2 20 1839 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. UNEQUALED IT'S STILL TASIER W * READING in APPEARANCE DURABILITY STRENGTH I j O Slate rrN Yes . . . and slate is still the best, most economical chalkboard investment. Superior visibility, dependability, excellent writing qualities, low maintenance cost, attention attraction, and ability to harmonize with any color scheme . . . . are yours only in NATURAL SLATE. FO R F U R T H E R INFORM ATION, W R ITE FO R : 1. ‘‘T h e A B C s o f C halkboard S electio n , Use a n d C are" . (Informative 65 page Booklet) 2. “ S la te C h alk b o ard s a rc M odern T o o " . 3. “ S la te C h a lk b o ard s Provide Eye Ease” . 4. P e rso n a l assista n ce w ith y o u r ch a lk b o a rd selectio n . N o o b lig a tio n , of course. U s e s l a t e , to o , f o r : ro o fin g w in d o w s ills lo ile l s ta lls b a s e b o a r d s flo o rin g w in d o w s to o ls s in k s s h o w e r c o m p a r t m e n t s sh e lv e s l a b o r a t o r y t a b l e to p s PEN ARGYL, PENNA. "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 https://projectdaps.org/files/original/cb90c4f5627588142ab9493b1a96ff6c.pdf 0e449dd122e195e3dae2076bc6a63de5 PDF Text Text �THIS WE BELIEVE ABOUT This Statement is not presented as a n official policy position of EDUCATION a n y educational, business, or industrial association. It is published by the National Association of Manufacturers, as a public service, in the interest of greater education-industry cooperation. A Statem ent Concerning Education in America By the Educational Advisory Committee and the Educational Advisory Council of the NATIONAL ASSOCIATION OF MANUFACTURERS N E W YORK, N, Y. Second printing— March 1954 �1953 N A M E d u c a t i o n a l A d v i s o r y C o u n c i l c h a ir m a n CONTENTS About This S ta te m e n t................................................................................ 6 : RUSSELL D . COLE, Cornell College M t. Vernon, Iowa H . F. A l v e s , D i r e c t o r Cooperative Program for School Administration University of Texas Austin, Texas D a r e l M c Fe r r e n , H e a d History D epartm ent Hastings College Hastings, N ebraska R o b e r t W . A s h e , P r in c ip a l Glendale U nion H igh School Glendale, Arizona Denver, Colorado I Introduction......................................................................................... 7 M r s . A n n e t t e M . Br a s e l Jackson C ounty Schools Braselton, Georgia II The Purposes of Education in A m e r ic a .............................................9 Ke n The Support of E d u c a tio n ................................................................11 IV The Responsibilities of E ducators......................................................14 VI The Ultimate Responsibilityfor E ducation........................................ 24 VII Summary: This We Believe AboutE d u c a tio n ...............................28 t o n , V is itin g T c a c h e r d D. Cr hol t zer M iss M a r y C. O ’C o n n o r , H istory D epartm ent G irls Latin School Boston, Mass. H ead Re v . T i m o t hy F. O ’L e a r y S u p e r i n t e n d e n t o f S c h o o ls Archdiocese of Boston Boston, M assachusetts ul l W . W . Pa r k e r , P r e s id e n t Southeast M issouri State College Cape Girardeau, M issouri S u p e r in te n d e n t o f S c h o o ls P ort H uron, M ichigan J a m e s H . D u c k r e y , P r e s id e n t State Teachers College Cheyney, Pennsylvania T h o m a s F. R e a r d o n , P r in c ip a l H art School Stamford, Connecticut H e n r y T . H e a l d , C h a n c e llo r N ew Y ork University N ew York, N ew York Dea n M . Sc h w e ic k h a r d S t a t e C o m m i s s i o n e r o f E d u c a tio n H e n r y E. H e i n , C h a ir m a n Committee on Inter-American Cooperation Board of Education N ew York, N ew York A. D. H o l E. O b e r R e v . E. J . O ’D o n n e l l , S.J., P r e s i d e n t M arquette University M ilwaukee, W isconsin E u g e n e B. C h a f f e e , P r e s i d e n t Boise Ju n io r College Boise, Idaho Ho w a r V The Responsibilities of Industry to E d ucation .................................. 18 net h S u p e r i n t e n d e n t o f S c h o o ls T h o m a s H . Ca r r o l l , D e a n School of Business A dm inistration University of N orth Carolina Chapel H ill, N o rth Carolina III P r e s id e n t t V ic e P r e s id e n t St. Paul, M innesota Jo h n J . Se id e l A s s is ta n t S ta te S u p e r in te n d e n t fo r V o c a tio n a l E d u c a tio n State D epartm ent of Education Baltimore, M aryland W il l ia m S. V i n c e n t , E x e c u t i v e Citizenship Education Project Teachers College Colum bia University N ew York, N ew York T he U niversity of Tennessee Knoxville, Tennessee V i n c e n t W . La n f e a r , D e a n School o f Business Administration University of Pittsburgh Pittsburgh, Pennsylvania Ra y m o n d W a l t e r s , P r e s id e n t University of Cincinnati Cincinnati, Ohio E d w i n A. L e e , D e a n School of Education University of California at Los Angeles Los Angeles, California L y n n T . W h i t e , J r ., M ills College O akland, California [3] P r e s id e n t O ffic e r �1953 N A M E d c h a ir m a n : v ic e c h a i r m a n u c a t io n a l Adv is o r y Co ROBERT H . W . W EL C H , JR., Jam es O. W elch Company Cambridge, Mass. : m m it t e e V i c e P r e s id e n t H a r o l d F. Sil v e r , P r e s id e n t Silver Engineering W orks, Inc. Denver, Colorado N IC L ia T h o m a s J. Ba n n a n , P r e s id e n t W estern Gear W orks Seattle, W ashington J. W a r r e n K i n s m a n , V i c e P r e s i d e n t E. I. duPont de Nem ours & Company, Incorporated W ilm ington, Delaw are N o r m a n D. B l a c k , J r ., P r e s id e n t "T he Fargo Forum ” Forum Publishing Company Fargo, N o rth Dakota E. J o Am erican Silk Spinning Company Providence, Rhode Island J o h n T . Br o w n , P r e s i d e n t J . I. Case Company Racine, W isconsin T. M . M a r t in , P r e s id e n t Lion Oil Company Eldorado, Arkansas B. C. C o l c o r d , P r e s id e n t W oodw ard Iron Company Birm ingham , Alabama (D eceased, A ugust 17, 1953) F r e d M a y t a g , II, P r e s i d e n t The M aytag Company Newton, Iowa s Representing M anufacturing Trade Associations Group E. A. W a t k i n s , P r e s id e n t W atkins, Inc. W ichita, Kansas C h e s t e r C. K e l s e y , M a n a g e r Asbestos-Cement Products Association N ew York, N ew York C h a r l t o n H . Ly o n s , P a r tn e r Lyons, McCord & Logan Shreveport, Louisiana J a m e s L. C a m p , J r ., P r e s id e n t Cam p M anufacturing Company Franklin, V irginia A d v is e r C. W . A n d e r s o n , E x e c u t i v e V i c e P r e s i d e n t Associated Industries o f the Q uad Cities Rock Island, Illinois R ic h a r d H . T u r k , P r e s id e n t Pemco Corporation Baltimore, Maryland R. E. SALVATI, P r e s i d e n t Island Creek Coal Company H untington, W . Va. is o n Representing Industrial Relations Group hn Lo w n e s , J r ., P r e s i d e n t and G eneral M anager H a r o l d C. M c C l e l l a n , P r e s i d e n t O ld Colony Paint & Chemical Co. Los Angeles, California D a r r a h Co r b e t , P r e s i d e n t Smith Cannery Machines Company Seattle, W ashington J o h n H. M u r r i a n , P r e s i d e n t W . J. Savage Company Knoxville, Tennessee G e o r g e L. D r a f f a n , P r e s id e n t T he O hio Brass Company Mansfield, Ohio M a l c o l m P. F e r g u s o n , P r e s i d e n t Bendix Aviation Corporation D etroit, M ichigan A. C. C o nde, E x e c u t i v e V i c e P r e s i d e n t Indiana M anufacturers Association Indianapolis, Indiana M e m b e r s o f S p e c ia l E d u c a t io n S u b c o m m itte e c h a ir m a n : ROBERT H . W . W EL C H , JR. Educators Industrialists R u s s e l l D . Co l e A. D. H o l t E d w in A. L e e K e n n e t h E. O b e r h o l t T h o m a s F. R e a r d o n D e a n M. Sc h w e ic k h a r J o h n T. Br o w n B. C. C o l c o r d C. E. H a m i l t o n * H. C. M c C l e l l a n Ri c h a r d H . T u r k zer d ♦(P resident, Autom otive Gear W orks, Inc., Richmond, Indiana, and M em ber 1952 N A M Educational Advisory Comm ittee) Ra l p h A. P o w e r s , P r e s id e n t Robertson Paper Box Company Inc. M ontville, Connecticut W a l t e r D. F u l l e r , C h a ir m a n o j T he Curtis Publishing Company Philadelphia, Pennsylvania Representing State Associations Group G e o r g e L. W e is s e n b u r g e r , P r e s id e n t Keokuk Electro-M etals Company Keokuk, Iowa O s c a r C. P a l m e r , P r e s id e n t Palmer Industries Phoenix, Arizona R. G. Fo l l is , C h a ir m a n o j B o a r d Standard O il Company of California San Francisco, C alifornia W a r r e n W e b s t e r , J r ., P r e s id e n t W arren W ebster Company Camden, N ew Jersey R ic h a r d S. R h e e m , P r e s id e n t Rheem M anufacturing Company South Gate, California B o a rd J. K. Sh i n n , P r e s id e n t SEC M anufacturing Company Miami, Florida E. P. H a m i l t o n , P r e s i d e n t H am ilton M anufacturing Company T w o Rivers, W isconsin M [5] �ABOUT THIS STATEMENT T THIS W E BELIEVE ABOUT EDUCATION i he Special Education Subcommittee of the Educational Advisory Committee and the Educational Advisory Council of the National Asso ciation of Manufacturers was appointed for one purpose—to focus attention on areas of agreement between educators and industrialists which would serve as a basis for better understanding and more effective cooperation between these two groups. This Statement contains a brief outline of the premises and the reasoning that led to specific areas of agreement, and a final recapitulation of the Subcommittee’s conclusions. The Educational Advisory Committee and the Educational Advisory Council of the NAM, in a joint meeting on October 27, 1953, approved the Statement of the Special Education Subcommittee which is presented here. It is hoped that this effort will be received by both industrialists and educators in the spirit of tolerant good will in which it was conceived and in which it was conscientiously prepared. If the Statement makes a contribution to further discussions which will result in better understanding and closer relationships between Education and Industry, it will have served its major purpose. Personally, and on behalf of the Special Education Subcommittee, I take this opportunity to express our appreciation to Dr. F. Kenneth Brasted, Direc tor, NAM Education Department, and to George H. Fern, Associate Director, for their capable and untiring staff assistance rendered us throughout the nearly two years of our meetings and deliberations. And I welcome this same opportunity to write one sentence to, and about, my fellow-members of the Subcommittee, both educators and industrialists. Their unwavering respect for intellectual integrity, in others and in themselves, and their interest, co operation, and painstaking labors in hammering out together this consensus, made our association a rewarding and encouraging experience. We can take much pride in the revealing and important fact that we began the job as acquaintances and finished it as warm personal friends. Robert H. W. Welch, J . r Chairman [6] IN T R O D U C T IO N T he National Association of Manufacturers, throughout its history, has consistently supported Education in America. Strong statements have been issued periodically, setting forth the beliefs and positions of Industry. Yet the mutual confidence which so obviously should exist between Industry and Education has suffered many shocks over the years. At a meeting of the NAM Educational Advisory Committee held in January, 1952, several leading educators were invited guests. They, too, it developed, were concerned over an apparent deterioration in relationships. Some of the causes seemed inadvertent and isolated, but there were also evi dences of deliberate intent. It was recognized that a great majority of American businessmen and American educators have little or no criticism to make of each other, but over the past several years attacks by some businessmen on the philosophy or prac tices of some educators have been widely publicized. Similarly, there has been articulate criticism of business and industry by some educators. Resentment has resulted on both sides. Anxiety was expressed at the January meeting lest the friction and mis understanding increase. It was suggested that a Subcommittee could well be established to study the situation and to propose constructive counteraction. Thus the Special Education Subcommittee was conceived and appointed. It comprised six industrialists from the NAM Educational Advisory Committee and six educators from the NAM Educational Advisory Council. At the outset, the Subcommittee agreed that misunderstanding and sus picion between Education and Industry should be reduced to a minimum and eliminated if possible, and that there should be established widespread and general understanding, confidence, and cooperation between these two vital groups in America. Scrutiny of misunderstandings led the Subcommittee far afield. Among causes for disagreement they found such factors as the proper boundaries of academic freedom, objective teaching versus subjective indoctrination, respon sibility for teachers’ actions and activities, and the distinction between justifi[7] �able, constructive criticism and malicious attacks. Ultimately the Subcommittee found itself considering the place of Education in American life—its purposes and practices, its direction and support, and the real measure of Education’s contribution to the happiness and welfare of the American people. As the Subcommittee went beyond the limits at first contemplated for the study, two questions arose. The first was why representatives of these two seg ments of American society should be combining to make a joint appraisal of one of them. In other words, if Industry and Education were to study Educa tion, why should they not also take a look at Industry ? It was agreed that there was no reason why they should not, but such a study was not this Subcommit tee’s assignment. The second question was whether the Subcommittee was duplicating the work of other organized groups, such as the Commission on Financing Higher Education, and the Educational Policies Commission of the National Education Association. Such was not the intent, but it did seem that a brief survey of certain fundamentals regarding Education was necessary to provide background and a clearly understood basis for the study. Short summarizations of the most significant assumptions regarding fun damental aspects of Education are included in this Statement in order to show the lines of thought that led to the final conclusions. The Subcommittee has endeavored to be fair and tolerant of conflicting opinions. It sought to establish principles, or areas of agreement, broad enough to be accepted by men of good will. It endeavored to clarify causes or areas of disagreement. It tried to be practical, and to present a Statement that will be a useful guide in determining future attitudes of individuals and organiza tions, in both Industry and Education. The conclusions reached are presented in a series of connected and con trasting paragraphs in the final section of this Statement. Generally speaking, the first paragraph under each point expresses the more liberal viewpoint. The second paragraph records the more conservative opinion. It should be em phasized that educators are not speaking in one paragraph and industrialists in the other. The division of opinion was w ith in these groups and not b etw een them. The pattern for the final presentation was adopted because it seemed the simplest way of presenting the areas of agreement in each particular discussion. These paragraphs, summarizing THIS WE BELIEVE ABOUT EDUCA TION, have been numbered and will be found beginning on page 28. [8] II THE PURPOSES OF EDUCATION IN AMERICA I N t h e Ruins o f U r a room has been unearthed that was a school 4,500 years ago. Clay tablets of instruction used there still exist. Schools and educa tion have been a part of every known civilization. Education today is an accu mulation, rather than a neat integration, of all the things education has been in the past. The specific purposes for which the first schools were established are not known. By the time the prehistoric mist began to lift, education for religious ends and education for secular ends both were established. The first of these has continued, usually with clear-cut purposes (such as the training of new members of a clergy), down through the ages. But secular education from the beginning, whether imparted by laymen or by members of a priesthood, has always had purposes more varied and less clearly defined. It is recognized that two historic streams of culture and religion have largely produced modern Western civilization: the ancient Greek tradition and the Hebrew-Christian tradition. These two great currents continue to influence profoundly the stream of life and education in the United States of our own day. Along with these there have developed scientific research and teaching, and, utilizing both, modern technology which is producing the wonders of mass production in manufacture, agriculture and commerce. Modern western civilization, expanding its outlook and interests under the stimulus of intellectual, political, social, and industrial advances, has adopted many varied concepts of the purposes of education. The divisions and subdivisions of the disciplines that are classified as education have been multi plied until an almost infinite variety of purposes is the result. Today there are insistent demands that major emphasis be placed on academic education, or vocational education, or physical training, or relig ious education, or training for citizenship, to name a few of the goals and objectives. Within each of these categories there are equally insistent demands that preference in time and attention be given to one division or another: as, for instance, the preference for liberal arts versus the useful sciences in aca demic education. Vocational education includes training for agriculture, in dustry, business, and homemaking, with special programs for the continuing education of out-of-school youth and adults. Each group of educators and learners has its own understanding of the major purposes of education. With many divergent opinions, it is inevitable that there should be con[9] �llicts, collisions of forces, and criticisms of educational leadership. It probably would be impossible to resolve all conflicts by one general statement of prin ciple which would be acceptable to all the conscientious partisans involved. It would seem wiser if all persons concerned with education would recognize the advantages of a heterogeneity of ideas as to the purposes of education. Tolerant thinkers can find areas of agreement, and the tendency of any one school of thought to exclude or to disparage all theories but its own should be restricted. With few exceptions, all of the major goals and objectives of Amer ican education have been endorsed by a sufficient percentage of the American people to assure those goals a justified place in the over-all design. The neces sity for less conflict and greater understanding and cooperation between pro ponents of different purposes of education currently sustained in the American school system seems apparent. Probably there never has been throughout all history any complete agree ment as to what the goals of education should be. Aristotle wrote of "doubts concerning the business of it," saying, "all people do not agree in those things they would have a child taught, both with respect to improvement in virtue and a happy life; nor is it clear whether the object of it should be to improve the reason or rectify the morals. From the present mode of education we can not determine with certainty to which men incline, whether to instruct a child in what will be useful to him in life, or what tends to virtue, or what is excel lent; for all these things have their separate defenders.” So be it, today. [10 ] III THE SUPPORT OF EDUCATION provided for the benefit of all of the people and the general well-being of the nation. Annually this country spends more than two per cent of its total national income for educa tion. Where an investment of eight or nine billion dollars per year is involved —an outlay that is and should be constantly growing—it is inevitable that many individuals and organized groups will be concerned with the source of this income, the manner in which the money is raised, and how it is spent. The Subcommittee was concerned with financial support of education only as it might be an origin or source of friction and misunderstanding between educators and industrialists. In a civilized society there are many services which affect practically the total population. The most universal of these probably is protection of person and property by government. In America, other services which the people have come to expect include education, good roads and streets and harbors, an adequate and safe water supply, postal facilities, a telephone system, pro tection against fire, a public press and many others. Some of these services, like the postal system, are provided entirely by the Federal government. Pro tection against fire is almost always a local government responsibility. Roads and harbors are provided in varying degrees and methods of combination by Federal, state, and local governments, the privately-owned toll roads being a rare exception. Finally there are services provided entirely by private capital, such as the telephone and press. Among all these services education is unique in respect to its support. This support is provided, in part, by local governments, by state governments, by the Federal government, by religious bodies, by national charitable organi zations, by private capital as a profit-making investment, by contributions of a non-profit-making purpose both from individuals and from corporations organized for profit, by tax-free foundations, by specific endowments inherited from the past, and by scholarships and grants from many sources and for many purposes. No other service for the benefit of all members of society is pro vided in such diverse forms and ways and from such heterogeneous sources. Constitutionally, public education in America is a function of the several states. The states, in the exercise of this function delegated by the people themselves, in turn delegate responsibility for education to local governments through local school boards. Carrying out their responsibilities, the states pro vide financial support to local communities to guarantee a minimum educa- P U B LIC ED U C A T IO N IS A N e s s e n t i a l s e r v i c e [ii] �tional program for the children within their borders. It is to be expected that a state will require certain minimum educational standards of the local com munities which receive tax-raised funds. The state governments thus maintain a form of "remote control” over the local school systems, but under this con stitutional authority the local communities, for the most part, maintain local autonomy and make major decisions as to policy and practice. Many problems, cross-purposes, misunderstandings and criticisms arise directly from the diversity of support. Some are serious and far-reaching; others are local. The lack of adequate financial support for a private school of secondary education, for illustration, involves different considerations than lack of an adequate tax rate in a local community to supply essential elemen tary school facilities for the children of that community. Failure to make allowance for the differences involved is a source of some of the criticism and resentment that flare up. To attempt to apply a uniform measure of correlation between financial support and control to all institutions of learning or training, public and private, large and small, elementary and advanced, would be unrealistic and perhaps unwise. There is a further basic source of misunderstanding, and it is embedded in the foundation of the structure of financial support for the schools. It is one which all people should recognize and keep in mind. Specifically, the pat tern for organization and support of the American educational system (and particularly the core of elementary and secondary tax-supported public edu cation) constituted an early concession by an individualistic people to the socialistic concept. Wise or unwise, the fact remains that support and control of the schools, to a large extent, was turned over to governmental bodies sometime in the past, through proper legislative procedure that expressed the views of a majority of the people at the time the action was taken. With governmental support and control there is inclined to be less con sideration of minority wishes by the majority, more dependence on the advice of professional experts than on purely local considerations, and more inclina tion to follow current political and sociological ideologies which may not be approved by some individualists. There is still a proper place and way, through the democratic political