1 20 235 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/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/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/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/20b0d142c1693b7bca37263c84364c57.pdf 6d98876386aa8725ebd0e34aff332839 PDF Text Text ®je tlkslfittgitttt f SUNDAY, APRIL 29, 1951 ‘This Happened in Pasadena’: Now It’ Happening in Greater Washington s By Agnes E. Meyer Post R eporter ££TT i a fact that certain forces, s vicious, well organized and cold­ ly calculating, would like to change the face of education in the United States. This they must not be allowed to do” This statement from the Macmillan Co. explains why these publishers sent the wellknown journalist, David Hulburd, formerly with Time magazine, to give a blow-by-blow account of the smear tactics used in Pasa­ dena, Calif., by these vicious elements to discredit the local public school system and to force the resignation of one of the Nation’s ablest school administrators, Willard Goslin. For the citizen? of the District of Colum­ bia, Montgomery County (Md.) and Arling­ ton County (Va.), Hulburd’s book, “This Happened in Pasadena,” is m ust reading. Similar tactics are already well under way in our city and its metropolitan area. The campaign to examine the text books in use in our District schools for Communist influences, the attacks on progressive school administrators in Arlington, and the accusa­ tion th at the Montgomery County schools neglect the three R’s, are standard practice among these reckless, Fascist-minded groups who seek control of the public school curriculum, the teachers and the adminis­ trators. Let no one minimize the ambitions of these pressure groups. They well know th at whoever controls the public schools, controls public opinion. The tactics employed against the schools are identical in different parts of the coun­ try because they are directed, as Hulburd points out, by highly suspicious national organizations. Among those commanding ample funds are the “National Council for American Education,” “Pro-America,” “American Education Association,” “Insti­ tute for Public Service,” “Guardians of American Education” and “Conference of American Small Business Organizations.” This last group was condemned by the House Select Comihittee on Lobbying Ac­ tivities as a “pressure group, ambitious to control public opinion,” whose ignorant criticism of text books “smells too much of the book-burning orgies of Nuernberg to be accepted by thoughtful Americans.” None of these national propaganda organ­ izations is directed by people respected in the educational world. Trade Upon Fears iVERYBODY in our democracy has the 4 right to criticize our public institutions; These self styled patriots who denounce the public schools have been successful with th eir vague epithets that our public schools are “progressive,” “communist,” “godless," “socialist” and what-not because they have traded upon the logitimate fears of Amer­ I ican parents that all is not well with our public school system. Conscientious citizens are active all over the country to improve the obvious weaknesses of our long neg­ lected public schools. So widespread Is the determination of these local, State and national groups to press for expansion and improvement of the public schools that the newspapers re­ sound with their dissatisfaction and that of underpaid teachers. This is the normal process by which democracy evolves and attains new and higher goals. But this chorus of discontent has made it easy to confuse people who cannot discriminate between the constructive, substantiated criticism of well-meaning, well-informed citizens and the destructive, unsubstantiated abuse of unscrupulous pressure groups. The fact that this racket of vilifying the public schools worked in Pasadena is ample warning that it may work anywhere. For Pasadena, a city of more than 100,0Q0 in­ habitants, is a community of great wealth, beauty and dignity that are a measure of the taste, intelligence aad civic pride of its citizens. Here, if anywhere, one would ex­ pect reason and justice to prevail over passion and ignorance. In 1948, the Pasadena Board of Education unanimously invited Willard Goslin, a t the time of his appointment president of the American Association of School Administra­ tors, to head their public school system after a careful canvass of the whole country to find the ablest man. Yet two and a half years later, the same board that hired hin^ also fired him in an ignominious, badly worded and cowardly telegram sent to him in New York City where he had flown the night before to confer with the "National Citizens Commission for the Public Schools,” of whose advisory board he is a member. How was this crude dismissal of a dis­ tinguished educator achieved? It wa* maueuvered by keeping the whole city in a turmoil of fear, irresolution, mutual dis­ trust and mental confusion in spite of the fact that the school system had been im­ proving under Goslin’s direction until it promised to be one of the best in the whole country. The whole evolution illustrates how much easier it is to be destructive than constructive in a democracy. Evil, alas, spreads with far greater rapidity than goodness. Falge Set of Values HE FIGHT against Goslin was lead by « group of substantial citizens who gave themselves the grand title, “The School Development CounciL” The chairmen changed as the motives changed. Many of the founding members dropped out when they realized that the original purpose of improving the schools was obscured, as Hulburd states, “by personal prejudices and a false set of educational values.” Some of these “values” were revealed when Goslin was accused in a whispering campaign of “socialism” and of “undermining the native patriotism of Pasadena* because he had invited the dean of American educators. T Dr. Kilpatrick of Teachers College, to ad­ dress the Pasadena teachers at a summer school workshop. “Throughout the Council’s stormy ca­ reer,” says Hulburd, “a hardy band of tfromen (whom he names) stood out above their fellows as being particularly active and persistent.*’ One of them was especial­ ly interested in “subversive influences in the schools” and in the school text books; another in the “evils of modern education," on which she made hair-raising speeches; another was frankly determined to get rid of Goslin, as a leading exponent of what she darkly described as “Modern Pragmatic Education.” But the most persistent, the wealthy daughter of a former United States Senator, and founder of the local ProAmerica chapter, supplied the Council and the city with its typical propaganda. ProAmerica is excited about “The Four Horse­ man of ’51.” “They are Stalinism, Trumanism, Welfarism and Minorityism.” “These four horsemen must be bridled and tamed,” says Pro-America’s literature. Before long, nobody could tell whether Pro-America or the School Development Council was running the anti-Goslin cam­ paign. The hectic meetings took place in the patriotic confine* of the Legion Hall. Yet the campaign flagged until the Coun­ cil acquired a new chairman, a small busi­ nessman, Frank W. Wells, who enlisted property owners in cutting the school budg­ ets and in opposing a rezoning of school districts which might send the children of the upper classes to school with Negro and Mexican children and reduce some of the real estate values. Under Wells’ expert direction, the Council now became cen­ tered upon “getting better results from every dollar” spent on the schools. “The best judges of the educational sys­ tem are those who employ and work with its products,” said Wells. ‘This evaluation is far superior to the theories of those administering the process. While we have supported education with our dollar*, we have neglected to guide it with our prin­ ciples. We believe that education in Pasadena needs not only our dollars, but our principles, our personal time and in­ terest, and this we propose to provide through this organized group.” A Befuddling Mixture HESE self-constituted guardians of education then proceeded to befuddle the public with racial issues, class hostility, taxation, failure to teach the fundamentals* budget-cutting and progressive education^ all mixed up together, as well as rabble! rousing mass meetings to stir up personal animosity against the School Board and the Goglin administration. As the fu r began to fly, it became parent that the Pasadena Council wag taken over more and more by Allen A. Zoll, d i r ^ tor of the National Council for Am^ric^, Education. Even so good a reporter as Hulbut(j could not get much information about thB early history of Zoll, who calls himself an “internationally-known sales consultants His first organization to gain notoriety T was American Patriots, Inc., which was listed as fascist and subversive by Tom C. Clark when he was Attorney General. Zoll was long an ardent supporter of Father Coughlin. As far back as 1939, he was de­ nounced as a strong anti-Semite by Repre­ sentative J. Parnell Thomas. Yet he man­ aged to get the support of such distin­ guished people as the late Senator Vandenberg, General Wainwright, Gene Tunney and Stanley High as sponsors of his Na­ tional Council for American Education in 1948, all of whom resigned when the New York World-Telegram exposed the new council’s shady character. Senator Kenneth McKellar, on the other hand, when in­ formed of Zoll’s background, stood by the Council, which may be a clew to the nature of Zoll’s other backers. “He was indicted for allegedly attempting to extort money from New York Radio Station WMCA. Al­ though he pleaded not guilty and the in­ dictment was later nolle prossed, the pub­ licity was pretty gamey, and for a time following its quashing, Mr. Zoll wasn’t heard from,” says Hulburd. This did not keep Zoll from gathering enough sucker-support to found the “Na­ tional Council for American Education” with headquarters in New York City. The pamphlets he broadcasts have such provoca­ tive titles as “Reducators at Harvard,” “How Red Are the Schools?,” “They Want Your Child” and “Progressive Education Increases Delinquency” (see illustration), the last named having been most widely distributed in Pasadena. The rational replies of Goslin and of cer­ tain clergymen who tried to defend th e public school budget were drowned out by nightly speeches in which Wells developed catchy phrases that took his large audiences by storm. One of his favorites was, “Pro­ gressive education means progressive taxa­ tion.” He asserted that the Board of Educa­ tion wanted a “quickie blank check” and that henceforth Pasadena’s children must be taught “the three R’s—the American heritage—real respect,” etc. In the meantime, the women members, of the Pasadena Council gave lunches and receptions to all and sundry that were dis­ satisfied by this time with Pasadena’s school administration. I regret to add that the local newspapers lent themselves enthu­ siastically to this disgraceful campaign al­ though the real facts behind the whole story were even more easily available to them than to David Hulburd, who now puts them on the record. Having defeated the school budget by a vote of 2 to 1, the School Development Council felt its oats and issued a statement demanding: 1. “An idelogical investigation of curriculum, methods and personnel with­ in the Pasadena School District, and (2) loyalty oaths by administrators and teach­ ers, stipulating dismissal for those who re­ fused to sign.” But here is the payoff that reveals the full insolence of these groups, national and local, that are trying to con­ trol our public school system and American public opinion in order to further their own specious interests. “We ask the Board (of Education) to determine immediately the politico-social aims of the present school administration—in curriculum, methods and personnel, both of District, staff and guest lecturers. We suggest that such patriotic organizations as the American Legion and Sons and Daughters of the American Revolu­ tion he called upon to direct or actively as­ sist the board in the study.” L o ss o f ‘L e a d e r sh ip ’ T>Y THIS time the board members, no better or worse than other boards, were excited about their loss of “leadership,” which merely meant that if Goslin was really to be fired, they wanted to have the credit for yielding to the public clamor. They sent him a telegram of dismissal during a two-day absence from Pasladena because they hadn’t the intestinal fortitude to face Goslin with their trumped-up charges that he was re­ sponsible for the “controversy” in Pasadena and for the “lack of harmony within the system itself as well as the community as a whole.” As soon as Goslin’s resignation became public, the better elements of the community realized that a catastrophe had happened from which the reputation of their schools and their city would suffer for years to come. The people by that time had awakened to the fact that they had permitted unscru­ pulous groups to pull the wool over their eyes. They were profoundly disturbed. Only Allen A. Zoll of the National Council for American Education was happy and tri­ umphant, way off in New York City. He frankly claimed credit for getting Goslin but. “The millions of pieces of literature we have sent out during the past two and a half years have had an important effect,” he crowed in the January number of his paper, “The Educational Guardian.” C itizens of Arlington C unty, b w re o Va., e a ! PROGRESSIVE EDUCATION This is the sa e M Zoll w recently a m r. ho t­ tacked o e of your ablest educa rs, C n to . G lenn Hass, w m he a ho ccu d of “unscru­ se A s a m p l e o f t h e m a t e r ia l c ir c u l a te d pulous m anipulation of yo ung m inds.” Citi­ » ze s o M ntgo ery C n f o m ounty, M ., b w ren P a s a d e n a b y t h e S c h o o l D e v e lo p ■ d e a i! m e a t C o u n c il Y u will reco o gnize in the criticism of your s scho ls m d b the “Parents League for o a e y o Curriculum D evelopm ent” the Zoll tech­ m re destructive than constructive IB It* nique a carried out in P sa e a -C s a d n . itizen approach: a flood of material to the pres* s s of W ashingto D C b w re O o n denouncing the system a it stands; the wel­ n, . ., e a ! ur w local scho l-b o purger, A o o k dalbert Lee, iscome Into its fold of all dissatisfied parents, under the thum of the “C b onference o of superpatriots and of ambitious, frustrated f Sm all B usiness O rganizations,” w hich h sindividuals; mass meetings and public a forums where only their views, and not op'been co dem ed by the H use C m ittee o n n o o m n Lobbying A ctivities for using N azi m etho posing views,* are aired; the repetition over ds and over again of hearsay, half-truths and to get control of A erican educatio m n. All local communities must carefully analyze Zoll’s literature, his contact with local groups, his spread-eagle patriotism and that of other similar national pressure groups. “For this much is certain,” says Hulburd of the utter social disruption caused in Pasadena by the infiltrating minority pressure groups: “The Zoll pattern is the same as the Pasadena pattern, the Zoll at­ tack on education is the same as the Pasa­ dena attack on education. First it admits the importance of public education, then it proceeds to damn every phase of a modern public school system: it is leading the Nation toward socialism: Its text books are written by Communists, it pays too little attention to fundamental educational principles, it fails to adhere to facts, it fails to avoid contro­ versial issues, and so on. And the strategy Mr. Zoll applauds so vigorously is the strat­ egy that was followed <n Pasadena, the formation of a self-appointed school com­ mittee. without real community backing. educational cliches.” “In these u e sy d y n a a s,” continue* Hul­ burd’s w arning a a result of his P sa s a dena experience, “ho nest, w ell-m eaning citizens a o re ften vulnerable to the ca pa m igns o all f so rts of infiltrating m inority pressure g u s. ro p U nless these citizens learn to reco gnize such dangers and a a w ken to w hat free public school education should m n to them a d ea n to their children, m n of them will sw llo a y a w all to -w o illingly— ok, line and sinker— ho the kind of bait sold by propagandists like Zoll.” Anyone who reads “This Happened in Pasadena” will be fully alerted to the sorry ambitions and the vile methods of Zoll and his ilk. For Zoll Is not the only demagogue who threatens the freedom of our schools and of our democracy. But as long as we have courageous publishers like the Mac­ millans and careful reporters like Hulbuyd to expose these racketeers, our people will be able to defeat, all subversive attacks on our public schools, whether they coma from the extreme left or the extreme right. � 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 This Happened in Pasadena': Now It's Happening in Greater Washington, Article from the Washington Post, Sunday, April 29, 1951 Description An account of the resource Newspaper article relating a book about a successful conservative campaign against a Pasadena school system to the public school systems in greater Washington, DC. 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 1951-04-29 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_28 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/5205ca8da4a7c934605721df1c63c19d.pdf a8ebb36646bca7041f07417d2cfdbd6e PDF Text Text R e s o l u t i o n passed by the t h e A m e r i c a n Legion held August 25-28 19?2 RESOLUTION NUMBER 211 (ILLINOIS) OnniTnand t h e N E A a n d t h e T e a c h i n g their continued assist a n c e to the P r o g r a m of the A m e r i c a n L e g i o n . WHEREAS, the vast majority has again the American example, ball WHEREAS, the actively the various BE in IT New members the York, IT FURTHER tion of many program school and the National Education affiliates by August the its the Education 1952, teaching have supported subversive Legion that in we and assistance the groups; now convention assembled do profession, Association, great as its hereby thank the their organizations, various state rendered to the Americanism American Legion; and RESOLVED, that various departments among public, attention the against American 25-28, their state fight American for of the country, awards, junior base medal various in States schools, as for in such its of the tfoited sections organizations RESOLVED, affiliates, BE etc.; essay profession and National program in Americanism oratorical Legion of teaching Profession for Americanism^ teacher Association THEREFORE the supported, Legion contests, American of annual convention of in New York C i t y , the of the the private teaching and parochial profession. 4iI 1ff Iih ff circulate this resolu school groups for �� 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 Resolution passed by the annual convention of the American Legion held in New York City, August 25-28, 1952 Description An account of the resource Resolution number 211 to commend the National Education Association and the Teaching Profession for supporting "American Legion Americanism." 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 American Legion 1952-08 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_32 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/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/5a051a18101121c8bcd98f98b69bb80b.pdf f968a89c5961c4ef3a87379c987987fb PDF Text Text The Listening Post Column Editor: C. G len Hass Contributor: Richard Barnes Kennan Eternal V ig ila n c e T H E O L D E X P R E S S IO N , “ busy as a one-arm ed pap erhanger w ith the itc h ," c o u ld be q u ite a p tly a p p lie d to the d if ficulties th a t the schools are fa c in g to day. L ik e the paperhanger, they have a m a jo r jo b to accom plish; b u t one o f fa r greater significance th a n m ere ly m a k in g o u r e n v iro n m e n t m ore d e lig h t fu l, fo r the e d u ca tio n o f y o u th is a task o f basic social significance. L ik e the paperhanger, the schools are han dicapp ed, fo r they are beset w ith ra p id ly in crea sing enrolm ents and a lessening su p p ly o f q u a lifie d teachers, together w ith a degree o f fin a n c ia l sup p o r t th a t has n o t k e p t pace w ith the increased costs o f the present era. A n d again, lik e the paj^erhanger, they are beset b y a lo t o f aggravations in term s o f u n w a rra n te d , u n tru e and u n fa ir a t tacks against the schools and th e ir p e r sonnel. T h e “ itc h ” has gen era lly p roved to be an u n c o m fo rta b le ir r ita tio n , b u t in several instances i t has become seri ous enough to dem and f u ll a tte n tio n o f the schools, th e developm ent o f special trea tm ent, and sometimes i t has re sulted in serious a d d itio n a l loss to o u r A m e ric a n system o f education. A ttacks fro m Several S ources O ne o f the best examples o f this com p lica te d s itu a tio n fo r the schools has been the s itu a tio n e xistin g in Scarsdale, N e w Y o rk, f o r the past few years. Scars dale fo r a lo n g tim e has had an u n usu a lly fine school system o f n a tio n a l re p u ta tio n . R e cently a sm all g ro u p o f in d iv id u a ls in the c o m m u n ity began an atta c k on books used in th e classes and lib ra rie s o f the school system. T h e se v e rity and nature o f the atta ck devel ope d to the p o in t th a t i t affected the m o ra le o f the teachers a n d th e efficient o p e ra tio n o f the school system. T im e and again, however, o u ts ta n d in g c it i zens o f the c o m m u n ity , in c lu d in g some o f the best kn o w n business and profes sio n a l leaders o f the m e tro p o lita n N ew Y o rk area, ra llie d to the s u p p o rt o f the schools and the tro u b le m akers were o ve rw h e lm in g ly defeated. T h e story o f the Scarsdale a ffa ir is a va ila b le in re p rin ts o f articles, single copies o f w h ic h w i ll be p ro v id e d free o f charge by the N E A Defense C o m m ission as lo n g as the supp ly is available. O ne o f the attacks o n th e schools in recent weeks was an a rtic le w h ic h the e d ito r o f the A m e r i c a n L e g i o n M a g a z i n e had especially pre p a re d fo r p u b li ca tio n in the Ju n e issue. T h e artic le follow s the same lin e th a t th e n o toriou s A lle n Z o ll has used in a tte m p tin g by extre m ely m in o r and non -o ffic ia l items to prove th a t there is a subversive m ove m e n t in the p u b lic schools. O th e r mag azines have p o in te d o u t th a t the artic le is distorted, e m o tio n a l a n d co n tra d ic to ry to the p o in t th a t i t ge n e ra lly has, w ith a ll b u t the m ost biased readers, the opposite effect to th a t w h ic h the a u th o r a p p a re n tly in te n d e d . F o r ex am ple, in re fe rrin g to th e a u th o r o f the article, the news-magazine o f the F ord M o to r Com pany, Post 173, A m e ric a n L e g io n a t D e arb orn , M ic h ig a n , states: “ T o cite a few o f h e r inconsistencies, N o v e m b e r 1952 127 Reprinted f r o m E d u c a t io n a l L e a d e r s h ip , Vol. X, No. 2 �she states th a t we f a il to emphasize the three ‘R ’s,’ we use C o m m u n is t-in flu enced textbooks by ‘subversive’ teach ers, and th a t o u r progressive edu ca tio n is o n ly teaching o u r students to have no respect fo r parents o r la w and order, and th a t o u r schools are m ere ly ju s t a mass o f confusion. T h e n in th e n e x t b reath she states th a t we are re g im e n t in g o u r c h ild re n to the p a tte rn o f A d o lf H itle r ’s y o u th m ovem ent, to fo llo w one p a tte rn and one system, to cast th e m in to a m o ld so they w o n ’t even be able to th in k fo r themselves. I n one sen tence, we give o u r c h ild re n to o m u c h freedom w ith n o co n tro l, a n d in th e n e x t p a ragraph we d o n ’t give th e m any freedom l O ne statem ent is e xa c tly th e opposite o f th e other. T h is is ty p ic a l o f the a rtic le w ith its inconsistencies, f o l lo w in g one r ig h t a fte r the o th e r.” Loyalty O aths and In v estig a tion s T h e decision o f the U n ite d States Supreme C o u rt u p h o ld in g the le g a lity o f the F einberg la w in N e w Y o rk State is lik e ly to b r in g a bo ut a rash o f efforts to ado pt s im ila r laws in o th e r states. T h e danger o f such laws lies in the fa c t th a t they fre q u e n tly single o u t teachers fo r special suspicion and d o u b tfu l tests o f lo y a lty . T h e Feinberg la w places the a d m in is tra tio n o f the lo y a lty p ro g ra m in the hands o f the N e w Y o rk State D e p a rtm e n t o f E d u ca tio n and evidence u p to date indicates th a t the la w w i ll be fa ir ly enforced. O f p a rtic u la r va lu e is the p ro v is io n th a t any in d iv id u a l o r o r g a n iz a tio n threatened w ith damage fro m the enforcem ent o f the la w sh a ll be given o p p o rtu n ity to be h e a rd be fo re fin a l a c tio n is taken. Law s p u r 128 p o rte d ly o f s im ila r n a tu re proposed in o th e r states have o fte n been p o o rly d ra w n and fo re b o d in g in th e ir poten t ia l effect. T w o com m ittees in Congress w i ll bear w a tching as to th e ir effects on p u b lic education. T h e C o x com m ittee in the House is aim ed p r im a r ily a t in ve sti g a tio n o f edu ca tio n a l fo u n d a tio n s , b u t its activities m ay in c lu d e any type o f n o n p ro fit e d u c a t i o n a l organization. M em bers o f this com m itte e have in d i cated th a t they w i ll see th a t th e ir in vestigations are fa ir a n d constructive. Senator M cC arran has in d ic a te d th a t his com m ittee w i ll investigate education b e g in n in g w ith the colleges and u n iv e r sities and e x te n d in g d o w n in to the sec o nd ary and elem entary schools and in c lu d in g a study o f textbooks. A state m e n t released to the press, in dicates th a t Senator M c C a rra n has app are ntly pre-judged the s itu a tio n and has fo u n d education and educators “ subversive” before his investigations have o fficia lly begun. T h e analogy to the paperhanger is n o t accurate, o f course, fo r teachers have tw o arms to get the m a jo r jo b accom plished: the r ig h t a rm o f th e ir ow n d ire c t personal efforts and the le ft arm o f the u n ite d efforts o f professional organizations. T h e best “ b a lm ” fo r the “ itc h ” is the use o f b o th “ arms” to w in the frie n d s h ip and u n d e rs ta n d in g o f the citizens o f o u r c o m m u nities, state and n a tio n concerning the u n iq u e fu n c tio n and c o n trib u tio n o f p u b lic e du cation to o u r com mon w e lfare.