13 20 1839 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/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/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/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/5205ca8da4a7c934605721df1c63c19d.pdf a8ebb36646bca7041f07417d2cfdbd6e PDF Text Text R e s o l u t i o n passed by the t h e A m e r i c a n Legion held August 25-28 19?2 RESOLUTION NUMBER 211 (ILLINOIS) OnniTnand t h e N E A a n d t h e T e a c h i n g their continued assist a n c e to the P r o g r a m of the A m e r i c a n L e g i o n . WHEREAS, the vast majority has again the American example, ball WHEREAS, the actively the various BE in IT New members the York, IT FURTHER tion of many program school and the National Education affiliates by August the its the Education 1952, teaching have supported subversive Legion that in we and assistance the groups; now convention assembled do profession, Association, great as its hereby thank the their organizations, various state rendered to the Americanism American Legion; and RESOLVED, that various departments among public, attention the against American 25-28, their state fight American for of the country, awards, junior base medal various in States schools, as for in such its of the tfoited sections organizations RESOLVED, affiliates, BE etc.; essay profession and National program in Americanism oratorical Legion of teaching Profession for Americanism^ teacher Association THEREFORE the supported, Legion contests, American of annual convention of in New York C i t y , the of the the private teaching and parochial profession. 4iI 1ff Iih ff circulate this resolu school groups for �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Resolution passed by the annual convention of the American Legion held in New York City, August 25-28, 1952 Description An account of the resource Resolution number 211 to commend the National Education Association and the Teaching Profession for supporting "American Legion Americanism." 2 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource American Legion 1952-08 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_1_32 https://projectdaps.org/files/original/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/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/20b0d142c1693b7bca37263c84364c57.pdf 6d98876386aa8725ebd0e34aff332839 PDF Text Text ®je tlkslfittgitttt f SUNDAY, APRIL 29, 1951 ‘This Happened in Pasadena’: Now It’ Happening in Greater Washington s By Agnes E. Meyer Post R eporter ££TT i a fact that certain forces, s vicious, well organized and cold­ ly calculating, would like to change the face of education in the United States. This they must not be allowed to do” This statement from the Macmillan Co. explains why these publishers sent the wellknown journalist, David Hulburd, formerly with Time magazine, to give a blow-by-blow account of the smear tactics used in Pasa­ dena, Calif., by these vicious elements to discredit the local public school system and to force the resignation of one of the Nation’s ablest school administrators, Willard Goslin. For the citizen? of the District of Colum­ bia, Montgomery County (Md.) and Arling­ ton County (Va.), Hulburd’s book, “This Happened in Pasadena,” is m ust reading. Similar tactics are already well under way in our city and its metropolitan area. The campaign to examine the text books in use in our District schools for Communist influences, the attacks on progressive school administrators in Arlington, and the accusa­ tion th at the Montgomery County schools neglect the three R’s, are standard practice among these reckless, Fascist-minded groups who seek control of the public school curriculum, the teachers and the adminis­ trators. Let no one minimize the ambitions of these pressure groups. They well know th at whoever controls the public schools, controls public opinion. The tactics employed against the schools are identical in different parts of the coun­ try because they are directed, as Hulburd points out, by highly suspicious national organizations. Among those commanding ample funds are the “National Council for American Education,” “Pro-America,” “American Education Association,” “Insti­ tute for Public Service,” “Guardians of American Education” and “Conference of American Small Business Organizations.” This last group was condemned by the House Select Comihittee on Lobbying Ac­ tivities as a “pressure group, ambitious to control public opinion,” whose ignorant criticism of text books “smells too much of the book-burning orgies of Nuernberg to be accepted by thoughtful Americans.” None of these national propaganda organ­ izations is directed by people respected in the educational world. Trade Upon Fears iVERYBODY in our democracy has the 4 right to criticize our public institutions; These self styled patriots who denounce the public schools have been successful with th eir vague epithets that our public schools are “progressive,” “communist,” “godless," “socialist” and what-not because they have traded upon the logitimate fears of Amer­ I ican parents that all is not well with our public school system. Conscientious citizens are active all over the country to improve the obvious weaknesses of our long neg­ lected public schools. So widespread Is the determination of these local, State and national groups to press for expansion and improvement of the public schools that the newspapers re­ sound with their dissatisfaction and that of underpaid teachers. This is the normal process by which democracy evolves and attains new and higher goals. But this chorus of discontent has made it easy to confuse people who cannot discriminate between the constructive, substantiated criticism of well-meaning, well-informed citizens and the destructive, unsubstantiated abuse of unscrupulous pressure groups. The fact that this racket of vilifying the public schools worked in Pasadena is ample warning that it may work anywhere. For Pasadena, a city of more than 100,0Q0 in­ habitants, is a community of great wealth, beauty and dignity that are a measure of the taste, intelligence aad civic pride of its citizens. Here, if anywhere, one would ex­ pect reason and justice to prevail over passion and ignorance. In 1948, the Pasadena Board of Education unanimously invited Willard Goslin, a t the time of his appointment president of the American Association of School Administra­ tors, to head their public school system after a careful canvass of the whole country to find the ablest man. Yet two and a half years later, the same board that hired hin^ also fired him in an ignominious, badly worded and cowardly telegram sent to him in New York City where he had flown the night before to confer with the "National Citizens Commission for the Public Schools,” of whose advisory board he is a member. How was this crude dismissal of a dis­ tinguished educator achieved? It wa* maueuvered by keeping the whole city in a turmoil of fear, irresolution, mutual dis­ trust and mental confusion in spite of the fact that the school system had been im­ proving under Goslin’s direction until it promised to be one of the best in the whole country. The whole evolution illustrates how much easier it is to be destructive than constructive in a democracy. Evil, alas, spreads with far greater rapidity than goodness. Falge Set of Values HE FIGHT against Goslin was lead by « group of substantial citizens who gave themselves the grand title, “The School Development CounciL” The chairmen changed as the motives changed. Many of the founding members dropped out when they realized that the original purpose of improving the schools was obscured, as Hulburd states, “by personal prejudices and a false set of educational values.” Some of these “values” were revealed when Goslin was accused in a whispering campaign of “socialism” and of “undermining the native patriotism of Pasadena* because he had invited the dean of American educators. T Dr. Kilpatrick of Teachers College, to ad­ dress the Pasadena teachers at a summer school workshop. “Throughout the Council’s stormy ca­ reer,” says Hulburd, “a hardy band of tfromen (whom he names) stood out above their fellows as being particularly active and persistent.*’ One of them was especial­ ly interested in “subversive influences in the schools” and in the school text books; another in the “evils of modern education," on which she made hair-raising speeches; another was frankly determined to get rid of Goslin, as a leading exponent of what she darkly described as “Modern Pragmatic Education.” But the most persistent, the wealthy daughter of a former United States Senator, and founder of the local ProAmerica chapter, supplied the Council and the city with its typical propaganda. ProAmerica is excited about “The Four Horse­ man of ’51.” “They are Stalinism, Trumanism, Welfarism and Minorityism.” “These four horsemen must be bridled and tamed,” says Pro-America’s literature. Before long, nobody could tell whether Pro-America or the School Development Council was running the anti-Goslin cam­ paign. The hectic meetings took place in the patriotic confine* of the Legion Hall. Yet the campaign flagged until the Coun­ cil acquired a new chairman, a small busi­ nessman, Frank W. Wells, who enlisted property owners in cutting the school budg­ ets and in opposing a rezoning of school districts which might send the children of the upper classes to school with Negro and Mexican children and reduce some of the real estate values. Under Wells’ expert direction, the Council now became cen­ tered upon “getting better results from every dollar” spent on the schools. “The best judges of the educational sys­ tem are those who employ and work with its products,” said Wells. ‘This evaluation is far superior to the theories of those administering the process. While we have supported education with our dollar*, we have neglected to guide it with our prin­ ciples. We believe that education in Pasadena needs not only our dollars, but our principles, our personal time and in­ terest, and this we propose to provide through this organized group.” A Befuddling Mixture HESE self-constituted guardians of education then proceeded to befuddle the public with racial issues, class hostility, taxation, failure to teach the fundamentals* budget-cutting and progressive education^ all mixed up together, as well as rabble! rousing mass meetings to stir up personal animosity against the School Board and the Goglin administration. As the fu r began to fly, it became parent that the Pasadena Council wag taken over more and more by Allen A. Zoll, d i r ^ tor of the National Council for Am^ric^, Education. Even so good a reporter as Hulbut(j could not get much information about thB early history of Zoll, who calls himself an “internationally-known sales consultants His first organization to gain notoriety T was American Patriots, Inc., which was listed as fascist and subversive by Tom C. Clark when he was Attorney General. Zoll was long an ardent supporter of Father Coughlin. As far back as 1939, he was de­ nounced as a strong anti-Semite by Repre­ sentative J. Parnell Thomas. Yet he man­ aged to get the support of such distin­ guished people as the late Senator Vandenberg, General Wainwright, Gene Tunney and Stanley High as sponsors of his Na­ tional Council for American Education in 1948, all of whom resigned when the New York World-Telegram exposed the new council’s shady character. Senator Kenneth McKellar, on the other hand, when in­ formed of Zoll’s background, stood by the Council, which may be a clew to the nature of Zoll’s other backers. “He was indicted for allegedly attempting to extort money from New York Radio Station WMCA. Al­ though he pleaded not guilty and the in­ dictment was later nolle prossed, the pub­ licity was pretty gamey, and for a time following its quashing, Mr. Zoll wasn’t heard from,” says Hulburd. This did not keep Zoll from gathering enough sucker-support to found the “Na­ tional Council for American Education” with headquarters in New York City. The pamphlets he broadcasts have such provoca­ tive titles as “Reducators at Harvard,” “How Red Are the Schools?,” “They Want Your Child” and “Progressive Education Increases Delinquency” (see illustration), the last named having been most widely distributed in Pasadena. The rational replies of Goslin and of cer­ tain clergymen who tried to defend th e public school budget were drowned out by nightly speeches in which Wells developed catchy phrases that took his large audiences by storm. One of his favorites was, “Pro­ gressive education means progressive taxa­ tion.” He asserted that the Board of Educa­ tion wanted a “quickie blank check” and that henceforth Pasadena’s children must be taught “the three R’s—the American heritage—real respect,” etc. In the meantime, the women members, of the Pasadena Council gave lunches and receptions to all and sundry that were dis­ satisfied by this time with Pasadena’s school administration. I regret to add that the local newspapers lent themselves enthu­ siastically to this disgraceful campaign al­ though the real facts behind the whole story were even more easily available to them than to David Hulburd, who now puts them on the record. Having defeated the school budget by a vote of 2 to 1, the School Development Council felt its oats and issued a statement demanding: 1. “An idelogical investigation of curriculum, methods and personnel with­ in the Pasadena School District, and (2) loyalty oaths by administrators and teach­ ers, stipulating dismissal for those who re­ fused to sign.” But here is the payoff that reveals the full insolence of these groups, national and local, that are trying to con­ trol our public school system and American public opinion in order to further their own specious interests. “We ask the Board (of Education) to determine immediately the politico-social aims of the present school administration—in curriculum, methods and personnel, both of District, staff and guest lecturers. We suggest that such patriotic organizations as the American Legion and Sons and Daughters of the American Revolu­ tion he called upon to direct or actively as­ sist the board in the study.” L o ss o f ‘L e a d e r sh ip ’ T>Y THIS time the board members, no better or worse than other boards, were excited about their loss of “leadership,” which merely meant that if Goslin was really to be fired, they wanted to have the credit for yielding to the public clamor. They sent him a telegram of dismissal during a two-day absence from Pasladena because they hadn’t the intestinal fortitude to face Goslin with their trumped-up charges that he was re­ sponsible for the “controversy” in Pasadena and for the “lack of harmony within the system itself as well as the community as a whole.” As soon as Goslin’s resignation became public, the better elements of the community realized that a catastrophe had happened from which the reputation of their schools and their city would suffer for years to come. The people by that time had awakened to the fact that they had permitted unscru­ pulous groups to pull the wool over their eyes. They were profoundly disturbed. Only Allen A. Zoll of the National Council for American Education was happy and tri­ umphant, way off in New York City. He frankly claimed credit for getting Goslin but. “The millions of pieces of literature we have sent out during the past two and a half years have had an important effect,” he crowed in the January number of his paper, “The Educational Guardian.” C itizens of Arlington C unty, b w re o Va., e a ! PROGRESSIVE EDUCATION This is the sa e M Zoll w recently a m r. ho t­ tacked o e of your ablest educa rs, C n to . G lenn Hass, w m he a ho ccu d of “unscru­ se A s a m p l e o f t h e m a t e r ia l c ir c u l a te d pulous m anipulation of yo ung m inds.” Citi­ » ze s o M ntgo ery C n f o m ounty, M ., b w ren P a s a d e n a b y t h e S c h o o l D e v e lo p ■ d e a i! m e a t C o u n c il Y u will reco o gnize in the criticism of your s scho ls m d b the “Parents League for o a e y o Curriculum D evelopm ent” the Zoll tech­ m re destructive than constructive IB It* nique a carried out in P sa e a -C s a d n . itizen approach: a flood of material to the pres* s s of W ashingto D C b w re O o n denouncing the system a it stands; the wel­ n, . ., e a ! ur w local scho l-b o purger, A o o k dalbert Lee, iscome Into its fold of all dissatisfied parents, under the thum of the “C b onference o of superpatriots and of ambitious, frustrated f Sm all B usiness O rganizations,” w hich h sindividuals; mass meetings and public a forums where only their views, and not op'been co dem ed by the H use C m ittee o n n o o m n Lobbying A ctivities for using N azi m etho posing views,* are aired; the repetition over ds and over again of hearsay, half-truths and to get control of A erican educatio m n. All local communities must carefully analyze Zoll’s literature, his contact with local groups, his spread-eagle patriotism and that of other similar national pressure groups. “For this much is certain,” says Hulburd of the utter social disruption caused in Pasadena by the infiltrating minority pressure groups: “The Zoll pattern is the same as the Pasadena pattern, the Zoll at­ tack on education is the same as the Pasa­ dena attack on education. First it admits the importance of public education, then it proceeds to damn every phase of a modern public school system: it is leading the Nation toward socialism: Its text books are written by Communists, it pays too little attention to fundamental educational principles, it fails to adhere to facts, it fails to avoid contro­ versial issues, and so on. And the strategy Mr. Zoll applauds so vigorously is the strat­ egy that was followed <n Pasadena, the formation of a self-appointed school com­ mittee. without real community backing. educational cliches.” “In these u e sy d y n a a s,” continue* Hul­ burd’s w arning a a result of his P sa s a dena experience, “ho nest, w ell-m eaning citizens a o re ften vulnerable to the ca pa m igns o all f so rts of infiltrating m inority pressure g u s. ro p U nless these citizens learn to reco gnize such dangers and a a w ken to w hat free public school education should m n to them a d ea n to their children, m n of them will sw llo a y a w all to -w o illingly— ok, line and sinker— ho the kind of bait sold by propagandists like Zoll.” Anyone who reads “This Happened in Pasadena” will be fully alerted to the sorry ambitions and the vile methods of Zoll and his ilk. For Zoll Is not the only demagogue who threatens the freedom of our schools and of our democracy. But as long as we have courageous publishers like the Mac­ millans and careful reporters like Hulbuyd to expose these racketeers, our people will be able to defeat, all subversive attacks on our public schools, whether they coma from the extreme left or the extreme right. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource This Happened in Pasadena': Now It's Happening in Greater Washington, Article from the Washington Post, Sunday, April 29, 1951 Description An account of the resource Newspaper article relating a book about a successful conservative campaign against a Pasadena school system to the public school systems in greater Washington, DC. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Washington Post 1951-04-29 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_1_28 https://projectdaps.org/files/original/5a051a18101121c8bcd98f98b69bb80b.pdf f968a89c5961c4ef3a87379c987987fb PDF Text Text The Listening Post Column Editor: C. G len Hass Contributor: Richard Barnes Kennan Eternal V ig ila n c e T H E O L D E X P R E S S IO N , “ busy as a one-arm ed pap erhanger w ith the itc h ," c o u ld be q u ite a p tly a p p lie d to the d if ficulties th a t the schools are fa c in g to day. L ik e the paperhanger, they have a m a jo r jo b to accom plish; b u t one o f fa r greater significance th a n m ere ly m a k in g o u r e n v iro n m e n t m ore d e lig h t fu l, fo r the e d u ca tio n o f y o u th is a task o f basic social significance. L ik e the paperhanger, the schools are han dicapp ed, fo r they are beset w ith ra p id ly in crea sing enrolm ents and a lessening su p p ly o f q u a lifie d teachers, together w ith a degree o f fin a n c ia l sup p o r t th a t has n o t k e p t pace w ith the increased costs o f the present era. A n d again, lik e the paj^erhanger, they are beset b y a lo t o f aggravations in term s o f u n w a rra n te d , u n tru e and u n fa ir a t tacks against the schools and th e ir p e r sonnel. T h e “ itc h ” has gen era lly p roved to be an u n c o m fo rta b le ir r ita tio n , b u t in several instances i t has become seri ous enough to dem and f u ll a tte n tio n o f the schools, th e developm ent o f special trea tm ent, and sometimes i t has re sulted in serious a d d itio n a l loss to o u r A m e ric a n system o f education. A ttacks fro m Several S ources O ne o f the best examples o f this com p lica te d s itu a tio n fo r the schools has been the s itu a tio n e xistin g in Scarsdale, N e w Y o rk, f o r the past few years. Scars dale fo r a lo n g tim e has had an u n usu a lly fine school system o f n a tio n a l re p u ta tio n . R e cently a sm all g ro u p o f in d iv id u a ls in the c o m m u n ity began an atta c k on books used in th e classes and lib ra rie s o f the school system. T h e se v e rity and nature o f the atta ck devel ope d to the p o in t th a t i t affected the m o ra le o f the teachers a n d th e efficient o p e ra tio n o f the school system. T im e and again, however, o u ts ta n d in g c it i zens o f the c o m m u n ity , in c lu d in g some o f the best kn o w n business and profes sio n a l leaders o f the m e tro p o lita n N ew Y o rk area, ra llie d to the s u p p o rt o f the schools and the tro u b le m akers were o ve rw h e lm in g ly defeated. T h e story o f the Scarsdale a ffa ir is a va ila b le in re p rin ts o f articles, single copies o f w h ic h w i ll be p ro v id e d free o f charge by the N E A Defense C o m m ission as lo n g as the supp ly is available. O ne o f the attacks o n th e schools in recent weeks was an a rtic le w h ic h the e d ito r o f the A m e r i c a n L e g i o n M a g a z i n e had especially pre p a re d fo r p u b li ca tio n in the Ju n e issue. T h e artic le follow s the same lin e th a t th e n o toriou s A lle n Z o ll has used in a tte m p tin g by extre m ely m in o r and non -o ffic ia l items to prove th a t there is a subversive m ove m e n t in the p u b lic schools. O th e r mag azines have p o in te d o u t th a t the artic le is distorted, e m o tio n a l a n d co n tra d ic to ry to the p o in t th a t i t ge n e ra lly has, w ith a ll b u t the m ost biased readers, the opposite effect to th a t w h ic h the a u th o r a p p a re n tly in te n d e d . F o r ex am ple, in re fe rrin g to th e a u th o r o f the article, the news-magazine o f the F ord M o to r Com pany, Post 173, A m e ric a n L e g io n a t D e arb orn , M ic h ig a n , states: “ T o cite a few o f h e r inconsistencies, N o v e m b e r 1952 127 Reprinted f r o m E d u c a t io n a l L e a d e r s h ip , Vol. X, No. 2 �she states th a t we f a il to emphasize the three ‘R ’s,’ we use C o m m u n is t-in flu enced textbooks by ‘subversive’ teach ers, and th a t o u r progressive edu ca tio n is o n ly teaching o u r students to have no respect fo r parents o r la w and order, and th a t o u r schools are m ere ly ju s t a mass o f confusion. T h e n in th e n e x t b reath she states th a t we are re g im e n t in g o u r c h ild re n to the p a tte rn o f A d o lf H itle r ’s y o u th m ovem ent, to fo llo w one p a tte rn and one system, to cast th e m in to a m o ld so they w o n ’t even be able to th in k fo r themselves. I n one sen tence, we give o u r c h ild re n to o m u c h freedom w ith n o co n tro l, a n d in th e n e x t p a ragraph we d o n ’t give th e m any freedom l O ne statem ent is e xa c tly th e opposite o f th e other. T h is is ty p ic a l o f the a rtic le w ith its inconsistencies, f o l lo w in g one r ig h t a fte r the o th e r.” Loyalty O aths and In v estig a tion s T h e decision o f the U n ite d States Supreme C o u rt u p h o ld in g the le g a lity o f the F einberg la w in N e w Y o rk State is lik e ly to b r in g a bo ut a rash o f efforts to ado pt s im ila r laws in o th e r states. T h e danger o f such laws lies in the fa c t th a t they fre q u e n tly single o u t teachers fo r special suspicion and d o u b tfu l tests o f lo y a lty . T h e Feinberg la w places the a d m in is tra tio n o f the lo y a lty p ro g ra m in the hands o f the N e w Y o rk State D e p a rtm e n t o f E d u ca tio n and evidence u p to date indicates th a t the la w w i ll be fa ir ly enforced. O f p a rtic u la r va lu e is the p ro v is io n th a t any in d iv id u a l o r o r g a n iz a tio n threatened w ith damage fro m the enforcem ent o f the la w sh a ll be given o p p o rtu n ity to be h e a rd be fo re fin a l a c tio n is taken. Law s p u r 128 p o rte d ly o f s im ila r n a tu re proposed in o th e r states have o fte n been p o o rly d ra w n and fo re b o d in g in th e ir poten t ia l effect. T w o com m ittees in Congress w i ll bear w a tching as to th e ir effects on p u b lic education. T h e C o x com m ittee in the House is aim ed p r im a r ily a t in ve sti g a tio n o f edu ca tio n a l fo u n d a tio n s , b u t its activities m ay in c lu d e any type o f n o n p ro fit e d u c a t i o n a l organization. M em bers o f this com m itte e have in d i cated th a t they w i ll see th a t th e ir in vestigations are fa ir a n d constructive. Senator M cC arran has in d ic a te d th a t his com m ittee w i ll investigate education b e g in n in g w ith the colleges and u n iv e r sities and e x te n d in g d o w n in to the sec o nd ary and elem entary schools and in c lu d in g a study o f textbooks. A state m e n t released to the press, in dicates th a t Senator M c C a rra n has app are ntly pre-judged the s itu a tio n and has fo u n d education and educators “ subversive” before his investigations have o fficia lly begun. T h e analogy to the paperhanger is n o t accurate, o f course, fo r teachers have tw o arms to get the m a jo r jo b accom plished: the r ig h t a rm o f th e ir ow n d ire c t personal efforts and the le ft arm o f the u n ite d efforts o f professional organizations. T h e best “ b a lm ” fo r the “ itc h ” is the use o f b o th “ arms” to w in the frie n d s h ip and u n d e rs ta n d in g o f the citizens o f o u r c o m m u nities, state and n a tio n concerning the u n iq u e fu n c tio n and c o n trib u tio n o f p u b lic e du cation to o u r com mon w e lfare.—R ic h a rd B a r n e s K e n n a n , executive secretary, N a tio n a l C om m ission fo r th e Defense o f D em oc racy th ro u g h E d u c a tio n , N E A . Ed u c a t io n a l Lea d er s h ip � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Listening Post, Eternal Vigilance, November 1952, Reprinted from Educational Leadership, Volume 10, Number 2 Description An account of the resource Article describing the state of public schools and the several attacks hindering their progression. 2 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Educational Leadership 1952-11 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_1_27 https://projectdaps.org/files/original/cc1d7c321b201497282e835acc3aac82.pdf ddbadc2a147f6ece1e9d9e81237c3ea3 PDF Text Text (The following e d i t o r i a l a p p e a r e d i n the THE WASHINGTON DAILY ARLINGTON This is another county government. COUNTY round in BOARD the fight October NEWS) 51. 1952 issue of ELECTION for control of Arlington's A n e w " I n d e p e n d e n t " c o a l i t i o n is f i g h t i n g n o n - p a r t i s a n s . Democrats and Republicans are united on coalition candidates. So a r e m a n y o f A r l i n g t o n ' s b u s i n e s s m e n . There are charges by I n d e p e n d e n t candi d a t e s that non­ p a r t i s a n s have given the c o u n t y a inefficient, wasteful government. R a ised taxes. Stirred up dissension among county residents. In our opinion this just isn't so. A r l i n g t o n ' s n o n - p a r t i s a n m o v e m e n t s t a r t e d six: y e a r s a g o . Large numbers of new r e s i d e n t s had d e m a n d e d b e t t e r schools and public improvements they couldn't squeeze out of a county govern­ m e n t d o m i n a t e d b y c o n s e r v a t i v e o l d - t i m e r s w h o w e r e w i l l i n g to profit b y Arlington's great growth but not to pay taxes accordingly. N o n - p a r t i s a n s are l a r g e l y respon s i b l e f o r A r l i n g t o n ' s b e t t e r schools, also for a Start o n planned publ i c improvements and for other county government reforms. Of course all this has caused controversy. If A r l i ngton non-partisan County Board f e a t e d next Tuesday, it w o n ' t be on a c c o u n t partisans in Arlington government. They'll are stacked b y a coalition opposition. This newspaper supported Arlington c a n d i d a t e s are d e ­ of the record of n o n ­ lose because cards non-parti-sans in their reform. We b e l i e v e it has b e e n good for all A r l i n g t o n i a n s , We h o p e the n o n - p a r t i s a n s w i n at l e a s t a s h a r e of th e v a c a n t s e a t s , a n d t h a t t h i s p a r t i c u l a r t y p e of p o l i t i c a l b i c k e r i n g will stop and all county citi z e n s will a gree they should get t o g e t h e r o n s u c h b a s i c f u n d a m e n t a l s a s e q u a l i t y of t a x b u r d e n good schools, p l anned cou n t y Improvements and first-class citizenship for Arlington's large Federal worker population. Reprinted by permission DAILY of NEWS WASHINGTON � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Arlington County Board Election, Washington Daily News Editorial, October 31, 1952 Description An account of the resource Editorial, reprinted from the Washington Daily News, regarding the upcoming County Board election and the history of non-partisan government in Arlington. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Washington Daily News 1952-10-31 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_1_26 https://projectdaps.org/files/original/ef35fe20a030de6cca7e086d0937b452.pdf 5fd96af1c6595489c4cc8c737b224dbc PDF Text Text ARLINGTON CIVIC FEDERATION BULLETIN V o l . I X ______________________________ O c t o b e r 1 9 5 2 _________________________ N o . 8 Published monthly in the interest : of the : NEXT MEETING ARLINGTON COUNTY CIVIC FEDERATION : T U E S D A Y , O C T O B E R 7, 1 9 5 2 Editor: W i l l i a m G. W a t t Ch 7032 : OFFICERS ; 8 P . M . (SHARP) Pres.V.P, Treas.S e c ’y . - Ruth O'Dell Cox Lawrence Knappen W. A. B a c k u s M a r y L. A r a s o n THE C H 7396: OT 7763: O X 0318: JE L-A679: WELFARE OF LYON THE PARK COMMUNITY HOUSE COUNTY T h e o b j e c t o f the F e d e r a t i o n , a s s t a t e d i n our C o n s t i t u t i o n , is take a c t i o n to prom o t e t h e g e n e r a l w e l f a r e of A r l i n g t o n C o u n t y . " T o t h i s end, t h e F e d e r a t i o n h a s d u r i n g t h e p a s t f e w y e a r s b a c k e d t h o s e m e a s u r e s w h i c h h a v e r e s u l t e d in so m a n y of the r e f o r m s that this County needed. W e endorsed a n elected School Board; a merit s y s t e m for County employees; a s trong Public Utilities C o m m i s sion; t h e e s t a b l i s h m e n t o f C i t i z e n s A d v i s o r y C o m m i t t e e s , to w h i c h i n cidentally w e have c o n t r i b u t e d a substantial n u m b e r of members well q u a l i f i e d to r e n d e r o u t s t a n d i n g s e r v i c e to t h e com m u n i t y ; a n d f i n a l l y C o u n t y B o a r d m e m b e r s w h o f r o m t h e i r y e a r s of exper i e n c e in the Federation have had a b e t t e r knowledge of the civic needs of Arlington than any of their predecessors. Arlington was prospering, its governmental m a c h inery w a s b e c o m i n g s t reamlined and i t h a d g a i n e d n a t i o n w i d e r e c o g n i t i o n as a m o d e r n urban c o m m u n i t y . Its bonds we r e e a g e r l y s o u g h t as its c r e d i t w a s s o u n d . "to S u d d e n l y , t h a n k s to t h e e f f o r t s of o n e m a n , a d i s a p p o i n t e d o f f i c e seeker, a l l p r o g r e s s i n the C o u n t y w a s s u d d e n l y brought to a s t a n d s t i l l b y l e g a l a c t i o n s c o n t r a r y to t h e w i l l o f t h e m a j o r i t y o f t h e people. Tonight, as we r e a d our n e w s p a p e r s , w e do n o t even k n o w that our sc h o o l t e a c h e r s w i l l receive th e p a y that is r i g h t f u l l y t h e i r s at the en d of t h e m o n t h . T r u l y c o n d i t i o n s in A r l i n g t o n are chaotic. Y o u r frie n d s and mine say "What can w e do?". W e s e e m to b e i n a state of frustration. A r l i n g t o n is n o t a c i t y b u t a c o u n t y a n d i t s l e g i s l a t i o n h a s to come f r o m R i c h m o n d . We have a team Fenwick, M a g r u d e r a n d D a m m w h o s e d u t y i t i s to f i g h t f o r t h a t l e g i s l a t i o n which t h e p e o p l e of this C o u n t y want. We h a v e to d e p e n d o n t h e m to introduce bills that cannot be attacked. Last January the Federation a p p e a l e d t o t h e m t o i n t r o d u c e l e g i s l a t i o n w h i c h , if e n a c t e d , w o u l d have a v e r t e d the present situation. This t h e y w e r e u n a b l e to do. ,A i �- 2> N o w a s p e c i a l s e s s i o n of the L e g i s l a t u r e h a s b e e n ca l l e d and A r l i n g t o n ' s l e g i s l a t o r s w i l l be th e r e . T h e y h a v e a c l e a r nee.date f r o m t h e c i t i z e n s o f this C o u n t y to see Shat a c r y s t a l c l e a r b i l l is i n t r o d u c e d that w i l l release this C o u n t y f r o m b o n d a g e so that the w i l l of the m a j o r i t y m a y once a g a i n be expressed. T h e w e l f a r e of the C o u n t y demands it. ARLINGTON As stated in the COUNTY CANDIDATES September Bulletin, MEETINGS the o r g anizations, u n d e r the s p o n s o r s h i p o f the hav e a r r a n g e d a series o f m e e t i n g s at w h i c h various County-wide L eague of Women Voters, the candidates who are running for office on N o v o n b e ^ A will speak. There will also he a 1 5 - m i n u t e p r e s e n t a t i o n o n the p r o s and cons o f i n c orporation. The d a t e s a n d p l a c e s of t h e m e e t i n g s , w h i c h b e g i n at 8 : 1 5 p.m. are a s f o l lows : PLACE PRECINCTS DATE Oct. 14 S t r a t f o r d Jr. 4100 Vacation Oct. 16 Claremont School C h e s t e r f i e l d Rd. Fairlington, Oct. 21 Kate 4400 Balls ton, Arlington Oct. 22 Jefferson Firehouse 5 0 1 S. 2 3 r d S t r e e t Virginia Hills Highlands, Oct. 24 McKinley School 1 0 3 0 N. M c K i n l e y E. Falls Dominion Church, W e stover, Hills, Overlee Knolls W. N. High Lane Barrett School H e n d e r s o n Rd. Oct. 29 Lyon Village Lee Highway Oct. 30 Thomas Jefferson 816 Walter S. 2. 3. Voted Hoard as it wa s delegates Rd. Community School Reed HIGHLIGHTS 1. Inasmuch w e l c o m e d the mittees. Woodlawn, Thrifton, the and Drive OF THE Carne, Cherrydale, Walkers Chapel Claremont Clencarlyn, Forest Clarendon, Lyon Village, Ashton Courtland, Park Aurora Park, Lee, L y o n Heights, Rosslyn Lane Barcroft, Jefferson, Columbia, Fillmore SEPTEMBER Arlington, MEETING first m e e t i n g o f the year, the Pr e s i d e n t outlined the duties of Civic Federation C o m $15 to help d e f r a y t h e expenses of a s h o r t t a l k f r o m a s p e a k e r of t h e the Cand i d a t e s M e e t i n g s , C h a m b e r of C o m m e r c e on Eire Prevention. 4. Endorsed a resolution approving the establishment o f R e a l E s t a t e A s s e s s m e n t , .and u r g e d f a v o r a b l e a c t i o n d u m o n t h e s u b j e c t o n N o v e m b e r 4. of on a Department the referen �5. Authorized should be sent libraries. 6. Referred that a to a l l to the c o p y of th e L o c a l G o v e r n m e n t C o m m i t t e e R e p o r t P r e s i d e n t s of c o n s t i t u e n t b o d i e s a n d to t h e Schools study and report: (a) S t e p s n e c e s s a r y Arlington school (b) T h e t y p e for Committee the employees of p e r sonnel the following establishment practices now of a subjects merit carried on for system by the for school administration (c) T h e b a s i s f o r a l l o c a t i o n o f f u n d s w i t h i n t h e S c h o o l D e p a r t me n t since the adoption of the 1952-53 budget b y the C o u n t y B o a r d (d) T h e q u e s t i o n a s t o w h e t h e r t h e S c h o o l B o a r d s h o u l d b e a p p o i n t e d or 7. e l e c t e d u n d e r the C i t y C h a r t e r Elected former delegates Robert Cox and members for the ensuing year. 8. Requested the Public Safety Committee o f l o w - f l y i n g p l a n e s a n d a l s o to s e e if a could b e a s s i g n e d to the F i r e D epartment. DON'T FORGET WE HAVE A BARTER Allen Dean as honorary to investigate the problem simple telephone number DATE ON OCTOBER 20 T h e s a l e of s e a s o n t i c k e t s f o r th e B a r t e r p l a y s is n o w in f u l l swing. Tickets were distributed at the September meeting. Bring your r e t u r n s to th e O c t o b e r m e e t i n g . T h e f i r s t p l a y is M O N D A Y , O C T O B E R 20, at T.J. Audito r i u m . If w e c a n fill the p l a c e as w e l l as To w n M e e t i n g did, our w o r r i e s are o v e r . S e a s o n tickets a r e #7.00 for 4 plays. Individual seats at #2.00. T h o s e of y o u w h o are constantly calling for more and more mimeog r a p h w o r k b y the F e d e r a t i o n have an additional obligation to support these plays. The second p l a y "THE LATE C H R I S T O P H E R B E A N " comes o n M O N D A Y , N O V E M B E R 10. Individual tickets for that p l a y w i l l be a v a i l a b l e at our O c t o b e r m e e t i n g . In case you h a v e forg o t t e n , the first p l a y is "THE C U R I O U S SAVAGE". DUES FOR 1952-53 ARE NOW DUE AND PAYABLE �Arlington 1600 Civic Federation Bulletin (See. 34.66 Worth. H i g h l a n d S t r e e t Arlington, Virginia Mrs. Eliz. 2912 W. Cambell Glebe Road Arlington, Va. P.L.&R.) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Arlington Civic Federation Bulletin, Volume 9 Number 8, October 1952 Description An account of the resource Monthly newsletter of the Arlington County Civic Federation. 4 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Arlington County Civic Federation 1952-10 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_1_23 https://projectdaps.org/files/original/8d559b4d79921ca10abd08fdeda70f1b.pdf 7365cd83a9925cb097caf94be352b914 PDF Text Text (The fo llo w in g e d ito r ia l ap p eared in the O ctob er 3 0 ,1 9 5 2 is s u e o f the WASHINGTON P O S T .) NONPARTISANS IN ARLINGTON "The con fu sion o f i s s u e s on w hich A rlin gton r e s id e n ts m u st v ote n ext T u esd ay is com pounded by the b itte r fig h t for s e a ts on the County B oard . B e c a u se of the r e c e n t co u rt d e c is io n p roh ib itin g F e d e r a l e m p lo y e s fr o m holding county o ffic e four v a ca n ­ c ie s m u st be fille d . The non p artisan m o v e m e n t, which u n til the cou rt d e c is io n had a 3 -2 m a jo rity on th e board , h as nom in ated D r . Ivan A . B ooker fo r the reg u la r te rm and M r s. Ruth C ox, W illiam J . D eM ik and M r s . M artha G am m on for the un­ e x p ire d t e r m s . County D e m o c r a ts have put up W e sley W . C oop er and the R ep u b li­ can s have nam ed G eorge M . R o w z e e .j r ., to op p ose D r . B o o k e r . A new group the A rlin gton Independent M ovem en t, h as n om in ated M r s . L eone B uchholz D r .R obert H. D e tw e ile r and A lvin F . K im el fo r the th r e e u n exp ired t e r m s . U nfortunately, no in d ica tio n of p o litic a l a ffilia tio n w ill a p p ear on the votin g m a c h in e s „ G en e r a lly , A rlin gton h a s had good g o v e rn m en t under th e n o n p a r tisa n s. The r is e of the m o v em en t c o in c id e d w ith the b ro a d ly b a s e d c itiz e n cam p aign a fter the w ar to g e t b e tte r s c h o o ls . L ike m any r e fo r m m o v e m e n ts , the n on p artisan group o c c a s io n ­ a lly h a s su ffe r e d fro m e x c e s s of z e a l, and so m e of its le a d e r s have ap p eared to be d o c tr in a ir e . B e c a u se of the p rep on d eren ce of G overnm ent e m p lo y e s in it s m em ber­ sh ip , it h as n e v e r a ttr a c te d w ide su pp ort fr o m county b u s in e s s in t e r e s t s . It has had to com b at the e sta b lis h e d p o litic a l o r g a n iz a tio n s w ith am ateu r m eth od s, and th e r e h a s b een a good d e a l of pulling and h au lin g. N o n e th e le s s , the n on p artisan group h a s o ffe r e d an opportunity for anyone to w ork for b e tte r lo c a l g o v ern m en t , and its a c c o m p lish m e n ts in b rin gin g A rlin gton a b r e a st of the t im e s h ave been s u b s ta n tia l. Im p a tien ce w ith the n o n p a rtisa n s have d r iv en so m e p e r s o n s into the fo ld o f th e new A rlin gton Independent M ovem en t. An ex a m in a tio n of th is g r o u p 's sp o n s o r s in d ic a te s th at, d e sp ite it s r e c r u it s , it i s p r im a r ily the cre a tu r e of the r e a l e s ta te in t e r e s t s and bu ild in g tr a d e s . Som e of it s can d id ates have talk ed b ro a d ly of " ex tra v a g a n ce , " have s n e e r e d at sc h o o l im p ro v em en t and h ave im p lied op p o stio n to ren t co n tro l and the c o u n ty 's b u s in e s s p r iv ile g e ta x . N ot too su r p r is in g ly , the D e m o c r a tic and R e p ­ u b lican o r g a n iza tio n s both have in d o r se d th e AIM can d id ates T hus the figh t b o ils down to an attem p t in w h ich both p o litic a l p arties have jo in e d to s m a s h the n on p artisan m o v e m e n t. N otw ith stand in g the "independent" t itle , AIM is doing the w ork of the o ld -lin e p o litic a l p a r t ie s . T h is n ew sp a p er has lon g b e lie v e d that p arty p o litic s do not b elong in lo c a l g o v e rn m en t. It a ls o b e lie v e s that the non­ p a r tis a n s , w h a tev er th e ir s h o r tc o m in g s, o ffe r the b e s t p r o m is e o f a county g o v e r n ­ m en t that w ill r e s i s t s p e c ia l in te r e s t p r e s s u r e s and r e p r e s e n t fa ir ly a ll o f the c o u n ty 's r e s id e n t s ." R e p r in te d by p e r m is s io n WASHINGTON PO ST � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Nonpartisans in Arlington, Washington Post Editorial, October 30, 1952 Description An account of the resource Editorial, reprinted from the Washington Post, regarding the state of non partisan representation on the County Board and criticizing the Arlington Independent Movement. