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Kentucky Negro Educational Association Journal v.23 n.1 Kentucky Negro Educational Association 400dpi TIFF G4 page images University of Kentucky, Electronic Information Access & Management Center Lexington, Kentucky 2003 kneav23n1 These pages may freely searched and displayed. Permission must be received for subsequent distribution in print or electronically. Kentucky Negro Educational Association Journal v.23 n.1 Kentucky Negro Educational Association Kentucky Negro Educational Association Louisville, Kentucky March 1952 $IMLS This electronic text file was created by Optical Character Recognition (OCR). No corrections have been made to the OCR-ed text and no editing has been done to the content of the original document. Encoding has been done through an automated process using the recommendations for Level 1 of the TEI in Libraries Guidelines. Digital page images are linked to the text file. I~'VVTTT WT- I --'f1AflCTT 'I1fCI V'JL. nnAlll Ã‚Â±NU. I WtIf1tN fllfl- bLHUUL, UWt1NZSUKU lVilJXKlt, Iv)' .. ~ ~~~~~~~~~~~~~~~~ /.e ' A.' 5 ''aRiz f'" 2 Ã‚Â½ Ibis ; - t~~~~~~~~~K I KENTUCKY STATE COLLEGE Frankfort, Kentucky Established 1886 CO-EDUCATIONAL CLASS "A" RATING Agriculture - Biology - Business Administration Chemistry - Commercial Teacher Education - Education English - French and Spanish Literature History and Government -Home Economics Industrial Arts - Mathematics - Music Physical and Health Education Pre-Professional Courses Sociology and Economics Correspondence Courses A Complete Life on One Campus Modern, Well-equipped Housing-Athletics -Debating Student Infirmary -Student Government Dramatics Aestheticand Social Dancing - Fraternities Sororities - Clubs - Movies - Theatre SUMMER SESSION - JUNE 9 - AUGUST 8 A DISTINCTIVE COLLEGE IN FACULTY, CURRICULUM, AND EDUCATIONAL POLICIES For Information, Write the Dean L LINCOLN INSTITUTE OF KENTUCKY A-CLASS HIGH SCHOOL-COLLEGE PREPARATORY VOCATIONAL COURSES 1. Engineering 4. Agriculture 2. Home Economics 5. Home Nursing 3. Building Trades 6. Commerce 7. Veterans' Program WE PROVIDE HEALTH - HAPPINESS - SAFETY The Domestic Life and Accident Insurance Company Louisville, Kentucky PROTECT THOSE YOU LOVE 1. DOMESTIC'S EDUCATIONAL POLICY will guarantee your son or daughter a college education. 2. DOMESTIC'S SPECIAL WAGE-EARNER'S POLICY will help pay the home expenses in the event of injury or sickness of the head of the home, and the Death Benefit of $250.00 will also guarantee a decent religious burial. The Domestic Has a Policy for Every Need See a Domestic Agent At Once for Further Information Help Make Jobs for Your Own Sons and Daughters MASON'S FOREIGN STUDY AND TRAVEL BUREAU Announces a Foreign Study Seminar Summer of 1952 Leave Middle of June and Return Last of August England, France, Scandinavian Countries, Germany, Belgium Holland, Switzerland Italy and Spain Travel is a "Must" for Educators Make Application for Reservations Now Price Includes Everything MRS. VIVIAN C. MASON 909 Maypole Ave., Norfolk, Virginia Miss Robbie Gentry 1030 Fifteenth Avenue, South Nashville, Tennessee Presents Class Jewelry Senior Announcements Diplomas Club Pins Medals Trophies By WRIGHT & STREET, Inb. Chicago, Illinois "Fine Jewelry Since 1903" Write for Appointment LOUISVILLE'S MUSIC CENTER 10 Years of Service to The Teachers of Kentucky Kimball PIANOS Kranich and Bach MUSICAL INSTRUMENTS Penzel - Mueller Reeds F. A. Reynolds Vincent Bach Brass William F. Ludwig Drums and Tym 422 West Liberty WAbash 8761 Louisville, Kentucky TYPEWRITERS Royal Underwood Remington L. C. Smith Portables Standards NEW USED TERMS LEACH BUSINESS MACHINES CO. 105 S. Second St. AMherst 1151 Louisville, Ky. - THE 4 JOURNAL official publication of the KENTUCKY NEGRO EDUCATION ASSOCIATION VOL. XXIII March 1952, No. 1 Published by the Kentucky Negro Education Association EDITORIAL OFFICE: 1740 West Dumesnil Street, Louisville 10, Kentucky EDITOR: W. L. SPEARMAN, Executive Secretary, Louisville PRESIDENT K. N. E. A.: D. L. DOWERY, Sr., Shelbyville ASSOCIATE EDITORS: E. K. Glass, Hopkinsville; V. E. Miller, Louisville; L. J. Twyman, Glas- gow; W. M. Woods, Harlan; W. 0. Whyte, Maysville CONTRIBUTING EDITORS: R. B. Atwood, Frankfort; E. T. Buford, Bowling Green; H. E. Goodloe, Owensboro; Mary E. Guy, Horse Cave; N. L. Passmore, Lexington; W. H. Perry, Jr., Louisville; Mrs. Lucy H. Smith, Lexington; C. L. Timberlake, Paducah; A. S. Wilson, Louisville; W. M. Young, Lincoln Ridge PRICE ONE DOLLAR PER YEAR OR 25 CENTS PER COPY Membership in the K. N. E. A. includes subscription to the JOURNAL Rates of advertising mailed on request Table of Contents Page E ditorial C om m ents ---------- --------- --------- ---------- --------- - -------- 4 Cover Picture ------- -..---4 "The President's Letter," R. L. Dowery, Sr . . ,-- ,, 4 "Guidance in Negro High Schools of Kentucky," Harry E. Fields --------------------------------------------5 F. B. Simpson, Elkton, To Head TDTA for 1952-54 .-.............................................7 "Our School Newspaper," Leslie Shively Smith ------------------------------------------.---8 "Vocational Teachers and Public Relations," Vernon E. Miller . 11 A. R. Lasley Presented for KNEA Presidency - .-.-.-.-13 Dr. Givens, NEA Head, Retires-Associate Secretary Named to Top Post - 13 Book Nook -------------------------------------------14 Pennyrile District Y-Teen Clubs Meet at Western High 15 K.N.E.A. Kullings -...--.--..........---------. 16 Editorial Comment THE ALL-STATE CHORUS We note with regret the passing of the All-State Chorus. We are proud of the part that the K.N.E.A. had in building it up to its present stature. However, even the best of children will run away from home. We do feel that we need the support of all the teachers in Ken- tucky. We feel that education as a whole is being damaged when one group leaves the fold. It seems unnecessary to have two groups doing the same thing at the same time. Such duplication of efforts should and must be com- bined to develop one strong teacher-controlled organization. We the parents will wait for our children to return to the fold. 76TH K.N.E.A. MEETING Great plans are in the making for the 76th meeting to be held in Louisville on April 16, 17, 18. The reception given to the work shop plan last year was so great that we are again using it as the basis for our meeting. The meeting will be centered around the theme "Moral and Spiritual Values in Educa- tion." This has long been a neglected phase of our educational program. Last year the workshops were so successful because of the contributions made by each participant. If the idea is to have continued success, you must again come with interest and a willingness to make your contributions. ELECTION YEAR This is Election Year again. Only through the vote of each member can we continue to secure intelligent leadership for our organiza- tion. Decide early to make your vote count. For- get petty politics and personalities. Help to put the best we have in positions where they are most needed. Use your vote intelligently. COVER PICTURE This issue's cover carries a picture of new Western School, Owensboro, Kentucky. The school, built at a cost of approximately $200,000, twelve classrooms, administrative offices, health room, teacher's lounge, cafeteria, Science department, a library, and facilities for the teaching of business education and home economics. In addition there has been erected a trades building in which agriculture and industrial arts are taught. President's Message To the Officers and Members of the Kentucky Negro Education Association Ladies and Gentlemen: