u g h t o f th a n b y p u t tin g o n a local school o f in s tru c tio n , u s in g th is 12page leaflet as a guide fo r p la n n in g , a r rangem ents, e x h ib its , m ate rials, and topics. O ne g ro u p fro m w h o m we som e tim es expect greater results and to w h o m we give less in fo r m a tio n th a n an y o th e r are the ro o m representatives. Since w e ask them to p e rfo rm the m ost im p o r ta n t task o f p la cin g o u r objectives and policies before p o te n tia l m embers, we m ust see th a t fo r th is task w e select the best speakers, the m ost enthusiastic su p porters o f p a re n t teacher ideals. R o o m representatives, th e n , sh o u ld b y a ll means, be in v ite d to atten d and p a r( C o n tin u e d on page 11) 9 �S t u d e n t V is it a t io n s t o C o m m o n G lory P roposed T h e J a m e sto w n C o rp o ra tio n at W i l lia m s b u rg has developed a p la n to en large the v is ita tio n b y student groups to W illia m s b u rg d u rin g the sum m e r o f 194 9 in o rd e r th a t the students m ay atte n d “T h e C o m m o n G lo r y ” and to see c o lo n ia l W illia m s b u rg and o th e r h is to ric a l sites on the p e n insula. The p ro g ra m has the a p p ro v a l o f the State D e p a rtm e n t o f E d u c a tio n . T h e P T A ’s arc urged to cooperate w it h S C A 's to secure fu n d s to finance these trip s . T h e p ro g ra m w i l l p ro v id e special rates fo r ho u sin g and fo o d . T ic k e ts to “ T h e C o m m o n G lo r y ” and o th e r h is to ric a l shrines w i l l be placed on a basis fa r b e lo w the cost to students as in d iv id u a ls . F o r instance; in groups students o f h ig h school age w i l l pa y 9 0 ^ to see 'T h e C o m m o n G lo r y ” ; in d iv id u a lly the price is $ 1 .8 0 to $ 2 .4 0 . H o u s in g w i l l be availab le to students at 7 5 < per person per n ig h t: in d iv id u a l f ly the cheapest lo d g in g in W illia m s b u rg is a b o u t $ 2 .5 0 per person per n ig h t. Special bus tra n s p o rta tio n can be a r ranged fo r groups th a t desire it. L a s t year w ith no organized p r o gram 17 h ig h school groups made scheduled v is its to “ T h e C o m m o n G lo r y ” and several o th e r groups came w ith o u t p r io r schedule. I n a d d itio n 19 y o u th groups such as 4 - H C lubs, B o y Scouts, G ir l Scouts, etc. and 5 college g roups attended. I f th is p ro g ra m is to succeed it w i l l need the active co o p e ra tio n o f the P T A . Each h ig h school P T A President is urged to c o n s u lt w it h the p r in c ip a l and S C A fa c u lty sponsor im m e d ia te ly to determ ine w h e th e r such a p ro g ra m is feasible at the present tim e and to o ffe r th e assistance o f the P T A in c a rry in g th ro u g h w h a te v e r p lans are made. F u r th e r in fo r m a tio n re gardin g the p r o gram m a y be secured b y w r itin g to M r . A lle n R . M a tth e w s , E xe cu tiv e V ic e P resident, T h e J a m e s to w n C o rp o ra tio n , W illia m s b u rg . PTA District Meetings T h u rs d a y , A p r il 21 N a tu ra l B rid g e D is tr ic t S a tu rd a y, A p r il 23 N o rth e rn V ir g in ia A r lin g t o n D i s t r i c t ............................. W ednesday, A p r il 2 7 F redericksb urg D is tr ic t . . D a h lg re n W ednesday, M a y 4 . . . . R oanoke D is tr ic t PTA Jewelry Prices T a x In c l u d e d Past P resident’s Badge $ 4 .2 0 Past P resident’s B a r o n ly 1.5 0 Large P T A P in 2 .7 0 Large P T A B u tto n 2 .7 0 Large P T A C h a rm 2 .7 0 S m a ll P T A P in 1.98 S m a ll B u tto n 1 .92 S m all C h a rm 1.86 La va lie re 3 .9 0 R in g 9 .6 0 A l l je w e lry s h o u ld be ordered d i re c tly fro m State Office, 16 N o r th 9 th S t.. R ic h m o n d , V a . 10 W eyers Cave ............. C lif t o n Forge N ation al C onvention T h e an n u al C onvention o f th e N a tio n a l C ongress o f P aren ts and T ea c h ers w ill he h eld at St. L ou is, May 1 6 , 1 7 an d 1 8 . T h e H otel Jefferso n w ill se r v e as h ead q u arters f o r th e C onven tio n . I f yo u are p la n n in g to attend as a d ele g a te p lea se n o tify th e State O ffice in o rd er that you r v o tin g cre d en tia ls m ay l»e p rovid ed . In some small field each child should attain, within the limited range of its experience and observation, the power to draw a justly limited inference from observed facts.—-Charles W. Eliot. T H E VIRGINIA BU LLETIN Schools of Instruction t Continued from page 9) tic ip a tc in every school o f in s tru c tio n , i f th e y are to speak flu e n tly and c o n v in c in g ly o f o u r o rg a n iz a tio n to others. S c h o o l s o f I n s t r u c t i o n contains concise dire c tio n s on the “ w h o , w h y , and w h ere” o f setting up program s fo r g iv in g ju s t such in fo r m a tio n . Music (Continued from page 7).g a n iz a tio n s o f v a rio u s types, b u t i t is a lw a y s interested to hear o f new w ays w h ic h m ay be w o rk e d o u t, o r o f e f fective v a ria tio n s o f those already w e ll established. T h e k eyno te o f the year. “ M U S I C S T R E N G T H E N S F R IE N D L Y T IE S o f In d iv id u a ls , G ro u p s, N a tio n s ,” has been selected in consonance w it h the cooperative and in clusive character o f the p a rtic ip a tio n . A secondary k e y note, and one w h ic h has been used each Here year, is F o s t e r A m e r i c a n M u s i c . the th o u g h t is to call a tte n tio n to the A m e rica n com poser's c o n tr ib u tio n to the creative m usic o f the w o rld . One o r t w o in te re s tin g and w o rth w h ile num bers b y A m erican s m ay w e ll appear on M u s ic W eek p rogram s w ith o u t fa v o rin g them above o th e r n a tio n a litie s . Official R eco g n itio n o f M usic W eek Since the firs t synch ro n iz e d observ ance o f M u s ic W eek in 1 9 2 4 we have received a n n u a lly fro m the President o f the U n ite d States, as H o n o ra ry C h a irm a n o f the C e n tra l C o m m itte e, a le tte r e nd orsing the aim s o f the m ove m ent and recom m ending p a rtic ip a tio n . T h e state and te r r ito r ia l governors have issued p ro c la m a tio n s o r officia l state m ents to the press. Several h u n d re d m ayors in a ll parts o f the c o u n try have also aided the w o rk in th is w a y . O fte n th e ir statem ents praise the school music dep artm ents and o th e r m usical resources o f the c o m m u n ity fo r th e ir influence and accom plishm ent, and ask sustained s u p p o rt fo r th e ir w o rk . I t is o u r hope th a t there w i l l be a s till la rge r n u m b e r o f m a y o rs ’ p ro c la m a tio n s th is year. W e suggest to o th a t p a rtic ip a tin g o rg a n iz a tio n s , n a tio n a l and local, use th is occasion fo r re -s ta tin g APRIL, 1949 o r re visin g th e ir plans and objectives w it h reference to m usic. A t the o th e r end o f the scale there is the in d iv id u a l hom e. Here there can be p a rtic ip a tio n , w h e th e r there are p r o gram s b y churches, schools and o th e r o rg a n iz a tio n s o r n o t: w h e th e r there is a local central com m itte e o r n o t. Just as w e w a n t to see re c o g n itio n fro m p u b lic officials, we s h o u ld also lik e to see program s fo r the fa m ily , friends, and neighbors. A fe w suggestions fo r such program s, to gether w it h o rg a n i z a tio n p la n fo r c a rry in g o u t the idea on a d is tric t and c o m m u n ity basis, are a v ailab le w ith o u t charge fro m the office o f o u r C o m m itte e . R adio a n d O th er P u b licity I n recent years ra d io has come to p la y a p ro m in e n t p a rt in the M u s ic W eek a ctivitie s. L o c a l sta tio n s p a r tic u la rly are g iv in g tim e fo r the de m o n s tra tio n o f w o r k done b y school and no n -s c h o o l ensembles and soloists, b o th vocal and in s tru m e n ta l, and fo r b rie f ta lk s on M u s ic W eek and on the m usical progress o f the to w n and v ic in it y . T h e n a tio n a l n e tw o rk s have been cooperating w ith p rogram s arranged fo r, o r d e d i cated to , the observance and w it h scat tered announcem ents conce rning i t on com m ercial and n o n -c o m m e rc ia l hou rs. O n ly a b e g in n in g has been m ade in th is field and m uch m ore we hope w i l l be done in the years to come. T h e ra d io owes m uch to m usic, and its sponsors are conscious o f the e xte n t to w h ic h m usic provid es the h ig h w a y to the in terest o f listeners. T h e y can w e ll a f fo rd to jo in w ith o th e r constructive forces once a year in p a y in g trib u te to th is m ost enjo y a b le and w id e ly u tiliz e d o f a ll the arts. T h e u n a n im ity o f m o ra l s u p p o rt fo r M u s ic W eek b y p u b lic officials and the w id e range o f the active s u p p o rt, as reflected in the great n a tio n a l o rg a n iz a tio n s represented on the N a tio n a l M usic W eek C o m m itte e , d iffe re n tia te the M u sic W eek m ovem ent fro m o th e r special “ weeks” , and fu rth e r em phasize the social value o f m usic. L e t us jo in together to advance the cause o f m usic as an a rt and a h a r m o n iz in g force, and to extend the radius o f its influence am ong na tio n s , groups and in d iv id u a ls . 11 �Building Needs (Continued from page 4) 2. T h e passage o f a sales ta x to f i nance c o n tin u in g school needs. T h a t w e d o a ll w it h in o u r p o w e r to get o th e r P T A ’s to s tu d y the same p ro p o s a l in an e ffo rt to m ake i t a state w id e m o v e m e n t th a t the G eneral A s se m bly w i l l take the necessary steps to ca ll its e lf in to special session. Virginia P T A ’s (Continued from page 5) T h is is the second P T A in V ir g in ia th a t has achieved 1 00 per cent m em b er ship w i t h every fa th e r, every m o th e r and every teacher. T h e S ix th A ve nue P T A in P o rts m o u th atta in e d th is p e r fect record in 1 9 4 7 -4 8 . M rs . R . K e n t Snead re p o rtin g fo r the F o rk U n ion P T A in F lu v a n n a C o u n ty says th a t th e ir u n it has adopted as its m a jo r p ro je c t f o r 1 9 4 8 -4 9 the sp o n so r in g o f a d e n ta l c lin ic f o r the c h ild re n o f in d ig e n t parents. T h r o u g h v o lu n ta ry c o n trib u tio n s i t has raised enough m on e y to take care o f several cases. I t plans to give a p la y la te r in th e s p rin g to raise a d d itio n a l fu n d s to c a rry on th is im p o r ta n t w o rk . In conn ection w it h th e school the P T A has p ro v id e d tra n s p o rta tio n fo r a great m a n y c h ild re n to v is it the d e n tis t d u rin g the o v e ra ll d e n ta l p ro g ra m . T h e D u d le y P T A in T a z e w e ll C o u n ty o f w h ic h M rs . J. E. L id d le is P re s i dent, re p o rts th a t so fa r th is year th e y have donated $ 3 5 .0 0 to the lu n c h ro o m , in sta lle d electric lig h ts outsid e o f it, b o u g h t a m o d e rn d u p lic a tin g m achine f o r the school, p a id fo r one necessary to n s ile c to m y , and purchased glasses fo r a n o th e r c h ild in need. T h e W a ch a p rea g u e and Q u in b y P T A o f A ccom ack C o u n ty reports a v e ry successful year in securing e q u ip m e n t f o r the school. T h e P T A raised fu n d s b y h a v in g bakes, pla ys and school enter ta in m e n ts and purchased a s ix b u rn e r gas range, a gas h o t w a te r heater, a do u b le s te riliz e r fo r dishes and a c u rta in fo r the stage in the a u d ito riu m . 12 T h e A rlin gton C oun ty C oun cil has pub lis h e d the firs t issue o f ‘C o u n ty P T A C o u n s e lo r", a m im eographed p u b lic a tio n c a rry in g news and in fo rm a tio n to the local u n its o f the c o u n ty . T h is firs t issue carries in te re s tin g news fro m the A r lin g t o n C o u n ty School B oard together w ith plans o f the C o u n c il's S ta n d in g C o m m itte es o n H e a lth and S u m m er R o u n d -U p , W o r ld U n d e r sta n d in g , E d u ca tio n , Procedure and B y law s, M em b e rs h ip , and L e g is la tio n . I t is in te re s tin g ly w r itte n and s h o u ld be o f real help to the local u n its . T h e L ee C oun ty C oun cil m et at P e n n in g to n G ap on M a rc h 1 5 w ith an attendance o f 26 members representing 9 local u n its . C o u n c il B y la w s were adopted and the f o llo w in g officers were elected: P resident, M rs . M . H . R o b b in s o f P e n n in g to n G ap: V ice-P reside nt, M rs . D o n C o u k o f J o n e s v ille ; Second V ic e -P re s id e n t, M r . J o h n R ic h m o n d o f J o n e s v ille ; Secretary, M rs . S. T . C hoate o f P e n n in g to n G a p : and Treasurer, M rs . Sanders G rabeel o f Rose H i ll . F o llo w in g the business session the E x e c u tiv e D ire c to r conducted a threeh o u r School o f In s tru c tio n . Wh e n Y o u V is it R ic h m o n d , Ma k e T h e s e Ho t e l s Y o u r H e a d q u a r t e r * HOTEL JOHN MARSHALL " F i n e s t in t h e S o u t h " Franklin at Fifth HOTEL RICHMOND " O v e r lo o k in g C a p ito l S q u a re" HOTEL WM. BYRD " O p p o s ite B r o a d S tr e e t S ta tio n " HOTEL MURPHY 8th 0 Broad Street* Ga r a g e Ac c o m m o d a t io n s THE HOTEL CHAMBERLIN At Old Point Comfort, Virginia Student Cooperative Associations M. F rieda Koontz, SCA Executive Secretary A S u c c e ss fu l SCA P ro ject in M y S ch o o l L u c i l l e S h o w e r s , W a rre n C o u n ty H ig h School In m o s t schools, even in the best schools, there is a lw a ys s o m e th in g th a t c ould be im p ro v e d . I n W a rre n C o u n ty H ig h School t w o years ago th is som e th in g was the p o o r s in g in g in assem bly program s. I t was re a lly te rrib le . N o b o d y seemed interested. M o s t o f the p u p ils w e re n 't bothered a b o u t le a rn in g th e -w o rd s to new songs, and d id n 't sing the ones th e y k n e w . T h e causes o f th is were ju s t s im p ly t w o th in g s : we had v e ry fe w boo ks and the boo ks we had were v e ry in fe r io r and d id n ’ t have m a n y songs in th e m th a t h ig h school students lik e to sing. A t a S tuden t C o u n c il m eeting one d a y we decided o n a p la n o f a ctio n to get some new boo ks and t r y to im p ro v e the s in g in g in o u r school. W e decided they m ust be books o f well-selected songs, th e y m u st be w e ll-b o u n d , and above a ll, they m ust be b o u g h t and p a id f o r b y a ll the students, so th a t each person in the school w o u ld feel i t was his in d iv id u a l re s p o n s ib ility to take the best possible care o f them . W e th o u g h t th is w o u ld im p ro v e the s in g in g in assem bly p ro g ra m and it has. I t ’s s u rp ris in g h o w w e ll the students have responded. B u t g e ttin g back to where we g o t the m o n e y fo r the books, a b o u t the o n ly w a y fo r each student to have a p a rt in b u y in g the boo ks was fo r each class in the school to c o n trib u te a certa in a m o u n t o f m oney. T h e class could take i t o u t o f its treasury, o r i f th e y c o u ld n ’t a ffo rd it , th e y could p u t on some k in d o f e n te rta in m e n t in the school to raise the m oney. M o s t o f the classes d id th is and w it h in a few weeks we had the fo u r h u n d re d and some d o lla rs w e needed to b u y the books. A f te r w e g o t o u r new boo ks and began s in g in g m ore and m ore students seemed to take an interest, we realized m ore th a n ever the need in o u r school fo r a good A lm a M a te r. W e have t w o fo o tb a ll songs th a t have been sung over and o ver fo r years and years. T h e y re grand songs and e v e ryb o d y loves them , b u t th e y ju s t aren’ t a p p ro p ria te fo r a ll k in d s o f program s. O u r f o o t b a ll songs ‘ ‘O n Y e W a rre n ’ ’ and ‘ ‘W a rre n R eveille d id n ’t f it in fo r chapel o r some o th e r k in d o f serious e n te rta in m e n t. E v e ry b o d y realized th is b u t n o b o d y seemed to do a n y th in g a bo ut i t u n t il th is school term . I t w a s n ’t lo n g a fte r school opened last f a ll th a t T e d K e nnedy, the president o f o u r S tuden t C o u n c il, a p p o in te d a com m ittee to see w h a t could be done a b o u t g e ttin g an honest-to-goodness A lm a M a te r fo r W a rre n C o u n ty H ig h School. T h is com m ittee m et and decided w e w o u ld have a contest in the school and let a student w r ite the song. W e k n e w it w o u ld be asking to o m u ch to ask them to w r ite the m usic to i t too, so we asked M r . P a rker, o u r Glee C lu b in s tru c to r, i f he w o u ld w r ite some m usic fo r the w in n in g song and he very k in d ly consented. W e asked M r . P a rker, M r . P a rker, J r., and M rs . Q . D . Gasque, the w ife o f the D iv is io n S u perin te n d e n t o f Schools, w h o is very talented m u s ic a lly , to be the judges fo r the contest. T h e com m ittee set up a fe w sim ple rules and requirem ents f o r the song and the contestants. T h e y were: 1. I t s h o u ld be o rig in a l 2. I t s h o u ld be a p p ro p ria te fo r a ll occasions 3. I t s h o u ld c o n ta in at least t w o verses and a chorus •T alk given a t th e Shenandoah SCA D istrict M eeting held a t M adison College. T H E VIRGINIA B U LLETIN APRIL. 