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Washington Post 1952-10-30 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_1_22 https://projectdaps.org/files/original/a4c797e73c74d15491893aeea193b510.pdf fb3e8d1623bd2f912bc8daf6539ae736 PDF Text Text S T A T E M E N T of P R I N C I P L E S S T E A D F A S T I N T H E F A I T H th a t the C o n s titu tio n o f the U n ite d States established o u r gove rnm ent as a g o v e r n m e n t o f t h e p e o p l e . . . n o t o f a class, a s tro n g m in o rity , o r any g ro u p o r in terest o p e ra tin g in self in te re s t a t the expense o f others; W E A F F IR M and p u b lis h the fo llo w in g p rin c ip le s , com m e ndin g them to a l l citizens o f V irg in ia , who, a t the same tim e are citizens o f o u r free n a tio n . # # # # # # * * # # W E B E L IE V E th a t the people in a free n a tio n o r state are sovereign. W E B E L IE V E th a t gove rnm ent is the servant o f a l l the people; th a t any e ffort, d ire c tly o r in d ire c tly , to p e rve rt its activitie s fro m the good o f a l l the people to the lim ite d ben efit o f a f e w is e v il; th a t to p e rm it gov­ e rn m e n t a t any le ve l to become paternalistic, d ic ta to ria l, o r restricted in its re c o g n itio n o f the rights o f a ll people e q u a lly, is co n tra ry to the p rin c ip le s o f a free governm ent. W E B E L IE V E in f u ll p a rtic ip a tio n in the affairs o f o u r gove rn m e n t by in d iv id u a ls th ro u g h a t least tw o stron g p o litic a l parties, each w ith w e ll-defin ed p rin c ip le s ; w ith free access to p a rty councils afforded a ll p a rty members and to a ll those w ho w o u ld a ffilia te w ith such p o litic a l parties. W E B E L IE V E th a t the r ig h t to p a rtic ip a te in the affairs o f o u r g o v e rn m e n t th ro u g h the exercise o f the franchise is n o t o n ly an in a lie n a b le r ig h t guaranteed b y the C o n s titu tio n , b u t a positive o b lig a tio n o f good citize nship , and th a t i t s h o u ld n o t be restricted o r abridged by p o ll tax o r u n d u e restrictio ns as to lite racy, o r by in tim id a tio n o r coercion. W E B E L IE V E th a t the qua lific a tio n s established fo r exercise o f the franchise s h o u ld be sim ple and d ire ct, lim ite d to sane, lite ra te citizens o f the U n ite d States. W E B E L IE V E th a t the rig h ts and freedom s guaranteed to the in d iv id u a l by o u r C o n s titu tio n are sacred and th a t the exercise o f these rig h ts s h o u ld be encouraged. W E B E L IE V E i t the d u ty o f a ll citizens o f o u r c o u n try to resist to the u ltim a te C om m unism , Fascism, statism , o r any o th e r “ ism ” th a t sets class against class o r sets state above the people. W E B E L IE V E in the freedom and d ig n ity o f die in d iv id u a l; we oppose any g roup, w h e th e r i t be p o litic a l, vocatio nal, social, economic, o r ra c ia l, w h ic h operates fo r its o w n selfish interests and against the com ­ m o n good. W E B E L IE V E th a t gove rnm ent is created to serve m an; and th a t, in the perform ance o f its duties, i t sh ou ld in fo r m the citizens o f its activ itie s and encourage th e ir fu lle s t p a rtic ip a tio n in p u b lic affairs. W E B E L IE V E in the w idest encouragem ent b y gove rnm ent o f p riv a te a g ric u ltu ra l, in d u s tria l, and business enterprise fo r the ben efit o f a ll o u r peo ple; and the re g u la tio n o f such p riv a te enterprise o n ly to the e x te n t re q u ire d to p re v e n t in e q u itie s and oppression. W E B E L IE V E i t to be the o b lig a tio n o f every citizen in a free state to resist fearlessly and w ith c o u r­ age and steadfastness, the e ffo rt o f any one m an, one clique, o r one g ro u p to d ic ta te and c o n tro l the activities o f a governm ent. W E B E L IE V E in the fu n d a m e n ta l im p o rta n c e o f local g o v e rn m e n ta l re s p o n s ib ility — coun ty, c ity and c o m m u n ity — and oppose the fin a n cia l, p o litic a l o r o th e r interference b y the state o r n a tio n in the o p e ra tio n o f such lo cal governm ent. L o u is S pilm an, President & E d ito r, T h e N e w s-V irg in ia n , W aynesboro, V irg in ia . Jan u a ry 1, 1951. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of Principles, January 1, 1951 Description An account of the resource Flyer outlining a statement of principles regarding government structure, published by the News-Virginian of Waynesboro, Virginia. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource The News-Virginia 1951-01-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_1_21 https://projectdaps.org/files/original/824a058071d7519b87c5c175e2bd9e23.pdf 0d9a96ecf39552e96de227c85669c4b6 PDF Text Text GUARDIANS OF AMERICAN EDUCATION PARENTS EDUCATIONAL RESEARCH ORGANIZATION is a group of Arlington Virginia parents who have joined together in an effort to improve the quality of education in their public schools and to insure the best possible returns for their school dollars. PARENTS EDUCATIONAL RESEARCH ORGANIZATION P.0. Bo x 1146 Arlington, V i r g i n i a North S t a t i o n TEN E T S The members of the Parents Educational Research Organization adopt these as their tenets: 1. We believe that the public schools exist for the primary purpose of teaching children the essentials of knowledge, and the personal and intellectual disci plines, necessary to living a balanced, creative and productive life in American society. 2. We believe that the following subjects (used in the traditional sense) embrace these essentials of-knowledge:-reading-and phonics; writing, arthmetic, spelling, language, history, geography, civics, and science, 3. We believe that each of the foregoing subjects should be taught separately, that the major share of each student's time should be spent on these subjects, and that art work, music, physical education and health, etc., should be accorded their proper secondary role. 4. We believe that minimum requirements above the national average should be established for each subject at each grade level, and that regular examinations should be given each child in every academic subject to measure his achievement against these minimum requirements. We believe that these regular examinations should also be used to establish each child's competitive standing with other members of his class or group. 5. We believe that the parents should be informed at the beginning of each school year of the minimum requirements in each academic subject. 6. We believe that the parents should receive viritten reports on each child's achievement on each academic subject once each 6 weeks throughout the school year. 7. We believe that, in these regular reports, the child's achievement should be stated in terms of A, B, C, having standard numerical value, or in percentages of 100, and that these grades should be based upon records kept of each child's daily performance and tests given during the report period, 8. We believe that each child should have a text for each academic subject, a separate period of each day for each subject, and that he should be required to master the contents of that text. 9. We believe that pertinent material, discussions and graphic aids should be used when they facilitate instruction, but that the primary purpose of each ir>struction period should be to teach the subject. 10. We believe that the child should have a reasonable amount of homework to help establish good habits of study and concentration, and to enable the parents �- 2- t o a s s i s t t h e c h i l d viith his s c h o o l w o r k , 11. W e b e l i e v e t h a t each c h i l d s h o u l d b e e n c o u r a g e d t o p e r f o r m t o h i s m a x i m u m c a p a c i t y a n d that, i n n o case, s h o u l d t h e m i n i m u m r e q u i r e m e n t s b e a l l o w e d t o b e c o m e t h e m o s t t h a t t h e c h i l d o r t h e class w i l l a c c o m p l i s h . 12. We believe that a classroom s ho u l d b e conducted i n a n orderly an d disciplined m anner, f r e e f r o m distractions o f e x c e s s i v e indi v i d u a l a c t i v i t y , s o t h a t t h e c h i l d m a y c o n c e n t r a t e o n his w o r k a n d l e a r n t h e p r o p e r r e s p e c t f o r a ut h o r i t y . 13. We w a n t o u r c h i l d r e n t o b e a c c e p t a b l e m e m b e r s o f so c i e t y , p r a c t i c i n g t h o s e hab i t s a n d v i r t u e s t h a t p e o p l e e v e r y w h e r e r e c o g n i z e a s n e c e s s a r y t o l i v e i n harmony w i t h oneself a n d one's fellowman. But, w e b e l i e v e t h a t t h e t e a c h i n g o f ' s u c h a w a y o f l i f e is p r i m a r i l y t h e r e s p o n s i b i l i t y o f t h e par e n t s a n d t h e church, with the academic instruction prov i d e d b y the public schools. I n the discharge o f this service, w e r e g a r d t h e t e a c h e r t o b e t h e a g e n t a n d t h e p a r e n t t o b e t h e principal. 14. W e b e l i e v e t h a t a str o n g p r o g r a m o f p a t r i o t i s m s h o u l d b e p r o v i d e d a t al l lev e l s o f pub l i c e d u c a t i o n so t h a t ' o u r c h i l d r e n m a y f u l l y u n d e r s t a n d a n d ' a p p r e c i a t e t h e i r A m e r i c a n H e r i t a g e , t h e i r f r eedoms u n d e r t h e Constitution, a n d t h e o b l i g a t i o n t o exercise s e l f - d i s c i p l i n e a n d restraint t h a t s u c h f r e e d o m e n t ails. 15. W e b e l i e v e t h a t t h e p r i n c i p l e s set f o r t h i n t h e s e t e n e t s s h o u l d a p p l y e q u a l l y t o a l l p u b l i c s c h o o l s i n t h i s county. * * W e c o m m e n d t h e s e p a r e n t s f o r t h e i r fi n e p r o g r a m . Have Y O U a group i n Y O U R c o m m u n i t y s t u d y i n g y o u r s c h o o l s y s t e m a n d its c u r r i c u l u m ? I f y o u have, a r e y o u giv i n g t h e m y o u r s u p p o r t a n d h e l p ? Do y o u k n o w t h e k i n d o f h i s t o r y y o u r c h i l d r e n a n d g r a n d c h i l d r e n a r e b e i n g taught? We h o p e t h e s e ideas w i l l b e y o u r i n s p i r a t i o n t o do s o m e t h i n g c o n c r e t e i n y o u r community. J u a nita N. C a s s i d y (Krs. L e w i s C.) i3xecutive S e c r e t a r y , N a t i o n a l D e f e n s e Committee, W . S . D . A . R . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Parents Educational Research Organization, Arlington, Virginia, Tenets Description An account of the resource Flyer outlining the 15 tenets of the Parents Educational Research Organization, an Arlington parents group interested in public schools. 2 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Parents Educational Research Organization No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant unknown Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_1_20 https://projectdaps.org/files/original/5445b597a474b2abcd0466f23a02d50f.pdf 620ef94445ca29fc3ae2c6ae3dc15270 PDF Text Text American Association of University women I 63 U Eye Street, N.YV., Washington 6, D.C. January 1952 A BIBLIOGRAPHY TO SUPPLEMENT THE READING CONTAINED IN THE KIT "The Attack on the Public Schools" Axtelle, George E. "Public Relations and Educational Statesmanships Progressive Education, vol. 28, No. 7, May 1951. Next Steps." The writer believes the educator has a positive duty not yet fully realized: "To help the public organize itself so it may identify its basic interests in educa tion, to make available the scientific data and other considerations it must have at its disposal to form intelligent educational policy." Beminghausen, David K. "The Case of the Nation." American Scholar, Winter 1950. The Nation was dropped from New York City public school libraries by the New York school administration. This article by the chairman of the Committee on Intellect ual Freedom, American Library Association, examines the idea of a student's "freedom of inquiry" gs part of his "educational opportunities." Defense Bulletins Nos. 35. 36, 37, 38, 39. (freeTI NEA Defense Commission, Yvashington, D.C. No. 35, "Report on the Enemy," is a speech given in Missouri by Harold Benjamin (1950), describing purpose of Commission and is a first statement of reconnaisance on war on education. No. 3 6 , November 1950, No. 37, January 1951, No. 38, Febru ary 1951, No. 39, October 1951, contain reports and informative quotes related to current issues in the attack on the public schools. Forster, Arnold. A Mea sure of Freedom. Doubleday, New York, 1950. This 250-page book by the lawyer who is director of the Anti-Defamation League's Civil Rights Division, contains documented profiles of propaganda leaders in this country who make their living by organizing prejudice. For those who do not know the reputations, motivations, and methods of the characters behind organized at tack, this reference is a must. Hullfish, H. Gordon, "The Profession and the Public Face a Common Problem." tional Research Bulletin, volume 30, No. 5, May 16, 1951. Educa "The simple fact is that education must become more public than it has been here tofore." The educator and the public must see that education becomes better understood in order "to help young people grow into effective and intelligent citizenship." Constructive lessons from the Pasadena case. Kaplan, Louis. "The Attack on Modern Education." Phi Delta Kappan, January 1951. Professor Kaplan makes a documented analysis of these questions: Did schools of an older generation do a good teaching job? Are modem schools any better? How can a desirable relationship be created between a community and its schools? �- Lippitt, Ronald# “Attacks on the school: Progressive Education, May 1951. 2 - How to Develop Preventive Strength#" This two^page article refers to the various "attacks" on public schools as a starting point for discussion of the obligation of the school and its leaders to inform the community concerning educational matters. Mead, Margaret. The School in American Culture# Massachusetts, 195l^ Harvard University Press, Cambridge, A refreshing presentation from an anthropological point of view of the problems our schools and our teachers face in the culture of today. Age brings not wisdom but confusion to a teacher today, unless that teacher can keep up with the demands of a changing society. Melbo, Irving R. mi5hat Can School Board Members do to Answer Criticisms of Public Education?" American School Board Journal, vol. 122, No. 5, May 1951. A carefully organized article showing how citizen criticism of public education should be received, evaluated, and used to improve children's education. Although "freedom- to criticize appears to be inherently a privilege of American citizen ship," there must also be "willingness to accept responsibility for making a criticism." Morse, Arthur D. "Who's Trying to Ruin Our Schools?" September 1951. McCall1s Magazine, A report of the attempts made in several cities to discredit educational leader ship, program, and methods, and the part played by special interest groups and certain specified persons in using or making a confused community situation. National Commission For the Defense of Democracy Through Education, The Pasadena Story, NEA, Washington, D.C., June 1951. Of all the books and articles written on the attack on the Pasadena schools and on Superintendent Goslin in particular, this short report of the case seems to give the best objective account of the entire story. Smith, Mortimer. And Madly Teach. Henry Regnery Co., Chicago, Illinois, 19l*9. Serious criticism, entertainingly written, of the foibles and pitfalls of American public school education, written by an educated and intelligent layman who served on a Board of Education. Contains more truth than fiction. Tuttle, Edward M. "Community Complaint a Golden Opportunity to Effective Public Relations." American School Board Journal, vol. 121, No. 2, August 1950. The School Board should consult the community as well as principle that "all the p eople should have all the facts community interest in schools is only now emerging after during which people generally have paid (them) little or natural that many questions arise. the educators, on the all the time." Because "a considerable period no attention," it is �- 3 - Younger, George. "Protestant Piety and the Right Wing." Social . c i n May IS. Ato, 1951. A 35-page leaflet, reporting current attempts to enlist the churches to support a particular economic or political philosophy. Describes attempts to form mutual alliances through emphasis on certain common interests. A specific and thoroughly documented stucty. Current journals carrying articles on this subject are; The Education Digest, 50 cents a copy, S&.00 a year; 330 South State Street, Ann Arbor, Michigan. National Citizens Commission for the Public Schools, 2 West ligth Street, New York 19, New York, various publications. NEA Journal, 1201 Sixteenth Street, N.l«., Washington, D. C. Nation's Schools, the Nation's Schools Publishing Company, 919 North Michigan Avenue, Chicago, Illinois. New York Times, Sunday Education Section. School and Society, available by subscription,in educational libraries, or from The Society for the Advancement of Education, Inc., 10 McGovern Avenue, Lancaster, Pennsylvania. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Bibliography to Supplement the Reading Contained in the Kit "The Attack on the Public Schools," American Association of University Women, January, 1952 Description An account of the resource Bibliography of resources for defending public schools and understanding the opposition. 