Permit me to thank each and every one of you for the unstinted support given for the successful ending of the 75th Anniversary and Diamond Jubilee Celebration April 11-13, 1951. The privilege and honor of representing you at the 89th Session of the N.E.A., in San Fran- cisco, California, July 1-6; at the N.E.A. Head- quarters in Washington, D. C., July 27-28; and the American Teachers' Association at Hamp- ton Institute, Va., July 29, 30 and 31 was great- ly enjoyed by me. From each of these meetings, information and inspiration were received that has enabled me to be of greater service to the teaching pro- fession. This Fall was used attending the District Teachers' Associations, either in person or by proxy. The reception given by all Associations of the plans for 1951-52 were gratifying. En- dorsements were given the Centennial Action Program of the N.E.A., the requested budgets of Kentucky State College, Lincoln Institute and West Kentucky Vocational Training School, and endorsement of "Integration In," which in- cludes pupils and teachers, rather than "Integra- tion Out," that only takes the pupils and one or two teachers. Unified dues-Local, State and National- were also endorsed. A questionnaire was sent the candidates for Governor and Superintendent of Public Instruction on seven important educa- tional questions. Your continued support to the K.N.E.A. is urgently needed. The representatives of the fifteen southern states attending the meeting in Washington, D. C. were assured that each association would receive between $250.00 and $300.00 to assist with publishing the official organ of each asso- ciation. We are hopeful that the retired teachers of the K.N.E.A. will become active, since an amendment to the constitution at the 1951 session made this possible. We have kept a watchful eye on the happen- ings of the General Assembly of 1952, and have registered protest against measures we felt not beneficial to us as a group. If there were any changes in the official families of the District Teachers' Associations, we first want to thank the out going officers of Continmed on Page 16 4 "Guidance in 'Negro High Schools of Kentucky" Guidance should become a vital and living part of the curriculum in our schools. Pupils and their maximum growth as well adjusted in- dividuals and members of groups are our chief concern. It is agreed that a well organized pro- gram of guidance is that part of the curriculum which is concerned with helping pupils attain that maximum degree of adjustment as in- dividuals and as members of groups. It was with this point of view that the study which constitutes the basis of this report was made. It sought an answer to the question: What is the status of guidance in Negro high schools of Kentucky? In order to answer this question more adequately, it was proposed to show: 1. The extent and nature of the guidance programs in the Negro high schools of Ken- tucky. 2. Those guidance practices that exist in schools that have no organized programs of guidance. Guidance check lists were prepared and sent to each principal of the 60 Negro high schools on the roster for the school year of 1949-50. THE FINDINGS This article reports, in part, the findings on the problem proposed above. The survey was based on reports from 37 of the 60 Negro high schools of Kentucky. The returns appeared to be a representative sampling of the Negro high schools since the replies concerned schools with enrollments ranging from ten to 1360 pupils. Further, the replies from the 37 responding schools concerned 8,341 of the 11,999 Negro pupils, or roughly 75 per cent of the Negro high school population in Kentucky. In general, it was found that elements of guidance were carried out by all Negro high schools but in an unorganized manner. It also pointed out that guidance was most often the responsibility of the classroom teacher where no definite outline of procedure was followed, the method used being left to the discretion of the teacher. Weaknesses of guidance practices in the school were noted in the areas of curriculum revision, pupil information, training of teachers for guidance, scheduled time and the area for counseling, diagnosis and treatment of atypical children, the use of community survey for pupil needs and follow-up studies of former pupils. Curriculum revision-Continuous revision of the curriculum to meet the needs and in- terests of the pupils is a conducive element for guidance in a high school. Yet, it was found that 25 of the 37 high schools maintain the college preparatory curriculum. Only 38 per cent have shown concern for the general, en- riched subject-matter, or the social living type curricula. The small percentage of our gradu- ates who enter college is evidence of the fact that college preparatory curriculum is least functional to the needs and interest of our pupils. Authorities in the field have pointed out that the secondary school curriculum has acquired an unfortunate rigidity, an undesirable complexity, a wide separation between the different subjects, and a lack of reality in terms of the needs, interests and abilities of the pupils. Pupil information-An examination of the records most often kept by our high schools revealed that the majority of high schools con- fine the data to attendance, scholastic progress, health, and names and occupations of parents. While these data are considered routine and essential in carrying out the policies of admin- istration, they are inadequate as pupil informa- tion for guidance purposes. Few data were recorded pertaining to the total social growth of the pupil which includes his behavior, in- terests, activities, family background, and out- of-school experiences. The economic and cul- tural background of pupils affects their at- titude among their associates and it also in- fluences their plan for continued education and training. Ambrose Caliver (1:99) reports that more Negro boys and girls leave school before finishing because of low family income than for any other reason. The success of pupil adjustment in many situations may be traced to his interests, likes and dislikes; thus, interest patterns of pupils are helpful to the teacher or counselor in citing to the pupil the most valu- able and helpful experiences. The anecdotal journal can provide a cumulative body of evi- dence relating to pupils' activities, behavior and out-of-school experiences. The study revealed that anecdotes pertaining to school situations were most frequently used while out-of-school situations were less frequently recorded. This limited use of anecdotes is not in accord with the recommendation of writers in this field. In fact, they have agreed that sources of anecdotes should go beyond the schoolroom and the school; that any significant behavior, wherever it may be observed, may well be recorded. Counselor qualifications-In the selection of secondary school counselors, care should 5 be given to their training and qualification to insure an efficient service. Sources of guidance literature outline the qualifications of counsel- ors as having (1) at least ten years teaching experience; (2) a knowledge of mental test- ing; (3) extended training in psychology; (4) training in gathering and analyzing data; (5) training in occupational, vocational, and educational opportunities; (6) desirable per- sonality traits. Puls (4:45) discovered in Louisiana that almost every faculty had a person with personal qualifications, basic training, and experience sufficient to assume guidance duties in their schools. Teaching experience rep- resented the counselor qualification most often met by teachers of Kentucky