processes of local government, for the individual to make his opinions known and his influence felt. It should be remembered that the differences in size and nature of educa tional units, in the sources of financial support, in the control correlated with support, all combine to give American education much of its strength, its vitality, its ability to grow with changing times and its ability to meet increas ingly varied demands. For this reason, centralization or consolidation of finan- cial support, with corresponding requirements for minimum standards of edu cation and other controls, should be watched by both educators and indus trialists. The financial support of a minimum educational program within a state should always be balanced by a maximum decentralization of direction and control. Financial support alone is not sufficient to assure the effective and forceful program of education which a dynamic society requires. Industry should make available to Education its vast fund of knowledge and experience, accumu lated through years of research, production, management, and services to the public. Industrial "know how” should be readily available to Education in an advisory way in connection with problems of curriculum, administration, and personnel. In fact, proper support of education should include continuous concern of industrialists and all other segments of the community, as well as educators, with all educational policies and problems, on both state and local levels. [12] [13] �IV THE RESPONSIBILITIES OF EDUCATORS S chools are established and financially supported, and teachers accept salaries and professional recognition, to do a certain job. That is to give the next generation the best education which the current adult genera tion is able or willing to afford. However, what is meant by "the best educa tion,” and what duties are inherent in that term, are often the source of much controversy. The age of the pupils, the educational level of the classroom, whether the school is publicly or privately supported, the nature of the subject matter, the established purpose of the course of instruction, and the other media avail able for both mental and spiritual influence, all have to be considered. It would be difficult to arrive at a definition of "the best education” that would be sufficiently all-inclusive to apply to all circumstances. In considering the responsibilities of educators, the question arises of "indoctrination versus objective teaching.” It is possible, for example, even in beginner’s arithmetic, to use the classroom for propaganda purposes. Prob lems can deal with the benefits of government subsidies and social security on the one hand, or the advantages of profits, dividends, and successful business ventures on the other. Thus the minds of 8-year-olds can be influenced accord ing to the bias of the textbook and the teacher. Conscious proselytizing is completely outside of a teacher’s clearly recog nized duties. But examples in beginner’s arithmetic must be related to the dynamic world in which the pupil lives if arthmetic is to be interesting and have meaning. To accuse a teacher of dealing in propaganda when no such intention exists is as unjustifiable as deliberate indoctrination by the teacher would be. The question of indoctrination becomes more involved when a graduate seminar in economics, conducted by an outstanding scholar, is considered. To expect an educator who is an authority in his field not to have strong opinions is unrealistic. To ask him to conduct his classes with complete objectivity and without revealing his convictions is to deprive mature students, rightfully de siring to hear his particular theory or viewpoint expounded, of values which might be inherent in the course. Iron-clad insistence on complete objectivity would certainly drive thinkers and leaders from the world of Education. Clear ly, considerable latitude must be allowed before a teacher can justifiably be accused of indoctrination, and all of the circumstances should be known and carefully weighed. [14 ] Any teacher, whatever his political convictions, has the right and respon sibility to participate as a citizen in community, state and national affairs so long as his activities do not decrease his effectiveness in the classroom and are not inimical to the national well-being. In fact, more interest on the part of educators in government and community affairs is desirable. The basic objec tion to indoctrination is not that such teaching will inculcate beliefs which some groups are certain to oppose, but that it is not the teacher’s job. A teacher’s responsibility for religious instruction and moral training is determined by the nature of the institution and the known desires of the administrative body and/or the community. The emphasis to be placed on vocational training is similarly established. Considerations which apply to an expensive private college preparatory school differ greatly from the require ments set up for a public high school in a metropolitan suburb populated by industrial workers. The responsibilities of the educator vary with circum stances, and these responsibilities should be defined as clearly as possible. In addition to an honest job of teaching, educators, more than any other group except the clergy, are expected to set a good example for the younger generation and the community as a whole. Teaching is not "just one of the professions.” It is one of the oldest and most highly and universally honored. Respect for educators is as continuous as civilization itself. Nowhere is there a more clear application of the principle that honor and authority impose obligations and responsibilities. Careful regard for per sonal reputation is one of those obligations. A teacher’s loyalty to his country should be unquestionable; his honesty, integrity and moral standards should be above reproach. He should exercise good judgment in all personal asso ciations and affiliations, including his relationships with professional organi zations for the protection or advancement of the legitimate interests of teachers as a group. Educators have a responsibility for preserving mutual respect between their profession and other segments of the community population. They have a legitimate complaint when critics make sweeping charges of "left-wing ideologies” or "ivory-tower stupidities” against educators in general. But the educator who makes similar exaggerated denunciations against businessmen is being equally unfair; and in both cases immense harm is done. The voice of criticism is welcome on the American scene, but it must be scrupulously exact and conscientious in order to retain respect. Education is one of the accepted overhead costs in America. Educators have an obligation to observe economy and efficiency in the discharge of their responsibilities and in the use of the facilities provided them. By nature and [15] �training, educators are generally inclined to regard economy as a virtue, both in the use of their own and other people’s money. A continuation of this care ful regard for costs will do much to foster whole-hearted support of Educa tion’s growing needs by all groups within a community and by Industry in particular. Educators cannot escape responsibility for keeping abreast of changes, and for being aware of developments in materials and methods related to their own teaching fields. Industry has an equally strong responsibility for bringing information regarding the results of inventions and discoveries to the attention of the schools; but the ultimate responsibility for keeping teach ing geared to a dynamic age rests with the educators. It is the responsibility of Education to support, and frequently to lead, the necessary and continuing fight to preserve freedom of expression and freedom of inquiry. Even tolerance of intolerance must be safeguarded, so long as that intolerance does not attempt to destroy our American heritage of freedom. All educators should oppose any attempt by either government or public opinion to repress expression of honest views or to curtail scientific studies and researches. An educator must stand ready to fight for his right to pursue knowledge in the true scientific spirit. Because Education has a cen turies-old familiarity with the struggle to achieve and maintain freedom for the human mind, the American people rightfully look to educators for leader ship in that continuous battle. To summarize, every educator from kindergarten teacher to the holder of a distinguished professional chair in a graduate school, is employed to do a certain job. The nature, extent, and limitations of that job are usually estab lished with reasonable clarity. They ought to be easily understood by a person of intellectual integrity. The primary responsibility of the educator is to do honestly, and as well as he can, the job for which he was hired. Teachers are expected to be persons, and not automatons. It is inevitable and desirable that their personalities and character should make effective impressions on youth; that their manners, persuasions, and moral and spiritual values should have influence. But teachers are not employed as preachers, politicians, statesmen or prophets. Any conscious effort by a teacher to function in such capacities, at the expense of primary duty, is a failure to live up to an obligation to the society which is supporting him in exchange for his service. No principle of academic freedom is involved here, nor of tolerance and fair-mindedness. It is a matter of integrity with respect to duties that have been assumed. Finally, and perhaps most important of all, Education is responsible for maintaining continuity of thought and culture and moral values between present and past. Neither utilitarian education nor speculative theory should lead off too soon from the "main road” of education. That "main road” of accumulated knowledge and fundamental culture, leading from the remote past through the present and into the future, should be kept open wide and well paved. There is a great need in the confused world of today for better morals, more self-discipline, and a sounder sense of values. Possibly the great est contribution Education can make toward meeting that need is to give all who pass through its doors a deeper awareness of what we owe to the great artists and scientists, the teachers, thinkers, inventors, the explorers and states men, the poets and patriots of the past. [16] [17] �V THE RESPONSIBILITIES OF INDUSTRY TO EDUCATION or group to another person or group are imposed in part by benefits received or to be expected. Industry’s re sponsibilities to Education are based primarily on four broad considerations. F irst, and most apparent, is that Industry must look to Education for its supply of trained personnel. This need includes, obviously, research and de velopment scientists and engineers. If the quality of industrial output and serv ice to society is continually to support and improve an ever-rising standard of living in America, Industry must have in top-management positions the type of men who have the vision and intelligence to assure improved industrial concepts and production. This implies need for training in the liberal arts as well as in science and business administration. Industry also requires nonscientific personnel for specialized departmental duties such as traffic manage ment, job evaluation, and accounting. Education should supply men with suffi cient business management training to shorten the period needed for gaining experience before executive responsibilities can be assumed. Finally there are the skilled, semi-skilled, and unskilled workers—the people who start with beginners’jobs which demand varying degrees of skill, training, and education. All of these people can better adjust to job situations with a minimum of fric tion and costly job-turnover if they have acquired from the schools at least a basic understanding of actual conditions in the world of work. The s ec o n d concern of Industry with the objectives of Education lies in raising the material standard of living in America through the higher expecta tions of all of the people, which inevitably results from raising the level of education. This upward trend helps to create expanding markets upon which Industry thrives. Even elementary education in America has made people want, and work to get, bathtubs and fountain pens, better clothes and encyclopedias, table silver and classical records, and countless other products of industry for which these same people, if completely illiterate, would feel far less urge. The impact of education on material desires and expectations is felt at every level of society and of education, and the greatest importance of this force probably lies in the future. Industry has a tremendous stake in the influence and exten sion of Education in America. A th ir d consideration is that Education fulfill its obligation for teaching moral and spiritual values. The public schools must be non-denominational, but the men and women who teach in these schools, as responsible professional members of society, are at work daily with boys and girls who should derive T h e r e s p o n s ib ilitie s o f o n e p e r s o n [18] a high standard of moral and spiritual values from school experiences. Such concepts develop the individual as a constructive social unit, contributing to the betterment of group living and advancing the standards of conduct essen tial to perpetuation of this nation’s culture. F o u rth and last, Industry must look to Education to assure the economic and political literacy of the people which alone will preserve the American free-enterprise system and social order. Upon that "way of life” both Industry and Education are grounded. Industry, as one member of the American social organism, is concerned that Education, an entirely separate member, continue its significant role in keeping the whole organism healthy and functioning forcefully. Proceeding from these basic considerations, what then are the responsi bilities of Industry to Education? The responsibility of Industry for more active participation in the prepar ation of young people who enter industrial employment (the first considera tion) has increased each year. A complex industrial society, a multiplicity of jobs, the increasingly urgent need for intelligent citizenship, leave no alterna tive. Industry is a natural co-partner in the education of tomorrow's full-time, adult workers. The days when schools were self-contained within their insti tutional walls are past. Those walls are being pushed out to encompass the entire community. Industrial and business establishments are becoming the daily laboratories and workshops of both secondary schools and colleges in the all-important task of training youth, while they are still in school, for jobs of their own choosing. Industrial progress results in occupational changes. Individuals differ in their abilities and desires. No single laboratory or single training program will meet the needs of the nation’s industrialized society. Industry and business ultimately employ large numbers of young people whether they are prepared for employment or not; whether they have gradu ated from college, high school, a technical school, or have become the so-called "early school leavers,” unprepared for employment. It is profitable from the standpoint of both Industry and society to equip them with education and train ing consistent with their desires, aptitudes, and abilities before they leave the full-time school and enter employment. Young people should have the kind of education which will prepare them adequately for their careers and their civic responsibilities. Industrialists and businessmen can help keep them in school longer, or keep many of them in school at least part-time, by cooperating with Education in practical arts courses and vocational and technical courses which are given in the regular school program or as work-study programs. [19] �Education and Industry must g o farther than merely preparing individ uals to enter employment. After people are employed it must be possible for them to work for promotion and advancement. Educators and industrialists, working together, should provide opportunities for continuing education, making certain at the same time that workers become increasingly aware of their civic responsibilities. Since Industry looks to the influence of Education for developing interest in improved living standards, with correspondingly expanded markets (the second consideration), Industry has an obligation to be intelligently aware of what educators are doing and trying to do. It is probably true that the average businessman knows more about current activities in the stock market, in big league baseball, in the movie and entertainment world, and even among prize fighters, than he does about the personnel, methods, objectives, and compara tive standing of the public school system in his home town. To the extent that this indifference is obvious to teachers, they turn less and less for guidance to the communities they serve. It is the duty of industrialists to have a view point, based on factual information, regarding the educational goals and prac tices of both the public and private institutions of learning in their communi ties, and to make that viewpoint known for the benefit and encouragement of everybody concerned. An obvious complementary duty is to give educators better and more attractive opportunities to get acquainted with Industry. Many teachers, while recognizing Industry as vital in the world in which they live and about which they teach, have little or no knowledge of industrial problems or the con tributions of Industry to public well-being beyond what they have learned from books. To them, production lines, inventories, amortization, reinvest ment, re-tooling, packaging, distribution, labor relations, risk capital, and even industrial competition are abstract terms, not palpable things and never-fin ished problems to be struggled with daily in order to supply the products people take for granted. The unfamiliarity of educators with what industrialists are doing and are trying to do undoubtedly is as great as Industry’s unawareness of Educa tion’s problems, objectives, and accomplishments. Industry must constantly take the initiative to overcome apathetic and harmful aloofness, wherever it may appear. It is imperative that American industry, justifiably believing in the necessity, the efficiency, and the sociological soundness of its operations, should have both the enlightened criticism and confident moral support of Education. It is largely educators who appraise for young people the social system they are about to inherit. If the appraisal of Industry is to be based on [20 ] sound knowledge, actual observation, and shared experience, Industry must maintain a continuous open house to Education and make its hospitality evi dent and sincere. Closely related to the more widespread and purposeful "looking-in” on one group by the other, but meeting additional and different needs, are joint conferences where Education and Industry meet on grounds of common inter est. Educators should take the initiative in these ventures just as much as indus trialists. The fact remains, however, that there certainly is a responsibility on the part of Industry to promote conferences where both Industry and Edu cation can gain through mutual assistance or can further civic usefulness through an exchange of ideas, information, or opinions. Industry’s third basic requirement of Education was that the schools up hold moral and spiritual values. Certainly, Industry has a responsibility to Education for moral and spiritual backing against destructive criticism and unwarranted attack. Past experience with Industry’s concern for Education justifies confidence in fair-mindedness as part of that concern. Because of their experience and training, industrial leaders should be disposed to look for facts and important principles in issues which are be clouded by storms of charges and countercharges which too frequently elec trify the educational atmosphere. It is the duty of those in Industry to take a firm stand for judicial consideration of documented charges against specific individuals. Industrialists must insist upon proof of claims of abuses in the educational profession, of conspiratorial purpose, or of other pursuits harmful to Education or to the public, as against general accusations. It is also a duty of industrialists to step in on their own initiative and exert maximum influence to restore tolerance and common sense, whenever storms appear which consist primarily of sound and fury. Finally, Industry’s obligation to Education for the preservation of Amer ica’s social and economic structure (the fourth basic consideration) is in itself economic; it involves financial support. A major goal of American Education, beyond question, is an advanced state of intelligent literacy and understanding for the total population. Indus try is definitely in accord with this aim of Education. This being so, Industry must face and accept its responsibility for a large part of the cost of such an achievement. Youth spends far more hours in school today than fifty years ago, and the schools have had to assume responsibility for many functions of youth-training that once were performed by the home or other agencies. Industrial education, agricultural education, and related instruction for apprentices now provided [ ] 21 �VI THE ULTIMATE RESPONSIBILITY FOR EDUCATION T here are three major segments of the population concerned with the quality, objectives, and accomplishments of Education in America. First, there are the teachers and educational administrators. Second, there are those who support Education through either taxes or direct contributions, and who are represented by boards of education and boards of trustees. Third, there are the parents, who have a particular and unique responsibility. Many other influences are at work, one being the demands and prefer ences of the students themselves, especially the many self-supporting adults now attending colleges and graduate schools. The total effect of this group and other lesser forces is not strong enough to change the major three-pronged responsibility, however. The influence wielded by each of the three groups varies tremendously with the time, the place, and the kind of educational institution considered. It is obvious, too, that the groups overlap greatly. Teachers, for example, are taxpayers, and many of them are parents. It is likewise obvious that the impact of the opinions of one group on the others is varied and sometimes indeter minate. There are difficulties in drawing even shadowy lines of separation be tween the three groups in trying to assess responsibility. Praise or blame for results that please everybody or nobody can never be assigned to one group alone. When a community has a superior local school system it is usually because teachers, administrators, taxpayers, and parents all take a great inter est and pride in that school system. If a long-established university starts run ning down, it will usually be found that faculty members have become discour aged, alumni contributors have lost interest, and parents of students attending the university are guiltily ignorant of its shortcomings. The responsibility for good or bad education must be shared by all three groups and cannot be apportioned percentagewise among them. There are vast differences in the relationships of these groups to the schools and to the problems of education. Each group has a different base for its duties and its authority. The influence of each group is exerted through mechanics, and with a degree of directness, which differ from the same factors of the other group. Finally, the fundamental reason for each having responsi bility, and the extent and nature of the moral accountability involved, is differ ent in each case. For the deliberations and purposes of the Subcommittee, it [24] was important to consider these differences and the part they play in some of the problems with which Education and Industry are concerned. The most immediate responsibility—and in actual practice the most ex tensive responsibility for the direction and success of American education— lies with the teaching profession. This means that in reality it falls very heavily upon the colleges and on the recognized experts within the teaching profes sion. It is from these sources that the teachers, of all educational specialties and levels and in all of the many kinds of educational institutions, receive the early professional training and the continuing guidance which largely deter mine the methods, skills, and objectives finally manifest in the classroom. Occasionally there is a tendency to claim infallibility for outstanding educational experts, or at least an inclination to claim for them such superior ity of knowledge and judgment in an esoteric field that laymen must not be allowed to interfere in any way with the practices and aims they prescribe for their disciples. This extremist view should not be accepted