SOARTER- OF BAIT ER
IN

CivtLiZATION 1S ENGAGED IN A RACE BETWEEN EDUCATION AND CATASTROPHE
--- H, G, Wetts

A Procress REPORT
OF
THE EDUCATIONAL PLANNING COMMISSION
OF

THe Kansas State TEACHERS ASSOCIATION

 

By DIRECTION OF THE CommiSSION TO CONTAIN:

1, A STATEMENT oF FattH IN EDUCATION

2. DEFINITION OF A SCHOOL PROGRAM FOR THE STATE FROM PRE=
SCHOOL TO COLLEGE AND ADULT LEVELS,

3, INDICATION OF THE PROBLEMS WHICH MAKE THE ATTAINMENT
OF SUCH A PROGRAM DIFFICULT,

4, SUGGESTIONS OF MEANS OF IMPROVING THE EDUCATIONAL PRO@
GRAM AND METHODS OF ATTAINING THAT END,

 
 

FOREWORD

THIS PROGRESS REPORT 1S PRESENTED TQ KANSAS

EDUCATIONAL LEADERS, TRAINING SCHOOLS, AND

OTHERS WHO MAY BE INTERESTED AS A PRELIMINARY

REPORT ON EDUCATIONAL PLANNING IN KANSAS,

IT 1S HOPED THAT ALL WHO STUDY THE REPORT

WILL OFFER SUGGESTIONS FOR !TS FUTURE DEVELOP=
MENT, THESE SUGGESTIONS SHOULD BE MAILED TO

Minter E, Brown, SECRETARY OF THE EDUCATIONAL

FLANNING COMMISSION, 315 West TENTH, TOPEKA,

KANSAS,

 
PART |

FAITH IN EDUCATION

THIS 1S A STATEMENT OF FAITH IN EDUCATION, IT
1S A STATEMENT OF FAITH IN EDUCATION AS ONE OF
THE FIVE FUNDAMENTAL INSTITUTIONS RECOGNIZED AS
BASIC IN DEMOCRATIC LIVING, THOSE INSTITUTIONS
ARE THE HOME, THE CHURCH, THE STATE, INDUSTRY,
AND THE SCHOOL, SINCE THIS PUBLICATION IS ISSUED
BY A PROFESSIONAL EDUCATION ORGANIZATION, {T
DEALS PRIMARILY WITH OUR FAITH IN EDUCATION AS
ONE OF THE FUNDAMENTAL, NECESSARY FOUNDATIONS OF
DEMOCRACY, ONLY WITH AN EDUCATED CITIZENRY CAN
DEMOCRACY SURVIVE, ONLY WITH MEN AND WOMEN EDU=
CATED IN THE SCHOOL SYSTEM OF A DEMOCRACY COULD
AMERICA HAVE ACHIEVED ITS MIRACLE OF MILITARY PRO=
DUCTION AND POWER, THAT IS NOT ENOUGH, WE WHO ARE
PERSONALLY ENGAGED IN EDUCATION AS A PROFESSION
ARE DREAMING DREAMS OF THE DEMOCRACY THAT WILL RE=
SULT IF EDUCATION MAY BE PERMITTED TO MOVE FOR=
WARD IN WAR AND PEACE AND SERVE ITS PEOPLE ‘EVEN
BETTER THAN BEFORE, TO THE END THAT THE PEOPLE OF
KANSAS MAY KNOW OF OUR FAITH IN EDUCATION, OF OUR
BELIEF §N DEMOCRACY AND ITS ULTIMATE RELIANCE UPON
AN EDUCATED AND INTELLIGENT CITIZENSHIP, AND KNOW
OF OUR DETERMINATION THAT THE SCHOOL SHALL BE EVER
AND EVER BETTER SERVANTS OF THE CHILDREN; IN ORDER
THAT THESE PEOPLE WITH WHOM WE WORK MAY KNOW SOME=
THING OF THE ROADS WE EXPECT TO TRAVEL TO REACH
THIS GOAL OF BETTER EDUCATION THIS MATERIAL 1S
PRESENTED, IT 1S FIRST, A STATEMENT OF OUR FAITH
IN EDUCATION AS BASIC TO DEMOCRACY, AND SECOND, A
STATEMENT AS TO HOW WE HOPE TO REACH THAT GOAL OF
DEMOCRATIC SERVICE,
WE BELIEVE

WE BELIEVE ---== THAT THE EDUCATION OF KANSAS CHILDREN IS OF VITAL AND BASIC IMPORTANCE TO
THE INDIVIDUAL CITIZEN, TO THE STATE, TO THE NATION AND TO THE WORLD AT LARGE, AND THAT
KANSAS CHILDREN ARE ENTITLED TO THE BEST EDUCATION THE STATE CAN PROVIDE.

WE BELIEVE ---== THAT EDUCATION 1S AN EXPRESSION OF THE LIFE OF A PEOPLE === THAT NO MORE
ADEQUATE INDEX OF A STATE'S POSITION ON THE SCALE OF DEMOCRATIC CIVILIZATION EXISTS
THAN THAT SHOWN BY THE EXCELLENCE OF THE OPPORTUNITIES FOR EDUCATION IT PROVIDES ITS
CITIZENS,

WE BELIEVE =---- THAT THE WELFARE AND PROGRESS OF A STATE ARE MEASURED BY THE QUALITY OF
THE EDUCATIONAL OUTPUT OF ITS SCHOOLS === THAT BUSINESS, AGRICULTURE, INDUSTRY AND
THE PROFESSIONS WILL NOT RISE HIGHER THAN THE QUALITY OF THE PRODUCT OF ITS EDUCA=
TIONAL INSTITUTIONS,

WE BELIEVE ----— THAT IN A DYNAMIC SOCTAL STRUCTURE, STRAINING UNDER THE STRESSES OF WAR,
RACE PREJUDICES, ECONOMIC PRESSURES, SOCIAL EVOLUTION AND POLITICAL CONFLICTS, EDUCA=
TION OF ALL THE CHILDREN OF ALL THE PEOPLE MUST PROVIDE THE COHESIVE FORCE WHICH WILL
ENABLE THESE STRESSES TO BE MET WITHOUT UPHEAVAL,

WE BELIEVE --=-= THAT "NATIONS CAN FLOAT INTO WAR ON FLOODS OF EMOTION AND ORATORY, BUT
TO GET PEACE THEY MUST TRAVEL A HARD ROAD" =-=— THAT “EDUCATICN IS THE MOTHER OF
CIVILIZATION" AND MUST SERVE ALSO AS ITS PHYSICIAN AND NURSE, DOWN THE ROAD WHICH
A FREE PEOPLE MUST TRAVEL EDUCATION WILL BE A MAJOR FACTOR IN DETERMINING WHETHER
REPRESENTATIVE DEMOCRACY WILL CONTINUE ON ITS PATH TOWARD LIBERTY, FREEDOM AND
BROTHERHOOD OR WILL GRADUALLY BE EDGED INTO THE SLOUGH OF SOCIAL CHAOS ON ONE HAND
CR THAT CF POLITICAL OR ECONOMIC DICTATORSHIP ON THE OTHER,

WE HA FAITH
WE HAVE FAITH ---=— THAT AN EDUCATED CITIZENRY, LITERATE, TECHNICALLY SKILLED, INFORMED ON
THE SOCIAL AND ECONOMIC PRINCIPLES OF DEMOCRACY, INSTILLED WITH A LOVE OF FREEDOM, A
CONCEPT OF UNIVERSAL BROTHERHOOD, AND A DESIRE FOR JUSTICE WILL HAVE THE INTELLECTUAL
AND MORAL STAMINA REQUIRED TO SOLVE THE PROBLEMS OF PEACE AS THEY ARE MEETING THOSE
OF WAR,

WE HAVE FAITH --=-—- IN OUR CHILDREN; IN THEIR INHERENT CAPABILITIES FOR GROWTH INTO BUSINESS,
SOCIAL, POLITICAL AND CIVIC LEADERS; IN THEIR DESIRES AND CAPACITIES FOR SELF=REALIZATION,
IN THEIR EAGERNESS TO RESPOND TO A PROGRAM OF ACTION WHICH WILL LEAD TO THE ACHIEVEMENT
OF MEANINGFUL GOALS, AND IN THEIR ABILITY TO COPE WITH THE PROBLEMS THEY MUST FACE IF
PROPERLY EDUCATED AND EQUIPPED BY OUR SCHOOLS AND COLLEGES,

WE HAVE FAITH ----- THAT THE PEOPLE OF KANSAS, AWARE OF THE NEEDS OF THEIR CHILDREN, BROUGHT
TO A REALIZATION OF THE INEQUALITIES IN EDUCATIONAL OPPORTUNITY WHICH EXIST, SHOWN THE
WAYS IN WHICH THE NEEDS AND PROBLEMS CAN BE MET, WILL INSIST THAT EDUCATION BE PERMITTED
AND ENCOURAGED TO CONTINUE WITH A VISION TO THE FUTURE,

WE HAVE FAITH -e===— THAT THE LEGISLATURE OF KANSAS IN RESPONSE TO THE WISHES OF THE CITIZENS
WILL CONTINUE TO CORRECT MANY OF THE CONDITIONS CAUSED BY THE LAG OF EDUCATIONAL LEGIS=
LATION BEHIND THE RAPIDLY CHANGING SOCIAL AND ECONOMIC STRUCTURE OF THE STATE,
PART 11

To WHAT Are KANSANS ENTITLED IN EDUCATION?