1949 13 �4. 5. A n y student in W a rre n C o u n ty H ig h School was e lig ib le to take p a rt. T h e w in n e r w o u ld receive a p riz e in a d d itio n to h a v in g the h o n o r o f w r itin g a song th a t w o u ld be sung fo r m a n y years to come in dear o ld W a rre n H ig h . M u c h enthusiasm was s h o w n and m a n y entries made. T h e judges re a lly had a h a rd tim e p ic k in g the w in n in g song b u t f in a lly decided th a t “ A l l H a il A lm a M a te r ” w r itte n b y B a rba ra S trik e r, a senior, was the best. W e w a n te d to m ake a goo d im pression o n the student b o d y w i t h the new song,.so before the students had heard it, the Glee C lu b sang i t in rehearsals. T w o weeks la te r w e in tro d u c e d the song to the s tu d e n t b o d y a t assembly. T h e Glee C lu b sang i t once f o r them . T h e n we a ll sang it together. E v e ry b o d y lo ved i t the firs t tim e it was sung. T e d aw ard ed the p riz e to B a rba ra and a sm a ll to k e n o f o u r app re cia tio n to M r . P arker. A lth o u g h it 's s t ill n e w to us, y o u w o u ld be surprised h o w grand i t sounds w h en we sin g it. Seems as i f i t makes e v e ry b o d y ju s t bub b le ov e r w it h school s p irit. I t is t r u ly a b e a u tifu l song and expresses the tru e sentim ents o f W a rre n H ig h . W e are ve ry p ro u d o f i t and consider i t the m ost w o r th w h ile th in g the S tu d e n t C o u n c il has done fo r o u r school th is year. W h e n “ A l l H a il A lm a M a te r” is sung in the years to come, B a rba ra and M r . P a rke r w i l l be rem embered, o f course, b u t people w i l l also rem em ber the sp le n d id service the S tu d e n t C o u n c il rendered the students in 194 8 b y m a k in g th is song possible. W a rre n C o u n ty H ig h School n o w has an A lm a M a te r th a t can com pete w ith the best o f th e m , th a n k s to the S tu d e n t C o u n c il. The Student Court in George Washington High School, Danville Gw en Ho e l sch er Perhaps the th in g th a t we are p roude st o f in conn ection w ith the student cou n cil at George W a s h in g to n H ig h School is the s tu d e n t c o u rt o r ju d ic ia ry w h ic h tries cases where courts o f h o n o r are in v o lv e d . T h is c o u rt consists o f tw o sophom ores, fo u r ju n io r s and fo u r seniors in a d d itio n to the officers o f the co u n cil. A l l m em bers o f th is c o u rt except the officers are selected b y the fo rm e r ju d ic ia ry and a fa c u lty c om m ittee. T h e y serve u n t il th e y graduate p r o v id in g th e y behave themselves. A lth o u g h a fa c u lty adviser m ust be present d u r in g the hearings o f the cases the students c a rry on a ll the q u e s tio n in g . N a tu r a lly a ll these m eetings are closed and c o n fid e n tia l and no ju d ic ia ry m e m ber is to discuss them outsid e o f the room in w h ic h th e y are held. P u p ils accused o f ly in g , chea ting, stealing o r fo rg e ry are b ro u g h t before th is g ro u p o f th e ir fe llo w students and an earnest a tte m p t is made to fin d w h e th e r o r n o t he is g u ilty . W h e n a person is fo u n d g u ilt y the c o u rt goes even deeper and a tte m p ts to fin d w h y the act was c o m m itte d , then th e y are best able to determ ine w h a t corrective measures s h o u ld be taken in o rd e r to help the offen der ra th e r th a n to ju s t p u n is h h im . A ls o , i t is n o t unu sual w h e n a fte r careful d e lib e ra tio n a person w i l l be declared n o t g u ilty . T h e fin a l decision o f w h a t is to be done w it h the accused rests w it h the p rin c ip a l b u t a fte r each tr ia l a re com m en dation fro m the ju d ic ia ry is sent to his office. In every in s ta n t, except one, the ju d g m e n t o f o u r s tu d e n t c o u rt has been respected and the reco m m e n d a tio n enforced. T h r o u g h the years the stu d e n t c o u rt in George W a s h in g to n H ig h School has advanced and gained in prestige u n til it has become one o f the m ost effec tiv e o rg a n iz a tio n s in o u r school. W e feel the g ia n t o b lig a tio n th a t th is p r iv i lege carries w it h i t and s triv e to the u tm o s t to liv e u p to the tru s t th a t the stu d e n t b o d y , fa c u lty , and the p rin c ip a l has placed in o u r s tu d e n t court. •O ne o f a series of talk s on An Oustnndingr A ctivity D is tric t Meeting: held a t M artinsville H igh School. 14 of O ur SCA w hich The Common Glory’s 1949 School Program G. T y l e r M i l l e r , S u p e r in te n d e n t o f P u b lic I n s tr u c tio n B e g in n in g J u ly 1 and c o n tin u in g th ro u g h Septem ber 4, the J am estow n C o rp o ra tio n and the V ir g in ia D e p a rtm e n t o f C o n s e rv a tio n and D e velop m en t w i ll present the th ir d a n n u a l p ro d u c tio n o f T H E C O M M O N G L O R Y , the s y m p h o n ic dram a b y P u litz e r p riz e w in n e r, P a u l Green. T h e y in v ite y o u r a tte n tio n to the p ro d u c tio n and to the fo llo w in g p la n o f the Ja m e sto w n C o r p o ra tio n and the S tu d e n t C o operative A s s o c ia tio n , designed to im p ro v e a t tendance o n the p a rt o f the school ch ild re n o f V ir g in ia . T h is year’s school program has been adopted b y the S tu d e n t C o operative A sso cia tio n as its C i t iz e n s h ip P ro je c t fo r the sum m er m o n th s , and it is u rg in g a ll stu d e n t bodies, w ith em phasis on those o f h ig h schools to p a rticip a te in th is e du cational endeavor. W it h the cooperation o f the C ollege o f W illia m and M a ry , C o lo n ia l W i l liam s b u rg , In c ., the N a tio n a l P a rk Service, and the A s s o c ia tio n fo r the Preser v a tio n o f V ir g in ia A n tiq u itie s , the J am estow n C o rp o ra tio n is o ffe rin g a p la n fo r an educational to u r o f the “ B irth p la c e o f the R e p u b lic ” w h ic h in cludes J am estow n, Y o r k t o w n , and restored W illia m s b u rg , alo n g w it h attendance on T H E C O M M O N G LO R Y. Charges fixe d b y the coop era ting o rg a n iz a tio n s fo r the to u r are, gen era lly speaking, on a b elow -cost basis and are available o n ly to chaperoned s tu d e n t groups n u m b e rin g at least ten persons each. T h e y in clude ( a ll figures are app lica ble to chaperones as w e ll as students) : C o m m o n G lo r y T ic k e ts — 90<f, O v e rn ig h t lo d g in g at the College o f W illia m and M a r y — 75<4, W illia m s b u rg to u r — 6 0 ^ , J a m e sto w n — 7 ^ ( ta x o n ly ) , Y o r k t o w n b a ttle fie ld to u r— free, M o o re House— 2 tf ( ta x o n ly ) . In a d d itio n , s tu d e n t groups w i ll be a llo w e d to eat at the cafeteria o f the C ollege o f W illia m and M a r y at prices gen era lly w e ll b e lo w those in com m e r cial restaurants. T h e S tuden t C o operative A sso ciation , w ith the a p p ro v a l o f the C ooperative E d u c a tio n A sso ciation , is p la n n in g to urge student groups to take active steps a t th is tim e to raise m oney th ro u g h school parties, show s, etc., to finance g ro u p p a rtic ip a tio n in th is to u r. T h e coop era ting agencies lo o k w ith fa v o r on the p la n as o u tlin e d and in v ite y o u r cooperation in a rra n g in g fo r g ro u p attendance o f y o u r h ig h school p u p ils . I t is probab le th a t local school a u th o r i ties w i ll p e rm it the use o f school buses fo r tra n s p o rta tio n o f stu d e n t groups. I f school buses"are used, i t w i ll , o f course, be necessary fo r them to arrange fo r app ro p ria te insurance coverage w h ile on such trips. Because o f lim ite d facilities, ja n ito r ia l assistance and supplies, lo d g in g as o u tlin e d above w i l l be availab le o n ly to those groups w h ic h are scheduled in advance. T h e office o f the Ja m e sto w n C o rp o ra tio n , B o x 6 3 5 , 'W illia m s b u rg , V ir g in ia , w i ll fu rn is h upo n request detailed in fo r m a tio n as to schedules. S tu dent groups w i ll be scheduled fro m the b e g in n in g o f the show th ro u g h the week end ing A u g u s t 2 7 . N o show s w i l l be presented o n M o n d a y n ig h ts at a n y tim e d u rin g the sum m er. 1949 SCA DISTRICT MEETINGS D is tr ic t Chesapeake C lin c h V a lle y given a t th e Danville T H E VIRGINIA B U LLET IN APRIL. 1949 P r o g r a m D ir e c to r a n d H o s t P r in c ip a l . M e e t i n g P la c e . P .D .— F. N . P o s tle th w a it, A c h ille s A c h ille s H . S. H P .— F . N . P o s tle th w a it, A ch ille s P .D .— M rs . O b ra R. S im p son, S C A Sponsor, G arden . T a z e w e ll H . S. H .P .— G. O . M cGhee, T a z e w e ll 15 �T H E A R L IN G T O N % M RS E D M U N D \ , C O U N T Y *. S C H O O L B O A R L C AM PBELL 6- 50 Dan\nl?e 9.*" 'r j^ ID .^ k R a y m o n d C. B o d k in , Renan . B ro s v ille H . S. A R L IN G T O N VA H .K -S R > o b e rt R . M a rk s , B ro s v ille E astern S h o r e ................P .D .— L . W . Joh n s o n , C e n tr a l. . . . C e n tra l H . S. H .P .— L . W . Joh n s o n , C e n tra l F a r m v ille ........................P .D .— M iss M a rth a H a m m o c k , S C A S ponsor, B lackstone ........................ B u c k in g h a m C e n tra l H .S . H .P .— Ir v in g D ris c o ll, B u c k in g h a m C e n tra l F redericksb urg P .D .— H ig h S ch ool— S. C. M o rg a n , C a ro lin e P .D .— E le m e n ta ry — M is s L o u i s e A lle n s w o r th , K in g G e o r g e .......... K in g George H . S. H .P .— W illia m L . S m ith , J r ., K in g George H o ls to n .................. P .D .— W illia m J . D e L o n g , J r., M a rio n ..................................................... G a la x H . S. H .P .— P a ul G. C o x , G alax L y n c h b u rg ..................... P .D .— T y le r F ulcher, M a d i s o n H e ig h ts ............................................... . M a d is o n H e ig h ts H . S. H .P .— T y le r Fulcher, M a d i s o n H e ights N a tu r a l B r i d g e ............. P .D .— M iss N e lle W r ig h t , D ire c to r o f In s tru c tio n , W a y n e s b o ro C i t y . W a y n e s b o ro H . S. H .P .— M . H . B ry a n t, W ayn e sb o ro N e w R iv e r . P .D .— F. S. D e V a u lt, W o o d la w n . . H ills v ille H . S. H .P .— C. P. Baker, H ills v ille N o rth e r n V ir g in ia . . . P .D .— H ig h S ch ool— D o ugla s V . Evans, H e r n d o n ................................G eorge W a s h in g to n H . S. H .P .— E d g a r G . P ru e t, George W a s h in g to n , A le x a n d ria P .D .— E le m e n ta ry — M rs . E liz a b e th C. G oode, S C A S ponsor, Jefferson School Jefferson E le m . School H .P .— M rs . P a u lin e C. G o rh a m , J e f ferson, A le x a n d ria P ie d m o n t P .D .— L u th e r E. F ly n n . F lu v a n n a M a d is o n H . S. H .P .— C laude L . Y o w e ll, M a d iso n R a ppahan nock V a lle y P .D .— S tanley A rm is te a d , Saluda W a s h in g to n -L e e H . S. H .P .— S ta ffo rd M . Haga, W a s h in g to n-Lee, M o n tro s s R ic h m o n d P .D .— H . A. H u m p h re y s , W est P o in t R a n d o lp h -M a c o n College H o s t P resident— D r . J. E a rl M o re la n d : H o st P r in c ip a l— George P. C o m p to n , H e n ry C la y R o anoke ................P .D . and H .P .— W . J. K in g , C lif to n Forge ............................................. C lif to n Forge H . S. Shenandoah ................P .D .— M rs . C laude B. S tic k le y . W a s h in g to n ................ W a rre n C o u n ty H . S. H .P .— James S. D u ff, W a rre n Southside P .D .— J. E. M allo n e e , D ire c to r o f In s tru c tio n , H o p e w e ll C ity M id w a y H . S. H .P .— W illia m F. C reath, M id w a y S ta u n to n R iv e r P .D .— W . W . Reade, V o le n s . K e n b rid g e H . S. H .P .— J. H . Revere, K e nbridge T id e w a te r P .D . and H .P .— R . H . O w e n . Oceana .................................................. Oceana H . S. 16 T H E VIRG INIA BU LLETIN � 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 The Virginia Bulletin, Official Publication of the Cooperative Education Association, Vol 32 No 8, April, 1949 Description An account of the resource Newsletter featuring information on school activities throughout the state of Virginia. 9 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource The Cooperative Education Association 1949-04 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1940s 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_1_14 https://projectdaps.org/files/original/1fbc7eb320dd132c4550e56c6b63cf98.pdf a2235f1cbf54e1d2fcac029b9b07adbb PDF Text Text The Baltimore CountyPublic Schools i T o w so n 4, M a r y l a n d October 5, 1948 To A ll Citizens: W e submit to you, for your thoughtful con- ■ sideration, six important questions involving the general welfare of the children of our com munity. Unprecedented enrollments last year, and again this year, indicate the gravity of the situation in Baltimore County. If additional housing space for the elementary school pupils is not provided in the next few years, we may have to look forw ard to curtailed services and serious overcrowding of our classes in the pri m ary grade field. Our Board of Education is planning to meet the problem through both emergency and long-range planning. The expedients we are now using are both expensive and undesirable. W e invite you to study the information contained in this pamphlet, and to take an active part in bringing about the action necessary to assure that our boys and girls will be properly and adequately housed. Sincerely yours, President Board of Education of Baltimore County ' *** ** Acting Superintendent Board of Education of Baltimore County �Six Important Questions 1. Is there a "housing shortage” in Baltimore County Schools? A t present there are 1,100 children in Baltimore County who are .attend ing school for only one-half session each day and over 2,000 who are housed in churches, community buildings or in sub-standard classrooms. This condition exists even though the regular classrooms are crowded beyond capacity with pupils. 2. What are some of the ill effects of this lack of adequate classrooms? Sub-standard classrooms are hazardous, detrimental to health, and do not provide the proper tools for the best learning. When teachers and pupils try to work under poor lighting conditions, with inadequate heat and ventilation or in buildings where fire hazards exist, results can not be up to standard. Overcrowded classes make it impossible for the teacher to give each child the help he needs and deserves. Children who attend school on the double-session plan receive less than the regular amount of instruction. P art of each day they spend at home or in the community, often without any profitable plan for using their time. It would be difficult to measure the ill effects that these conditions have upon the lives of the boys and girls who must use such inadequate classrooms. 3. Why do we have this "housing shortage”? a. The population of Baltimore County has grown at the rate of about 10,000 people per year for the last six years. This is due to a higher number of births and increased migration of families into Baltimore County, both from Baltimore City and from other areas outside the county. As a result, school enrollments have increased tremendously. b. Due to shortages and restrictions placed upon materials during the �war years there was little school construction and the effects of this lag are now being felt. c. In addition, the “holding power” of the schools has increased be cause more people are interested in gaining a better education. We now provide a 12-year program instead of 11 years. Improved curriculum offer ings are keeping boys and girls in school in larger numbers and for a longer period. This means that more classrooms are needed. 