3 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource American Association of University Women 1952-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1950s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_1_17 https://projectdaps.org/files/original/855ff01e29aa6d657b81ff0a2a817627.pdf 78b74a1df7299bbc595c79b0ce3adbcb PDF Text Text "A PASSION FOR LIFE" a new French film has Just opened in New Fork and I must share my enthusiasm for it with you. It couldn’t be a better refutation of the attacks. The National Citizens Commission for the Public Schools will give it publicity all over the country. Requests to local movie houses from MIT" branches that the film be shown locally would be helpful. It is shown through the Brandon Films, 200 ’,est ’ 57th Street, New York, New York. Constance V.arren � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "A Passion For Life" Description An account of the resource Note from Constance Warren promoting the movie "A Passion for Life" Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Constance Warren No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant unknown Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_1_16 https://projectdaps.org/files/original/378bfedff306469b2452fbd8c9773696.pdf 30ce4e25565dd9d76085f3503c190742 PDF Text Text �I t a ll s ta r te d . . . when Junior sighed and looked up from his homework : “It says here one of the chief reasons America is great and powerful i because of our economic s system. What is our economic system, Dad ?” Uncle Sam smiled. “All right,” he said. “Couldn’ have come to a better t place. I suppose the story starts with the kind of people we are— represent ing the knowledge and culture of many lands, but mostly venturesome, hard-working and sharing a common belief in God and the dignity of the individual. But let’ talk only about the American economic system. s Dad put down his paper and appeared to be in deep thought. “I’ like to know, too,” Mother put i . d n “I think that today, especially, every American ought to know as much as possible about our economic system.” “H o w do we make a liv in g ? . .. “I think i has something to do t with how we live,” Sis said. “That’ what economics i , you know. The study of how men make a living. s s Let’ go back to the early days. s “Well I could give you a l sorts of l answers,” Dad said, “but maybe we ought to get the story straight from the one who knows i best.” t ■t f\ “Well, like a l people in a new country, we Americans had to start from l scratch to find food, clothing and shelter. “Each pioneer family supplied nearly a l i s own needs. It was a hard l f . l t ie “W e had to work from dawn to dark to build homes, raise food and weave cloth. “W h o ’ that?” asked Junior. s “You’l recognize him a l l l right,” Dad said. “Let’ s go!” “Gradually we found i was better for each man to do just one thing and t do i weU. One could build houses, another could raise food, a third could t weave cloth. So they did . . . y m Then the whole group w ould benefit because each man could produce better and fa s te r” �“Weren’ most of the early settlers poor people?” t Sis asked. “Yes, by our standards today,” said Uncle Sam. “But for that matter, the greater part of the human race has been poor for ages. In most countries, famine and want are always just around the corner. “First, we sought new kin ds o f p o w er “E ven in A m erica com forts a n d conveniences used to be scarce. “Only a very few rich people could enjoy the things that today we take for granted. They cost more than the average man could afford. “W h y ? Because everything was made by hand— slowly. There was l t l progress. ite “This had been true for thousands of years. Just think— George Washington couldn’ travel a bit faster or more comfortably t than Julius Caesar did. There had been hardly any improvement in transportation for over 1700 years! “Then came the American Revolution, in which we won our freedoms of speech, the press, assembly and religion. “Everywhere men were demanding the right to think and act as they pleased. “They wanted a new economic freedom, too. And especially here in America, the land of opportunity, millions have found i . t “You can’ stop a really free people when they put their minds t to a problem. “This time the problem was: “H o w could we get more of the things we needed— make them faster and at lower cost? ‘ e even used the wind to run our machines. W “Then we began to use water power to turn millstones and run looms. But in some places no water power was to be had. “W e needed something better. Our inventors and business men kept test ing ahd trying. There would be big rewards in our free market for reliable power that could be used anywhere. “At last we had i — thanks to an ingenious Scotsman — James Watt. t He invented an engine driven by steam made from coal, and Americans were quick to develop i . t “Later s i l we developed engines run by gasoline and electricity. tl ‘ o w welre looking for ways to use atomic power. N “Today we use nearly 24 times more power than we did a cen tury ago. “Even in 1900, more than half the work of America was s i l tl done by sweating, straining animals and men. “By 1950 the horse had nearly vanished from our streets and farms. Animals supplied only 3 per cent of our work energy, men another 8 per cent. Power-driven machines had taken over m o r e than 90 per cent of the burden! “ Year after year, m o r e a n d m o r e p o w e r has been used to run our “We did it in three ways . . . 4 machines. Th e cheaper an d m o r e efficient that p o w e r becomes, the i m o r e w e can use it an d the greater is our production each hour!” 5 �“S econ d , we inven ted a n d used new machines “T hird, we became more sk illfu l a t our jo b s “Americans are known as inventive people. W h y ? Because we had the incentive to profit by making improvements— and by backing them with our savings. “The same new freedoms that made Americans ingenious and inventive made us better and better workers— no matter what our jobs. “W h e n our people realized that they were free to shape their own destinies, many began to devise machines which multiplied each m a n ’ work power. s “In 1799 Eli Whitney, inventor of the cotton gin that did 50 men’ work, s made history in filling an order for muskets awarded by the U. S. Army. Instead of building each gun separately, he turned out standard parts which could be used interchangeably on a n y gun. “Hearing of this, the clocksmith Eli Terry started to make clocks on the same principle. With a l the laborious l fitting eliminated, he found that he could s l clocks for $10 apiece instead el of the regular $25. In three years, he and his partner, Seth Thomas sold 5,000. “The planners and managers of industry found new and improved ways of designing factories and work flow— so that goods were turned out more quickly and cheaply. “They found new and better ways to get those goods from factories to the stores and into the homes. Advertising and selling opened up bigger markets by telling the story to millions. “And the individual worker became steadily more skillful at his job. He realized that the more he could produce during the hours he worked, the more he would increase his own value. W hen many workers did that, i t added up to national prosperity! “Labor unions and collective bargaining strengthened the worker’ sense s of security and improved work ing conditions. “Eli Terry saw that i he cut his costs f by mass production, and distributed a bigger volume at a lower price, he would enable more people to buy and make more money himself. And i t worked out exactly that way! “Eventually America devel oped the greatest group of skilled workers and technicians the world has ever seen. “Pins had long been made by hand, selling as high as 20 cents each. Then a Connecticut m a n perfected a machine to make two million pins a week! Naturally, the price was sharply reduced. “D o w n through the years, Americans invented thousands of work-saving machines. “Of course, i took money to make and install these new, labor-saving t machines in factories— more money than any one man could afford. A machine for one worker often costs thousands of dollars. So the owner took in many partners— thrifty men and women who received stock in exchange for their money. All these partners joined to form a c o m p a n y which they owned together. In order to make a profit in competition with other companies, they had to turn out better and less expensive products. “W ith new k in d s of pow er, w o rk-sa vin g m achines and w ays o f financing th em , th e A m e rica n econom ic system w as on the m arch. B u t w e added still another ingredient . . “N e w pow er — new m achines plus constantly increased s kill of both managers and w o rkers began to tu rn scarcity into A B U N D A N C E !” �“H o w have p o w er machines a n d greater skills affected prices? ’ M OTHER ASKED. “Let’ take one example,” Uncle Sam said. s “Back in 1839, William Underwood made tin ‘ canisters’or cans by hand soldering at the rate of about six per hour. These were so expensive that they were saved and re-used many times. “Today, one automatic machine can produce up to 21,000 cans per hour. They cost so l t l they are used by the millions. ite “That’ the way i went. With more use of machine power, better m a s t chines and the skill needed to work them, each machine worker could raise his productivity per hour. “T h e m ore units the m anagem ent-labor team could m ake per hour, th e lo w er th e cost, and the m ore people could afford to buy themV* “ W h at have these things done to wages a n d hou rs?’* DAD WANTED TO K N O W . — “The hand-worker usually had to t i 12 to 16 hours a day to make a living,” ol Uncle S am replied. “But with machines, he could make products worth much more in a lot less time. “So now he only has to work eight hours a day to make a much better living than the hand-worker ever knew! “B e tte r m achines and m anagem ent-labor cooperation have m ade it possible to raise wages and shorten hours o ver th e years.” “ W hat happens when m achines g et old-fashioned or w ea r o u t? ” JU N IO R ASKED. “They have to be replaced with new machines,” Uncle S a m said, “or output will go down and so will wages. In America, where we have s i fcompetition, tf companies must set aside cash for these replacements or else go out.of business. So you see how important profits are. If a company doesn’ make t a steady profit i ’ a poor risk for both investors and workers.” ts 8 ‘Do m achines ta k e away jo b s? ” Sis inquired. ‘N o in d e e d !” U ncle Sam declared. “In the long run . . . M achines make jo b s ! ” “When the Industrial Revolution began, i went ahead so fast that some t hand-workers did lose out to the machines. This usually happens when machines come i . But i ’ only temporary. n ts “Soon thousands of new jobs open up! Because that’ what always hap s pens in the long run. “For instance, a million jobs in the horse and buggy business have been replaced by an estimated 6,380,000 new jobs in making, selling and servic ing automobiles. “Today there are more people just making machines than were engaged in all manufacturing a hundred years ago. “In the past 80 years, of a l the new industries which have sprung up, l just 14 of them* give employment, direct or indirect, to an estimated 13 million workers. “In older industries, the number of workers has increased, too. In the period from 1870 to 1950, jobs multiplied by “— 9 tim es in the glass in d u stry . . . “— alm ost 7 tim es in the food in d u stry . . . “— o v er 3 tim es in th e tex tile in d u stry . . . and “— o v er 5'/2 tim es in the lu m b er and fu rn itu re in d u stries . . . w h ile “— In th e sam e period, population increased only th ree tim es. “Today, most people know that the machine hasn’ been an enemy, i has proved to be a t t friend— and that anything which has helped us to turn out goods more efficiently has added to our strength and prosperity. * Automobiles, Electric Machinery, Rayon Products, Gasoline and Oil, Rribber tires and products, Refrigeration, Radio and Phonographs, Aircraft, Tin Cans and Tinware, Aluminum Products, Ice Cream, Cash Registers and Computing Machines, Lighting Equipment, Typewriters. �‘S o you s e e ” U ncle Sam w en t on . . . “ The m ain spring o f the A m erican s ta n d a rd o f liv in g is H igh a n d Increasing P ro d u c tiv ity ! * “It is because we Americans produce so much better for every hour we work that we can earn more in less time and buy more. “This i one of the s big differences between American capitalism and the capitalism of the Old World. It i the s secret of our better standard of living.” T he c h a rt a t rig h t shows how m uch an av erag e A m erican w orker and a n av erage R ussian w orker could have bought in 1950 if each had sp en t eight h ours' pay for o n e basic food item. W h a t’s m ore,” said U ncle Sam , “In A m erica “ We enjoy both p o litica l a n d economic freedom s. What eight hours pay could buy (1950) in the U.S. and Russia “As people who have both political and economic freedoms, we Americans engage in vigorous, open competition. From childhood on we like to com pete and this inspires each of us to do his best. In the long run competition benefits everybody. L it u. s. UUuuUUULiLlL R U S S IA D ,3 LB . S ...O R u. s. R U S S IA “Where trusts, cartels, trade barriers or other restrictions hamper com petition— as they do in most of Europe and other parts of the world— productivity i low and the standard of living suffers. s 120 lbs. ,20LB S. “Competition stimulates American companies to carry on constant research, too. Our laboratories are always looking for new processes and better products. M IL K d f l f lO f W 60QTS. 0 9 Q TS. ...OR E G GS U. S. oooooooooooo R U S S IA O O O O O O O O O 21 ooz. <n 1 DOZ. From U .S . Bureau o f Labor Statistics A N N U A L IN C O M E PER PERSON (1949) IN SOM E LEADIN G C O U N TRIES ♦Rem em ber, "p ro d u ctiv ity " is n ot th e same as "p ro d u ctio n .” Productiv ity is th e r a te or e ffic ie n c y o f production. . . and the end i not yet,” Uncle Sam said. “W e have learned that s the long run in “When output per hour goes up, prices drop, so more people can buy and all of us gain. “But when output per hour goes down, prices rise, so fewer people can buy and all of us lose. “Of course, there are unusual periods when these principles don’ seem to t work— times when business i far above or far below normal. But over the s long pull you’l find that these rules of productivity do apply. l “On the average, productivity has increased in the United States about 2 per cent a year since 1850 and our standard of living has gone up at about the same rate. W e topped this in the 30 years between 1920 and 1950. “Can we keep right on doing it?” Dad asked. “W e certainly can in normal times,” Uncle Sam replied. “If everybody who plays a part in making things will team up to do i , we can raise productivity so far and so fast t that we can share the benefits and have real security for all our people.” U . S. A. $1453 _ Canada New Zealand Switzerland 780 Sweden Great Britain 77.4 Denmark Australia Belgium Netherlands France Eire Israel Finland Germany Russia Poland 300 Hungary South Africa Italy Austria 216 « Yugoslavia 146 . Greece 128 Mexico 121 _ Egypt 100 Japan 100 India 57 ^ China 27, (From United N,otions Statist “Today the American way of l f provides the ie highest level of living ever en joyed by any people in a l history. l “This i no mere boast. It i a state s s ment of thrilling fact— that men can raise their level of living by better productivity if they are free to do it! “In America there are millions of self-starters, always moving ahead, looking for new and better ways to do things. Instead of holding people back, our system encourages them to keep trying.” N O T E : W hile complete figures on levels o f living for all countries a re n ot available, annual p er capita income a s show n a t le ft is considered to be a f a ir indication. 1 1 �“We t k abundancef rg a t d ae o rne’ — U N C L E SAM SAID. “W e know that even in the depths of a depression, the people of the United States live better than millions in other countries during n o rm a l times. “Electricity, running water, central heating, one house or apartment per family, are quite general in America. To the Russian or Chinese worker, whose whole family i often crowded into one room, with no private kitchen s or bath and no central heating, our homes would represent dreams of luxury. “With only one-fifteenth of the world’ population, and about the same s proportion of the world’ land area and natural resources, the United States s — produces a b o u t h a lf the w o rld ’s m a n u fa c tu re d goods — has m o re th a n h a lf the w o rld ’s telephone, teleg ra p h a n d radio n e tw o r k s— m ore th a n a th ir d o f the railroads— m ore th a n threeq u a rte rs o f th e w o rld ’s autom obiles— a lm o st h a lf o f th e w o rld ’s radios— and consum es m ore th a n h a lf o f th e w o rld ’s coffee and ru bbe r, a lm o st h a lf o f the steel, a q u a rte r o f th e coal a n d n ea rly tw o -th ird s o f th e crude oil. “The best measure of what the average American gets out of this abundance is in what one hour’ labor will buy. First, let’ see how much labor an s s average factory worker had to give to earn some typical products in 1914, compared with how much i took to earn similar products in 1951. t 1914 1951 20 hours T O N O F SO FT C O A L E L E C T R IC L IG H T B U L B POUND OF BUTTER 7 hours 48 m inutes W O M E N ’S S H O E S 24 m inutes 24 hours 10 hours 29 m inutes 23 m inutes 102 m inutes 7 m inutes 1 hour 37 m inutes 31 m inutes Figures From U. S. Bureau o f Labor Sta tistics “Such im p ro ve m e n t is practically a law o f life here in A m erica . W e assum e that in the long run things w ill get b etter and cost less, in te rm s of w hat an h o u r’s w o rk w ill buy.” “N o w let’s sum m a rize,” SAID U N C L E SAM, “A n d I th in k you’ll agree “T i i P o r s ! hs s rges “The American System has “1 Increased the real wages of American . workers (wages in relation to prices) to three and a half times what they were in 1850. “2. Reduced hours of work from an average of about 70 hours a week in 1850 to around 40 hours in 1950. “3 Increased the number of jobs faster proportionately than the growth of . population. In 1850 out of each thousand persons fewer than 320 were gain fully employed. Today, this has risen to about 430 out of each thousand. “4 Raised_national income (the total of what a l Americans take in) from . l about 8 billion dollars in 1850 to about 239 billion in 1950 (figured in dollars of 1950’ purchasing power). s “H O W ? Well, the average worker can now produce about five times as much per hour as in 1850 with less effort. Net output of goods and services increased 30 times from 1850 to 1950, though working hours were much shorter and the population only six times greater. “I f w e w ere still producing at the 1850 rate per hour, w e w ould need over 300 m illion w orkers, each putting in 43 hours a w eek, to produce as m uch as w e d id in 1950.” �T h e B e tte r W e Produce, T h e S tronger W e G row .' ‘E v e n so, w e should n ever get sm ug , ” U ncle Sam continued. “Our s s e i ntp r e t . y t m s ’ efc.. “Maybe that’ because i ’ geared to human nature, which isn’ perfect s ts t either. “But i is because our American System is realistic— because i satisfies t t so many deep-down h u m a n needs— that i is so successful. t “True, we s i l have ups and downs of prices and jobs. Poverty and slum tl areas are s i l with us. Some other countries have done better with these tl problems than we have. “But we can solve those, as we have solved so many other big problems, because l t l by l t l we are learning more about how to deal with our ite ite economic d f i u t e . ifclis “For example, during the past half-century Congress has enacted anti trust laws, credit controls, federal insurance of bank deposits, a farm pro gram and mortgage guarantees. A vast system of retirement plans set up by private industry supplements the social security law. “W e are constantly trying to find better solutions. And we will! W e ’ not afraid of new methods. re “Progress is our middle name!” Dad looked up at Uncle Sam. “Well, you sure answered a l l our questions. And I know we’ re going to be better Americans now that we know what w e ’ got and how wonderful i i . ve t s” “The main thing i — to make i s t w o r k still better,” Mother said. “That’ right!” Uncle Sam agreed. s “And we will if we a l understand that l the system which assures individual freedom will always use its human and natural resources better than any system that doesn’. Extra reward t for extra- effort encourages each person to do better work, which helps everybody. W e ’ come a long way ve under that system.” 