by either the public or by the great body of educators themselves. But educators and industrialists should have no quarrel with the position, short of this extreme, which is ac corded to recognized leaders within educational ranks. The American people realize that teaching is a specialized profession and respect the value of pro fessional competency. It is taken for granted that proper recognition should be given by both laymen and those in the profession to the opinions, precepts, and carefully considered policies of those who have earned places of leader ship and authority in the world of Education. To the extent that these experts are given a free hand and a loyal following, they must bear a large measure of responsibility for the final results of the entire educational effort. In America at the present time the extent of acceptance of the experts’ authority is great. The next source of responsibility for Education resides in those who pay taxes and make financial contributions which keep schools and colleges oper ating. They do and should have something to say about the quality and quan tity, the methods and objectives of Education. Just as there are extreme views regarding the authority to be attached to professional stature, there are extremists among those who finance Education. The argument that financing bestows power and authority is well expressed in the old saying, "He who pays the piper may call the tune.” Here again, this extreme view is not accepted by educators, parents, or even by the majority of the group for whom it is advanced. Even in areas of ideology that are currently most controversial, those who pay the bills for Education are, generally speaking, willing to endorse the statement attributed to Voltaire: "I disagree with what you say but will defend [25] �VII SUMMARY: THIS WE BELIEVE ABOUT EDUCATION 1] That the purposes of education are many and varied in America, where a high degree of freedom has prevailed in the growth of both private and public education. Wide variation in accepted educational purposes, while decried by some, is to be expected and should be accented as a natural develop ment in a society which encourages great diversity in its search for truth. There probably is no one single purpose of education acceptable to all, but some rather widely accepted purposes without reference to their order of importance may be generalized as follows: (a) To prepare the individual to make a living and to make progress in his vocation, or to help in that process; (b) To prepare the individual for mature and complete living—personal and family, social and civic—in today’s world, and to help develop the moral, ethical, and spiri tual values which benefit both the individual and society; and (c) To increase man’s understanding of the arts, sciences, and humanities, and his appreciation of his cultural heritage. la] But that acceptance of purposes should be related to the size, grade level, and nature of the educational institutions and to the learners who are to attend those institutions. The purposes of education should be determined by the needs of the learners, and in this nation there should be available ample variety in learning opportunities. The relative emphasis to be placed on the different purposes of education should be determined with wide latitude and consideration for all concerned. In all education due regard for excellence of educational programs and quality of teaching should be given. This is an important requirement for the preservation of a society of free individuals. ♦ ♦ ♦ 3] That every teacher in America should have the unquestioned right to impart knowledge objectively concerning all matters related to the subject he teaches. Teachers of economics or of government or of any of the social sciences should discuss without hesitation the theories, practices, and histories of all systems of government including the government of collectivist states, to the extent required for the properly balanced organization of a particular course. When subject matter does deal with governments and ideologies, teachers should take into consideration the maturity and grade level of the learners. The younger the pupil and the more elementary the instruction, the less excuse there is for deviation from objective teaching. Completely objective teaching, however, especially of the social studies, while a desirable goal, can scarcely be expected or achieved in actual practice by teachers who are also thinking human beings; reasonable deviation from this absolute standard should not expose any teacher to attack, intimidation, or insecurity of his position. 3a] But that neither freedom of speech nor freedom of academic inquiry and instruction gives a teacher the right to a captive audience of impression able young people, as a target for propaganda on behalf of theories or prac tices that are disapproved by the community which has put that audience in his charge for other purposes. Within limitations dictated by the circumstances of his semi-official position, a teacher should be free to express his personal opinions and to take direct and active interest in community problems. The teacher should assume his responsbility as a citizen in the community, but he has no right to the classroom as his private pulpit. Nor should a proper regard for the prejudices of individual human beings and tolerance for differing opin ions extend to the point of giving a teacher the right to intolerance of beliefs with which h e does not agree, nor to the conversion of his teaching into exclusive indoctrination of any social or political philosophy. H e * * 2] That all established relationships between individuals, and between the individual and society as a whole, are subject to change, and that any effort on the part of Education or of particular educators to keep the American social organization static instead of dynamic, or to prevent or to ignore change, would be contrary to the proper spirit and purpose of American Education. 2a] But that acceptance and evaluation of change should proceed from a fundamental and firm belief in the American form of government, in the free, private, competitive enterprise system, and in the maximum freedom for the individual that the essential functions of government in a complex modern civilization will permit. 4] That no attack on any teacher or on his teaching, because of his indi vidual ideological convictions (short of advocacy of the overthrow of the government), should be supported or condoned. 4a] But that bona fide attempts, based on reasonable evidence, to show that a particular teacher is taking advantage of his position to preach a social philosophy opposed by his local community or by the group his institution primarily serves, rather than to teach about it objectively, are to be considered judicially and not construed or distorted as attacks, either on academic freedom or on the whole American educational system. [28] [29] �5] That complaints of subversive activities or collectivist indoctrination of students by individual teachers should be weighed and given consideration by the legally constituted school authorities in preference to any such action by any outside agency, governmental or otherwise. This procedure should be followed whether the complaints are initiated by resident members of the local community, by members of the group served by the particular institution em ploying the teacher, or by some other source. 5a] But that it is perfectly proper for American citizens, as individuals, or in groups, or through organizations, to make and publish objective studies of any and all aspects of the educational system, and to obtain as wide distribu tion of the findings of such studies as they can. A study of the declared methods and stated purposes of education, as taught in the various colleges or by indi viduals in these colleges; a study of the textbooks being used or offered for use in educational institutions; a study of the articles, essays, speeches and books put forth by influential educators as guides to other members of the teaching profession—all these are quite properly within the province of ob servation and scrutiny. Few educators would wish to single out the educational system as the one area of American public life which should not be subjected to constant study and criticism. Those few who would must not be allowed to do so. * * * 6] That businessmen, the public, and educators should view with proper and customary caution sweeping charges made by any group which studies the educational system and publishes adverse findings as to its methods, purposes, or practices, or as to the ideological loyalties of some of its leaders. 6a] But that smearing the groups or the individuals responsible for such criticisms is not satisfactory refutation of their evidence or of their arguments. Charges which cannot be substantiated should be refuted. * * * 7] That while in the choice of textbooks, determination of curricula, and formulation of teaching methods, interested individuals or lay committees may make a healthy and valuable contribution, final decisions should be left with educational administrators, teachers, or committees of teachers, subject to the general authority of boards of education or of college trustees. 7a] But that the people who provide and maintain these institutions for the education of their children should have the right of final approval or dis approval of decisions of teachers, committees, and educational administrators, [30] and even boards of education and college trustees. In the case of public ele mentary and secondary schools, this final decision is exercised through the ballot box in the election of members of boards of education. In the case of institutions of higher learning it is exercised through the action of state legis lators, the protests of alumni, or by withholding of grants for financial sup port. Fortunately, this final decision is frequently cumbersome and slow; this constitutes a safeguard against the rash use of such authority in making deci sions. But this right of final authority should always be available if necessary, as a last resort. * * * 8] That constitutionally public education is a function of the several states, and that statewide legislation establishing minimum standards of at tendance, minimum educational standards, requirements for facilities, and the pattern of local administration within certain limits of authority and responsibilty, is necessary and proper. 8a] But that community responsibility, community administration, and community determination of matters concerning local school systems should not be weakened by centralization of either facilities or control beyond actual requirements for the most efficient and economical educational service in a given area. A thousand errors of policy or practice, however gross some of these errors may be, all tend to cancel each other out in time; and America has gained tremendously by this right of small groups to make progress in all fields of social effort by separate methods of trial and error. * * * 9] That teaching should be regarded as one of the great professions; that teachers themselves should act, and should be regarded by the community, as members of such a profession; that this regard should be shown by paying teachers salaries commensurate with the service rendered by a great profession; and that businessmen, who carry a large part of the tax load, should take the lead in creating everywhere public opinion in favor of a salary standard for teachers which will help to attract the ablest young people and to hold them in the profession. 9a] But that educators should earn and retain this esteem through con tinuous professional development, and by a careful regard for personal asso ciations, affiliations, and reputations. Teachers should refrain from joining or supporting organizations which lower the stature of their profession in the eyes of the community. [ 3 '] �10] That the schools today are expected to assume a wider range of responsibilities, as to preparation of children for adult life, than were expected of schools a generation ago. Hence the educational system should have con siderable latitude in familiarizing students with new scientific, technical, and cultural developments; in providing new experiences and outlooks, ideas and knowledge and contemporary concepts which parents—as an older genera tion—may not be in a position to impart. 10a] But that the schools are still only one of the agencies concerned with the upbringing of youth. The home, Sunday schools and churches, Boy and Girl Scout organizations (simply by way of illustration) are others with varying degrees of influence. The schools should neither try, be expected, nor be permitted to assume exclusive or near-exclusive responsibility. The ultimate final responsibility for the education and upbringing of every child still re mains, and should remain, in the family of which that child is a part. The schools must be regarded as agents of, and auxiliary to, parents in the schools’ assumption of a part of that responsibility. * * * 11] That educational programs and standards should be as broad and inclusive as practical considerations will permit; that the measureless value of diversity in educational theories and practices, manifesting itself in many ways beyond the few examples cited here, should be fully recognized by both the profession and the public; that this heterogeneity is a chief source of the strength and progress of American Education; and that in Education as in all other divisions of its cultural activities, America should be and remain a melt ing pot of professional experimentation, and of ideas, purposes, and traditions that merge to make the nation great. 11a] But that too radical or idiosyncratic deviations in educational theory or practice, from the broad standards determined and accepted by pre ponderant public opinion and professional experience, should not be sup ported in so universal a nation-wide service as Education. [32] � 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 We Believe About Education, A Statement Concerning Education in America, by the Educational Advisory Committee and the Educational Advisory Council of the National Association of Manufacturers, March 1954 Description An account of the resource Booklet published by the National Association of Manufacturers expressing their support of public education in the US. 16 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 Association of Manufacturers 1954-03 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_49 https://projectdaps.org/files/original/fb6799d6ffe1bd2d41690c9dbd98be6b.pdf 4ab4d4d447b5189232fab4bc8c199413 PDF Text Text (Reprinted from N a t io n a l E l e m e n t a r y P r in c ip a l , Vol. XXXIII, No. 5 , April 1954) HANDBOOKS A rlin gton County • Virginia T h e m ost im p o rta n t tre n d in p u b lic education d u rin g the past 25 years has been the increasing e ffo r t on the p a rt o f educators to in v o lv e parents and o th e r citizens in the plan n in g o f the in s tru c tiona l program . Because there has been a greater emphasis u p o n a close relatio nship between the school and the hom e, there has been an in creasing re c o g n itio n th a t parents have a m a jo r share in the education o f th e ir c h ild re n , no m a tte r h o w fine the program o f the school m ay be. T o achieve co ope ratio n between the school and the hom e in the education o f th e c h ild , each m ust have in fo r m atio n abo ut the purposes and plans o f th e other. Schools have in cre a sin g ly sought in fo rm a tio n abo ut c h ild re n w h ic h o n ly the hom e m ay p ro vid e ; m ore re c e n tly , parents have requested and have obtained greater in fo rm a tio n abo ut the p ro gram o f the school so th a t th e y m a y p articip ate m ore e ffe c tiv e ly in achievin g the goals th e y bo th desire. D u rin g the past fe w years m any school systems have given atte n tio n to the developm ent o f par en t handbooks re g a rd in g the school in s tru c tio n a l program . These handbooks have sought to in fo rm parents re gardin g the school program . In the A r lin g to n p u b lic schools seven parent handbooks have been developed and m ore are un d e r w a y. F o u r o f the parent handbooks prepared d u rin g the last fe w years in A r lin g to n have attem pted to describe the school p ro g ra m at all o f its various levels. “ W e G o to School in the P rim a ry D e p a rt m e n t” describes grades one th ru three, and sugV O L . X X X III NO. 5 A P R IL 1954 gests w ays in w h ic h parents m ay prepare th e ir c h ild re n to s ta rt to school f o r the firs t tim e. A ty p ic a l p rim a ry pro g ra m is described and p ro g ress d u rin g the firs t y ear o f school is discussed. “ W e G o to School in the In te rm e d ia te D e p a rt m e n t” covers such topics as the g ro w th and de v e lo p m e n t o f c h ild re n at ages 9 , 10 , and 11 , w h a t parents can do to assist c h ild re n o f this age, and the in s tru c tio n a l program s o f grades 4 , 5 , and 6 . T h e b o o k le t describes a u n it o f w o rk , the g ro u p in g o f ch ild re n , a ty p ic a l d a y at school, and a fie ld trip . In fo rm a tio n is g iven re gardin g the w o r k done in these grades in language arts, social studies, a rith m e tic , science, m usic, art, physical education, and fa m ily life education. T h e c o n tri butio ns o f supervisors, h e lp in g teachers, psycho lo g ic a l services, and v is itin g teachers are described. T h e testing pro g ra m as w e ll as the lib r a ry in the elem e nta ry school is discussed. Such adm in istra tiv e policies as re p o rtin g to parents, p ro m o tio n policies, h o m e w o rk , transfers, and outside tu to r in g are described. S im ila r handbooks have been developed fo r the ju n io r and senior h ig h school program s and have the title s “ O n to J u n io r H ig h ” and “ T h e A r lin g to n C o u n ty Senior H ig h Schools.” “ O n to J u n io r H ig h ” outlines the ju n io r high school in s tru c tio n a l p ro g ra m fo r grades 7 , 8 , and 9 , describes the electives available in each grade, discusses textbo oks and o th e r m aterials w h ic h arc used, and in vites parents to partic ip a te in school a c tiv ties. “ T h e A rlin g to n C o u n ty Senior H ig h Schools” is addressed to bo th parents and senior high school students. I t assists parents and students in und erstanding the purposes o f the senior h ig h schools and the various program s offered. M u c h a tte n tio n is given to the selection o f a course o f s tu d y and m a n y sample program s are given. R e quirem ents f o r gradua tion, courses offe re d in the senior high schools, p ro m o tio n policies, and e x tra c u rric u la r activities are am ong the o th e r topics covered. T h re e o f the seven parent handbooks o f the A r lin g to n C o u n ty P u b lic Schools have soug ht to 19 �in fo rm parents abo ut specific in s tru c tio n a l areas o r methods. T h e firs t o f these thre e is the “ Par ents’ G u id e to Successful C onferences.” I t was developed to assist parents in p reparin g them selves f o r parent-teacher conferences as a means o f re p o rtin g . Such conferences are held in all A r lin g to n elem e nta ry schools tw ic e each year. A r lin g to n parents and teachers feel th a t a parentteacher conference should be a tw o - w a y m atter w ith the p arent and the teacher each c o n trib u t in g in fo rm a tio n w h ic h is h e lp fu l to the other. W h e n conferences as a means o f re p o rtin g w ere in itia te d in A r lin g to n several years ago, the teach in g staff studied the technics o f co n fe re n cin g and the kin ds o f in fo rm a tio n w h ic h should be given to parents in a conference. As conferences w ere held, there was an increasing feeling th a t c o n fe re n c in g m ust be a tw o - w a y co m m u n ic a tio n and th a t parents also needed preparation f o r the conferences. Plans f o r a parents’ guide to c o n fe rances w e re in itia te d in a parent com m ittee. T h e b o o k le t w h ic h was prepared includes in fo rm a tio n re gardin g m ethods o f re p o rtin g , the purposes o f conferences, w h a t parents and teachers each need to b rin g to a conference, w h a t is talked abo ut in a conference, and the attitudes to w a rd c o n fe r ences w h ic h have been expressed b y 6,000 parents in A r lin g to n . “ U n c o v e rin g H id d e n N u m b e rs ” is a parent handbook w h ic h was developed at the tim e th a t an a rith m e tic in s tru c tio n a l guide was being pre pared f o r A r lin g to n teachers. T h is parent hand b o o k suggests w ays in w h ic h parents can capita l ize on the m any n u m b e r experiences w h ic h c h il dren have outside the school in the hom e and c o m m u n ity . Parents w e re m embers o f the com m ittee w h ic h in itia te d plans fo r the teachers’ a rith m e tic in s tru c tio n a l guide. A s th e y shared in th is planning, the idea f o r a parents’ guide in this fie ld developed. Several hun dre d situations in the hom e in v o lv in g num ber experiences are discussed. T h e last page o f the b o o k le t in fo rm s parents as to w h en various skills in a rith m e tic are ta u g h t in the elem entary schools o f A rlin g to n . “ W h a t A b o u t Reading?” is, at present, a leaf let w h ic h describes fo r parents the reading in s tru ctio n a l p ro g ra m in the A r lin g to n C o u n ty P ub lic Schools. T w o o th e r b r ie f bulletin s on reading readiness have been prepared f o r parents. T h e reading readiness bulletin s suggest th a t parents m ay help b y g u a rd in g the c h ild ’s health, g u id in g the c h ild to live h a p p ily w ith others, d o in g things w ith the c h ild to develop an u nd erstanding f o r reading, g u id in g the c h ild to w o r k h a p p ily , and help in g the c h ild to become independent. W a y s in w h ic h the parent can help th e c h ild to develop visual d is c rim in a tio n , visual m e m o ry , a u d ito ry d is crim in a tio n , a u d ito ry m e m o ry , b a c k g ro u n d o f experience, m o to r c o -o rd in a tio n , and a sense o f re s p o n s ib ility are discussed as a p a rt o f the read in g readiness p rogram . These m aterials w ill, in the fu tu re , be com bin ed and expanded to in clude suggestions to parents re g a rd in g th e m anner in w h ic h th e y can assist th e ir c h ild re n in le arn ing to read in w a ys th a t w i ll im p le m e n t and supple m ent the w o r k o f the school. A ll o f these handbooks have been developed b y com m ittees w h ic h have in c lu d e d parents and teachers; at tim es the parents have o u tnum bered the teachers in the com m ittees. T h e suggestions f o r the handbooks have g r o w n o u t o f the w o rk and p la n n in g o f the C o m m u n ity C o u n c il on I n s tru c tio n , an org a n iz a tio n o f 150 citizens o f A r lin g to n w h o represent the 4 7 P a ren t-T eache r Associations, the C ham ber o f C o m m erce, the A m e ric a n L eg ion, the D aughters o f th e A m e ric a n R e v o lu tio n , and o th e r c iv ic organizations w h ic h have show n in terest in the p ro g ra m o f th e schools. T h e C o m m u n ity C o u n c il on In s tr u c tio n is n o w in its fo u r th y e a r and has served d u r in g th a t pe rio d to define the problem s c o n c e rn in g the in s tru c tio n a l pro g ra m on w h ic h th e c o m m u n ity and the teaching staff co u ld w o r k to g e th e r. In c lu d in g parents in the com m ittees w h ic h p la n and develop the pub lica tio n s provid es assurance th a t th e ques tions a c tu a lly in the m in d o f parents w i l l be c o v ered in the pub lica tions. T h e C o m m u n ity C o u n c il on In s tru c tio n plays an im p o rta n t p a rt in in fo rm in g parents a b o u t th e parent handbooks. T h e in itia l d is trib u tio n o f each handbook is made th ru the C o m m u n ity C o u n c il. Since each school is represented in this c o u n c il b y its P T A c u rric u lu m chairm an, im m edia te ac cess to parent in terest is gained t h r u th e P T A in each school. T h e c u rric u lu m c h a irm a n o fte n in troduce s a n e w han d b o o k b y d e v o tin g a P T A m eeting to its discussion. A s u p p ly o f each hand book is available in each school, and persons new to the c o m m u n ity are p ro v id e d copies o f the apTHE N A T IO N A L E L E M E N T A R Y PRINCIPAL �p ro p ria te b o o k le t w h e n th e ir c h ild re n are enrolled in the schools. Parents o f th ird -g ra d e c h ild re n re ceive the handbook f o r in term edia te grades in the s p rin g o f the ye a r p r io r to the fa ll in w h ic h th e ir c h ild re n w i l l be enrolled in the fo u rth grade. S im ila r d is trib u tio n o f the ju n io r high school h an dbook is made in the sixth grade and th e senior h ig h school h a n dbook is d is trib u te d in the n in th grade. T h e seven parent handbooks described thus fa r explain the system -w ide in s tru c tio n a l p ro gram and schoo l policies in A r lin g to n ’s f o r t y seven e lem e nta ry, ju n io r, and senior high schools. T h e y are h e lp fu l to the school p rin c ip a l in b rin g in g abo ut und erstanding o f general policies and practices. T h e re are also num erous explana tions o f p ra c tic e w h ic h are needed b u t are re lated to one school o n ly . M a n y A r lin g to n p rin c i pals have w o rk e d w ith parents and s ta ff m em bers in th e ir schools to deve lop local parent hand books w h ic h supp lem ent the seven system -w ide handbooks w h ic h have been described. These local school handbooks co ve r such topics as con ferences w ith the p rin c ip a l, parent v is ita tio n at school, in fo rm a tio n re g a rd in g P T A organization, VOL. X X X III NO. 5 A P R IL I954 in fo rm a tio n re gardin g the school staff, P T A c o m m ittee plans, policies re gardin g class g ro u p in g , and in fo rm a tio n re g a rd in g student gove rnm ent. A ll o f these topics have local app lica tions w h ic h cann ot be described adequately f o r a p a rtic u la r school in a system -w ide parent handbook. School, hom e and c o m m u n ity experiences are all p a rt o f the edu cation o f the c h ild . T h e school m ust take ac c o u n t o f previous and present c o n d i tions and relationships o f the c h ild in the c o m m u n ity . Parents need to take accou nt o f the ex periences w h ic h the school contributes. P arent handbooks have an im p o rta n t p a rt to p la y in b rin g in g the hom e and school together. In A r lin g to n C o u n ty , the handbooks have in fo rm e d par ents about the school program in w ays w h ic h help them to raise questions and to p articip ate in greater measure in the \V ork o f the school. T h e ir share in p lanning the handbooks has helped parents to feel th a t th e y a c tu a lly p a rtic ip a te in the school program . C. G l f .n H a s s Associate S u perintendent in Charge o f In s tru c tio n , A r lin g to n C o u n ty P u b lic Schools, A r lin g to 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 Handbooks for Parents, Arlington County, Virginia, Reprinted from National Elementary Principal, Volume 33, Number 5, April 1954 Description An account of the resource Article written by C. Glen Hass, Associate Superintendent in Charge of Instruction, Arlington County Public Schools. Describes 7 parent handbooks that explain the instructional program and school policies in Arlington's schools. 