high schools. In less than 50 per cent of the schools were persons with extended training in psychology, in gathering and analyzing data and training in vocational and educational opportunities. Since guidance in our schools is a responsibility of the classroom teacher and since only a few teachers have training in the field of guidance, it is seen that the lack of training of teachers presents a serious problem. Hines and Manly (2:113) report that two-thirds of the schools have all teacher-participation guidance pro- grams; however, two thirds of all teachers have had no guidance training, which they termed a critical guidance situation among Negro high schools of the southeastern area of the United States. Time for counseling-To carry on a guid- ance program effectively, time must be given for counseling with pupils, conferring with teachers and parents, and for compiling pupil information. Puls (4:45) found that in small- er schools, one period per day was sufficient for guidance with more time being allotted as the program expands. This study revealed that only fourteen or 38 per cent of the schools surveyed allow time for counseling with pupils. Time for conferring with teachers and parents and for compiling pupil information was re- ported by only twelve or 32 per cent of the schools. Counseling area-It was found that coun- seling with pupils was most often carried out in the principal's office along with other ad- ministrative duties. In only four or eleven per cent of the schools was there found counseling offices for counselors. The most desirable area for counseling is one where privacy exists and yet without the emptiness which may be found in the classrooms. Walquist (6:24) points out that there should be a waiting room for students with magazines and comfortable seating, and that counseling should take place in an office adjacent to the record vault. A comparison of the counseling areas of our schools with those recommended by authorities indicates that counseling does not proceed under the most conducive situations. Atypical children-By virtue of his close contact with pupils daily, the teacher is an important person in carrying out the guidance program. Strang (5:18) says that there is no one in the school who has so good an oppor- tunity as the teacher to learn the individual pupils, to observe them and to adjust the school situation to their needs. In the survey, the teachers were considered in the role of (1) gathering pupil information; (2) assisting with the testing program; (3) doing remedial teach- ing; (4) making social adjustment; (5) vary- ing their teaching methods to fit the learning situation. Data compiled in this phase of the guidance work indicated that teachers were doing a commendable job as revealed by the consistent high frequency of response to the following characteristics: 1. Home visitation 2. Keeping attendance records 3. Talks with parents 4. Administering tests 5. Discovering strong and weak areas of pupils 6. Giving individual help to pupils 7. Diagnosing difficulty of low pupils 8. Assisting pupils with personal and social problems 9. Encouraging pupil participation in classroom procedures 10. Making educational and vocational ap- proaches to subject matter 11. Planning democratically 12. Planning interesting projects Weaknesses persisted in the characteristics of the following: 1. Using anecdotal records and pupil auto- biographies 2. Making case studies 3. Evaluating tests in terms of the course objectives 4. Determining the level and aptitude of train- ing of pupils for various courses 5. Surveying records for low and exceptional children 6. Referring unusual cases to specialists Community survey- The guidance pro- gram in its maximum effect reaches beyond the limits of the school. Rapidly shifting social and occupational changes are a challenge to the school's attempt to adjust pupils to life. Changes such as these suggest a variety of explorations in actual life experiences. In the preparation of the school to meet the needs of pupils, wide use of community resources should be utilized. Weakness seemed to prevail in the use of the community survey for guidance practices in the high schools. The study showed that oc- 6 cupational opportunities and the availability of community agencies were surveyed by fewer than 50 per cent of the responding schools. Placement and follow-tip studies - A study of characteristics of placement showed that the schools reported a favorable program of articulation from school-to-school and class- to-class, and planning educational futures with pupils. However, only a limited number of the reporting schools surveyed former pupils with regard to such items as additional training, present family and economic status, work ex- periences, recreational and social life, health, personal desires and opinions, and religion. Each of the characteristics mentioned above showed a low frequency in response. Jager (3:471) states that follow-up studies of former pupils are means of continued appraisal and evaluation of pupil adjustment; they are means of furnishing data for continuous curriculum development. Conclusions-On the basis of the informa- tion obtained and of the findings of this study of guidance it may be asserted that the most overall weakness of guidance in the high schools is the absence of trained personnel designated to co-ordinate the existing guidance practices of the schools. These data further imply that administrators concerned should institute a definite program of guidance in charge of qualified persons and to include ap- plicable trends for: 1. The study of individual needs, interests and aptitudes leading toward curriculum re- vision. 2. Student counseling with approved pro- cedures. 3. Surveying occupational and employment trends of Negroes in the community, state, and nation. 4. The evaluation and appraisal of former pupil adjustment through follow-up studies. 1. Caliver, Ambrose. "Vocational Education and Guidance of Negroes." Office of Education, Bulletin No. 38,1937. U. S. Office of Educa- tion, Washington, D. C., 1937. 2. Hines, J. S. and Manly, A. E. "Guidance in Negro Secondary Schools in the Southeastern Region." Journal of Negro Education, 17 Spring, 1948). 3. Jager, Harry A. "Guidance Program Broadens Its Base." Occupations, 27 (April, 1949). 4. Puls, E. E. "Louisiana's Guidance Program," School Executive, 64 (April, 1945). 5. Strang, Ruth. "Guiding the Guidance Program in Our Smaller Schools." The Nation's Schools, 17 (Jan. 1936). 