—R ic h a rd B a r n e s K e n n a n , executive secretary, N a tio n a l C om m ission fo r th e Defense o f D em oc racy th ro u g h E d u c a tio n , N E A . Ed u c a t io n a l Lea d er s h ip � 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 Listening Post, Eternal Vigilance, November 1952, Reprinted from Educational Leadership, Volume 10, Number 2 Description An account of the resource Article describing the state of public schools and the several attacks hindering their progression. 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 Educational Leadership 1952-11 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_27 https://projectdaps.org/files/original/0155a3d7225bb428fdc5da1904158f7e.pdf df6f4b64c0bc589f579a6fcbfe635987 PDF Text Text THE UNITED NATIONS UNESCO and AMERICAN SCHOOLS E d u c a tio n a l j~^olicies Commission National Education Association of the United States and the American Association of School Administrators December 1952 �The Educational Policies Commission H e n r y H . H i l l , Chairman W illia m Ja n sf.n , Vice-Chairman O. C. A d e rh o ld R a lp h J. B u n c h e S a r a h C. C a l d w e ll W illia m G. C a r r A r t h u r H . C o m p to n L. D. H askew E u g e n e H . H e r r in g t o n G a le n J o n e s A lic e L a t t a W o r t h M c C lu re N. D. McCombs R a lp h W . M c D o n a ld V irg il M. R ogers M a r g a r e t C. S c h o w e n g e rd t Lee M. T h u r s to n P e a r l A. W a n a m a k e r W ilb u r F. M u rra , Acting Secretary This statement, The United Nations, Unesco, and American Schools, was proposed by the Educational Policies Commission at its Fortieth Meeting, October 1-4, 1952. A first draft, circulated to members of the Commis sion in November, was revised in accordance with members’ suggestions. Publication was authorized by a vote-by-mail, completed in December 1952. The recommendations in this publication are those of the Educational Policies Commission, a commission of the National Education Association of the United States and the American Association of School Adminis trators. Publication in this form does not constitute formal approval by the sponsoring associations. Copies available f r „ fro m : National Education Association, 1201 Sixteenth Street, N. W., Washington 6, D. C. The United Nations, Unesco, and American Schools T O DEFEND freedom, establish justice, and make peace secure, the American people have twice in this century spent their blood and treasure in great world conflicts. Hav ing learned from this experience that repeated victory at arms is not enough, Americans and their allies came to realize that they must cooperate to maintain peace. Standing separately, peace-loving peoples would invite the attacks of aggressors. Standing together, supporting common cause with combined strength, they might deter attack. Free nations must be strong if they are to keep their freedom. Moreover, their strength must be organized for concerted action. Representatives of the victorious nations of World War II, carrying with them the hopes of their two billion people, met in San Francisco in 1945 to establish an international organiza tion, the United Nations, "to maintain international peace and security. . . , to develop friendly relations among nations. . . , to achieve international cooperation in solving international problems of an economic, social, cultural, or humanitarian character . . ., and to be a center for harmonizing the actions of nations in the attainment of these common ends.’* How the new organization would operate to serve these accepted purposes was set forth in a written constitution, the [1] �Charter of the United Nations. This document, embodying agreements reached by representatives of fifty nations, was laid before the people of those nations. It was widely studied. In the United States opinion was distinctly favorable. After extended study, hearings, and debates, official action on behalf of the United States was taken by the U. S. Senate. This body, assigned by the U. S. Constitution responsibility to act on behalf of this nation in ratifying formal agreements with other nations, voted 89 to 2 in favor of affiliating with the United Nations. By joining the United Nations, the American people ex pressed their faith that such action would add to the strength and safety of their country. They were heartened by the hope that the new organization would help "promote social prog ress and better standards of life in larger freedom,” as prom ised in the Charter’s preamble, and would promote "inter national cultural and educational cooperation,” as required by Article 55. They sought to protect their country and to further its ideals by cooperation with other nations. They believed that being a part of the United Nations would add the strength of other nations to their own in the event of threatened or actual aggression. True to the ideals of the Judeo-Christian ethic, which had guided American policy for more than three centuries, they reached toward the goal of universal brotherhood. In the same spirit, motivated by both enlightened selfinterest and benevolence, the people of the United States en couraged and supported the long established policy of their government to join with other nations in international agen cies designed to serve a wide range of human needs. There are now ten such "specialized agencies” of the United Nations— all working to aid cooperative efforts among men and women of many countries toward solving their common problems.1 As each of these specialized agencies came into being, the United States government was faced with the question: Is it to the best interest of the American people to join or not to join this organization? The question came before the Congress of the United States in 1946 with respect to the United Nations Educational, Scientific and Cultural Organization. Plans for this organi zation, now widely known as Unesco, were embodied in a constitution which declared .that its purposes and func tions should be, among other things, "to contribute to peace and security by promoting collaboration among the nations through education, science and culture” and to "give fresh impulse to popular education and to the spread of culture by collaborating with Members, at their request, in the develop ment of educational activities.” The constitution specified that "with a view to preserving the independence, integrity and fruitful diversity of the cultures and educational sys tems of the States Members of this Organization, the Organi zation is prohibited from intervening in matters which are essentially within their domestic jurisdiction.” Senators and Congressmen studied the proposed constitu tion and purposes of Unesco, weighed the opinions of citizens, and considered whether or not the United States should be come a member of the new organization. A year earlier Con- [ 2] [3 ] 1 The ten agencies, with the year in which the United States became a member of each, are as follows: Food and Agriculture Organization of the United Nations (1945), International Bank for Reconstruction and Development (1945), International Civil Aviation Organization (1946), International Labor Organization (1934), International Monetary Fund (1945), International Telecommunication Union (1934), United Nations Educational, Scientific and Cultural Organization (1946), Universal Postal Union (1874), World Health Organization (1948), World Meteorological Organization (1949). Some of these organizations existed for many years before becoming "specialized agencies” of the United Nations. The wide variety of functions which they serve is indicated by their names. The United States, now a member of all ten agencies, participated in establishing most of them. �gress had asked that such an organization as Unesco be established when it voted unanimously for a joint resolution sponsored by Senator Robert A. Taft, Senator J. William Fulbright, and Congressman Karl Mundt. The proposal to make the United States a member of Unesco was carried by a vote of 264 to 41 in the House of Representatives and without recorded dissent in the Senate. The legislation also provided for a broadly representative National Commission of private citizens and government officials to help determine U. S. policy toward Unesco.2 I N THE years that have passed since the United Nations, Unesco, and other U. N. agencies came into being, the ideal of harmonious cooperation among nations has been imper fectly realized. Hopes for peace have been marred by armed conflicts in the Near East, Southeast Asia, and Korea. Achieve ments in social and economic cooperation have been limited. The past seven years’ disappointing record in international cooperation is attributable in part, perhaps, to the defects and errors of international organizations. Certainly, mistakes have been made. Policies have sometimes seemed inconsistent, action has on occasion been forestalled by considerations of political expediency, some faulty appointments have been made to the secretariats of the international agencies, and opportunities have been missed. Such shortcomings need not obscure the long-range purposes to which the United Nations and its specialized agencies are devoted. They should s Three-fifths of the members of the U. S. National Commission for Unesco are named by voluntary organizations. Among such groups which have named National Commission members are: American Society of Newspaper Editors, Chamber of Commerce of the United States, American Federation of Labor, Congress of Industrial Organizations, National Council of the Churches of Christ, National Catholic Welfare Conference. Synagogue Council of America, National Association of Student Councils, National Education Association, and American Association of School Administrators. [ 4] not lead us to destroy the only machinery for world-wide cooperation that is presently available. Another factor in the record has been the noncooperative attitudes and actions of the Communist world. The obstruc tionist policies of the Soviet Union and its obedient satellites in the United Nations are well known. It is not so widely known that the Russians have been bitterly hostile toward nearly all of the United Nations’ specialized agencies, espe cially toward Unesco.8 Communists apparently fear that Unesco’s commitment to human liberty and enlightenment threatens their own contrary policies of regimentation and thought control. This consideration doubtless influenced the action of the Communist-dominated governments of Poland and Hungary in late 1952 when they resigned membership in Unesco. Y OUNG Americans, as part of their education for citi zenship, should have opportunities to learn in school why their country is following a policy of international co operation, how that policy works, and what it means to have their country a member of the U. N. and Unesco. Teaching about such things is an obligation resting upon all public schools in the United States. In this country the source of political authority is the people. To exercise this authority wisely, the people must know well their nation and the world of which it is a part. Those who govern America today and those who will govern it tomorrow need to know about lands and peoples * The Soviet Union has chosen to maintain membership in only three of the specialized agencies: the International Telecommunication Union, the Universal Postal Union, and the World Meteorological Organization. m �and events far beyond their national boundaries. Within the life span of many now living, the American people have been thrust by circumstances into world leadership. It is a position they did not seek. This world leadership carries with it respon sibilities that are as unavoidable as they are unfamiliar. These responsibilities rest on all citizens, as well as on the officers of the national government. American schools, mindful of their duty for training citi zens to exercise their sovereignty in the most powerful nation in the world, have sought to meet this need of their students by teaching them about the Constitution and laws of the United States and about the treaties and organizations through which their nation deals with other nations. Young Americans need also to know the history of mankind’s efforts to attain peace among nations and the history of the many failures and the limited successes of such efforts. They need to know how people in other parts of the world live, what they wish for, what they believe. They need to know how their own lives have been made safer and richer by the things that have been done by men and women in other parts of the world. They need to know what is happening around the world today. These things the schools of this nation have taught for many years. They must continue to teach them if they are to remain true to their trust. To encourage the teaching of such matters is one purpose of Unesco. The establishment of Unesco, however, did not change the basic character of American teaching about other nations. It did help to give American teachers and students access to more information about the rest of the world. And it has given other nations a better basis for teaching more fully and accurately about the United States. Such teaching is in harmony with Unesco’s prime purpose: to enhance the [«] world understanding of all peoples. This purpose should not be confused with the promotion of world government—a political goal which is supported by some well-known volun tary organizations, but which, by its own constitution, Unesco is prohibited from promoting. It is important to understand the true purposes of Unesco. Failure to do so gives rise to apprehensions which, no matter how sincere, could lead the American people to defeat their own interests. S OME Americans do not accept the prevailing view that the United States will be a safer and more prosperous nation if it cooperates with other nations than if it tries to stand alone. Some of these citizens have gone so far as to demand that study of the U. N. and Unesco be deleted from the school curriculum and that certain books on international cooperation be withdrawn from school libraries. They would bar such things as school observance of U. N. Day and highschool clubs devoted to study of world affairs. It is, of course, to be expected that some citizens will dis agree with the policies of their government. Full freedom for expressing such dissent is essential to the democratic proc ess. To criticize one’s government and the intergovernmental arrangements to which it is a party is the right of every citizen in a free society; to criticize constructively when one sees defects to be remedied is not only a right but also a patriotic duty. It is entirely in order for those who disagree with pre vailing policy to seek to change that policy by appealing to their representatives in Congress and to their fellow citizens. However, those who would have the schools suppress the facts of history as they relate to the U. N. and Unesco or [7] �would have the schools teach a particular point of view about these organizations are in a position that is indefensible in terms of American principles. Those citizens who, take this position start from false premises. They assume that America has no world responsi bilities and no world-affected interests. They assume that the minds of men should be manipulated by instruction. They assume that schools are institutions where ideas are forced upon students instead of being examined critically. They assume that the United Nations and Unesco are not signifi cant aspects of the environment in which children and youth live. They assume that the violence of their attacks can cow or mislead others into acquiescence. The schools of America must not be diverted from their obligation to help young citizens acquire the knowledge and skill that they will need in order to use wisely the power that will increasingly accrue to them. Those who will govern America tomorrow are in the schoolrooms of America today. Teachers must continue to serve their country by equipping with essential knowledge the sovereign citizens they meet in those schoolrooms. The people of the United States in the second half of the twentieth century need extensive aquaintance with other countries and practical knowledge of the complex inter relations between this country and the rest of the world. Many of those relationships fall within the framework of the international organizations in which the United States main tains membership. It is highly desirable, therefore, that the American people learn to understand the United Nations, Unesco, and other U. N. agencies, their purposes and struc ture, their strengths and shortcomings, their records and opportunities. [ 8] �� 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 United Nations, UNESCO, and American Schools, December 1952 Description An account of the resource A booklet giving a brief background of the United Nations and America's role within the organization, and advocating for the inclusion of the United Nations and world affairs in the public school curriculum. 7 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 and the American Association of School Administrators 1952-12 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_29 https://projectdaps.org/files/original/e6209ea2eaa5a28a80abf6bb377db7dd.pdf c14c235fc4a22c93fe9977b8971faed1 PDF Text Text t Arlington, V a . December 2, 1952 TAX PAYI N G PARENTS: During the paet twenty years text-books have been written, rewritten and revised In accordance w i t h the philosophy of the times. The New Deal Fair Deal has been Instrumental in this Indoctrination of oreeplng Social ism and collectivism Into our minds, lives and school text-books. Many books have been p u r c h a s e d b y school boards strictly on the authors reputation p r ior to 1930 and are not n o w aware that they propa gandize collectivism and socialism. This prop a g a n d a poisons the chllds fertile m i n d against free enterprise, Individualism and patriotism. They teach that the government must own, operate and control everything even the minds and lives of the citizens. World citizenship rather than American citizenship is being promoted b y some so called educational organizations. We cannot wait for the pendulum of thought to swing baok to pre newdeal democracy. We now have a twenty year age span of children and count less adults who believe In government domination and all-out security from the cradle to the grave. This country cannot progress under this foreign socialistic philosophy. We must develop theists, leaders, statesmen, scientists, engineers, ohemlste, metallurgists, dootors and teachers to carry on the great task before us. This cannot be done under the social idology of progressive education. The 3 R's m u s t b e reinstated w hich through 175 years of experience has made America the arsenal of production, the bulwark of democracy and the haven of free men. The following are exerts from six text-books now In use In Virginia schools: Social Living - by Landis & Landis Page 168 - "More and more we are looking to the government to provide the kind of p r otection and services required to guarantee the masses of citizens, food, shelter, and health, as well as political freed o m . " Here Is how we are "Served" by a "Strong" government: "Government not only regulates us, but also serves us. The things that we pay for with taxes are prov i d e d by government and usually are p r o v i d e d more cheaply than they could be by private p e r s o n s . " (p.176) "In a capitalistic system w e a l t h tends to gravitate Into the hands of large corporations or of very successful i n d i v iduals." (p.172) The Building of Our Nation - b y Barker, Commager, Webb "The Constitution Is all a compromise" (p.72); "child labor is our most glaring evil" (p.560); "immigration tended to l ower the American standard of living (p.543), but later Immigrants are raising the standard of living." "Sick benefits, pensions and workmen's compensation cannot be won in indi vidual Industries" (p.559). "The Constitution gave the Federal government general powers." (p.362). Page 212,215-6 - "The Supreme Court was estab lished to strengthen the Federal government and nationalism. Nationalism Is not patriotism. " 1 �A History of O u r Coun t r y - b y D. 3. Muzzey P a g e 240 - The m o tto o f the R e p u b l i c la Liberty, Democracy and Union. The I n f l u x of Immi g r a n t s then b r o u g h t about the rise o f the common man. "Many s l a n t e d p h r a s e s are used thr o u g h o u t this book suoh as "Aristocratic p r e tensions" "The laboring classes In Industrial cent e r s " "The rise of the common man" "The rule of the people. " Y o u r L i f e In A Demo c r a c y - Revised. - b y H o w a r d E. Brown "Much of the c r edit for p r o t e c t i n g us so well f r o m contageon belo n g s to the Federal government". The Federal g o v ernment con t r i b u t e s money for State a n d local services. O n l y the citi z e n s c o n tribute to the cost of government. "After m a n h a d l e a r n e d to l i v e In communities he f ound cooperation o n a wide n i n g scale c ould be c a r r i e d o u t only b y i n t r o d u c i n g more and more g o v e r n m e n t Into his social system. " Modern Economics (Revised Edition) - b y James F. Corbett & M i n n a Colvin P a g e 567 - "The following p a g e s o u t l i n e a p r o g r a m for economic p l a n n i n g in America." "The entire plan is b a s e d upon the a s s umption that the b asio p r i n c i p l e s of demo c r a c y and c a p i t a l i s m will b e r e t a i n e d . " "The student is enc o u r a g e d to reject, m o d i f y o r supplement any of the suggestions." "Approx Imate estimates p r e p a r e d b y the Federal Trade C o m m i s s i o n tend to show that 1 per cent of the p e ople own 59 p e r cent of the w e a l t h or prop e r t y of the country." (p.401). Ameri c a n G o vernment - by Frank Abbott Magr u d e r "Suffrage and pers o n a l l i b e r t y are I n c o n sistent i n a democracy." (p.643). The a u thor repl a c e s old p e r s o n a l l iberties w i t h n e w civil liberties, (p.644) The o l d l i b e r t i e s encourage ignorance, disease, c r i m e and p olitical d i s honesty. The remedy Is compulsion. The Russian v e t o Is m e r e l y R u s s i a ' s "safeguard f o r her m i n o r i t y views on b asic matters c o n cerning w h i c h the democratic n a t i o n s w ould o v e r w h e l m i n g l y outv o t e her." (p.714). All p e r s o n s or o r g a n i z a t i o n s interested in abolishing subversion from our schools p l e a s e w r ite a n d h a v e others w r i t e me so we can petition o u r State R e p r e s e n t a t i v e s to take appropriate action. Y o u r s sincerely, B. M. M I L L E R Address r e p l y to: M i l l e r Weld i n g Supply Company 1109 J e f f e r s o n Davis H w y . , Arli n g t o n 2, Virg i n i a � 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 Flyer Addressed to Tax Paying Parents of Arlington, Virginia, December 2, 1952 Description An account of the resource Flyer criticizing the use of 'New Deal' era text books in Virginia schools due to their "creeping Socialism and collectivism", and advocating for education based on free enterprise, individualism, and patriotism. 