3 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource National Elementary Principal 1954-04 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_50 https://projectdaps.org/files/original/76015d4d16fec55b2c01147127414f01.pdf c7109d2c66921a496d431f2a0ca04f78 PDF Text Text Second Issue FACTS CONCERNING- SEGREGATION AND INTEGRATION Issued by the Arlington, Virginia, Public Schools for the information of School Advisory Committees, Parent-Teacher Associations, and other interested persons., December 195*+ SUPREME COURT ARGUMENTS POSTPONED The United States Supreme Court on November 22 announced that it will delay further the hearing of arguments as to how the ruling of the court against racial segregation in the public schools shall be put into effect. The death of Associate Justice Robert H. Jackson, v/hich results in "the absence of a full court", is given as the reason for the postponment. When the original integration decree was issued last May 17» the Su preme Court announced that arguments as to how to implement the ruling would be heard in October. Early in the fall the date was postponed to December 6. Even with the December 6 date for arguments, final decrees were not expected to be issued until spring. The new announcement that the cases will be continued sets no date for hearing the arguments. The Senate will not act until January on the nomination of Judge John Marshall Harlan to the court. If Judge Harlan8s nomination is confirmed in January, the court would then be complete. ARLINGTON SCHOOL BOARD STATEMENT AT PUBLIC HEARING An official statement from the Arlington School Board, giving the opinion of the Board as to the action which should be taken in Virginia in light of the Supreme Court decision of last May concerning racial integration in the public schools, was presented by Mrs. Elizabeth Campbell, chairman, at a public hearing in Richmond, November 15, 1 5 + > 9*• The hearing was held by the Virginia Commission on Public Education, appointed by Governor Thomas B„ Stanley. John B. Boatwright, Jr., secretary of the Commission on Public Edu cation, issued the call for the public hearing at which Mrs. Campbell spoke. In his letter of October 7» addressed to all members of the General Assembly of Virginia, to chairmen of all county Boards of Supervisors, and to mayors or other officials in all cities and towns in Virginia, he said, "The Commission desires to obtain the views and recommendations of the governing bodies and citizens as to what Virginia should do when the decision of the Supreme Court becomes effective . . . . . The hearing will be devoted to the specific question; 'What course should Virginia follow in the light of the decision of the Supreme Court in the school segregation cases?"1 The Arlington County Board received the letter announcing the hearing. The County Board voted to send County Manager A. T. Lundberg to the hearing as an observer. The County Board then referred the invitation to the hearing to the Arlington School Board. �- 2 - The School Board sought the advice o t e Committee to Study Problems f h of Integration in the Arlington Schools a to what statement t e School Board s h should make a the h a i g , The Integration Committee, appointed last June, i t ern, s made up of 7 negro citizens and 21 white citizens of Arlington. On November 8 , the Integration Committee unanimously approved a tentative statement, which was later officially adopted by the Arlington School Board to be presented in Rich mn. od The statement from the Arlington School Board is as follows; "The Arlington County Board o Supervisors referred to the Arlington f School Board the invitation to appear before your Commission. As chairman of this School Board and on i behalf, we respectfully submit t you the follow ts o ing recommendation: "First: W believe that the system o public education in t e Common e f h wealth o Virginia should continue to be maintained and supported and the com f pulsory school attendance laws o t e st t should be continued i force. f h ae n "Second: During the present interim period, before t e final decrees h o t e Supreme Court directing how t e integration decision i to b put into f h h s e effect, we ask the Commission to urge that calmness and restraint prevail i all n acts and statements by citizens, in all official acts and statements, and partic ularly i any legislative action by t e Commonwealth of Virginia concerning the n h matter o integration of t races i the public schools. f he n "Third: We urge that local school boards be given maximum latitude a to the methods t be used to carry o t the decrees o t Supreme Court s o u f he within the framework o t e law of t e Commonwealth of Virginia. f h h "Fourth: As we have faith in our American form of government and its provisions for due process of law, i i the prayer of this Board that recom t s mendations made by the Governor's Commission after the final decrees o the f Supreme Court have been entered, b legally consistent with such decrees." e VIRGINIA FILES BRIEF IN INTEGRATION CASE Monday, November 15, was the deadline for the filing of briefs i n the Supreme C ourt school integration cases. Virginia's brief said in part: "Education now follows o e pattern in n t e State; a plan for local variation must be devised. Time is needed for the h preparation of such a plan; without such a plan Virginia's schools may be closed." Seven states and the District o Columbia filed briefs in t e case. f h The Washington Post and Times-Herald summarized the briefs as follows: "The District brief said no further court action is necessary since school integration will be completed here by next September. Kansas said major steps have been taken toward integration and more are planned next year. Virginia, South Carolina and Delaware begged for time. Delaware said a significant percentage of people in parts of the state are not ready to accept integration. Virginia said local authorities must work out individual plans. South Carolina said courts cannot command adoption o affirmative solutions." f �-3PTA COUNCIL EXECUTIVE COMMITTEE ACTS The executive committee of the Arlington County Council of ParentTeacher Associations on November 3 unanimously passed a resolution asking that Governor Stanley and the Commission on Public Education preserve the public schools of Virginia, maintain the compulsory attendance laws, and per mit local autonomy in carrying out the spirit of the Supreme Court decrees. COUNTY BOARD ASKS STATE UNIFORMITY The Arlington County Board on November 27 unanimously passed a reso lution urging the Virginia Commission on Public Education to take the follow ing stand regarding the Supreme Court integration decrees 1. That the Commission be urged to pursue a course which will continue to preserve state's rights. 2. That any plan finally adopted be uniform throughout the state. George M. Rowzee, Sr., who introduced the resolution, explained that the purpose of the request for state uniformity is to eliminate confusion on the part of persons who are considering moving to Virginia. Wesley W . Cooper, in discussing the County Board resolution, mentioned , that it expresses a viewpoint different from that of the School Board resolu tion on the same matter. As reported in The Arlington Sun, Mr. Cooper said he did not oppose Mr. Rowzee's motion but that he "wondered whether a statement should be made at all if it does not represent the people of the county." Alvin F. Kimel said he agreed with Mr. Cooper that the resolution of the County Board "is not as meaningful until the concensus of the people is determined, but that it is policy of the Board." ATTORNEY GENERAL'S STAND United States Attorney General Brownell last week filed a brief for the Department of Justice, giving that department's views on integration. His recommendations, as summarized by The Washington Star, are: "The Supreme Court should direct inferior Federal courts to supervise integration in their districts. "Lower courts should order local school officials to submit integration plans within 90 days. "The courts should hold hearings to determine if the plans submitted will integrate the schools as quickly and smoothly as possible. "The lower courts should modify the plans if necessary and then order them executed by the earliest practicable date. "Progress reports should be submitted periodically by the school officials. �- k "If no plan for integration is drawn by local school officials3 the local court should order integration to he accomplished at the beginning of the next school term." In commenting on the Department of Justice recommendations, the Attorney General said that segregation must be abandoned, "as quickly as feasible, regardless of how much it may be favored by some people in the community." ARLINGTON LEGISLATORS AT STATE HEARING All four of Arlington6s representatives to the State Assembly had a part in the hearing at Richmond November 15 on the Supreme Court ruling against racial segregation in the public schools. State Senator Charles R . Fenwick and Delegate J. Maynard Magruder . are members of the Governor's Commission on Public Education which held the hearing. Delegate Harrison Mann submitted to Chairman Gray of the Commission the results of a survey which he took "to obtain a cross-section of opinion of the electorate in Arlington County on the segregation problem." He re ported that he sent out just over 1,000 requests for views and suggestions on the problem. In his letter, dated November 11, 195^* he reports: "To date there have been lj,b replies, by mail, telephone, and personal contact, or approximately i y % of those written to. The responses are still coming in at the rate of 10 to 15 a day. These are divided as follows: 63 did not favor integration in % any form if it could possibly be avoided; 26 favored integra % tion, either immediately or by positive steps to institute it gradually. In 1 1 % of the responses it was not possible to ac curately determine the views of the writer. "Various suggestions were made. Quite a number of the people remarked that if the races were left alone, the vast majority of each would prefer to go to school with members of their own race. A significant number of those who favored integration suggested that it be started gradually in the first grades and worked out over a period of time. Those who opposed integration made various suggestions centered on a three-school system (for white students, negro students and integrated) and repeal of the compulsory school laws. Only a very small percentage advocated abolishing the public school system." Delegate Kathryn H. Stone asked for careful study of the problem "in the best tradition of a Christian and liberty-loving people whose basic tenet is respect for the individual person." "The present position of our school board, which I share", Mrs. Stone said,"is that no step should be contemplated by your Commission which would impair the great progress made in Virginia under the Constitutional guarantee of free public education and the compulsory school attendance law. �- 5Further, that the possibility of integration is one which must be worked out locally, as the facts and public opinion support first steps* The success ful conduct of a sound program of public education rests, in the final analy sis, upon the community and its duly constituted school board* What may be workable in one community may be impractical in another.. We believe that no blanket, State-wide prescription can meet the issue posed* "As we await the final decrees of the Supreme Court on implementation of its decision, may we strengthen our deep resolution on the importance of good public education to the life of our Constitutional democracy; may we bear in mind the great differences among our communities which will require, I think, local answers to local situations, and may we firmly resolve to make our answers consonant with the decision of our highest tribunal." DIFFERING VIEWS AT RICHMOND A detailed report of the hearing in Richmond on November 15 was printed by the Richmond Times-Dispatch* The following excerpts from this account summarize some of the views presented; "Set up what amounts to a triple, in place of the present dual, school system by retaining separate schools for whites and Negroes and adding mixed schools for those wishing to attend integrated classes * "In effect, abolish the public schools and turn education over to private school corporations. "Repeal or amend the compulsory attendance law and the State Constitution's provision requiring the General Assembly to maintain free public schools. "Several middle-of-the-road speakers voiced strong opposition to weakening the constitutional requirement, but v/ould revise the. attendance law so no child would be forced into mixed classes. "Pro-integration plans ranged from the do-it-now type to a grad ual approach of beginning in the lowest grades and working up over a period of years* "Ministers and church groups generally offered mild but firm appeals urging the commission to find a way to conform with, rather than try to circumvent, the court's ruling." THE PRESIDENT COMMENTS President Eisenhower commented on the integration question at a press conference on November 2 3 . As reported by the newspapers, "The President said he believed the Supreme Court would avoid any arbitrary order on the integration process and weigh practical problems and deep-seated emotions involved* He remarked that the court might try to devise a way to bring about de-segregation under some form of decentralized process." � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Second Issue, Facts Concerning Segregation and Integration, Issued by the Arlington, Virginia, Public Schools, December 1954 Description An account of the resource Second issue of the Arlington Public Schools' fact sheet. Sections include the postponement of Supreme Court Arguments; the Arlington School Board's Statement at a public hearing in Richmond; a brief Virginia filed in an integration case; the PTA council executive committee; the US Attorney General's stand; differing views at Richmond; and President Eisenhower's comments. 5 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Arlington Public Schools 1954-12 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_1_4 https://projectdaps.org/files/original/b7c1eb10bfbc24a8983324fdeb14ebf4.pdf 27871839b2c7bfc9243a4842beea8f39 PDF Text Text NOFLACXto G t �NO TAX RISE; NO COUNTY BONDS Federal funds have already been appropriated for planning and construction of low-rent hous ing by local authorities. Rents m ust c o v e r o p e ra tin g and m anagem ent costs. The Authority’ housing program s will not cause any bond obliga tion on the county. 28 YEARS OF FEDERAL TAXES. BUT NO HOUSING We have helped pay for over a half million housing units in other communities through our Federal taxes. T h is is our chance to receive something in return for our tax dollars. COUNTY CONTROLLED The County Board of Super v is o r s a p p o in ts fiv e lo ca l citizens to run the Authority. The Board of Supervisors must approve the housing proposed by the Authority. Projects must co m p ly w ith local building codes, zoning and master plans. Rents, income limits, and resi d en ce requ irem en ts are all determined locally. AUTHORITY CONTRIBUTES REVENUE While the County would not tax housing owned by the Author ity, approximately 10% of rents would be paid to the County as the Authority’ share of the s c o s t o f re gu la r m u nicipal services. F o r F u r t h e r I n f o r m a t io n C a ll: JE 4-4085. UNLESS YOB V O T E YEI H FOR A REDEVELOPMENT AND H O U SIN G AUTHORITY ALL WILL BENEFIT will be able to afford decent housing for the first time.. F a t h e r s will be able to keep their jobs in the area.. M o t h e r s will have more money to feed and clothe their families, | when housing costs are reduced. I C h i l d r e n will be given a "head start” at school, with better conditions at home enabling them to study and get a good night’ sleep. s T h e e l d e r l y , most often victims of poverty, can live in housing designed for their special needs, with social and medical services readily at hand. C o u n t y t a x p a y e r s will benefit from reduced health and welfare c o s t s as im proved housing conditions, lower disease rates, and lower rents help families remain independent. F a m ilie s w it h lo w in c o m e s P r iv a te e m p l o y e r s a n d c o u n t y can better retain lower skilled workers in essen tial s e rv ice operations. At present these workers cannot find housing in the area or are being forced to leave. Many become discouraged at having to commute long distances to work, and quit. P r i v a t e c o n t r a c t o r s will build the housing for the Authority, and thus will be able to serve the low in c o m e m ark et w hile making a fair profit. govern m en t T H IS A U T H O R IT Y IS N E C E SSA R Y BECA U SE: County long-term residents are being forced from their homes by housing code enforcement and suburban development. Those low-income families displaced cannot afford housing in the County or metropolitan area. Private builders have not been able to construct low-cost housing. The County should not continue to displace these workers and their families without ensuring they have a place to go. A local Redevelopment and Housing Authority using Federal funds can provide truly low-rent housing. League of Women Voters— Fairfax Area, SO 8-9327 or RESIDENCE REQUIREMENTS CUSTOMARY Our local Authority can, and most authorities do, set up resi dence requirements to ensure that the housing is built for Fairfax County residents. Fairfax County Citizens for Adequate Housing, �in L**-" l !UI1"1'1'--- Inferior Housing ,\?. 5 Aid Sought for Evicted Fairfax n Gum Springs Fire Victims Relocated Many Endorse Housing Authority The Housing Authority for Fairfax County has been endorsed by: two official county committees set up to study the problem; the County Board of Public Welfare; the Housing Hygiene Board; the Health and Welfare Council; the Federation of Civic Associations; the League of Women Voters; Catholic Church Women; the Christian Family Movement; the Vienna Town Council; the Fairfax Division, Council of Churches of Metropolitan Washington; the Fairfax County Council on Human Relations and many other county-wide and local church and community organizations. Over 850 county citizens and freeholders petitioned the Board of Supervisors to call a referendum. The Board called the referendum by resolution, for Tuesday, November 2, 1965. In its resolution the Board stated: “There is a shortage of safe and sani tary dwelling accommodations in the County available to persons of low income at rentals that they can afford.” Sixteen Virginia communities have housing au thorities, including Alexandria, Harrisonburg, Norfolk 1 and Richmond. VOTE 'FOR'' ON NOV. 2 1965 I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Leaflet urging a vote for "yes" for a redevelopment and housing authority on Nov. 2, 1965 and newspaper clippings on housing issues in Fairfax County. Description An account of the resource Leaflet urging a vote for "yes" for a redevelopment and housing authority on Nov. 2, 1965 and newspaper clippings on housing issues in Fairfax County. 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 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource 1965 Date A point or period of time associated with an event in the lifecycle of the resource 1965-11-02 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_7_3 https://projectdaps.org/files/original/aa46d8c17ddfecdf4c0882c43f833a08.pdf d06177e14eab26e2ffc593a3ab616e03 PDF Text Text Dear Mrs. Friauf, Shirle y stayed home on Monday in loyalty to her race and in pretest to a change which is not in the best interest of the vast majority, and certainly unnecessary. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letter to Mrs. Friauf, February 4, 1959 Description An account of the resource Letter from Mr. A. W. Krop Jr. (?) explaining his daughter (?) Shirley's absence from school as a protest to integration Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource A. W. Krop Jr. Date A point or period of time associated with an event in the lifecycle of the resource 1959-2-4 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 7_1_8_17_5 https://projectdaps.org/files/original/42d7f99c70eabd1f6ffb3db9afa59c30.pdf e2a943ec52283c0f5c7f42d8d6e1585e PDF Text Text FROM: 3037 N. STAFFORD STREET ARLINGTON 7, VIRGINIA Bulk Rate U. S. POSTAGE I'Ac PAID Arlington, Va. Permit No. 315 W HAT’S AHEAD Peter Morstein, Barbara S & Barbara S Marx 6897 N Washington Blvd Arlington 13, Va 11 FOR A R LIN G TO N ? X 6 © 0 § GOVERNMENT BY ABCThe central issue of this contest for the Arlington OR MORE MISRULE BY A IM ? affiliated candidates to the School Board. County Board is whether the ABC program for good government and good schools will be carried out. This year the voters can finish the job by electing ABC candidate Curtis Tuthill. Last year the voters made a determined start toward Curtis Tuthill’ election will give ABC a -working s putting that program into effect by overwhelmingly majority on the County Board, and this majority will, electing Ralph Kaul and David Krupsaw, the ABC in turn, give Arlington the kind of responsible govern candidates, to the two open seats on the five-man ment that the great majority of our citizens want. Here is a concrete program for Arlington. County Board. They also overwhelmingly elected all the ABC- Here are the policies which Curtis Tuthill and ABC support. WHAT ABC STANDS FOR A B C believes that long-range comprehensive planning must be the cornerstone of county policy. Arling ton continues to grow. has been lost. That growth must not continue to be haphazard and undirected. Much time already A well-ordered, carefully drawn plan is needed now for the development of parks and play grounds, streets and sidewalks, water and sewage distribution systems, storm drainage, libraries, and parking facilities near business areas. Arlington businessmen will be placed at a competitive disadvantage and Arling ton homeowners will be threatened by falling property values if we plunge blindly into an unmapped future. ABC worked for and will fully support the newly reestablished Planning Commission. A B C supports, and will strive to improve still further, our excellent public school system. ABC believes in adequate school budgets to make sure our children keep receiving basic and up-to-date training, as well as the other benefits of a well-administered educational program. ABC will resist all attempts to close or immobilize our public schools, to deprive them of state funds, or to take them out of the hands of the people of Arlington. �A B C regards the zoning ordinance as a contract between the County Board and the people of Arlington. This contract should be amended only when the public interest so requires. Spot zonings for the benefit of land speculators will be vigorously opposed by ABC. Z&IBCC believes in keeping taxes to the absolute1minimum consistent with providing the essential services demanded by the people. ABC will keep taxes down by careful scrutiny of every budget item, thorough exploration of new revenue sources, vigorous collection of taxes when due, and careful planning for public improvements. ABC pledges to make sure we get the most mileage out of each penny spent. A B C believes that all citizens should be made to feel at home when presenting their views to the County Board. Hostility to citizens’ groups and community associations is indefensible. ABC suggests that the County Board should cooperate with neighborhood associations desiring to set up non-profit swimming pools and other recreation facilities. ABC believes in strengthening, not limiting, the franchise. will work to regain our right to have an elected School Board. ABC believes in an elected School Board and ABC believes that Federal employes should be permitted to serve on the County Board and will endeavor to reestablish that right. holders’ veto over bond issues. ABC opposes a free ABC endorses full citizen participation in county affairs. AT THE The ABC Board members, though a m n r t , have e e g t c l y pressedfor ioiy nreial t e ABC program .and already have accomplished much. h HOW ABC HAS WORKED FOR ARLINGTON The ABC B oard m em bers, sh ortly after th eir election last year, d ram a tized the absence o f effectiv e county plan n in g and forced the Board to reestablish the P lanning Com m ission. The ABC B oard m em bers focu sed pu blic attention on requests fo r rezon in gs which th reaten ed residential n eigh borh ood s o r orderly com m ercial d evelopm en t. The ABC B oard m em bers ex p osed the AIM polity of sellin g bon ds b e fore the County w as read y to spen d the m on ey on plann ed projects. ABC m em bers revealed that this practice w as costin g taxpayers at least $35,000 annually. HOW AIM HAS HURT ARLINGTON 1 ^ - The AIM County B oard tried to abolish the P lanning C om m ission an d scattered its fu nctions a m o n g th ree u n coord in ated com m ittees. The AIM Board a b a n d on ed A rlington's six-year plan for County im provem ents. The AIM B oard h as rep ea ted ly d a m a ged residential n eig h b o rh o o d s by rezon in gs. Exam ples: the Sickles tract on the old Shirley H om es site in South Arlington, r ezon ed to h igh -density apartm en ts o ver the virtu ally u n anim ou s opp o sitio n o f the w h ole area . . . the Altha Hall tract betw een Lee H ighw ay and Spout Run, w hich w a s rezon ed from detach ed - h om e use to high-density apartm en ts o ver the opp o sitio n o f the P lann in g Com m ission, the Zon in g an d Land Use C om m ittee, the County's P lanning Division, an d the citizens o f the area. The ABC Board m em bers o p p o sed the freeholders' v eto proposal, which The AIM Board forced tax p a y ers to p a y u n n ecessary in terest on bon ds w ou ld v irtually disenfranchise, in bon d elections, all our citizens w h o rent 1 by sellin g th em lo n g in a d van ce o f the actu al con stru ction o f projects. their hom es. The AIM Board p etition ed the L egislatu re to a u th orize the freeh olders' The ABC Board m em bers su pported an ad equ ate sch ool b u d get and ! referendum . w orked in h arm ony w ith the School Board. The AIM B oard slash ed sch ool b u d gets an d in terfered in the p o licy The ABC Board m em bers stron gly o p p o sed the M oncure bill an d testified m ak ing functions o f the Sch ool Board. again st it in Richmond. The AIM Board form ally spon sored an d a d o p ted a resolu tion u rging the The ABC Board m em bers tried twice, w ithout success, to get AIM Legislature to abolish A rlington's right to elect a Sch ool Board. m em bers to u rge the Legislature to tak e no action which w ou ld d a m a ge or destroy ou r locally con trolled, free pu blic sch ools, or w hich w ou ld deprive A rlington o f its sh are o f state fu nds for public education. The AIM Board v oted d ow n a resolu tion w hich w ou ld h av e pu t the County on record as o p p o sin g state legisla tion w hich w ou ld d a m a g e or d estroy ou r locally con trolled pu blic schools. �THE ABC CANDIDATE FOR COUNTY BOARD THE AIM CANDIDATE FOR COUHTY BOARD Curtis Tuthill, the ABC candidate, is a t e s t e d a n d e x p e r i e n c e d public servant. E l e c t e d to Arlington’ first elected School s Board in 1947, he was r e e le c t e d in 1949 on his record of accomplishments. He served as Chairman of the School Board for part of his second term. The AIM record has been so bad that some of the supporters of the AIM candidate, Dr. L. H. Blevins, are trying to create the impression that Dr. Blevins is d iff e r e n t from the o ld Curtis Tuthill is, in fact, one of the principal architects of Arlington’ nationally recognized school system. s During his six years on the School Board, Curtis Tuthill faced many of the same problems that confront a member of the County Board— h o w t o p la n a h e a d t o k e e p p a c e w ith A r lin g t o n ’ g row th , h o w s f li c t in g n e e d s, h o w to e s t a b lis h p r i o r it i e s a m o n g con t o u n d e r s t a n d a n d e v a lu a te c o m p l ic a t e d g o v e r n m e n t bu d gets. Curtis Tuthill, h im s e l f a r e s id e n t o f A r l in g t o n f o r 14 y ea rs has met with civic associations and advisory committees, over the years, from every corner of Arlington and every field of interest. H e k n o w s A r l in g t o n a n d a h o m e o w n e r f o r 8 years, A I M c liq u e . B u t t h e f a c t s s h o w th a t D r . B le v in s is 1 0 0 % A IM . Dr. Blevins has been a member of AIM since its founding in 1952 and has publicly supported every AIM candidate in every election for County Board and School Board. D r . B le v in s w a s h im s e l f a n A I M c a n d id a t e f o r S c h o o l B o a r d la st year. H e w a s d e c i s i v e ly d e fe a te d . D r. B le v in s a ls o s ta te s th a t h e f a v o r s t h e A I M - e n d o r s e d M o n c u r e bill, w h ic h t o o k a w a y A r l in g t o n ’ r ig h t t o e le c t a s S c h o o l B o a rd . Dr. Blevins has said he would have voted to request the Legislature to approve that bill had he been on the County Board when the question arose. T h u s D r. B le v in s, h a v in g p r e s e n t e d h im s e l f t o t h e v o t e r s a n d h a v in g lo s t i n t h e S c h o o l B o a r d e le c tio n , is now o p p o s e d to having the voters c h o o s e their School Board. i n s id e a n d out. Curtis Tuthill also served as campaign manager for the ABC-Convention candidates who swept all offices in the election last year. Curtis Tuthill’ specific civic achievements are a matter of s record, a n d t h e v o t e r s h a v e t w i c e e n d o r s e d h im . F R A LIN TO C U TY B A D O N V M E 6 O R G N ON OR N OE BR Curtis Tuthill helped formulate and wholeheartedly supports the ABC program for Arlington. SEGREGATION, INTEGRATION AND OUR PUBLIC SCHOOLS Arlington faces a crisis in public education. The situation has passed the point where it makes any material difference whether anyone is personally for or against segregation or integration. Arlington is directly under the gun— under a Federal Court order to desegregate its public schools this coming January. I n t h is c r is is w e c a n n o t a ff o r d t o b e g o v e r n e d b y a n A I M C o u n t y B o a r d , w h o s e m e m b e r s h a v e p r o v e d th e y c a n n o t b e c o u n t e d o n t o s ta n d u p f o r A r lin g to n . ABC includes both segregationists and integrationists. But ABC believes it would be tragic and inexcusable to turn Arlington into a segregation-integration battle ground. T h e r e a l i\ su e a t t h is t i m e is w h e t h e r A r l in g t o n w i l l b e a b le ABC w ill d o e v e r y t h in g in it s p o w e r t o a s su r e th a t n o t o p r e s e r v e , k e e p o p e n a n d r u n its o w n s c h o o ls . A r l in g t o n c h ild , w h it e o r c o lo r e d , w i l l b e r e q u i r e d t o a t t e n d If our public schools are closed or paralyzed, the damage will be incalculable. a n i n t e g r a t e d s c h o o l. The education of our children will be impaired, our teach ing staff dispersed. Our school plant, Arlington’ largest s single public investment, will be jeopardized. Home and property values will be threatened. The present AIM County Board has refused to oppose Governor Stanley’ program, which was fought by the entire s Arlington delegation in the Legislature. This punitive pro gram can deprive Arlington annually of $1,300,000 in state funds if the Federal Court order is upheld. ABC will continue to fight for the right of the people of Arlington t o r u n t h e ir o w n s c h o o ls . ABC will do everything in its power to keep the schools 'open and to carry out the provisions of State and Federal [law as finally determined by the Courts. J ABC pledges that if the State attempts to cut off Arlington’ s rightful share of state funds, t h e A B C B o a r d m e m b e r s w i l l ta k e e v e r y l e g a l m e a n s t o c o m p e l t h e S ta te T r e a s u r e r t o m a k e p a y m e n t. �WHAT’S AHEAD FOR ARLINGTOH? THE CHOICE IS CLEARS A iC = iiS T O R A T M OF @@@i GOVERNMENT A IM = MORE YEARS OF MISRULE VOTE VOTE FI TUTHILL FOR ARLINGTON COUNTY BOARD ON NOV. 6! N O T E : Neither N B C (A rlingtonians f o r a Better County tior A I M (Arlington Independent Movement ) has ) the official sponsorship or endorsement o f either national politica l party. A B C , however, numbers within its ra n is many leading A r lin g ton Republicans, Democrats, non-partisans and independents. ABC CAMPAIGN COMMITTEE FOR CURTIS E. TUTHILL 3 3 North 07 Stafford Street, Arlington 7 Va. , � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ABC Party campaign pamphlet for Curtis E. Tuthill. Description An account of the resource ABC Party campaign pamphlet for Curtis E. Tuthill for County Board. Description of ABC Party and what it stands for. 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 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource ABC Campaign Committee for Curtis e. Tuthill Date A point or period of time associated with an event in the lifecycle of the resource No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant undated Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_3_3 https://projectdaps.org/files/original/b220aa35d0f4d3aa52c4153cf861db01.pdf f3a0e0750dbe0189c440302ab163faad PDF Text Text UNITED STATES COURT OF APPEALS FOR THE FOURTH CffiCUTT No. 10,208. Walter Raymond Wanner, an infant, by Raymond Wanner, father, and Frances S. Wanner, mother, and next friend, et al., Appellees, versus County School Board of Arlington County, Virginia, Appellant. A p p e a l from t h e U n it e d S tates D is t r ic t C ourt for t h e E astern D is t r ic t of V ir g in ia , a t A le x a n d r ia . O r en R. L e w is , D is t r ic t J udge . (Argued December 6, 1965. Decided February 7, 1966.) Before H a y n sw o r t h , Chief Judge, and S o beloff , B ore m a n and B e l l , Circuit Judges. Edmund D. Campbell and Peter J. Kostik for Appellant, and LeRoy E. Batchelor (Michael E. McKenzie on brief) for Appellees. �S o eeloff, Circuit Judge: For the fifth time the public school problems of Arling­ ton County, Virginia, are before this court. In the earlier chapters of this protracted litigation, Negro children were seeking decrees ordering the School Board to admit them to formerly white schools or other relief to advance the desegregation of the races in the county’s school system. The novel feature of the present appeal is that when the Board acted, as it thought, to comply with earlier orders of this court as well as to improve the educational system of the county, it was, at the instance of white parents, enjoined by the District Court from putting its plans into effect.1 From this injunction the Board now appeals. The plan for the desegregation of the county’s all-Negro Hoffman-Boston Junior High School, the District Court held, deprives the white plaintiffs of their rights under the Fourteenth Amendment and under the provisions of the Civil Rights Act of 1964. The District Court reasoned that the plan was the product of an “erroneous” belief on the part of the School Board that it was under a court order to close the all-Negro Hoffman-Boston Junior High School; that racial balance was the prime criterion used in redrawing the boundaries and that considerations based 1 T he School Board adopted its plan on M arch 25, 1965, after public hearings. Plaintiffs’ complaint, filed April 12, 1965, sought both a preliminary and a permanent injunction to preyent the Board from implementing its plan. On April 21, 1965, the District Court held a hearing on the motion for a preliminary injunction and denied the motion. The merits were heard on May 19 and 21, 1965, but no opinion was rendered until August 6, 1965, and no final order was entered until August 23, 1965. The School Board petitioned this court for a stay of the injunctive order, and by assignment of the Chief Judge of the circuit, the writer of this opinion, after taking testimony and hearing argument on August 25, 1965, granted a stay pending appeal. T he A rlington school system opened the 1965-1966 school year under the new plan. �on race are constitutionally impermissible; and that there was no evidence to support the School Board’s contention that the plan was educationally more desirable than the previous arrangement. Before proceeding to the merits, it is important to recall that the School Board of Arlington County has since 1956 been under injunctive orders approved by this court, pro­ hibiting racial segregation in the Arlington public schools.2 In Brooks v. County School Board of Arlington County, 324 F.2d 303 (4th Cir. 1963), this court reversed an order of the District Court dissolving the injunction and ordered its reinstatement. Our opinion specifically noted the claims of the Negro plaintiffs that “the Hoffman-Boston district was originally created for Negroes when the maintenance of the segregated system was the avowed policy and prac­ tice” and that “Hoffman-Boston remains as it was con­ trived, a Negro enclave entirely surrounded by white school zones.” This court further had occasion to declare that “the District Court’s finding that there is no evidence to sustain the charge that geographical boundaries were established to maintain segregation is clearly erroneous.” 324 F.2d at 308. 2 Sub nom. School Board of City of Charlottesville v. Allen, 240 F.2d 59 (4th Cir. 1956), cert, denied, 353 U.S. 911 (1957), affirming Thompson v. County School Board of Arlington County, 144 F.Supp. 239 (E.D .V a. 1956) ; Thompson v. County School Board of Arlington County, 252 F.2d 929 (4th Cir.), cert, denied, 356 U.S. 958 (1958), affirming 159 F.Supp. 567 (E.D.Va. 1957) ; Hamm v. County School Board of Arlington County, 263 F.2d 226 and 264 F.2d 945 (4th Cir. 1959), affirming in part and remanding in part Thompson v. County School Board of Arlington County, 166 F.Supp. 529 (E.D .V a. 1958) ; Brooks v. County School Board of Arlington County, 324 F.2d 303 (4th Cir. 1963), reversing Thompson v. County School Board of Arlington County, 204 F.Supp. 620 (E.D .V a. 1962). �4 While it is true, as the District Court has stated, that the Brooks decision did not place the School Board under a specific order to close Hoffman-Boston, the opinion made it perfectly clear that this court considered intolerable the continued maintenance of Hoffman-Boston as an all-Negro junior high school. Our opinion admonished the School Board that it had “the primary authority and responsibility to bring the school system into complete conformity with the law.” 324 F.2d at 308. Before proposing a new school districting plan, the School Board appointed a Criteria Committee, a panel of nineteen citizens, to render advice respecting school at­ tendance areas. On February 11, 1965, it unanimously reported that “The present boundaries of the [Hoffman-Boston] district served by this all-Negro junior high school are completely artificial. The district is divided into two entirely separate subdivisions by the Army-Navy Country Club. The Gunston Junior High School dis­ trict surrounds Hoffman-Boston on three sides.” W ith the findings of the Criteria Committee and the rulings of this court in mind, the School Board adopted a plan whereby three former junior high school districts (Hoffman-Boston, Thomas Jefferson, and Gunston) have been combined into two new districts (Jefferson and Gunston). The racial composition of each of the two new districts is approximately 75% white pupils and 25% Negro. When the School Board adopted its plan, it had knowledge of the racial imbalance in the student population of the districts involved and was aware that the new plan would result in reducing the imbalance. �5 The new Jefferson District operates its junior high school classes in two school buildings—the former Hoff­ man-Boston Junior High building, which houses seventh graders, and the former Thomas Jefferson Junior High building, which houses eighth and ninth graders. The appellees do not contend, nor did the District Judge find, that the newly-created districts represent artificial boundary lines.3 Rather, the plan is attacked on the grounds that the School Board “took race into consideration” in redrawing the boundary lines, and that the plaintiffs are denied equal educational opportunities because the newlycreated Jefferson district will be maintained not as a singlebut as a dual-building district, separating the seventh grade pupils from the eighth and ninth grade pupils. I In ruling that the School Board in the existing circum­ stances is prohibited from considering race when redrawing school attendance districts, the District Court was clearly in error. If a school board is constitutionally forbidden to institute a system of racial segregation by the use of artificial boundary lines, it is likewise forbidden to perpetuate a system that has been so instituted. It would be stultifying to hold that a board may not move to undo arrangements artificially contrived to effect or maintain segregation, on the ground that this interference with the status quo would 3 Furthermore, the total amount of busing under the new arrangement is approximately the same as under the old. �6 involve “consideration of race.” When school authorities, recognizing the historic fact that existing conditions are based on a design to segregate the races, act to undo these illegal conditions—especially conditions that have been ju­ dicially condemned—their effort is not to be frustrated on the ground that race is not a permissible consideration. This is not the “consideration of race” which the Constitution discountenances. Here the Board, abandoning the racially gerrymandered lines of the past, adopted legally permissible geographic lines. This action was within the Board’s lawful discretion. It is no ground of objection that other geographic lines might also have been drawn that would be less disruptive of the segregated pattern. An otherwise permissible redistrict­ ing plan does not become vulnerable because it attains a measure of racial balance. There is no legally protected vested interest in segrega­ tion. If there were, then Brown v. Board of Education4 and the numerous decisions based on that case would be pointless. Courts will not say in one breath that public school systems may not practice segregation, and in the next that they may do nothing to eliminate it. The District Court and the plaintiffs place undue reliance on Bell v. School Board of Gary, Indiana, 324 F.2d 209 (7th Cir. 1963), cert, denied, 377 U.S. 924 (1964). That case held that a federal court could not compel a school board to realign, in order to effectuate racial balance, school districts whose boundaries were innocently arrived at with 4 Brown v. Board of Educ. of Topeka, 347 U.S. 483 (1954). �no intent to maintain or perpetuate segregation.5 Some courts have disagreed.6 However this may be, in the case before us the record establishes beyond dispute that the Hoffman-Boston school district was the product of in­ vidious racial discrimination. No case was cited to this court, nor has one been found, which has prohibited a school board, when drawing or re­ drawing school attendance lines, from reducing or eliminat­ ing segregation, even where segregation was de facto, much less when brought about by a deliberate policy of separation of the races.7 The Arlington County School Board has a more compelling case, for it was dealing not with de facto 5 T hat holding was followed in Downs v. Board of Educ. of Kansas City, 336 F.2d 988 (10th Cir. 1964), cert, denied, 380 U.S. 914 (1965). Cf. Barksdale v. Springfield School Comm., 348 F.2d 261 (1st Cir. 1965), vacating 237 F.Supp. 543 (D.Mass. 1965). Plaintiffs' citation of Gilliam v. School Board of City of Hopewell, Virginia, 345 F.2d 325 (4th Cir. 1965), is also misplaced This court there held that the school board could not be required to abandon neighborhood schools and transport pupils from one area to another solely for the purpose of integrating the schools. The Supreme Court vacated the judg­ ment in Gilliam on other grounds. 34 U.S.L. W eek 3170 (Nov. 15, 1965). 0 Blocker v. Board of Educ. of Manhassct, New York, 226 F.Supp. 208 (E.D .N .Y . 1964) ; Branche v. Board of Educ. of Town of Hempstead, New York, 204 F.Supp. 150 (E.D .N .Y . 1962) ; Jackson v. Pasadena City School Dist., 59 Cal.2d 876, 382 P.2d 878 (1963). Sec Judge J. Skelly W right, “Public School Desegregation: Legal Remedies for De Facto Segregation,” 40 N.Y.U.L.Rev. 285 (1965). 