6. Walquist, G. L. "Your Guidance Office." The School Executive, 62 (July, 1950). F. B. Simpson, Elkton, to lead TDTA for 1952-54 F. B. Simpson, principal, Todd County Training School at Elkton, was elected to serve as president of the Third District Teachers' As- sociation for the next two years. The TDTA held its annual session at Glasgow on October 26. Retiring officers included L. J. Twyman, Glasgow, president; Mrs. Iola P. Morrow, Elk- ton, recording secretary; Mrs. Hattie Gonzales, Russellville, financial secretary; and Mrs. Blanche G. Elliott, Drakesboro, treasurer. Mrs. Vadie E. Denning, Warren County, head of the primary-elementary department of the TDTA, presented Mrs. Eloise W. Mathis of Drakesboro and Mrs. Mary E. Martin, Todd County, who discussed "Correlating the Social Studies." They emphasized the fact that social studies should acquaint the pupil with present day living. One of the highlights of the meeting was an address by Mrs. Estelle B. Lasley, Barren County, who told of her experiences as a teacher in Japan. Memorial services were conducted by the Rev. E. T. Buford and Mrs. Henrietta Anderson was in charge of the story-telling contest. Prize winners were Cherilie Freeling, Lincoln School, Franklin, first; Annette Todd, Knob City School, Russellville, second; and Frances C. Dickerson, Community School, Drakesboro, third. Visitors attending the session were Robert L. Dowery of Shelbyville and J. Bryant Cooper of Louisville, who gave reports of the National Educational Association, which met in San Francisco. William L. Spearman, Louisville, Mrs. Brodie, supervisor of the Logan CoLunty Schools, and Miss Osceola A. Dawson, registrar of the West Kentucky Vocational Training School of Paducah were also present and each brought greetings to the organization. Other officers elected to serve for the next two years are Hughland H. Gumm, Franklin, vice-president; Mrs. Hattie L. Gonzales, Russell- ville, secretary; and Mrs. C. A. Hutchinson, Bowling Green, treasurer. Members of the board of directors are the president, secretary, Mrs. Blanche G. Elliott, Drakesboro; L. J. Twy- man, Glasgow, and Miss Christine Barlow, Bowling Green. The 1952 session will convene at the Todd County Training School, Elkton, Friday, No- vember 7. Mrs. Leslie Shively Smith, Drakes- boro, was appointed reporter of the meeting. 7 "Our School Newspaper" LESLIE SHIVELY SMITH The students of the Drakesboro Commun- ity High School, Drakesboro, Kentucky, are justly proud of their newspaper-The DCHS NEWS. This publication is of the stencil- duplicated type and is issued monthly while school is in session. The first issue appeared in March, 1946. It was the outgrowth of a project sponsored by the Current Events Club, an extra-curricular activity at Drakesboro Community High School. One of the objectives of this organ- ization was the publication of school news in the papers which were most widely read in this area. The students were fascinated by the expectation of seeing their names in print and were enthusiastic as they gathered and submit- ted news to the local papers. This question was brought up in a business meeting of the club, "Why can't we have a paper and publish our own news?" At this time there were no facilities for this kind of work, but interest was so great that two of the best penmen prepared to write the copies in long hand! The first issue consisted of only three pages, each of which was printed on one side. Since that time THE DCHS NEWS has grown and it now consists of eight pages, written on both sides of legal-size paper. The two outer pages -the cover pages-are gold and the other two are white. It is printed in green ink, thus carry- ing out the school colors of green and gold. During the six years of its publication, THE DCHS NEWS staff and supervising editor have learned about newspaper publishing from experience. The adviser had had no par- ticular training in journalism aside from a keen interest in the subject. A number of good books were purchased and studied, other student newspapers which were received on an exchange basis were examined, and membership was taken in the Columbia Scholastic Press Association. However, suggestions found in textbooks about school publications cannot fit the situa- tion found in any particular school. The ad- viser has to adjust the material to meet prob- lems peculiar to her school. A small room adjacent to the administrative office of the school was set aside for the use of the news staff. Shelves and cabinets were ' built for the storage of supplies and equip- ment and desk space provided for workers on S the editorial staff. ( Equipment purchased in connection with the duplicating of the newspaper included a mimeo- graph, illuminated drawing board, lettering guides, styli, screen-plates (shading devices), several well-constructed rulers, scissors, staples, stapler, sets of illustrations, and a paper cutter. Other necessary supplies are mimeograph ink, regular stencil sheets, special newspaper stencils, correction fluid, low quality paper for mis- cellaneous uses, and best quality mimeograph paper for duplicating. Of course, one or more good typewriters is a must in the publication of the mimeographed newspaper. Manufacturers of mimeograph and duplicator supplies advertise a number of helps for those who use their products. Suggestions are made for more efficient stencil duplicating and bulle- tins containing seasonal illustrations are sent periodically to customers. A set of illustra- tions which can be cemented to the stencil sheet and removed for future use is a new creation. The staff is divided into three groups; the editorial staff, the reportorial staff, and the circulation department. The reporters gather the news and submit it to the editors. Mem- bers of the circulation department are respon- sible for the sale of subscriptions as well as for the distribution of the papers. The Current Events Club meets twice each month during Extra-Curricular-Activity Period. At the first meeting assignments are made by the adviser and deadlines set for the various types of news. These articles are edited, the pages of the paper balanced and planned, and the dummy made up. Later the stencils are typed, the illustrations put on, and the mimeo- graph operators begin their work. The printed sheets are proofed, the pages assembled and stapled together, and THE DCHS NEWS is ready for distribution. More than 100 copies of each issue are mailed to out-of-county subscribers. These are wrapped, addressed, and stamped for mailing. Soon after the beginning of each school year a lively subscription campaign is launched by members of the Circulation Department. A ;urvey is made of each of the eleven communi- ties which are served by our consolidated school. Agents are assigned to sections of their home communities. They contact every family along -heir route using tactful sales talks. The agents ire responsible for the delivery of papers to all subscribers whom they have contacted. THE DCHS NEWS goes into the homes of )07o of the Negroes in Muhlenberg County. Copies are sent to officials and other well- 8 A portion of the exhibit shown at the Third District Teachers' Asso- ciation which met recently at the Ralph Bunche High School at Glasgow. The above picture shows an illustrated display in the publication of a stencil-duplicated newspaper which was brought from the Drakesboro Community High School. Art and handicraft exhibits were brought from the following s c h o o I s: Greenville Training School, Smith's Grove and Oak- land Schools, both in Warren County, and Lincoln High School, at Franklin. wishers of the school, as well as to the firms whose advertisements appear in the paper. The mailing list is made up of alumni and former students of the school, boys in the armed forces, former residents of Muhlenberg County, and relatives and friends of students now attending this school. Last year the Circulation Depart- ment sent papers to subscribers in all sections of our country, to Puerto Rico, Japan, Korea, and even to faraway Germany. Several copies were also sent to schools with whom papers are exchanged. The financing of the newspaper is another important factor in its publication. Money received from subscriptions alone will not de- fray the many expenses involved in the actual production of the newspaper. Business firms whose services are offered in the various com- munities where our newspaper circulates have been very cooperative in the purchase of ad- vertising space. There is a basic rate for ads and also a cheaper rate for those which will appear more than once. Far-sighted business men realize that their profits are increased by properly directed advertising and also that high school students will soon be heads