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 B. M. Miller 1952-12-02 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_30 https://projectdaps.org/files/original/85ec10ab3b2ecf7ddc339ca86619771e.pdf 5b5a31f5e3cac3bdf4b936387620e3b3 PDF Text Text ' February 4? 1953 AMERICAN ASSOCIATION OF UNIVERSIT1 WOMEN ' Arlington Branch Education Study Group Report Within the past few months there has been an increasing number of statements expressing doubt as to some of the material found in the Arlington textbooks« With one exception, these charges have been vague and general in character. The six textbooks under attack (Social Living, Landis & Landis 5 Your Life in a Democracy, Revised, Brown; A History of Our Country, Muzzey; American Government, Magruder; Building of Our Nation, Barker, Commager & Webb; Modern Economics, Corbett & Colvin) are said to be "socialistic” or "communistic" or "collectivisitic" or "slanted" toward one or all of these undesirable things. During the first week in December a letter was printed in the Arlington D a i l y Sun signed by one B. M. Miller listing for the first and only time specific quotations which "prove" that these six textbooks are "slanted toward socialism and collectivism". The sub-committee has examined each of these references and a detailed report is attached. In no case have we attempted to evaluate the total book. We have simply endeavored to ’ check the only publicized specific references anyone in Arlington has made to undesirable material in our school books. In most cases we have done that. Where page numbers are erroneous or non existent, we managed to track down most of the quotations through the index, and by reading those sections of the book which might contain, in the minds of some, objectionable material. Of the eighteen direct quotations offered by Mr. Miller as "proof" of this alien .slant, only five* were found to be accurate in the sense that the actual words were actually found in the textbook, and that the meaning of the sentence was not changed by the surrounding material. In the opinion of the sub-committee, none of these five quotations prove much of anything unless it is that the world has changed in the past twenty five years. The other quotations which we managed to locate were falsifications and distortions. Either qualifying material given with the sentence was omitted in order to present a false impression, or the sentence itself was perverted, twisted and mutilated to give a meaning never intended by the author. It is the opinion of the sub-committee that Mr. Miller’s charges to date have no basis and deserve no further consideration. *In the detailed report, these quotations are indicated by an asterisk in the margin. (over) �BITILBIWG OF OUR_NATION - Barker, Commager & Webb 1950 edition This is the only edition of this book ever used in the Arlington schools. * MILLER QUOTES; "The Constitution is all a compromise." (p. 72) THE BOOK SAYS? There is no such reference on page 72. On page 80, the sentence is found, very nearly as Mr. Miller quotes it. MILLER QUOTES8 "The Constitution gave the Federal government general . powers." Ip. 362) THE BOOK. SAYS g Mo statement resembling this was found in the book. All chapters dealing with the Constitution and Federal powers were read. All indexed references were carefully checked. MILLER QUOTES;: Page 212, 215-16, "The Supreme Court was established to strengthen the Federal government and nationalism. Nationalism is not patriotism." THE BOOK SAYS; No such statements page 99 there are these sentences; describe the growth of the feeling •nationalism1 means pride in one’s defend it. It is another word for were found on the pages given. On "The purpose of this chapter is to of union and nationalism. The word nation and willingness to serve and patriotism." On page.101, there is a section entitled "The Courts Strengthen Onion and the Constitution". There is a discussion of the effect of 1 hn Marshall as Chief Justice of the Supreme Court, and these sentences are found, "Marshall was a Federalist and believed in a strong national government. He carried his beliefs with him to the Supreme Court and decided many of the oases that came before the Court in such a way as to strengthen the power of the national government." MILLER QUOTES; "child labor is our most glaring evil (p. 560)" THE BOOK SAYS; There is no page 560 in the book, the last page of which fe .lumbered 368. On page 254- is a section entitled "Protection for Children." It begins as follows: "Perhaps the most glaring evil in our industrial system was child labor. All through the nineteenth century industry and business following the practice of hiring children, because it was thought that this wan cheaper than hiring grownups." The section goes on to give a brief resume* of the history of the struggle to eliminate child labor and ends with the conclusion that because of the state laws that have been passed a Constitutional amendment is probably not necessary. It is quite clear that the sentence misquoted by Mr. Miller deals with conditions as they existed in the nineteenth and early twentieth centuries. MILLER QUOTES; "immigration tended to lower the American standard of living (p. 543), but later immigrants are raising the standard of living." THE BOOK SAYS; There is no page 543. On page 251 are these sentences; "The fourth factor which influenced labor in the modern period was largescale immigration. We shall study in Chapter XIX the history of immigra tion to the United States. It is sufficient here to notice that the coming of millions of immigrants caused a lowering of the standards of labor." - 2- �No sentence was located, which even by distortion could be made to fit the second half of Mr. Miller's "quotation." MILLER QUOTESg "Sick benefits, pensions and workmen's compensation cannot be won In individual i n d u s t r i e s ( p . 559) THE BOOK SAYSs There is no page 559« On page 253 > in a Chapter on "The Growth of Labor Problems", these sentences are founds "The strike is a strong weapon in a conflict between the laborers and the employers in a single industryo But it is not a suitable way of dealing with broad ques tions that concern workers in all industry• It is not a successful way of dealing with such questions as child labor, workmen's compensation, un employment, sick benefits, and old-age retirement pensions. Reforms in these matters cannot be won in individual industries, but must apply to the whole industrial system and must be enforced by law." v . g This book is exhaustively indexed which was fortunate since all iT ■ Mr. M5.11er‘s page references were wrong. The chapters dealing with the : > formation of our government, the writing of our Constitution, and the early years of our present form of government were carefully read. There were over twenty references to the Constitution listed in the index. These were checked. None of these were subversive, socialistic, collectivistic, dis respectful or offensive in any way. In a similar manner, the chapters and references on labor and immigration were checked. Two of Mr. Miller's references could not be found at all. Four of Mr. Miller's references were falsifications cf what appeared in the text. Whether the distortions were deliberate or a result of hasty and uncomprehensive reading is not clear. One of Mr. Miller's references was correct. SOCIAL LIVING - Landis & Landis, 194-9 edition * * * MILLER QUOTES g Page 168, "More and more we are looking to the government to provide the kind of protection and services required to guarantee the masses of citizens food, shelter, and health, as well as political"freedom? Here is how we are "served" by a "strong" government? "Government not only regu lates us, but also-serves us. The things that we pay for with taxes are provided by government and usually are provided more cheaply than they could be by private persons." (p. 176) "In a capitalistic system wealth tends to gravitate into the hands of large corporations or of very successful in dividuals." (p. 172) THE BOOK SAYS? All three of these sentences are to be found in a chapter dealing with the growth of governmental functions, both state and national, over the past twenty years. The social laws which have been enacted during that period are discussed. The thinking which led to increased government service is pointed out. The fact that this trend is regarded by some people as socialistic or communistic is also pointed out. There is a section en titled "Too Much Government Service Creates Problems." (p. 174) (over) -3- �CQMjffiMTSs This hook is used in "Problems of Democracy," a state required twelfth grade course. No such course could omit the changes which have taken place during the past twenty years. The statements chosen oy Mr. Miller from the book are displeasing to some persons but generally regarded as factual when read in complete context. Our Schools cannot and should not be expected to teach our students that the laws of the land, now on the statute books, are "socialistic" or "communistic" or "Unamerican" when, in fact, they are completely "American," stemming as they do from the actions of our Congress, duely elected by the people of the various states. Since the social changes and reforms of the past twenty years were enacted by the Congress, it seems that the remedy for them, if they require remedy, is to be found in the same place, and not in the school textbooks. MODERN ECONOMICS - Corbett & Colvin MILLER QUOTESs Page 557, "The following pages outline a program for economic planning in America." "The entire plan is based upon the assumption that the basic principles of democracy and capitalism will be retained." "(The student is encouraged to reject, modify or supplement any of the suggestions." THE BOOK SAYSi "The following pages outline a program for economic planning in America. The suggestions offered represent the ideas and plans of a number of progressive historians and economists. The student who is interested in the sources of these suggestions will find a list of books at the end of the unit. "The entire plan is based upon the assumption that the basic principles of democracy and capitalism will be retained. Each part of the program suggests an evolution of existing institutions within the legal framework of our Constitution. These suggestions are, of course, not final solutions. In the past, our economic and political problems have been solved by compromises which considered the conflicting and diverse views and interests of many thinking Americans. The program which follows should be subjected to careful analysis and criticism by the teacher and the class. Our demo cratic traditions provide for honest differences of opinion. The student is encouraged to reject, modify, or supplement any of the suggestions. We hope that a study of the program will provide many a lively hour of discussion and debate." * MILLER QUOTES8 "Approximate estimates prepared by the Federal Trade Commission tend to show that one perdent of the people own 59 percent of the wealth or property of the country." (p. 4-01) THE HOOK SAYS8 Mr. Miller1s reference is entirely accurate. COMMENTS g This is a technical economics text and would require careful reading % a qualified economist before a valid judgment could be made on it. There are only 18 copies of this book in the school system. It is regarded as much too difficult for the average high school student and is used only as supple mentary material for the student who has a special interest in the field. I -4- �4 AMERICAN GOVERfWENT - 1950 Magruder MILLER QUOTES; "Suffrage and personal liberty are inconsistent in a democracy." (p. 643) The author replaces old personal liberties with new civil liberties, (p. 644)* The old liberties encourage ignorance, disease, crime and political dishonesty. The remedy is compulsion. THE BOOK SAYSi "the welfare and the prosperity of the community are of sufficient importance for each individual to be willing to surrender somewhat of his liberty, somewhat of his independence, to secure the desired end. "Suffrage and personal liberty are inconsistent in a successful democracy. If a majority of votes can compel those who are industrious and frugal to contribute to free schools, free libraries, free hospitals, free orphanages, widows.* pensions, and old-age pensions for the poor, should not a majority have a right to compel children to attend school, to forbid reckless driving, a. •' to forbid, the sale of intoxicating liquors and narcotics which tend to bring on accidents, orphans, incapacity and poverty? "As individuals we have no right to impose restrictions on others, but in a democratic society where ta^ces are paid for the benefit of all, is it not reasonable to require all to conform to conduct which will contribute to the general welfare?" Following this discussion, there is a table indicating that certain "Old Personal Liberties", such as not going to school, selling milk from tubercular cows, speeding, buying narcotics, owning a slave, etc., have been replaced through laws and regulations, by what Magruder terms "New Civil Liberties" - the greater good for the greater number. MILLER QUOTES; The Russian veto is merely Russia*s "safeguard for her minority views on basic matters concerning which the democratic nations would overwhelmingly outvote her." (p. 714) THE BOOK SAYS; There is no such statement on page 714« On page 712 there is a section entitled "The United Nations Operates Under the Handicap of the Veto." These short paragraphs are founds "When the United Nations Charter was written in 1945, our1 Govern ment insisted on the veto. At the San Francisco Conference it proposed the present wording of the veto provision to the Soviet Government as a means of securing adherence by that country to the United Nations Charter and as a means of assuring ratification by the United States Senate. "Russia sees the veto as her most valuable safeguard for her minority views on basic matters concerning which the democratic nations would overwhelmingly outvote her. During the first two years the Soviet Government used the veto in the Security Council 21 times." These paragraphs are illustrated with a New York Times cartoon en titled "The Road Block" showing the veto blocking the World’s road to peace. (over) -5- �COMMENTSg M r 0 Miller’s first set of quotes are sentences and words wrenched out of context and twisted to mean something not intended by the author* Mr. Magruder’s writing through this section is not clear but a reasonably attentive reader of the text will conclude that he is restating, but not very well, one of our basic concepts5 that each must sacrifice something as a price for peace ful community living,, Mr. Miller’s second quote is a sentence which, taken by itself carries a "poor abused Russia" feelingo Placed in its proper position with the sentences before and after it, it does nothing of the sort* YOUR LIFE IN A DEMOCRACY - Revised Brown MILLER QUOTES? "Much of the credit for protecting us so well from contagion belongs to the Federal government„" no page number given* THE BOOK SAYSg Page 154, "Much of the credit for protecting us so well from contagion belongs to the federal government, for its careful work in examining immigrants, thus halting the dreaded bubonic plague and equally dreaded cholera on our doorstep*" MILLER QUOTESg "Most of the grumbling (over taxes) is not meant too seriously,..* Most citizens realize that they get far more for their money when it is combined with that of other citizens and spent to advance the general welfare than they'could possibly get from spending it as individuals*" no page number given* THE BOOK SAYSg Page 151» "If you have never heard your parents complain about taxes they had to pay, you belong to an unusual family* Few people enjoy paying taxes, though most of the grumbling is not meant too seriously^ it is more or less an American custom. Most citizens realize that they get far more for their money when it is combined with that of other citizens and spent to advance the general w elfare than they could possibly get from spending it as individuals." MILLER SAYSg The Federal government contributes money for State and local services* Only the citizens contribute to the cost of government* "After man had learned to live in communities he found cooperation on a widening scale could be carried out only by introducing more and more government into his social system." No page numbers given* THE BOOK SAYSs Two of Mr* Miller’s statements are not direct quotes and no page numbers are given* The second sentence "Only the citizens contribute to the cost of government." appears to be completely meaningless. The sections of the book dealing with topics under which such ideas might be found were read and found to be innocuous, though dull. COMMENT8 In spite of no page numbers being given, both of Mr* Miller’s directquotations were located* They were not the complete sentences in either case* We are somewhat at a loss to determine what alien ideas are advanced even in the aborted sentences quoted by Mr* Miller* -6- �A HISTORY OF OUR COUNTRY - Muzzey MILLER QUOTE; Page 24-0 "The motto of the Republic is iberty, Democracy and Union. The influx of immigrants then brought about the rise of the common man. Many slanted phrases are used throughout this book such as "Aristocratic pre tensions" "The laboring classes in industrial centers" "The rise of the common man" "The rule of the people." THE BOOK SAYSg statements. There is nothing on page 24-0 resembling any of Mr. Miller's COMMENTSg This book Is 910 pages of fairly fine print. We did not read it all. However, the chapter entitled "The Jacksonian Era" beginning on page 288 contains most of the phrases objected to by Mr. Miller. They appear in the text in the form of quotes taken from the speeches and campaign literature of the time. � 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 American Association of University Women, Arlington Branch, February 4, 1953, Education Study Group Report Description An account of the resource Report responding to a letter's claim that six Arlington textbooks were "socialistic" in nature (see 19-6-1-1-30). Quotations excerpted in the letter are put into context and defended. 7 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, Arlington Chapter 1953-02-04 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 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_33 https://projectdaps.org/files/original/344047755225443b33b0223123227c48.pdf c3586a4b0558a28dc73572103411eb61 PDF Text Text "Congressional Investigators, Communism and Ci.ristis.ns" Today I ask you to give your attention, as Christians, to the current issues of con gressional investigators, and the Communists. Many headlines tell us of church and churchmen's pronouncements on the subject. X am convinced that our national fuzzi ness about religion in general has made many churchmen and church groups fuzzy about this subject in particular. So, come, let's dive in. Everyone's doing it. Every one ought to, in fact. We might as well begin with Senator McCarthy instead of leading up slowly or hiding behind abstractions. What about the Junior Senator from Wisconsin? More particu larly, and far more important, what about his support for his work? You know how peopl feel about him. Some are for him and his work. Among these are real reactionaries, and super patriots. But also among those who are for him, are persons who believe that Communism has been criminally underrated. Sen. McCarthy has a lare consent - if not public approval - among some very thoughtful people. Some are against him and his work. The great, liberal wing of the USA sees in his general outlook and inves tigative techniques a terrible peril, even the worst peril of the hour. My first point is to suggest that there is serious thought, by people who are not fools, on both sides. If the pro arid anti camps would realize how sober some of their opponents' judgments are, controversy might become more than utter disgust met by insult. My second suggestion is this! the real issue of the day is not McCarthyism and its techniques. If we could ever set McCarthyism in the right context, find the problem for which it is a surface symptom, we'd be a long way to a new national maturity. In other words, if we could only see the religious issues surrounding the contro versy - beneath the civil rights, or political line-up, or questions of medals and opportunism - we'd be seeing the total problem in its widest reaches and depths. You want to shoot where the enemy is - not at decoys, or nuisances. My third point is this: the best way to get into the religious under-problem is to look at the devil McCarthy claims he's after - Communism. In your attitude toward Sen. McCarthy and his movement, so much depends on how you evaluate the thing he claims to attack. What would you answer if you had only a couple of sentences to sum up what Communism is? What is the essential nature of Communism? Well it is an economic theory; it is a philosophy of history and the nature of man and society} it is an international revolutionary movement; it is a screen for Russian imperialism; it is a rallying point for the dispossessed and the frustrated and the panic-stricken and the power hungry. All these, yes. Granted it is partly these, each one, and merits study and decision on each point. But, in its entirety, understood in the large, Communism is much more than these or their sum. Basically, Communism is a universal religion. It is a universal religion with all the claims and powers and fanaticism of a universal religion. (And here, I must add, for Christian balance, that introvert, fanatical Fascisms too can turn religious and wreck us and the world we Christians should want. The everlasting enemy is fanatical idolatries of any kind. Communism happens to be the worst religious idolatry around right now.) �How can we Christians get the American people to understand what we mean by "religion" We mean the aims and fears and loves that most profoundly move individuals and groups. But most Americans can't think of religion except as a dipaFoment~oi preferences, of interest to some but not essential for anyone. Do you understand this volcano called religion. Brethren? I wonder. Do you understand, ibr instance, the religious wars of history, as religious? Or can you only recall what in all likelihood you were taught in school or college, that all religious wars are really just political, or economic? If you still think that is true, you will never, never understand Communist Of course, -there are all kinds of political and economic ana cultural angles to any