14 C a l n e o t ef t r hleg f h uue “Our system has given us many won derful things,” Uncle Sam said, “but we s i l have a long way to go before tl every man, woman and child of us can count on a job, a decent living and a sense of real security. “Meanwhile, our free way of l fe i i s being challenged by communist aggression. This means we have to be ready to defend our selves— to use our economic system to produce strength! “To make ourselves strong, and stay that way, we have a double job to do: “First, to build our defenses to a point where no aggressor will dare attack us. “In addition, we must produce essential civilian goods at the lowest possible cost in order to prevent inflation (high prices, low-value dollars). “This double job calls for better productivity a l along the l l ine. W e can do i i we a l work together to produce better— for instance, by finding t f l short cuts. “This dual effort may have to go on for years. “Even so, our goals for America remain the same. If we a l work together l to increase our productivity, then we can spread it benefits. This can mean s increased wages, lower prices, shorter hours, more jobs and better collective bargaining. It can also mean a sure, encouraging return to investors and owners. Only in this way can we hope to level off the ups and downs of prices and jobs, lessen the chances of recurring depressions, reduce indus trial disputes and enjoy the good things for a l which our economic system l can give us!” 15 �The Public Policy Committee of the Advertising Council approved this economic education program. Below are the present members of the Committee, who represent virtually every segment of American life — management, labor, religion, education, agriculture, social service, medicine, banking, journalism and law. A p b i s r i ep o e t u l c evc rjc T his booklet is p a r t of a public in fo rm a tio n p ro g ra m con ducted by T h e A d v e rtisin g Council, Inc., in th e in te re s t o f a b ette r-in fo rm e d a n d hence a s tro n g e r A m erica. CHESTER C. DAVIS Chairman Associate D irector, The Ford F oundation DR. RALPH J. BUNCHE EVANS CLARK, Vice Chairman Secretariat, U nited N ations E xecutive Director, T w en tieth C entury F und T he A d v e rtisin g Council is a non-profit, non-political, non p a rtis a n o rg an izatio n fo rm ed to u tilize a d v e rtis in g in th e public service. E stab lish e d sh o rtly a f t e r P e a rl H a rb o r, the Council helped p la n a nd p re p a re , w ith o u t ch arg e, a d v e rtisin g f o r such W orld W a r I I p ro g ra m s as W a r Bonds, Food Con serv atio n , S crap S alvage, P a p e r S alvage a nd over 100 others. In these c ritic a l tim es th e Council is devoting its energies to m an y in fo rm a tio n p ro g ra m s in the n a tio n a l w e lfa re and in th e in te re s t o f a fre e w orld. MISS OLIVE CLAPPER g jtb lie ia t DR. JAMES B. CONANT President, H arvard U niversity CLARENCE FRANCIS HENRY C. FLEISHER Chairman o f the Board, General Foods Corporation P ublicity Director, Congress o f Indus trial O rganizations A d v e rtisin g on Council progi’am s is p rep a re d th ro u g h th e g e n e ro sity o f lead in g A m erican a d v e rtis in g agencies. The a d v e rtisin g tim e a n d space is d onated a s a public service by A m erican business in m agazines, radio, television, new s p a p e rs, outdoor p o ste rs a n d c a r cards. T h e Council conducts only th o se p ro g ra m s w hich, i t is agreed, serv e th e b est in te re sts o f all A m ericans. DR. ALAN GREGG MISS HELEN HALL Director, nry S treet Settlem ent PAUL G. HOFFMAN President. The Ford M £, 01 EUGENE MEYER DR. W ILLIAM I. MYERS & EL BORIS SHISHKIN DR. GEORGE N. SHUSTER DR. REINHOLD NIEBUHR ROGER W. STRAUS A. E. LYON E xecutive Secretary, R ailw ay Ixibor E xecutives Association T his booklet w as p re p a re d fo r the Council as a public service. I t w as w ritte n by A lton K etchum , designed b y L ym an Beecher Cooper a n d M ilton K. Zudeck a nd illu stra te d b y H e rb e rt Noxon, all o f M cC ann-E rickson, Inc., who gave th e ir services g ra tis. S ta tistic s w ere larg e ly derived fro m th e D e p a rtm e n t of Com merce, th e D e p a rtm e n t of L abor, th e T w entieth C e n tu ry F u n d a n d th e U n ited N ations. ELMOROPER 'd . REESE H.TAYLOR SIXTH (For p r ic e s o f th is b o o k le t in EDITION q u a n tity lo ts , w r ite : C o u n c il, I n c ., 2 5 W e s t 4 5 th S t r e e t , N e w T h e A d v e r tis in g Y o r k 19, N e w Y o r k .) �“The B etter We Produce The Stronger We Grow.” � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Miracle of America Description An account of the resource Booklet produced by the Advertising Council on the benefits of the free market economic system. 10 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Advertising Council No date Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant unknown Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_1_15 https://projectdaps.org/files/original/058c5cdc30703bc52e83c6464426a1e7.pdf c70618b33877f7c7bd39ef185fc4758a PDF Text Text �BOARD OF M ANAGERS O fficers President— Mr. George B. Zehmer, Box 1487, University Station. Charlottesville. First Vice-President— Mrs. Hunter Barrow, Dinwiddie. Secretary— Mrs. Louis Spilman, Waynesboro. Treasurer— Mrs. R. B. Jennings, 1015 South Jefferson Street, Roanoke. Historian— Mrs. Berry D. Willis, 423 Westover Avenue, Norfolk. R eg io n a l V ice-P resid en ts Piedmont— Mrs. Lucy G. Bussey, 2538 Wilson Boulevard, Arlington. Southside— Mrs. William Page Williams, Brookneal. Southwest— Mrs. Walter E. Crockett, 339 Moore Street, Bristol. Tidewater— Mrs. Edwin E. Brockley, Hampton Roads Avenue, Hampton. Valley— Mrs. B. Wilson Eskridge, 415 T hom rose Avenue, Staunton. State C o m m ittee C hairm en Adult Education— Mr. R. O. Bagby, School Board Office, Roanoke. Art— Mrs. C. E. Barfield, 2501 Parrish Avenue, Newport News. Audio-Visual Education— Mrs. J. Rodney Clark, 1031 Langhorne Road, Lynchburg. Budget— Mr. Fred O. Wygal, State Board of Education. Richmond. Character and Spiritual Education— Mrs. V. F. Wilkerson, 720 Lee Street, Danville. Congress and State Publications— Miss Ethel Nash, Fredericksburg. Cooperation with Colleges— Mr. H. I. Willett, School Board Offices, Richmond. Exceptional Child— Miss Jane Stoddard, State Department of Education, Richmond. Founders Day— Mrs. A. T . Wise, Belle Haven. Health— Dr. Mildred Scott. 3303 Mary Ave., Baltimore, Md. High School Service— Mr. C. K. Holsinger, Henrico School Board. Richmond. Home and Family Life— Mrs. C. M. Evans. Forksville. W orld Citzenship— Dr. J. L. Blair Buck. State Office Building, Richmond. Juvenile Protection— Mrs. C. K. Hall, North Tazewell. Legislation— Mr. Rhoderic L. Lacy, Halifax. Mental Hygiene— Dr. Faith Gordon, Hollins College, Hollins. Music— Mrs. John J. Pohl, 121 35th Street, Newport News. N utrition and School Lunch— Mrs. E. G. M id dleton, 2942 Amherst Street, Norfolk. Parent Education— Dr. Marie Alexander, Ham p ton. Preschool Service— Mrs. Nathan J. Levy. 5209 Huntington Avenue, Newport News. Procedure and By-Laws— Mrs. James A. Rich ardson, 2411 Barton Avenue. Richmond. Radio— Mrs. Irving L. Matthews. 17 North Stafford Avenue. Richmond. Reading and l.ibraru Service— Mrs. H. O. Brown. 405 22nd Street, Virginia Beach. Recreation— Mrs. James M. Strickland. 3000 Lee Highway. Box 101. Arlington. 2 Rural Service— Mrs. Leslie Fox Keyset, Front Royal. Safety— Mrs. James Osborne, Bristol. School Education— Mr. D. C. Beery, Norfolk City School Board. Norfolk. Social Hygiene— Dr. Raymond Kimbrough. Medical College of Virginia, Richmond. Summer Round-U p— Mrs. A. Z. Gardiner, Mc Lean. SCA — Mr. Russell B. Gill, Petersburg. D istrict C hairm en Chesapeake— Mrs. Catharine W. Pape, 7108 Park Drive, Newport News. Clinch Valley— Mr. T . K. Sutherland, Dante. Danville— Mrs. O. H. Gregory, Martinsville. Eastern Shore— Rev. J. C. Weaver, Oak Hall. Farmville— Mr. Ralph A. Racer, Arvonia. Fredericksburg— Mrs. Walter N. Chinn, Jr., 303 George Street, Fredericksburg. Holston— Mrs. Joseph B. Van Pelt, Bristol. Lynchburg— Mrs. Fred Helsabeck, 106 Yeardley Ave., Lynchburg. Natural Bridge— Mr. C. Harold Lauck, Lex ington. Natural Tunnel— Mrs. B. K. Barker. Gate City. New River— Rev. S. M. Query, Hillsville. Northern Virginia— Mrs. G. A. Justusson, RFD 1, Annandale. Piedmont— Mr. J. deKoven Bowen, Route 2. Charlottesville. Rappahannock Valley— Mr. J. G. Pollard. Jr., Somers. Richmond— Mrs. Earl Moreland. Ashland. Roanoke— Mrs. R. T . Pickett, Jr., 2615 Long view Ave., Roanoke. Shenandoah— Mr. James S. Duff, Front Royal. Southside— Mrs. J. H. Lavenstein, 1584 Westover, Petersburg. Staunton River— Mrs. Clarence B. Robertson. RFD 1, Chase City. Tidewater— Mrs. J. R. Newborn. Route 3. Box 245, Norfolk. Executive Committee— Mr. George B. Zehmer. Mrs. Hunter Barrow. Mrs. Louis Spilman. Mrs. R. B. Jennings. Mrs. Berry D. Willis. Mrs. Lucy G. Bussev. Mrs. William Page Williams. Mrs. Walter E. Crockett. Mrs. Edwin E. Brockley. Mrs. B. Wilson Eskridge. Mr. Russell B. Gill. . Mr. Fred O. Wvgal. Mrs. Catharine W. Pape Budget Committee— Mr. Fred Wygal. Mrs. R. B. Jennings. Mr. George B. Zehmer. Mr. Russell B. Gill. S tate O ffice S taff Dr. Abner Robertson. Executive Director. Miss M. Frieda Koontz. SC A Executive Sec retary. Mrs. Mary B. Felger. Office Secretary. Mrs. Bessie V. Richter. Bookkeeper. Mrs. Katherine B. Thomas. Clerk. TH E VIRGINIA BU LLETIN S c h o o l B u ild in g N e ed s in V irgin ia O n M a rc h 10 the State President sent a p p ro x im a te ly 7 0 0 questionnaires to local u n its in V ir g in ia requesting in fo rm a tio n re gardin g th e ir school b u ild in g needs and the ac tio n taken b y the local u n it to discover and meet these needs. A s the V ir g in ia B u lle tin goes to press o n ly 108 que stionnaires repre sentin g 57 School D iv is io n s have been retu rne d. E ig h ty local u n its re p o rt th a t th e y have had m eetings to discuss the school needs. N ineteen local u n its o u t o f the 108 re p o rt th e ir school b u ild in g needs as "desperate.” T h i r t y seven re p o rt them as " b a d ,” t h ir t y three as " f a i r ” and nine as " g o o d .” O n ly fo rty -o n e reported action taken in an a tte m p t to meet th e ir needs. T h e ac tio n s taken varied g re a tly . T he fo l lo w in g excerpts fro m the replys w i l l give an in d ic a tio n o f the v a rio u s shapes the school p ro b le m takes and the v a rie ty o f approaches to its s o lu tio n : T h e P T A w it h the C h a m b e r o f Com m erce m ade every e ffo rt to get the consolidated school started o r a d e fi nite date set w h en we m ig h t expect to have i t in use. A f te r m a n y discussions it was decided th a t n o w was n o tim e to b u ild so the P T A w e n t to * w o rk on w h a t was already in use. « * • * Some discussion o f c u r school needs has been b ro u g h t u p at alm ost every regular m eeting o f the P T A . The R o ta ry C lu b , L io n ’s C lu b and the P T A have com m ittees designed to consider the m a tte r w it h a v ie w to g e ttin g su p p o r t fo r a b o n d issue, the proceeds o f w h ic h w o u ld be used solely fo r school im provem ents. N o th in g defin ite in the w a y o f action has been taken b u t I can assure yo u th a t in terest is alive and we hope to get some results. T h e C o u n ty School B o a rd and D i v i sion S u perin te n d e n t o f Schools together w ith the h ig h school p rin c ip a ls and la y leaders have made a survey o f the school b u ild in g needs o f th is d iv is io n and have s u b m itte d a re p o rt to the State B o a rd o f E d u c a tio n . O u r schools are v e ry m uch overcrow de d a t the APRIL. 1949 present tim e and o u r b u ild in g needs are urg e n t. T h e y o u th o f th is c o u n ty are s u ffe rin g fro m la ck o f adequate school h o u s in g and p ro p e r in d iv id u a l a tte n tio n fro m teachers due to the o v e r crow de d class room s. I t w o u ld seem th a t relief, i f w e are to have a n y , m ust come th ro u g h state aid, o r p o ssib ly federal aid fo r b u ild in g purposes. T h e school b u ild in g s itu a tio n has been d is cussed at some o f o u r P T A m eetings th is school year b u t no defin ite action has been taken b y the o rg a n iz a tio n . A le tte r was sent the G o v e rn o r u r g in g the special session o f the G eneral A sse m bly to m ake availab le means fo r school im p ro v e m e n t. R e s o lu tio n s were sent th ro u g h the D iv is io n S u p e rin te n d en t to the State B o a rd o f E d u ca tio n expressing needs and a p p ro va l o f the sales ta x i f it is necessary. A citize ns com m ittee was fo rm e d to present plans to the School B o a rd and the B o a rd o f Supervisors. V a rio u s c ivic o rg a n iz a tio n s were discussing the school s itu a tio n . T h e P T A sponsored a m eeting o f interested citize ns at the C o u rt House. I t was decided to fo rm a com m ittee c o nsisting o f the three P T A Presidents in the c o u n ty w it h a local m an as C h a irm a n and fo u r colored patrons. T h e purpose was to f o r m u late plans fo r the c o u n ty schools and to present them to the School B o ard . A t present te n ta tiv e a p p ro v a l o f a b o n d issue has been given b y the B o a rd o f Supervisors. a > ;- 1 - T h e f o llo w in g m o tio n was approved b y the E xe cutive C o m m itte e and b y the members a tte n d in g the reg u la r m eet in g o f o u r P T A o n J a n u a ry 1 1, 1 9 4 9 : T h e m o tio n was made and carried th a t we send a le tte r requesting the G o v e rn o r to call a special session o f the state le gislatu re f o r the purpose o f in q u ir in g in to the need o f a d d itio n a l schools in the state and the p o s s ib ility o f state a c tio n to meet th is need. « * • O u r school is n o t as b a d ly crow de d as some because p o p u la tio n g r o w th ii) 3 �the area has been recent and the new fa m ilie s m o s tly have n o c h ild re n o f school age. T h e y do have preschool ch ild re n w h o w i l l be o f school age before we can get c o n s tru c tio n un d e r w a y. * * * * T h u s fa r we are in the stage o f ac q u a in tin g p a tro n s w it h present c o n d i tio n s and s tu d y in g a survey o f the fiscal p la n t o f the c o u n ty schools m ade b y three q u a lifie d persons. T h is survey makes recom m endations to im p ro v e c o n d itio n s in v o lv in g a ten year b u ild in g p ro g ra m . A t the m eeting w ith the C h am b er o f C om m erce a condensation o f th is survey was read and discussed b u t n o defin ite resolu tions were made. * * * * T h e c o n d itio n o f o u r school was the subject o f in v e s tig a tio n and the chief concern o f the P T A d u rin g the 19 4 7 48 session. A com m ittee was a pp ointed to survey the school and several recom m en d a tio n s were made. T h e o n ly im p o r ta n t im p ro ve m e n ts f o llo w in g the w o rk o f the com m ittee were the in s ta l la tio n o f n e w lig h ts in a m a jo r ity o f the room s, and the p a in tin g o f the outside o f the b u ild in g . Inside p a in t in g and repairs have been prom ised as fu n d s become available. * * * * A . B o n d issue considered: believed im possible to get. B. Sales ta x fo r schools th o u g h t to be excellent s o lu tio n . C . Federal aid th o u g h t advisable o n ly w ith no federal supervision in terference o r in tro v e n tio n . D . L oca l school needs a b u ild in g w h ic h it is estim ated w i ll cost one m illio n dolla rs. O n ly a m in o r it y o f the p u b lic favors any ta x fo r school im p ro v e m e n t. M a jo r it y o f the p u b lic is n o t in fa v o r o f b u ild in g n o w . . . they s im p ly aren’t school conscious. I t is a d iscouragin g state o f a f fairs. * * * * A state sales ta x was approved b y the P T A C o u n c il b u t m ost people d e fin ite ly were opposed to it. A tw o m illio n d o lla r b o n d issue was discussed b u t the same a ttitu d e prevailed as i t was feared taxes w o u ld be to o h ig h . * * * * I t w as proposed th a t we w r ite 4 in - d iv id u a lly to o u r representatives and state o u r needs. W e considered o u r school s itu a tio n bad u n t il i t was b ro u g h t o u t in a panel discussion th a t ours is one o f the best equipped and least c row de d schools in the c o u n ty . * * * W h a t’s H a p p en in g in V ir g in ia P T A ’s * N o mass m eeting has been held. H o w e v e r, b u ild in g needs were discussed in fre q u e n t m eetings o f the P T A E x ecutive B o a rd . O u t o f these discussions we d ra fte d recom m en dations to the D iv is io n S u perintenden t and School B o a rd concerning school b u ild in g needs in o u r c ity . These recom m endations have been in corp ora ted in im m edia te and lo n g range plans o f the S u p e rin tendent and School B o a rd . These plans have been fo rw a rd e d to the State D e p a rtm e n t o f E d u c a tio n and a p p lic a tio n m ade fo r a lo an fro m the L ite ra ry F u n d . U p o n request b y the School B o a rd fo r b u ild in g fu n d s fro m the c ity the C ity C o u n c il passed a measure increasing the ta x rate to p ro v id e for, perm anent school im p ro ve m e n ts. * * * * 1. 2. T h e needs o f o u r school were presented b y a com m ittee to the School B oard. A n active cam paign was co n ducted to w a rd the successful passing o f the b o n d issue. * * * * O u r P T A cooperated w ith C e n tra l C o u n f il o f P T A ’s in a p la n designed to v is it each fre e -h o ld e r qu a lifie d to vote to fin d o u t i f th e y were favorable to the b o n d issue. Each free -ho lder was given a brochure e x p la in in g the need fo r a b o n d issue f o r school im provem ents at th is tim e. W e d id n o t take an y ac tio n because o u r P rin c ip a l and S u p e rin te n d e n t advised us th a t the School B o a rd had taken the necessary actions. * * * * W e passed a re s o lu tio n u rg in g o u r representatives in the General A sse m bly to call themselves in to special session to consider: 1. T h e tra n s fe r o f su rp lu s fu n d s in the State T re a s u ry in to the L i t erary F u n d o r some o th e r special fu n d so th a t they w o u ld be a v a il able im m e d ia te ly f o r school co n s tru c tio n , and (Continued on page 12) T H E VIRGINIA BU LLETIN Left to right: Mrs. T o m Galloway, President; Mr. H. H. McKann, Principal; Mrs. John Bruce, Membership Chairman; Abner Robertson, Executive Director. T h e m ost e x c itin g h a p penin g am ong V ir g in ia P T A ’s came on M a rc h 15 w hen the L ak esid e E lem en ta ry PTA achieved 100 per cent m em bership. M rs . T o m G a llo w a y , P T A President, a n nounced th a t every m o th e r, every fa th e r and every teacher o f every c h ild in the school had become a m em ber. M rs. G a llo w a y says th a t th is great achieve m ent was accom plished b y creating and m a in ta in in g interest on the p a rt o f every teacher and every c h ild . T h e P T A adopted as its them e “ G iv in g the C h ild re n o f Lakeside E x p e ri ence” . A t the b e g in n in g o f the school year the c h ild re n in each room d re w a large tree representing “ S p rin g ” w h ic h was placed in a p ro m in e n t p o s itio n in the ro o m . T h e tree had no leaves b u t each tim e a m o th e r o r fa th e r jo in e d the P T A a le af was added. T h e ch ild re n became m ore and m ore interested as they saw the leaves being added and there was great excitem ent o n the m o rn in g w hen APRIL. 1949 the firs t tree was in f u ll leaf w i t h 100 per cent m em bership o f parents. M rs . Lou ise Belcher, teacher o f the 6 th grade, had the firs t 100 per cent ro o m and the n e x t da y M iss B e tty Lee R enn and the 3 rd grade reached 100 per cent. T h e fa c u lty had its o w n tree and it to o atta in e d f u ll leaf. W h e n th e last tree secured a ll its leaves the R i c h m o n d T i m e s - D i s p a t c h sent a p h o to g ra p h e r th a t i t m ig h t p u b lis h a p h o to g ra p h o f the P resident, M rs . T o m G a llo w a y : M e m b e rsh ip C h a irm a n , M rs . John Bruce: and the P rin c ip a l, M r . H . H . M c K a n n , as th e y announced th a t th e ir goal had been reached. I n a d d itio n to th is and o th e r achieve m ents o f the Lakeside P T A M rs . G a llo w a y reports th a t the P T A has p a id tw o th ird s o f the cost o f a S te in w a y G ra n d p ia n o fo r th e ir new a u d ito riu m in o r der to supp lem ent th e a m o u n t th a t could be c o n trib u te d b y the School B o a rd . 1 (Continued on page 12) 5 �The Virginia Bulletin Published monthly, except July and August, at Richmond, Va., by the Cooperative Education Association, Virginia Branch of the National Congress of Parents and Teachers, in the interest of the work of the Community Leagues, Parent-Teacher Associations, and Student Cooperative Associations in this State. Subscription price: 50 cents a year. Address all communications to D r. ABNER ROBERTSON, Executive Director, The Cooperative Education Association, 16J^ N. 9th Street, Richmond 19, Va. Entered as second-class matter from March 19, 1918, at the postoffice at Richmond. Va., under the Act of March 3. 1879. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized on July 5, 1918. VOL. 32 A PR IL , 1949 Number 8 A MESSAGE TO PARENTS If P o lio H its Y ou r A rea T h is Y ear A v o i d c r o w d s a n d n e w c o n t a c t s in tra in s , buses o r boats, i f possible; a void crow de d places w here y o u m a y be close to a n o th e r’ s b reath o r cough. o v e r - f a t i g u e , to o active p la y , late ho u rs, w o r r y , irre g u la r liv in g sched ules m a y in v ite a m ore serious fo rm o f the disease. A v o i d s w i m m i n g in w a te r w h ic h has n o t been declared s a fe b y y o u r h ea lth d ep artm ent. A v o i d c h illin g . T a k e o ff w e t clothes and shoes a t once. Keep d r y shoes, sweaters, blankets and coats h a n d y f o r sudden w e a th e r changes. K e e p c le a n . W a sh hands a fte r g o in g to to ile t and before eating. Keep fo o d covered and free fro m flies and o th e r insects. B u rn o r b u r y garbage n o t t ig h t ly covered. A v o id u s in g a n o th e r’s pen c il, han d ke rch ie f, ute n s il o r fo o d touched b y soiled hands. A v o id Q u ick A ction M ay P r ev en t C rip p lin g C a l l Y o u r D o c t o r at once i f there are s y m p to m s o f headache, nausea, upset stom ach, muscle soreness o r stiffness, o r u n e x p la in e d fever. T a k e H i s A d v i c e i f he orders h o s p ita l care; e a rly diagnosis and p ro m p t tre a t m e n t are im p o r ta n t and m a y pre ve n t c rip p lin g . C o n s u l t Y o u r C h a p t e r o f t h e N a t i o n a l F o u n d a t i o n f o r I n f a n t i l e P a r a l y s i s fo r help. Y o u r C h a p te r (see lo ca l telephone b o o k o r h e a lth d e p a rtm e n t fo r address) is prepared to p a y th a t p a rt o f the cost o f care and tre a tm e n t you c a n n o t meet— in c lu d in g tra n s p o rta tio n , after-care and such aids as wheel chairs, braces and o th e r o rth o p e d ic e q u ip m e n t. T h is service is made pos sible b y the M a rc h o f D im es. R e m e m b e r , fa c ts fig h t fea rs. H a lf o r m ore o f those h a v in g the disease s h o w n o after-effects; a n o th e r f o u r th recover w ith v e ry s lig h t c rip p lin g . A h a p p y state o f m in d tends to w a rd h e a lth and recovery. D o n ’t le t y o u r a n x ie ty o r fear reach y o u r ch ild re n . Y o u r confidence makes th in g s easier fo r you and f o r others. — C u t o u t and keep fo r reference — T h e 1 9 4 9 State C on ven tio n o f th e C o o p era tiv e E d u cation A ssociation w ill b e h eld in R ich m o n d . M onday, 6 T u esd ay an d W ed n esd ay, O ctober 3 1 , Novem!>er 1 and 2 . T h e h ead q u a rters h o te l w ill h e th e H o te l Jefferson . THE VIRGINIA BULLETIN N a tio n a l M u sic W eek M a y 1-8 T . E. R ivers, S e c r e t a r y N a tio n a l a n d I n te r - A m e r ic a n M u s ic W e e k C o m m itte e T h e m e — M u s ic S trengthens F rie n d ly T ie s o f In d iv id u a ls , G rou ps, N a tio n s W it h its 2 5 th observance passed in to h is to ry last S p rin g , N A T IO N A L M U S I C W E E K starts w ith a new im petus its second q u a rte r c e n tu ry o f e x te n d in g one o f m a n 's greatest blessings — M U S IC . M u c h has been learned in these firs t t w o and a h a lf decades a b o u t the use o f th is ann u a l seven day pe rio d as an occasion to p ro m o te the cause o f m usic th ro u g h o u t the year. Each year some 3 ,0 0 0 cities, to w n s and sm aller co m m u n itie s have taken advantage o f the a n n u a l observance to p ro v id e o p p o rtu n ity fo r y o u n g ta le n t, to establish o r im p ro v e some m usical service o r asset, and to m ake m ore w id e spread the e n jo y m e n t o f good m usic and appreciative lis te n in g . S pecifically, the objectives o fte n arc expa nsion o f m usic in the schools, churches and recreation centers: estab lis h m e n t o f c ity - w id e p rogram s o f c o m m u n ity m usic: erection o f b a n d shells: e m p lo y m e n t o f a m u n ic ip a l m usic d i recto r: in it ia t io n o f a concert series. O r the e ffo rt m a y be to w a rd m ore m odest achievem ents, such as the o r g a n iz a tio n o f a record le n d in g lib r a r y ; e q u ip m e n t f o r a school ensemble: m u sical e n te rta in m e n t fo r veterans’ ho s p ita ls and o th e r in s titu tio n s . B u t w h a te v e r the purpose o r p u r poses o f the local observance, there has a lm o s t a lw a y s been beh in d i t a fu rth e r reaching aim — t o m a k e t h e p u b l i c m o r e c o n s c io u s o f th e v a lu e o f m u s ic to th e c o m m u n ity a n d to th e in d iv id u a l c iti z e n . a n d t o a id th e p ro g re ss o f m u s ic a l e d u c a tio n f o r y o u n g p e o p le a n d a d u lts . T h e m ore d ra m a tic special features em phasized h e lp en lis t in terest and su p p o rt, b u t th e y are m ost beneficial w h en seen in a larger prospective, ju s t as the seven-day pe rio d o f M u sic W eek its e lf s h o u ld be a s tim u lu s and aid to m usical deve lopm ent fo r the balance o f the 52 weeks w h ic h f o llo w it. A s d is tin c tiv e o f M u sic W eek as its APRIL. 1949 c u ltu ra l n ature is its social nature. It has been g r a tify in g to observe the ad vances in b o th dire ctio n s w h ic h have taken place o ver the years. A s a social force, M u s ic W eek is e x e rtin g its in fluence b y d ra w in g closer together civic, edu cational, re lig io u s and y o u th groups, as w e ll as m usical groups, th ro u g h th e ir co m m o n in terest in m usic and in w h a t it can do fo r th e ir members and fo r the c o m m u n ity . T h e re are o fte n m a n y types o f o rg a n iz a tio n s p a rtic ip a tin g in a c o m m u n ity n ig h t p ro g ra m , o r a co n cert o r less fo rm a l m usical e n te rta in m e n t fo r the benefit o f a lo cal, state or n a tio n a l cause. W h e th e r events fo r the observance are free o r have an adm ission charge, there s h o u ld be connected w it h them s o m e th in g o f the cooperative s p irit and the a ltru is tic m o tiv e , in rec o g n itio n , as i t were, o f the p o w e r o f m usic to heal and to h a rm o n ize , and to create an atm osphere o f friendliness and good w ill. A V o lu n ta ry and S p o n ta n eo u s O b servan ce T h e purpose o f the C e n tra l C o m m ittee is to suggest, advise, and p ro v id e a clearance fo r in fo r m a tio n and expe rience between local M u s ic W eek C o m m ittees and in d iv id u a l w o rkers, o n the one h an d, and n a tio n a l, state and local p a rtic ip a tin g o rg a n iz a tio n s on the other. T h is , to o , is a d is tin c tiv e feature o f N a tio n a l M u s ic W eek, se ttin g i t apa rt fro m a ll the com m ercial weeks, and even m a n y weeks fo r p ro m o tin g specific ideas o r in s titu tio n s . E ve ryon e desirous o f ta k in g p a rt and u t iliz in g the observance as a bac k g ro u n d against w h ic h to do s o m e th in g on be h a lf o f “ the m o st dem ocratic o f a ll the a rts ,’ ’ o r o n b e h a lf o f m usic education, is encouraged to do so, and w i l l be as sisted b y the C o m m itte e w ith in fo r m a tio n , suggestions and m ore specific a d vice w h en possible. B u t M u sic W eek has a lw a y s been, and we believe w i l l re m a in , a p u re ly v o l u n t a r y and s p o n t a n e o u s d e m o n s tra tio n b y the frie n d s o f m usic, to h e lp the frie n d s o f m usic in spreading m ore w id e ly the e n jo y m e n t o f m usic and the app re c ia tio n o f, its c o n tr ib u tio n to A m e rica n life . T fh e C o m m itte e makes suggestions as to the le adin g fo rm s o f p a rtic ip a tio n b y o r(Continued on page 11) �Statement From United States Commissioner of Education D r . E a r l J. M c G r a t h I n assum ing the office o f C o m m is sioner o f E d u c a tio n I am deeply c o n scious o f the heavy re sp o n sib ilitie s and the e xactin g duties w h ic h th is a p p o in t m e n t in vo lve s. I am n o less aw are o f the great o p p o rtu n itie s w h ic h i t offers f o r c o n stru ctive leadership in educa tio n a t a ll levels. T h is is especially true at th is p o in t in A m e rica n h is to r y wrhen the Federal G o v e rn m e n t is being called upo n to p la y a m uch la rge r ro le in ed uca tio n th a n it has h ith e rto . F ro m the b e g in n in g , th is n a tio n has been one .of o p p o rtu n ity fo r those w h o came fro m o th e r shores, and fo r the succeeding generations b o rn in th is la n d . I t has been the v ie w o f the large m a jo r ity o f A m erican s th a t a ll c h ild re n , regardless o f th e ir o rig in s o r social status, s h o u ld have the chance to develop th e ir a b ilitie s to the fu lle s t. T o d o so, ho w e v e r, th e y m u s t have equal o p p o r tu n ity fo r education. B u t the ideal o f equal e du cational o p p o r tu n ity has n o t been realized. D i f ferences in the vario u s c o m m u n itie s o f the n a tio n in the a b ility to produce w e a lth , and differences in fa m ily status and incom e, close the d o o r o f the school house to m a n y c h ild re n before th e y have th e chance to develop th e ir m in d s , th e ir bodies, and th e ir s p irits to the level o f th e ir n a tu ra l en d o w m e n ts . I f i t ever co u ld do so, th is great dem ocratic n a tio n can n o lo n g e r a ffo rd the e v il consequences o f widespread e du cational p riv a tio n . I am th in k in g here n o t o n ly o f the personal in ju s tic e in v o lv e d w h e n a b o y fa ils to realize his a m b itio n s in life be cause parents c a n n o t a ffo rd th e neces sary edu cation. T h is is, to be sure, an u n h a p p y and u n ju s t state o f affairs fo r the in d iv id u a l. B u t I am e q u a lly c o n cerned a b o u t the serious social waste in v o lv e d . A dem ocratic n a tio n needs S ta te m e n t m ade a t his induction ns C ommissioner o f E ducation, F ed eral S ecurity Agency. M arch 18. 1949, 12:00 p.m . EST. F ederal S ecurity Building. W ashington, D. C. to develop its h u m a n resources no less th a n its n a tu ra l resources. T h is is chiefly the task o f the schools. But i f they are to discharge th e ir respon s ib ilitie s f u ll y the States m u s t be helped fin a n c ia lly b y the Federal G ov e rn m e n t. T h e P resident o f the U n ite d States, re c o g n iz in g th is need fo r Federal aid to edu cation, said in his recent budget re p o rt to the Congress th a t . . . . “ A lth o u g h th e Federal G o v e rn m e n t is engaged in th is broad range o f educa tio n a l a c tiv itie s , w e are n o t yet assuring a ll the c h ild re n o f o u r N a tio n the o p p o r t u n it y o f receiving the basic educa tio n w h ic h is essential to a s tro n g dem ocracy. . . . M a n y States are fin d in g i t d iffic u lt, even w it h h ig h ta x rates, to p a y adequate salaries o r to take o th e r corrective measures. I t is therefore u rg e n t th a t the Congress enact le g is la tio n to p ro v id e gra n ts to the States in s u p p o rt o f a basic m in im u m p ro g ra m o f elem en ta ry and secondary edu cation f o r a ll o u r c h ild re n and y o u th .” I t has become the fa s h io n to speak o f the crisis in edu cation. So m a n y o f us use the phrase th a t I am a fra id i t is lo s in g its m eaning. Nevertheless, I can n o t le t th is o p p o rtu n ity pass w ith o u t re fe rrin g to it again. I feel i t m y d u ty to w a rn the people o f the U n ite d States o f A m e ric a th a t bad as the crisis is t o day, it w i l l be m a n y tim es as bad in five years unless the N a tio n acts v ig o ro u s ly . W e are n o w in a p o s itio n in the U n ite d States where we c ann ot even m a in ta in o u r present edu cational a d vantages. W e are in the p o s itio n where we can o n ly go b a ckw a rd unless we go fo rw a rd . W e can o n ly go fo rw a rd w it h the a id o f Federal su p p o rt. Some w i l l say th a t Federal aid w i l l lead to Federal d o m in a tio n and result in Federal c o n tro l o f the th in k in g o f o u r citizens. I d en y th is . T h e t r a d i tio n o f local c o n tro l o f education is f ir m ly established in A m erica. I believe in it. I have no fear th a t the people T H E VIRG INIA B U LLETIN o f the la n d w o u ld ever let i t be de stroye d. I f there is an y th re a t to local in it ia tiv e and re s p o n s ib ility , i t is n o t fro m a grasping Federal G o v e rn m e n t. I t comes fro m the increasing d e te rio ra tio n o f o u r edu cational system its e lf, th ro u g h fin a n c ia l s ta rv a tio n . W e w h o fa v o r Federal aid are agreed th a t it s h ou ld flo w fro m Federal agencies d ire c tly to established a u th o ritie s w ith in the sev eral States, the a llo c a tio n o f such fu n d s to be m ade in term s o f local needs and local policies. A d equate le gislative safe guards can be p ro v id e d to protect local in s titu tio n s and agencies fro m g o v e rn m ent d o m in a tio n . I t s h o u ld never be fo rg o tte n th a t an uneducated and fru s trated electorate is the best prey o f d e m agogues and dic ta to rs . E d u c a tio n is the road to personal and p o litic a l freedom . Federal s u p p o rt w i l l help to keep th is road clear fo r a ll o u r people. D evelop m en ts o f th is type and other changes n o w o c c u rrin g in A m e rica n society and in the e d u cational in s titu tio n s o f the c o u n try w i l l create new issues and new problem s in the w o rld o f education. These m atters m ust be studie d in te n s iv e ly and f u ll y i f an ade quate e du cational p ro g ra m f o r a ll the y o u th o f the n a tio n is to be p ro v id e d . I n th is task m a n y agencies and m a n y persons w i l l take p a rt. T h e office o f E d u c a tio n o f the Federal S e curity A g ency, i f it is to discharge its f u ll re s p o n s ib ilitie s to the G o v e rn m e n t and to the citize ns generally, m ust exercise d y n a m ic leadership in such studies and in such p la n n in g , u s in g a ll the resources in its o w n s ta ff and others elsewhere availab le. _ F o rtu n a te ly the s ta ff o f the Office o f E d u c a tio n is alrea dy composed o f h ig h ly com petent and w e ll- in fo r m e d educators. I t is a team w h ic h I am p ro u d to jo in . I p la n to use the staff as a team in the f u ll fillm e n t o f o u r co m m o n purposes. W it h the f u ll c oop era tion o f th a t staff and w ith the s u p p o rt and encouragem ent already m anifested b y the able and en lightened to p officials in the Federal S e curity A g ency I believe th e Office o f E d u c a tio n can become an increa singly useful and im p o r ta n t agency in A m e r i can education and in A m e rica n society. W h a te v e r talen ts and energy I have, I pledge y o u , w i l l be used to th a t end. APRIL. 1949 Schools of Instruction M r s . E. T . H a l e , N a tio n a l C h a ir m a n C o n g re ss P u b lic a tio n s O ne o f the state vice-presidents re c e n tly asked the $ 6 4 que stion w h e n she in q u ire d in effect: “ W h a t makes y o u t h in k y o u have to w a it u n t il y o u r cou n cil o r d is tric t p u ts o n a school o f in s tru c tio n to learn y o u r new dutie s?” I f state o r d is tric ts h o ld schools o f in s tru c tio n o r conferences o r w o rksh o p s (th e nam e doesn’ t m a tte r) in the f a ll ju s t before the s ta rt o f school, these are o f course o f in estim a ble value. How ever, local officers w i l l be in a m uch better p o s itio n to absorb the in fo r m a tio n i f th e y have held a conference (gu id e d b y the b o o k le t S c h o o l s o f I n s t r u c t i o n ) w it h a ll th e ir local boa rd members in attendance. Q uestions th a t chairm en w a n t to k n o w and to w h ic h th e y h ave n’t fo u n d an answ er can then be b r o u g h t to y o u r d is tric t w o rk s h o p (a lo n g w ith the person m a k in g the i n q u i r y ) . T h e local u n it m a y be u n d e r ta k in g a new p ro je c t and m a y w a n t in fo rm a tio n on th a t o n e subject, h a v in g become q u ite efficient in a ll m atters p e r ta in in g to the m a n y o th e r com m ittees o f the o rg a n iz a tio n . P la n n in g m u st be done ea rly in the sum m e r in o rd e r to have p rogram s p rin te d b y the b e g in n in g o f school. M e m b e rsh ip e n ro llm e n t c a m p a i g n s s h o u ld be w e ll u n d e r w a y . P ro b a b ly no bette r w a y o f g e ttin g coordinated a c tiv ity fro m a new b o a rd can be th o u g h t o f th a n b y p u t tin g o n a local school o f in s tru c tio n , u s in g th is 12page leaflet as a guide fo r p la n n in g , a r rangem ents, e x h ib its , m ate rials, and topics. O ne g ro u p fro m w h o m we som e tim es expect greater results and to w h o m we give less in fo r m a tio n th a n an y o th e r are the ro o m representatives. Since w e ask them to p e rfo rm the m ost im p o r ta n t task o f p la cin g o u r objectives and policies before p o te n tia l m embers, we m ust see th a t fo r th is task w e select the best speakers, the m ost enthusiastic su p porters o f p a re n t teacher ideals. R o o m representatives, th e n , sh o u ld b y a ll means, be in v ite d to atten d and p a r( C o n tin u e d on page 11) 9 �S t u d e n t V is it a t io n s t o C o m m o n G lory P roposed T h e J a m e sto w n C o rp o ra tio n at W i l lia m s b u rg has developed a p la n to en large the v is ita tio n b y student groups to W illia m s b u rg d u rin g the sum m e r o f 194 9 in o rd e r th a t the students m ay atte n d “T h e C o m m o n G lo r y ” and to see c o lo n ia l W illia m s b u rg and o th e r h is to ric a l sites on the p e n insula. The p ro g ra m has the a p p ro v a l o f the State D e p a rtm e n t o f E d u c a tio n . T h e P T A ’s arc urged to cooperate w it h S C A 's to secure fu n d s to finance these trip s . T h e p ro g ra m w i l l p ro v id e special rates fo r ho u sin g and fo o d . T ic k e ts to “ T h e C o m m o n G lo r y ” and o th e r h is to ric a l shrines w i l l be placed on a basis fa r b e lo w the cost to students as in d iv id u a ls . F o r instance; in groups students o f h ig h school age w i l l pa y 9 0 ^ to see 'T h e C o m m o n G lo r y ” ; in d iv id u a lly the price is $ 1 .8 0 to $ 2 .4 0 . H o u s in g w i l l be availab le to students at 7 5 < per person per n ig h t: in d iv id u a l f ly the cheapest lo d g in g in W illia m s b u rg is a b o u t $ 2 .5 0 per person per n ig h t. Special bus tra n s p o rta tio n can be a r ranged fo r groups th a t desire it. L a s t year w ith no organized p r o gram 17 h ig h school groups made scheduled v is its to “ T h e C o m m o n G lo r y ” and several o th e r groups came w ith o u t p r io r schedule. I n a d d itio n 19 y o u th groups such as 4 - H C lubs, B o y Scouts, G ir l Scouts, etc. and 5 college g roups attended. I f th is p ro g ra m is to succeed it w i l l need the active co o p e ra tio n o f the P T A . Each h ig h school P T A President is urged to c o n s u lt w it h the p r in c ip a l and S C A fa c u lty sponsor im m e d ia te ly to determ ine w h e th e r such a p ro g ra m is feasible at the present tim e and to o ffe r th e assistance o f the P T A in c a rry in g th ro u g h w h a te v e r p lans are made. F u r th e r in fo r m a tio n re gardin g the p r o gram m a y be secured b y w r itin g to M r . A lle n R . M a tth e w s , E xe cu tiv e V ic e P resident, T h e J a m e s to w n C o rp o ra tio n , W illia m s b u rg . PTA District Meetings T h u rs d a y , A p r il 21 N a tu ra l B rid g e D is tr ic t S a tu rd a y, A p r il 23 N o rth e rn V ir g in ia A r lin g t o n D i s t r i c t ............................. W ednesday, A p r il 2 7 F redericksb urg D is tr ic t . . D a h lg re n W ednesday, M a y 4 . . . . R oanoke D is tr ic t PTA Jewelry Prices T a x In c l u d e d Past P resident’s Badge $ 4 .2 0 Past P resident’s B a r o n ly 1.5 0 Large P T A P in 2 .7 0 Large P T A B u tto n 2 .7 0 Large P T A C h a rm 2 .7 0 S m a ll P T A P in 1.98 S m a ll B u tto n 1 .92 S m all C h a rm 1.86 La va lie re 3 .9 0 R in g 9 .6 0 A l l je w e lry s h o u ld be ordered d i re c tly fro m State Office, 16 N o r th 9 th S t.. R ic h m o n d , V a . 10 W eyers Cave ............. C lif t o n Forge N ation al C onvention T h e an n u al C onvention o f th e N a tio n a l C ongress o f P aren ts and T ea c h ers w ill he h eld at St. L ou is, May 1 6 , 1 7 an d 1 8 . T h e H otel Jefferso n w ill se r v e as h ead q u arters f o r th e C onven tio n . I f yo u are p la n n in g to attend as a d ele g a te p lea se n o tify th e State O ffice in o rd er that you r v o tin g cre d en tia ls m ay l»e p rovid ed . In some small field each child should attain, within the limited range of its experience and observation, the power to draw a justly limited inference from observed facts.