of families. The friendship of these young people should be gained so as to insure future customers. Space devoted to advertising takes up about 25 %o of each issue. Ads are placed on pages where news is printed so that the reader's at- tention will be drawn to them. From fifty to sixty students have taken part in the publication of THE DCHS NEWS each year. All of this work is on a voluntary basis. Any student in grades 7-12 who is interested may take a part.. In the organization of the staff each year key positions are given students who have shown a real interest in the project for at least one year. These important staff members are usually seniors and each one has assistants who are in training for his position for the following year. Since our school does not have a Journalism Department in its course of study, most of the work involved in the publication of the school newspaper is done on the student's time. Aside from the brief E.C.A. Period, work must be done before and after school, at lunch time, or at odd times during the day. Yet there has been little difficulty in keeping alive student interest and enthusiasm for the school news- paper. The time element involved in this extra- curricular activity has not permitted any great effort toward rating the newspaper. Copies have been sent to one of the nationally recog- nized school newspaper accrediting agencies 9 for a critical analysis. The conclusions were favorable and the paper has been improved because of their suggestions. The content of the newspaper centers around the various interests of the students. Seasonal illustrations selected from portfolios designed especially for school work are placed through- out each copy. These give the newspaper a more attractive appearance and permit "white space" to show. Otherwise the pages look too "compact." Original cartoons and illustrations drawn bv the students are sometimes used. Humor is included in the form of jokes and anecdotes which are used as fillers, but the warning has been given that "there is no place for gossip in a modern high school newspaper." We do not feel that the many hours of sacrificial work which have gone into the pro- duction of 48 regular issues of THE DCHS NEWS have been in vain. Aside from these regular *issues, many special issues, bulletins, programs, and announcements have been made up and distributed by the staff members. Also news of achievements of individual students and groups of students and other interesting ac- counts of school activities has been gathered by staff members and published in the local and locally read newspapers. The newspaper publication organization is the public relations department of the Drakes- boro Community High School. Our newspaper serves as a handbook of guidance for new stu- dents; as the interpreter of the school's policies to its patrons and friends; as a means of ac- quainting the parents with the accomplishments of their children; as an excellent medium for the building of school spirit; and as a valuable source of training in co-operative democracy for the students themselves. As space is given for news from the P.T.A. and churches as well as for the usual school happenings, the student publication has become a community enter- prise. Although much time is spent in the prepara- tion of each issue of a stencil-duplicated news- paper, it is believed that this is one of the most worthwhile activities sponsored by the school. (THE DCHS NEWS Staff will be glad to receive papers from other schools on an ex- change basis.) ADVISORS IN ATTENDANCE AT THE PENNYRILE DISTRICT Y-TEEN CONFERENCE WHICH MET AT OWENSBORO ON NOVEMBER 10, 1951 Advisors attending the Pennyrile District Y-Teen Conference which met recently in Owensboro are: Mrs. Blanche G. Elliott, Drakesboro; Mrs. Kathelene M. Carrol, Lincoln Institute; Mrs. Helen M. Jackson, Owensboro; Miss Helen Rankin, Lincoln Institute; Mrs. Melvan Martin, Henderson; Mrs. Sarah McClure, Owensboro; Miss Mattie L. Martin, Cave City; Miss Betty Walker, Glasgow; Mrs. Mabel W. Moore, Bowling Green; Mrs. Katherine R. Douthitt, Franklin, and Mrs. Leslie S. Smith, Drakesboro. Attend the K. S. E. A. Convention April 16, 17, 18, 1952 in "Vocational Teachers and Public Relations" VERNON E. MILLER Because teachers are important in the public relations program, they must realize the im- portance of public goodwill and cooperation. Children and adults-the public now and later-tend to like or dislike schools in terms of how well the teacher is liked as a result of his knowledge of the subject and his interest in teaching and in the individual (6). Civic organizations, business, unions, churches, etc. are interested in the cooperation of the teacher for public activities and for generally meeting the needs of the community in the training of the individual. Vocational teachers should desire to develop the abilities of youth, to point out opportunities open to them as a result of good self-adjustment, and to teach information about occupations and life adjustment with the public, which is com- posed of individuals and groups largely spoken of as "publics" and includes (19): 1. Prospective students 2. Employers 3. Teachers 4. School children 5. Out-of-school youth 6. Adults 7. Administrators 8. Parents 9. The general public 10. Women's organizations 11. Advisory committees 12. Civic organizations 13. Business organizations I 4. Labor organizations 15. Student organizations Devoloping good public relations with the "publics" may be done through the following media: 1. Newspaper news items 2. Newspaper features 3. Newspaper advertising 4. Radio 5. Motion pictures .6. Slides and film strips 7. Casual posters 8. Car cards 9. Billboards 10. Handbills 11. Circular letters 12. Personal letters 13. Organized mail campaign 14. School catalogue 15. Periodic school bulletins 16. School picture posters 17. School picture postcards 18. School publications 19. Open house 20. Dramatics 21. Student organizations 22. Exhibits in school 23. Exhibits in town 24. Word of mouth 25. Lectures 26. Speeches 27. Luncheons 28. Dinners 29. Women's organizations 30. Advisory committees 31. Civic organizations 32. Business organizations 33. Labor organizations In presenting the vocational public relations program, one must keep in mind certain definite ideas, among which are: 1. There must be a total community approach to the problem. 2. In putting the idea over there must be an an- alysis of what groups are to be reached first, so that there will be a planned approach. 3. In the school itself there must be education in what the program is and there must be a defi- nite program for educating all teachers, since the development of public relations conscious- ness is important for all fields. But presentation without a purpose behind the presentation would be fruitless! Two major purposes could be: 1. To provide pupils with basic information and skills needed in preparation for entrance upon and success in life occupations. 2. To provide preparation of qualified workers for service in industrial establishments. The success of a vocational teacher's training program calls for factors of importance in measuring the adequacy of the program. Such measuring factors should include questions as: 1. Does the training program make possible re- duction on the time required to adapt new workers? 2. Does the evening program make possible more effective use of available manpower? 3. Does the training program make possible the more effective use of production machines for production? 