chunk of history, but if you can understand the demonic power unleashed in a holy war, then and then only can you understand the full power of Communism. And if you cannot, you will always he duped by Communism, one way or another. You can scoff at its philosophy, disagree with its economic theory, brand it as imperialism, claim it can not take root amid plenty, or that enough counter-gangsterism will stop it cold - all perhaps with some truth. But, if you don't understand Communism as a universal re ligion, jin'll be a dupe, a sucker for it, one way or another, no matter how "antiCommunist" you can claim to be. Communism is a universal, demonxc', anti-CErishian religion that has been gulped into the faith-vacuum of the Twentieth Century world. Right now it is "possessing," making absolute fanatics out of those who control one third of the earth. If we do not understand this we are dupes. And if we do not see also what follows we are fools: The only power that can whip a religion is another religion. The only power that can conquer a belief-possession is a more powerful belief-possession. The only force that can force out a fanatically-held world-view is another world-view capable of at least equal fanatical support. You cannot conquer a religiously-possessed movement just by information, napalm bombs, clearer ideas, clever diplomacy or organized com mon sense - though you may use all these. Religious possession is all that can con quer religious possession. That, Brethren, I submit to you is the framework, the 'back-ground' for the present crisis. I believe no Christian should think of so-called "KcCarthyism" without having this always in mind. Turn, now, and look at the American scene. Once this religious depth is sensed, take a look at what purports to oppose Communism over here. Y f o are the anti-Communists ih in the DSA? (1) First, there's reactionary, anti-Communism. Its symbol is Senator McCarthy. But go on to ask the basic question: what is the religious drive underneath? (If you agree with me, this is the most essential question to ask about "McCarthyism.") It's a combination of isolationist nationalism, super Americanism, militaristic "BastionUSA" faith. It's a nationalistic faith. Now, remember, nationalism is a religious power. It is a power that can have deep affinities with religious fanaticism. Nationalism can become a counter-religion when it is threatened or soared - and the last few centuries certainly give plenty of proof for that. The power that underlies this frenzied investigative movement may be good or bad as you will, but it's a pos sessing faith that can make men fanatics. At least - you might say - it is a warrior going out to meet another warrior, and not a little hoy with a spelling prize and a Yo-Yo and earnest, honest intentions. Suspend your like or dislike, for the moment; - at least what Messrs. McCarthy, Velde, Jenner represent has all the hot-passionpower in its resources that characterizes missionary religion. (2) Yfhat else opposes Communism in the USA? There's the Roman Church and the Funda mentalist Protestants. What are their symbols? The Fortress Church and the Infal lible Eook. But go on to ask the basic question: what is the religious drive undernaath? Simple: fundamentally both are the same - an absolute conviction float there iSTan owner of the universe and world history, and that that Lord has selected a believing people to proclaim His infallible commands. These kinds of religious folk �sense the counter-threat, they feel the religious depths of Communism. Their two ways of fighting are not alike, of course; but they do basically agree that we face Armageddon, the final war, with the last issues clearly drawn. They sense the demonidepths of the attack. Any they, too, have the capacities for fanatical counter--* attack. They, too, can become religiously "seized," "possessed," in their resistance Very much of the support for Senator McCarthy, or the apathy toward resisting him, comes from these. Many of them clearly see that one kind of freedom is being threate: by "MoCarthyism's" techniques, but they also know that the Communists wreck all free dom 100$. (3) And -what else opposes Communism? The latter-day liberals. What is their symbol? Probably Adlai Stevenson. But ask the basic question again: what is the religious drive underneath the modern liberal? Yes, just what is it? Is there any at all? And here I believe is the give-away. Only ideals, - fine ideals, good ideals, noble ideals, but only ideals. Am I cheapening the case for the typical modern liberal when I say that he is motivated by just two things: 1. idealism about how fine world brotherhood would be, and 2. a one-sided preoccupation with the ideal of personal freedom? Who would really criticize these ideas? Aren't they fine, and needed? Shouldn't we all be haunted by them and kept at work to realize them? Probably so. But what mate!, are ideals for men and movements possessed by demons at the religious depths? For instance, there just is no religious depth to the fight for mere freedom. The religious depths lie beneath just freedom. W hat is freedom for? That is the religious dimension behind the freedom issue. Freedom for what, to do what, to be That, to achieve what, to go where? Only a cause beneath freedom can sustain freedom. "Freedom to be what you choose" is the motto of group-destroying individualism. It has no lasting militant group appeal whatsoever, no power of group-possession of itself at all. Just a "free" America has no survival power. Communism, any militant, religious movement, thrives on the freedom, just the freedom, of its enemies t To fight just for freedom is like fighting a sea battle in a leaking ship with no rudder or power. As for the typical liberals' great ideal of brotherhood, this should be said (and would that Christians would see its): there's a world of difference in thinking all men are already brothers, needing only to be told they are, and properly organized; and in seeing men as fratricidal creatures who need to be captured by a religious faith in order to become brothers. One is human istic idealism; the other is Christian realism. One has only a pious, glowing hope behind it; the other has all the drive and zeal of a total religious possession and commitment. Which would you say can justly assess and then go about licking a fanatical religious enemy? That, as I see it, is the anti-Comraunist picture in our land - oversimplified but, I think, true enough. Mow, it happens, Brethren, that we are in an age of religious wars. The fact is that a great section of our nation is trying to fight a militant, this-worldly, universal religion with ideals I And there are many determined men who sense this futile, un equal fight. They are not all openly in the "McCartbyism" camp, but they often look like allies of "McCarthyism" because they, too, profoundly distrust the liberal in tellectuals and all mere good-will groups. Many of them are very much afraid of losing some basic American civil liberties - but they are more afraid of losing the whole nation to total tyranny where you can't even hope for any liberty. They refuse to let idealists (what "Time" magazine recently called "gnostics") run the battle. These men fiercely, and b y many methods, lash out to expose the weakness of just �idealism in this battle age. The methods they use - or condone - are like the methods of total war - and are distasteful, as total war is, especially to those who believe life can be warless. (I must say here that I personally think congres sional investigators should be rigorously limited.) Sut, for the sake of the whole heritage of the Christian civilizations, don't lose sight of the basic problem and peril just because religious warfare is very nasty. X. The problem for America is: in this religious war? will she wake up and realistically take her part II. The peril is, that in choosing her weapons, she may either pick idealism, which is helpless, - or, the wrong religion. In the face of this problem and this peril, I suggest with the sincerest hope I know, that we do have reserves of religious power that might guide our nation. There is a religious power that might steer us firmly, patiently through this era of religious wars, where, for the first time in human history, no war can be really won by anyone. It is what you might call "Central" Christianity - neither Homan, nor Fundamentalist, nor any watered-down, Unitarian compromise. X mean the kind of Christianity that we here can represent if we will be about our real business; the kind other, non-Roman, non-Fundamentalist types can represent, too. "Central" Christianity might give to Reaction what it needs: allow reactionaries the exercise of full religious passion and commitment, but also guide them away from just utter retreat; support conservatives in their struggle to preserve the heritage, without letting them turn us into a nation of monuments, anqiquarians and calcified conformity. "Central" Christianity might give to Romans and Fundamentalism what they need; build on their holy war impulses, but soften Roman Catholicism with some humility about its being an infallible fortress, and awaken Fundamentalism to some rele vant contact to modern situations (read the headlines and not just read and spout the Bible, so to speak). "Central" Christianity might give to Liberalism what it must have to get depthpassion enough to meet its religious enemies. It can give liberalism the beliefpossession that only comes from a total religious faith, - anchoring its floating idealism in a religiously-believed doctrine of man and history, and motivate its man-centered sentimentality with the love of Christ our God Conservatives with vision; authoritarian Churches with humility and relevance; the liberals with good religious passion - do you think, Brethren, that such a combination in our land can stand up to any Anti-Christ, and deal well with him? I do. And pray God it may be so. 15 March 1 9 5 3 St. Mary's Church, Arlington Parish, Va. The Rev. G. F. Tittmann, Rector P.S. from the Preacher for the printed version: NO sermon that says something clearly can also say everything that should be said. Nothing in this sermon is intended to condone the methods of religious fanatics, encourage Christians to make easy alliance with all "anti Communists," libel other Churches, or suggest some American fascism might not be a greater domestic danger than Communism. This purports to be an analysis of the religious dimension of the current situation. For further and full enlightenment, come to St. Mary's next Sunday'. � 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 Congressional Investigators, Communism and Christians Description An account of the resource Typed sermon by Rev. G. F. Tittmann of St. Mary's Church, Arlington Parish, March 15, 1953. Sermon discusses opposing communism as a religious issue. 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 Rev. G. F. Tittmann 1953-03-15 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_37 https://projectdaps.org/files/original/24f89b98dd5ab3119d38b0586f783326.pdf 12b062cdbe55560087c491257611d338 PDF Text Text The Listening Post Column Editor: C. G len Hass C o n trib u to r: Ernest O . M elby What Is Behind the Attacks on Education? VICIOUS attacks on education are now an old story to all of us. The pattern of the attacks is quite the same in all sections of the country. The argu ments and charges made are now be coming threadbare with repetition. They have been answered time and again by those in daily contact with our educational system. Parents who frequently visit schools and members of parent-teacher associations who are familiar with the work of our schools know that the charges are false and that they are, in many instances, ex amples of the “big lie” technique. Most of us, however, have been so busy meeting the attacks that we have not had time to examine the philo sophical structure out of which they come. In this column, we shall call attention to three striking character istics of these vicious criticisms. A n ti-in te lle c tu a lism In many cases the vicious charges against education are prime examples of anti-intellectualism. Quite often the article or speech attacking education will begin by misstating the philosophy of John Dewey or William Heard Kil patrick or perhaps with a distortion of the philosophy of progressive or mod ern education. Thus John Dewey is said to advocate a thought control pat tern of education; Kilpatrick is charged with advocating socialistic or “pink” education and some curious process is utilized to show a supposed connection between communism and progressive education. Any careful thinker who would read the contributions of Ap r il Dewey and Kilpatrick or the basic lit erature regarding progressive education would, of course, instantly conclude that the critic in question has com pletely distorted the meaning of what these men have written and the under lying philosophy of progressive educa tion. This process of distortion is no accident or result of mere ignorance on the part of the writer. It is a studied process designed to attack the whole method of intelligence as it applies to education, and the solution of prob lems in our society. It is based upon the theory that an oft-repeated gross misstatement will be accepted by a large number of innocent people. Many people hearing these comments so fre quently believe that since they are stated so often and not immediately repudiated they must be so. Freedom depends on the method of intelligence. Public schools have been established and an educational system developed in order that our people might know how to seek the truth. The scientific method, the method of intel ligence, has been and is our accepted process for seeking the truth. Antiintellectualism thus attacks the very foundations of freedom. Those who employ it know exactly what they are doing. They are seeking to destroy the democratic process. And they know that an attack upon the public school sys tem is an attack upon one of freedom’s most vital foundations. It is important in dealing with these attacks to help our people understand that it is not only education that is being attacked but our free society itself. 1953 451 R e p r in te d fr o m Ed u c a t io n a l Lea d er s h ip V o l. X , No. 7 �Iso la tio n ism A second chara cte ristic o f m any o f the attacks is th e ir fu n d a m e n ta l isola tio n is t character. Q u ite o fte n there is severe resistance to teaching a b o u t U n esc o or th e U n ite d N a tions. U n e s c o m ay be charged w ith being u n d e r C o m m u n is t in flu e n ce and the U n ite d N a tio n s m ay be accused o f ad vo ca tin g w o rld g o ve rn m e n t a n d sacri fic in g the sovereignty o f the U n ite d States. These attacks u p o n th e study o f in te rn a tio n a l u n d e rs ta n d in g in o u r schools are, o f course, a p a rt o f a la rg e r a tta c k n o w be in g m ade u p o n the U n it ed N a tio n s a n d U n e s c o th ro u g h o u t the le n g th and b re a d th o f the c o u n try. Such attacks c e rta in ly are an anach r o n is tic c h aracteristic o f present day A m erica. W e have elected a new p re sid e n t w h o has expressed u n e q u iv o c a l s u p p o rt o f the U n ite d N a tio n s and a clear com m itm e n t to the assum ption o f f u ll re s p o n s ib ility by the U n ite d States in w o rld affairs. O u r new p resid ent has nam ed as secretary o f state an o u ts ta n d in g advocate o f A m erica's in te rn a tio n a l re s p o n s ib ility . H e has nam ed as a re p resentative to the U n ite d N a tio n s a U n ite d States Senator whose t h in k in g is in in te rn a tio n a l d irectio ns. I n the p e rio d since the w a r we have expended b illio n s o f d o lla rs in fo re ig n a id and otherw ise in m e e tin g o u r in te rn a tio n a l re sp o n sib ilitie s . T h e U n ite d N a tio n s is lo cate d in th e U n ite d States—in N e w Y o rk C ity . I t is fin a n c ia lly and m o ra lly s u p p o rte d b y o u r gove rnm ent. As a people we have p u t m u ch o f o u r fa ith in peace and security, on the effective fu n c tio n in g o f the U n ite d N a tio n s . I t w o u ld seem th a t the A m e rica n educa tio n a l system co u ld do lit t le else b u t s u p p o rt A m e ric a n efforts in these d ire c tions as i t is ge n e ra lly assumed i t w ill s u p p o rt o th e r aspects o f A m e ric a n gov e rn m e n t and A m e rica n p o lic y . Yet 452 schools are attacke d fo r te aching a b o u t the U n ite d N a tio n s and fo r p a rtic ip a tin g in the a c tiv itie s o f U n e s c o . H e re again we have an exam ple o f the ir r e sponsible character o f m any o f the c u r re n t attacks u p o n edu cation. I n this instance as in m any others the design o f the atta c k is to weaken the fo u n d a tions o f o u r free society. C haracter A ssassin ation A t h ir d c h aracteristic o f the attacks is the repeated use o f the te c h n iq u e o f character assassination. I n a nearby c o m m u n ity a new atta c k has b roken o u t against one o f o u r o u ts ta n d in g school systems. I n th is instance tw o local organizations have jo in e d hands in ch a rg in g th a t a b o u t a dozen o f the teachers in the school system are C o m m unists o r fellow -travelers. I f an in vestiga tion were made, I am sure it w o u ld show th a t none o f these teachers is even re m o te ly connected w ith C o m m unism , th a t a ll o f them hate every fo rm o f to ta lita ria n is m , and th a t a ll o f them are d o in g e ve ry th in g they can every day to prepare citizens w h o w ill be effective in m a in ta in in g a free so ciety. T h e q ue stion m ay w e ll be asked—if th is is the case, w h y are the charges made? I ve n tu re to say th a t a t some tim e o r o th e r the teachers in que stion have s u pp orted p u b lic hou sing, equal rig h ts fo r Negroes, federal a id to edu cation , s u p p o rt o f the U n ite d N a tions, and perhaps expressed themselves fa v o ra b ly co n c e rn in g the T V A . Few o f us can believe th a t the m o v in g s p irits in the c u rre n t attacks on edu cation seriously believe th a t they w i ll locate any considerable n u m b e r o f C o m m u nists in the A m e ric a n school system. T h e y are re a lly n o t a fte r C o m m unists b u t a fte r people w ho, th ro u g h the years, have s u p p o rte d the A m e ric a n tra d itio n , people w h o believe in freedom o f speech, a free e d u c a tio n a l system and Ed u c a t io n a l L e a d e r s h ip a g ra d u a l process o f econom ic, p o litic a l and social d e m o c ra tiz a tio n fo r o u r coun try. T h e a n ti-in te lle c tu a lis m , the resort to m ilit a n t is o la tio n is m and the char acter assassination a ll have the purpose o f m is le a d in g o u r people, th ro w in g fear in to the hearts o f teachers and destroy in g p u b lic confidence n o t o n ly in edu c a tio n b u t in o u r w h o le dem ocratic system. These techniques have been used over and ov e r again in E uropean c oun tries w here to ta lita ria n is m o f one fo rm o r a n o th e r has taken over. Tho se o f us w h o have observed the Nazis, the Fascists and the C o m m unists a t w o rk k n o w exa c tly w h a t the techniques are; and by n o w the results o f such tech niques are m atters o f histo ry. W e have an o b lig a tio n to la y bare the n a tu re o f these attacks—h e lp in g o u r people to see w h a t lies b e h in d th e m and p o in tin g o u t c le a rly w h a t th e ir effects are lik e ly to be i f they c o n tin u e unanswered. R em ed y : T ea c h in g S o cia l R esp o n sib ility T h e rem edy fo r the s itu a tio n is to m ake every school an o u ts ta n d in g ex am ple o f the d e m o c ra tic process. I n i t we m ust con s ta n tly teach the m eth o d o f in te llig e n c e , b o th b y exam ple and by Ap r il 1953 w o rd o f m o u th . W e m ust ever engage in an earnest, sincere search fo r tru th . O u r boys a n d g irls m u s t be ta u g h t to m eet th e ir social re s p o n s ib ilitie s b o th a t hom e a n d abroad, b y m e e tin g th e ir social re s p o n s ib ilitie s now . W e m ust m ake a w o rld -w id e a pp roa ch to the s o lu tio n o f o u r p roblem s a n d n o t m ake a n a rro w p ro v in c ia l a tta c k u p o n them . F in a lly we m ust em phasize in every possible w ay the sacredness o f in d iv id u a l h u m a n p e rso n a lity. W e m u st h e lp boys and g irls and m en a n d w o m en to see th a t any person’s good nam e is his m ost sacred possession and th a t any one w h o w a n to n ly a n d irre s p o n s ib ly de stroys a n o th e r person’s good nam e is c o m m ittin g an offense n o t o n ly against the person in que stio n b u t against the very fo u n d a tio n s o f o u r free society. I n the m o n th s and years to come we in the profession w i ll need to t h in k clear ly, act w isely a n d a lly ourselves w ith o u r frie n d s in th e la rg e r co m m u n ity . T h e life o f free dom is a t stake and we have th e o b lig a tio n as p rim e defenders o f freedom to w a rn o u r citizens against hazards to free dom and to jo in w ith them n o t o n ly in its defense b u t in its fu rth e r de ve lo p m e n t .—E r n e s t O . M e l b y , dean, School o f E d u c a tio n , N e w Y o rk U n iv e rs ity . 453 � 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 Listening Post, What is Behind the Attacks on Education?, April 1953, Reprinted from Educational Leadership Volume 10 Number 7 Description An account of the resource Article examining the characteristics of attacks against education. 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 Educational Leadership 1953-04 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 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_41 https://projectdaps.org/files/original/573aae51761596a7888f99d5940c1a78.pdf 3b3195c8890a1a05676fdeb92098b797 PDF Text Text The Listening Post C o lu m n E d ito r: C. G le n Ha*s C o n trib u to r: Ernest O . M e lb y What Is Behind the Attacks on Education? VICIOUS attacks on education are now an old story to all of us. The pattern of the attacks is quite the same in all sections of the country. The argu ments and charges made are now be coming threadbare with repetition. They have been answered time and again by those in daily contact with our educational system. Parents who frequently visit schools and members of parent-teacher associations who are familiar with the work of our schools know that the charges are false and that they are. in many instances, ex amples of the “big lie” technique. Most of us, however, have been so busy meeting the attacks that we have not had time to examine the philo sophical structure out of which they come. In this column, we shall call attention to three striking character istics of these vicious criticisms. A n ti-in tellectu a lism In many cases the vicious charges against education are prime examples of anti-intellectualism. Quite often the article or speech attacking education will begin by misstating the philosophy of John Dewey or William Heard Kil patrick or perhaps with a distortion of the philosophy of progressive or mod ern education. Thus John Dewey is said to advocate a thought control pat tern of education; Kilpatrick is charged with advocating socialistic or “pink” education and some curious process is utilized to show a supposed connection between communism and progressive education. Any careful thinker who would read the contributions of A p r il Dewey and Kilpatrick or the basic lit erature regarding progressive education would, of course, instantly conclude that the critic in question has com pletely distorted the meaning of what these men have written and the under lying philosophy of progressive educa tion. This process of distortion is no accident or result of mere ignorance on the part of the writer. It is a studied process designed to attack the whole method of intelligence as it applies to education, and the solution of prob lems in our society. It is based upon the theory that an oft-repeated gross misstatement will be accepted by a large number of innocent people. Many people hearing these comments so fre quently believe that since they are stated so often and not immediately repudiated they must be so. Freedom depends on the method of intelligence. Public schools have been established and an educational system developed in order that our people might know how to seek the truth. The scientific method, the method of intel ligence, has been and is our accepted process for seeking the truth. Antiintellectualism thus attacks the very foundations of freedom. Those who employ it know exactly what they are doing. They are seeking to destroy the democratic process. And they know that an attack upon the public school sys tem is an attack upon one of freedom’s most vital foundations. It is important in dealing with these attacks to help our people understand that it is not only education that is being attacked but our free society itself. 