 

 

i, EDUCATIONAL CONSTANTS-

 

A, EVERY INDIVIDUAL WHO ATTENDS THE PUBLIC SCHOOLS OF KANSAS IS ENTITLED TO CERTAIN
THINGS, THROUGHOUT THE EDUCATIONAL SYSTEM, FROM NURSERY SCHOOL THROUGH THE GRAD~
UATE SCHOOL, THESE CONSTANTS SHOULD BE PRESENT:

1.

COMPETENT, SPECIALIZED, WELL EDUCATED AND TRAINED TEACHERS, PHYSICALLY AND
MENTALLY HEALTHY, FITTED BY CHARACTER, PERSONALITY AND TEMPERAMENT FOR TEACH™
ING IN THE SCHOOL UNIT TO WHICH THEY ARE ASSIGNED,
SAFE, SANITARY, PROPERLY PLANNED AND WELL EQUIPPED SCHOOL BUILDINGS SUITABLE
FOR THE AGE OF THE PUPIL AND THE CHARACTER OF THE SCHOOL PROGRAM,
CoMPLETE AND BALANCED EDUCATIONAL PROGRAMS DESIGNED TO FIT THE NEEDS OF THE

INDIVIDUAL AND THE COMMUNITY,
SCHOOL ENROLLMENTS OF SUFFICIENT SIZE TO MAKE POSSIBLE THE OPPORTUNITY OF
PARTICIPATING IN A DEMOCRATIC SOCIAL GROUP OF INDIVIDUALS OF HIS OWN AGE
AND OF ENGAGING IN ACTIVITIES WHICH CANNOT BE CARRIED ON IN SCHOOLS OF
SMALL ENROLLMENTS,
SUFFICIENT FINANCIAL SUPPORT TO CARRY ON A MINIMUM PROGRAM WITH THE POSSI=
BILITY OF AND ENCOURAGEMENT GIVEN TO EXCEED THE MINIMUM,
TRANSPORTATION TO AND FROM SCHOOL IN THE LOWER UNITS FOR THOSE WHO LIVE AN
UNDUE DISTANCE FROM SCHOOL, OR IF TRANSPORTATION 1S NOT PRACTICABLE, DORMI~
TORIES OR OTHER SUITABLE LIVING QUARTERS SHOULD BE PROVIDED,
SUBJECT MATTER AND ACTIVITIES TAUGHT AND CARRIED ON THROUGHOUT THE ENTIRE
PROGRAM WITH EMPHASIS PLACED ON:

A, MENTAL AND PHYSICAL HEALTH,

B, MASTERY OF THE TOOL SUBJECTS,

C, SAFETY,

©, THE ATTITUDE OF CURIOSITY,

E, THE SCIENTIFIC ATTITUDE OF CHECKING FACTS,

F. THE DEVELOPMENT OF INITIATIVE,

G, THE WILLINGNESS TO ASSUME RESPONSIBILITY.

H, THE DEVELOPMENT OF SELF@DISCIPLINE,

i. A RECOGNITION OF THE RIGHTS OF OTHERS,

J. AN APPRECIATION OF THE PRIVILEGES OF HOME MEMBERSHIP WITH PREPARATION TO

ASSUME ITS RESPONSIBILITIES IN A WORTHY MANNER,

K. A LOVE OF COUNTRY,

tL. DEVOTION TO THE PRINCIPLES OF DEMOCRATIC LIVING.

M, AN APPRECIATION OF BEAUTY IN NATURE, MUSIC, THE ARTS AND HUMAN RELATION@

SHIPS,
N, AN UNDERSTANDING OF THE PLACE OF RELIGION IN PERSONAL AND SOCIAL LIFE,
PART II o---- (CONTINUED)

11, EVERY PRE-SCHOOL CHILD JS ENTITLED TQ:

—- en ee

 

 

 

A, THE OPPORTUNITY FOR PHYSICAL EXAMINATIONS, IMMUNIZATIONS, AND TREATMENT OF DISORDERS
OR DISABILITIES TO THE END THAT HE MAY BE BETTER ABLE TO BEGIN HIS FORMAL EDUCATION
WITHOUT HANDICAP,

B, NURSERY SCHOOLS AND KINDERGARTENS SHOULD BE ESTABLISHED AND MADE AVAILABLE, THESE
SCHOOLS SHOULD PROVIDE:

1, SPECIAL FACILITIES AND EQUIPMENT FOR THE PRE@SCHOOL CHILD,

2, TEACHERS, SPECIALLY QUALIFIED BY EDUCATION, TRAINING AND TEMPERAMENT,

3, A PROGRAM ADAPTED TO THE ABILITIES AND NEEDS OF THE INDIVIDUAL CHILD.

A, THIS PROGRAM SHOULD PREPARE THE CHILD FOR MORE EFFECTIVE ELEMENTARY SCHOOL

WORK THROUGH THE SOCIAL ACTIVITIES OF PLAY, WORK AND PLANNING, THROUGH THE
EXPRESSION ACTIVITIES OF MUSIC, ART, SPEECH AND RHYTHMS, THROUGH THE APPRE=
CIATION OF LITERATURE THROUGH STORIES, THROUGH THE DEVELOPMENT OF THE ABILITY
TO WORK AND PLAY TOGETHER UNDER GUIDANCE,

lif. EVERY ELEMENTARY SCHOOL PUPIL 1S ENTIT TO:

 

 

 

 

A, ATTEND A SCHOOL WITH SUFFICIENT ENROLLMENT AND FINANCIAL SUPPORT TO PROVIDE THE CONSTANTS,

B, THE OPPORTUNITY TO ACQUIRE AND/OR DEVELOP, THROUGH THE CURRICULUM AND FORMAL WORK OF THE
SCHOOL:
1, AN INQUIRING MIND,
2, THE ABILITY TO READ, SPEAK AND WRITE THE ENGLISH LANGUAGE EFFECTIVELY,
3, THE USE OF NUMBERS TO SOLVE ACCURATELY PROBLEMS INVOLVING COUNTING AND CALCULATING,
4, A KNOWLEDGE OF THE FACTS AND PRACTICE OF THE RULES UNDERLYING INDIVIDUAL SAFETY
AND HEALTH,
5, AN UNDERSTANDING OF HIS RELATION TO HIS IMMEDIATE SOCIAL ENVIRONMENT AND TO THE
WORLD IN WHICH HE LIVES,
6, SELF<EXPRESSION AND SELF*REALIZATION THROUGH CRAFTS, INDUSTRIAL ARTS, HOMEMAKING,
SPEECH@ARTS, MUSIC, ART AND PHYSICAL EDUCATION,
7, THE ABILITY AND DESIRE TO PARTICIPATE IN GAMES AND WHOLESOME RECREATIONAL ACTIVITIES
8, DESIRABLE WAYS OF USING LEISURE TIME,
9, ATTITUDES OF FRIENDSHIP, TOLERANCE, COOPERATION AND COURTESY.
10, APPRECIATION OF THE BEAUTIFUL IN MUSIC, ART, LITERATURE AND THE WORLD ABOUT,
11, APPRECIATIONS OF HOME, SOCIAL INSTITUTIONS AND COUNTRY, WITH EDUCATION PROVIDED
FOR WORTHY HOME MEMBERSHIP AND PARTICIPATING CITIZENSHIP.
12. CONSCIOUS DIRECTION TOWARD EFFECTIVE EDUCATION AND LIVING THROUGH COUNSELING AND
GUIDANCE, PARTICIPATIVE EXPLORATORY, FINDING AND TRYOUT COURSES TO THE END THAT
HIS TALENTS AND ABILITIES MAY BE DISCOVERED AND DEVELOPED,
13. , CHARACTER IN WHICH SELF=DIRECTION POINTS TOWARD HIGH STANDARDS OF PERSONAL CONDUCT,
PART 11 ---== (CONTINUED) :

IV. EVERY HIGH SCHOOL BOY AND GIRL IN KANSAS IS ENTITLED TO:

Rete ere ri een see

 

 

 

A, ATTEND A SCHOOL WHICH PROVIDES THE EDUCATIONAL CONSTANTS,

B, ATTEND A SCHOOL WHICH 1S ORGANIZED, STAFFED AND FINANCED SO THAT IT WILL PROVIDE A
GENERAL EDUCATION WHICH WILL INCLUDE:

i, A BASIC UNDERSTANDING OF THE ECONOMIC, SOCIAL AND POLITICAL LIFE NECESSARY FOR
WELL ADJUSTED LIVING IN OUR AMERICAN DEMOCRACY,

2. CONTINUED EDUCATION IN THE FUNDAMENTAL KNOWLEDGES AND SKILLS (LANGUAGE ARTS,
MATHEMATICS, SOCIAL STUDIES) TRADITIONALLY RECOGNIZED AS BELONGING TO A LITERATE
CITIZEN,