7 Cases in which courts have refused to enjoin a school board from imple­ menting a plan designed to eliminate de facto segregation are Fuller v. Volk, 230 F.Supp. 25 (D .N .J. 1964) ; Morean v. Board of Educ. of Montclair, 42 N.J. 237, 200 A.2d 97 (1964) ; Addabo v. Donovan, 16 N.Y. 2d 619, 209 N.E.2d 112 (1965) ; Vetere v. Allen, 15 N.Y.2d 259, 206 N.E.2d 174 (1965) ; Balaban v. Rubin, 14 N.Y.2d 193, 199 N.E.2d 375, cert, denied, 379 U.S. 881 (1964). See Fiss, “Racial Imbalance in the Public Schools: T he Constitutional Con­ cepts," 78 Harv.L.Rev. 564, 574-583 (1965). �8 segregation but with the constitutionally forbidden prac­ tice of maintaining school attendance areas fixed with an eye to the separation of the races.8 Moreover, there is no basis whatsoever for the District Court’s assertion that the School Board closed “an exist­ ing neighborhood school” in order to create racial balance. Neither Hoffman-Boston, nor Thomas Jefferson, nor Gunston was a truly “neighborhood” junior high school district. Because Thomas Jefferson and Gunston were contiguous to the Hoffman-Boston Negro enclave, the boundary lines of the former two were a creation of the racial gerrymandering of the Hoffman-Boston district and assumed the same artificial character as the Hoffman-Bos­ ton boundary lines. Certain white children in the old Gunston and Thomas Jefferson districts passed through sections of the Hoffman-Boston district in going to their respective schools. In drawing new and more natural boundary lines, the Board mitigated the effects of the per­ sistent policy of segregation. In so doing, it has not ex­ ceeded its powers or violated its duty or the rights of the complainants. II The District Court found that there is no evidence to sup­ port the School Board’s determination that the plan affords the affected pupils educational opportunities greater than those available to them under the old system. It would be a dispositive answer to say that, where a school board is attempting in good faith to eliminate or reduce segregation, 8 See Dowell v. School Board of Oklahoma City, 244 F.Supp. 971 (W .D. Okla. 1965). �9 courts are not commissioned to enter into a debate with school authorities as to which redistricting plan among several is preferable from an educational standpoint. Moreover, we are of the view that the District Court’s factual finding is clearly erroneous. There is no support in the record for the complainants’ contention, accepted by the District Court, that the dual-building Jefferson District impairs the educational opportunities of the Jefferson Junior High School students. To the contrary, all the evidence is that the new arrangement, despite the dual-building feature, is educationally more advantageous. The Criteria Committee advised the School Board that current thinking among educators is that junior high schools afford optimum educational opportunities when the size of the student body allows “two, three or more sections per elective subject * * * in order to provide adequate staffing and groupings according to the needs and abilities of all the children.” The Committee reported that in Arlington the small junior high schools “have been recognized as less effective and less efficient because of such problems as too few children for adequate groupings, greater daily demands on teachers who must plan for more than one grade level or subject offering, and more difficulty in scheduling classes and in assigning special teachers and librarians to such schools on a full time basis.” The Committee’s unanimous report supported the School Board’s view that a junior high school provides optimum educational advantages when the student body ranges from 950 to 1200 pupils. The Hoffman-Boston school building has a capacity of 610, and the Thomas Jefferson building has a capacity of 725. Gunston’s capacity is 1050. �10 After holding public hearings on March 11 and March 18, 1965, and considering the opinion of professional educators, the School Board rendered its final decision that the educa­ tional interests of the children involved would be best served by combining the three old districts into two new ones. In a letter to the parents, dated March 16, 1965, entitled “In­ formation Relating to the New Junior High School Dis­ trict,” School Superintendent Ray E. Reid pointed out that neither the Hoffman-Boston nor the Thomas Jefferson building was large enough to accommodate a student body of the desirable size; that by combining the two schools certain courses could be made available which were not formerly offered in either of these districts ;8 that “in some subjects, the larger size school makes it possible for grouping of students with similar abilities and similar learning prob­ lems.” In 1964, before the adoption of the School Board’s plan, four of the county’s seven junior high schools (Gunston, Kenmore, Stratford, and Williamsburg) were within, or very near to the optimum size of 950 to 1200 students. Of the remaining three (Hoffman-Boston, Thomas Jefferson, and Swanson) the plan brings two (Hoffman-Boston and Thomas Jefferson) within the Criteria Committee’s recom­ mendations and the Board’s policy. The remaining district,9 9 In a letter to the parents, dated March 16, 1965, and at the District Court hearing Superintendent Reid stated that the following courses were available at Gunston but not at Thomas Jefferson or Hoffman-Boston: French 2J, Spanish 2J, Latin 1-9, Intermediate Strings, Personal Typing. The following courses were available at Gunston but not at Hoffman-Boston: Reading 9, Journalism, French I-S, Spanish I-J, Spanish I-E, Spanish 2-E, Geometry, E arth and Space Science, W orld History and Geography, Boys Chorus, Girls Chorus 8, Girls Chorus 9, Beginning Strings, Orchestra, Radio and Electronics. Superintendent Reid concluded that the size of the new Jefferson school should make these courses available. �11 Swanson, had an enrollment in 1964 of 732 students in a building with a capacity for 700. Thus, the effect of the adopted plan is that all but one of the junior high schools in Arlington County now conform to the minimum educa­ tional standards established by the School Board. Superintendent Ray E. Reid testified that he would prefer that a new junior high school building be built to accom­ modate all the students in the newly formed Jefferson Dis­ trict, and that he was prepared to recommend a bond issue for this purpose to the voters of Arlington.1 However, Mr. 0 Reid went further, and testified that even if the bond issue were defeated by the voters, he would still recommend and support the enlarged Jefferson District with its dual-building arrangement as educationally more desirable than the former three-district system. The educational deficiencies under the old system, Mr. Reid added, were “significant,” and the educational loss to the children from its continued use would be “irreparable.” Plaintiffs argue that if the Board in redistricting Hoff­ man-Boston, Thomas Jefferson, and Gunston were sincerely motivated in part by educational criteria, it would have rearranged the Swanson District also. The Swanson District, however, was not shown to be a product of racial segrega­ tion, and the compelling circumstances that led the Board to rearrange Hoffman-Boston and its contiguous districts did not obtain with respect to Swanson. If the Board had not been under a duty to realign the Hoffman-Boston, Thomas 10 The bond issue was in fact proposed by the School Board on September 30, 1965, but was defeated by the voters on November 2, 1965. A bond issue for the expansion of the Swanson Junior High School was also proposed, and was approved by the voters. �12 Jefferson, and Gunston Districts, perhaps it would not have moved at this time to change the pre-existing arrangement. But it was under a duty to rearrange the gerrymandered districts and did so in such a way as to achieve what it considered optimum educational advantages under all the circumstances. That the Board did not deem it feasible to go further and realign the Swanson District at this time does not cast doubt upon the testimony of the School Board members and the Superintendent that in their deliberate judgment the manner in which the gerrymandered districts were realigned is educationally advantageous. The fact that the plaintiffs would have preferred a plan which retained the three-district system, concededly with rearranged boundary lines, provides no valid constitutional ground for upsetting the School Board’s conclusion that the two-district system is educationally more desirable. There has been no showing that the School Board’s plan has un­ constitutionally deprived any of the plaintiffs of equal educational opportunities because of their race. This record plainly shows that the School Board has not been arbitrary, that it has in fact proceeded fairly and with integrity. The District Court exceeded its authority when it undertook to override the School Board’s action taken with the genuine purpose of complying with the law of the land and enhancing the county’s educational system. The order of the District Court is Reversed A dm . Office, U. S. C o u rts—3454—7 -1 -6 5 —135—L aw yer* P rin tin g C o ., R ichm ond, V a. 23207 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 07, Arlington County Public Schools Description An account of the resource Record Group 07 contains the incomplete and unofficial records of the Arlington County, Virginia, public school system. The entire collection measures 20.85 linear feet, and ranges in date between 1909 and 2004. The bulk of the material is from the period 1946-1988. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource United States Court of Appeals for the Fourth Circuit No. 10,208 Wanner et al., versus County School Board of Arlington County, Virginia, Argued December 6, 1965 Decided February 7, 1966 Description An account of the resource Document detailing the decision of the US Court of Appeals for the Fourth Circuit regarding the constitutionality of the School Board's redrawing of districts to integrate former Hoffman-Boston students into two new school districts. 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 07, Arlington County Public Schools, 1909-2004 Creator An entity primarily responsible for making the resource Administration Office, U.S. Courts Date A point or period of time associated with an event in the lifecycle of the resource 1966-2-7 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. 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English for the Foreign-bom is now available. It is designed to bridge the gap between Americanization and English I— a high school English course. Develop new skills, through the popular Bishop Method of Sewing or Tailoring. Classes are open to a limited number of students. Reserve your place now. 6 W OODW ORK IN G, B A SIC M ETAL WORKING, AUTO M ECH AN ICS AND ELECTRONICS Persons who wish to complete their high school studies or to review various subjects may do so through the Adult Education • Program of the Arlington County Public Schools conducted in the Senior and Junior High Schools. Many graduates go on to college or university for study. B U SIN ESS AND M AN AGEM EN T TRAINING In cooperation with government, busi ness, labor and other groups, we will set up special classes designed to help people de velop more thorough understanding and competency in particular fields. If inter ested, please contact the Adult Education Office, JA 2-7700, exts. 54 or 66 or JA 7-1001 during the day or JA 7-1001 Learn to “Do it Yourself” with our courses designed to teach you woodwork ing, metal working, auto mechanics, and electronics. Adult classes in these fields are proving very popular, so register promptly. DRIVER TRAINING Leam to drive safely and competently in our dual-control vehicles. Seven hours of individual, behind-the-wheel instruction and seven hours of observation are given by experienced instructors. SECR ETA RIA L AND COM M ERCIAL The great demand for competent secre tarial and commercial employees continues to grow. Our well-qualified staff can help you prepare for a better job through de velopment of your skills in typing, short hand, bookkeeping and related fields. A pilot program for adults needing quick and thorough t brush-up in prepara- ^ tion for Civil Service exams will Jse avail able. RESERVATION REQUEST Please hold for — • Reservations in. (course or courses) (school) FOREIGN LANGUAGES, ART, M U SIC AND LITERATURE No one is truly educated who has failed to foster some appreciation of our cultural life and heritage. Why not avail yourself of the opportunity to join other adults in an informal, interesting quest for a fuller understanding of art, or of music, or of literature? My check, payable to the Arlington County School Board, for-------------------------------------------ls enclosed herewith • If reservations are for more than one person, please include their name, address and telephone number. NAME ADDRESS TELEPH ON E Thome) (bu i e s sns) U pon receipt of reservation request and payment o f tuition, receipt and class admission card will be forwarded to the student. Admission card is to be given to instructor on the first night o f the course. �A M ER ICA N IZATION B egin n in g A m erican ization : Introduction to the Eng lish language— for those who do not speak English. Tuesday— 7-10 P.M.— Mr. Cunningham— Room 222— W-L. In term ediate A m erican ization : Emphasis on vocabu lary development, speech, reading and writing o f English. For the foreign-born who have some knowledge of English but wish to improve their skills in the language. Wednesday— 7-10 P.M.— Mr. Cunningham— Room 222— W-L. A dvanced A m ericanization: Study of American gov ernment and institutions in preparation for citizenship. Thursday— 7-10 P.M.— Mr. Cunningham— Room 222— W-L. E n glish fo r th e F oreign -B orn : Designed to bridge the gap for the foreign-born between Americanization and English on the high school level. Monday— 7-10 P.M.— Miss Lusk— R oom 115— W-L. ENGLISH E n glish I: Introduction to high school English. Gram mar, composition, vocabulary drill. Monday-Wednesday— 7-8:30 P.M.— Mr. Drayer— Room 207— W-L. Tucsday-Thursday— 8:30-10 P.M.— Mr. Lindsey— Room 220— W-L. E n glish I I : Tenth year level, recommended for those in terested in reviewing fundamentals of grammar, essay work, reading. Monday-Wednesday— 7-8:30 P.M.— Mr. Bryan— Room 223— W-L. Tuesday-Thursday— 8:30-10 P.M.— Mr. Lindsey— Room 220— W-L. E n glish II I : Junior English emphasizes composition, de velopment of skills in the fundamentals of grammar as well as a survey of American literature. Monday-Wednesday— 8:30-10 P.M.— Mrs. Rich— Room 220— W-L. Tuesday-Thursday— 7-8:30 P.M.— T o be announced— Room 224— W-L. E n glish I V : Senior English provides a review of grammar and survey of English literature. Monday-Wednesday— 7-8:30 P.M.— Mrs. Rich— Room 220— W-L. Tuesday-Thursday— 8:30-10 P.M.— T o be announced— Room 224— W-L. B u sin ess E n g lis h : The course is intended to improve student’s oral and written communication skills for more effective use on the job. Spelling, punctuation, composi tion, vocabulary, business forms are stressed. Tuesday— 7-10 P.M.— Mrs. Rich— R oom 115— W-L. D ev elop in g W ord P o w e r : A greater understanding of word structure, pronounciation, spelling and sound usage is developed in this course. Correct use o f the English language is an asset. Monday-Wednesday— 8:30-10 P.M.— Mr. Bryan— Room 223— W-L. E n glish f o r E v e ry o n e : A comprehensive grammar and composition course designed to meet individual needs in the area o f communication. Tuesday— 7-10 P.M.— Mr. B ook - R oom 114— W-L. F eature W ritin g: A writing workshop with major em phasis on writing for the magazine market will be con ducted by Frances Noel Crane,- whose highly successful course in Creative Writing sparked this program. Other non-fiction writing will be treated upon request. 15 sessions — September 28 through January 11. Wednesdays— 7:15-9:15 P.M.— Mrs. Crane— Room 115— W-L. Creative Writing for Publication Three years ago the Adult Education Program introduced a seminar to help writers and prospective writers to sell their short was arranged. The guest speakers covered a wide range of the literary world. Their presentations, followed by questions from the class, helped many students to gain insights which resulted in a heavy volume of sales by class members. Another series of lec tures is planned. Class members will be entitled to receive pro world of literature this course is a “must" item on your Spring calendar. 12 sessions— February 23-May 1 . 1 Thursdays— 7 P.M.— Cafeteria— W-L -9 Mrs. Frances Noel Crane Arlington residents— $15 Non-residents— $25 SPEED READING CLINIC An opportunity for adults to improve their reading patterns at the well equipped reading clinic at Wakefield is available. These classes, introduced three years ago, have attracted students from the entire Metropolitan area. If you are an average reader printed page, this course should please you. Particularly valu able to the person whose job demands extensive reading. Classes offered: Monday, September 26 through December 1 . 5 Also offered in the Spring, March 6 through May 25. Tuition: Arlingtonians— $20 Non-residents— $30 Monday and Thursday— 7-8:15 P.M OR 8:30-9:45— . ____________Mr. O’ Neill— Room 135— Wakefield_________ SO C IA L STU DIES V irgin ia and U nited S ta te s H isto ry : Study of Amer ica’ past from the age of discovery to the present. Re s quired for high school graduation. Monday-Wednesday— 7-8:30 P.M.— Mr. Pond— Room 219— .W-L. Tucsday-Thursday— 8:30-10 P.M.— Mr. Bloomingburg— Room 207— W-L. ' /_________________ In trod u ction to M odern P sy ch olo gy The study of psychology offers insight into the patterns of human behavior and group adjustment to the forces of environ ment. Designed to help you understand more clearly the per sonal and social problems which confront us in the world of 1 <iay‘Monday-Wednesday— 8:30-10 P.M.— Mr. Pond0 Room 219— W-L _________ Virginia and United States Government: Every citi zen needs to know the structure and the functions of his government. This course provides such information. In cludes a study of current events. Students may be expected to participate in various civic activities during the term. Monday-Wednesday— 8:30-10 P.M.— Mr. Drayer— Room 207— W-L. Tuesday-Thursday— 7-8:30 P.M.— Mr. Bloomingburg— Room 207— W-L. World Geography: Study of Man and the Changing World. Understanding our fellow man, how he is influ enced by natural environment, his contributions to the world, and his problems. Tuesday-Thursday— 7-8:30 P.M.— Mr. Harris— R oom 219 — W-L. M ATH EM ATICS General Mathematics: A survey and review of practical everyday mathematics which will increase your efficiency in keeping accounts, making purchases, figuring your taxes, interest and similar items. Monday-Wednesday — 8:30-10 P.M. — Mr. Williams — Room 221— W-L. A lgebra I : Fundamentals of Algebra. Monday-Wednesday— 7-8:30 P.M.— Mr. Williams— Room 221— W-L. Tuesday-Thursday— 8:30-10 P.M.— Mr. Hannan— Room 203— W-L. Plane Geometry : First year of Geometry. Monday-Wednesday— 7-8:30 P.M.— 'To be announced— Room 203— W-L. Tuesday-Thursday— 7-8:30 P.M.— Mr. Hannan— Room 203— W-L. Algebra II: Second year of Algebra. Students must have completed one year of Algebra. Monday-Wednesday— 8:30-10 P.M.— T o be announced— R oom 203— W-L. Tuesday-Thursday— 7-8:30 P.M.— Mr. Cosgrove— Room 225— W-L. Trigonometry: Algebra I and I I are preliminary require ments to this course. Tuesday-Thursday— 8:30-10 P.M.— Mr. Cosgrove— Room 225— W-L. Spring— Wednesday— 7-10 P. M.— Mr. Morgan— Room 163— Wakefield. Solid Geometry: Algebra and Plane Geometry are pre liminary requirements to this course. Wednesday— 7-10 P.M. — Mr. Morgan — R oom 163— Wakefield. Spring— Tuesday-Thursday— 8:30-10 P.M.— Mr. Cos grove— Room 225— W-L. Accelerated Courses at Wakefield High School Accelerated Algebra I : This course covers a full year’s work in one semester. Excellent for those who need to review the subject or who need to gain rapid mastery of first year Algebra. Monday-Wednesday— 7-10 P.M.— Mr. Scott— Room 161 — Wakefield. A ccelerated Plane G e o m e try : Course covers an entire year’ work in one semester. s Tuesday-Thursday— 7-10 P.M.— T o be announced— Room 160— Wakefield. A ccelerated A lgebra II: Second year high school Alge bra. Student must have completed first year algebra in order to enroll. Monday-Wednesday— 7-10 P.M.— Mr. Pleacher— Room 160— Wakefield. FOREIGN LANGUAGES S P A N IS H B egin n in g C onversational S p a n ish : Spanish is of par ticular interest today because o f the growing economic and cultural ties between the United States and Spanish-speak ing peoples. Tuesday— 7-10 P.M.— Miss Jones— Room 223— W-L. In term ediate Conversational S p a n ish : For those who have had the equivalent of one year of Spanish. Thursday— 7-10 P.M.— Mr. Bavetta— Room 102— W-L. A dvanced Conversational S pan ish : For those who have had the equivalent of two years of Spanish. Wednesday— 7-10 P.M.— Mrs. Webb— Room 113— W-L. FREN CH B egin n in g C onversational F ren ch : Learn to read and speak French. Easy, informal atmosphere characterizes all classes in foreign languages. Monday-Wednesday— 7-8:30 P.M.— Mr. MacIntyre— Room 248— Wakefield. Monday— 7-10 P.M.— Mr. Degenhardt— R oom 113— W-L. In term ediate Conversational F re n c h : For those who have had the equivalent of one year of French. Monday-Wednesday— 8:30-10 P.M.— Mr. MacIntyre— Room 248— Wakefield. Tuesday— 7-10 P.M.— Mr. Vienneau— R oom 113— W-L. GERM AN B egin n in g Conversational G erm an : An introductory course in German which emphasizes fundamentals of the language and which affords opportunities to converse in German. Wednesday— 7-10 P.M.— Mrs. Neil— Room 243— Wake field. In term ediate C onversational G erm an : For those who have had the equivalent of one year o f German. Tuesday— 7-10 P.M.— Mrs. Neil— R oom 243— Wakefield. R U SS IA N B egin n in g Conversational R u ssian : Interest in Rus sian is growing by leaps and bounds. Why not join one of our informal Russian-study groups? Dr. Jones, the teacher, has had extensive preparation in the language and is an instructor o f proven ability. Thursday— 7-10 P.M.— Dr. Jones— Room 244— Wakefield. Education is not In term ediate Conversational R u ssia n : Review of basic elements. Russian history and culture will be included. Some conversation, reading newspapers and contemporary literature. Wed — 7-10 P.M.— Dr. Jones— Room 244— Wakefield. ITA L IA N B egin n in g Conversational Italian : Learn to read, speak and enjoy the language of the Opera. Tuesday— 7-10 P.M.— Mr. Bavetta— R oom 102— W-L. A RT AND M USIC A ctive L isten in g to G ood M u sic: This class is designed to provide opportunities for cultural growth and apprecia tive listening in the realm of music. Mr. Crowder is an eminent musicologist, who gives a well balanced presenta tion to the "lay student” . 15 Sessions— September 21 through January 4. Wednesday— 7-10 P.M.— Mr. Crowder— Room 127— W-L. E n jo y in g G ood M u sic: The music of the great masters constitutes an integral segment of our civilization. Learn more about our musical heritage by registering in this class designed to provide good listening and stimulating discussion. 15 Sessions— February 15 through May 24. Wednesday— 7-10 P.M.— Miss Alexander— Room 127— W-L. A rt— Fun dam entals o f D e s ig n : Our adult art classes feature individual and group creativity, lectures, demon strations and individual help. Work in oils, contc’ tem pera, plasticine, and other media. 14 class meetings— September 28 through January 4. Also offered in the Spring, February 1 through May 3 . Wednesday— 7-10 P.M.— Mr. Anderson— Room 214— W-L. A pp reciation o f A r t : A study of man’ artistic achieve s ments from ancient times to the present. Gain an under standing o f art as an indication of the thinking of the times and as a record o f man’s varying positions in societies of history. 15 sessions— September 21 through January 4 . Wednesday— 7-10 P.M.— Mrs. Gillilland— Room 102— W-L. SCIEN CE B io logy : Study of plant and animal life and functions. Tuesday-Thursday— 7-8:30 P.M.— Mr. Lamkin— Room 208— W-L. Tuesday-Thursday— 8:30-10 P.M.— Mr. Lamkin— Room 208— W-L. C h e m istry : Introduction to high school chemistry. In cludes laboratory work. Tuition plus $5 lab fee. Monday-Wednesday— 7-9 P.M.— T o be announced— Room 149— Wakefield. P h y sic s: Introduction to high school physics. Includes laboratory1work. Tuition plus $5 lab fee. Tuesday-Thursday— 7-9 P.M.— Mr. Ullrich— Room 159— Wakefield. B U SIN E SS AND M ANAGEM ENT In trod u ction to Pu blic S peak in g : Gain confidence and poise through improved oral expression. Our course in public speaking will help your vocabulary, diction, and power of expression. Techniques in group discussion and informal conversation will also be presented. Designed particularly for the businessman or woman, the civic, social or religious worker whose ability to speak well is important to success. 12 class meetings, September 28 through De cember 1 . Also offered in the Spring, February 1 through 4 April 26. Tuition: Arlingtonians § 12, Non-residents, § 18. Wednesday— 7-9 P.M.— Dr. Jean Ervin— Room 105— W-L. R eal E sta te : The continuing growth of our community assures opportunities in the field o f real estate for both in vestors and those employed in the business. This course is a survey of Virginia law and practice, relationships between buyer and seller, local market conditions, real estate invest ment, property management and sound business practices. 14 sessions, September 27 through December 1 . Tuition: 3 Arlingtonians $14, non-residents $20. Also offered in the Spring, February 7 through May 9. Tuesday— 7-9 P.M.— Mr. Stanton— Rom 313— W-L. Personnel A dm in istration and H um an R elations: This class is offered in response to many requests from people interested in the field of managing personnel. Each session consists of instruction in the fundamentals of per sonnel management in industry and business followed by discussion of actual cases. This is a discussion type course with no final examinations. Certificates of completion are given to students and employers upon completion. Excel lent for the individual working in small business and seek ing guidance in effective personnel relations. 14 sessions, September 29 through January 12. Also offered in the Spring, February 2 through May 4. Tuition: Arlington ians $14, Non-residents $20. Thursday— 7-9 P.M.— Mr. Reynolds— Room 105— W-L. H ow to In v est in S to c k s an d B on ds: In cooperation with firms associated with the New York Stock Exchange the Arlington County Adult Education Program offers an opportunity to the adults o f the area to learn the essentials of investment. Designed for the housewife, professional person, military careerist or businessman, this short course will give you insight into the elements of sound investment. 8 sessions, October 3 through November 21. Tuition: Arlingtonians $10, Non-residents $15. Monday— 7:30-9:30 P.M.— Mr. Godridge— Room 313— W-L. Spring— March 6 through April 24. In trod uction to B ook k eep in g: Important for those who wish to undertake bookkeeping work in business or govern ment. Helpful to housewives in keeping their household expenditures. Essential to managers of small businesses. Tuesday-Thursday— 7-8:30 P.M.— Mr. Westbrook— Room 237— Wakefield. a way of In trod u ction to E lectron ic C om pu ters an d M anage m ent C on trol: Covers the latest developments in office automation, machine functions of accounting machines, automatic data processing. Individuals trained in this field are in great demand. Why not get started now? 10 ses sions, October 3 through December 5. Tuition: Arlingtonians § 12, Non-residents § 18. Monday— 7-9 P.M.