4. W ill this “housing shortage” in schools continue? According to recent surveys the school population will climb from the pre sent enrollment of 33,000 to 53,000 by 1953, an increase of about 20,000 children. Expressed in terms of more classrooms needed, this means 600 additional classrooms or 25 new schools of 24 classrooms each. In the six years between 1936 and 1942 there were 15,633 babies born in Baltimore County, while between 1942 and 1948 there were 33,376 babies born in Baltimore County. This “bumper crop” of babies is now beginning to enter our schools. How and where they will be accommodated is the problem that school officials face. 5. H ow does the Board of Education plan to meet these needs? With school buildings already over-flowing, with the need for reducing the size of classes, and with the rapidly rising enrollments, our Board of Edu cation is confronted with the task of expanding the school facilities to meet growing requirements. Already 17 buildings have been improved, expanded or newly constructed. New schools at Towson, Stemmers Run, and Milford Mills Road are nearing completion. Plans are under way for the purchase of sites and the construction of new schools in the Gray Manor, Mars Estates, 15th District, Rodgers Forge and �Catonsville areas, plus additions at Loch Raven, Arbutus, and Stoneleigh. These schools are classified as urgently needed. Other schools will soon be needed in the areas of Woodlawn, Kingsville, North Point, Lochearn and Timonium. Since it takes approximately three years from the date that plans are started until a school is ready for occupancy, the school officials and the citizens of the county must plan and act courageously now or many of our children, in the immediate future, will be denied the right of receiving the educational opportun ities to which they are entitled. 6. What can you as a citizen do to assure that adequate school facilities will be provided for the children of Baltimore County? The urgent need for the expansion and improvement of existing schools plus the construction of new schools is already evident in many communities. In other areas community growth is rapidly approaching the point where present school facilities can not meet the needs. As a citizen you should be aware of these shortages. a. Become informed of both local community school needs and the needs of the other sections of the county. b. Through your active interest in the Parent Teacher Association and other civic groups you can help inform others. c. You can insist upon an adequate educational program for your child ren and for all children of Baltimore County. d. Finally you can support plans for financing the expansion and im provement of school facilities in Baltimore County. Your Board of Edu cation will submit its financial proposals to the proper government officials this fall and their decisions will depend largely upon the active interest and desires of the citizens of our county. � 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 Baltimore County Public Schools, "Housing Shortage" Pamphlet, October 5, 1948 Description An account of the resource Pamphlet produced by the Baltimore County Public Schools regarding school over crowding. 4 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Baltimore County Public Schools 1948-10-05 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1940s 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_1_13 https://projectdaps.org/files/original/d6eee0d6d4f016fe0199ff797df6ed48.pdf 7ac57af8d75c1c5d51daa4d77d4a94b2 PDF Text Text ^ N A T I O N A L E D U C A T I O N A S S O C I A T I O N OF T H E U N I T E D ST A T E S 1 2 0 1 S i x t e e n t h St r e e t , N . W . W a s h i n g t o n 6, D . C . ZOLL, H A T E - M O N G E R , P R O M O T E S N E W R A C K E T A r t i c l e i n N e w Y o r k W o r l d - T e l e g r a m . A u g u s t 25, 19 4 8 B y Frederick Woltman, World-Telegram S t a f f Writer A l l e n Zoll, w h o s e n o w - d e f u n c t A m e r i c a n Patriots, Inc., i s l i s t e d as f a s c i s t a n d s u b v e r s i v e b y A t t o r n e y G e n e r a l T o m C. Clark, is b a c k i n b u s i n e s s w i t h a n e w p r o motion. T o dru m u p support a n d give it a respectable "front," he's exploiting t h e nam e s o f m a n y p r o m i n e n t A m e r i c a n s w h o a r e p r o b a b l y n o t e v e n a w a r e of his existence. H i s n e w e n t e r p r i s e is c a l l e d t h e N a t i o n a l C o u n c i l fo r A m e r i c a n E d u c a t i o n of 42 0 LexiDgton Ave. I t s oste n s i b l e p u r p o s e is t o "eradicat e S o c i a l i s m a n d C o m m u n i s m f r o m t h e s c h ools a n d colleges." B u t Zoll, w h o w a s d e n o u n c e d a s a " v e r y str o n g a n ti-Se m i t e " b y R e p . J. P a r n e l l T h o m a s (R., N.J.) b e f o r e t h e H o u s e U n - A m e r i c a n A c t i v i t i e s -C o m m i t t e e nine y e a r s ago, is k e e p i n g s t r i c t l y o u t o f s i g h t . S o m u c h so, i n fa c t , t h a t Z o l l a p p e a r s o n none of the so-called Council's literature. Instead, i t c a r r i e s s u c h na m e s a s G e n . J o n a t h a n M . W a i n w r i g h t , t h e hero o f C o r re g i dor; G e n e Tunney, for m e r w o r l d h e a v y w e i g h t champion; t h e R e v . D r . H e n r y D a r l i n g t o n a n d S e n . K e n n e t h M c K e l l a r (D.,Tenn.) w h o a r e l i s t e d a s g o v ernors or advisors. T h e r e a r e n o o f f i c e r s . A n d Z o l l c a n r a r e l y b e f o u n d a t t h e L e x i n g t o n Ave . o f f i c e . B u t t h e W o r l d - T e l e g r a m h a s i n d i s p u t a b l e p r o o f t h a t t h e f o r m e r as s o c i a t e o f t h e C h r i s t i a n F r o n t a n d a l l i e d h a t e — m o n g e r i n g m o v e m e n t s i s t h e ori g i n a t o r a n d m a i n s p r i n g of t h e n e w o utfit. A n d his name is l i s t e d a s a t r u s t e e i n t h e i n c o r p o r a t i o n p a p e r s f i l e d last m o n t h i n Paterson, N.J., it w a s d i s c l o s e d t o d a y b y t he F r i e n d s o f D e m o c r a c y , 137 E. 57th St. D r . L H , B i r k h e a d , n a t i o n a l d i r e c t o r o f t h e F r i e n d s o f D e m o c r a c y , a t th e same t i m e h a s s e n t a d o s s i e r of Z o l l ' s b a c k g r o u n d t o a l l th e p e r s o n s w h o s e names a r e being used. " A l t h o u g h t h i s g r o u p w a s f o r m e d for the l a u d a b l e p u r p o s e of eradi c a t i n g C o m m u n i s m f r o m A m e r i c a n s c h ools, " he t o l d them, " w e f e a r i t is sca r c e l y f i t t e d for t h e task," I n 1939 Z oll appea r e d b efore the Se n a t e Judiciary Committee t o oppose the ap p o i n t m e n t of F e l i x F r a n k f u r t e r t o t h e S u p r e m e Court o n t h e g r o u n d s he was J e w i s h . T h i s b r o u g h t d o w n the w r a t h o f t h e l a t e Sen. W i l l i a m E . B o r a h . I t a l s o p u t h i m i n b a d w i t h his f a s c i s t - i n c l i n e d c o w o r k e r s , i n c l u d i n g G e o r g e E . D e a t he r a g e , w h o s e K n i g h t s of t h e W h i t e Camelia u s e d t h e s w a s t i k a as its emblem. T e s t i f y i n g b e f o r e t h e D i e s Comm i t t e e , D u d l e y P. G i l ber t , d e s c r i b e d a s t h e first A m e r i c a n t o e m e r g e i n t h e r o l e o f a p o t e n t i a l dictator, said, " I h a v e r e a s o n to b e l i e v e th a t M r . Z o l l is a c o m p l e t e h u m bug." B e s i d e s the A m e r i c a n Patriots, Inc., Z o l l o r g a n i z e d t h e a i s o - d e f u n c t A m e r i c a n F e d e r a t i o n A g a i n s t Co m m u n i s m . B o t h Carnegie Hall a n d M e c c a Tem p l e i n 1939 b a r r e d t h e t w o o r g a n i z a t i o n s . B u t e l s e w h e r e Z o l l p r e s i d e d a t a r a l l y w h i c h was p u n c t u a t e d b y cries of " T h r o w t h e J e w s out of C h r i s t i a n A m e r i c a i* �H i s l a t e s t p a m p h l e t is e n t i t l e d " H o w R e d A r e t h e S c h o o l s ? ” I t lists s i x m e m b e r s of t h e H o u s e o n t h e a d v i s o r y com m i t t e e s H a r o l d K n u t s o n (R.,Minn.), W i l l i a m L e m k e (R,, N . D ak.), A . L . M i l l e r (R.,Nebr.) A l v i n E . O ' K o n s k i (R.,¥is.), M a x S c h w a b e (R.,Mo.) a n d K a r l S t e f a n ( R , ,Hebr.). Oth e r s l i s t e d i n c l u d e t h e R e v . Dr . E d w a r d L o d g e Curran, R e a r A d m . F. D . Ber r i e n , U.S.N., retired^ S t a n l e y High, f o r m e r S e n . G e r a l d P. By e , D r . G e o r g e B , Cutten, p r e s i d e n t e m e r i t u s o f Colgs.te, a n d R o b e r t 1 . Land, f a r m e r p r e s i d e n t o f t h e Na t i o n a l A s s n , of M a n u f a c t u r e r s . B e f o r e t h e w a r Z o l l w a s i n d i c t e d o n a c h a r g e o f a t t e m p t i n g t o e x t o r t $7 5 0 0 f r o m R a d i o St a t i o n W MCA for calling off a Christian Front p i c k e t line. Th e ind i c t m e n t w a s l a t e r dismissed, D i s t r i c t A t t o r n e y F r a n k S. H o g a n ' s of f i c e sa i d today, b e cause it was felt there was i n s u f ficient proof of g u i l t b e y o n d a reasonable doubt„ I n 1940 t h e M i l i t a r y T r a i n i n g C a m p s A s s n , r e j e c t e d Z o l l ' s a p p l i c a t i o n for m e m b e r s h i p . A s p o k e s m a n s a i d i t w a s a c t i n g a t the r e q u e s t o f A r m y M i l i t a r y I n t e l ligence. — (End of a r t i c l e b y F r e d e r i c k Woltman.) D e a r Friend^ T h e 16-p a g e p a m p h l e t e n t i t l e d " H o w R e d A r e th e Sch o o l s ? " , w i t h t h e subheading, " H o w Y o u C a n H e l p E r a d i c a t e S o c i a l i s m a n d C a a m t m i g m f r o m t h e S c h o o l s a n d Colleges o f A m e r i c a " , is b e i n g q u i t e w i d e l y c i r c u l a t e d . T h i s p a m p h l e t consist s l a r g e l y o f a l l e g a t i o n s a n d f a l s e s t a t e m e n t s quoted f r o m various "super-patriotic" groups a n d fro m penny-pinching, t a x - f i g h t i n g gro u p s th a t a r e m o r e i n t e r e s t e d i n t h e i r d o l l a r s t h a n t h e y a r e i n t h e w e l f a r e o f c h i l d r e n a n d p e o p l e . T h e p a m p h l e t has m a n y f a l s e s t a t e m e n ts a s t o t h e r a d i c a l vi e w s t o be f o u n d a m o n g teachers — p a r t i c u l a r l y t e a c h e r s * o r g a n i z a t i o n s . T h e a c c u r a c y of the pamphlet can be fairly w e l l judged b y the a s s e r t i o n that "most of the org a n i z a t i o n s of t e a c h e r s a r e c o m p l e t e l y c o n t r o l l e d b y r a d i c a l propagandists R e s p e c t f u l l y submitted, Willard E . Givens Executive Secretary National E d u c a t i o n Assoc i a t i o n � 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 Zoll, Hate-Monger, Promotes New Racket, National Education Association of the United States Description An account of the resource Document printed by the National Education Association of the United States containing an article written by Frederick Woltman in the New York World - Telegram, August 25, 1948, and a letter written by Willard E. Givens, Executive Secretary of the National Education Association. Article and letter focus on Allen Zoll, stating his involvement in fascist and anti-Semitic propaganda against several republicans and educators. 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource National Education Association of the United States 1948-08-25 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1940s 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_1_11 https://projectdaps.org/files/original/02ec062335371c13fa3f7438ad46af26.pdf 28c0160d0c87fe6e89d91fcb0ae35ca5 PDF Text Text A Supmnttniipnt SjonkH at Sty? iKittiiprgartPU H illis A. Multan Superintendent o f Schools, A tla n ta , Georgia �f *OOKING into the kindergarten room in September, one sees a large group of children from many different types of homes making first contacts with the world outside. A little boy sits silent and watchful; a home sick little girl weeps for her mother; half a dozen children, stimulated by the new envi ronment, move restlessly about the room; others have begun to play together or to investigate the attractive equipment. In May the visitor sees a different picture. The child who was silent in September is now leading a group in a constructive activity; the little girl who was homesick is capably serving an imaginary meal to others in the doll house; instead of the aimless response of the unad justed groups of September there is now the gentle hum of cooperative effort. Many factors have combined to bring about this change and perhaps that of great est importance is social adjustment thru com mon interests. It is but a step from the home environment to that of the school when that step is kindergarten, yet how much it involves. This venture out into the big world requires adjustment. A new set of habits must be formed in addition to, and perhaps in place of, those heretofore practised. These are some of the problems that confront the teacher in facing a new class, and her goal is to see that before the children leave her, they will have formed habits that fit them to face squarely any situation, in which they find themselves, with a feeling of self-confidence in meeting these situations and in attacking new fields of endeavor. A little girl said of a habit, " It’s something you get to doing and can't stop." This sums up rather successfully the thought in the teacher's mind when she plans to help children form habits that will fit them for worthy citizenship. In September, the teacher encounters "I want to ," "Let me do it," " It is mine," for the beginning kindergarten child is intensely individualistic. Gradually, however, he begins to recognize the part others must play. He eventually reaches the point where he says, "John can do that; he makes good ones." He has learned to subordinate his will for the good of the group and to take turns at being both leader and follower; in other words, to work harmoniously to accomplish the activity undertaken. The "three R's" of the elementary curricu lum are tangible means of measuring what education does for the child and are there fore held of the utmost importance, but those values of learning to live with others and of adjustment to the many human relationships are so subtle that they are apt to be over looked or not understood by the taxpayer or other critic of the value of a kindergarten program in a public school. The kindergarten itself is a source of in spiration. The kindergartner's attitude toward her children is one of cooperation and com radeship, and contains a sympathetic insight into their interests and needs. The children's �attitude toward their work is marked by spontaneity. The school and the community in general profit from the kindergarten, not only from an increased cooperation on the part of the children in obedience to civic laws and inter ests, but in actual monetary savings. In cities in which the kindergarten is not a part of the public schools, a larger enrolment occurs in the first grade, making this grade an adjust ment as well as an entrance grade. An ex periment by an Atlanta teacher shows that the percent of nonpromotions of children in her own first grade with kindergarten experi ences was 9.1 compared to 53.3 of pupils without kindergarten experiences. There has been a gradual decrease of first-grade fail ures in Atlanta since the kindergartens have become part of the public-school system. Free literature and advice relative to pro cedure in securing the establishment of a public-school kindergarten may be obtained by writing to the National Kindergarten Association 8 West Forfieth Street, New York � 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 A Superintendent Looks at the Kindergarten, by Willis A. Sutton, Superintendent of Schools, Atlanta, Georgia Description An account of the resource A pamphlet containing a Superintendent's observations of the positive effects of a kindergarten class. 