3. BASIC VOCATIONAL EDUCATION IN AGRICULTURE, HOME“MAKING, TRADES, INDUSTRY, OFFICE
PRACTICE AND DISTRIBUTIVE EDUCATION, OR PRE*VOCATIONAL EDUCATION (COLLEGE ENTRANCE )
FOR THE PROFESSIONS,

4. A FUNCTIONING PROGRAM OF HEALTH, AND PHYSICAL AND MENTAL FITNESS DESIGNED TO PRE=
PARE HIM FOR THE STRAINS OF ADULT LIFE,

5. AN OPPORTUNITY TO PARTICIPATE IN A VARIED, COMPLETE AND BALANCED PROGRAM OF SCHOOL
ACTIVITIES,

6, APPRECIATIONS DIRECTED TOWARD SELF REALIZATION,

7. CONTINUED EDUCATION FOR APPRECIATION, CREATION, MAINTENANCE AND CONSERVATION OF A
GOOD HOME,

8, OPPORTUNITIES TO DEVELOP A SENSE OF CIVIC RESPONSIBILITY, TO BE A PARTICIPATING
CITIZEN IN A DEMOCRATIC GROUP AND A COOPERATING MEMBER OF THE WORLD COMMUNITY,

9, GUIDANCE TOWARD PERSONAL REALIZATION AND PROPER VOCATIONAL DIRECTION,

V. EVERY YOUTH OF JUNIOR COLLEGE AGE IS ENTITLED TO:
A. THE OPPORTUNITY OF CONTINUING HIS EDUCATION IN A SCHOOL WHICH, IN ADDITION TO HAVING THE
CONSTANTS, PROVIDES:
1, OPPORTUNITY TO OBTAIN A GENERAL EDUCATION OF THE TYPE DEFINED FOR THE COLLEGE,
2, A PROGRAM OF STUDIES OF QUALITY AND EXTENT WHICH WILL PREPARE HIM TO?
A, CONTINUE SUCCESSFULLY HIS TECHNICAL OR PROFESSIONAL TRAINING IN A HIGHER
INSTITUTION,
B, CONCLUDE H!IS FORMAL EDUCATION WITH THE POSSESSION OF A BROADER AND BETTER
SOCIAL COMPETENCE,
3, A TERMINAL PROGRAM OF BOTH GENERAL AND VOCATIONAL EDUCATION,
4, EDUCATIONAL AND VOCATIONAL GUIDANCE,
\

PART || --=-= (CONTINUED)

Vi. EVERY STUDENT IN A COLLEGE OR GRADUATE SCHOOL 1S ENTITLED TO:

-

By

 

 

 

 

ATTEND AN INSTITUTION SO ORGANIZED, STAFFED AND FINANCED AS TO PROVIDE THE CONSTANTS,

A GENERAL EDUCATION WHICH WILL PROVIDE:

1, THE OPPORTUNITIES OF A COLLEGE OR UNIVERSITY OF SUFFICIENT SIZE AND RESOURCES TO
PROVIDE A BROAD PROGRAM DIRECTED TOWARD PREPARING THE INDIVIDUAL TO FIT INTO THE
SOCIETY OF WHICH HE IS A PART, THIS INCLUDES INSTRUCTION DIRECTED TOWARD PROVID=
ING AN UNDERSTANDING OF HIMSELF AND AN ACCEPTANCE OF HIS RESPONSIBILITY FOR CON@
TINUING DEVELOPMENT,

2. CONCERN WITH VITAL HEALTH,

3. AN’ APPROACH TO FAMILY LIFE AND A RECOGNITION OF THE BASES ON WHICH ITS STABILITY
DEPENDS,

4, THE ABILITY TO LIVE AND WORK EFFECTIVELY WITH OTHER PEOPLE IN THE DEMOCRATIC ORDER.

5. THE ABILITY TO USE EFFECTIVELY SYMBOLS OF COMMUNICATION,

6, A DESIRE FOR AN ENRICHED EXPERIENCE LEADING TOWARD AN UNDERSTANDING OF LITERATURE
AND THE ARTS,

7. EXPERIENCES THAT WILL DEVELOP THE HABIT OF INTEGRATED THINKING AND ESTABLISH A SET
OF VALUES ESSENTIAL TO SUCCESSFUL LIVING,

8, VOCATIONAL GUIDANCE THAT WILL FACILITATE SUCH PLACEMENT OF THE STUDENT OR GRADUATE

AS WILL UTILIZE TO THE FULL HIS CAPACITIES FOR SERVICE,

PROFESSIONAL PREPARATION IN THE MAJOR FIELDS OF STUDY,

A COLLEGE FACULTY CHARACTERIZED BY A BROAD GENERAL EDUCATION, HIGH TECHNICAL PROFICIENCY
WITH RESEARCH FACILITIES, AND A DEEP SYMPATHY == WELL PAID AND GUARANTEED SECURITY,

A COUNSELING SERVICE WHEREBY THE INDIVIDUAL NEEDS OF THE STUDENT MAY BE GIVEN FULL AND
INTELLIGENT CONSIDERATION,

COLLEGE BUILDINGS AND GROUNDS THAT PROVIDE AN ENVIRONMENT FAVORABLE TO THE DEVELOPMENT
OF THE INDIVIDUAL, PRESENTING ATTRACTIVENESS IN STRUCTURE AND SETTING, PROVIDING SUITABLE
CLASSROOMS AND LABORATORIES, WELL MAINTAINED AND IN A GOOD STATE OF REPAIR,

OTHER RESOURCES, INCLUDING SUCH EXTRA@CURRICULAR ACTIVITIES AS WILL DEVELOP LEADERSHIP,

COLLEGE HOUSING THAT WILL MAKE POSSIBLE SATISFYING EXPERIENCES IN GROUP LIVING UNDER .
SUCH DIRECTION AS WILL MAKE OF THIS A DEMOCRATIC. EXPERIENCE AND AT THE SAME TIME PROVIDE
FOR THE PHYSICAL WELL“=BEING OF THE STUDENT.

COLLEGE PLACEMENT SERVICE THAT WILL OFFER EFFECTIVE ASSISTANCE IN INTEGRATING THE STUDENT
BACK INTO THE LIFE OF THE STATE AND FACILITATE HIS CONTINUING PROFESSIONAL ne IN
KEEPING WITH HIS INDIVIDUAL GROWTH,
PART If -=--= (coNnTINUED)

Vil. EVERY ADULT IN KANSAS IS ENTITLED TO:

 

 

 

 

A. OPPORTUNITIES FOR THE ENRICHMENT OF ADULT LIFE THROUGH:

1, FORUMS, DISCUSSION GROUPS AND LIBRARY FACILITIES TO BRING ABOUT A BETTER UNDER=
STANDING OF THE PROBLEMS OF HIS COMMUNITY, STATE, THE NATION AND OF THE WORLD,
TO THE END THAT HE MAY BECOME AN INFORMED, ACTIVELY PARTICIPATING CITIZEN,

2. FACILITIES FOR RECREATION, CULTURAL ACTIVITIES AND THE DEVELOPMENT OF USEFUL
HOBBIES THROUGH WORKSHOPS FOR HAND=CRAFTS AND VARIOUS HOME LIFE ACTIVITIES.

3, GUIDANCE AND EDUCATION WHICH WILL MAKE FOR HAPPIER HOMES AND MORE STABLE
FAMILY LIFE.

B, OPPORTUNITIES TC IMPROVE HIS VOCATIONAL APPRECIATIONS, KNOWLEDGES AND SKILLS THROUGH:
1, EVENING SCHOOLS AND OPPORTUNITY CLASSES CONDUCTED IN HIS COMMUNITY WITHOUT COST
TO HIM,
2, EXTENSION WORK OFFERED BY COLLEGES AND UNIVERSITIES.
3, AREA TRADE SCHOOLS,

 

Vill, EVERY PHYSICALLY HANDICAPPED CHILD IN KANSAS IS ENTITLED JO:

A. CLINICAL EXAMINATIONS AND TREATMENT TO REMEDY H1S HANDICAP TO THE END THAT HE MAY
BECOME A NORMAL INDIVIOUAL,

B, SPECfAL SCHOOLS, ROOMS, AND EQUIPMENT SUITED TO HIS SPECIAL HANDICAP,

C. A CURRICULUM OFFERING WHICH WILL MEET HIS INDIVIDUAL NEEDS SO THAT IF POSSIBLE HE MAY
BECOME SELF SUSTAINING,

D. SPECIALLY “RAINED TEACHERS,

IX. ALL SOCIALLY HANDICAPPED CHILDREN IN KANSAS ARE ENTITLED TO:

A, INCREASED PROVISIONS FOR BOARDING HOMES IN THEIR OWN COMMUNITIES,
B, INSTITUTIONAL CARE IF IMPOSSIBLE TO PLACE IN HOMES, IF IN INSTITUTIONS THEY SHOULD
HAVE !
1, THE SAME EDUCATIONAL OPPORTUNITIES AS ARE PROVIDED OTHER CHILDREN,
2. SPECIALLY TRAINED ADMINISTRATORS AND TEACHERS WHO HAVE THE SAME HIGH QUALIFICA=
TIONS EXPECTED IN OTHER SCHOOLS, AS WELL AS PARTICULAR INTEREST IN CHIUDREN AND
THEIR PROBLEMS,
C. CORRECTIVE INSTITUTIONS WHERE NEEDED, AND THEY SHOULD:
1, BE UNDER THE DIRECTION OF SPECIALLY TRAINED ADMINISTRATORS AND INSTRUCTORS,
2. RECEIVE HANDICAPPED CHILDREN WITH THE ATTITUDE THAT THEY ARE STUDENTS ENTERING
SCHOOL RATHER THAN CRIMINALS COMMITTED TO AN INSTITUTION FOR PUNISHMENT,
3, OFFER FORMAL EDUCATION WITH FACILITIES COMPARABLE TO THOSE IN REGULAR SCHOOLS.
4, MAKE DEFINITE PROVISIONS FOR COUNSELING AND GUIDANCE,
5. OFFER AN OPPORTUNITY TO LEARN A VOCATION SO THAT THE CHILDREN MAY STEP BACK INTO
SOCIETY SELF=SUPPORTING AND SELF=RESPECTING,
6, PROVIDE AN ORGANIZATION, CURRICULUM AND STAFF WHICH WILL EMPHASIZE THE GOAL OF
RETURNING THE BOYS OR GIRLS TO SOCIETY AS USEFUL MEMBERS,
PART JI

KANSAS FACES THESE PROBLEMS IN EDUCATION

1. THE PROBLEM OF EDUCATIONAL LEADERSHIP

 

A, THe State DEPARTMENT OF EDUCATION

1.