—-Charles W. Eliot. T H E VIRGINIA BU LLETIN Schools of Instruction t Continued from page 9) tic ip a tc in every school o f in s tru c tio n , i f th e y are to speak flu e n tly and c o n v in c in g ly o f o u r o rg a n iz a tio n to others. S c h o o l s o f I n s t r u c t i o n contains concise dire c tio n s on the “ w h o , w h y , and w h ere” o f setting up program s fo r g iv in g ju s t such in fo r m a tio n . Music (Continued from page 7).g a n iz a tio n s o f v a rio u s types, b u t i t is a lw a y s interested to hear o f new w ays w h ic h m ay be w o rk e d o u t, o r o f e f fective v a ria tio n s o f those already w e ll established. T h e k eyno te o f the year. “ M U S I C S T R E N G T H E N S F R IE N D L Y T IE S o f In d iv id u a ls , G ro u p s, N a tio n s ,” has been selected in consonance w it h the cooperative and in clusive character o f the p a rtic ip a tio n . A secondary k e y note, and one w h ic h has been used each Here year, is F o s t e r A m e r i c a n M u s i c . the th o u g h t is to call a tte n tio n to the A m e rica n com poser's c o n tr ib u tio n to the creative m usic o f the w o rld . One o r t w o in te re s tin g and w o rth w h ile num bers b y A m erican s m ay w e ll appear on M u s ic W eek p rogram s w ith o u t fa v o rin g them above o th e r n a tio n a litie s . Official R eco g n itio n o f M usic W eek Since the firs t synch ro n iz e d observ ance o f M u s ic W eek in 1 9 2 4 we have received a n n u a lly fro m the President o f the U n ite d States, as H o n o ra ry C h a irm a n o f the C e n tra l C o m m itte e, a le tte r e nd orsing the aim s o f the m ove m ent and recom m ending p a rtic ip a tio n . T h e state and te r r ito r ia l governors have issued p ro c la m a tio n s o r officia l state m ents to the press. Several h u n d re d m ayors in a ll parts o f the c o u n try have also aided the w o rk in th is w a y . O fte n th e ir statem ents praise the school music dep artm ents and o th e r m usical resources o f the c o m m u n ity fo r th e ir influence and accom plishm ent, and ask sustained s u p p o rt fo r th e ir w o rk . I t is o u r hope th a t there w i l l be a s till la rge r n u m b e r o f m a y o rs ’ p ro c la m a tio n s th is year. W e suggest to o th a t p a rtic ip a tin g o rg a n iz a tio n s , n a tio n a l and local, use th is occasion fo r re -s ta tin g APRIL, 1949 o r re visin g th e ir plans and objectives w it h reference to m usic. A t the o th e r end o f the scale there is the in d iv id u a l hom e. Here there can be p a rtic ip a tio n , w h e th e r there are p r o gram s b y churches, schools and o th e r o rg a n iz a tio n s o r n o t: w h e th e r there is a local central com m itte e o r n o t. Just as w e w a n t to see re c o g n itio n fro m p u b lic officials, we s h o u ld also lik e to see program s fo r the fa m ily , friends, and neighbors. A fe w suggestions fo r such program s, to gether w it h o rg a n i z a tio n p la n fo r c a rry in g o u t the idea on a d is tric t and c o m m u n ity basis, are a v ailab le w ith o u t charge fro m the office o f o u r C o m m itte e . R adio a n d O th er P u b licity I n recent years ra d io has come to p la y a p ro m in e n t p a rt in the M u s ic W eek a ctivitie s. L o c a l sta tio n s p a r tic u la rly are g iv in g tim e fo r the de m o n s tra tio n o f w o r k done b y school and no n -s c h o o l ensembles and soloists, b o th vocal and in s tru m e n ta l, and fo r b rie f ta lk s on M u s ic W eek and on the m usical progress o f the to w n and v ic in it y . T h e n a tio n a l n e tw o rk s have been cooperating w ith p rogram s arranged fo r, o r d e d i cated to , the observance and w it h scat tered announcem ents conce rning i t on com m ercial and n o n -c o m m e rc ia l hou rs. O n ly a b e g in n in g has been m ade in th is field and m uch m ore we hope w i l l be done in the years to come. T h e ra d io owes m uch to m usic, and its sponsors are conscious o f the e xte n t to w h ic h m usic provid es the h ig h w a y to the in terest o f listeners. T h e y can w e ll a f fo rd to jo in w ith o th e r constructive forces once a year in p a y in g trib u te to th is m ost enjo y a b le and w id e ly u tiliz e d o f a ll the arts. T h e u n a n im ity o f m o ra l s u p p o rt fo r M u s ic W eek b y p u b lic officials and the w id e range o f the active s u p p o rt, as reflected in the great n a tio n a l o rg a n iz a tio n s represented on the N a tio n a l M usic W eek C o m m itte e , d iffe re n tia te the M u sic W eek m ovem ent fro m o th e r special “ weeks” , and fu rth e r em phasize the social value o f m usic. L e t us jo in together to advance the cause o f m usic as an a rt and a h a r m o n iz in g force, and to extend the radius o f its influence am ong na tio n s , groups and in d iv id u a ls . 11 �Building Needs (Continued from page 4) 2. T h e passage o f a sales ta x to f i nance c o n tin u in g school needs. T h a t w e d o a ll w it h in o u r p o w e r to get o th e r P T A ’s to s tu d y the same p ro p o s a l in an e ffo rt to m ake i t a state w id e m o v e m e n t th a t the G eneral A s se m bly w i l l take the necessary steps to ca ll its e lf in to special session. Virginia P T A ’s (Continued from page 5) T h is is the second P T A in V ir g in ia th a t has achieved 1 00 per cent m em b er ship w i t h every fa th e r, every m o th e r and every teacher. T h e S ix th A ve nue P T A in P o rts m o u th atta in e d th is p e r fect record in 1 9 4 7 -4 8 . M rs . R . K e n t Snead re p o rtin g fo r the F o rk U n ion P T A in F lu v a n n a C o u n ty says th a t th e ir u n it has adopted as its m a jo r p ro je c t f o r 1 9 4 8 -4 9 the sp o n so r in g o f a d e n ta l c lin ic f o r the c h ild re n o f in d ig e n t parents. T h r o u g h v o lu n ta ry c o n trib u tio n s i t has raised enough m on e y to take care o f several cases. I t plans to give a p la y la te r in th e s p rin g to raise a d d itio n a l fu n d s to c a rry on th is im p o r ta n t w o rk . In conn ection w it h th e school the P T A has p ro v id e d tra n s p o rta tio n fo r a great m a n y c h ild re n to v is it the d e n tis t d u rin g the o v e ra ll d e n ta l p ro g ra m . T h e D u d le y P T A in T a z e w e ll C o u n ty o f w h ic h M rs . J. E. L id d le is P re s i dent, re p o rts th a t so fa r th is year th e y have donated $ 3 5 .0 0 to the lu n c h ro o m , in sta lle d electric lig h ts outsid e o f it, b o u g h t a m o d e rn d u p lic a tin g m achine f o r the school, p a id fo r one necessary to n s ile c to m y , and purchased glasses fo r a n o th e r c h ild in need. T h e W a ch a p rea g u e and Q u in b y P T A o f A ccom ack C o u n ty reports a v e ry successful year in securing e q u ip m e n t f o r the school. T h e P T A raised fu n d s b y h a v in g bakes, pla ys and school enter ta in m e n ts and purchased a s ix b u rn e r gas range, a gas h o t w a te r heater, a do u b le s te riliz e r fo r dishes and a c u rta in fo r the stage in the a u d ito riu m . 12 T h e A rlin gton C oun ty C oun cil has pub lis h e d the firs t issue o f ‘C o u n ty P T A C o u n s e lo r", a m im eographed p u b lic a tio n c a rry in g news and in fo rm a tio n to the local u n its o f the c o u n ty . T h is firs t issue carries in te re s tin g news fro m the A r lin g t o n C o u n ty School B oard together w ith plans o f the C o u n c il's S ta n d in g C o m m itte es o n H e a lth and S u m m er R o u n d -U p , W o r ld U n d e r sta n d in g , E d u ca tio n , Procedure and B y law s, M em b e rs h ip , and L e g is la tio n . I t is in te re s tin g ly w r itte n and s h o u ld be o f real help to the local u n its . T h e L ee C oun ty C oun cil m et at P e n n in g to n G ap on M a rc h 1 5 w ith an attendance o f 26 members representing 9 local u n its . C o u n c il B y la w s were adopted and the f o llo w in g officers were elected: P resident, M rs . M . H . R o b b in s o f P e n n in g to n G ap: V ice-P reside nt, M rs . D o n C o u k o f J o n e s v ille ; Second V ic e -P re s id e n t, M r . J o h n R ic h m o n d o f J o n e s v ille ; Secretary, M rs . S. T . C hoate o f P e n n in g to n G a p : and Treasurer, M rs . Sanders G rabeel o f Rose H i ll . F o llo w in g the business session the E x e c u tiv e D ire c to r conducted a threeh o u r School o f In s tru c tio n . Wh e n Y o u V is it R ic h m o n d , Ma k e T h e s e Ho t e l s Y o u r H e a d q u a r t e r * HOTEL JOHN MARSHALL " F i n e s t in t h e S o u t h " Franklin at Fifth HOTEL RICHMOND " O v e r lo o k in g C a p ito l S q u a re" HOTEL WM. BYRD " O p p o s ite B r o a d S tr e e t S ta tio n " HOTEL MURPHY 8th 0 Broad Street* Ga r a g e Ac c o m m o d a t io n s THE HOTEL CHAMBERLIN At Old Point Comfort, Virginia Student Cooperative Associations M. F rieda Koontz, SCA Executive Secretary A S u c c e ss fu l SCA P ro ject in M y S ch o o l L u c i l l e S h o w e r s , W a rre n C o u n ty H ig h School In m o s t schools, even in the best schools, there is a lw a ys s o m e th in g th a t c ould be im p ro v e d . I n W a rre n C o u n ty H ig h School t w o years ago th is som e th in g was the p o o r s in g in g in assem bly program s. I t was re a lly te rrib le . N o b o d y seemed interested. M o s t o f the p u p ils w e re n 't bothered a b o u t le a rn in g th e -w o rd s to new songs, and d id n 't sing the ones th e y k n e w . T h e causes o f th is were ju s t s im p ly t w o th in g s : we had v e ry fe w boo ks and the boo ks we had were v e ry in fe r io r and d id n ’ t have m a n y songs in th e m th a t h ig h school students lik e to sing. A t a S tuden t C o u n c il m eeting one d a y we decided o n a p la n o f a ctio n to get some new boo ks and t r y to im p ro v e the s in g in g in o u r school. W e decided they m ust be books o f well-selected songs, th e y m u st be w e ll-b o u n d , and above a ll, they m ust be b o u g h t and p a id f o r b y a ll the students, so th a t each person in the school w o u ld feel i t was his in d iv id u a l re s p o n s ib ility to take the best possible care o f them . W e th o u g h t th is w o u ld im p ro v e the s in g in g in assem bly p ro g ra m and it has. I t ’s s u rp ris in g h o w w e ll the students have responded. B u t g e ttin g back to where we g o t the m o n e y fo r the books, a b o u t the o n ly w a y fo r each student to have a p a rt in b u y in g the boo ks was fo r each class in the school to c o n trib u te a certa in a m o u n t o f m oney. T h e class could take i t o u t o f its treasury, o r i f th e y c o u ld n ’t a ffo rd it , th e y could p u t on some k in d o f e n te rta in m e n t in the school to raise the m oney. M o s t o f the classes d id th is and w it h in a few weeks we had the fo u r h u n d re d and some d o lla rs w e needed to b u y the books. A f te r w e g o t o u r new boo ks and began s in g in g m ore and m ore students seemed to take an interest, we realized m ore th a n ever the need in o u r school fo r a good A lm a M a te r. W e have t w o fo o tb a ll songs th a t have been sung over and o ver fo r years and years. T h e y re grand songs and e v e ryb o d y loves them , b u t th e y ju s t aren’ t a p p ro p ria te fo r a ll k in d s o f program s. O u r f o o t b a ll songs ‘ ‘O n Y e W a rre n ’ ’ and ‘ ‘W a rre n R eveille d id n ’t f it in fo r chapel o r some o th e r k in d o f serious e n te rta in m e n t. E v e ry b o d y realized th is b u t n o b o d y seemed to do a n y th in g a bo ut i t u n t il th is school term . I t w a s n ’t lo n g a fte r school opened last f a ll th a t T e d K e nnedy, the president o f o u r S tuden t C o u n c il, a p p o in te d a com m ittee to see w h a t could be done a b o u t g e ttin g an honest-to-goodness A lm a M a te r fo r W a rre n C o u n ty H ig h School. T h is com m ittee m et and decided w e w o u ld have a contest in the school and let a student w r ite the song. W e k n e w it w o u ld be asking to o m u ch to ask them to w r ite the m usic to i t too, so we asked M r . P a rker, o u r Glee C lu b in s tru c to r, i f he w o u ld w r ite some m usic fo r the w in n in g song and he very k in d ly consented. W e asked M r . P a rker, M r . P a rker, J r., and M rs . Q . D . Gasque, the w ife o f the D iv is io n S u perin te n d e n t o f Schools, w h o is very talented m u s ic a lly , to be the judges fo r the contest. T h e com m ittee set up a fe w sim ple rules and requirem ents f o r the song and the contestants. T h e y were: 1. I t s h o u ld be o rig in a l 2. I t s h o u ld be a p p ro p ria te fo r a ll occasions 3. I t s h o u ld c o n ta in at least t w o verses and a chorus •T alk given a t th e Shenandoah SCA D istrict M eeting held a t M adison College. T H E VIRGINIA B U LLETIN APRIL. 1949 13 �4. 5. A n y student in W a rre n C o u n ty H ig h School was e lig ib le to take p a rt. T h e w in n e r w o u ld receive a p riz e in a d d itio n to h a v in g the h o n o r o f w r itin g a song th a t w o u ld be sung fo r m a n y years to come in dear o ld W a rre n H ig h . M u c h enthusiasm was s h o w n and m a n y entries made. T h e judges re a lly had a h a rd tim e p ic k in g the w in n in g song b u t f in a lly decided th a t “ A l l H a il A lm a M a te r ” w r itte n b y B a rba ra S trik e r, a senior, was the best. W e w a n te d to m ake a goo d im pression o n the student b o d y w i t h the new song,.so before the students had heard it, the Glee C lu b sang i t in rehearsals. T w o weeks la te r w e in tro d u c e d the song to the s tu d e n t b o d y a t assembly. T h e Glee C lu b sang i t once f o r them . T h e n we a ll sang it together. E v e ry b o d y lo ved i t the firs t tim e it was sung. T e d aw ard ed the p riz e to B a rba ra and a sm a ll to k e n o f o u r app re cia tio n to M r . P arker. A lth o u g h it 's s t ill n e w to us, y o u w o u ld be surprised h o w grand i t sounds w h en we sin g it. Seems as i f i t makes e v e ry b o d y ju s t bub b le ov e r w it h school s p irit. I t is t r u ly a b e a u tifu l song and expresses the tru e sentim ents o f W a rre n H ig h . W e are ve ry p ro u d o f i t and consider i t the m ost w o r th w h ile th in g the S tu d e n t C o u n c il has done fo r o u r school th is year. W h e n “ A l l H a il A lm a M a te r” is sung in the years to come, B a rba ra and M r . P a rke r w i l l be rem embered, o f course, b u t people w i l l also rem em ber the sp le n d id service the S tu d e n t C o u n c il rendered the students in 194 8 b y m a k in g th is song possible. W a rre n C o u n ty H ig h School n o w has an A lm a M a te r th a t can com pete w ith the best o f th e m , th a n k s to the S tu d e n t C o u n c il. The Student Court in George Washington High School, Danville Gw en Ho e l sch er Perhaps the th in g th a t we are p roude st o f in conn ection w ith the student cou n cil at George W a s h in g to n H ig h School is the s tu d e n t c o u rt o r ju d ic ia ry w h ic h tries cases where courts o f h o n o r are in v o lv e d . T h is c o u rt consists o f tw o sophom ores, fo u r ju n io r s and fo u r seniors in a d d itio n to the officers o f the co u n cil. A l l m em bers o f th is c o u rt except the officers are selected b y the fo rm e r ju d ic ia ry and a fa c u lty c om m ittee. T h e y serve u n t il th e y graduate p r o v id in g th e y behave themselves. A lth o u g h a fa c u lty adviser m ust be present d u r in g the hearings o f the cases the students c a rry on a ll the q u e s tio n in g . N a tu r a lly a ll these m eetings are closed and c o n fid e n tia l and no ju d ic ia ry m e m ber is to discuss them outsid e o f the room in w h ic h th e y are held. P u p ils accused o f ly in g , chea ting, stealing o r fo rg e ry are b ro u g h t before th is g ro u p o f th e ir fe llo w students and an earnest a tte m p t is made to fin d w h e th e r o r n o t he is g u ilty . W h e n a person is fo u n d g u ilt y the c o u rt goes even deeper and a tte m p ts to fin d w h y the act was c o m m itte d , then th e y are best able to determ ine w h a t corrective measures s h o u ld be taken in o rd e r to help the offen der ra th e r th a n to ju s t p u n is h h im . A ls o , i t is n o t unu sual w h e n a fte r careful d e lib e ra tio n a person w i l l be declared n o t g u ilty . T h e fin a l decision o f w h a t is to be done w it h the accused rests w it h the p rin c ip a l b u t a fte r each tr ia l a re com m en dation fro m the ju d ic ia ry is sent to his office. In every in s ta n t, except one, the ju d g m e n t o f o u r s tu d e n t c o u rt has been respected and the reco m m e n d a tio n enforced. T h r o u g h the years the stu d e n t c o u rt in George W a s h in g to n H ig h School has advanced and gained in prestige u n til it has become one o f the m ost effec tiv e o rg a n iz a tio n s in o u r school. W e feel the g ia n t o b lig a tio n th a t th is p r iv i lege carries w it h i t and s triv e to the u tm o s t to liv e u p to the tru s t th a t the stu d e n t b o d y , fa c u lty , and the p rin c ip a l has placed in o u r s tu d e n t court. •O ne o f a series of talk s on An Oustnndingr A ctivity D is tric t Meeting: held a t M artinsville H igh School. 14 of O ur SCA w hich The Common Glory’s 1949 School Program G. T y l e r M i l l e r , S u p e r in te n d e n t o f P u b lic I n s tr u c tio n B e g in n in g J u ly 1 and c o n tin u in g th ro u g h Septem ber 4, the J am estow n C o rp o ra tio n and the V ir g in ia D e p a rtm e n t o f C o n s e rv a tio n and D e velop m en t w i ll present the th ir d a n n u a l p ro d u c tio n o f T H E C O M M O N G L O R Y , the s y m p h o n ic dram a b y P u litz e r p riz e w in n e r, P a u l Green. T h e y in v ite y o u r a tte n tio n to the p ro d u c tio n and to the fo llo w in g p la n o f the Ja m e sto w n C o r p o ra tio n and the S tu d e n t C o operative A s s o c ia tio n , designed to im p ro v e a t tendance o n the p a rt o f the school ch ild re n o f V ir g in ia . T h is year’s school program has been adopted b y the S tu d e n t C o operative A sso cia tio n as its C i t iz e n s h ip P ro je c t fo r the sum m er m o n th s , and it is u rg in g a ll stu d e n t bodies, w ith em phasis on those o f h ig h schools to p a rticip a te in th is e du cational endeavor. W it h the cooperation o f the C ollege o f W illia m and M a ry , C o lo n ia l W i l liam s b u rg , In c ., the N a tio n a l P a rk Service, and the A s s o c ia tio n fo r the Preser v a tio n o f V ir g in ia A n tiq u itie s , the J am estow n C o rp o ra tio n is o ffe rin g a p la n fo r an educational to u r o f the “ B irth p la c e o f the R e p u b lic ” w h ic h in cludes J am estow n, Y o r k t o w n , and restored W illia m s b u rg , alo n g w it h attendance on T H E C O M M O N G LO R Y. Charges fixe d b y the coop era ting o rg a n iz a tio n s fo r the to u r are, gen era lly speaking, on a b elow -cost basis and are available o n ly to chaperoned s tu d e n t groups n u m b e rin g at least ten persons each. T h e y in clude ( a ll figures are app lica ble to chaperones as w e ll as students) : C o m m o n G lo r y T ic k e ts — 90<f, O v e rn ig h t lo d g in g at the College o f W illia m and M a r y — 75<4, W illia m s b u rg to u r — 6 0 ^ , J a m e sto w n — 7 ^ ( ta x o n ly ) , Y o r k t o w n b a ttle fie ld to u r— free, M o o re House— 2 tf ( ta x o n ly ) . In a d d itio n , s tu d e n t groups w i ll be a llo w e d to eat at the cafeteria o f the C ollege o f W illia m and M a r y at prices gen era lly w e ll b e lo w those in com m e r cial restaurants. T h e S tuden t C o operative A sso ciation , w ith the a p p ro v a l o f the C ooperative E d u c a tio n A sso ciation , is p la n n in g to urge student groups to take active steps a t th is tim e to raise m oney th ro u g h school parties, show s, etc., to finance g ro u p p a rtic ip a tio n in th is to u r. T h e coop era ting agencies lo o k w ith fa v o r on the p la n as o u tlin e d and in v ite y o u r cooperation in a rra n g in g fo r g ro u p attendance o f y o u r h ig h school p u p ils . I t is probab le th a t local school a u th o r i ties w i ll p e rm it the use o f school buses fo r tra n s p o rta tio n o f stu d e n t groups. I f school buses"are used, i t w i ll , o f course, be necessary fo r them to arrange fo r app ro p ria te insurance coverage w h ile on such trips. Because o f lim ite d facilities, ja n ito r ia l assistance and supplies, lo d g in g as o u tlin e d above w i l l be availab le o n ly to those groups w h ic h are scheduled in advance. T h e office o f the Ja m e sto w n C o rp o ra tio n , B o x 6 3 5 , 'W illia m s b u rg , V ir g in ia , w i ll fu rn is h upo n request detailed in fo r m a tio n as to schedules. S tu dent groups w i ll be scheduled fro m the b e g in n in g o f the show th ro u g h the week end ing A u g u s t 2 7 . N o show s w i l l be presented o n M o n d a y n ig h ts at a n y tim e d u rin g the sum m er. 1949 SCA DISTRICT MEETINGS D is tr ic t Chesapeake C lin c h V a lle y given a t th e Danville T H E VIRGINIA B U LLET IN APRIL. 