3 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource National Kindergarten Association 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 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 19_6_1_1_10 https://projectdaps.org/files/original/873a58e8826d53dc0e675b3e8a320043.pdf 680c0becf97f6fcb32e37bee2454c62d PDF Text Text ® | y iagfi t p Gulp) Florence J. Ovens. Editor, National Kindergarten Association ' HE club members were r :appalled when J. Edgar Hoover stated that crime costs the United States 41 million dollars a day, they were vaguely surprised when they heard that only one child in eight goes to kindergarten, but they could find no connection between the two facts and laughed unbeliev ingly when told that more kindergartens would mean less crime. Psychiatrists, penolo gists, college presidents and superintendents of schools vouch for the contention, but to the average man it is like claiming that one may dam up Niagara with a chip. If it is true, what is the explanation? The A im of the Kindergarten There are many "outcomes" which the kin dergarten teacher purposes .to bring about as a result of the daily class activities which are seldom apparent to the uninitiated visitor. To do this she must study her pupils from every possible angle. She must know something of each child's background. So she visits the child's home and has Mothers' meetings and Parents' days. Each child has been living and forming patterns of behavior, some valuable, some detrimental, for four or five years. There is now a tendency to repeat these behavior patterns as occasion presents itself. For the best interests of the child, his family and so ciety, a continuance of the desirable patterns will be encouraged; those that are undesir- �able must be replaced. But how? Each pat tern is a separate problem. A M ere Matter o f M anners? Take a very simple case. Reuben is delight fully courteous. Praise for his courtesy to the teacher may make him conceited or priggish. It may cause his companions to react unfavor ably toward him and so towards courteous behavior in general. Yet Reuben should be made to feel satisfaction regarding attractive manners, or he may gradually copy those less pleasing. So the wise teacher arranges a situ ation in which Reuben's natural kindness and courtesy is expressed toward Peter, a less re fined member of the class, at a time when Peter is feeling unwontedly chagrined. Reuben receives from her a smile of approval in which all the class heartily concur. It is all the work of a moment, yet it bears a lifelong influence for many. D evelop in g Stick-to-itiveness Unfortunately, Reuben has also, among his five-year-old behavior patterns, a habit of leaving his projects uncompleted. This troubles his mother. She says, "I've scolded and even punished him. He won't finish anything." The kindergarten teacher knows that scolding and punishing are likely to cause the formation of new undesirable patterns, such as resentment and deceitfulness. She attacks this problem with other pupils also in mind. She makes much of the dignity of being responsible for a proj ect upon the satisfactory completion of which the success of some other work depends. She speaks of the airplane relying on every part of its motor, the locomotive helpless without the simple rails. She insists that Reuben, at first, undertake very short projects which involve little or no responsibility. But Reuben soon wants to be cooperating with others. So she makes certain that he is really interested in the project he chooses, and that it has a very defi nite purpose when completed. She limits the time he may devote to it each day and en courages some of the other children to show interest in his progress. She manages to have the supervisor come in on the day when it is completed. What satisfaction for ReubenI A new pattern has been designed, and he likes it. Repetition will make it a habit. R espect for Property Rights A group of children made some paper boats. George had been helping with a block house and had not made a boat. Later he saw the boats, liked them and— took one. Some weeks later another boy, Emmit, took a draw ing that did not belong to him. What should have been done in each case? Some one says, "These children should have been severely punished." Another person suggests, "They should have been told how serious their faults were— how wicked it was to steal." In each case the teacher said gently to the culprit, "George," or "Emmit," "we take home only our own work— the work we do ourselves," and then she casually returned the stolen treasure to the owner. But— the treatments this teacher employed to overcome these faults, though the faults were apparently the same, were quite different, because the causes were d if ferent. George, not being strongly ownership conscious, had merely succumbed to a sudden urge. This teacher, therefore, saw to it that George should have an opportunity to make a boat— that he should enjoy making it— that he then should enjoy helping another boy, �Harold, to make one. There was much said about George’s boat and Harold’s boat, and a greater respect for ownership began to be developed in George's consciousness. Envy and R esentm ent C hanged to S elf esteem and Friendliness Emmit's case was different and more serious. The teacher knew something of his back ground. Emmit was jealous of Frank; that was why he had taken his drawing. Emmit's mother was constantly holding Frank up as a model to Emmit, and Emmit had stolen that drawing with the intention of destroying it. The treat ment: First, Emmit's mother had to be shown the harm she was doing and persuaded to change her methods. Then Emmit's inferiority complex had to be gradually broken down. How? There were things, it was found, that Emmit could do much better than Frank could, and later, in cooperation, they were able several times to surprise the group with their achieve ments. Mutual admiration was developed. U nderstanding and A ppreciation Dr. Elmer Ellsworth Brown, when United States Commissioner of Education, once said: "From the kindergarten to manhood is so long a spar., that it is hard for many people to realize the full significance of kindergarten training for the adult life of our people." And Superintendent Doe of Massachusetts Reform atory, writes: "I believe that the kindergarten is one of our first lines of defense in the pre vention of crime and deserves the attention, the help and the cooperation of all our citizens." Advice and free leaflets may be obtained from National Kindergarten Association 8 West Fortieth Street,. New York � 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 They Laughed, by Florence J. Ovens, Editor, National Kindergarten Association Description An account of the resource A pamphlet connecting public kindergarten to a reduction in crime rates. 3 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource National Kindergarten Association 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 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 19_6_1_1_9 https://projectdaps.org/files/original/76015d4d16fec55b2c01147127414f01.pdf c7109d2c66921a496d431f2a0ca04f78 PDF Text Text Second Issue FACTS CONCERNING- SEGREGATION AND INTEGRATION Issued by the Arlington, Virginia, Public Schools for the information of School Advisory Committees, Parent-Teacher Associations, and other interested persons., December 195*+ SUPREME COURT ARGUMENTS POSTPONED The United States Supreme Court on November 22 announced that it will delay further the hearing of arguments as to how the ruling of the court against racial segregation in the public schools shall be put into effect. The death of Associate Justice Robert H. Jackson, v/hich results in "the absence of a full court", is given as the reason for the postponment. When the original integration decree was issued last May 17» the Su preme Court announced that arguments as to how to implement the ruling would be heard in October. Early in the fall the date was postponed to December 6. Even with the December 6 date for arguments, final decrees were not expected to be issued until spring. The new announcement that the cases will be continued sets no date for hearing the arguments. The Senate will not act until January on the nomination of Judge John Marshall Harlan to the court. If Judge Harlan8s nomination is confirmed in January, the court would then be complete. ARLINGTON SCHOOL BOARD STATEMENT AT PUBLIC HEARING An official statement from the Arlington School Board, giving the opinion of the Board as to the action which should be taken in Virginia in light of the Supreme Court decision of last May concerning racial integration in the public schools, was presented by Mrs. Elizabeth Campbell, chairman, at a public hearing in Richmond, November 15, 1 5 + > 9*• The hearing was held by the Virginia Commission on Public Education, appointed by Governor Thomas B„ Stanley. John B. Boatwright, Jr., secretary of the Commission on Public Edu cation, issued the call for the public hearing at which Mrs. Campbell spoke. In his letter of October 7» addressed to all members of the General Assembly of Virginia, to chairmen of all county Boards of Supervisors, and to mayors or other officials in all cities and towns in Virginia, he said, "The Commission desires to obtain the views and recommendations of the governing bodies and citizens as to what Virginia should do when the decision of the Supreme Court becomes effective . . . . . The hearing will be devoted to the specific question; 'What course should Virginia follow in the light of the decision of the Supreme Court in the school segregation cases?"1 The Arlington County Board received the letter announcing the hearing. The County Board voted to send County Manager A. T. Lundberg to the hearing as an observer. The County Board then referred the invitation to the hearing to the Arlington School Board. �- 2 - The School Board sought the advice o t e Committee to Study Problems f h of Integration in the Arlington Schools a to what statement t e School Board s h should make a the h a i g , The Integration Committee, appointed last June, i t ern, s made up of 7 negro citizens and 21 white citizens of Arlington. On November 8 , the Integration Committee unanimously approved a tentative statement, which was later officially adopted by the Arlington School Board to be presented in Rich mn. od The statement from the Arlington School Board is as follows; "The Arlington County Board o Supervisors referred to the Arlington f School Board the invitation to appear before your Commission. As chairman of this School Board and on i behalf, we respectfully submit t you the follow ts o ing recommendation: "First: W believe that the system o public education in t e Common e f h wealth o Virginia should continue to be maintained and supported and the com f pulsory school attendance laws o t e st t should be continued i force. f h ae n "Second: During the present interim period, before t e final decrees h o t e Supreme Court directing how t e integration decision i to b put into f h h s e effect, we ask the Commission to urge that calmness and restraint prevail i all n acts and statements by citizens, in all official acts and statements, and partic ularly i any legislative action by t e Commonwealth of Virginia concerning the n h matter o integration of t races i the public schools. f he n "Third: We urge that local school boards be given maximum latitude a to the methods t be used to carry o t the decrees o t Supreme Court s o u f he within the framework o t e law of t e Commonwealth of Virginia. f h h "Fourth: As we have faith in our American form of government and its provisions for due process of law, i i the prayer of this Board that recom t s mendations made by the Governor's Commission after the final decrees o the f Supreme Court have been entered, b legally consistent with such decrees." e VIRGINIA FILES BRIEF IN INTEGRATION CASE Monday, November 15, was the deadline for the filing of briefs i n the Supreme C ourt school integration cases. Virginia's brief said in part: "Education now follows o e pattern in n t e State; a plan for local variation must be devised. Time is needed for the h preparation of such a plan; without such a plan Virginia's schools may be closed." Seven states and the District o Columbia filed briefs in t e case. f h The Washington Post and Times-Herald summarized the briefs as follows: "The District brief said no further court action is necessary since school integration will be completed here by next September. Kansas said major steps have been taken toward integration and more are planned next year. Virginia, South Carolina and Delaware begged for time. Delaware said a significant percentage of people in parts of the state are not ready to accept integration. Virginia said local authorities must work out individual plans. South Carolina said courts cannot command adoption o affirmative solutions." f �-3PTA COUNCIL EXECUTIVE COMMITTEE ACTS The executive committee of the Arlington County Council of ParentTeacher Associations on November 3 unanimously passed a resolution asking that Governor Stanley and the Commission on Public Education preserve the public schools of Virginia, maintain the compulsory attendance laws, and per mit local autonomy in carrying out the spirit of the Supreme Court decrees. COUNTY BOARD ASKS STATE UNIFORMITY The Arlington County Board on November 27 unanimously passed a reso lution urging the Virginia Commission on Public Education to take the follow ing stand regarding the Supreme Court integration decrees 1. That the Commission be urged to pursue a course which will continue to preserve state's rights. 2. That any plan finally adopted be uniform throughout the state. George M. Rowzee, Sr., who introduced the resolution, explained that the purpose of the request for state uniformity is to eliminate confusion on the part of persons who are considering moving to Virginia. Wesley W . Cooper, in discussing the County Board resolution, mentioned , that it expresses a viewpoint different from that of the School Board resolu tion on the same matter. As reported in The Arlington Sun, Mr. Cooper said he did not oppose Mr. Rowzee's motion but that he "wondered whether a statement should be made at all if it does not represent the people of the county." Alvin F. Kimel said he agreed with Mr. Cooper that the resolution of the County Board "is not as meaningful until the concensus of the people is determined, but that it is policy of the Board." ATTORNEY GENERAL'S STAND United States Attorney General Brownell last week filed a brief for the Department of Justice, giving that department's views on integration. His recommendations, as summarized by The Washington Star, are: "The Supreme Court should direct inferior Federal courts to supervise integration in their districts. "Lower courts should order local school officials to submit integration plans within 90 days. "The courts should hold hearings to determine if the plans submitted will integrate the schools as quickly and smoothly as possible. "The lower courts should modify the plans if necessary and then order them executed by the earliest practicable date. "Progress reports should be submitted periodically by the school officials. �- k "If no plan for integration is drawn by local school officials3 the local court should order integration to he accomplished at the beginning of the next school term." In commenting on the Department of Justice recommendations, the Attorney General said that segregation must be abandoned, "as quickly as feasible, regardless of how much it may be favored by some people in the community." ARLINGTON LEGISLATORS AT STATE HEARING All four of Arlington6s representatives to the State Assembly had a part in the hearing at Richmond November 15 on the Supreme Court ruling against racial segregation in the public schools. State Senator Charles R . Fenwick and Delegate J. Maynard Magruder . are members of the Governor's Commission on Public Education which held the hearing. Delegate Harrison Mann submitted to Chairman Gray of the Commission the results of a survey which he took "to obtain a cross-section of opinion of the electorate in Arlington County on the segregation problem." He re ported that he sent out just over 1,000 requests for views and suggestions on the problem. In his letter, dated November 11, 195^* he reports: "To date there have been lj,b replies, by mail, telephone, and personal contact, or approximately i y % of those written to. The responses are still coming in at the rate of 10 to 15 a day. These are divided as follows: 63 did not favor integration in % any form if it could possibly be avoided; 26 favored integra % tion, either immediately or by positive steps to institute it gradually. In 1 1 % of the responses it was not possible to ac curately determine the views of the writer. "Various suggestions were made. Quite a number of the people remarked that if the races were left alone, the vast majority of each would prefer to go to school with members of their own race. A significant number of those who favored integration suggested that it be started gradually in the first grades and worked out over a period of time. Those who opposed integration made various suggestions centered on a three-school system (for white students, negro students and integrated) and repeal of the compulsory school laws. Only a very small percentage advocated abolishing the public school system." Delegate Kathryn H. Stone asked for careful study of the problem "in the best tradition of a Christian and liberty-loving people whose basic tenet is respect for the individual person." "The present position