B, THe
le

2.
3.

4,
De

THe State DEPARTMENT OF EDUCATION SHOULD PROVIDE VISION, PLANS AND DIRECTION FOR

THE ENTIRE EDUCATIONAL PROGRAM OF KANSAS INCLUDING:
A. CurRRICULUM
B, CERTIFICATION OF TEACHERS
C, ADMINISTRATION AND FINANCE (SCHOOL LAW, STATE AlD, APPEALS, ETC.)
D, SCHOOL BUILDINGS AND EQUIPMENT
€, ELEMENTARY AND SECONDARY SCHOOL SUPERVISION
F, SCHOOL DISTRICT ORGANIZATION
G. RESEARCH AND REPORTS
H, TRANSPORTATION
1. TEXTBOOKS
THE TYPE OF LEADERSHIP NEEDED IN THE STATE DEPARTMENT 1S DIFFICULT TO OBTAIN
PARTIALLY FOR THESE REASONS:
A, THE METHOD OF CHOICE OF THE STATE SUPERINTENDENT BY ELECTION IS UNDESIRABLE,
B, THE LOW QUALIFICATIONS REQUIRED FOR THE OFFICE PERMIT THE ELECTION OF IN-
DIVIDUALS UNSUITED FOR THE POSITION,
C, THE LOW SALARY OF THE OFFICE MAKES IT UNATTRACTIVE TO MANY OF THE MORE
CAPABLE EDUCATIONAL LEADERS,
Low FINANCTAL APPROPRIATIONS FOR THE DEPARTMENT RESULT IN THE FOLLOWING INADEQUA~
CIES:
A, THE DEPARTMENT IS UNDERSTAFFED FOR AN ACTION PROGRAM.
B, FUNDS ARE NOT AVAILABLE TO CARRY ON THE VARIED TYPE OF PROGRAM OF EDUCATIONAL
LEADERSHIP AND ADMINISTRATION NEEDED.
c, RELATIVELY LOW PAY MAKES POSITIONS IN THE DEPARTMENT UNATTRACTIVE TO THE TYPE
OF MEN AND WOMEN NEEDED,»
D. IT 1S IMPOSSIBLE TO CREATE AND SUPPORT THE VARIETY OF DEPARTMENTS NECESSARY,

County SUPERINTENDENT

CouNTY SUPERINTENDENTS OF KANSAS ADMINISTER AND SUPERVISE THE EDUCATION OF OVER
HALF THE CHILDREN OF THE STATE,

THE DEMANDS OF THIS OFFICE ARE HEAVY AND IMPORTANT; ADMINISTRATIVE, CLERICAL,
SOCIAL AND SUPERVISORY.

THE QUALIFICATIONS FOR THE OFFICE ARE TOO LOW,

THE INADEQUATE PAY DOES NOT ATTRACT OR HOLD THE TYPE OF INDIVIDUAL NEEDED.
INADEQUATE FINANCING OF THE OFFICE RESULTS IN LACK OF CLERICAL AND SUPERVISORY
ASSISTANCE,

C, THe City SuPERINTENDENT AND THE HIGH SCHOOL PRINCIPAL

1,

THE MANY SMALL UNITS OF THE STATE ARE STAFFED WITH SUPERINTENDENTS AND PRINCIPALS:
A, WHO ARE OFTEN INADEQUATELY TRAINED FOR ADMINISTRATIVE AND SUPERVISORY WORK,
B. WHO ARE TOO OFTEN SELECTED BY INEFFICIENT METHODS,

C, WHO ARE REQUIRED TO TEACH TOO MUCH TO GIVE ADEQUATE ATTENTION TO ADMINISTRA™
TION AND SUPERVISION,

p. WHOSE INSUFFICIENT TENURE RESULTS IN THE LACK OF A PLANNED, CONTINUOUS EDUCA™
TIONAL PROGRAM FOR THE COMMUNITY.
PART Il ------ (CONTINUED)

 

 

 

1, THE PROBLEM OF EDUCATIONAL LEADERSHIP (coNTINUED)
DO, COLLEGE LEADERSHIP
1, SALARIES !N KANSAS COLLEGES AND UNIVERSITIES ARE LOW, MAKING THEM UNABLE TO
ATTRACT AND RETAIN A SUFFICIENT NUMBER OF OUTSTANDING ADMINISTRATORS AND
INSTRUCTORS,
2. THE STANDARDS AND PAY OF TEACHERS COLLEGES ARE BELOW THOSE OF OTHER COLLEGES

AND UNIVERSITIES,

11. THE PROBLEM OF SCHOOL DISTRICT REORGANIZATION

A, THe R
+,

URAL SCHOOL SITUATION
TREMENDOUS CHANGES HAVE TAKEN PLACE IN THE RURAL SCHOOL SITUATION BY DEVELOPMENTS
IN COMMUNICATION AND TRANSPORTATION, DECREASE IN POPULATION, INCREASE IN TENANCY,
THE MOBILITY OF POPULATION AND SHIFT TO THE CITIES, AND FAILURE TO MEET THE !N=
CREASED NEED FOR AND BROADENING OF A SOUND EDUCATIONAL PHILOSOPHY REGARDING THE
PROBLEMS OF RURAL EDUCATION BOTH ON LOCAL AND STATE LEVELS,
THERE ARE TREMENDOUS DIFFERENCES IN VALUATION AND SIZE OF DISTRICTS,
THERE ARE THOUSANDS OF SCHOOLS WITH SMALL ENROLLMENTS, MANY OF THESE SCHOOLS ARE:
A, UNDEMOCRATIC
B, INEFFICIENT
Cc. EXPENSIVE
THERE ARE THOUSANDS OF CLOSED DISTRICTS.

A. SOME HAVE BEEN CLOSED FOR MANY YEARS, :
B, THESE HAVE SHIFTED THE RESPONSIBILITY OF TAXATION FOR EDUCATION ON THEIR
NE |GHBORS,

Cc. VAST AREAS IN KANSAS ARE VIRTUALLY UNTAXED FOR ELEMENTARY SCHOOL PURPOSES,
THE SHIFT OF COMMUNITY ORGANIZATION AND INTEREST FROM THE RURAL SCHOOL TO THE
TOWN IN WHICH THE HIGH SCHOOL !S LOCATED HAS LESSENED THE IMPORTANCE OF THE RURAL
SCHOOL AS A COMMUNITY CENTER,
A, DECREASING POPULATION IN MANY RURAL DISTRICTS HAS LEFT ONLY A FEW PERSONS
VITALLY INTERESTED IN THE SCHOOL,

B, THE ANNUAL SCHOOL MEETING, LONG HELD AS THE MODEL FOR LOCAL DEMOCRATIC CON@=
TROL OF SCHOOLS, HAS IN MANY CASES BECOME A MERE FORMALITY,

C, WITH THE INCREASING COMPLEXITIES OF SCHOOL LAWS AND FINANCE IT IS BECOMING
MORE DIFFICULT TO INDUCE COMPETENT PERSONS TO SERVE ON RURAL SCHOOL BOARDS,