4. Does the program make possible the conserva- tion of supervisory time? 5. Does the program make possible reduction in loss of materials and equipment as a result of breakage and poor work? 6. Does the program make possible reduction in the accident rate? 7. Does the program make possible reduction in the rate of worker turnover? 8. Does the program make possible reduction in absenteeism? Methods of building good public relations vary, but the vocational teacher can always be- gin with the student by utilizing the most com- 11I mon attribute of youth, acute curiosity, and stimulate it to a high degree and channel it into worthwhile activities. (17) Make the shop courses alive and challenging, and students will look forward happily and eagerly to that part of the day that is spent in the shop. Stimulate a creative zeal in the pupil to make things and to work with tools. Give opportunities to learn how to get along with others, and to co-operate with associates and teachers on a more or less informal basis. Parents will cooperate by capitalizing on the skills learned in the shop. Repair jobs or build- ing jobs around the house can give children a chance to earn small ready cash which most parents appreciate their children earning. General public interest and participation in the vocational teacher's program can be stimu- lated by inviting local experts - businessmen, craftsmen, housewives with hobbies, etc. - to enliven classwork. The benefits of such a com- munity program are almost as varied as the peo- ple involved in it. Children feel more impor- tant when their parents and friends participate, and they in turn feel more a part of the school. (7) In specific subject areas such as home eco- nomics, the program selling to prospective stu- dents might be made more effective if glamour is used as one of the tools. Business and pro- fessional women's clubs could help obtain speak- ers for an annual "Career Clinic" and use as re- quirements: success, attraction, intelligence.(2) It is important for the vocational instructor to maintain contacts with plants and workers served by the school. Several methods of es- tablishing and maintaining sound working rela- tionships with industry and labor include: (14) 1. Advisory committees. 2. Firsthand contacts with plant managers, super- intendents and foremen. 3. Firsthand contacts with labor unions. 4. Effective public relations in keeping the gen- eral public informed of the program conducted by the schools. Vocational shops may get together and work with city-held "Industrial Exhibition Weeks" to show the contributions that the vocational shops are making (1) to the industrial life of the community, and (2) to the life of the school shop. (12) Several summary guides for the vocational teacher in bettering his public relations program should include the following plans. (3) 1. Support your colleagues who are working to make the high school curriculum more useful to daily living. 2. Make friends of your students and encourage them to share their personal problems with you, for as a teacher you are a surrogate parent. 3. Improve your personality since none of us reach a state of perfection, and as leaders of youth and for general public relations one needs more than ever to better his appearance, voice, facial expression, temperament and the many other traits which make up the impres- sions we create on others. 4. Offer your services to local radio and television stations, send releases to local papers, talk be- fore- clubs, and, in general, take part in com- munity activities. 5. Keep abreast of developments in your field by attending regional and national conventions, and reading. Above all, the vocational teacher must have a sound program and maintain it if he wishes success in his public relations. Bibliography 1. Adams, C. C., "Our Film Library Is Good Public Relations and It Helps Sales Too," Printers Ink 229:40-42, November, 1949. 2. Anthis, F. W., "Successful Career Clinics," Jour- nal of Home Economics 41:321, June, 1949. 3. Bender, J., 'Ten Ways Home Economics Teach- ers Can Promote Good Human Relations," Prac- tical Home Economics 27:266-267, September, 1949. 4. Bertram, F. W., "Be Your Own Public Relations Counsel," Printers Ink. 5. Bryant, H., "Make It Your Public Relations Program," Kentucky School Journal 24:5, Feb- ruary, 1950. 6. Elliott, E. E., "Our Public Relations Depends On You," Journal of Home Economics 42:266-268, April, 1950. 7. Fontaine, A., "School's More Fun When Parents Help Teach," Readers Digest 56:126-128, March, 1950. 8. Fortune Survey, "Which Industrial Companies in Terre Haute Are Good Neighbors?" For- tune 41:37-39, March, 1950. 9. Gibson, J. M., "You Wouldn't Know the Old Town Now," Work of a Negro Teacher in Rocky Point, North Carolina, Rotarian 75:25- 28, October, 1949. 10. Goff, E. W., "Town I Live In," School Arts 49:286-287, April, 1950. 11. Hager, L. W., "Public Relations in Vocational Education," Occupations 28:533-534, May, 1950. 12. Halsall, F., "Advertising Vocational Education," Industrial Arts and Vocational Education 39: 198, May, 1950. 13. Koppenhoefer, H. L., "Every Teacher Is a Public Relations Exponent," Ohio School 27: 450-451, 1949. 14. Land, S. L., "Establishing and Maintaining Re- lationships with Management, Labor, and Pub- lic," Industrial Arts and Vocational Education 38:305-308, 1949. 15. Leffer, J., "Who Gets the Best Jobs in Your Town?" Woman's Home Journal 77:34-35, April, 1950. 12 16. McCreery, F., "Public Relations in Distributive Education," Education 70:50-54, September, 1949. 17. Miner, N. E., "Industrial Arts and Juvenile De- linquency," Industial Arts and Vocational Edu- cation 39:15, January, 1950. 18. Noberg, K. D., "Using Community Resources," Elementary School Journal 50:312-314, Feb- ruary, 1950. 19. Ogden, L., "Public Relations and Vocational Education," Industrial Arts and Education 38:274-275, September, 1949. 20. Sharpe, H. R., "Industrial Community School Program; High School Classes Visit Norge Di- vision, Borg-Warner Corp.," Millard Factory 45:134, 1949. 21. Welcker, J. W., "Community Relations Prob- lem of Industrial Companies," Harvard Business Revied 27:771-780, November, 1949. Dr. Givens, NEA lead ftetires---Associate Secretary Named to Top Post Washington, D. C.-The National Education Association last week announced the appoint- ment of Dr. William G. Carr, the NEA as- sociate secretary, as successor to Dr. Willard E. Givens, who will retire August 1 after 18 years as NEA executive secretary. Dr. Carr's selection was made by a unani- mous vote of the NEA's Board of Trustees. The new executive secretary has been with the NEA since 1929. In 1936 he became secretary of the association's Educational Policies Com- mission and in 1940 was made associate secre- tary of the NEA. For six years, Dr. Carr has been secretary- general of the World Organization of the Teaching Profession. He was consultant to the U. S. delegation at the 1945 founding con- ference of the United Nations in San Francisco, deputy secretary of the 1945 Conference on Education and Cultural Organization in London, and advisor to the U. S. delegation of the Sec- ond Conference of UNESCO in Mexico City, 1947. The educator has written numerous books and articles in the international field and in school finance and school administration. He was greatly influential in the creation of UNESCO and recently returned from a UNESCO assignment in Egypt. Associates of Dr. Carr indicate that he will continue policies initiated by the retiring ex-, ecutive secretary, Dr. Givens, to assure the full participation of Negro teachers and educators in the program of the NEA. Dr. Givens has been primarily responsible for an NEA by-law interpretation which permits the affiliation