451 1953 Reprinted from E d u c a tio n a l L e ad ersh ip VoI. X. No. 7 �Iso la tio n ism A second characteristic of many of the attacks is their fundamental isola tionist character. Quite often there is severe resistance to teaching about Un esc o or the United Nations. U n e s c o may be charged with being under Communist influence and the United Nations may be accused of ad vocating world government and sacri ficing the sovereignty of the United States. These attacks upon the study of international understanding in our schools are, of course, a part of a larger attack now being made upon the Unit ed Nations and U n e s c o throughout the length and breadth of the country. Such attacks certainly are an anach ronistic characteristic of present day America. We have elected a new president who has expressed unequivocal support of the United Nations and a clear com mitment to the assumption of full re sponsibility by the United States in world affairs. Our new president has named as secretary of state an outstand ing advocate of America’s international responsibility. He has named as a rep resentative to the United Nations a United States Senator whose thinking is in international directions. In the period since the war we have expended billions of dollars in foreign aid and otherwise in meeting our international responsibilities. The United Nations is located in the United States— New in York City. It is financially and morally supported by our government. As a people we have put much of our faith in peace and security, on the effective functioning of the United Nations. It would seem that the American educa tional system could do little else but support American efforts in these direc tions as it is generally assumed it will support other aspects of American gov ernment and American policy. Yet 452 schools are attacked for teaching about the United Nations and for participa ting in the activities of U n e s c o . Here again we have an example of the irre sponsible character of many of the cur rent attacks upon education. In this instance as in many others the design of the attack is to weaken the founda tions of our free society. C haracter A ssassin ation A third characteristic of the attacks is the repeated use of the technique of character assassination. In a nearby community a new attack has broken out against one of our outstanding school systems. In this instance two local organizations have joined hands in charging that about a dozen of the teachers in the school system are Com munists or fellow-travelers. If an in vestigation were made, I am sure it would show that none of these teachers is even remotely connected with Com munism, that all of them hate every form of totalitarianism, and that all of them are doing everything they can every day to prepare citizens who will be effective in maintaining a free so ciety. The question may well be asked— if this is the case, why are the charges made? I venture to say that at some time or other the teachers in question have supported public housing, equal rights for Negroes, federal aid to edu cation, support of the United Nations, and perhaps expressed themselves fa vorably concerning the TVA. Few of us can believe that the moving spirits in the current attacks on education seriously believe that they will locate any considerable number of Commu nists in the American school system. They are really not after Communists but after people who, through the years, have supported the American tradition, people who believe in freedom of speech, a free educational system and Ed u c a t io n a l L e a d e r s h ip a gradual process of economic, political and social democratization for our country. The anti-intellectualism, the resort to militant isolationism and the char acter assassination all have the purpose of misleading our people, throwing fear into the hearts of teachers and destroy ing public confidence not only in edu cation but in our whole democratic system. These techniques have been used over and over again in European countries where totalitarianism of one form or another has taken over. Those of us who have observed the Nazis, the Fascists and the Communists at work know exactly what the techniques are; and by now the results of such tech niques are matters of history. We have an obligation to lay bare the nature of these attacks— helping our people to see what lies behind them and pointing out clearly what their effects are likely to be if they continue unanswered. R em ed y: T ea c h in g S o cia l R esp o n sib ility The remedy for the situation is to make every school an outstanding ex ample of the democratic process. In it we must constantly teach the method of intelligence, both by example and by Ap r il 1953 word of mouth. We must ever engage in an earnest, sincere search for truth. Our boys and girls must be taught to meet their social responsibilities both at home and abroad, by meeting their social responsibilities now. We must make a world-wide approach to the solution of our problems and not make a narrow provincial attack upon them. Finally we must emphasize in every possible way the sacredness of individ ual human personality. We must help boys and girls and men and women to see that any person’s good name is his most sacred possession and that any one who wantonly and irresponsibly de stroys another person's good name is committing an offense not only against the person in question but against the very foundations of our free society. In the months and years to come we in the profession will need to think clear ly, act wisely and ally ourselves with our friends in the larger community. The life of freedom is at stake and we have the obligation as prime defenders of freedom to warn our citizens against hazards to freedom and to join with them not only in its defense but in its further development. Ernest O. Melby, — dean, School of Education, New York University. 453 � 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 Listening Post, What is Behind the Attacks on Education?, April 1953, Reprinted from Educational Leadership Volume 10 Number 7 Description An account of the resource Article examining the characteristics of attacks against education. 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 Educational Leadership 1953-04 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 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_42 https://projectdaps.org/files/original/49e00a2cf0de2a5e11b40127dd931d2d.pdf f1d660223ccd3750c92c3de5d8aa87f7 PDF Text Text Teachers, in their rejection of authoritar ianism have lost, in considerable measure, respect for and acceptance of democratic controls rightfully vested in duly con stituted authority under the form of gov ernment in which we live. Government, without leadership and without controls, whether it be government of a nation or a school system, is anarchy. In a democ racy, leadership and controls are achieved by the will of the people for the good of the majority. Once they “become,” co operative endeavor is the duty of all citi zens. Attack, therefore, should not be directed against leadership per se or con trol per se, but rather against the inade quate functions of leadership and against the ineffectiveness of the controls. Authority in Democracy Necessary While there has been much talk of de mocracy in administration, there has been too little understanding of its concept. It does not, and should not, mean license for teachers to dismiss legitimately constituted authority or reject validly organized con trols as being traditional and anachronis tic; it does not and should not mean that a superintendent ought literally to abdicate his responsibilities in favor of a multitude who speak in a wilderness of doubt. At a recent meeting of school leaders, one superintendent in informal discussion re marked that for a superintendent to send a directive to teachers was most undemo cratic. “It’s no longer done,” he said. This superficial way of defining the terms of democracy has led only to confusion and uncertainty. Democracy in administration and the practice of good human relations go hand in hand. A proper concept of democracy insures better human relations; conversely, better human relations promote the ideals of democracy. The science of human relations as ap plied to the superintendency has many implications. It means having a sensitive awareness of people. It means taking a sincere and positive interest in teachers as people, their needs, their aspirations, their social climate, and their physical environ ment. In large school systems where it is impossible for a superintendent to knowall teachers personally, it will be to his ad vantage to inventory their needs through respective principals and supervisors. It means indicating a willingness to discuss problems, to reduce variances, to alleviate tensions, and to make adjustments when ever and wherever such action is feasible and possible. It means allowing teachers and principals to exercise reasonable free dom in the direction and management of their buildings and classes. It means in viting teachers to share in the selection of textbooks, the revision of curricula, and the making of personnel policies. It fheans understanding the principles of democracy in action and exerting leadership worthy of the democratic frame of reference. All this is no easy task. It is, however, a necessary function of the superintendency as we know it today. We Bring the Community Into Our Schools T. Edward Rutter Every parent, who has sat at the dinner table and heard his children tell of the day’s happenings at school, knows that public schools in America touch family life in an intimate way, week after week and year after year. Because of this close contact between the home and the class room, our schools are perhaps better suited to community co-operation in planning than any other official government agency. Schools in Arlington, Virginia, have tried to make use of this natural interest in schools by bringing citizens into school advisory groups and by encouraging par ents and teachers to co-operate in many phases of school enrichment. Arlington’s school citizens’ advisory committees and councils have had a good deal of publicity. These groups enlist the aid of more than 500 men and women of the community to serve specific school needs. First among the group are advisory com mittees, one for each school, named by the school board to keep a watchful eye on the individual school, and to serve as a liaison between the school community, the superintendent, and the school board. Principals Recommend Parents Since it is impossible for Arlington school •Superintendent of Schools, Arlington County, Va. 30 board members to be really well acquainted with all patrons in each of its more than forty schools, the board usually asks prin cipals to recommend parents to be named on the advisory committees. Each com mittee member is appointed for one year but may be reappointed. The committees range in size from three members for the smallest schools to as many as seven for junior and senior high schools. Each committee appoints its own chair man, meets as often as necessary to con sider the condition of the school building and grounds, and any other matters which the members wish to call to the attention of the school board. Not all advisory committee requests can be granted — but the committees help to bring about improvements which board members might not recognize as needed. Also, the committee members are urged to attend regular school board meetings to learn about the schools. All committees are called in for consultation as an entire group when some specific problem faces the school board and the board wishes to get the reaction of the community as a whole. The H om e Economics A dvisory Council at one of its regular meetings in the beautifully appointed Washington-and-Lee H igh School H ome Economics suite. SCHOOL BOARD JOURNAL for OCTOBER, 1953 �THE AMERICAN S c W BtmrbJmrnuil Jeidcf^cio^mnjnfoi ^roiaoSfordii{ii> O C T O B E R ............................1953 A M iddle W ay in — Human Relations and the School Superintendency »<maar . k m,, ru>.Until fairly recently, to organize, to tion of the superintendency. The tradi supervise, and to deputize were considered tional superintendent ordered his personnel the chief tasks of the public-school admin through the exercise of authority dele istrator. In the past decade, however, with gated to him by the School Committee or interest heightened in the school superin Board of Education. School policies and tendency as a profession, two additional procedures did not emerge or evolve as the major functions have emerged, namely: result of discussion, conference, and mental to publicize and to humanize. Of all these interaction between superintendent and and the many less-emphasized functions staff. They suddenly were because he, the associated with the administration of a superintendent, decreed they should be. Rigid authoritarianism has been known school system, the last — to humanize — is probably a superintendent’s most impor to order personnel without consultation or tant task. Paradoxically enough, however, explanation; to limit the activities of teachers without justifiable reason; to dis it is also probably the most neglected. There are several reasons why the “hu cipline staff members without the courtesy man relations” function of the school su of a hearing; to deny the maladjusted perintendency has received less attention adjustment without consideration of the than have other aspects of the job. In the pertinent facts; to superimpose ideas, cur main, human relations as a social science ricula, and methods without allowing teach has been a comparatively new development, ers the privilege of participation or dis and the school superintendency as a pro cussion. fession is a goal just in the process of Benevolent authoritarianism, though emergence. Moreover, the whole area of more subtle in action is, nonetheless, no human relations, significant though it be, more righteous in principle than rigid au is less tangible, less objective, as it were, thoritarianism. The only difference is in than the areas of organization, supervision, method of attack. Here the superintendent authorization, or public relations. It is invites the confidence of personnel, in more subtle, too, demanding a keen insight terests the staff in participation, considers into the complexities of human nature and the “peeves” of teachers, and gives soa sincere interest in the worth and dignity called “lip service” to democratic proce of the human personality. dures, because, on the surface, it “looks good” and makes teachers “feel impor tant.” Despite this seeming willingness to The Older Philosophy show regard for teachers as intelligent Still another conditioning factor has been human beings, the benevolent dictator, in the effect prevailing philosophies of edu the final analysis, does eventually what cation have had upon school administration he would have done anyway with or with from time to time. The philosophy of out the consultation of his personnel. In authoritarianism left little room for the this increasingly enlightened era, in which development of human relations as a func- many teachers have had excellent prepara tory background for their respective teach *Assistant Superintendent of Schools, Holyoke, Mass. ing tasks, these nuances in administrative SCHOOL BOARD JOURNAL fo r OCTOBER, 1953 approach do not go unnoticed. Usually they are all too completely understood by the teaching personnel and tend only to result in resentment and dissatisfaction. * “Laissez-Faire” Also Bad A policy of school administration, equally as dangerous as authoritarianism in human relations, is “laissez-faire-ism.” There are those in the superintendency who believe that they should intervene as little as possible in personnel problems. They “delegate” authority to the next person “down” the line because “it was always done that way.” Or, some superintendents just find it more expedient to let things be as they are, or let teachers proceed as they will, irrespective of the long-range effects of such action. These superintend ents operate almost exclusively on the “don’t let yourself get involved” or “things will take care of themselves” premise. Because of the inadequate attention paid to the implications of human rela tions as an aspect of school administration, there has come to be, in some places, a definite cleavage between duly constituted authority, on the one hand, and the teach ing corps, on the other. Where this con dition obtains, teachers seem ever to be on the defensive. They suspect authority; they resent it; they defy it. They are as sensi tive of their position in the matter as labor is sensitive to capital. This is indeed regrettable. Confusion and disorder are bound to result. Failure of educational leaders to crystal lize democracy and to define authority in school administration, particularly in ap plication to human relations, has created a situation that is far from wholesome. 29 �Work of Advisory Councils Advisory councils, also appointed by the school board, serve in Arlington to assist the board in its planning concerning six teen different fields of curriculum and administration. During the past year, councils studied and made recommendations concerning art, audio-visual education, budget procedures, construction, distributive education, guid ance, health, home economics, libraries, music, personnel policies, physical educa- with all phases of our school program and with all members of the staff, it has been found worth while to set up two liaison groups among paid members of the school staff. First, there is a well-functioning Super intendent’s Advisory Council, composed of eleven selected supervisors and principals, who meet with the superintendent once a month to present matters which might otherwise escape his attention and to give their opinions concerning phases of school management which the superintendent classroom discipline, and the teaching of arithmetic and reading are among topics discussed last year by the Parents’ Coun cil. The associate superintendent in charge of instruction directs this group. A Teacher’s Council on Instruction is another unique organization in Arlington. The Teachers’ Council is made up of one teacher representative from each of Ar lington’s public schools. They meet for half a day once each month to report problems from each building for which county-wide policies are needed, and also The A d v iso r y C om m ittees w ork w ith th e board in th e solu tion of in dividu al as w ell as general problem s. Illu stra ted are m em bers of th e H e n ry E lem en tary School and Jefferson Junior H igh School com m ittees who w orked w ith th e board on plans fo r addition s to those schools. tion, school lunches, special education for the handicapped, speech (including radio, TV, and drama), and trades and industry. A member of the school staff, such as the supervisor in the field under study, serves as executive secretary of each ad visory council. A citizen chairman is named for each. Every school board which names ad visory committees and councils must face the fact that it is a time-consuming job to work with community groups. However, the Arlington board hears all recommenda tions from these bodies and learns much from them concerning what should be done in its various schools and departments. It has proved valuable to call all the groups together once or twice a year to discuss the general school picture and thus to inform this block of interested citizens of the way in which school problems are being met in Arlington. Liaison Groups Established In order to carry democratic principles into general school management and also in order to keep more closely in touch SCHOOL BOARD JOURNAL fo r OCTOBER, 1953 wishes to discuss with them. Second, Arlington also has a Superin tendent’s Central Committee of Teachers who discuss with the superintendent gen eral personnel problems which may arise. Members of this committee are elected by vote of the teachers themselves. Thirteen teachers represented a total staff of about 700 last year. In the field of instruction, two bodies function in Arlington to bring in as much general “know-how” as possible and also to acquaint teachers and parents with the many new things being done in Arlington schools. A Parents’ Council of Instruction meets once a month to study various phases of the curriculum and the teaching program. Members of this group include one or more parents named by the Parent-Teacher Association at each individual school, to gether with supervisors and principals who attend whenever some subject is to be brought up in which they can be helpful. All other interested persons are also in vited to attend. Extracurricular activities, family life education, the gifted child, homework, to develop instructional practices which may benefit all the schools. This organiza tion, with its alert membership reporting back to the teachers in each building, has engaged in extensive activity which has done much to improve teaching and cur riculum in Arlington. Arlington’s story of community co-opera tion in the schools would not be complete without mention of how some individual schools in the county get help from citizens in their own areas to enrich the curriculum. Tapping Hidden Resources Officials of Read School, an elementary building housing more than 700 pupils, made a community survey last year to list the resources available in that vicinity to make school subjects more colorful and interesting. They discovered parents who had lived in foreign countries, others who had traveled on business or pleasure to far corners of the world. They found camera enthusiasts with movie and still photographs which they were happy to share with the pupils. Residents who had (Concluded on page 90) 31 �F o r A ll the C h ild re n — Let’ Implement Health Instruction s Ross L. Allen,Dr. P.H.' No one dislikes the word “implement” application! We assume, for example, that more than the writer. Yet it fits the situa teachers are adequately trained in health, tion in which school administrators find when we know that it is the exceptional themselves. You are a bit “on the spot” training institution that requires more than as far as health teaching is concerned. one 2- or 3-hour course in personal health There is increasing public pressure to do in its whole curriculum. Where are the something about the provision of health elementary teachers expected to get even education in the public schools. Parents basic knowledge of healthful living. Surely, are beginning to wonder if there is any not from one course! Just how are these thing to health as one of the first objec teachers to use “teachable” moments in tives of education. These words should be health when they do not have the train familiar to you for your own national ing or even the knowledge to recognize organizations have made such statements them when they do occur? Perhaps some of policy in formulations of objectives. Are of you will say, “what concern is this of we really doing anything about health mine? The teacher-training institutions are teaching as a significant inclusion in the at fault. They should require more in school curriculum? Are we really imple health education.” But you know that these menting health in our schools? Let us look institutions will include such teaching, if frankly at the status of health teaching. you as an administrator will demand it as a qualification for employment. Why Not Check Health Attainments Again, you evaluate the progress of your teachers and students in attaining certain standard achievements in arithmetic, social studies, music, etc. Do you ever check the health attainments of students? If you did, syllabi would have to be revised, and teachers would eventually gain the atti tude that accomplishment in health status is just as important as meeting standard ized norms in the arts of communication and the like. Yes. until you make health important as a school inclusion, you can not expect teachers to place emphasis on healthful school living. Parents — the pub lic — are beginning to realize this. They want health for their children in peace, too! Using Teachable Moments In the elementary schools we expect our teachers to instruct children in whole some living. At least, on paper, we expect children to develop wholesome habits and attitudes of health, and we believe that some simple basic health information should be part of their equipment. All of us accept this; we do accept our responsi bility for the health education, in part, of our students. We expect that parents and community agencies will assume re sponsibility for their fair share of the com plete education of the child for health. How do we go about attaining this health objective? In the elementary school, we have agreed that “integration” is the pro cedure that is most effective and feasible. We expect our elementary school teachers to teach health when there are “teachable” moments — whether they occur in arith metic, social studies, or in the school cor ridor. Advantage should be taken of every situation that offers health teaching oppor tunities. In addition to integration, we rely upon a few brief units — or “direct” teach ing of health. Rarely do we give any time for these units similar to the time allotments for the traditional subjects. We depend largely upon “integration.” In theory, this is excellent procedure, but there are so many facets in its practical f t .. t . 