B, THE HIGH SCHOOL PROBLEM

THE VARIOUS TYPES OF H!GH SCHOOL ORGANIZATION (RURAL HIGH SCHOOL, COUNTY@COMMUN I=
TY HIGH SCHOOL, HIGH SCHOOL IN CONNECTION WITH AN ELEMENTARY SCHOOL) RESULT IN A
LACK OF UNDERSTANDING AND UNITY,
THE LARGE NUMBER OF EXTREMELY SMALL HIGH SCHOOLS OFTEN PRODUCE:
A, A LOW LEVEL OF QUALITY IN EDUCATION
B, AN IMPOVERISHED CURRICULUM
c. UNDUE PER=PUPIL COST
EXTREME VARIATIONS IN SIZE AND VALUATION OF HIGH SCHOOL DISTRICTS PRODUCE:
A, WIDE VARIATIONS IN QUALITY OF EDUCATION POSSIBLE
B, UNEQUAL TAX LOADS ON PROPERTY OWNERS
VARYING METHODS OF FINANCE (TUITION, BARNES, COMMUNITY, AND SPECIAL COUNTY
TUITION SYSTEMS) RESULT IN!
A, WIDE VARIATION IN ABILITY TO SUPPORT SCHOOLS, SOME DISTRICTS CAN HAVE GOOD
SCHOOLS; OTHERS CAN ONLY FINANCE INFERIOR ONES,
B, COMPETITION FOR STUDENTS
C, LACK OF UN!ITY AND COOPERATION IN SUPPORTING DESIRABLE CHANGES IN METHODS OF
FINANCIAL SUPPORT OF SCHOOLS,
FART |Il -=e== (CONTINUED)

li. THE PROBLEM OF SCHOOL DISTRICT REORGANIZATION (coNTINUED)

C. THE PROBLEM OF OvERLAPPING SCHOOL DISTRICTS
1, MANY CHILDREN ARE COMPELLED TO ATTEND SCHOOLS IN WHICH THE ELEMENTARY SCHOOL 1S
UNDER THE DIRECTION OF ONE BOARD AND THE HIGH SCHOOL UNDER ANOTHER, MANY RURAL
CHILDREN, BECAUSE THEY LIVE OUTSIDE HIGH SCHOOL DISTRICTS, ATTEND HIGH SCHOOLS
OVER WHICH THEIR PARENTS HAVE NO CONTROL OR DIRECTION,
A, THESE HIGH SCHOOLS ARE OFTEN URBAN IN CONCEPT.
B, A UNIFIED PROGRAM IS VIRTUALLY IMPOSSIBLE,

111, THE PROBLEM OF FINANCIAL SUPPORT OF EDUCATION:

 

 

A. THERE ARE WIDE VARIATIONS IN THE SIZE AND WEALTH OF SCHOOL DISTRICTS.
B, THERE ARE WIDE VARIATIONS IN RATES OF ASSESSMENTS,
C. TAX LIMIT LAWS CONTRIBUTE GREATLY TO THE DIFFICULTY SOME DISTRICTS HAVE IN MAINTAINING
GOOD SCHOOLS,
D. TANGIBLE REAL AND PERSONAL PROPERTY OF LOCAL SCHOOL DISTRICTS CARRIES TOO MUCH OF THE
TAX LOAD FOR THE SUPPORT OF SCHOOLS BECAUSE:
1, THE GREATER SHARE OF THE MONEY BROUGHT IN THROUGH INDIRECT TAXES (INCOME TAX, SALES
TAX, ETC.) 1S NOT USED TO HELP SUPPORT SCHOOLS,
2, STATE SUPPORT FOR SCHOOLS 1S INADEQUATE,
3, THERE IS A LACK OF SUFFICIENT, PROPERLY DIRECTED FEDERAL AID FOR PUBLIC SCHOOL
EDUCATION,
A, IF LOCAL AND STATE UNITS CANNOT OR WILL NOT PROVIDE ADEQUATE SUPPORT FOR
SCHOOLS, THE ONLY RECOURSE IS TO THE FEDERAL GOVERNMENT,

IV. THE PROBLEM OF THE CURRICULUM

 

A. THE CURRICULUM OF PUBLIC EDUCATION SHOULD BE A GROWING THING AND ITS REVISION SHOULD BE
CONTINUOUS,
B. CURRICULUM STUDY IS PRIMARILY A FUNCTION OF THE STATE DEPARTMENT OF EDUCATION.
1, NOT ENOUGH FUNDS ARE MADE AVAILABLE FOR CURRICULUM STUDY AND REVISION,
2, ABSENCE OF POSITIVE LEADERSHIP IN THIS FIELD HAS CREATED TOO GREAT A VARIATION IN
OFFERINGS AND STANDARDS THROUGHOUT THE STATE,
C. THERE 1S A NEED FOR BETTER PROVISIONS FOR TEXTBOOK SELECTION,
PART J} += (CONTINUED)

V. THE PROBLEM OF INDUSTRIAL AND VOCATIONAL EDUCATION

 

A. INDUSTRIAL AND VOCATIONAL EDUCATION CONSISTS OF EXPLORATORY AND TERMINAL TRAINING IN
THE FIELDS OF TRADE, DISTRIBUTION, INDUSTRIES, THE PROFESSIONS, AGRICULTURE AND HOME™
MAKING,
B, IT 1S NOT PROVIDED IN MANY LOCALITIES. BECAUSE:
1, THE INITIAL EXPENSE OF EQUIPMENT AND INSTRUCTIONAL STAFF 1S CONSIDERABLE,
2, MANY SCHOOL UNITS ARE TOO SMALL TO PROVIDE ADEQUATE ENROLLMENTS AND SUFFICIENT
TYPES OF TRAINING,
3. THERE 1S A LACK OF THE PROPER BUILDINGS AND EQUIPMENT,
4, THERE IS A LACK OF PROPERLY TRAINED TEACHERS,
5, THERE 1S A LACK OF EDUCATIONAL VISION AND LEADERSHIP,
C, KANSAS SCHOOLS MUST MEET THE NEEDS FOR VOCATIONAL EDUCATION OR OTHER AGENCIES WILL FUR
THER EXPAND THEIR PROGRAMS,
D. KANSAS HAS A DUAL SYSTEM OF INDUSTRIAL AND VOCATIONAL EDUCATION; THAT CARRIED ON UNDER
THE STATE BOARD FOR VOCATIONAL EDUCATION AND THAT OF THE PUBLIC SCHOOLS UNDER THE STATE
DEPARTMENT OF EDUCATION,

Vil, THE PROBLEM OF INADEQUATE BUILDINGS AND EQUIPMENT

A, KANSAS HAS MANY FINE BUILDINGS, BUT MANY OTHERS ARE OLD, TOO SMALL, INSANITARY, AND
' POORLY DESIGNED FOR A MODERN PROGRAM,

B. TOO MANY SMALLER SCHOOLS CONSIST OF A GYMNASIUM WITH CLASSROOMS BUILT AROUND IT,

C. MANY ELEMENTARY BUILDINGS ARE OLD HIGH SCHOOL BUILDINGS, NEVER DESIGNED FOR THE ELEMEN@
TARY SCHOOL CHILD OR PROGRAM,

D, MUCH OF THE EQUIPMENT, FURNITURE, AND LIGHTING IN OLDER BUILDINGS 1S OUT OF=DATE AND
INEFFICIENT.

E, THERE 1S A GREAT NEED FOR EXPERT ASSISTANCE IN PLANNING AND EQUIPPING © BUILDINGS,

F. THIS PROBLEM IS DIRECTLY TIED INTO THE PROBLEM OF REORGANIZATION OF DISTRICTS, CURRIC=
‘ULUM OFFERINGS, AND THE FINANCIAL SUPPORT OF SCHOOLS,

G, THERE SHOULD BE A DEFINITE PLACE FOR SCHOOL BUILDING PLANNING AND CONSTRUCTION IN CON
NECTION WITH ANY PUBLIC WORKS PROGRAM WHICH MAY FOLLOW THE WAR,

 

Vit. THE PROBLEM OF TRANSPORTATION

 

 

A, THERE 1S A GREAT LACK OF UNIFORMITY IN PROVIDING TRANSPORTATION OF SCHOOL PUPILS,

B, THERE ARE ABUSES IN METHODS OF FINANCING PUPIL TRANSPORTATION,

C, THE STATE PROVIDES INADEQUATE ADMINISTRATION, SUPERVISION AND SUPPORT OF TRANSPORTATION
FOR PUBLIC SCHOOL PUPILS.

D, MANY DISTRICTS AND COMMUNITIES USE TRANSPORTATION AS AN INDUCEMENT FOR TUITION PUPILS TO
ATTEND A PARTICULAR SCHOOL, OR TO BUILD COMMUNITY INFLUENCE IN THE TRADE TERRITORY,

Vill. THE PROBLEM OF INTEGRATION OF PUBLIC EDUCATION WITH ALL PHASES OF COMMUNITY LIFE

 

 

 

 

A. THE SCHOOL PROVIDES ONLY PART OF THE EDUCATIVE EXPERIENCES OF THE INDIVIDUAL, ALL
ACTIVITIES OF THE COMMUNITY PROVIDE INFLUENCES WHICH CONTRIBUTE TO THE EDUCATION OF
ITS YOUTH, ADDITIONAL CORRELATIONS OF THE WORK OF THE SCHOOLS WITH THE DESIRABLE
FEATURES OF RELIGION AND THE CHURCHES, GOVERNMENT AND POLITICS, BUSINESS AND INDUSTRY,
SOCIAL AND RECREATIONAL AGENCIES, AND THE HOME ARE NEEDED,
PART IV

{>

PROGRAM QF ACTION FOR EDUCATION JN KANSAS

eee —— 0 Gane

 

1. KANSAS CHILDREN CAN BE ASSURED OF GOOD TEACHERS:

 

 

aes emo eee

 

A. BY BETTER RECRUITING, SELECTION AND TRAINING OF TEACHERS.

B, BY THE PAYMENT OF ADEQUATE SALARIES, STABALIZED AND BASED ON PROGRESSIVE SALARY SCHEDULES.