of our school board, which I share", Mrs. Stone said,"is that no step should be contemplated by your Commission which would impair the great progress made in Virginia under the Constitutional guarantee of free public education and the compulsory school attendance law. �- 5Further, that the possibility of integration is one which must be worked out locally, as the facts and public opinion support first steps* The success ful conduct of a sound program of public education rests, in the final analy sis, upon the community and its duly constituted school board* What may be workable in one community may be impractical in another.. We believe that no blanket, State-wide prescription can meet the issue posed* "As we await the final decrees of the Supreme Court on implementation of its decision, may we strengthen our deep resolution on the importance of good public education to the life of our Constitutional democracy; may we bear in mind the great differences among our communities which will require, I think, local answers to local situations, and may we firmly resolve to make our answers consonant with the decision of our highest tribunal." DIFFERING VIEWS AT RICHMOND A detailed report of the hearing in Richmond on November 15 was printed by the Richmond Times-Dispatch* The following excerpts from this account summarize some of the views presented; "Set up what amounts to a triple, in place of the present dual, school system by retaining separate schools for whites and Negroes and adding mixed schools for those wishing to attend integrated classes * "In effect, abolish the public schools and turn education over to private school corporations. "Repeal or amend the compulsory attendance law and the State Constitution's provision requiring the General Assembly to maintain free public schools. "Several middle-of-the-road speakers voiced strong opposition to weakening the constitutional requirement, but v/ould revise the. attendance law so no child would be forced into mixed classes. "Pro-integration plans ranged from the do-it-now type to a grad ual approach of beginning in the lowest grades and working up over a period of years* "Ministers and church groups generally offered mild but firm appeals urging the commission to find a way to conform with, rather than try to circumvent, the court's ruling." THE PRESIDENT COMMENTS President Eisenhower commented on the integration question at a press conference on November 2 3 . As reported by the newspapers, "The President said he believed the Supreme Court would avoid any arbitrary order on the integration process and weigh practical problems and deep-seated emotions involved* He remarked that the court might try to devise a way to bring about de-segregation under some form of decentralized process." � 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 Second Issue, Facts Concerning Segregation and Integration, Issued by the Arlington, Virginia, Public Schools, December 1954 Description An account of the resource Second issue of the Arlington Public Schools' fact sheet. Sections include the postponement of Supreme Court Arguments; the Arlington School Board's Statement at a public hearing in Richmond; a brief Virginia filed in an integration case; the PTA council executive committee; the US Attorney General's stand; differing views at Richmond; and President Eisenhower's comments. 5 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Arlington Public Schools 1954-12 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_1_4 https://projectdaps.org/files/original/a520009b51f44e2a77a71fe564ce07fb.pdf 59228b05f9e4af39f1129fcae530b774 PDF Text Text Suggestions tar Arousing Jntrrrst in the HCinitergartru / c u r io s it y Is the Root ot Most Mischief but of edl KNOW! EDGE THE KINDERGARTEN Through Vise Guidance and Use of Suitable Materials, Changes Idle Curiosity into Observation Concentration Industry Manual Skill Artistic Sense ... . J National JCinbergarten ASSoriation fl H e a t y n r l i f t h & tre p t. N rtn f o r k . N . 5- �lioto to Struct a JCmbergarltn Even in a city where little is known of the kindergarten, one enthusiastic worker can arouse the whole community. Often boards of education are willing to establish kindergartens if there is sufficient demand on the part of parents. With this in mind, a petition signed by the parents of at least 25 children of kindergarten age. asking for the establishment of a public kindergarten, should be presented to the board of education. Additional signatures of influential citizens are desirable. If the petition does not receive favorable consideration, a meeting should be called, and a society organized with the two-fold purpose of establishing a demonstration kindergarten, and arousing interest in the subject of public school kindergartens. The board of directors and officers should con sist of the leading citizens of the commu nity, including the mayor and representatives of women's clubs and Parent-Teacher Asso ciations. As the value of public opinion cannot be over-estimated, it is important to secure the support of the editor of the best local paper. Ask him to cooperate in your work for little children, submit to him interesting local news items dealing with the subject and provide him with the articles on Home Education mentioned on the last page. Committees should provide for kindergarten lectures and cooper ate in stimulating public interest by giving entertainments and by taking visitors to kin dergartens in communities maintaining them. Representative women should be enthused, and they should plead with the school board and the local politicians for the establish ment of kindergartens. The interest and co operation of first-grade teachers is another important asset. Most teachers prefer the child with kindergarten experiences. Songs and games have developed cooperation and adapt ability, imagination has been stimulated, and a sense of form, color and outline developed. This helps the child later in number work, writing and reading. It is desirable to choose a large, light, airy room for the kindergarten, preferably in a public school building where the work may be observed by the members of the board of education and by the grade teachers. The success of the work depends largely upon the individuality, ability and training of the kindergarten teacher. It is important to engage a graduate of a two years’ course of kindergarten training in a recognized institution of learning. After the kindergarten has demonstrated its value, the parents should again petition the board of education to incorporate it as a part of the public school system. REM EM BER TH A T T H E CHILD W H O RECEIVES K INDERGARTEN EDUCATION HAS AN ASSET FOR L IF E ; T H E CH ILD D EPR IV E D IS NOT G ETTING A FA IR DEAL. The following letter may suggest to you a means of securing a kindergarten. Every effort to give little children the advantages of kindergarten experiences is distinctly worth while. “In answer to your inquiry, we have had two years of very successful kindergarten work. We had some trouble to finance our deal. Perhaps we need more public senti ment. We can find barely 25 children to go, in our village of 1,400, and the public school here is crowded to the limit. “We call ours a Community Kindergarten. We have a board of 20 to 25 women who support the kindergarten. This includes a number of mothers who are sending children and are glad to pay $1.00 per week. The others are interested women who pay $25.00 �or $50.00 as a yearly gift. Then the board has to give a home talent play and food sale and movie benefit or tag day to finish up. “We have a house-to-house canvass and get every child between 4 and 6 years and let mothers, not on the board, give as little or as much as they wish. I should not fail to say that our Federation of Clubs furnishes the use of their rooms, with light, heat and ianitor service, at almost no cost to us. We bought our main equipment, tables, chairs, blocks, etc., with $150.00, the proceeds of a home talent play.” The letter below shows one instance of what the weekly articles on child development have accomplished. W IL L YOU NOT ASK YOUR ED ITO R TO P R IN T TH EM IN YOUR LOCAL PA PER REGULARLY? The National Kindergarten Association will furnish them to him free at his request. “I am happy to state that public opinion here on the kindergarten question, which has been so ably advocated in your weekly articles appearing in the local ‘Bulletin’, has at last compelled action on the part of our Board of Education. “Last February, two kindergartens were started in schools located in the poorer sec tions of the city. These were filled to ca pacity from the start. “Next month two more kindergartens will be started in other sections. In the course of a year or two we hope to see one es tablished in every public school in the city.” The National Kindergarten Association will gladly cooperate with those working to secure kindergartens, under trained kin dergarten teachers, by furnishing articles for the press, a program and material for meet ings, and a moderate supply of publicity leaflets free of charge. Colored posters, also, may be borrowed or purchased. w � 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 Suggestions for Arousing Interest in the Kindergarten Description An account of the resource Pamphlet advocating for the establishment of public kindergartens. Published by the National Kindergarten Association. 3 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource National Kindergarten Association 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 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 19_6_1_1_2 https://projectdaps.org/files/original/63a8d9b2fe8fd1a4f1b328f32aa30167.pdf fdfb84095f98cee39ae59a0db6e8c9bb PDF Text Text SEPARATE SCHOOLS AND BETTER RACE RELATIONS Suggestions and Solutions �SEPARATE SCHOOLS AND BETTER RACE RELATIONS Suggestions and Solutions �COPYRIGHT 1954 BY LETTER FROM A FRIEND OF NEGROES T. F. EPES Permission is hereby given to newspapers and periodicals to reproduce passages for purpose of review, with credit to author. Written permission may be obtained to reprint Parts I and II in part or in whole. P. 0. Box 2309 Richmond, Va. Integrating public schools and race relations are tied together. The author has rightly suggested that cool-headed people in both races must handle these two problems as one, and at the same time. Viewpoints and arguments are presented logically, concisely, and clearly. Nothing so complete for the guidance of school personnel, negroes, and whites has been published. C. H. Stephens �FINDING A JUST SOLUTION (Introduction) The purpose of this booklet is to unite Christian Negroes and Christian white people in a just plan for education of Negroes, and to adopt a basis for permanent improvement in race relations. When the W Between the States started, my grandfathers Epes ar and Robinson each possessed over 3,000 acres of land. Like other planters they were destitute after the war. However, my grandfather Epes received in 1863 $8,000 in gold from England, being proceeds from sale of cotton which escaped the blockade. I was reared with Negroes, understand and love them. Due to tradition and experience, conditions in the South are familiar to me. It would be difficult for one person to collect and verify without assistance, the information shown herein. Acknowledgment with appreciation is made for suggestions and viewpoints received from many people. I am retired under the Federal Reserve Bank Pension System and now engaged in church and civic work. Profit, if any from this booklet, will be reinvested in this work. If white people and Negroes do not invest common sense, love, and Christianity in race relations, our future will be dismal. T. F. E. - 5- �PART S (P ages 8 Through 20) �(1) SEPARATE OR MIXED PUBLIC SCHOOLS There has been much confusion and grave tension in the South since the Supreme Court ruled that separate schools with equal facilities were unconstitutional. This booklet gives the viewpoint of conservative, liberal, and radical groups regarding separate and mixed schools. It also includes the ideas of many experienced people and unusual in formation which has not been published. You can analyze and decide for yourself which plan is best. (2) (e) Many people believe that one of the. big benefits derived from separate schools is the fact that Negro and white children are kept apart until they are matured and are prepared to asso ciate without friction. W do you think? hat (f) The majority of Negroes prefer separate schools if they are equal, but do not feel free to express themselves. (g) Close friendships have existed between white people and Negroes for many years. They have been through troubles, hard ships and poverty together. Severe disagreement over education and racial problems can be avoided as shown herein. (3) (a) THROUGH (g) WILL GIVE AN IDEA OF CONTENTS LE T IT BE SAID AT THE START (a) People have different views. Some think mixed schools in the South will result in mixed marriages; some think mixed marriages are proper. Some think mixed schools will increase racial dissension; some think they have more advantages than disadvantages. Some people think that mixed schools are unadvoidable, because the Supreme Court ruled against separate schools. Some believe that mixed schools will start a race war. A great number of people believe that separate schools with equal facilities should have a fair trial. W hat do you think should be done? This booklet will help you make decisions. (a) There are many angles to mixed and separate schools in the South. Due ‘to complications, politics and propaganda, the majority of people in both races are confused. This booklet is intended mainly for confused people who seek a just solution for the benefit of both races. (b) Many millions have been spent to provide equal facilities for Negro schools, and leaders in both races are determined that such facilities will be maintained. It is inconceivable that any agency can or will force Southern States to adopt mixed schools, before giving equal schools a fair trial. Various viewpoints on schools and race relations are shown herein. (c) You will not agree with some of the criticisms, statements and conclusions. However, you will have the benefit of a rather complete list of problems, approaches and suggestions. This will help you to find solutions. (c) If mixed schools are compulsory and pupils attend schools nearest their residences, many Negroes will buy or rent homes in the white residential districts. This could put an end to white districts and destroy real estate values, creating an unsatis factory situation for both races. (d) It is believed that good Negroes and .good whites in the South will join forces, which is the main proposal of this book let. They will have to overcome power-mad politicians, Com munistic activities, and propaganda organizations- as well as hot-headed people in both races. (b) Many good citizens feel that they are helpless to assist in a solution. They are resigned to whatever happens. This is alarming, since it is the duty of Southern people in both races to decide be tween mixed and separate schools, or at least demand that equal schools receive a fair trial. (4) A SERIOUS MISTAKE MUST BE CORRECTED The Supreme Court and all of us have made a serious mistake in using incorrectly the term “segregated schools” in place of _“ separate -schools.” Many Negroes feel that the word SEGREGATION tends to creat an inferiority complex. Separate sch ools adopted for the benefit of both races, not to reflect upon Negroes; and Negroes are not segregated any more than white people. Therefore, we should never use the term “ segregated schools” in place of “separate schools.” �This gives the wrong impression; it is a mistake in the choice of words; it gives partisan leaders unfair propaganda. This is the opinion of friendly white people who are trying to advance the Negro race. This mistake must be corrected. Furthermore, Negroes will be less humiliated in separate than in mixed schools, as shown in the next topic. (5) realize that the safety and integrity of both races are at stake— never forget this fact. and Mixed public schools in the South will do more than all else to intermingle and amalgamate the two races. In some instances it will induce mixed marriages; in other instances, it will increase racial dissension; and it is the wrong way to make Negroes proud of their race. It is not reasonable to assume that mixed schools are desirable at this time. MIXED SCHOOLS WILL CAUSE PAINFUL HUMILIATION Painful and genuine segregation resulting from self-grouping by pupils in mixed schools in and out of the classroom will prove much more humiliating