'Professor, Health Crln n Y otad 32 . • c . owi..,. r n „ „„ Education, State Teachers College, P la y fe stiva ls allow fo r m a xim u m p a .rticipation in o u td o o r hea lth . edu. , . r . , . . cation and in M ilw aukee p ro vid e a h ttin g close to su m m er a ctivities. SCHOOL BOARD JOURNAL fo r OCTOBER, 1953 �COMMUNITY AND SCHOOL (Concluded from page 31) collections of rocks or butterflies or dolls or other objects of interest to children were willing to display them at school. The specialized knowledge brought into the classrooms by these community resi dents has done much to bring warmth and color into the study of many different subjects. Interest in schools in Arlington is so general that the county Parent-Teacher Council is the largest single organization of any kind in the county. This federation of Parent-Teacher Association from all the public schools of Arlington counted an over-all local membership of approximately 18,000 men and women last year. Men are leaders in the association’s work in the county, with more than two thirds of the local P.T.A.’s being headed by fathers. BUILDING AUTHORITIES (Concluded from page 36) equalization be provided through indirect means! The states can determine the school housing needs of their respective districts and should develop programs which will make it possible for-those needs to be met. Such pro grams should be direct, open, involving action by the people, and they should provide state funds to remove part of the cost of capital outlay from local property and to provide necessary equalization among the districts. States cannot discharge their responsibility for education — which requires housing — with out positive action in this regard. in the educational world — a city that has graduated a long list of nationally and in ternationally known educators, poets, businessmen, authors, artists, and jurists from its secondary schools. SECONDARY EDUCATION PERSONAL NEWS OF SUPERINTENDENTS (Concluded from page 43) restricted academic curriculum of a hun dred years ago embracing only a few sub jects is now augmented by a variety of required and elective subjects which help our boys and girls in St. Louis to meet the challenge of a dynamic, democratic society in a changing world. The visions and faith of these early settlers are responsible for our schools today. This history of education could be recast for nearly every state and city in America. St. Louis, however, was the edu cational leader west of the Mississippi River — first in coeducational secondary schools, in free public education, in normal school or college training. St. Louis boasts in having the first public secondary school in the world for Negro youth. Its adult education and technical high schools have set a pattern throughout the nation. Under the leadership of its present super intendent of instruction, and with the full support of a board of education as keenly aware of the progress to be made in educa tion, St. Louis will continue to be a leader J a c k P a d g e t t h as been elected superintendent of the Morgan county schools a t Madison, Ga. E l m e r B. V e c e r a , of Kensington, Kans., is the new superintendent a t Jennings, Kans. V. W. M a d s e n has been elected superintendent at Lake Preston, S. Dak. W a l d o A n d e r s o n , of Ramona, suc ceeds Mr. Madsen. W i l l ia m E. L l o y d , of Richmond, Va., has been ap pointed director of special services for the American Association of School Administrators, Washington, D . C. He entered upon his new duties September IS. F. K. P o n t io u s , of Walnut, Kans., has accepted the superintendency at Galena, where he succeeds C. L. Wantland. ic H. C. L e w i s , of Nicolet, Wis., has been elected su p e r intendent of schools at West DePere, to succeed J. B. Layde, who has retired after thirty years’ service. Ar t h u r T in d a l l has been elected superintendent of the elementary school district a t Whisman, Calif. T. H . R is d a l , of Galesburg, N . Dak., has been elected superintendent of schools a t Minnewaukan. G e o r g e F a l k e n s t e i n , of Turtle Lake, N. Dak., has accepted the superintendency a t Towner, where he suc ceeds Emil F. Sather. H a r o l d Si m m o n s , of Sulphur Springs, Iowa, has ac cepted the superintendency a t Adel. D r . E. E. L e w i s , emeritus professor of education a t Ohio State University, Columbus, was honored guest a t a testimonial dinner on August 8, a t the Deshler-Hilton Hotel. In attendance were some 100 of his former graduate students, now serving in various parts of the country, as well as friends and colleagues. Dr. Lewis has been retired since 1952. R a y m o n d E. R a m s d e l i , has been elected assistant superintendent of schools a t Vernon, Conn. 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"500 Million Years In The M a k i n g N a t u r a l Slate^2s~ 90 Convert any room into a Banquet or Group A c tiv ity Room. . . Set up or clear in minutes TOPS OF MASONITE PRESDWOOD, FIR & BIRCH PLYWOOD, LINOLEUM, RESILYTE PLASTICS QUICKLY FOLDorUNFOLD for Changing Room Uses TUBULAR STEEL LEGS _ PENNSYLVANIA SLATE PRODUCERS GUILD, INC. 203 R E A L T Y B L D G . USED IN CHURCHES, SCHOOLS, HOTELS, INSTITUTIONS, CLUBS, LODGES AND INDUSTRIAL PLANTS S end fo r fo ld e r w ith c o m p le te s pe c ific a tio n s . MITCHELL MANUFACTURING COMPANY 2 7 3 2 S. 34TH STREET THE S T R O N G E S T , • H A N D IE S T MILWAUKEE 4 6 , WIS. F O L D IN G TABLE M A D E! SCHOOL BOARD JOURNAL fo r OCTOBER, 1953 �gyms in one ma ke They’ll pay for themselves in use! Horn planning and equip ment give you maximum gym use—for exhibitions that pay —for efficient practice. HORN S e a ts —folded ^ mean plenty of room fo r p r a c t i c e . A smooth, safe surface protects players. Your local Horn representa tiv e helps you plan. Horn factory crews supervise in s ta lla tio n . H orn q u a l i t y construction gives years of trouble-free service. I S e a t s — ex ten d ed m e a n ^ y of room for the p aying Comfortable, easy to clean. Write today for details on Horn folding gym seats and partitions—and the new fold ing stages. HORN P a rtitio n s ^ —electrically op e r a t e d , e a s ily folded back for exhibitions, or ex tended to provide two or more prac tice gyms. 4 ifi_ n& FOR SAFETY, plan w ith ^ H O R N ! Horn folding gym seats provide a smooth, sloping surface when fold ed . . . real protection for th e vital zone! SCHOOL EQUIPMENT DIVISION OF THE BRUNSWICK-BALKE-COLLENDER CO M PAN Y 623 SOUTH WABASH AVE., CHICAGO 5, ILLINOIS SCHOOL BOARD JOURNAL fo r OCTOBER, 1953 89 � 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 We Bring Community into the Schools, T. Edward Rutter, School Board Journal, October, 1953 Description An account of the resource Article discussing Arlington's inclusion of citizens' advisory committees. 6 pages, article appears on first, third, and fifth 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 Educational Leadership 1953-10 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_46 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/12f7263e3504a26e64d1fb86c0eddbb5.pdf d3635a6087fbd021fe4f7841f6118bc1 PDF Text Text LEGAL STATUS OF SEGREGATED SCHOOLS P a rt I o f a S tudy on the Status o f the Education o f Negroes Joint Committee of the National Education Association and the American Teachers Association �JO IN T C O M M ITTEE O F TH E NATIONAL ED U CA TIO N ASSOCIATION AND T H E AM ERICAN TEACHERS ASSOCIATION 1952-53 Representing ATA Representing NEA A. C . C ap p s School of Education University of Missouri Columbia, Missouri “A m b ro s e C a l i v e r Assistant to the Commissioner U. S. Office of Education Washington, D. C. “ M a r io n W . F o x C. H a t c h State Department of Education Montgomery, Alabama R o b e rt 121 North Hartford Avenue Atlantic City, New Jersey C. N e w b o ld Retired State Agent for Negro Schools Raleigh, North Carolina N. °J. R u p e r t PiconExecutive Secretary Virginia Teachers Association Richmond, Virginia Pa ul LEGAL STATUS OF SEGREGATED SCHOOLS “W a l t e r N. R id le y Virginia State College Petersburg, Virginia Part I of a study of the status of the education of Negroes sponsored by the Joint Committee of the National Education Association and the Amer ican Teachers Association “H. C o u n c i l l T r e n h o l m , President Alabama State College Montgomery, Alabama M a ry L. W illia m s R a n k in Garnet High School Charleston, West Virginia— Chairman Assistant Superintendent of Schools Detroit, Michigan 1953-54 Representing NEA A. C . C apps School of Education Columbia, Missouri S a ra h L. L e ite r 4719 Homer Avffliue Suitland, Maryland C. N e w b o ld Retired State Agent for Negro Schools Raleigh, North Carolina N. “ J. R u p e r t P i c o t t Executive Secretary Virginia Teachers Association Richmond, Virginia Pa ul Ra n k in Assistant Superintendent of Schools Detroit, Michigan Representing ATA “A m b ro s e C a l i v e r Assistant to the Commissioner U. S. Office of Education Washington, D. C. C. H a t c h State Department of Education Montgomery, Alabama R o b ert “ W a l t e r N . R id le y Virginia State College Petersburg, Virginia “II. C o u n c i l l T r e n h o l m , President Alabama State College Montgomery, Alabama M a ry L . W illia m s Garnet High School Charleston, West Virginia— Chairman NEA Headquarters Contact “R. B. M a r s t o n , Director, NEA Membership Division “Subcommittee appointed to work with the NEA Research Division on the studies (Part I and Part II). [2] National Education Association 1201 Sixteenth Street, N. W. W ashington 6, D. C. American Teachers Association P. O. Box 271 M ontgomery, Alabama January 1954 [3] �The Fourteenth Amendment and Its Meaning The question now placed before the Supreme Court of the United States is whether or not the Four teenth Amendment to the Consti tution of the United States is violated by the states which edu cate Negro children in schools separate from white children. This problem has been passed over lightly in previous cases decided by state supreme courts and lower federal courts; it has never before been presented to the Supreme Court of the United States. Be cause the Fourteenth Amendment has entered into the historical back ground of segregated schools, how ever superficially, and is now the main issue, it will be discussed be fore the history of segregation in the public schools is described. T h e Fourteenth Amendment contains five sections. Section 1 reads: All persons born or naturalized in the United States, and subject to the juris diction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privi leges or immunities of citizens of the United States; nor shall any State de prive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. Section 2 defines the apportion ment of representatives to Congress among the several states and Sec tion 3 prohibits officeholding bv persons who, after taking an oath to support the Constitution, subse quently engage in insurrection or give aid to the enemy, except that this restriction may be overridden by a two-thirds vote of each House of Congress. Section 4 has to do with Civil War debts. Section 5 empowers Congress to enforce the Amendment. Much of the controversy in Con gress before the resolution, which l a t e r became the Fourteenth Amendment, was passed concerned Sections 2 and 3. When the Con gressional committee recommend ed the resolution for passage by Congress, its report contained the following statement: The conclusion of your Committee, therefore, is that the so-called Confed erate States are not, at present, entitled to representation in the Congress of the United States; that, before allowing such representation, adequate security of fu ture peace and safety should be required; that this can only be found in such changes of the original law, as shall de termine the civil rights of all citizens in all parts of the republic; shall place representation on an equitable basis, shall fix a stigma upon treason, and protect the loyal people against future claims for the expenses incurred in support of re bellion and for manumitted slaves, to gether with an express grant of power in "Congress to enforce those provisions. To this end. they offer a joint resolution for amending the Constitution of the United States . . . . /Italics added/ In the debate it was said in the House that Section 1 simply meant [1 6 that whatever law punishes or pro tects a white man should operate in the same way upon the Negro. In the Senate, Section 1 was said to have two objectives: (a) to make the prohibitions of the Bill of Rights binding on the states and compel them to respect these rights, and (b) to abolish class legislation in the states and do away with injustices resulting from subjecting one caste of persons to a code not applicable to another. The resolution was passed by two-thirds vote of Congress and sent to the state legislatures for rati fication in 1866. The Southern states rejected it; also three border states—Delaware, Kentucky, and Maryland. By a joint resolution the Delaware legislature stated that the Fourteenth Amendment “would be an attempt to establish an equality not sanctioned by the laws of nature or of God.” Several states rejected the Amendment and later ratified it; several withdrew t h e i r ratification after having adopted it. However, 30 states had ratified the Amendment by July 1868, and the U. S. Depart ment of State issued a proclama tion to the effect that it had become a part of the Constitution by adoption in more than threefourths of the 36 states. The right of enforcement of the Fourteenth Amendment was em bodied in Congress. Soon thereaf ter a bill of rights was proposed to implement the Amendment. Pro posals of later vintage went thru somewhat similar ups and downs of debate. The legislative history of 1870-1875 has special signifi cance today because many of the Congressmen who debated the is sue then had helped frame the Amendment, and today the Su preme Court is considering (a) if the Fourteenth Amendment was meant to ban segregation or could be so interpreted, and (b) if steps taken in this direction should be the responsibility of the Supreme Court in interpreting the Amend ment or of Congress in its enforce ment. Mr. Sumner of Massachusetts sponsored a civil rights bill which was adversely reported in 1870 and again in 1871. In December of 1871, Mr. Sumner was successful in attaching his civil rights pro posal to the Amnesty Bill then un der consideration in the Senate. The purpose of this civil rights bill was to clarify the meaning of the Fourteenth Amendment, to make certain that hotels, public convey ances, and schools were open equally to all. Debate was heated. Some opponents felt that Con gress had no right to legislate on such matters as education, worship, and amusement, which were as pects of the private life of the peo ple. Others opposed because the civil rights bill did not assert or affirm any right which the Negroes did not already possess, and was therefore unnecessary. Mr. Blair of Missouri offered an amendment to permit each locality or state to 1 �decide whether it should have mixed or separate schools. He pro posed a special election to de termine the question, but h is proposition was defeated by a vote of 30 to 23. In the meantime, Mr. Hereford of West Virginia had introduced a resolution declaring that it would be contrary to the Constitution and a usurpation of power for Congress to force mixed schools upon the states, but Mr. Hereford’s resolu tion was also defeated. A civil rights bill was finally passed in 1875, but it omitted all references to schools.1 Therefore, the issue was left to the states in dividually, and no subsequent leg islation of Congress changed this situation. 1 The foregoing historical summary is based upon: Flack, Horace E. The Adop tion of the Fourteenth Amendment. Baltimore: Johns Hopkins University Press, 1908. 286 p.; Kenrick, Benjamin B. The Journal of the Joint Committee of Fifteen on Reconstruction, 1865-1867. New York: Columbia University Press, 1914. 414 p. History of Segregated Schools Before the Civil War, most states operated separate schools for Negroes, and among these were many Northern states. E arly Practices of States Massachusetts. Separate primary schools had been established in Boston since the early 1800’s. They were originally opened at the re quest of Negro residents whose children could not attend the regu lar public schools because of the prejudice existing against them. In 1846 certain Negroes petitioned the school committee to abolish the separate schools and permit their children to attend the schools for white children. After due delibera tion the school committee passed a resolution that continuance of the separate schools “is not only legal and just, but is best adapted to promote the education of that class of our population.” The issue was taken to the Massachusetts courts where it was argued that the separate schools constituted an injury, not a benefit, to both races, because it tended to create a feel ing of degradation in the Negroes and of prejudice and uncharitable ness in the whites. The Massa chusetts court said: This prejudice, if it exists, is not cre ated by law, and probably cannot be changed by law. Whether this distinc tion and prejudice, existing in the opin ion and feelings of the community, would not be as effectually fostered by com pelling colored and white children to [8] associate together in the same schools, may well be doubted.2 At any rate, the school commit tee had made its decision and the court found no ground upon which to doubt the honest judgment of its members. Since by law the school committee had full authority over the schools, the court held that the matter was within the committee's discretionary power. This Massachusetts decision is unique in that it is the only one thruout all the intervening years validating a local schoolboard’s implied power to operate separate schools. In all other cases, absence of legislative authorization has been held to prevent a local de termination to separate school chil dren by race or color.3 Therefore, attention must be con centrated upon state constitutional and legislative provisions authoriz ing the maintenance of separate schools. Today, segregation is a live issue but it is contained most ly in Southern states where state constitutions and statutes provide for separate schools. Fifty years ago the problem was more wide spread. Many of the Northern states enacted legislative authority for segregation in the public 3 Roberts v. Boston, 5 Cush. 198 (Mass. 1849). 3 Crawford v. District School Board for School District No. 7, Klamath County, 137 Pac. 217 (Oreg. 1913) wherein many other cases are cited in support of the majority rule. [9] �schools immediately after the end of the Civil War. sachusetts, saying: Nevada. One of these was Ne vada where an act of 1867 pro vided that Negroes should not be admitted to the public schools for white children altho trustees might provide a separate school for Ne groes, to be supported out of pub lic-school funds. This law made a definite prohibition against ad mitting Negroes to schools where white children attended, and, by use of the word “may,” left to local trustees discretionary power but no mandate to operate schools for Ne groes. The courts ruled the law to be unconstitutional. The state constitution requires the legislature to establish and maintain schools for all children of school age; the legislation did not mandate schools for Negroes. As to the Fourteenth Amendment, the court declined to speculate but was of the general opinion that the statutory violation of the state constitution did not necessarily violate the federal con stitution.4 Thus, segregation did not gain a foothold in Nevada. . . . in the circumstances that the races are separate in the public schools, there is certainly to be found no violation of the constitutional rights of the one race more than of the other, and we see none of either, for each, though separated from the other, is to be educated upon equal terms with that other, and both at the common public expense.5 previously discussed, Altho upholding segregation, the court sounded a note of warning that Negroes could not be exclud ed from white schools unless there was available a Negro school of equal educational opportunities. N e w York. New York had au thorized separate schools by an act of 1864. When this law was chal lenged as a violation of the Four teenth Amendment, the New York court said that separate schools “did not deprive children of Afri can descent from the full and equal enjoyment of any accommodation, advantage, facility, or privilege ac corded to them by law, and they in no way discriminated against colored children.”6 The court interpreted the Four teenth Amendment to mean only California. California’s segrega that Negro children should have tion law, enacted in 1869, was like the same privilege of obtaining an Nevada’s except that the word education with equal facilities; that “shall” was used in place of “may.” they receive such education in sep Thus, educational opportunities arate schools did not impair any of were required for Negro children. their legal rights. The effect of When the law was challenged in San Francisco, the California court 5 Ward v. Flood, 48 Calif. 36 (Calif. relied on the Roberts case in Mas- 1874). * State v. Duffy, 7 Nev. 342 (Nev. 1872). 8 People v. Gallagher, 93 N.Y. 438 (N.Y. 1883) followed in People v. Queens School Board, 56 N.E. 81 (N.Y. 1900). [ 10] this decision was negated by pro hibitory legislation enacted in 1945. Ohio a n d Indiana. Ohio’s seg regation law, upheld as constitu tional,7 was repealed in 1887. Indiana, another Northern state, authorized separate schools in 1869 and again in 1877, leaving the question to local determination. This law was upheld as constitu tional in 1874.8* In 1926 the statute was challenged as violating the state constitutional provision for a uniform school system open equal ly to all. The court then said: . . . uniformity will be secured when all the schools of the same grade have the same system of government and dis cipline, the same branches of learning taught, and the same qualifications for admission. The classification of scholars on the basis of race or color, and their education in separate schools, involve matters of domestic policy which are within the legislative discretion and con trol, and do not amount to an exclusion of either class. The Legislature has the power to provide for either separate or mixed schools.