C

IMPROVEMENT OF THE "SOCIAL STATUS" OF THE PROFESSION,

D, BY BETTERING THE WORKING CONDITIONS AND SECURITY OF TEACHERS,

THE SUPERINTENDENT, BOARD OF EDUCATION AND COMMUNITY CAN DO MUCH TO PROVIDE A WELL
ORGANIZED, EFFICIENT, PLEASANT SCHOOL SITUATION IN WHICH TO WORK,

TEACHERS NEED BETTER LIVING CONDITIONS IN SMALLER COMMUNITIES,

THERE SHOULD BE MORE ADEQUATE PROVISIONS FOR TENURE.

RETIREMENT PROVISIONS SHOULD BE BETTERED,

E, BY A WIDER UNDERSTANDING OF THE GENERAL QUALIFICATIONS NEEDED BY THE TEACHERS IN A MODERN
SCHOOL, AMONG THESE QUALIFICATIONS ARE:

1,

Ze
3.

AN ABILITY TO USE THE PSYCHOLOGY OF CHILD DEVELOPMENT FOR THE MENTAL HEALTH AND
MOST EFFICIENT LEARNING OF HIS PUPILS,

A BROAD EDUCATIONAL BACKGROUND AND A VARIETY OF INTERESTS,

ACQUAINTANCE WITH AND ABILITY TO USE SEVERAL OF THE MOST PROMISING TEACHING PRO~
CEDURES.

A BACKGROUND IN SOCIAL UNDERSTANDINGS.

AN APPRECIATION AND UNDERSTANDING OF THE UNIT=PROBLEM APPROACH TO TEACHING,

A RECOGNITION OF THE IMPORTANCE OF RECORD KEEPING AND COUNSELING AS A RESPONSIBILITY
OF EVERY TEACHER,

ABILITY TO USE MODERN METHODS OF EVALUATING TEACHING AND LEARNING,

AN ACCEPTANCE OF THE FACT THAT EVERY TEACHER SHOULD BE A TEACHER OF READING,
ENGLISH USAGE, WRITING, SPELLING, LIBRARY USAGE AND HEALTHFUL LIVING,

A PLEASING PERSONALITY AND PERSONAL APPEARANCE,

SUFFICIENT FACILITY IN WORKING WITH CHILDREN THAT HE 1S ACCEPTED BY THEM WITH
AFFECTION AND RESPECT,

F, BY PROVIDING BETTER SUPERVISION,

ie

6
3.

THE COUNTY SUPERINTENDENT'S OFFICE SHOULD GIVE MORE ATTENTION TO THE SUPERVISION
OF THE WORK OF THE TEACHERS IN THE SCHOCLS FOR WHICH HE JS RESPONSIBLE,

IN MANY OF THE TOWNS AND CITIES SUPERVISION OF INSTRUCTION SHOULD BE IMPROVED,
SUPERVISORS IN THE FIELD OF MUSIC, ART, PENMANSHIP, ELEMENTARY EDUCATION AND
HEALTH ARE PARTICULARLY NEEDED,

GS. BY THE TEACHER TRAINING INSTITUTIONS.

1.

26

THERE SHOULD BE AN ACTIVE, CONTINUOUS PROGRAM OF RECRUITING PROMISING HIGH SCHOOL
STUDENTS,

RESEARCH SHOULD BE CONDUCTED ON THE PROBLEM OF SUPPLY AND DEMAND FOR TEACHERS IN
RELATION TO NUMBERS AND IN RELATION TO QUALITY,
PART IV =-—-= (CONTINUED)

1. KANSAS CHILDREN CAN BE ASSURED OF GOOD TEACHERS:  (conTiNnuED)

 

G. BY THE TEACHER TRAINING INSTITUTIONS,
3, ADMISSION AND SELECTION OF PROSPECTIVE TEACHERS
A, BASES WHICH MIGHT BE USED INCLUDE:
1, SCHOLARSHIP
2. PHYSICAL AND MENTAL FITNESS
3, PERSONALITY FACTORS
4, SOCIAL MINDEDNESS
B, SELECTION SHOULD BE MADE AT VARYING POINTS IN THE TRAINING PROGRAM,
C. THE RAISING OF STANDARDS MUST BE ATTACKED COOPERATIVELY BY ALL RESPONSIBLE
TEACHER TRAINING INSTITUTIONS, :
4. PERSONS ELIMINATED IN THE TEACHER! TRAINING PROGRAM SHQULD BE. GUIDED TO OTHER LINES
MORE SUITED TO THEIR TALENTS,
5. THE CURRICULUM OF TEACHER EDUCATION:
A, SHOULD RECOGNIZE THAT THE TRAINING OF TEACHERS IS AN ALL@INSTITUTIONAL FUNCTION,
B, SHOULD RECOGNIZE THAT THE MORE FUNCTIONAL PROGRAMS OF GENERAL EDUCATION MAY
MAKE DEFINITE CONTRIBUTIONS TO THE PROFESSIONAL EDUCATION OF THE TEACHER,
C, SHOULD RECOGNIZE THAT COLLEGE STUDENTS MUST BECOME STUDENTS OF TEACHING AND
LEARNING, AND EVOLVE PROGRAMS OF INSTRUCTION ACCORDINGLY, THERE SHOULD BE:
1. A COOPERATIVE APPROACH WITH STUDENTS ASSISTING IN SETTING GOALS AND
EVALUATING THEIR OWN GROWTH,
2. A PROBLEM APPROACH IN SPECIALIZED ELECTIVE COURSES WITH INTER=DIVISIONAL
COOPERATION,
3. CLOSER ARTICULATION BETWEEN SUBJECT MATTER AND PROFESSIONAL COURSES, AND
OF SOTH WITH THE LABORATORY SCHOOL,
4, INTEGRATION OF SPECIAL METHODS COURSES WITH ALL COURSES IN THE INSTITUTION,
5. GENERAL EMPHASIS UPON THE NEEDS, INTERESTS AND CONCERNS OF COLLEGE STUDENTS,
D. SHOULD RECOGNIZE THE NEED FOR BROAD EDUCATIONAL BACKGROUNDS FOR UNDERGRADUATES
WITH ALL DEPARTMENTS COOPERATING FOR THE GOOD OF THE STUDENT, NOT COMPETING
FOR STUDENTS,
E, SHCULD RECOGNIZE THE NEED FOR ADMINISTRATORS WHO ARE INSTRUCTIONAL LEADERS,
F. SHOULD MEET THE NEED FOR FLEXIGILITY IN THE CURRICULUM TO CONSIDER CURRENT
PROBLEMS ~= WAR, PEACE, POST-WAR, DEPRESSION, PREPARATION FOR FAMILY LIFE, ETC,
G, SHOULD PROVIDE INCREASED EDUCATION, BOTH GENERAL AND PROFESSIONAL, WITH THE
RECOMMENDATION THAT BEGINNING WITH THE FRESHMAN YEAR A FIVE YEAR PROGRAM FOR
HIGH SCHOOL INSTRUCTORS 1S NEEDED TO PROVIDE SUFFICIENT TECHNICAL, PROFESSIONAL
AND GENERAL TRAINING, :
H, SHOULD SERVE THE NEEDS AND BE BASED ON THE REALITIES OF THE COMMUNITY AND
REGION,
1, KANSAS NEEDS INCREASED EMPHASIS UPON TEACHING IN THE RURAL COMMUNITY,
1. SHOULD MAKE IT POSSIBLE FOR TRAINEES TO HAVE EARLIER, MORE EXTENSIVE AND CON@=
TINUOUS EXPERIENCE WITH CHILDREN AND YOUNG PEOPLE, BOTH IN AND OUT OF SCHOOL,
6, PLACEMENT AND FOLLOW-UP WILL HELP BRIDGE THE GAP BETWEEN THEORY AND PRACTICE BY:
A, ASSISTING THE TEACHER TO SECURE THE POSITION FOR WHICH SHE 1S BEST FITTED,
B, HELPING THE LOCAL SCHOOL IN THE PROBLEM OF IN@=SERVICE TRAINING AND GROWTH,
PART IV -e-- (CONTINUED)