of Negro state teacher associations with the NEA. This interpretation provides for the affilia- tion of such state groups in states where the Negro teacher may not belong to the already affiliated NEA state associations. It permits Negro state teacher organizations in fifteen states to select delegates to the NEA's Repre- sentative Assembly where no restrictions are practiced on the basis of race. Thirteen of a possible fifteen state bodies have joined the NEA under this new inter- pretation since last April and recently the governing boards of associations in Texas and West Virginia voted to affiliate with the NEA tunder the new regulation. A. R. Lasley Presented for K. N. E. A. Presidency March 4, 1952 This comes to request that you place into the hands of the nominating committee the name of Mr. A. R. Lasley for the Presidency of the KNEA, to be voted on at this coming April annual session. We would like also for this announcement to appear in the next issue of the KNEA Journal. Mr. Lasley is Principal of the Booker T. Washington School, of Hopkinsville, Kentucky, and during his long, successful career in the field of education has served as both high school and elementary school principal. He is actively identified with the Second District Teachers' Association and has long been regarded as one of the most active and loyal members of the KNEA. By training and experience he is emi- nently qualified for the position of President of the KNEA. He is a graduate of Kentucky State College and holds a Master's degree from the University of Chicago. While Mr. Lasley has been content to be one of those in the trenches, declining heretofore any office in the KNEA, after much persuasion he finally gave his consent to allow his name to be presented as a candidate for the Presidency. Therefore, it is with a distinct degree of pleasure and satisfaction that we nominate Mr. Lasley for this office and earnestly solicit the vote and influence of all of those who are inter- ested in the continued growth and development of the KNEA. Respectfully submitted, M. J. Sleet 13 Dear Mr. Spearman: REVIEWS BY RUTH HILL JONES LIBRARIAN, MADISON JUNIOR HIGH, LOUISVILLE SHALL WE BALANCE THE BOOKS? Even in times as uncertain as these are in which we live today a certain prediction can be made that a great many books will continue to be read. People are sometimes heard to complain that they 'have nothing to read," but that is only in the same sense that ladies often "have nothing to wear." Confirmed addicts will read anything rather than nothng. However, no one today need be reduced to such straits. Choosing rather than finding is the usual prob- lem and if many starve it is because they are in the position of the metaphysical Donkey in the medieval story who was placed between two equidistant heaps of equally succulent hay. A balanced reading diet is what one needs and what most people don't get. Yet what is a balanced diet. Instruction, delight and relaxa- tion are all necessary in a well rounded reading program. They are all necessary things. The reader who does not get some of all is depriving himself of something upon which mental health depends. However, a well balanced man is aware of his citizenship in both realms. He will not listen to those few who advise him to have no concern with the problems of his own time. Neither will he listen to the more numerous fanatics who assure him that nothing which does not deal directly with these same "conditions" is other than a cowardly escape. In short, a balanced diet of reading is one which keeps us aware of two facts: one that we belong to eternity as well as in time; the other, that even as citizens in the world of time we live most fully when we are aware of both our past and present. FEELINGS "ON BEING NEGRO IN AMERICA" By J. Saunders Redding 156 pp. Bobbs-Merrill $3.00 The status of the Negro in America has probably been discussed and written about more than any other aspect in our contemporary life. J. Saunders Redding, former professor of English at the then existing Louisville Municipal College, and well known writer on Negro subjects, has set down his feelings about being a Negro in America in a highly personalized passionate essay. This honest almost painful statement about how it feels to be a second-class citizen is given added im- pact by the fact that its author has made good in a "white man's world": He has been on the faculty of a white University, published a prize winning book, is married, and lives pleasantly in congenial surround- ings. It would seem that he had attained most of the things which all of us long for-status in the com- munity, a measure of economic security, and a happy family life. Yet as one continues to read on he begins to realize that Bigger Thomas is still stranded in the ghetto, and that though J. Saunders Redding has escaped and made an easier life for himself, both are somehow kept from becoming whole human beings. The book makes an interesting contribution to the understanding of the caste status which race imposes in this country. All of this type of literature has an important role in crystallizing the moral climate neces- sary to secure first-class citizenship for the Negro. THE EDUCATION OF MAN: APHORISMS By Heinrich Pestalozzi, with an introduction by Wm. H. Kilpatrick. 93 pp. New York: Philosophical Library $2.75 The growing child is a growing human being and education can be reduced to the problem of vig- ilant love aiming to imbue the child with love and humanity. This is the burden of Heinrich Pestaloz- zi's "The Education of Man." In the course of his lifetime Pestalozzi worked out the theories that have become the basis of modern Western education. The first great educators in America followed the spirit of Pestalozzi in their teaching. The founder of kindergartens, Froebel, was deeply influenced by him. Pestalozzi's theories of 150 years ago still hold and coincide with the most modern conclusions of science. Not only in the theory of education but by his life and example as well does Pestalozzi speak to our time. In our prolix times the strength and incisiveness of Pestalozzi's writing, which only careful thinking can produce, give this book a special value. Dilemma Of The Teacher The School in American Cuelture By Margaret Mead. 1950 48 pp. Cambridge: Harvard University Press $1.50 Margaret Mead says that the word "school" con- jures up three images in the American mind: the lit- tle red schoolhouse with one woman teacher, the academy following the European tradition, and the urban school without the necessary outlets for un- bridled vitality. With a mixture of pragmatic incision and intuitive insight, Miss Mead shows how the little red school- house where the teacher transmitted a pioneer world is slowly vanishing, and how the teacher of the over- crowded city school faces the task of. turning the children from a denied past toward a future which must bring achievement and success. She compares our civilization with more primitive ones to prove that what we take for granted in educa- tion is not all the usual. Continued on Page 15 14 Pleflyrile District Y-Teeli Representatives from ten Y-Teen ClUbs of tile Pennyrile District attended the annual meeting at Western High School in Owensboro on Saturday. November 10. Gloria Rowan, Owensboro, presided at all sessions of the conference. Her supporting cabinet included Louvenia Edison, Franklin, first vice-president; Leslie Charliene Smith, Drakesboro, second vice-president; Runnelle Curry, Horse Cave, secretary; Marrie Ola Drake, Drakesboro, assistant secretary; Naomi Turner, Henderson, pianist; Margaret