— Mr. Brady— Room 102— W-L. SPRING— February 6 through April 10. S a les T ra in in g C o u rses: Special emphasis in Salesmar ship, Stockkeeping, Merchandise, Information and Con trol, Advertising, Display, Human Relations, and Effective Speech will be offered by the Distributive Education Serv ice of the Arlington County Public Schools. Each section will be taught by a specialist in that area. Separate an nouncement o f course content, schedule and etc. available upon request. SH ORTHAN D AND TYPIN G Classes in shorthand and typing are among the most popular of all the courses presented by the Adult Education Program. In order to accommodate the many adults who desire to learn typing and/or shorthand, new classes in these subjects are formed three times a year. Registration for them may be made at any time during the school year. Tuition is § 12 per term for Arlington residents and § 18 per term for non-Arlingtonians for each subject. The follow ing calendar indicates the dates for these classes: Schedule for First Term: September 26 and 27 through December 14 and 1 . 5 Class Evenings Time Beginning Shorthand Mon.-Wed. 7-8:30 Beginning Shorthand T ues.-Thurs. 8:30-10 Beginning Shorthand Tues.-Thurs. 7-8:30 Intermediate Shorthand Mon.-Wed. 8:30-10 Intermediate Shorthand Tues.-Thurs. 7-8:30 Advanced Shorthand Advanced Shorthand Mon.-Wed. 7-8:30 Advanced Shorthand Tues.-Thurs. 7-8:30 Professional Shorthand Tues-Thurs. 8:30-10 Beginning Typing Mon.-Wed. 8:30-10 Beginning Typing T ues.-Thurs. 7-8:30 Beginning Typing Tues.-Thurs. 8:30-10 Intermediate Typing Mon.-Wed. 7-8:30 Advanced Typing Tues.-Thurs. 8:30-10 Advanced Typing Mon.-Wed. 8:30-10 School i W-L Teacher 227 W-L 227 Wakefield 238 W-L 227 Mrs. Geiger 10 0 M Rawls rs. W-L 229 W-L 229 W-L 227 12 0 W-L 21 3 Wakefield 238 10 2 Mrs. Dopier W-L 21 3 Mis. Grant T.J. 10 0 Mrs. Rawls A ccelerated S horth and— B rush Up. This new ap proach to help students seeking government positions is de signed to concentrate on a detailed review of shorthand. New audio-visual aids will be used in this program. Classes will meet two nights a week for three hours per night for 12 weeks. Those seeking enrollment will be interviewed by the instructor before registering. Because of the nature o f this accelerated program, there will be a limited enroll ment. Because of the special nature of this course, books and other materials will cost each student $12.00. Tuition: Arlingtonians— $20. Non-Arlingtonians— $30. Monday-Wednesday— 7-10 P.M.— Mr. Green— -Room 229 W-L. A ccelerated T y ping— B rush Up. New techniques in typing skills designed to help students acquire speed pre paratory to taking the Civil Service examinations or ob taining better positions. Students registering for this course will be interviewed by the instructor to ascertain their background in the subject. Because of the special nature of this course, book and other materials will cost each stu dent $8.00. Tuition: Arlingtonians— $20. Non-Arlington ians— -$30. Mondav-Wcdnesday— 7-10 P.M.— Mr. Mullins— Room 231— W-L. W o od w ork in g: An informal course based on individual projects. Includes planning, designing and construction of projects in cabinet making, instruction in the use of hand tools, the principles of joinery and the application of finishes. Monday and/or Wednesday— 7-10 P.M.— Mr. Mav— Stratford Jr. High, 4100 N. Vacation Lane. Tuesday and/or Thursday— 7-10 P.M.— Mr. Hodinko— Shop 7— Wakefield. Jewelry and Lapidary will cover all the required steps in making a precious gem stone from rough material to fin, sand and polish it. Then 1 'dry— rings, clasps, brooches, pi i skill which c n be developed into an interest and profitable hobby or > more technical skills which greatly in demand in business ana inaustry today. Tuesday— 7-10 P.M.— Mr. Stcmplc— Shop 1 — Wakefield. 3 In troduction to M echanical D raw in g: The drafting room at Stratford provides a good setting in which to learn the essentials of mechanical drawing. This course includes lettering, orthographic, isometric and oblique projection, auxiliary drawing, sectioning and some architectural draw ing. Wednesday— 7-10 P.M.— Mr. Saxman— Mechanical Draw ing R oom — Stratford Jr. High. M echanical D raw ing I I : For those who have completed one year of mechanical drawing. Monday— 7-10 P.M.— Mr. Saxman— Mechanical Drawing Room— Stratford Jr. High. A rt Metal and B a sic Metal W o rk in g: Designed for the homemaker or hobbyist who desires a basic knowledge of metal working and artistic metalwork. Basic metalworking will cover sheet metal, soldering, brazing, metal spinning and foundry work. Art metal will cover copper, tooling, ornamental brass and aluminum wrought iron, and antique metal work. Welding both arc and oxacctelene will be given to interested students. Tuesday-Thursday— 7-10 P.M.— Mr. Stiles— Shop 11— Wakefield. CLOTHING CON STRU CTION By T h e B ISH O P M ETHOD The Bishop Method of Clothing Construction is designed to teach the techniques in construction that will result in a garment that has “a quality look” . The Bishop Method is based upon the following principles of good construction: Grain perfection, accuracy in preparing, cutting, mark ing fabrics, cutting to fit, perfection in stitching and in pressing, and attaining a quality look with the right The sequence consists o f : T h e B egin n in g B a sic : For those just learning to sew; how to select fabrics and a pattern, how to cut, mark, how to use the sewing machine, how to construct a simple garment. Th e B a sic B ish op : For those who know how to sew but who would like to improve their technique. This course is a prerequisite for additional Bishop courses. A study of new fabrics and fashions will accompany the making of a blouse and skirt T h e In term ediate: This course is a continuation o f the Basic and consists of making a dress with cut-on sleeves, a shirt-waist dress or a man’ shirt. Students must have s completed the Basic Bishop Course before enrolling in this Th e A dvan ced: This course deals with problems of fit ting. The projects will include a basic shell and a dress using the student’ basic pattern. Prerequisite— The Basic s Bishop. T ailorin g I : Students who have completed the Basic Bishop are eligible for enrollment in this course. A topper or long coat will be made. This series of courses will be offered during, the fall semester of 1960-1961. Each course will be 12 lessons in length. Each class will meet once a week for 2'/a hours. W OODW ORK IN G, ELECTRONICS, AUTO M ECH AN ICS, JEW ELRY, DRAW ING AND M ETALW ORKING B egin n in g E lectron ics: Fundamentals of radio theory. Lecture, discussion and demonstration. Includes laboratory practice. Tuition plus $5 shop fee. Student must also pur chase $20 radio instructional kit. Tuesday— 7-10 P.M.— Mr. Cerutti— Room 1 Wakefield. — In term ediate E lectron ics: Coverage of basic electronic components to include study of radio transmitters and electronic test instruments. Tuition plus $5 shop fee. Monday— 7-10 P.M.— Mr. Rose— Room 1 Wakefield. — A dvanced E lectron ics: How to use television test pat terns, deflection systems, television power supplies, tele vision receiver alignment, FM receiver servicing, ultra high frequency, FM receiver alignment. Tuition plus $5 shop fee. Thursday— 7-10 P.M.— Mr. Trompeter— Room 1 Wake — field. A u tom obile M ech anics: This course covers the theory of operation, construction, maintenance, repair, assembly and adjustment of automobile components. Practical ex perience is stressed and actual work in the Washington-Lee auto shop is included. Learn how to service your own vehicles. Enroll now. Students will be organized into groups based on their backgrounds in mechanics and the facilities available. Stu dents should attend two nights a week. All registrants should report to the W-L Auto Shop on Monday, Septem ber 19 at 7 P.M. for an organizational meeting. Tuition is § 1 for Arlingtonians and $25 for Non-residents. Shop fee 5 life, it is life - - - � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Flyer. Arlington County Public Schools Adult Education, 1960-1961, 2 pages. Description An account of the resource Flyer. Arlington County Public Schools Adult Education, 1960-1961. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource Adult Education Office, Arlington County Public Schools. Date A point or period of time associated with an event in the lifecycle of the resource 1960 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_2_1_6_43 https://projectdaps.org/files/original/378bfedff306469b2452fbd8c9773696.pdf 30ce4e25565dd9d76085f3503c190742 PDF Text Text �I t a ll s ta r te d . . . when Junior sighed and looked up from his homework : “It says here one of the chief reasons America is great and powerful i because of our economic s system. What is our economic system, Dad ?” Uncle Sam smiled. “All right,” he said. “Couldn’ have come to a better t place. I suppose the story starts with the kind of people we are— represent ing the knowledge and culture of many lands, but mostly venturesome, hard-working and sharing a common belief in God and the dignity of the individual. But let’ talk only about the American economic system. s Dad put down his paper and appeared to be in deep thought. “I’ like to know, too,” Mother put i . d n “I think that today, especially, every American ought to know as much as possible about our economic system.” “H o w do we make a liv in g ? . .. “I think i has something to do t with how we live,” Sis said. “That’ what economics i , you know. The study of how men make a living. s s Let’ go back to the early days. s “Well I could give you a l sorts of l answers,” Dad said, “but maybe we ought to get the story straight from the one who knows i best.” t ■t f\ “Well, like a l people in a new country, we Americans had to start from l scratch to find food, clothing and shelter. “Each pioneer family supplied nearly a l i s own needs. It was a hard l f . l t ie “W e had to work from dawn to dark to build homes, raise food and weave cloth. “W h o ’ that?” asked Junior. s “You’l recognize him a l l l right,” Dad said. “Let’ s go!” “Gradually we found i was better for each man to do just one thing and t do i weU. One could build houses, another could raise food, a third could t weave cloth. So they did . . . y m Then the whole group w ould benefit because each man could produce better and fa s te r” �“Weren’ most of the early settlers poor people?” t Sis asked. “Yes, by our standards today,” said Uncle Sam. “But for that matter, the greater part of the human race has been poor for ages. In most countries, famine and want are always just around the corner. “First, we sought new kin ds o f p o w er “E ven in A m erica com forts a n d conveniences used to be scarce. “Only a very few rich people could enjoy the things that today we take for granted. They cost more than the average man could afford. “W h y ? Because everything was made by hand— slowly. There was l t l progress. ite “This had been true for thousands of years. Just think— George Washington couldn’ travel a bit faster or more comfortably t than Julius Caesar did. There had been hardly any improvement in transportation for over 1700 years! “Then came the American Revolution, in which we won our freedoms of speech, the press, assembly and religion. “Everywhere men were demanding the right to think and act as they pleased. “They wanted a new economic freedom, too. And especially here in America, the land of opportunity, millions have found i . t “You can’ stop a really free people when they put their minds t to a problem. “This time the problem was: “H o w could we get more of the things we needed— make them faster and at lower cost? ‘ e even used the wind to run our machines. W “Then we began to use water power to turn millstones and run looms. But in some places no water power was to be had. “W e needed something better. Our inventors and business men kept test ing ahd trying. There would be big rewards in our free market for reliable power that could be used anywhere. “At last we had i — thanks to an ingenious Scotsman — James Watt. t He invented an engine driven by steam made from coal, and Americans were quick to develop i . t “Later s i l we developed engines run by gasoline and electricity. tl ‘ o w welre looking for ways to use atomic power. N “Today we use nearly 24 times more power than we did a cen tury ago. “Even in 1900, more than half the work of America was s i l tl done by sweating, straining animals and men. “By 1950 the horse had nearly vanished from our streets and farms. Animals supplied only 3 per cent of our work energy, men another 8 per cent. Power-driven machines had taken over m o r e than 90 per cent of the burden! “ Year after year, m o r e a n d m o r e p o w e r has been used to run our “We did it in three ways . . . 4 machines. Th e cheaper an d m o r e efficient that p o w e r becomes, the i m o r e w e can use it an d the greater is our production each hour!” 5 �“S econ d , we inven ted a n d used new machines “T hird, we became more sk illfu l a t our jo b s “Americans are known as inventive people. W h y ? Because we had the incentive to profit by making improvements— and by backing them with our savings. “The same new freedoms that made Americans ingenious and inventive made us better and better workers— no matter what our jobs. “W h e n our people realized that they were free to shape their own destinies, many began to devise machines which multiplied each m a n ’ work power. s “In 1799 Eli Whitney, inventor of the cotton gin that did 50 men’ work, s made history in filling an order for muskets awarded by the U. S. Army. Instead of building each gun separately, he turned out standard parts which could be used interchangeably on a n y gun. “Hearing of this, the clocksmith Eli Terry started to make clocks on the same principle. With a l the laborious l fitting eliminated, he found that he could s l clocks for $10 apiece instead el of the regular $25. In three years, he and his partner, Seth Thomas sold 5,000. “The planners and managers of industry found new and improved ways of designing factories and work flow— so that goods were turned out more quickly and cheaply. “They found new and better ways to get those goods from factories to the stores and into the homes. Advertising and selling opened up bigger markets by telling the story to millions. “And the individual worker became steadily more skillful at his job. He realized that the more he could produce during the hours he worked, the more he would increase his own value. W hen many workers did that, i t added up to national prosperity! “Labor unions and collective bargaining strengthened the worker’ sense s of security and improved work ing conditions. “Eli Terry saw that i he cut his costs f by mass production, and distributed a bigger volume at a lower price, he would enable more people to buy and make more money himself. And i t worked out exactly that way! “Eventually America devel oped the greatest group of skilled workers and technicians the world has ever seen. “Pins had long been made by hand, selling as high as 20 cents each. Then a Connecticut m a n perfected a machine to make two million pins a week! Naturally, the price was sharply reduced. “D o w n through the years, Americans invented thousands of work-saving machines. “Of course, i took money to make and install these new, labor-saving t machines in factories— more money than any one man could afford. A machine for one worker often costs thousands of dollars. So the owner took in many partners— thrifty men and women who received stock in exchange for their money. All these partners joined to form a c o m p a n y which they owned together. In order to make a profit in competition with other companies, they had to turn out better and less expensive products. “W ith new k in d s of pow er, w o rk-sa vin g m achines and w ays o f financing th em , th e A m e rica n econom ic system w as on the m arch. B u t w e added still another ingredient . . “N e w pow er — new m achines plus constantly increased s kill of both managers and w o rkers began to tu rn scarcity into A B U N D A N C E !” �“H o w have p o w er machines a n d greater skills affected prices? ’ M OTHER ASKED. “Let’ take one example,” Uncle Sam said. s “Back in 1839, William Underwood made tin ‘ canisters’or cans by hand soldering at the rate of about six per hour. These were so expensive that they were saved and re-used many times. “Today, one automatic machine can produce up to 21,000 cans per hour. They cost so l t l they are used by the millions. ite “That’ the way i went. With more use of machine power, better m a s t chines and the skill needed to work them, each machine worker could raise his productivity per hour. “T h e m ore units the m anagem ent-labor team could m ake per hour, th e lo w er th e cost, and the m ore people could afford to buy themV* “ W h at have these things done to wages a n d hou rs?’* DAD WANTED TO K N O W . — “The hand-worker usually had to t i 12 to 16 hours a day to make a living,” ol Uncle S am replied. “But with machines, he could make products worth much more in a lot less time. “So now he only has to work eight hours a day to make a much better living than the hand-worker ever knew! “B e tte r m achines and m anagem ent-labor cooperation have m ade it possible to raise wages and shorten hours o ver th e years.” “ W hat happens when m achines g et old-fashioned or w ea r o u t? ” JU N IO R ASKED. “They have to be replaced with new machines,” Uncle S a m said, “or output will go down and so will wages. In America, where we have s i fcompetition, tf companies must set aside cash for these replacements or else go out.of business. So you see how important profits are. If a company doesn’ make t a steady profit i ’ a poor risk for both investors and workers.” ts 8 ‘Do m achines ta k e away jo b s? ” Sis inquired. ‘N o in d e e d !” U ncle Sam declared. “In the long run . . . M achines make jo b s ! ” “When the Industrial Revolution began, i went ahead so fast that some t hand-workers did lose out to the machines. This usually happens when machines come i . But i ’ only temporary. n ts “Soon thousands of new jobs open up! Because that’ what always hap s pens in the long run. “For instance, a million jobs in the horse and buggy business have been replaced by an estimated 6,380,000 new jobs in making, selling and servic ing automobiles. “Today there are more people just making machines than were engaged in all manufacturing a hundred years ago. “In the past 80 years, of a l the new industries which have sprung up, l just 14 of them* give employment, direct or indirect, to an estimated 13 million workers. “In older industries, the number of workers has increased, too. In the period from 1870 to 1950, jobs multiplied by “— 9 tim es in the glass in d u stry . . . “— alm ost 7 tim es in the food in d u stry . . . “— o v er 3 tim es in th e tex tile in d u stry . . . and “— o v er 5'/2 tim es in the lu m b er and fu rn itu re in d u stries . . . w h ile “— In th e sam e period, population increased only th ree tim es. “Today, most people know that the machine hasn’ been an enemy, i has proved to be a t t friend— and that anything which has helped us to turn out goods more efficiently has added to our strength and prosperity. * Automobiles, Electric Machinery, Rayon Products, Gasoline and Oil, Rribber tires and products, Refrigeration, Radio and Phonographs, Aircraft, Tin Cans and Tinware, Aluminum Products, Ice Cream, Cash Registers and Computing Machines, Lighting Equipment, Typewriters. �‘S o you s e e ” U ncle Sam w en t on . . . “ The m ain spring o f the A m erican s ta n d a rd o f liv in g is H igh a n d Increasing P ro d u c tiv ity ! * “It is because we Americans produce so much better for every hour we work that we can earn more in less time and buy more. “This i one of the s big differences between American capitalism and the capitalism of the Old World. It i the s secret of our better standard of living.” T he c h a rt a t rig h t shows how m uch an av erag e A m erican w orker and a n av erage R ussian w orker could have bought in 1950 if each had sp en t eight h ours' pay for o n e basic food item. W h a t’s m ore,” said U ncle Sam , “In A m erica “ We enjoy both p o litica l a n d economic freedom s. What eight hours pay could buy (1950) in the U.S. and Russia “As people who have both political and economic freedoms, we Americans engage in vigorous, open competition. From childhood on we like to com pete and this inspires each of us to do his best. In the long run competition benefits everybody. L it u. s. UUuuUUULiLlL R U S S IA D ,3 LB . S ...O R u. s. R U S S IA “Where trusts, cartels, trade barriers or other restrictions hamper com petition— as they do in most of Europe and other parts of the world— productivity i low and the standard of living suffers. s 120 lbs. ,20LB S. “Competition stimulates American companies to carry on constant research, too. Our laboratories are always looking for new processes and better products. M IL K d f l f lO f W 60QTS. 0 9 Q TS. ...OR E G GS U. S. oooooooooooo R U S S IA O O O O O O O O O 21 ooz. <n 1 DOZ. From U .S . Bureau o f Labor Statistics A N N U A L IN C O M E PER PERSON (1949) IN SOM E LEADIN G C O U N TRIES ♦Rem em ber, "p ro d u ctiv ity " is n ot th e same as "p ro d u ctio n .” Productiv ity is th e r a te or e ffic ie n c y o f production. . . and the end i not yet,” Uncle Sam said. “W e have learned that s the long run in “When output per hour goes up, prices drop, so more people can buy and all of us gain. “But when output per hour goes down, prices rise, so fewer people can buy and all of us lose. “Of course, there are unusual periods when these principles don’ seem to t work— times when business i far above or far below normal. But over the s long pull you’l find that these rules of productivity do apply. l “On the average, productivity has increased in the United States about 2 per cent a year since 1850 and our standard of living has gone up at about the same rate. W e topped this in the 30 years between 1920 and 1950. “Can we keep right on doing it?” Dad asked. “W e certainly can in normal times,” Uncle Sam replied. “If everybody who plays a part in making things will team up to do i , we can raise productivity so far and so fast t that we can share the benefits and have real security for all our people.” U . S. A. $1453 _ Canada New Zealand Switzerland 780 Sweden Great Britain 77.4 Denmark Australia Belgium Netherlands France Eire Israel Finland Germany Russia Poland 300 Hungary South Africa Italy Austria 216 « Yugoslavia 146 . Greece 128 Mexico 121 _ Egypt 100 Japan 100 India 57 ^ China 27, (From United N,otions Statist “Today the American way of l f provides the ie highest level of living ever en joyed by any people in a l history. l “This i no mere boast. It i a state s s ment of thrilling fact— that men can raise their level of living by better productivity if they are free to do it! “In America there are millions of self-starters, always moving ahead, looking for new and better ways to do things. Instead of holding people back, our system encourages them to keep trying.” N O T E : W hile complete figures on levels o f living for all countries a re n ot available, annual p er capita income a s show n a t le ft is considered to be a f a ir indication. 