® In 1931, white pupils in a partic ular school went on strike after Ne gro pupils in Grade X had joined them, having been transferred from a Negro school that had been op erating the first 10 grades. The schoolboard allegedly broke the strike by promising to remove the Negro pupils within 90 days. They 7 State v. McCann, 21 Ohio St. 208 (Ohio 1872); State v. Buntin, 10 Fed. 730 (Ohio 1882). 8 Corey v. Carter, 48 Ind. 327 (Ind. 1874). 0 Greathouse v. Board of School Com missioners of Indianapolis, 151 N.E. 411 (Ind. 1926). were moved back to the Negro school after the Christmas vacation and therefore took judicial action on grounds of discrimination. The court found that the forced attend ance of these pupils at the Negro school was justified not only on the basis of racial segregation but also because it was the school to which they should be assigned on the basis of residence. . Since equal op portunities were offered in Grade X of both schools, no discrimina tion had occurred.10 Possibly separate schools were the typical and ordinary pattern in the country as a whole during the last half of the 19th century. In diana did not repeal its enabling act until 1949. However, much earlier, many other Northern states outlawed segregation by explicit constitutional or statutory provi sions. Illinois a n d Michigan. Illinois a n d Michigan courts decided against separate schools in the first few years after the end of the Civil War. The Michigan court held in 1869 that Detroit could not refuse admission of Negroes to the regu lar public schools for white chil dren because a statute enacted in 1867 provided that “all . . . shall have equal right to attend any school.”11 Illinois in 1874 had ju dicial precedent that separate 10 State v. Wirt, 177 N.E. 441 (Ind. 1931). n People v. Board of Education of De troit, 18 Mich. 400 (Mich. 1869). [ii] �schools were unconstitutional.12 A few years later Negro children were refused admission to the white school in an Illinois school district and were sent to a distant school for Negroes. In the original trial of this case, the court refused to admit evidence of actual refusal of Negroes at the white school, altho it made the following abstract comment: It may be that the wisest of both races believe that the best interests of each would be promoted by voluntary sepa ration in the public schools, and while such voluntary action, not in violation of law, could not be interfered with by the courts, yet the law is too plain for argument, and has been often decided, that no child otherwise entitled to attend any public school in this state can, on account of the color of such child, be ex cluded, directly or indirectly, from such school by any school officer or public authorities.1 3 A new trial was ordered because the court had erroneously refused admission of evidence as to wheth er or not the Negro children had been refused admission to the white schools. On retrial it was shown that such refusal had oc curred and that the Negro children had been discriminated against on account of color when they had been excluded from a certain mixed school and required to attend a separate school.14 This incident in Illinois shows that even in 1901, in 1 Chase v. Stephenson, 71 HI. 383 3 (111. 1874). 1 People v. Alton, 54 N.E. 421 (111. 3 1899). 1 People v. Alton, 61 N.E. 1077 (HI. 4 1901). states where segregated schools had been declared illegal, attempts were made on occasion to separate Negroes from white pupils. N e w Jersey. Another incident occurred in New Jersey where the law explicitly prohibited exclusion because of “color.” A mulatto child was excluded and the schoolboard argued that it had acted within the law. No exclusion had been or dered because of color; the schoolboard did not exclude a n y pupils because of color; an Italian, it said, might be as dark-skinned as the mulatto and the Italian would not have been excluded. The mulatto had been refused admission be cause of race, not color, and the law did not prohibit exclusion on account of race; the law referred only to color. The court held that the meaning of color in this coun try was well established historical ly; that the law meant race and not the skin color of Caucasians.15 Segregation Abandoned Outside the South As time went on, segregation was abandoned in most of the Northern states. Negroes were aided by con stitutional and statutory provisions prohibiting discriminations because of race or color. Some of these pro visions were general; however, identical general statements were variously interpreted. Six state constitutions — Indiana, Montana, “ State v. Union District School Trus tees, 46 N.J.L. 76 (N.J. 1884). [12] New Mexico, North D a k o t a , South Dakota, and Utah—provided that the public schools shall be “equally open to all.” In four of these states the courts have not been called upon to interpret this general provision in the light of its meaning regarding separate schools for Negroes. Two—Indiana and New Mexico—by legislation pro vided for separate schools, but these statutes have now been re pealed (Indiana in 1949 and New Mexico in 1951). Three other states have a differ ent kind of general provision in their constitutions. Iowa, Ne braska, and New York constitutions provide that the legislature shall provide for the education of all the children of the state. The Iowa court held in 1868 that this pro vision prohibited exclusion of Ne gro children and precluded the maintenance of separate schools for them.10 This decision was fol lowed by other cases in the next decade and well established the practice of mixed schools in Iowa, altho there is not explicit constitu tional or statutory provision on the point. New York’s constitutional provision for the education of all the children of the state was held not to prevent legislation establish ing separate schools for Negroes,as has been pointed out, but New York negated this interpretation by legislation in 1945 prohibiting sepa- rate schools. The issue has not arisen in Nebraska. Constitutions of five states are more explicit. Colorado, Idaho, Washington, and Wyoming consti tutions prohibit distinctions or classifications on the basis of race or color (altho Wyoming by statute permits segregation). New Jersey’s constitution is now even more explicit, prohibiting any segrega tion in the public schools. Some what similar statutory provisions have been found in 10 other states: Connecticut, Illinois, Indiana (since the 1949 amendments), Massachu setts, Michigan, Minnesota, New York, Pennsylvania, Rhode Island, and Wisconsin. This survey, therefore, results in a total count of 22 states that have taken positive steps by consti tutional or statutory provisions to prohibit segregated schools. No constitutional or statutory provi sions either permitting or prohibit ing separate schools have been found in seven states: California, Maine, Nevada, New Hampshire, Ohio, Oregon, and Vermont. In the other 19 states segregation is practiced on the basis of constitu tional or statutory permissive or mandatory provisions. Segregation Today Among the 19 states currently op erating segregated schools is Del aware which, it may be recalled, is one of the states that rejected the Fourteenth Amendment. Dela 1 8 Clark v. Board of Directors, 24 Iowa ware is also one of the states which 266 (Iowa 1868). [13] �is currently interested in a case pending before the Supreme Court of the United States in an attempt to continue segregated schools. Fifteen of the 19 states where separate schools are maintained do so by constitutional mandate on a statewide basis, and four by statu tory provisions—two of which are mandatory and two optional on the part of the local board. The in fluence of the South in this respect can be shown in the development of segregated schools in Kansas. Kansas was settled just before the controversy over slavery reached its peak. Its settlers came from the North and from the South, with divergent views with regard to Ne groes. Even today the Negro pop ulation is small, being slightly under 4 percent of the total. How ever, 90 percent of the Negroes re side in cities of the first class, defined as being over 15,000 in pop ulation. During the 1880’s Kansas experienced what has been called “the black exodus” when large numbers of Negroes from the South settled in Kansas cities. Therefore, Kansas law made a distinction be tween schools in cities and schools outside the larger localities. Kan sas law prohibits separate high schools in first-class cities, making an exception of Kansas City. Twelve cities, including Topeka, fall into the population category of first-class cities. It is the Topeka situation which is before the Su preme Court of the United States today. Topeka was settled mainly by Northern whites, but segregated schools began about 1900. The Kansas courts interpreted the statutory restriction on segre gated schools to mean a tacit au thorization for segregation at the elementary-school level, since the law is silent regarding elementary schools.1 A number of cases have 17 * 1 arisen in Kansas from the early 1900’s to the case now pending be fore the United States Supreme Court. Several second-class cities at tempted to segregate Negro ele mentary-school pupils but this was held to be outside the scope of the permissive law which applies only to first-class cities.18 It was not al ways certain where elementary grades ended in first-class city school systems and where highschool grades began, leading to controversies as to which grades could and could not be segre gated.19 In all these cases con stitutionality was upheld follow ing an early decision where the state supreme court denied the argument that segregation violates the Fourteenth Amendment. In 1906 the Kansas court said that “our attention is not called to any provision of this amendment that 11 Reynolds v. Board of Education of Topeka, 72 Pac. 274 (Kans. 1903). 1 Cartwright v. Coffeyville, 84 Pac. 8 382 (Kan. 1906); Woolridge v. Board of Education of Galena, 157 Pac. 1184 (Kans. 1916); Thurman-Watts v. Coffey ville Board of Education, 222 Pac. 123 (Kans. 1924). 1 Graham v. Board of Education of 9 Topeka, 114 P. (2d) 313 (Kans. 1941). [14] has been violated nor what is claimed by the petitioner upon the question.”20 The current case arose in Topeka; pending decision by the Supreme Court of the United States the local schoolboard has taken steps to eliminate segregation but the statute remains in force. Altho the Arizona law is not lim ited to cities of a designated size, as in Kansas, the statutes of these two states are similar to the extent that a distinction is made between elementary- and high-school pupils. Arizona law requires segregation of pupils in all schools other than high schools. The court has held that this is mandatory at the ele mentary level, regardless of the number of pupils.21 Then, the law also states that if 25 or more Ne groes attend high school, the board shall, upon petition of 15 percent of the electors residing in the dis trict, call an election to determine whether they shall be segregated or attend the white high school. If a majority of the voters choose seg regation on the ballot, which must include an estimate of the cost of operating the separate high school, the board must comply and pro vide equal accommodations and fa cilities. These provisions apparently give the board no choice at the elementary-school level and permit the residents to decide at the highschool level, if the district contains 25 or more Negro high-school pu pils. However, the law also gives schoolboards the general power to classify pupils, and the state su preme court has held that the board’s general classification power includes power to operate a sepa rate high school, regardless of the number of Negro high-school pu pils, and without putting the matter to the vote of the electors.22 In other words, segregation in Arizona is mandatory in elementary schools and is optional with the board in high schools, except that the board may be compelled by the electors to segregate high-school pupils if there are 25 or more Negro highschool pupils. No distinctions are made be tween elementary- and high-school pupils in the other 17 states. Fif teen of these provide for separate schools by constitutional provision. These provisions vary somewhat, altho the practice thereunder does not differ to any great extent, and the difference in language is incon sequential in the main provisions. Table 1 shows in column 3 the states whose constitutions contain the language quoted in column 1 of the table. Since Table 1 refers only to con stitutional provisions, it does not include Arkansas, Arizona, Kansas, and Maryland, as segregation in these four states is not by constitu- 20 Richardson v. Kansas City Board of Education, 84 Pac. 538 (Kans. 1906). 2 Harrison v. Riddle, 36 P. (2d) 984 1 (Ariz. 1934). 2 2 Burnside v. Douglas School District No. 27, Cochise County, 261 Pac. 629 (Ariz. 1927) followed in Johnson v. Douglas School District No. 27, Cochise County, 261 Pac. 633 (Ariz. 1927). [15] �tion but by statute. The Arizona Judicial Interpretation and Kansas laws have already been Southern jurists took these pro described. Arkansas merely charges visions for separate schools very local schoolboards with the power seriously. One drop of Negro and duty of establishing separate blood was sufficient to justify ex schools for white and Negro pupils. clusion in some states; in others Segregation in Maryland is actually one-sixteenth or one-eighth part by implication rather than by di Negro was the statutory line. In rect requirement. The statutory decision after decision, state su provision regarding admission of preme courts and lower federal pupils refers to “white youths.” courts upheld segregated schools Another section of law empowers under a variety of circumstances. schoolboards to establish schools In at least one of the Southern for colored children when the col states an equal rights provision ored population warrants. Under was written into the state constitu these provisions separate schools tion adopted immediately after the became accepted practice, and on end of the Civil War, but it was the basis of established practice given little practical effect, at least growing out of the statutory impli as far as the schools were con cation, the courts have held that cerned. The Mississippi Constitu Negroes cannot compel admission tion adopted in 1869 stated that no to the white schools.23 money could be appropriated for any charitable or public institution 2 3 Williams v. Zimmerman, 192 Atl. that made a distinction among the 353 (Md. 1937). TABLE 1 State Constitutional Provisions for Segregation of Races in Public Schools Provision in state constitution Number of states 2 1 Separate schools shall be m aintained----- ......... 10 States with such provision 3 Ala., Del., Ga., Ky., La. (between ages 6 and 16), Miss., Mo., Okla., S. C., Texas No school shall allow white and Negro children to be received together in the same school -------------------------------- ____ 1 Tenn. No child of either race shall be permitted to attend a school of the other race —____ 2 Ala., S. C. White and colored children shall not be taught in the same school..................... ......... 3 Fla., Va., W. Va. Children shall be taught in separate schools ................ - ............ ......... ......... 1 N. C. [16] we do not know what its purpose was. It does not inhibit distinction among citi zens on account of race, color, or previous condition, altho that was prominent when the instrument came into being. It pro hibits any distinction, on any ground, for any cause, no matter what, among citi zens. It surely does not mean that. It is probable that it was a mere platitude, intended to announce the general propo sition for legislative observance that equality and fairness must govern ap propriation of public money for public institutions. Despairing of ascertaining its meaning, we take refuge in contempo raneous practical interpretation . . . . 2* 4 /"Italics added/, citizens thereof. A new constitu tion had been adopted before the Mississippi court had to interpret the equal rights provision, and the new constitution had omitted it. Furthermore, the new constitution required separate schools for Ne groes, who challenged the educa tional segregation as being in violation of the Fourteenth Amend ment and of the equal rights pro vision of the state constitution of 1869. The Mississippi court said mere ly that the suggestion of violation of the Fourteenth Amendment was “without force.” Regarding the equal rights provision of the state constitution, the court did not see that it applied. It would seem to have been sufficient if the court had said that the new constitution superseded the old one, and omis sion of the equal rights provision in the new constitution ended its ef fect. Instead of so ruling, how ever, the court pondered over the meaning of the provision in the su perseded constitution, as follows: Whatever the effect and purpose of that provision, it cannot be held to deny the legislature the right to make separate provision for the different races in the matter of schools, and it was admissible for the legislature to authorize the es tablishment and maintenance of schools for whites and schools for Negroes. If not, much that has been done is viola tion of the constitution. The practical interpretation of the constitution, begun soon after its adoption, and continued until it was superseded, forbids the idea that this declaration of the constitution forbade public support of separate schools for the different races . . . . We confess Segregation, in and of itself, was considered constitutional whenever challenged in any of the states hav ing constitutional or statutory authorization therefor, but the gen eral principle developed to require that the separate schools offer Ne groes equal educational opportuni ties. What “equal opportunities” means is to be discussed in the next section of this report. Here it should be pointed out that not all the 15 state constitutions shown in Table 1 leave the question of equality of opportunity open to lo cal determination and judicial re view thereof. Kentucky prohibits distinction in the apportionment of state aid; Delaware prohibits any distinction in the apportionment of state aid for teachers’ salaries; Flor ida and Texas declare that im partial provision shall be made for both races; North Carolina requires that there shall be no discrimina2 Chrisman v. Brookhaven, 12 So. 458 4 (Miss. 1893). [17] �The Equal Opportunities Rule It was pointed out earlier that a number of states with constitution al provisions requiring separate schools have limitations requiring equal opportunities in the schools for Negroes. Aside from these pro visions, however, courts of many states have ruled that opportunities must be equal to satisfy the re quirements o f t h e Fourteenth Amendment and similar provisions of state constitutions declaring the policy of equal protection of the laws. The applicable language of the Fourteenth Amendment is the “equal protection of the laws” clause, not the clause prohibiting states from abridging privileges and immunities, because the latter refers only to rights of individuals as citizens of the United States. In 1874 the Supreme Court of the United States distinguished be tween rights of individuals as citi zens of the United States and their rights as residents of a state.30 Since education is a state function, the Fourteenth Amendment clause guaranteeing equal protection of the laws is the basis upon which the equal opportunities rule was founded in the evaluation of edu- cational offerings in separate schools. This point is mentioned briefly here because attorneys in a few cases have erroneously grounded their arguments on the privileges and immunities clause of the Fourteenth Amendment, and found that education was not with in the guarantee. In cases where Negroes have sought admission to the white schools, they have in the past more often challenged the accommoda tions in the Negro schools than urged the unconstitutionality of segregation itself, altho occasional ly it has been a secondary plea. In cases where they have not sought admission to the white schools, ap parently accepting the principle of segregation, they have challenged the quality of the schools main tained for them, on the ground of violation of the equal opportunities rule. Altho mentioned in a few earlier cases, one of the first definite state ments setting forth the equal op portunities rule came from Indiana when the separate-schools enabling act was upheld as constitutional.37 The same principle was stated in Ohio shortly thereafter.38* It then became necessary to evaluate the circumstances of each case to de “ Slaughter House Cases, 16 Wall. 36 termine whether accommodations (U.S.S.C. 1873). See excellent discus sion of the application of the Slaughter House Cases to school segregation in: Carber, Lee O. “Appendix.” The Year book of School Law, 1952. Philadelphia: the Author (3812 Walnut St.), 1952. p. 75-105. 3 Corey v. Carter, 48 Ind. 327 ( Ind. 7 1874). :M United States v. Buntin, 10 Fed. 730 (Ohio 1882). [20] were equal or unequal at the Ne gro school involved. No general definition of educational equality could be made. The courts usually held that substantial equality suf ficed and that identity of oppor tunities was not necessary.30 Equality of opportunity was measured in some cases by an iso lated aspect of the school system; in other cases the entire school program was reviewed by the courts. Size of school, number of schools in comparison with number of pupils, school construction and equipment, length of term, distance from home to school, courses of study offered, qualifications of teachers, and classification of grade levels were some of the points con sidered by the various courts. In Kansas and North Carolina it was held that schools for white pupils can be larger and more numerous in districts where the white population is larger, that smaller schools or fewer schools for Negroes in such districts does not constitute inequality.40 In Okla homa the court held that inequali ty existed when t h e N e g r o population of a district was larger than the white population and the value of the Negro school was much lower than the value of the white school.41 Equality in length of term was set forth as one of several qualifi cations of equality in the L o w e r y case by the North Carolina court, and the Jones case in Oklahoma held that- a nine-month term for whites and a seven-month term for Negroes was evidence of inequali ty. Also, in Kentucky the court pronounced unequal a situation wherein white pupils attended school for nine or 10 months while Negro pupils had a three-month session.42 On the other hand, a Kentucky court did not disapprove as unequal another situation where schools for Negroes were operated for eight months in a district where schools for white pupils were main tained for a nine-month session.43 In this case the court implied that discrimination should be deter mined with respect to faculty, fa cilities, or equipment only and no discrimination was alleged on these points. Educational opportunities with regard to the period the schools were open were considered also in Florida when a schoolboard or dered a split session for Negro pu pils. It was during the bean-har vesting season and 95 percent of the bean pickers were Negro. The schools for white children were not closed during the season. The court 3 One of the earliest statements of held that the distinction was not 8 this idea was in Bertonneau v. Board of discriminatory because the school- Directors, Fed. Cas. No. 1,361 (1878). 