to Negroes than separate schools. Segregation from self-grouping will increase the inferiority complex which advocates of mixed schools are attempting to relieve. Advocates should Stop, Look, and Listen. No court or school regulation can prevent segregation by groups. People of different races cannot be forced to associate with each other against their wishes. Separate schools will be more satisfactory and pleasing to Negroes than mixed schools. (6) ARE MIXED SCHOOLS DESIRABLE AT THIS TIME? Mixed schools will result in mixed marriages; mixed marriages will produce mixed breeds. According to history and the Bible, the mixing of races has contributed to the decay of civiliza tions. It is claimed by some that mixed schools have not caused mixed marriages in the North and West. The reason is plain--a few Negroes in public schools in any section is not disadvantageous, and should not cause mixed marriages or other problems. Let’s be very clear on this point: Where the Negro population is small there is no reason for operating separate schools for any purpose anywhere. W Negroes are better educated and placed in close proximity hen to whites, there will be many mixed marriages. You cannot devise a system which will control love marriages or sex prac tices. If you know the South and world history, you will - 10 - (7) IS MIXED SCHOOLS A DANGEROUS EXPERIMENT? Mixed schools could be a dangerous experiment, since the public school system would suffer severely if plans for private schools are developed. But the damage to public education is small in comparison with racial dissension which could explode in mixed schools. Racial dissension is high. Trial and error methods must not be used. The information contained in these pages and else where will permit impartial leaders to decide on the danger and the problems caused by mixed schools. It is certainly practical to make an analysis, thus avoid blundering. (8) NEGROES PREFER SEPARATE SCHOOLS Over the world, people of each race prefer to be together, and the majority of Negroes prefer separate schools if facilities are equal. However, they seldom express openly such a preference, because this will make them unpopular with their own people, and it is contrary to extreme partisan propaganda. The fact that Negroes hesitate to express a preference for separate schools with equal facilities has unfairly assisted the advocates of mixed schools. W hen Negro parents express their convictions free from pressure, it will be helpful. - 11- �(9) A NEW APPROACH Extreme views of partisan leaders have divided confused people into two camps. This is wrong, because each camp includes good people, conservative people., a^.d radical people. It gives evil forces and Communists a perfect setup: Confusion, division, and representatives in both camps. The good Negroes and good white people must unite in one camp and plan a just settlement. Uniting the good people in both races is a new approach, which is shown and emphasized through out this booklet. (10) THE DANGEROUS ADVOCATES OF MIXED SCHOOLS The dangerous advocates of mixed schools are Negro and white politicians. Mixed schools are supported strongly and strangely by Communistic and subversive organizations. Communists and left wing forces are exploiting this race issue to the hilt in order to foment strife and turmoil. Deep-thinking white and Negro people must investigate and stop dangerous and subversive activities. (11) WRONGLY USED TERMS PROVIDE DECEITFUL PROPAGANDA Both races must use fair methods. Many approaches and tech niques used by partisan Negro leaders are not justified. In seeking objectives and complaining of treatment, they often use such expressions as: Segregation, inequality, inferiority complex, secondclass citizenship, justice for minority groups, and discrimination due to race, creed and color. These expressions are good, but frequently twisted into cunning propaganda to obtain sympathy and to gain objectives. This tech nique is powerful. It creates the impression that Negroes, in the year 1954, are very much oppressed, and that white people are the oppressors. Wrongly used terms are bad. The prospects confronting Negroes are good. Intelligent Negroes appreciate efforts made for the betterment of their race, and they dislike deceitful propaganda. White people who are cooperating with Negroes are displeased at such unfair methods. (12) WILL NEGROES RESPECT RIGHTS OF WHITE PEOPLE? Better education and greater benefits already provided show that the rights and wishes of Negroes are respected. Will Negroes respect the rights and wishes of white people? The belligerent demands of many Negroes and their powerful propaganda organizations have disturbed and offended white people. If white people prefer to have their own schools, residential districts, hospitals, hotels, eating and rooming places, will Negroes respect these rights, or will they re fuse, saying: "We will not permit white people to separate themselves from us, because the Supreme Court says it is un constitutional; and because Negroes must intermingle with white people to keep them from developing an inferiority com plex.” When Negro leaders refuse to consider the rights of white people, they place the Negro race in an unreasonable position. Intelligent Negroes should speak up against extremists, though they are told to keep their mouths closed. Fearless leadership is needed. Negroes are on top in regard to gaining better education and greater benefits. Unless Negroes show that the rights of white people will be considered, sympathy, gifts and assistance will cease. Lack of consideration could cause a race war. Good Negroes and good white people must stand together against extremists. ' (13) THE SUPREME COURT Several times the Supreme Court and other Courts have stated that separate schools for the two races were legal. The Supreme Court in 1896 ruled that separate transportation with equal facilities for the races was constitutional. The Court �on May 17, 1954 ruled that separate schools with equal facili ties were unconstitutional, which is inconsistent with other rulings. Many lawyers think the recent ruling was a miscarriage of justice. Many people believe the decision was an error, and it cannot be enforced without an amendment to the Constitu tion. The ineffective law which regulated the sale of whiskey and the repeal of this law show that is is impractical to legislate customs, morals, and preferences. Mixed schools could end in turmoil. People fear that compulsory mixed schools under the Court’s decree will usurp the rights of States and individuals, and that the ruling gives the Federal Government too much control over business and social activities of free people. Concen trating power in the Federal Government is the first step to Communism and to a dictator. This is alarming. In any event, would it not be wise to give separate schools with equal facilities a fair trial before installing mixed schools? A fair test has not been made. 0 4 ) SOUTHERN STATES MUST DECIDE NOW The social and sex behavior of small and large children must be directed in mixed schools in the South. Should we teach Negro and white children to mingle freely and socialize together in and out of classrooms as they prefer, or according to race? This question must be answered, not ignored by parents and school authorities. Many people have said that "children will handle these problems all right as they arise.” This is absolutely untrue. Before anyone can decide anything, someone must prepare blue prints showing policy and procedure in mixed schools which children, parents, teachers and school authorities will follow at every step. Half-baked plans must not be used. Advocates should provide written instructions showing how mixed schools will be operated. This has not been done. T he experience and advantage o f separate schoo ls can be seen. When b lu e p rin ts fo r m ixed sc hoo ls are provided you w i ll be able - 14 - to make a comparison and see whether mixed schools are practical. It is unwise to wait until the Supreme Court speaks again before making a definite decision. If mixed schools are not desirable, now is the time for State Governments to make plans for separate schools which will be legal and constitutional. Nothing should be done to offend the Supreme Court. (15) CONFUSION - CONFUSION - CONFUSION Recently, the Supreme Court ruled that separate schools were unconstitutional, and stated that in the fall it would hear arguments from the parties involved on the best method to carry out the Court’s decision. Until some workable plan is pre sented, school and state authorities as well as parents, pupils and teachers will be confused and terrified. The authorities of some states are urging legislation which will result in retaining separate schools for White children. M any believe tKe~^¥t~metHoH” is to give the various States authority to decidfe between separate andjmixed schooUjLOL_each locality. jTKe~Tutiire~~oT~~puSIic school efficiency and proper race relations are at stake. Prior to the Court’s decision, advocates of mixed schools should have prepared plans and blueprints which will insure success and prevent discord. No such blueprints have been released. Advocates of mixed schools are accepting huge re sponsibility. If equal schools are given a fair trial, it could result in bringing a satisfactory solution. (16) WASHINGTON, D. C. WILL START MIXED SCHOOLS The City of Washington has decided to start integration of schools. The change may appear to be a success, because the U. S. Army and the large Washington police force will be on hand to overcome opposition. Such powerful assistance will not be available in the South. The above fact is mentioned, since many advocates will con clude that mixed schools everywhere will meet with the same reception as schools in Washington. Adequate assistance is - 15 - �not available elsewhere and it would be a mistake to think that mixed schools will be easy to install in Southern States. (17) SUPERIOR TRAITS This booklet would be incomplete without calling attention to the superior traits of Negroes. They are most efficient and successful in dancing, music, athletics, nursing and many other achievements. They are kinder than most races to children and old people. They are the happiest people in the world. They have shown character, especially in resisting Communism and on the battlefield. They have produced outstanding leaders: Booker T. Washington, George Washington Carver and others. Their wonderful progress since 1865 is due largely to such leaders, of whom they are justly proud. The white, yellow and black races are desperately in need of leadership. (18) ments to be obtained for mankind. This must be done with God’s guidance by Christian leaders in both races. Negroes have more substantial backing now than ever before. The intelligent leaders in both races know where to place benefits and responsibilities. These people— politicians or radicals— not must lead the way, must find the right solution, which is justice to all; hate to no one; and the opportunity to go forward. Christianity and religion will do much to settle racial differences but we must not expect these forces to do the whole job. God will not do the part which man should do. Leadership and un selfish support are lacking. Only Southern people and those who have their hearts in helping the Negro race can appreciate the deep devotion between white people and Negroes. This devotion and understanding can and should unite the good people in both races for a satisfactory solution, which is the major proposal of this booklet. BETTER RELATIONS BETWEEN RACES Hate and emphasis on racial differences will destroy every plan and effort to build a better world. In facing the present situation^ nothing can be more effective than a consolidated^movernent^meaning the good people in both races must^stand together in order to settle racial discord. Confusion, vile politics and propaganda have given many people the wrong impression of support and friendship— more white peo ple are interested in the advancement and fair treatment of Negroes than politicians and subversive forces lead the public to believe. This misunderstanding must stop. The quick remedy is less inflammatory talk, more constructive action, and our determination to block selfish leaders. Many prominent leaders will be somewhat disappointed because their remedies are not mentioned at this juncture, which would only invite fruitless discussion. People cannot put a roof on a building until the foundation is laid. Bringing the good people together is the first step. The next step is to outline the rights, benefits and improve Some years ago, Negroes made a request for Negro teachers and later for Negro principals, claiming that they could do a better job because of a better understanding of their own people. The change was successful. In like manner, white children are benefited by having white teachers. This indicates that separate schools are better for both races. Furthermore, it is certain that effective teaching can not and does not occur unless the relationship of teacher, pupil, and parent is characterized by mutual affection and acceptance. It is equally certain that, at the present time, a large majority of the whites and Negroes in the South do not accept each other in a manner which creates a relationship essential to sound instruction and effective learning. It follows logically that the quality of instruction and learning would deteriorate if whites or Negroes taught mixed classes. Any damage to the fundamental and intellectual development of pupils must be considered seriously. - 17 - �Even in the North and West, few Negro teachers are employed in mixed schools, except the schools attended by a small number of white pupils. By the same token, mixed schools in the South will eliminate many Negro teachers. This will injure the public school system. In addition, mixed schools will set a pattern and pave the way for closing Negro universities and other Negro activities. It must be stated further that neither the whites nor the Negroes in the South are prepared for a sudden change. No plan, no method, no technique will do more than separate but equal schools to find a solution satisfactory to both races. Moreover, it is a mistake to assume that we can control by legislation the customs, feelings and preferences of individuals within both races. The above topic is of great importance. (20) HIGHLIGHTS OF WHAT YOU HAVE READ separate schools with equal facilities. This applies to the South--think, study, analyze. This booklet is like a showcase, displaying many viewpoints. It shows problems, difficulties, approaches and suggestions. This complete list will help people reach a decision, which is the responsibility of public officials, parents, and citizens. (21) IN CONCLUSION IF YOU FORGET ALL ELSE, REMEMBER THIS BOOKLET ADVOCATES AND EMPHASIZES TW MAJOR POINTS: FIRST, O SEPARATE SCHOOLS W ITH EQUAL FACILITIES SHOULD HAVE A FAIR TRIAL BEFORE ADOPTING MIXED SCHOOLS. SECOND, THE GOOD WHITE PEOPLE AND THE GOOD NEGROES MUST UNITE AND PROVIDE PLANS FOR PERMA NENT IMPROVEMENT IN RACE RELATIONS. At this moment, August 20, 1954, there is nothing definite, only confusion in regard to the future status of public schools in the South. Racial dissension is feared by both whites and Negroes. You will ask: W can I do? If you believe that equal schools hat should have a fair trial, write to your government and public school officials— not stir up racial discord. Pray for God’s do guidance. Advocates of mixed schools are moving rapidly, assisted by en thusiastic leaders and pwerful propaganda organizations. They say only mixed schools will provide justice for Negroes. These leaders intend to have mixed schools regardless of the wishes of white people and many Negroes; but they believe that both races will be satisfied after they become accustomed to the change. (a) Powerful propaganda and our enthusiasm to help the Negro race have induced many people to believe that mixed schools should be installed- at an early date. Only a common-sense study of problems and future developments will enable anyone to predict the time or the outcome. If this is a dangerous, unwise or Communistic movement, it should be opposed. If mixed schools will be beneficial, the plan should be adopted. (b) Suggestions from advocates of equal schools are requested. (c) Those who are interested in giving separate schools a fair trial should have a clear understanding of the benefits of this booklet to them. If it is placed in the hands of people, this will create public sentiment for giving equal schools a fair trial. Advocates of separate schools with equal facilities believe that mixed schools are not desirable, and do not conform to God’s plan. They are now looking for a proper solution and taking steps to install separate schools which will be legal and constitutional. They believe that separate schools will benefit both races. The two paragraphs above refer to proper schools; now we come to proper race relations (for details see topic No. 18). Nothing will do more to stir up race dissension than mixed schools. Nothing will do more to provide better race relations than (22) NOTE �(d) IN ANY EVENT, IT W ILL SOFTEN THE DEMAND FOR IMMEDIATE INTEGRATION. THIS W ILL ALSO POINT THE W AY TO SOLVING INTEGRATION PROBLEMS, IF AND WHEN THEY COME. ADVOCATES OF SEPARATE SCHOOLS SHOULD MAKE IT THEIR BUSINESS TO DISTRIBUTE THIS BOOKLET. (e) People fear that Satan and Communists are using dissen sion and crime to destroy our civilization. Part I of this booklet shows the amazing movement to stir up racial dissension. Part II shows "What Churches Can Do For Juvenile Delinquency” in a practical way. Will our con secrated leaders adopt common-sense solutions? 