1 1 �“We t k abundancef rg a t d ae o rne’ — U N C L E SAM SAID. “W e know that even in the depths of a depression, the people of the United States live better than millions in other countries during n o rm a l times. “Electricity, running water, central heating, one house or apartment per family, are quite general in America. To the Russian or Chinese worker, whose whole family i often crowded into one room, with no private kitchen s or bath and no central heating, our homes would represent dreams of luxury. “With only one-fifteenth of the world’ population, and about the same s proportion of the world’ land area and natural resources, the United States s — produces a b o u t h a lf the w o rld ’s m a n u fa c tu re d goods — has m o re th a n h a lf the w o rld ’s telephone, teleg ra p h a n d radio n e tw o r k s— m ore th a n a th ir d o f the railroads— m ore th a n threeq u a rte rs o f th e w o rld ’s autom obiles— a lm o st h a lf o f th e w o rld ’s radios— and consum es m ore th a n h a lf o f th e w o rld ’s coffee and ru bbe r, a lm o st h a lf o f the steel, a q u a rte r o f th e coal a n d n ea rly tw o -th ird s o f th e crude oil. “The best measure of what the average American gets out of this abundance is in what one hour’ labor will buy. First, let’ see how much labor an s s average factory worker had to give to earn some typical products in 1914, compared with how much i took to earn similar products in 1951. t 1914 1951 20 hours T O N O F SO FT C O A L E L E C T R IC L IG H T B U L B POUND OF BUTTER 7 hours 48 m inutes W O M E N ’S S H O E S 24 m inutes 24 hours 10 hours 29 m inutes 23 m inutes 102 m inutes 7 m inutes 1 hour 37 m inutes 31 m inutes Figures From U. S. Bureau o f Labor Sta tistics “Such im p ro ve m e n t is practically a law o f life here in A m erica . W e assum e that in the long run things w ill get b etter and cost less, in te rm s of w hat an h o u r’s w o rk w ill buy.” “N o w let’s sum m a rize,” SAID U N C L E SAM, “A n d I th in k you’ll agree “T i i P o r s ! hs s rges “The American System has “1 Increased the real wages of American . workers (wages in relation to prices) to three and a half times what they were in 1850. “2. Reduced hours of work from an average of about 70 hours a week in 1850 to around 40 hours in 1950. “3 Increased the number of jobs faster proportionately than the growth of . population. In 1850 out of each thousand persons fewer than 320 were gain fully employed. Today, this has risen to about 430 out of each thousand. “4 Raised_national income (the total of what a l Americans take in) from . l about 8 billion dollars in 1850 to about 239 billion in 1950 (figured in dollars of 1950’ purchasing power). s “H O W ? Well, the average worker can now produce about five times as much per hour as in 1850 with less effort. Net output of goods and services increased 30 times from 1850 to 1950, though working hours were much shorter and the population only six times greater. “I f w e w ere still producing at the 1850 rate per hour, w e w ould need over 300 m illion w orkers, each putting in 43 hours a w eek, to produce as m uch as w e d id in 1950.” �T h e B e tte r W e Produce, T h e S tronger W e G row .' ‘E v e n so, w e should n ever get sm ug , ” U ncle Sam continued. “Our s s e i ntp r e t . y t m s ’ efc.. “Maybe that’ because i ’ geared to human nature, which isn’ perfect s ts t either. “But i is because our American System is realistic— because i satisfies t t so many deep-down h u m a n needs— that i is so successful. t “True, we s i l have ups and downs of prices and jobs. Poverty and slum tl areas are s i l with us. Some other countries have done better with these tl problems than we have. “But we can solve those, as we have solved so many other big problems, because l t l by l t l we are learning more about how to deal with our ite ite economic d f i u t e . ifclis “For example, during the past half-century Congress has enacted anti trust laws, credit controls, federal insurance of bank deposits, a farm pro gram and mortgage guarantees. A vast system of retirement plans set up by private industry supplements the social security law. “W e are constantly trying to find better solutions. And we will! W e ’ not afraid of new methods. re “Progress is our middle name!” Dad looked up at Uncle Sam. “Well, you sure answered a l l our questions. And I know we’ re going to be better Americans now that we know what w e ’ got and how wonderful i i . ve t s” “The main thing i — to make i s t w o r k still better,” Mother said. “That’ right!” Uncle Sam agreed. s “And we will if we a l understand that l the system which assures individual freedom will always use its human and natural resources better than any system that doesn’. Extra reward t for extra- effort encourages each person to do better work, which helps everybody. W e ’ come a long way ve under that system.” 14 C a l n e o t ef t r hleg f h uue “Our system has given us many won derful things,” Uncle Sam said, “but we s i l have a long way to go before tl every man, woman and child of us can count on a job, a decent living and a sense of real security. “Meanwhile, our free way of l fe i i s being challenged by communist aggression. This means we have to be ready to defend our selves— to use our economic system to produce strength! “To make ourselves strong, and stay that way, we have a double job to do: “First, to build our defenses to a point where no aggressor will dare attack us. “In addition, we must produce essential civilian goods at the lowest possible cost in order to prevent inflation (high prices, low-value dollars). “This double job calls for better productivity a l along the l l ine. W e can do i i we a l work together to produce better— for instance, by finding t f l short cuts. “This dual effort may have to go on for years. “Even so, our goals for America remain the same. If we a l work together l to increase our productivity, then we can spread it benefits. This can mean s increased wages, lower prices, shorter hours, more jobs and better collective bargaining. It can also mean a sure, encouraging return to investors and owners. Only in this way can we hope to level off the ups and downs of prices and jobs, lessen the chances of recurring depressions, reduce indus trial disputes and enjoy the good things for a l which our economic system l can give us!” 15 �The Public Policy Committee of the Advertising Council approved this economic education program. Below are the present members of the Committee, who represent virtually every segment of American life — management, labor, religion, education, agriculture, social service, medicine, banking, journalism and law. A p b i s r i ep o e t u l c evc rjc T his booklet is p a r t of a public in fo rm a tio n p ro g ra m con ducted by T h e A d v e rtisin g Council, Inc., in th e in te re s t o f a b ette r-in fo rm e d a n d hence a s tro n g e r A m erica. CHESTER C. DAVIS Chairman Associate D irector, The Ford F oundation DR. RALPH J. BUNCHE EVANS CLARK, Vice Chairman Secretariat, U nited N ations E xecutive Director, T w en tieth C entury F und T he A d v e rtisin g Council is a non-profit, non-political, non p a rtis a n o rg an izatio n fo rm ed to u tilize a d v e rtis in g in th e public service. E stab lish e d sh o rtly a f t e r P e a rl H a rb o r, the Council helped p la n a nd p re p a re , w ith o u t ch arg e, a d v e rtisin g f o r such W orld W a r I I p ro g ra m s as W a r Bonds, Food Con serv atio n , S crap S alvage, P a p e r S alvage a nd over 100 others. In these c ritic a l tim es th e Council is devoting its energies to m an y in fo rm a tio n p ro g ra m s in the n a tio n a l w e lfa re and in th e in te re s t o f a fre e w orld. MISS OLIVE CLAPPER g jtb lie ia t DR. JAMES B. CONANT President, H arvard U niversity CLARENCE FRANCIS HENRY C. FLEISHER Chairman o f the Board, General Foods Corporation P ublicity Director, Congress o f Indus trial O rganizations A d v e rtisin g on Council progi’am s is p rep a re d th ro u g h th e g e n e ro sity o f lead in g A m erican a d v e rtis in g agencies. The a d v e rtisin g tim e a n d space is d onated a s a public service by A m erican business in m agazines, radio, television, new s p a p e rs, outdoor p o ste rs a n d c a r cards. T h e Council conducts only th o se p ro g ra m s w hich, i t is agreed, serv e th e b est in te re sts o f all A m ericans. DR. ALAN GREGG MISS HELEN HALL Director, nry S treet Settlem ent PAUL G. HOFFMAN President. The Ford M £, 01 EUGENE MEYER DR. W ILLIAM I. MYERS & EL BORIS SHISHKIN DR. GEORGE N. SHUSTER DR. REINHOLD NIEBUHR ROGER W. STRAUS A. E. LYON E xecutive Secretary, R ailw ay Ixibor E xecutives Association T his booklet w as p re p a re d fo r the Council as a public service. I t w as w ritte n by A lton K etchum , designed b y L ym an Beecher Cooper a n d M ilton K. Zudeck a nd illu stra te d b y H e rb e rt Noxon, all o f M cC ann-E rickson, Inc., who gave th e ir services g ra tis. S ta tistic s w ere larg e ly derived fro m th e D e p a rtm e n t of Com merce, th e D e p a rtm e n t of L abor, th e T w entieth C e n tu ry F u n d a n d th e U n ited N ations. ELMOROPER 'd . REESE H.TAYLOR SIXTH (For p r ic e s o f th is b o o k le t in EDITION q u a n tity lo ts , w r ite : C o u n c il, I n c ., 2 5 W e s t 4 5 th S t r e e t , N e w T h e A d v e r tis in g Y o r k 19, N e w Y o r k .) �“The B etter We Produce The Stronger We Grow.” � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Miracle of America Description An account of the resource Booklet produced by the Advertising Council on the benefits of the free market economic system. 10 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Advertising Council No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant unknown Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_1_15 https://projectdaps.org/files/original/8da90ec190d40c74993cd5bf24897fcd.pdf e3b2a3c13763587f62478c83186aa20d PDF Text Text 55 We . . . strive . . . to win full respect for the dignity of the hu­ man individual whom our unions serve. 59 Preamble to the AFL-CIO constitution AFL-CIO Committee on Political Education a f l 815-16th St. N.W., Washington 6, D. C. - ci Number 3 October 26, 1956 WHY DID POWELL CHANGE? Last week Representative Adam Clayton Powell (D, N.Y.), one of the three Negro members of the House of Representatives, announced he is supporting President Eisenhower for re-election. Powell's announcement was made in the White House after he had conferred with the President. He added he is setting up an organization to work for the Republican candidate. The announcement created something of a stir. Six prominent elected Negro officials in New York, headed by Manhattan Borough President Hulan Jack issued a statement declaring: "The people of Harlem regret that the White House was able to apply sufficient pressure upon Adam Clayton Powell at the time of the trial of another of his personal staff, now pending in federal court, to persuade him completely to change his convictions." The statement noted that on March 2, 1956, Powell had accused the President of "dodging the civil rights issue, passing the buck, and trying to wash his hands, like Pilate, of the blood of innocent men and women in the southland." Willard Townsend, vice president of the AFL-CIO and president of the United Transport Service Employees, termed Powell's announcement "a shocking betrayal of his race and his party." "If Representative Powell had been more conscientious in his attention to his congressional duties, "Townsend added, "he �would have been aware, as are all working men and women in the country, that the record of the Eisenhower administration in the field of civil rights, as in the field of general welfare, is a cynical compound of a callous disregard for the rights of individuals and a tender solicitude for the privileges and prerogatives of big business." Townsend said he "was reluctant to believe that there is any connection between Representative Powell's change of heart and the investigation of his finances by the Department of Justice." Background The man who created all this furor, Representative Powell, has apparently been having a hard time making up his mind. In December, 1955, according to the New York Post, Powell talked with Adlai Stevenson, the standard bearer of his party, and then held a press conference at which he explained that Stevenson was very sound on civil rights. Two months later, on February 13, he announced in Boston he would vote for Eisenhower over Stevenson but by March 2 he had swung around to his bitter comparison of Eisenhower and Pilate. Just four days before his October 12 announcement on behalf of Eisenhower, Powell told his church congregation that he couldn't campaign for either Stevenson or Eisenhower. "There isn't anything to the Democrats or the Republicans," he said. Chicago Daily News interview with Powell quotes the New York congressman as being sore at Stevenson because Powell wasn't given a chance to appear before the Democratic convention in Chicago and because Stevenson held two rallies in Powell's district without inviting Powell to take part. In 1954 Powell's name was signed to a Readers' Digest article highly praising President Eisenhower. Over 2,000,000 copies of the article were reprinted by the Republican National Committee, it was reported at the time. However, the vote for the Democrats in the Negro precincts in 1954 was overwhelming. In September, 1954, during the course of a Senatorial investigation of irregularities in the Federal Housing Administration, Powell's name bobbed up as having received a loan of $3,000 at 1% interest from a builder of a housing project. Powell got the loan in 1952 but paid nothing on it until a few days before— some insist it was after— President Eisenhower announced the investigation in 1954. In April, 1954, Powell gave the builder a check for $30. After the election in 1954 Powell repaid the loan. �Two of Powell’s secretaries, Acy Lennon and William Hampton, became rental managers of the builder's project and were paid on a fee basis, netting about $8,800 a year. Early this year three of Powell's aides were indicted on tax charges. Two of them--Lennon and Mrs. Hattie Dodson--have been convicted. The third, Hampton, is currently under indictment. Powell denies any connection between the tax troubles these three and his position in the current campaign. "What happens to any people who work for me, and I have 38, does not concern me at all," he said. What He Said On May 24, 1956, Representative Powell addressed a big mass meeting in Madison Square Garden in New York City. He described President Eisenhower in vastly different terms than he did last week. He started by saying, "Tonight I will present documented evidence to show that the official family and intimate friends of President Eisenhower are deliberately bringing back segregation in the United States of America at a time when we can least afford it." "Here is a man," said Powell, "of good moral instincts completely separated from the people. The forces of reaction, obstruction, segregation, white citizens' councils, have reached out through the tentacles of his own palace guard and stopped Eisenhower's progress toward making this a nation of one people. "We have literally retrogressed as a nation during the past few months and if I went to Bandung again I would not be able to stand up and defend so vigorously my country in the field of civil rights as I did a year ago this past April." Powell went on to charge that "an insubordination has broken out in our armed forces" and that in many areas segregation was being restored on army posts. He cited as evidence an order issued at station 594, Police Company, Fort Worth, Texas, reading, "Overseas duty must be for Caucasians only." The 505th Air Borne Infantry, Fort Bragg, North Carolina, issued an order reading, "The above levy for overseas duty will be filled with Caucasian personnel only." The Guided Missile Battalion the Army Chemical Center, according to Powell, posted an order reading, "Non-Caucasians allowed in non-commissioned officers club on Tuesday, Thursday and Sunday and only whites on Monday, Wednesday and Saturday." �A message from the Commanding General of the 69th Division, Fort Dix, New Jersey, was cited by Powell. He said it read, "Your attention is invited to the table which indicates the large percentage of Negro personnel now assigned to this organization as compared to other units. It is recommended that necessary action be taken to adjust this percentage." Powell recommended four courses of action. They were: 1. "We should demand that Eisenhower call a conference at the White House of Negro and white leaders of the south and talk like a President should talk to the people." (The day after Powell announced his support of Eisenhower he explained that Eisenhower had given him assurances on civil rights matters privately. Then, later, Powell said he had misquoted the President.) 2. "We should demand that the Department of Justice should establish a civil rights division." (When the Department of Justice bill containing this provision was debated in the House Powell was in Europe.) 3. "A general order should go out to the Army and the Air Force and the Navy that all insubordination should be stopped." (Nothing further has been heard of this.) 4. "We should demand that every single Democrat and Republican stand up and vote for the Powell amendment." (The Powell amendment was adopted July 5, 1956, by a vote of 225 to 192). Still unexplained as of this date is why Powell changed. Bulk Rate U. S. POSTAGE PAID W a sh in g to n , D . C. P e rm it N o . 9270 AFL-CIO C om m ittee on P olitical E ducation 815 16th St. N.W ., W a sh in g to n 6 , D. C. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core 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 Notes from COPE, 1956 Description An account of the resource Newsletter "Notes from COPE, AFL-CIO Committee on Political Education," dated October 26, 1956. Content is exclusively on Congressman Adam Clayton Powell's endorsement of Dwight D. Eisenhower in the 1956 Presidential Election. Includes short history of Powell's statements about Eisenhower and Adlai Stevenson, issues with an investigation of the Federal Housing Commission, and Powell's actions against segregation in the military. 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 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource AFL-CIO Date A point or period of time associated with an event in the lifecycle of the resource 1956-10-26 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_1_1_3_36 https://projectdaps.org/files/original/1407b075f4818562d602e013b65fd7b1.pdf 3f4cf4a9135387d1a52f41122ef3e1cf PDF Text Text We . . . strive . . . to win full respect for the dignity of the hu­ man individual whom our unions serve. 99 Preamble to the AFL-CIO constitution AFL-CIO Committee on Political Education A 815-16th St. N.W., Washington 6, D. C. F L. C I O Number 3 October 26, 1956 WHY DID POWELL CHANGE? Last week Representative Adam Clayton Powell (D, N.Y.), one of the three Negro members of the House of Representatives, announced he is supporting President Eisenhower for re-election. Powell's announcement was made in the White House after he had conferred with the President. He added he is setting up an organization to work for the Republican candidate. The announcement created something of a stir. Six prominent elected Negro officials in New York, headed by Manhattan Borough President Hulan Jack issued a statement declaring: "The people of Harlem regret that the White House was able to apply sufficient pressure upon Adam Clayton Powell at the time of the trial of another of his ipersonal staff, now pending in federal court, to persuade him completely to change his convictions." The statement noted that on March 2, 1956, Powell had accused the President of "dodging the civil rights issue, passing the buck, and trying to wash his hands, like Pilate, of the blood of innocent men and women in the southland." Willard Townsend, vice president of the AFL-CIO and president of the United Transport Service Employees, termed Powell's announcement "a shocking betrayal of his race and his party." "If Representative Powell had been more conscientious in his attention to his congressional duties, "Townsend added, "he �would have been aware, as are all working men and women in the country, that the record of the Eisenhower administration in the field of civil rights, as in the field of general welfare, is a cynical compound of a callous disregard for the rights of individuals and a tender solicitude for the privileges and prerogatives of big business." Townsend said he "was reluctant to believe that there is any connection between Representative Powell's change of heart and the investigation of his finances by the Department of Justice." Background The man who created all this furor, Representative Powell, has apparently been having a hard time making up his mind. In December, 1955, according to the New York Post, Powell talked with Adlai Stevenson, the standard bearer of his party, and then held a press conference at which he explained that Stevenson was very sound on civil rights. Two months later, on February 13, he announced in Boston he would vote for Eisenhower over Stevenson but by March 2 he had swung around to his bitter comparison of Eisenhower and Pilate. Just four days before his October 12 announcement on behalf of Eisenhower, Powell told his church congregation that he couldn't campaign for either Stevenson or Eisenhower. "There isn't anything to the Democrats or the Republicans," he said. Chicago Daily News interview with Powell quotes the New York congressman as being sore at Stevenson because Powell wasn't given a chance to appear before the Democratic convention in Chicago and because Stevenson held two rallies in Powell's district without inviting Powell to take part. In 1954 Powell’s name was signed to a Readers' Digest article highly praising President Eisenhower. Over 2,000,000 copies of the article were reprinted1by the Republican National Committee, it was reported at the time. However, the vote for the Democrats in the Negro precincts in 1954 was overwhelming. In September, 1954, during the course of a Senatorial investigation of irregularities in the Federal Housing Administration, Powell's name bobbed up as having received a loan of $3,000 at 1% interest from a builder of a housing project. Powell got the loan in 1952 but paid nothing on it until a few days before— some insist it was after--President Eisenhower announced the investigation in 1954. In April, 1954, Powell gave the builder a check for $30. After the election in 1954 Powell repaid the loan. �Two of Powell's secretaries, Acy Lennon and William Hampton, became rental managers of the builder's project and were paid on a fee basis, netting about $8,800 a year. Early this year three of Powell's aides were indicted on tax charges. Two of them— Lennon and Mrs. Hattie Dodson— have been convicted. The third, Hampton, is currently under indictment. Powell denies any connection between the tax troubles these three and his position in the current campaign. "What happens to any people who work for me, and I have 38, does not concern me at all," he said. What He Said On May 24 , 1956, Rep resentative Powell address ed a big He mass meeting in Mad ison Square Garden in New York City, described President Eisenhower in vastly different terms than he did last week. He started by saying, "Tonight I will present documented evidence to show that the official family and intimate friends of President Eisenhower are deliberately bringing back segregation in the United States of America at a time when we can least afford it." "Here is a man," said Powell, "of good moral instincts completely separated from the people. The forces of reaction, obstruction, segregation, white citizens' councils, have reached out through the tentacles of his own palace guard and stopped Eisenhower's progress toward making this a nation of one people. "We have literally retrogressed as a nation during the past few months and if I went to Bandung again I would not be able to stand up and defend so vigorously my country in the field of civil rights as I did a year ago this past April." Powell went on to charge that "an insubordination has broken out in our armed forces" and that in many areas segregation was being restored on army posts. He cited as evidence an order issued at station 594, Police Company, Fort Worth, Texas, reading, "Overseas duty must be for Caucasians only." The 505th Air Borne Infantry, Fort Bragg, North Carolina, issued an order reading, "The above levy for overseas duty will be filled with Caucasian personnel only." The Guided Missile Battalion the Army Chemical Center, according to Powell, posted an order reading, "Non-Caucasians allowed in non-commissioned officers club on Tuesday, Thursday and Sunday and only whites on Monday, Wednesday and Saturday." �A message from the Commanding General of the 69th Division, Fort Dix, New Jersey, was cited by Powell. He said it read, "Your attention is invited to the table which indicates the laree percentage of Negro personnel now assigned to this organization as compared to other units. It is recommended that necessary action be taken to adjust this percentage." Powell recommended four courses of action. They were: 1. "We should demand that Eisenhower call a conference at the White House of Negro and white leaders of the south and talk like a President should talk to the people." (The day after Powell announced his support of Eisenhower he explained that Eisenhower had given him assurances on civil rights matters privately. Then, later, Powell said he had misquoted the President.) 2. "We should demand that the Department of Justice should establish a civil rights division." (When the Department of Justice bill containing this provision was debated in the House Powell was in Europe.) 3. "A general order should go out to the Army and the Air Force and the Navy that all insubordination should be stopped." (Nothing further has been heard of this.) 4. "We should demand that every single Democrat and Republican stand up and vote for the Powell amendment." (The Powell amendment was adopted July 5, 1956, by a vote of 225 to 192). Still unexplained as of this date is why Powell changed. Bulk Rate U. S. POSTAGE PAID W ashington, D . C. Perm it N o. 9270 AFL-CIO C om m ittee on Political Education 815 16th St. N.W ., W a sh in g to n 6, D. C. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 18: Personal Papers of Barbara Marx Dublin Core 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 Notes from COPE, 1956 Description An account of the resource Newsletter "Notes from COPE, AFL-CIO Committee on Political Education," dated October 26, 1956. Content is exclusively on Congressman Adam Clayton Powell's endorsement of Dwight D. Eisenhower in the 1956 Presidential Election. Includes short history of Powell's statements about Eisenhower and Adlai Stevenson, issues with an investigation of the Federal Housing Commission, and Powell's actions against segregation in the military. 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 18, Personal Papers of Barbara Marx Creator An entity primarily responsible for making the resource AFL-CIO Date A point or period of time associated with an event in the lifecycle of the resource 1956-10-26 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 18_1_1_3_37