40 Reynolds v. Board of Education, 72 Pac. 274 ( Kans. 1903); Lowery v. School Trustees, 52 S.E. 267 (N.C. 1905). 4 Jones v. Board of Education, 217 1 Pac. 400 ( Okla. 1923). 4 Claybrook v. Owensboro, 16 Fed. 3 297 (Ky. 1882). 4 Board of Education of Brea v. Bal 3 lard, 185 S.W. (2d) 538 (Ky. 1945). [ 21 ] �n statement made by the Maryland Supreme Court in 1937: lege level when it required the University of Missouri to admit a Possibly there might be, under some Negro to its law school, there being circumstances, inequalities encountered in Missouri no law school for Ne in dealing with the two races separately groes. The state had provided outthat would render the maintenance of the of-state scholarships for Negroes so separation inconsistent with the constitu tional requirement of equal protection of that they could obtain education the laws, but the allowance of separate in fields not available within the treatment at all involves allowance of state, especially at the graduate some incidental differences, and some in a n d professional levels. The equalities, in meeting practical problems presented. And it is the opinion of the Court, however, held that this sub court that the differences here amount to stitute was not an equal opportuni no more. Inequalities in the separate ty.55 From that decision onward, a elementary school teaching are com number of cases were brought by plained of as having an effect to deny the Negroes seeking specialized college colored children equal opportunities to qualify for the examinations, and thus training in such fields as journal equal access to the high school course, ism, law, and education. In each instance the Court held that the but this could not be remedied by ad mitting to a high school a child who is state must admit Negroes to white not fitted for it. The remedy would have institutions or provide equal educa to be one reaching farther back.1 1 * tional opportunities in an institu The similarity between the Kan tion for Negroes, and equality of sas and the Maryland opinions lies opportunity seemed to have been in the implication, if not direct given a more precise definition statement, that segregation in and than ever before. It was held that of itself cannot avoid some minor admission of a Negro to a white inequalities, especially if the evalu college was not enough if he were ation is made with respect to op required to sit in the classroom portunities offered in individual apart from the white pupils, read cases rather than with respect to in the library at a table by himself, the school population as a whole. and eat in the college dining room Until 1938, courts made general at a separate table.50 This decision statements that educational oppor suggests that the right to equal op tunities in separate schools must be portunities is a personal right that substantially equivalent, but no ef would preclude in the future such fort seems to have been made to decisions on the public-school level require identical opportunities in as have been rendered to the ef individual cases. In that year the fect that there is no inequality beSupreme Court of the United States 85 State ex rel. Gaines v. Canada, 305 started a new movement at the col“ Williams v. Zimmerman, 192 Atl. 353 (Md. 1937). U. S. 337 (U.S.S.C. 1938). “ McLaurin v. Oklahoma State Re gents for Higher Education, 339 U. S. 637 (U.S.S.C. 1950). [24] cause some white schools are poorer than some Negro schools and some Negro schools are better than some white schools. Such an “averaging out” of op portunities has occurred in several cases such as the 1949 decision on the Pulaski County, Virginia, schools. In that case Negroes charged that building facilities were not equivalent but the court used the “on the average” yard stick. It was alleged that Negro pupils suffered discrimination with regard to transportation but the court discovered that the buses used to transport Negroes were less crowded and traveled over better roads than the buses transporting white pupils. The high-school op portunities were ruled to be equiv alent; curriculum differences at all levels were said to be “inconse quential”; and there was no evi dence that the compulsory attend ance law was enforced more strictly for whites than for Ne groes.57 This was only one of several re cent cases in Virginia. In 1948 King George County and Gloucest er County schools were found to have provided inferior schools for Negroes.58 These cases made a modern presentation of evidence— blueprints, photographs, statistics, and other objective data. In these counties the courts examined the construction of buildings, t h e equipment and other facilities fur nished, qualifications of instruction al personnel, library facilities, and transportation services. The in equalities were ordered to be reme died. No inequality was found in Arlington County,50 but in Prince Edward County the court ordered admission of the Negro high-school pupils to the high school for whites, pending completion of construction of a new high-school building for Negroes.00 Negroes in Prince Ed ward County appealed to the Su preme Court of the United States on the ground that moving their children back and forth between the two schools would constitute a detrimental discrimination, a n d that question has not been decided. From the decisions in the college cases the Supreme Court appears to have given equality a new defi nition so that each individual Negro must be able to get an edu cation identical with that available to a white pupil of his age and capabilities. Sufficient time has not elapsed for the new principle to show itself in new decisions in state courts when inequality is charged at the public-school level, but it does seem that the type of decision where white and Negro 6 Corbin v. County School Board of school facilities are averaged out 7 Pulaski County, 84 F. Supp. 253 (Va. 1949). 8 Smith v. School Board of King 8 George County; Ashley v. School Board of Gloucester County, 82 F. Supp. 167 (Va. 1948). “ Carter v. School Board of Arlington County, 182 F. (2d) 531 (Va. 1950). ® Davis v. County School Board of ° Prince Edward County, 103 F. Supp. 337 (Va. 1952). [25] �r should be considered out of date. An entirely different line of deci sions may follow in the event segre gation is continued. Of that there is some doubt as Negroes are now concentrating on the argument that separate schools, even if equivalent in facilities, deny them opportuni ties by the mere fact that they are separate. This is the issue now pending before the Supreme Court of the United States. Two poinls are claimed: (a) segregation can never provide equal opportunities because there is inherent therein a detrimental psychological effect caused by the separation; and (b) segregation is unconstitutional de nial of equal protection of the laws, regardless of its effects, or lack thereof. Cases Currently Before the Supreme Court Five segregation cases were ar gued before the Supreme Court of the United States in December 1952.°1 Four of the five were con cerned with state constitutional provisions for separate schools; the fifth, with segregation in the Dis trict of Columbia. Three of the first four cases were appealed by Negroes from Kansas, South Caro lina, and Virginia; the fourth was an appeal by the state of Delaware from a decree of the Delaware Su preme Court ordering admission of Negro children to white schools. For the first time the Supreme Court of the United States was faced squarely with the question of the constitutionality of segre gated schools under the Fourteenth Amendment of the federal Consti tution. Attorneys on both sides of sev eral of these cases relied on an 1896 decision of the Court, referred to as the Plessy case. The Plessy case involved segregation in intra state railroads in Louisiana.62 The Court permitted the practice of separating Negro and white pas sengers. The case had nothing to do with separate schools, but the 0 Brown v. Board of Education of To 1 peka, No. 8; Briggs v. Elliott, No. 101; Davis v. County School Board of Prince Edward County, No. 191; Bolling v. Sharpe, No. 413; Gebhart v. Belton, No. 448. /’Numbers refer to docket numbers in October 1952 term.7 0 Plessy v. Ferguson, 163 U. S. 537 3 (U.S.S.C. 1896). [26] Court’s decision included the fol lowing statement: Laws permitting and even requiring their separation in places where they are liable to be brought into contact do not nection with schools for white and colored race to the other, and have been gener ally, if not universally recognized as with in the competency of the state legislatures in the exercise of their police power. The most common instance of this is in con nection with schools for white and colored children which has been held to be a valid exercise of the legislative power even by courts of states where the po litical rights of the colored race have been longest and most earnestly en forced.0 3 Altho several courts over the years since the Plessy decision in 1896 have relied upon it in school cases, it was pointed out in the current cases that it should not be a precedent upholding separate schools since that was not the issue on which the Plessy case was de cided. Ordinarily, a court settles only the issue before it in the spe cific facts of the particular case. Comments on the side are dicta, not establishing precedents, but of ten carrying considerable weight. Attorneys in favor of segregation argued that the Plessy decision had risen “above the specific facts in 0 The case referred to in the quota 3 tion was the Roberts case in Massachu setts, discussed on page 9 herein. It had upheld separate schools but was decided before the Fourteenth Amendment had been adopted. Therefore, it was argued in the current cases that it is not a prece dent on the effect of the Fourteenth Amendment. [27] �issue /in it/ and announces a doc trine applicable to any social situa tion wherein the two races are brought into contact.” Since courts are loathe to overrule precedents unnecessarily, attorneys against segregation voiced two opinions: (a ) that the Plessy decision was not a precedent for school cases be cause the issue there was railroad segregation; and (b) that the Court could outlaw school segregation without disturbing the Plessy de cision because no inequality had been found in the Plessy case, whereas school segregation does result in discriminatory inequality. It was argued that segregation m intrastate transportation had been upheld only because no inequality had been proved therefrom, where as a psychological reaction resulted from separation of the races in the public schools. This kind of dis crimination is “something apart from the objective components of the school system.” In the South Carolina case evi dence had been submitted showing that the humiliation which Negro children undergo in a separate school is a permanent type of in jury to their minds which is actual and not theoretical. Therefore, it was argued that segregation in the public schools could be outlawed under the recent decisions of the Supreme Court of the United States at the college level where inequalities re sulting from segregation had been controlling—and the Plessy dictum need not be considered. In the Kansas case the lower court said that segregation creates a sense of inferiority in Negro children which affects their motivation to learn, that “segregation with the sanction of law, therefore, has a tendency to retard the educational and mental development of Negro children.” Despite this finding, the court in that case had decided that segre gation per se does not violate the Fourteenth Amendment because the Supreme Court had said so in the Plessy decision. Actually, in none of these five cases was the issue o n appeal the material inequalities of present conditions. In the Kansas case no allegation was made that the sepa rate schools were inferior; pending appeal of the South Carolina case, the schools had been brought up to a standard fixed by the lower court as constituting equality; in Virginia inequality was acknowledged but was to be eliminated by immediate improvements, and the inequality was not in issue. Also, in Dela ware, altho inequality had been acknowledged, it was not the is sue on appeal. In each of these cases the real issue was whether segregation in itself amounts to in equality or unequal treatment un der the laws, thus becoming un constitutional under the Fourteenth Amendment which prohibits the states from denying the equal pro tection of the laws to any person within their respective jurisdic tions. [28] In the fifth case, from the Dis trict of Columbia, the issue was the same except that it related to the power of Congress under the Fifth Amendment to provide for sepa rate schools, and in fact whether or not Congress had actually ever authorized segregation in the Dis trict of Columbia schools. During oral argument of these cases in December 1952, the Jus tices asked many questions dealing primarily with several specific problems: (a) the possibility that changed social and economic con ditions of the nation since the Four teenth Amendment had b e e n adopted might have altered what would have been a valid interpreta tion of the meaning of the Amend ment when adopted, and (b) the practical consequences if segrega tion were abolished. The Delaware Court had taken the position, based upon Supreme Court decisions in the college cases, that immediate admission of Negroes to white schools was a necessary result of a finding of unequal opportunities. The progress that had been made in other states, even after these suits had originated, showed that courts in other states had believed in giving a grace period to correct inequalities. The Court therefore appeared to be disturbed by a third question: (c) whether segregation, if banned, should be wiped out ipso facto, or given a period of time in which to die off painlessly. One might also find in the Justices’ questions a fourth problem that may be stated as: (d) if segrega tion is to be banned, should it be accomplished by judicial decision or by act of Congress. Each attorney representing the parties in these five cases was asked one or more of these questions during his oral argument. In most cases the answers were not entirely satisfactory. With regard to the consequences if segregation were banned, the attorney for the Kan sas schoolboard admitted that no serious results would ensue be cause the Negro population in Kan sas is small. There, the greatest difficulty might be the assimilation of Negro administrators; but the attorney could not say that the determination of whether or not to outlaw segregation should depend upon the proportion of Negroes in the general population. The at torney for the Virginia Negro pe titioners stated that there are now a sufficient number of teachers and space to assimilate all the pupils, but the attorney for the Virginia schoolboard felt that it would be impossible to raise public funds in his state to support an integrated school system because the taxpay ers would refuse to vote bond is sues. The Delaware appeal was taken by the state because of the “terrific impact” of the order of the state court to admit Negro pu pils to white schools—and this speaks for itself on the question of consequences. From December 1952 until close to the end of the 1952 term of the [29] �Supreme Court, decision on these cases was awaited with mixed feel ings. The South Carolina Consti tution was amended so that if the Court banned segregation the state could continue separate schools by abandoning its public-school system. Plans were under way so that state financial aid could be given for the support of private schools; all schools in the state would be privately owned, but su pervised and supported out of pub lic funds.64 State and local school authorities in other states maintain ing separate schools hastened to equalize educational opportunities so that if segregation can be con tinued after the Court rendered its decision, they will be able to with stand an onslaught of cases charg ing unequal opportunities since that principle is well established. On June 8, 1953, the Court or dered the five cases to be reargued on October 12—held over from the 1952 term to the 1953 term to give attorneys on both sides of each case an opportunity to file new briefs and argue anew on specific questions the Court posed for them, as follows: 0 It was early decided and universally 1 followed that the Fourteenth Amendment does not refer to discriminations prac ticed by individuals against individuals. Private schools could be segregated schools without violating a decision that segregation in the public schools is un constitutional. There is nothing in fed eral law that requires a state to maintain a public-school system; public-school systems are mandatory only when so specified in state laws. 1. What evidence is there that the Con gress which submitted and the State legislatures and conventions which ratified the Fourteenth Amendment contemplated or did not contemplate, understood or did not understand, that it would abolish segregation in public schools? 2. If neither the Congress in submitting nor the States in ratifying the Four teenth Amendment understood that compliance with it would require the immediate abolition of segregation in public schools, was it nevertheless the understanding of the framers of the Amendment (a) that future Congresses might, m the exercise of their power under Sec. 5 of the Amendment, abolish such segregation, or (b) that it would be within the ju dicial power, in light of future c o n d itio n s , to construe the Amendment as abolishing such segregation of its own force? 3. On the assumption that the answers to question 2(a) and (b) do not dis pose of the issue, is it within the judicial power, in construing the Amendment, to abolish segregation in public schools? 4. Assuming it is decided that segrega tion in public schools violates the Fourteenth Amendment (a) should a decree necessarily fol low providing that, within the limits set by normal geographic school districting, Negro chil dren should forthwith be admit ted to schools of their choice, or (b) may this Court in the exercise of its equity powers, permit an effective gradual adjustment to be brought about from existing segregated systems to a system not based on color distinctions? 5. On the assumption on which questions 4(a) and (b) are based, and as suming further that this Court will exercise its equity powers to the end [30] described in question 4 (b ), (a) should this Court formulate de tailed decrees in these cases; (b ) if so, what specific issues should the decrees reach; (c) should this Court appoint a spe cial master to hear evidence with a view to recommending specific terms for such decrees; (d ) should this Court remand to the courts of first instance with di rections to frame decrees in these cases, and if so, what general directions should the decrees of this Court include and what pro cedures should the courts of first instance follow in arriving at the specific terms of more detailed decrees?” During the summer of 1953 the Attorney General of the United States asked the Court to postpone reargument of these cases so that the United States could file a brief. December 7 was set for reargu ment. Early in December 1953, more than 11 hours were devoted to re argument of these five segregation cases in the Supreme Court of the United States. Attorneys on both sides attempted to answer the questions asked the previous June by the Justices. Those seeking to prove that the Fourteenth Amend ment contemplated elimination of segregated schools quoted from the debates in Congress and in state legislatures on the Amendment as to its effects. Altho the comments of any of these individuals could not be considered conclusive evi dence of the meaning of the Amendment, it was urged that they 8 21 L.W. 3307, June 9, 1953. 5 indicated a general understanding. Opponents stated that the mean ing of the Amendment could not be drawn from the crusade of radi cal abolitionists because Congress never went as far as these crusaders wished. The rights of Negroes were specifically protected in the legislation creating the Freedmen’s Bureau, and integrated schooling was not included in the statute. Furthermore, the Freedmen’s Bu reau installed segregated schools thruout the South. Insistence of the sponsors of the Civil Rights Acts of 1866 was quoted to the ef fect that it did not outlaw school segregation. The spokesman for the U. S. Attorney General’s of fice was of the opinion that the his tory of the Fourteenth Amendment did not support the claims made by either side. As to the question of the Court’s power to construe the Fourteenth Amendment as abolishing segrega tion in the public schools, one point of view expressed the idea that the Fourteenth Amendment in and of itself granted this power. Another argument was that the Ju diciary Act and an 1871 law grant ing legal action to any person deprived of a constitutional right, together give the Court the power and make it a duty to settle the issue. On the other hand, it was claimed that the Court had no power to upset a precedent of 100 years’ standing under the stare d e cisis rule. ("Stare decisis” means that a court should stand by its de- [31] �cisions so that the law can be defi books and the integration in To nite, known, and fixed.) peka was merely a policy declara It was generally agreed that if tion by the local schoolboard. the Court rules against segregation, With regard to the District of it should remand the cases to the Columbia case it was argued that lower courts for further action to the Court need not declare segre implement its decision. The Jus gated schools violative of the Fifth tices could not get much help from Amendment, but could decree that the attorneys in the oral argument legislation enacted by Congress did on the guiding instructions it not require segregation, that the should send to the lower courts in schoolboard could permit Negroes the event of such a decree. to attend the white schools volun On the question of immediate tarily and that the schoolboard had abolition of segregation or its grad exceeded its authority in requiring ual elimination, however, most of segregation. It was also argued the attorneys were in favor of al that regardless of whether segre lowing each state to move ahead at gated schools in the District of its own speed. One of the lawyers Columbia were mandatory or per for Negro appellants believed that missive, they were unconstitutional. a year should be sufficient in any Decision in these cases is not ex location. In this connection, the pected before late spring of 1954. Justices pointed out that the Kan The Court might rule that segrega sas case was largely moot since tion per se constitutes inequality Topeka had already taken steps to that must be eliminated within a eliminate segregation and one of reasonable period of time; or it the Negro children involved in that might rule that segregation per se case had already been admitted to is not unconstitutional provided the a white school while the others segregated schools offer complete had been promised admission as equality of opportunity. On the soon as arrangements could be other hand, the Court might decide made. However, both sides of the that segregation is an issue subject Kansas case declared that the issue to Congressional legislation but not remained since the statute permit a question within its judicial ting segregation is still on the power of determination. [32] k � 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 Legal Status of Segregated Schools, Joint Committee of the National Education Association and the American Teachers Association, January 1954 Description An account of the resource "Part 1 of a study on the status of the education of negroes", covers the 14th amendment, history of segregated schools, the equal opportunities rule, and cases currently before the Supreme Court. 14 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 Joint Committee of the National Education Association and the American Teachers Association 1954-01 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_43