8/20/54 T . F . E. PART II -2 0- �THE REASON FOR PART II Racial dissension and juvenile delinquency are the two most dangerous problems in the world today— and they are twin bro thers. These two problems must be considered together and by the same people. For this reason, PART II has been included in this booklet. sters, especially by taking them or by encouraging them to go to Sunday School, religious services and church entertainments. (c) Some members would enlist with the Department of Evangel ism in their church, then carry God into these homes where religion is sorely needed. Juvenile delinquency starts in the home. These young people lack love and security. They want to know that someone cares. WHAT CHURCHES CAN DO FOR JUVENILE DELINQUENCY The activities now carried on by social workers and welfare agencies were handled previously through churches. This change has spoiled church people. Failure in this work is due largely to overloading the agencies. Local churches have not accepted the responsibility of juvenile delinquency as a membership project or program, though a few churches are maintaining mission centers in slum areas. The arrangement suggested herein very properly leaves juvenile delinquency and welfare in a separate field within the church. This will benefit the church and church members. Probation officers, social workers and other agencies are at tempting an almost impossible job. They have too much work, and are retarded by inadequate playgrounds and a lack of other necessary facilities. But no one has placed a simple and uniform plan in the hands of church members, showing what to do and how to do it. A UNIFORM PLAN FOR ALL CHURCHES (a) (b) Selected members would act as sponsors for their church, and undertake to help boys and girls who may be placed on probation by courts. Sponsors would not take charge of the individuals but would attempt to establish a friendly relationship, and then guide these young people on a safe course. Church members have no other responsibility since the children remain in their homes or in a home provided by the court. Many members would serve as assistant sponsors. They could help by exerting a good influence over these young WHAT UNTRAINED WORKERS SHOULD KNOW Co-operation between organizations and co-ordinating the ef forts of individuals have received little attention; therefore, helpful information is given below. This complete picture will lead to a better understanding and will be especially helpful to untrained members. 1. The immediate purpose of probation is to prevent these youngsters from serving prison sentences. Assistance from church members will make present probation a greater success, and it will increase the number on probation. Only churches have a sufficienr force to provide this help. 2. It is necessary for church people to understand what not to do, and to know what they can do and how to do it. 3. Only Judges and probation officers can handle certain cases— mental disorders, criminal tendencies, diseases and sex com plexes, but there are other cases which are less difficult. 4. The less difficult are cases where unfortunate circumstances or ignorance on the part of youngsters has brought them into trouble. Such cases should be accepted by church people. 5. Church members should rely upon the professionals for advice in selecting and in attempting to help chese youngsters. But there should be a directing head in each church or com munity to give simple advice without unduly disturbing pro fessionals. (Professionals are the Probation Officers and Welfare Workers.) This will increase the efficiency of church people and prove beneficial to all concerned. �6. Spiritual and material needs in the homes of unfortunate people must be met. This creates an immense amount of detail and follow-up work. Since probation officers and welfare workers are overloaded, church people can take over problems which come within their sphere of activity. This teamwork will achieve results. 7. As Welfare Agencies and Crime Prevention Bureaus, also Protestant, Catholic, Jewish and other organizations are engaged in this work, it is important that church people study and learn how to avoid duplication, bypass friction, and achieve the maximum co-operation everywhere. 8. The activities of church people should not be limited to young people alone. Older people are being discharged and paroled by courts, jails and penitentiaries. Church members can help these people to find jobs, and can encourage them to attend church and to lead better lives. You and I might be "in their shoes” except that Providence gave us better opportunities. A TRUE STORY The following is a true story of an incident which occurred some time ago in a Virginia city. This shows that church people can do the best work with cases where ignorance and unfortunate circumstances are responsible for juvenile delinquency. A church officer was in the Juvenile Court in behalf of a young man who had been arrested so many times it seemed necessary to send him to prison. The churchman, who was known to the Judge, explained that ignorance had caused most of the trouble, and then offered the facilities of his church. The Judge gladly accepted the offer and the churchman imnediately arranged for his minister to talk with the young man, The talk resulted in his agreeing to change his life and to rely on church influence for help. Members of the Bible Class were largely instrumental in saving this young man. Today, he is a church member and a valuable citizen. Church members can help unfortunate youth in many ways. SOME NECESSARY STEPS It is necessary that churches, Juvenile Courts and welfare agencies unite and publish in pamphlet form the details of "What Churches Can Do For Juvenile Delinquency.” Information and instructions for the pamphlet are contained in this outline and are available from court and welfare files. Probation and welfare officials must supply the approach, caution and sphere of activity for guidance of church members. It is important that each church set up a definite plan to do some welfare work, then advise the Juvenile Court that its request for assistance will have prompt attention, as illustrated in the true story above. WE ARE GOING BACKWARDS With some variations, this uniform plan for church members has been used for years by a few churches and by a few individuals. It could be in general use, but our church organizations are pitifully insufficient. Churches have not been effective in stopping world turmoil. Leadership is exceedingly rotten. W need better leaders, more e probation officers, more welfare workers, more playgrounds and more effective church management. When ninety-five million church people in America are organized efficiently, there will be workers and success. W must under e stand God’s plan, and halt world turnmoil. Remedies for Juvenile Delinquency and Major Crime are known, and they are available now. So much talk and so little action are ludicrous. Communist leaders are efficient; Christian leaders are inefficient. Let’s wake up and do a better job. O n ly churches have s u ffic ie n t o rg a n iz a tio n s and members to stop J u v e n ile D e lin quency. There is no other remedy. 8/20/54 THE END �C O P Y 1712 Walnut Street Philadelphia, Penna. January 16, 1877 Edward C. Robinson, Esq. Amelia C. H., Virginia Dear Sir: Your very kind letter of the 9th inst. has been received, and I reciprocate your wishes for a happy and prosperous New Year to yourself and family the coming season. I can also enter into your feelings of regret that your property did not relieve you from your entire obligations; you are not alone in this great andhumiliating disappointment, it appears to belong to the age, brought about by great error in statesmanship and national brotherhood: from present appearances, I fear we of the North have not yet received our full propor tion of punishment and ruin. I hope your intended change will be beneficial to your interest and that peace and tranquility may be restored to your family and self. Do not consider yourself under any obligations of a pecuniary nature to iqyself, had I been able to do so, as in the past, I would have attempted to relieve you and kept the homestead in your possession. I enclose your note cancelled, and to relieve your "amour propre", if you ever feel able, without infringing upon your obligations to the other members of your family, present the amount to your daughter, who is spending her love, youth and energy in Tennessee in an attempt to the best of her ability to relieve a kind parent from his embarrassment. Yours respectfully, Rathwell Wilson (This is a wonderful letter from a Yankee to a Rebel, ( q grandfather) showing great sympathy for and insight ry into problems of the South, largely the subject of this booklet.) - 26 - -27. �TO PEOPLE WHO OPPOSE MIXED SCHOOLS The word SEGREGATED is incorrectly and unwisely used in referring to separate schools. God did not segregate, but He separated races by placing them on different continents. There fore, people should move slowly in adopting mixed schools in the South. This booklet presents the facts, and it will create public sentiment for separate but equal schools. |f you boost distribu tion of booklet, you will have a powerful advance agent working for the success of your plans. I have neither the money nor organization to distribute the booklet. |f the demand is large it can and will be sold at less than 50^. At this time the price is: Single copy $1.00 or 3 for $2.00 (Postpaid) T . F. Epes P. 0 . Box 2309 Richmond 17, Virginia - 28 - N.B. It seems impossible for respectable people to under stand why problems relating to honest government, public schools, Juvenile Delinquency, alcohol, and sex immorality are so d ifficult. When we realize the power of communistic and subversive organizations we w ill recognize a big part of our stupidity. Why not wake up? �Will These S u g g e s t i o n s For Public S chool s a n d Crime P r o b le ms Help P e o p l e to Think C o r r e c t l y ? RE-READ - - STUDY - - ANALYZE � 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 Separate Schools and Better Race Relations, 1954 Description An account of the resource Booklet presenting a conservative, gradualist case for integrating public schools in the South and the need for the Christian Church to intervene in problems of juvenile delinquency. 17 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource T. F. Epes 1954 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_1_1 https://projectdaps.org/files/original/a1c6c773d8a0016b84477d537360f7b8.pdf cd7f388c6a4e9583d06ed266996f2610 PDF Text Text For Release after 3|3Q P. '. " I December 14* 1955 Extracts from the address of Delegate Robert Whitehead of Nelson Count/ made before the meeting of the CharlottesvUto Chapter of University Women, at CharlottesvUle, Va,, on Wednesday afternoon, Deceaber 14, 1955. SUBJECT: Shall there be a convention to revise and emend Section 141 of the Constitution of Virginia? I ahull briefly discuss some of the reasons both for and against the calling of a Constitutional Convention, which is the subject of the special election will be held on Monday. January 9, 1956. In doing so I express no opinion as how any person should cu3t i l or her vote. However, in view of the pressure campaigns now being ls waged by both the proponents and the opponents, I caution the voters to soberly view and carefully appraise the situation and to vote strictly according to the merits or demerits of the proposal. Come of the Reasons advanced in f v r of Having a C . y a f f ao. .onaUll A, The General Assembly of Virginia has for a number of yaare appropriated funds for ( ) the education of certain war orphans, ( ) the graduate aid program 1 2 for Negroes in out-of-state institutions of learning, ( ) the rehabilitation program 3 for physically handicapped persons, and ( ) the teacher scholarship program. The 4 effect of the November 7, 1955, declaion of the Supreme Court of Appeals of Virginia, was to invalidate all state appropriations for such purpose to the extent that the funds were being used in private institutions, though not in public institutions in Virginia. As a result, the sums due such private institutions or the students enrolled therein and not paid before November 7, 1955, cannot be paid, although such obligations were contracted in good faith by State officials. A revision of Section 141 is necessary in order to enable the State to make 3uch payments. This is a matter apart from the problems posed by the decisions of the Supreme Court of the United States in the school segregation decisions. B. The Amendment of Section 141 of our Constitution is necessary to enable the State of Virginia and her localities and the parents of children to cope with the problems presented by the decisions in the Prince Edward County case invoking segregation in the public free schools. The following reasons (among others) have been assigned for the foregoing! 1. The system of public education in Virginia is based on the segregation of races in the public free schools, as required by Section 140 of our constitution. In 1696 the Supreme Court of the U S. upheld the separate but equal doctrine as . applied to public schools. On the basis of that decision millions of dollars have been spent in Virginia in the erection of public free school buildings for the children of both races and the whole pattern of public education has been expanded on that base. The overruling by that court of that decision which had been the law for some 60 years and the invalidation of Section 140 of our Constitution has resulted in great confusion and resentment and has Imposed on many communities a system of public education that is obnoxious to a majority of the citlaene therein. �2. In man/ areas of Virginia where the Negro population is heavy, end in others where racial feeling is pronounced, the majority of the voters will not permit the appropriation of money to support a system of integrated schools to which they are deeply opposed, and they will not permit their children to attend them. As a consequence, in those localities if there is integration there will be no public education for the foreseeable future, which will result in a lack of educational opportunities for the children of both races if public assistance is not provided In the form of grants in aid. 3. In some areas the schools will be integrated, the majority of the people of Virginia are opposed to enforced Integration. Therefore, it is fair that parents who are unwilling to send their children to Integrated schools should receive tuition grants to assist in educating their children in non-ta£»grat*d schools. 4 . Too much emphasis is being placed upon "public" education. The goal should be the education of the children and not on the system in which the education is received. 5. Tuition grants for private education are necessary to prevent enforced integration, and, therefore, necessary to prevent the repeal or weakening of the compulsory attendance laws. 6 . Tuition grants far private education are necessary in certain areas with heavy Negro populations to supplement the pupil assignment program proposed by the Gray Commission. The assignment program will not do the job in areas in which whites and Negroes live in the same areas. 7. Public education will not be destroyed or undermined by the proposed revision of Section 141. The damage to public education in Virginia has already been done - done by the Supremo Court decisions. The purpose of the revision is to make possible the repair of the damage already done. 8 . The proposed revision does not touch h any way Section 129 of our Constitution which requires the General Assembly to establish and maintain on efficient system of public free schools throughout the State. That constitutional guarantee will not be vitiated in aay by the revision of Section 141. 