1949 P r o g r a m D ir e c to r a n d H o s t P r in c ip a l . M e e t i n g P la c e . P .D .— F. N . P o s tle th w a it, A c h ille s A c h ille s H . S. H P .— F . N . P o s tle th w a it, A ch ille s P .D .— M rs . O b ra R. S im p son, S C A Sponsor, G arden . T a z e w e ll H . S. H .P .— G. O . M cGhee, T a z e w e ll 15 �T H E A R L IN G T O N % M RS E D M U N D \ , C O U N T Y *. S C H O O L B O A R L C AM PBELL 6- 50 Dan\nl?e 9.*" 'r j^ ID .^ k R a y m o n d C. B o d k in , Renan . B ro s v ille H . S. A R L IN G T O N VA H .K -S R > o b e rt R . M a rk s , B ro s v ille E astern S h o r e ................P .D .— L . W . Joh n s o n , C e n tr a l. . . . C e n tra l H . S. H .P .— L . W . Joh n s o n , C e n tra l F a r m v ille ........................P .D .— M iss M a rth a H a m m o c k , S C A S ponsor, B lackstone ........................ B u c k in g h a m C e n tra l H .S . H .P .— Ir v in g D ris c o ll, B u c k in g h a m C e n tra l F redericksb urg P .D .— H ig h S ch ool— S. C. M o rg a n , C a ro lin e P .D .— E le m e n ta ry — M is s L o u i s e A lle n s w o r th , K in g G e o r g e .......... K in g George H . S. H .P .— W illia m L . S m ith , J r ., K in g George H o ls to n .................. P .D .— W illia m J . D e L o n g , J r., M a rio n ..................................................... G a la x H . S. H .P .— P a ul G. C o x , G alax L y n c h b u rg ..................... P .D .— T y le r F ulcher, M a d i s o n H e ig h ts ............................................... . M a d is o n H e ig h ts H . S. H .P .— T y le r Fulcher, M a d i s o n H e ights N a tu r a l B r i d g e ............. P .D .— M iss N e lle W r ig h t , D ire c to r o f In s tru c tio n , W a y n e s b o ro C i t y . W a y n e s b o ro H . S. H .P .— M . H . B ry a n t, W ayn e sb o ro N e w R iv e r . P .D .— F. S. D e V a u lt, W o o d la w n . . H ills v ille H . S. H .P .— C. P. Baker, H ills v ille N o rth e r n V ir g in ia . . . P .D .— H ig h S ch ool— D o ugla s V . Evans, H e r n d o n ................................G eorge W a s h in g to n H . S. H .P .— E d g a r G . P ru e t, George W a s h in g to n , A le x a n d ria P .D .— E le m e n ta ry — M rs . E liz a b e th C. G oode, S C A S ponsor, Jefferson School Jefferson E le m . School H .P .— M rs . P a u lin e C. G o rh a m , J e f ferson, A le x a n d ria P ie d m o n t P .D .— L u th e r E. F ly n n . F lu v a n n a M a d is o n H . S. H .P .— C laude L . Y o w e ll, M a d iso n R a ppahan nock V a lle y P .D .— S tanley A rm is te a d , Saluda W a s h in g to n -L e e H . S. H .P .— S ta ffo rd M . Haga, W a s h in g to n-Lee, M o n tro s s R ic h m o n d P .D .— H . A. H u m p h re y s , W est P o in t R a n d o lp h -M a c o n College H o s t P resident— D r . J. E a rl M o re la n d : H o st P r in c ip a l— George P. C o m p to n , H e n ry C la y R o anoke ................P .D . and H .P .— W . J. K in g , C lif to n Forge ............................................. C lif to n Forge H . S. Shenandoah ................P .D .— M rs . C laude B. S tic k le y . W a s h in g to n ................ W a rre n C o u n ty H . S. H .P .— James S. D u ff, W a rre n Southside P .D .— J. E. M allo n e e , D ire c to r o f In s tru c tio n , H o p e w e ll C ity M id w a y H . S. H .P .— W illia m F. C reath, M id w a y S ta u n to n R iv e r P .D .— W . W . Reade, V o le n s . K e n b rid g e H . S. H .P .— J. H . Revere, K e nbridge T id e w a te r P .D . and H .P .— R . H . O w e n . Oceana .................................................. Oceana H . S. 16 T H E VIRG INIA BU LLETIN � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Virginia Bulletin, Official Publication of the Cooperative Education Association, Vol 32 No 8, April, 1949 Description An account of the resource Newsletter featuring information on school activities throughout the state of Virginia. 9 pages. Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource The Cooperative Education Association 1949-04 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1940s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_1_14 https://projectdaps.org/files/original/1fbc7eb320dd132c4550e56c6b63cf98.pdf a2235f1cbf54e1d2fcac029b9b07adbb PDF Text Text The Baltimore CountyPublic Schools i T o w so n 4, M a r y l a n d October 5, 1948 To A ll Citizens: W e submit to you, for your thoughtful con- ■ sideration, six important questions involving the general welfare of the children of our com munity. Unprecedented enrollments last year, and again this year, indicate the gravity of the situation in Baltimore County. If additional housing space for the elementary school pupils is not provided in the next few years, we may have to look forw ard to curtailed services and serious overcrowding of our classes in the pri m ary grade field. Our Board of Education is planning to meet the problem through both emergency and long-range planning. The expedients we are now using are both expensive and undesirable. W e invite you to study the information contained in this pamphlet, and to take an active part in bringing about the action necessary to assure that our boys and girls will be properly and adequately housed. Sincerely yours, President Board of Education of Baltimore County ' *** ** Acting Superintendent Board of Education of Baltimore County �Six Important Questions 1. Is there a "housing shortage” in Baltimore County Schools? A t present there are 1,100 children in Baltimore County who are .attend ing school for only one-half session each day and over 2,000 who are housed in churches, community buildings or in sub-standard classrooms. This condition exists even though the regular classrooms are crowded beyond capacity with pupils. 2. What are some of the ill effects of this lack of adequate classrooms? Sub-standard classrooms are hazardous, detrimental to health, and do not provide the proper tools for the best learning. When teachers and pupils try to work under poor lighting conditions, with inadequate heat and ventilation or in buildings where fire hazards exist, results can not be up to standard. Overcrowded classes make it impossible for the teacher to give each child the help he needs and deserves. Children who attend school on the double-session plan receive less than the regular amount of instruction. P art of each day they spend at home or in the community, often without any profitable plan for using their time. It would be difficult to measure the ill effects that these conditions have upon the lives of the boys and girls who must use such inadequate classrooms. 3. Why do we have this "housing shortage”? a. The population of Baltimore County has grown at the rate of about 10,000 people per year for the last six years. This is due to a higher number of births and increased migration of families into Baltimore County, both from Baltimore City and from other areas outside the county. As a result, school enrollments have increased tremendously. b. Due to shortages and restrictions placed upon materials during the �war years there was little school construction and the effects of this lag are now being felt. c. In addition, the “holding power” of the schools has increased be cause more people are interested in gaining a better education. We now provide a 12-year program instead of 11 years. Improved curriculum offer ings are keeping boys and girls in school in larger numbers and for a longer period. This means that more classrooms are needed. 4. W ill this “housing shortage” in schools continue? According to recent surveys the school population will climb from the pre sent enrollment of 33,000 to 53,000 by 1953, an increase of about 20,000 children. Expressed in terms of more classrooms needed, this means 600 additional classrooms or 25 new schools of 24 classrooms each. In the six years between 1936 and 1942 there were 15,633 babies born in Baltimore County, while between 1942 and 1948 there were 33,376 babies born in Baltimore County. This “bumper crop” of babies is now beginning to enter our schools. How and where they will be accommodated is the problem that school officials face. 5. H ow does the Board of Education plan to meet these needs? With school buildings already over-flowing, with the need for reducing the size of classes, and with the rapidly rising enrollments, our Board of Edu cation is confronted with the task of expanding the school facilities to meet growing requirements. Already 17 buildings have been improved, expanded or newly constructed. New schools at Towson, Stemmers Run, and Milford Mills Road are nearing completion. Plans are under way for the purchase of sites and the construction of new schools in the Gray Manor, Mars Estates, 15th District, Rodgers Forge and �Catonsville areas, plus additions at Loch Raven, Arbutus, and Stoneleigh. These schools are classified as urgently needed. Other schools will soon be needed in the areas of Woodlawn, Kingsville, North Point, Lochearn and Timonium. Since it takes approximately three years from the date that plans are started until a school is ready for occupancy, the school officials and the citizens of the county must plan and act courageously now or many of our children, in the immediate future, will be denied the right of receiving the educational opportun ities to which they are entitled. 6. What can you as a citizen do to assure that adequate school facilities will be provided for the children of Baltimore County? The urgent need for the expansion and improvement of existing schools plus the construction of new schools is already evident in many communities. In other areas community growth is rapidly approaching the point where present school facilities can not meet the needs. As a citizen you should be aware of these shortages. a. Become informed of both local community school needs and the needs of the other sections of the county. b. Through your active interest in the Parent Teacher Association and other civic groups you can help inform others. c. You can insist upon an adequate educational program for your child ren and for all children of Baltimore County. d. Finally you can support plans for financing the expansion and im provement of school facilities in Baltimore County. Your Board of Edu cation will submit its financial proposals to the proper government officials this fall and their decisions will depend largely upon the active interest and desires of the citizens of our county. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Baltimore County Public Schools, "Housing Shortage" Pamphlet, October 5, 1948 Description An account of the resource Pamphlet produced by the Baltimore County Public Schools regarding school over crowding. 4 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource Baltimore County Public Schools 1948-10-05 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1940s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_1_13 https://projectdaps.org/files/original/d6eee0d6d4f016fe0199ff797df6ed48.pdf 7ac57af8d75c1c5d51daa4d77d4a94b2 PDF Text Text ^ N A T I O N A L E D U C A T I O N A S S O C I A T I O N OF T H E U N I T E D ST A T E S 1 2 0 1 S i x t e e n t h St r e e t , N . W . W a s h i n g t o n 6, D . C . ZOLL, H A T E - M O N G E R , P R O M O T E S N E W R A C K E T A r t i c l e i n N e w Y o r k W o r l d - T e l e g r a m . A u g u s t 25, 19 4 8 B y Frederick Woltman, World-Telegram S t a f f Writer A l l e n Zoll, w h o s e n o w - d e f u n c t A m e r i c a n Patriots, Inc., i s l i s t e d as f a s c i s t a n d s u b v e r s i v e b y A t t o r n e y G e n e r a l T o m C. Clark, is b a c k i n b u s i n e s s w i t h a n e w p r o motion. T o dru m u p support a n d give it a respectable "front," he's exploiting t h e nam e s o f m a n y p r o m i n e n t A m e r i c a n s w h o a r e p r o b a b l y n o t e v e n a w a r e of his existence. H i s n e w e n t e r p r i s e is c a l l e d t h e N a t i o n a l C o u n c i l fo r A m e r i c a n E d u c a t i o n of 42 0 LexiDgton Ave. I t s oste n s i b l e p u r p o s e is t o "eradicat e S o c i a l i s m a n d C o m m u n i s m f r o m t h e s c h ools a n d colleges." B u t Zoll, w h o w a s d e n o u n c e d a s a " v e r y str o n g a n ti-Se m i t e " b y R e p . J. P a r n e l l T h o m a s (R., N.J.) b e f o r e t h e H o u s e U n - A m e r i c a n A c t i v i t i e s -C o m m i t t e e nine y e a r s ago, is k e e p i n g s t r i c t l y o u t o f s i g h t . S o m u c h so, i n fa c t , t h a t Z o l l a p p e a r s o n none of the so-called Council's literature. Instead, i t c a r r i e s s u c h na m e s a s G e n . J o n a t h a n M . W a i n w r i g h t , t h e hero o f C o r re g i dor; G e n e Tunney, for m e r w o r l d h e a v y w e i g h t champion; t h e R e v . D r . H e n r y D a r l i n g t o n a n d S e n . K e n n e t h M c K e l l a r (D.,Tenn.) w h o a r e l i s t e d a s g o v ernors or advisors. T h e r e a r e n o o f f i c e r s . A n d Z o l l c a n r a r e l y b e f o u n d a t t h e L e x i n g t o n Ave . o f f i c e . B u t t h e W o r l d - T e l e g r a m h a s i n d i s p u t a b l e p r o o f t h a t t h e f o r m e r as s o c i a t e o f t h e C h r i s t i a n F r o n t a n d a l l i e d h a t e — m o n g e r i n g m o v e m e n t s i s t h e ori g i n a t o r a n d m a i n s p r i n g of t h e n e w o utfit. A n d his name is l i s t e d a s a t r u s t e e i n t h e i n c o r p o r a t i o n p a p e r s f i l e d last m o n t h i n Paterson, N.J., it w a s d i s c l o s e d t o d a y b y t he F r i e n d s o f D e m o c r a c y , 137 E. 57th St. D r . L H , B i r k h e a d , n a t i o n a l d i r e c t o r o f t h e F r i e n d s o f D e m o c r a c y , a t th e same t i m e h a s s e n t a d o s s i e r of Z o l l ' s b a c k g r o u n d t o a l l th e p e r s o n s w h o s e names a r e being used. " A l t h o u g h t h i s g r o u p w a s f o r m e d for the l a u d a b l e p u r p o s e of eradi c a t i n g C o m m u n i s m f r o m A m e r i c a n s c h ools, " he t o l d them, " w e f e a r i t is sca r c e l y f i t t e d for t h e task," I n 1939 Z oll appea r e d b efore the Se n a t e Judiciary Committee t o oppose the ap p o i n t m e n t of F e l i x F r a n k f u r t e r t o t h e S u p r e m e Court o n t h e g r o u n d s he was J e w i s h . T h i s b r o u g h t d o w n the w r a t h o f t h e l a t e Sen. W i l l i a m E . B o r a h . I t a l s o p u t h i m i n b a d w i t h his f a s c i s t - i n c l i n e d c o w o r k e r s , i n c l u d i n g G e o r g e E . D e a t he r a g e , w h o s e K n i g h t s of t h e W h i t e Camelia u s e d t h e s w a s t i k a as its emblem. T e s t i f y i n g b e f o r e t h e D i e s Comm i t t e e , D u d l e y P. G i l ber t , d e s c r i b e d a s t h e first A m e r i c a n t o e m e r g e i n t h e r o l e o f a p o t e n t i a l dictator, said, " I h a v e r e a s o n to b e l i e v e th a t M r . Z o l l is a c o m p l e t e h u m bug." B e s i d e s the A m e r i c a n Patriots, Inc., Z o l l o r g a n i z e d t h e a i s o - d e f u n c t A m e r i c a n F e d e r a t i o n A g a i n s t Co m m u n i s m . B o t h Carnegie Hall a n d M e c c a Tem p l e i n 1939 b a r r e d t h e t w o o r g a n i z a t i o n s . B u t e l s e w h e r e Z o l l p r e s i d e d a t a r a l l y w h i c h was p u n c t u a t e d b y cries of " T h r o w t h e J e w s out of C h r i s t i a n A m e r i c a i* �H i s l a t e s t p a m p h l e t is e n t i t l e d " H o w R e d A r e t h e S c h o o l s ? ” I t lists s i x m e m b e r s of t h e H o u s e o n t h e a d v i s o r y com m i t t e e s H a r o l d K n u t s o n (R.,Minn.), W i l l i a m L e m k e (R,, N . D ak.), A . L . M i l l e r (R.,Nebr.) A l v i n E . O ' K o n s k i (R.,¥is.), M a x S c h w a b e (R.,Mo.) a n d K a r l S t e f a n ( R , ,Hebr.). Oth e r s l i s t e d i n c l u d e t h e R e v . Dr . E d w a r d L o d g e Curran, R e a r A d m . F. D . Ber r i e n , U.S.N., retired^ S t a n l e y High, f o r m e r S e n . G e r a l d P. By e , D r . G e o r g e B , Cutten, p r e s i d e n t e m e r i t u s o f Colgs.te, a n d R o b e r t 1 . Land, f a r m e r p r e s i d e n t o f t h e Na t i o n a l A s s n , of M a n u f a c t u r e r s . B e f o r e t h e w a r Z o l l w a s i n d i c t e d o n a c h a r g e o f a t t e m p t i n g t o e x t o r t $7 5 0 0 f r o m R a d i o St a t i o n W MCA for calling off a Christian Front p i c k e t line. Th e ind i c t m e n t w a s l a t e r dismissed, D i s t r i c t A t t o r n e y F r a n k S. H o g a n ' s of f i c e sa i d today, b e cause it was felt there was i n s u f ficient proof of g u i l t b e y o n d a reasonable doubt„ I n 1940 t h e M i l i t a r y T r a i n i n g C a m p s A s s n , r e j e c t e d Z o l l ' s a p p l i c a t i o n for m e m b e r s h i p . A s p o k e s m a n s a i d i t w a s a c t i n g a t the r e q u e s t o f A r m y M i l i t a r y I n t e l ligence. — (End of a r t i c l e b y F r e d e r i c k Woltman.) D e a r Friend^ T h e 16-p a g e p a m p h l e t e n t i t l e d " H o w R e d A r e th e Sch o o l s ? " , w i t h t h e subheading, " H o w Y o u C a n H e l p E r a d i c a t e S o c i a l i s m a n d C a a m t m i g m f r o m t h e S c h o o l s a n d Colleges o f A m e r i c a " , is b e i n g q u i t e w i d e l y c i r c u l a t e d . T h i s p a m p h l e t consist s l a r g e l y o f a l l e g a t i o n s a n d f a l s e s t a t e m e n t s quoted f r o m various "super-patriotic" groups a n d fro m penny-pinching, t a x - f i g h t i n g gro u p s th a t a r e m o r e i n t e r e s t e d i n t h e i r d o l l a r s t h a n t h e y a r e i n t h e w e l f a r e o f c h i l d r e n a n d p e o p l e . T h e p a m p h l e t has m a n y f a l s e s t a t e m e n ts a s t o t h e r a d i c a l vi e w s t o be f o u n d a m o n g teachers — p a r t i c u l a r l y t e a c h e r s * o r g a n i z a t i o n s . T h e a c c u r a c y of the pamphlet can be fairly w e l l judged b y the a s s e r t i o n that "most of the org a n i z a t i o n s of t e a c h e r s a r e c o m p l e t e l y c o n t r o l l e d b y r a d i c a l propagandists R e s p e c t f u l l y submitted, Willard E . Givens Executive Secretary National E d u c a t i o n Assoc i a t i o n � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource RG 19, The Personal Papers of Elizabeth Pfohl Campbell Description An account of the resource This collection consists of the personal papers of Elizabeth Pfohl Campbell, and covers the period from 1945 through 1991, with the bulk of the material falling between 1947 and 1959. The materials in this collection were generated or collected as a result of Mrs. Campbell's involvement in the Arlington County School Board, as well as her interests and activities in education and local politics. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Zoll, Hate-Monger, Promotes New Racket, National Education Association of the United States Description An account of the resource Document printed by the National Education Association of the United States containing an article written by Frederick Woltman in the New York World - Telegram, August 25, 1948, and a letter written by Willard E. Givens, Executive Secretary of the National Education Association. Article and letter focus on Allen Zoll, stating his involvement in fascist and anti-Semitic propaganda against several republicans and educators. 2 pages Format The file format, physical medium, or dimensions of the resource pdf Source A related resource from which the described resource is derived RG 19, The Personal Papers of Elizabeth Pfohl Campbell Creator An entity primarily responsible for making the resource National Education Association of the United States 1948-08-25 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1940s Rights Information about rights held in and over the resource This image is subject to copyright. Unauthorized use of the images in the Local History Collections of the Arlington Community Archives is prohibited. Identifier An unambiguous reference to the resource within a given context 19_6_1_1_11