11, STRONG EDUCATIONAL LEADERSHIP CAN BE OBTAINED

A. STRENGTHEN THE STATE DEPARTMENT OF EDUCATION,
1, THe Executive OFFICER
A. HIGH QUALIFICATIONS AS TO TRAINING, EXPERIENCE, SUCCESS AND PERSONALITY ARE
NEEDED BY THE COMMISSIONER OR STATE SUPERINTENDENT,
B. INCREASED SALARY SHOULD MATCH THE INCREASED QUALIFICATIONS,
C. HE SHOULD BE APPOINTED BY A COMPETENT LAY BOARD RATHER THAN ELECTED,
D. HE SHOULD BE THE EXECUTIVE OFFICER OF THE STATE BOARD OF EDUCATION AND SHOULD
BE RESPONSIBLE FOR CARRYING OUT THE POLICIES MADE BY THAT BODY,
2. THE STATE BoARD OF EDUCATION
A, IF THE STATE EXECUTIVE OFFICER 1S APPOINTED, THE STATE BOARD OF EDUCATION
SHOULD CONSIST OF A NON@=PARTISAN BOARD OF LAY CITIZENS,
B, IF THE EXECUTIVE OFFICER 1S ELECTED, THE BOARD SHOULD BE A NON@PARTISAN BODY
COMPOSED BOTH OF LAY CITIZENS AND THOSE ACTIVELY ENGAGED IN VARIOUS PHASES OF
SCHOOL WORK,
3. THE State DEPARTMENT OF EDUCATION
A, THIS DEPARTMENT SHOULD BE ADEQUATELY STAFFED AND FINANCED,
8. THE FOLLOWING DIVISIONS SHOULD BE ORGANIZED AND STAFFED WITH HIGHLY TRAINED,
ADEQUATELY PAID SPECIALISTS, FULLY COMPETENT TO INITIATE AND CARRY OUT THE
WORK OF THE FOLLOWING DIVISIONS AND SUCH OTHERS AS MAY BE NEEDED:
1, DivisiONS OF CURRICULUM, CERTIFICATION, ADMINISTRATION AND FINANCE,
BUILDINGS, ELEMENTARY SCHOOL SUPERVISION, SECONDARY SCHOOL EDUCATION,
HEALTH AND PHYSICAL EDUCATION, RESEARCH AND REPORTS, SCHOOL DISTRICT
ORGANIZATION, ETC,

B, STRENGTHEN THE OFFICE OF CouNTY SUPERINTENDENT,
1. RAISE THE PRESENT LOW QUALIFICATIONS FOR THE OFFICE OF COUNTY SUPERINTENDENT,
2, RAISE THE SALARY TO A LEVEL COMMENSURATE WITH THE INCREASED QUALIFICATIONS AND
DUTIES,
3, FINANCE THE OFFICE SO THAT:
A, SUPERVISORY ASSISTANTS MAY BE PROVIDED 1N COUNTIES WITH LARGE SCHOOL
ENROLLMENTS,
B. SUFFICIENT CLERICAL HELP MAY BE EMPLOYED,
4, CONSIDER THE ADVISABILITY OF A COUNTY UNIT SYSTEM OF ORGANIZATION WITH A LAY BOARD
AND AN APPOINTED SUPERINTENDENT,
5. THE STATE SHOULD PARTICIPATE IN THE FINANCIAL SUPPORT OF RURAL SCHOOL ADMINISTRA@
TION AND SUPERVISION,
6, REORGANIZATION OF SPARSELY SETTLED LOCALITIES OF THE STATE INTO COUNTY UNITS OF
MUCH LARGER SIZE WOULD MAKE FOR EFFICIENCY AND ECONOMY,

C, STRONG ADMINISTRATIVE OFFICERS SHOULD BE OBTAINED FOR LARGE UNITS,
1, COLLEGE ADMINISTRATIVE OFFICERS:
A, SHOULD BE CHOSEN ON THE BASES OF SCHOLARSHIP, ACHIEVEMENT, PERSONALITY AND
EDUCATIONAL LEADERSHIP IN ADDITION TO DEMONSTRATED ADMINISTRATIVE AND EXECUTIVE
ABILITY,
2. SUPERINTENDENTS. AND. PRINCIPALS:
A, SHOULD HAVE HIGHER EDUCATIONAL AND PROFESSIONAL QUALIFICATIONS,
8B, SHOULD NOT BE REQUIRED TO CARRY EXCESSIVE TEACHING LOADS,
C. SHOULD BE PROVIDED SUFFICIENT CLERICAL HELP,
D. SHOULD HAVE SUFFICIENT TENURE TO INITJATE AND CARRY OUT DEFINITE EDUCATIONAL
PROGRAMS,
PART 1V --=-= (CONTINUED)

jit, SCHOOL DISTRICT REORGANIZATION MUST COME

 

 

A, RURAL, HIGH SCHOOL, AND CITY DISTRICTS SHOULD BE REORGANIZED INTO UNITS OF SUFFICIENT
SIZE TO PROVIDE:
1, VALUATIONS HIGH ENOUGH, WHICH WHEN COUPLED WITH OTHER FORMS OF SUPPORT, WILt
GUARANTEE A GOOD PROGRAM OF EDUCATION WITHOUT CONFISCATORY PROPERTY LEVIES,
2, ENROLLMENTS LARGE ENOUGH TO PROVIDE A DEMOCRATIC SOCIAL GROUP IN WHICH A PROPER
CURRICULUM MAY BE FOLLOWED WITHOUT EXCESSIVE EXPENSE PER PUPIL,
3. AN ADMINISTRATIVE AND SUPERVISORY STAFF SUFFICIENT IN SIZE AND COMPETENCE,

B,. HOW SCHOOLS SHOULD BE SUPPORTED:
1, LOCAL TAXES SHOULD PROVIDE A BASIC PORTION OF SCHOOL REVENUE,
2, A MINIMUM BASE PROGRAM FOR ELEMENTARY SCHOOLS THROUGH THE COUNTY UNIT WOULD PROVIDE
A PARTIAL SOLUTION TO INEQUALITIES IN ASSESSMENTS AND WEALTH,
3, THE STATE HAS A DEFINITE OBLIGATION TO ASSIST MATERIALLY IN THE SUPPORT OF PUBLIC
EDUCATION:
A, THROUGH PLANS OF EQUALIZATION,
B, THROUGH OTHER WAYS OF STATE SUPPORT,
1, MANY OF THE NEWER FORMS OF INDIRECT TAXES WHICH CAN ONLY BE COLLECTED
BY THE STATE YIELD LARGE AMOUNTS, PART OF WHICH SHOULD BE USED TO PROVIDE
ADDITIONAL SUPPORT FOR PUBLIC SCHOOLS,

C, KANSAS PUPILS SHOULD BE PROVIDED TRANSPORTATION IF LIVING AN UNDUE DISTANCE FROM SCHOOL,
1, WITH REORGANIZATION OF DISTRICTS, THE TRANSPORTATION OF PUPILS SHOULD BE PROVIDED
IN MANY AREAS:
A, THROUGH OPERATION OF BUS ROUTES,
1, TRANSPORTATION SYSTEMS SHOULD BE SET UP FOR THE EDUCATIONAL WELFARE OF
THE CHILDREN RATHER THAN FOR THE BENEFIT OF THE SCHOOL DISTRICT OR
COMMUNITY,
B. THROUGH SUCH OTHER METHODS AS MAY BE FOUND DESIRABLE OR NECESSARY,
2. A COUNTY SYSTEM OF PUPIL TRANSPORTATION PROVIDED FOR BOTH ELEMENTARY AND HIGH
SCHOOL PUPILS IS DESIRABLE,
3, GOOD ROADS WILL FACILITATE THE DEVELOPMENT OF GOOD SCHOOLS AND MUST ACCOMPANY RE=
ORGANIZATION OF DISTRICTS,
A, GOOD ROADS REQUIRE THE COOPERATION OF TOWNSHIP, COUNTY AND STATE,
8, GOOD ROADS WILL NOT ONLY BE OF BENEFIT TO SCHOOLS BUT WILL CONTRIBUTE TO THE
WELFARE OF THE COMMUNITY AS A WHOLE,
4, THE STATE SHOULD ASSUME A PART OF THE DIRECTION, SUPERVISION AND EXPENSE INVOLVED
IN THE TRANSPORTATION OF PUPILS TO AND FROM SCHOOL.
5, WHERE TRANSPORTATION 1S NOT POSSIBLE, DORMITORIES OR OTHER SUITABLE LIVING QUARTERS
SHOULD BE PROVIDED WITH FINANCIAL ASSISTANCE BY THE STATE,
FART IV -=ee= (CONTINUED)

IV, INDUSTRIAL AND VOCATIONAL EDUCATION

 

A, INDUSTRIAL AND VOCATIONAL EDUCATION HAVE RAPIDLY EXPANDED DURING THE WAR YEARS, THEY
SHOULD BE MAINTAINED AND FURTHER EXPANDED WHERE DESIRABLE,

B, POST-WAR POSSIBILITIES
1, EACH LOCAL SYSTEM SHOULD HAVE BASIC COURSES IN INDUSTRIAL AND VOCATIONAL EDUCATION
COMMENSURATE WITH THE NEEDS OF THE COMMUNITY AND THE SIZE OF THE SCHOOL,

A, EXPLORATORY AND TRY“OUT COURSES IN DIFFERENT FIELDS SHOULD BE PROVIDED ON THE
JUNIOR HIGH SCHOOL LEVEL,

B, THERE SHOULD BE VOCATIONAL OPPORTUNITIES IN TRADE AND INDUSTRY, HOMEMAKING,
AGRICULTURE AND THE DISTRIBUTIVE FIELD FOR 11TH AND 12TH GRADE PUPILS, SUF=
FICIENTLY WELL TAUGHT BY COMPETENT TEACHERS WITH TRADE BACKGROUNDS SO THAT
THE STUDENT 1S EMPLOYABLE UPON GRADUATION,

C. OPPORTUNITIES SHOULD BE PROVIDED FOR WORK EXPERIENCE IN TRADE, BUSINESS AND
INDUSTRY WITH APPROPRIATE SAFEGUARDS AGAINST EXPLOITATION AND CHILD LABOR,