F. Griffin, Frank- lin, song leader; and Cozetta Hayden, Owens- boro, student chairman. The day's activities began with -worship service by members of the Shelbyville club. Words of welctome were extended by Cozetta Hayden, president, Western High Y-Teens, and greetings were given by H. E. Goodloe, principal, Western High School. Marrie Ola Drake, delegate from the Drakesboro club, gave the response to the welcome addresses. Miss Eleanor Hughes, Lexington, executive Y-Teen director in Kentucky, spoke briefly of the teens' work in the local clubs and as a ci istrict unit. Cilubs Meet at Western High A panel discussion on the theme, "Thle Best of Today Must be Improved for Tomorrow.' was presented by a member from each club. Delegates from the Lincoln Institute Club con- ducted a Song Fest wvhich was made up of novelty Y-Teen songs and club hymns. Officers elected to serve for the year 1 952- 1953 were Gloria L. Rowan, Owensboro, president: Billie Thomas, Lincoln Ridge, first vice-president; RuLth Lambert, Horse Cave, second vice-president; Patricia Carmen Smnith. Drakesboro, secretary; Anne Marshall, Bowling Green, assistant secretary; Normna Wilson, Morganfield, treasurer; Mary Ola Yates, Glas- gow, gfame leader; Sharon Anne Perkins, Owensboro, song leader; Masry Thomas. Shelbyville, publicity agent; Ola May Reynolds, Drakesboro, pianist, and Naomi Turner, Hen- derson, student chairman. A prize was won by the Drakesboro Club for having the largest number of members in at- tendance at the conference. Twenty-four girls were present from the Drakesboro Club. The 1952 session will be held at Douglahss High School at Henderson on November 7 and S. Coutinue.d f[orn Page 14 She does not pretend that our education is beyond doubt better than that of other cultures. At the end she probes into the dilemma which the ever changing generations of pupils present to the teacher. Had Miss Mead gone a bit further in her cool dissection of the school's situation she wvould have provided us with keys for such baffling facts as the low pay of teachers, the overcrowded conditions of most of the city schools today, and the sometimes harmful influence of progressive education. THE ART OF CLEAR THINKING By Rudolph Flesch Harper and Brothers-Sv 5 Mr. Flesch's new book is just what is promised in the title: A practical self-help book for all who wvant to improve their thinking and increase their tlowv of ideas, suitable for teachers and high school students. It shows how the psychological processes of thought take place and gives extremely practical pointers on how. 15 K. S. E. A. Kullings BY R. L. DOWERY Prof. H. E. Goodloe, faculty, student body, and patrons of Western High School, Owens- boro, Kentucky are to be congratulated upon the very modern building they entered in Sep- tember 1951. The Shelby County Board of Education pur- chased a brick building formerly used for whites, redecorated it inside, installed new furniture out and out, filled up a lunch room and added two teachers. The school was formerly Bagdad, but is now known as Mulberry. The faculty members are Mrs. G. T. Harris, principal; Miss K. Garland and Mrs. Alyce B. Knox, Mrs. M. L. Dowery, was added to the faculty at Mont- clair this school year, Berea Hall at Lincoln Institute and the Boys' Dormitory are being completely transformed by a liberal appropriation from the Building Com- mission. Prof. L. L. Spradling is the new principal at Eminence, Kentucky. Due to the illness of Mr. G. L. Douthitt at Lincoln School, Franklin, Ky., at the beginning of this school term, Miss L. L. Griffin and Mr. M. L. Brooks were substituting in his place. Since then, he has passed into the great beyond. Funeral services were held from Alpha Baptist Church-Franklin, December 13. Prof. H. H. Gumm is the new principal at Lincoln High School, Franklin and Mrs. Henri- etta B. Anderson and Miss Catherine Sloss are the new faculty members. Mrs. Gladys Moses of Frankfort, Ky. has sub- stituted at Western High School, Paris, Ken- tucky this year. Funeral services were held for Miss Mary M. Butler, a former Jeanes Teacher of Bourbon County. At the time of her death she was teacher at a Christian Church Junior College in Mississippi. Prof. 0. E. David was elected President of the Blue Grass District Teacher's Association Meeting at K. S. C., Frankfort, Ky. in October. Mrs. Bessie S. Thompson, former president of the 4th District Teachers Association, is devot- ing all her time to her Cleaning and Pressing business at E'Town and Fort Knox. Mrs. Jack- son of E'Town is teaching at Glendale, Ky. in her place. Prof. N. S. Thomas is the new president of the 4th District. Prof. H. H. Gumm is the new president of the 3rd District. Prof. J. A. Carroll is the new president of the 5th District. The Blue Grass District Teachers' Associa- tion has an All-District Chorus of the High School Students of the District, and Second Dis- trict also. Prof. A. R. Lasley is conducting Extension Classes from K. S. C. for Hopkinsville and Christian County successfully. The Fifth District P. T. A. met in (Henry County) Eminence in October, and (Shelby County) Shelbyville February 2. Mrs. Yeager - President. Mr. Roberson and Mr. Williams of Lincoln Institute have organized a Graded School Bas- ketball League that includes: Buck Creek, Mul- berry, Eminence, Shelbyville, Montclair, and Ridgewood. Mrs. Blue, Mrs. A. G. Duncan, Pres. R. L. Dowery attended the Governor's White House Conference on Youth, at the State Capitol in Frankfort in September. President R. L. Dowery also attended the first Conference on Town and Country at the University of Ky. in September. Mr. W. L. Spearman completed his prelims on his Ed.D. at I. U. during the summer. All District Teachers' Associations endorsed the Centevnial Action Program at the N. E. A. at their meetings last fall. This includes unified dues as follows: $3.00 K.N.E.A., $5.00 N.E.A., $1.00 A.T.A., and $1.00 District locally, Total $10.00. President's Message Continued from Page 4 those who made changes, and extend a hand of welcome to the newly elected officers. To the new teachers entering the profession for the first time, may we implore you to drop your buckets where you are, with the determi- nation of helping to make our Grand Old Com- monwealth rank higher educationally than she has ever done before. Yours for an equal educational opportunity for every Kentucky child, R. L. Dowery, President 16 WEST KENTUCKY VOCATIONAL TRAINING SCHOOL PADUCAH, KENTUCKY C. L. TIMBERLAKE, President Strictly a Trade School Offering Courses as Follows: FOR MEN Automobile Mechanics and Maintenance Engineering Electric Welding (one course) Office Practices (Typing, Short- hand, Filing, etc.) one course Brick Masonry Woodworking Shoe Repairing Carpentry Tailoring Chef Cooking Horticulture FOR WOMEN Tailoring Beauty Culture Dressmaking Barbering Office Practice (Typing, Shorthand, Filing, etc.) Practical Nursing This is an old established trade school that aids in placements and follow-up of its graduates For all information write: M. J. SLEET, Business Manager K. N. E. A. 1740 DUMESNIL LOUISVILLE 10, KY. 'POSTM ASTER: If undeliverable FOR ANY REASON notify sender, stating reason on FORM 3547, postage for which is guaranteed." Sec. 34.66 P. L. & E U. S. POSTAGE PAID Louisville, Ky. Perniit No. 332 Kentucky's Oldest Life, Health and Accident Insurance Company Over 48 years of faithful service to policyholders. More than $34.000,000.00 paid to policyholders and their beneficiaries since organization. KENTUCKY CENTRAL LIFE AND ACCIDENT INSURANCE COMPANY Home Office: Anchorage, Kentucky R. H. West, Secretary-Treasurer E. H. Speckman, President