9. The proposed revision expressly excluded secterion (church) schools from deriving benefit from tuition grants of public money, and therefore, maintains the traditional doctrine of separation of church and state. 10. The proposed revision of 141 does not require the General Assembly and the local governing bodies to appropriate public funds for tuition grants. It only authorises that to he done, and leaves the matter within the discretion of the elected representatives of the people. 11. Tuition granta for private schooling will ptrogLde local authorities with another tool to do the Job presented by the demands for enforce*, integration. �\ 1 2 . Mixing of white and colored pupils in school will result in songrelisation of the races, and in the exercise of its police power Virginia should do everything possible to prevent it. Tuition grants will be helpful in that connection. 13. The Gray Commission proposal for tuition grants is concrete and objective. Nothing better has been offered. lone of the reasons sdvanceiJgflinst iiaying-flJktnvcntioa 1, Tha decision of the Supreme Court construing the Constitution of the D. 3. is the supremo low of tola land and should be obeyed, iithout secession from the Union, Virginia cannot, and should not, attempt to defy the court o r to nullify its decisions. 2. The tuition grant proposal (which the revision will oaks possible) is nothing but a t effort to circumvent the decision and to do indirectly what cannot i be done directly. If thoro is public control of tuition grants of public money on either the state or local level, 3uch control will constitute "state action", and if such grants are used in racially segregated private schools, they will be illegal. 3. It is against a sound public policy for the State or a locality to appropriate and spend public money for private purposes. The public should hove control of the expenditure of public money. 4. Section 129 was placed in our Constitution to guarantee that there would be an efficient state-uldQ system of public free schools. To make it efficient, the framers of the Constitution realized that it had to be adequately financed. They recognized also that Virginia could not out of public funds support both a public school system and a private school system. They made a choice. It was in favor of the public system. Section 141 was adopted to make certain that the public school system would not be starved or weakened by reason of public appropriations of nubile money for private education (with soot mail exceptions). 5. To the extent that any public money is appropriated far private schooling to the same extent ptublic education is reduced and thereby weakened. Accordingly, the proposed amendment to Section 141 permitting public money to be uaed far private education does, to that extent, undermine Section 129. Section 189 Is the "thou shal't" conmandasat. Section 141 is the "thou ahel't not" onwnandmsat. The latter was fashioned for the protection of the former. 6 . The barrier between public money and private money should not be destroyed or lowered. As long as that barrier is up, wo do not have to f a - about public er money being uaed for sectarian education. If that barrier is removed, then there will remain, not two, but only ono barrier that prevents public money f e s being rs used for education of children in church schools. 7. The tuition grant program, if used to any appreciable extent, will increase the cost of education and will result in on increase in taxes. 8 . The Gray Comaiasion proposes ( ) a pupil assignment progrxc and (2) a 1 constitutional revision to permit the Assembly and local governing bodies to appropriate public funds for private education. The pupil assignment progren �- K- will reasonably do the job. If should be given a trial. If it works, a consti tutional revision will not be necessary. If it does not do the job, than will be the tine to try a constitutional revision. The cart has been put in front at tbs horse. 9 . The Supreme Court has not decreed compulsory integration. What it has done, and nothing mare, is to prohibit compulsory segregation. The effect and scope of its decisions are being exaggerated to frighten the people into taking on extreme step, and to amend in haste and in a state of excitement the organic law of Virginia, 10. It took the Gray Commission H months in secret sessions to coma up with its recommendations. It is now proposed that the people oust pass upon a major recommendation in the report in less than two months from the time the report wee nado piddle. The constitution should not be tampered with in thla precipitate manner. 11. It took 85 years to build i> a strong public free school system in q 'Virginia. It is now proposed to begin tearing it down in a matter of months. 1?.. The pool people and the middle class people are the greatest beneficiaries of our public school system. They will be the greatest losers when it is mangled and bled. They should look before they leap in this most important election. � 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 Extracts from address of Delegate Robert Whitehead made before Charlottesville Chapter of University Women, December 14, 1955 Description An account of the resource Excerpts from address of Delegate Robert Whitehead made before Charlottesville Chapter of University Women, December 14, 1955. discussing reasons, pros and cons, for calling for a Constitutional Convention. 4 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Robert Whitehead Date A point or period of time associated with an event in the lifecycle of the resource 1955-12-14 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_5_2_1_66 https://projectdaps.org/files/original/33206b6c352579cba24cf4b303eec2ef.pdf edd40c2d0e1304e9a1a833889fef3e07 PDF Text Text Far Release nornine paper# Dee* 18* Statement of Delegate 1chert Whitehead of Welcoa County phonal to Associated (frese, . : dchcor»3, Virginia, on Saturday aftaraooa, Dceeaber 17, 1959, The Hovtnber 7, 1955, edition of the Sqprwe Court of Appeal* of Virginia bold unconstitutional, so far as education In prlrr.te institution* m concerned, oerteln legislation passed l r th* General W»a*Wy of Virginia, That legislation $ prodded sdvertiowa progress far! (l) oertaln mot prphana, (2) graduate aid far Hegroso in out-of-stats Institutions, (34 rehabilitation of tb* phyaiaally handicapped, c d ( ) toucher scholarship*, S t * of Udo legislation date* ba«k i o, to 1932. On tbo strength of appropriation* node b r the Asasnbly, State authorities catnr a cd into contract* (mu Invalidated by the court’ declaim*) to pay far the education t of caqy of our young eitisane in private lnrtituticna both vdthia and vlthoot Virgin!';, In none instances, the Institution* hove perform*! the acrvlcos bat hate not baon paid, n r cannot be peid unless ad until Section 141 of tie Virginia ri Constitution is saended. 'feeing, along vlth nearly all of the other r tu m 'sru of the Assn&ly, voted far appropriations far ths foregoing progress, It is ay duty, as I sse it, to do ay part to rake it posslUo for there contractual obligations to be peid, and thereby presarte inviolate the honor of Vlrgida, The pr poosd M udnsntn of Section 141 will nMk* that posuiUs, us ell as tuition grants for other edneetloMO. purposes. Accordingly, in the election of January 9, 1956, Z shall vote for the constitutional convention, Whatover be tho outcone of that election, I now serve botlce that I will labor unceasingly to preserve for the children of Virginia publio free s efahol e ueatioa in every oounty a d city of this State. Th# public Area school is the citadel of 20th century danocraey. � 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 Statement of Robert Whitehead of Nelson County to Associated Press, December 17, 1955 Description An account of the resource Statement of Robert Whitehead of Nelson County to Associated Press, December 17, 1955 re decision of Virginia Supreme Court of Appeals that certain legislation passed by the General Assembly of Virginia re education in private institutions is unconstitutional with which Whitehead disagrees. 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 Robert Whitehead Date A point or period of time associated with an event in the lifecycle of the resource 1955-12-17 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_5_2_1_65 https://projectdaps.org/files/original/dba2c23753ee056e02ef94af6287ac2a.pdf 4cc8b2c902cabe950a36fd38b7c55b00 PDF Text Text papers Dm . 23th. Statement of Delegate Robert Whitehead of kelson County. In a recent atateswnt Colgate W. Darden, Jr., President of the University of Virginia, called uponState leaderu for assurance that Vlrginb 'a public school system will be kept intact, do.public assurance, or nvthing like it, has been forthcoming and that is most disturbing to many Virginians . If the constitutional convention is defeated, it will, in ay opinion, be due in considerable aeasure to fear on the part of the people that the convention will be the first step in the process of closing their public schools. What is the basis if this feart It is, I hellsve, due mainly to the faet that many of those who are so enthusiastic for the convention are on record es either being in favor of closing the public schools if they cannot nave their way, or have publicly stated that in some areas the public schools will be closed. As e result, many people are associating the proposed convention with the idea of the public schools being closed, and that is mo t harmful to the proposal. s, However unpopular this statement nay be in certain areas, I now declare that under existing law no board of supervisors, by an attmmt to withhold funds, has the power to cause the public schools in its county to close, end that it is the continuing duty of every school board to operate the public schools within its jurisdiction. The first section of the school laws of Virginia (Code Section 22-1} directs! "An efficient s s s a of public free schools shall be established and maintained ytr w.uqU.VP. a n ^ j^ ti?.^.i,n.tjis..3^pJa»" When that section la read in connection with section 22-5 (requiring a 9 month school tern for the puhlic free uchools in every county end city in Virginia), and Sections 22-126 and 22-127 (requiring a minimus local contribution equal to 50 costs per £100 of property subject to local taxation} and Sections 129 and 135 of the Virginia Constitution, the duty of maintaining public fret school education in every county end city In Virginia becomes manifest. In an address before the House of Delegates on December 1, 1955, when the roferonduc b . l was before that body, I stressed the fact that public free s dl chool education must be maintained in every county and city In Virginia, svem if t&ere is not available to the local authorities on acceptable admission formula. He one rose to disagree. ttalese the foregoing laws are changed, it will be the duty of every school board in Virginia to operate - h public schools within its jurisdiction next year te end every year thereafter, and it will be the duty of the board of supervisors of every county to make the minimise appropriation required by law and it will be the duty of the General Assembly to supplement the local funds with an amount sufficient to maintain on efficient system of public free schools. To dear the atmosphere and allay t t current fears, I urge Governor Stanley, is Lieutenant Governor Stephens, President of the Senate, and Speaker E. Blackburn �\ 1 - 2- Moore of the House of Delegates to puhlicly assure the people o f Virginia that at the cooing session of the General loseahly they w ill apply the f u ll weight of their respective offices (1) against the repeal o f any existing laws requiring the operation of the public fre e schools in every county and city la Virginia, and (2 ) for the passage of any new laws that aay he naoessary to provide fo r the continuance of the operation in an efficient Banner of the public free school system in ovary such county end city. Moreover, 1 urge hr. ilewend, Superintendent of Public Instruction, a d Vr. Dabney 3. Lancaster, Chairman of the pro-convention forces, to publicly state that they will appear before the oocmdtteeu of the isaohly at the 1956 session and urge a program of action in keeping with the foregoing request made of *ssars. Stanley, .Stephana and swore. � 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 Statement of Delegate Robert Whitehead of Nelson County Description An account of the resource Statement of Delegate Robert Whitehead of Nelson County. Whitehead declares "that under existing law no board of supervisors, by an attempt to withhold funds, has the power to cause the public schools in its county to close." 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 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Delegate Robert Whitehead 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_5_2_1_63 https://projectdaps.org/files/original/cf207741080dd375b9656837d530d307.pdf 95ac20dfa90c755c6f80eb142cb671c9 PDF Text Text A Law O f f i c e s DOUGLAS, OBEAR & CAMPBELL S O U T H E R N B U IL D IN G W ASHINGTON 5, D-CNATIONAL S - 2 1 5 5 J . A. MARSHALL B E N J.W . DULANY J O H N C . R IS T IN E A SSO CIA T E TAX C O U N SE L "Recollections and Letters of General Robert E. Lee” B y h i s s o n , C a p t a i n R o b e r t E. L e e P u b l i s h e d by G a r d e n City Publishing C o m p a n y , Inc., G a r d e n City, N e w Y o r k Copyright, 1904, P a g e & Company. p. 1924, by Doubleday, 210 " T h e l o v e a n d d e v o t i o n s h o w n jay f a t h e r b y a l l t h e p e o p l e of the S o u t h was d eeply appreciated b y him. H e l o n g e d to h e l p them, but w a s almost powerless. I think he felt that s o m e t h i n g could be done in that d i r e c t i o n by t e a c h i n g an d tr a i n i n g their youth, and I am sure this idea greatly influenced h i m i n d e c i d i n g t o a c c e p t the p r e s i d e n c y o f W a s h i n g t o n C o l l e g e . Th e a d v a n t a g e s to th e S o u t h of a p r o p e r e d u c a t i o n o f h e r y o u t h w e r e v e r y e v i d e n t to him. He strongly urged it wherever and w h e n ­ ever he could. I n a l e t t e r w r i t t e n a t t h i s t i m e to t h e R e v e r e n d G. W . L e y b u r n , h e s p e a k s v e r y f o r c i b l y o n t h e s u b j e c t : ’S o g r e a t l y h a v e those interests (educational) b e e n d i s t u r b e d at the Sou t h , a n d so m u c h d o e s i t s f u t u r e c o n d i t i o n depend u p o n the r i s i n g gene r a t i o n , that I consider the p r oper e d u c a t i o n of its y o u t h o n e of the m o s t i m p o r t a n t o b j e c t s n o w to b e a t t a i n e d , a n d o n e f r o m w h i c h t h e g r e a t e s t b e n e f i t s m a y be e x p e c t e d . Nothing will compensate us for the d e p r e s s i o n of the s t a n d a r d of o ur m o r a l an d i n t e l l e c t u a l culture, a n d each State should take the most e n e r g e t i c m e a s u r e s to r e v i v e the schools and colleges, and, if p o s s i b l e , to i n c r e a s e the f a c i l i t i e s f o r i n s t r u c t i o n , a n d to e l e v a t e t h e s t a n d a r d o f learning...1 " Again, i n a l e t t e r to December, 1867, he says: General J 0h n B. Gordon, written ’T h e t h o r o u g h e d u c a t i o n o f a l l c l a s s e s o f t h e p e o p l e i s the m o s t efficacious means, in m y opinion, of p r o m o t i n g the p r o s p e r i t y o f the S o u t h , The m a t e r i a l inter e s t of its citizens, as w e l l as their m o r a l and intell e c t u a l culture, dep e n d u p o n its a c c o m p l ishment. T h e text- b o o k s of our schools, therefore, should not only be clear, systematic, and scientific, but t h e y s h o u l d be a c c e p t a b l e t o p a r e n t s a n d p u p i l s i n o r d e r to e n ­ l i s t t he m i n d s of a l l i n th e subje c t 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 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 Excerpts from book, "Recollections and Letters of General Robert E. Lee" Description An account of the resource Excerpts from book, "Recollections and Letters of General Robert E. Lee" concerning the importance of educating youth . 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 Robert E. Lee 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 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 19_5_2_1_62