2. AREA VOCATIONAL SCHOOLS

A, SOME JUNIOR COLLEGES MIGHT BE ELIMINATED AS LIBERAL ARTS SCHOOLS AND BECOME
INDUSTRIAL AND VOCATIONAL TERMINAL INSTITUTIONS,

B, FOUR*YEAR COLLEGES SHOULD PROVIDE TWO-YEAR TERMINAL VOCATIONAL COURSES,

3. IN SPARSELY SETTLED AREAS, STATE TRADE SCHOOLS, UNDER THE STATE BOARD OF EDUCATION,
SHOULD BE OPERATED IN CONNECTION WITH CERTAIN HIGH SCHOOLS, WITH THE STATE PARTICI=-
PATING IN THE COSTS OF THEIR OPERATION AND THE HOUSING OF NONRESIDENT STUDENTS,

V. EXTENDED ACTIVITIES

A. AFTER=SCHOOL, SATURDAY AND HOLIDAY ACTIVITIES SHOULD BE PROVIDED INCLUDING CLUBS,
HOBBIES, INTRAMURALS AND ORGANIZED RECREATION,

B, SUMMER ACTIVITIES
1, ACADEMIC WORK SHOULD BE PROVIDED AS PART OF A YEAR@ROUND PROGRAM,
2, RECREATION AND HOBBIES SHOULD INCLUDE SUPERVISED PLAY, CRAFTS, HOME PROJECTS, MUSIC,
ART, DRAMATICS, SWIMMING, ETC,
EDUCATIONAL PLANNING COMMISSION

Rees HUGHES, CHAIRMAN
Minter E, Brown
DoroTHy Cooke

FANNIE DILSAVER
RALPH EDWARDS

Mrs, W, M, EHRSAM
Maup ELLSWORTH

Evan E, EVANS

Floyd HERR

DEAN MARGARET JUSTIN
Victor KLoTz

PauL LOVELESS

Ropert T, McGRATH
Fred L, MILLER
Ropert E, MOHLER

da Fe PROC

W. A. Stacey

FRANK STRICKLER

J. F. WELLEMEYER

LEONARD WHEAT

THE

OF
THE KANSAS STATE TEACHERS ASSOCIATION

1943 = 44

POCRIDENT CGitul Si el ee ee eS

SUPERINTENDENT OF SCHOOLS . 2... 2s ee ee

SUPERVISOR, KINDERGARTEN@ELEMENTARY GRADES . .

COUNTY SUPERINTENUENT .. 6 6 ce es ce ee 8
COUNTY SUPERUTEIET 6 wk tt te
RURAL TEACHER is eee 8 ee oe oe Se 8
UNIVERSSYV OF FANGAS 2c ett tt te tea
SUPERINTENDENT OF SCHOOLS . 1 sb te wee
SECRETARY STATE BOARD OF EDUCATION .....-
ScHooL oF Home Economics, K. S.C. ...2.e-
PRINCIPAL SENIOR HIGH SCHOOL .... 2 eee
PRINCIPAL ELEMENTARY SCHOOL . . i 2 se oe oe
ScHoot oF Epucation, Fr. Hays State COLLEGE. .
SUPERINTENDENT OF SCHOOLS ....4 e+ eevee
WEFUERUON GOLAN gt tte sh ete ee
Pucbietet, S.cit ke 8k ee ee ee Oe 8
ASSISTANT STATE SUPERINTENDENT . . «6 ee eo o
PRINCIPAL, LANE County Community HiGH SCHOOL .
PRINCIPAL, WYANDOTTE SENIOR HIGH SCHOOL... .

Speninteeeent OF SENOS 6 kkk ke tte

PITTSBURG
ANTHONY
TOPEKA
BELLEVILLE
ST, JOHN
ELLSWORTH
LAWRENCE
WINFIELD
TOPEKA
MANHATTAN
COFFEYVILLE
Scott City
Hays

WASH INGTON
McPHERSON
EMPORIA
TOPEKA
DIGHTON
Kansas City

WICHITA
 

July 15, 1944.

Mr. Marvin Teeter,

Asst. Director of Personnel,

American Red Cross,

1709 Washington Avenue,

St. Louis 5, Missouri. :

Dear Mr. Teeter:

I em very happy to recomend Miss Evelyn &. Kimney, of
1103 Hast Street, Iola, Kansas, without reservation or evasion.

Miss Kinney is one of our most substantial students in
physicel education. She graduated from the University of Mansas
in 1941, and holds the B. Se or
with a major in Physical Education. —

Nex qualifications are of the highest. She has an excep-
tionally strong personality. She is most thorough in her work,
loyal to the nth degree, and enthusiastic about the work she under~-
takes. Wiss Kinney assisted us in the women's department during
her senior year as a student assistant and gave exceptionally satis-
factory service. | :

Miss Kinney is well organized, has the ability to work with
her fellows and at the same timo challenges them to greater endeavor.
I am very sure that you will make no mistake if you consider very
seriously Miss Kinney's qualifications. We place much faith in her
ability and her integrity. . |

Very sincerely yours,

Director of Physical fducation,
FCA:AH Varsity Basketball Conch.

 
+

AMERICAN RED CROSS

MIDWESTERN AREA

 

1709 WASHINGTON AVENUE
ST. LOUIS, (3) MISSOURI

July 5, 1944

Mr. F. C. Allen
University of Kansas
Lawrence, Kansas
RE: KINNEY, Miss Evelyn E.
1103 East Street
Iola, Kansas

My dear Mr. Allen:

Miss Evelyn E. Kinney has applied for a position with the
American Red Cross to serve as First Aid, Water Safety and Accident
Prevention Field Representative. She has given us your name as a
reference, and we would appreciate any statement you wish to make
relative to her character, ability, etc.

 

The position of Representative on our First Aid, Water Safety
and Accident Prevention field staff involves visits to a group of
local Red Cross Chapters to assist them with the organization and
development of the above mentioned services. In addition to the
technical knowledge of these programs, the Field Representative must
be familiar with the techniques of teaching and her personal character-
istics must be such as would enable her to establish and maintain
effective working relationships with not only our paid staff but Red
Cross volunteers as well. From time to time it will be necessary for
the Field Representative to give short informative talks on the subject
of Red Cross to groups in the community such as luncheon clubs, women's
clubs, etc. While it is not required that our Representatives be
accomplished public speakers, they should be able to talk clearly and
Sincerely on an extemporaneous basis.

We will appreciate your assistance in giving us your evaluation
of Miss Kinney's qualifications and your opinion as to her suitability
for an assignment of this nature. Whatever information you make avail-
able to us will, of course, be held in confidence. We would appreciate
an immediate reply.

Sincerely yours,

 

Marvin Teeter
Assistant Director of Personnel

f. © BRAD a a 8 8 Dee: Bh 2 8. SE thon BF. Y cr G 2° Buy as

 
 

July 3, 1044.

te is th he ee

ss ta & iaeaere ter ee te SOS oe 0 ie
personality and high character of M/Sgt. William Kollender, who
> a Sa om ™
_ the University dates back to 19159.

During | Kellender's tenure here with the 2.0.T.0. of
the University of Kansas I have found him to be highly loyal and
energetic in the dispatch of his duties. His militery work while

done was only one of the many activities that Sergeant
“Xollewder indulged in. Comamity affairs, civic responsibilities -
all found high favor in thie mam of tremendous energy and enthus-
iasme

Sh: tend siciameytenl, aii Latay staan Ha Gillanales WA eh Vinee
one with whom he ceme in contact. His executive capacity has not
teen excelled by anyone that I have met in the Military
Them @xirurted wilds even, tte mon’ menial weepoiecithlity, ie G14 2% |
es conscientiously and enthusiastically as if it were of major import.

During my athletic administration he handled the ushering end
admissions ut all football, basketball ani Kensas Relays games, and

I am happy to recomend him without reservation or evasion.

|

Very sincerely yours,

Director of Physical Education,
POAAM |  Vawraity Basketball Coach.

 
 

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Jume 21, 1944.

are Jolm Je Kistler,
409 Clinton Street,
Rear Jack:

Thanks for your letter and cheek. | have suto-
a ee

Good tusk: to your fu:tlyy and ospoctally to the
one who is in the service of his sowttry.

Sincerely yours,

PCA:AH Varsity Basketball Coach.

 
 

“The CHALLENGE MACHINERY COMPANY = 594058

mG
PATTERN WORK oe

SPECIAL MACHINERY
BUILT TO ORDER

se Grand flaven, Michigan

June 19, 1944,

 

Dr. F. C. Allen,

Dept. of Physical Education,
University of Kensas,
Lawrence, Kansas.

Dear Dr, Allen:

Enclosed is check for $4.00. Please send me
copy of your book, "Better Basketball," for
my son John, regarding which I wrote you
some time back.

Would appreciate it very much if you would
autograph it with some message to John from
you as Coach of the Basketball team.

gohn left this morning for Detroit for
induction into the Navy. He enlisted last
week at Grand Rapids, and will be home
Wednesday for ten days before finally being
assigned to a station for his "Boot Training."

Thanks very much for your past courtesies,

Sincerely,
ges Kistler,
Gend to....-:..:. 4o9 Clinton Street,

Grand Haven, Michigan.